Encoding tactics in the retention of maps

Abstract Two experiments were designed to determine which of two encoding tactics learners use to remember maps and whether one or the other differentially preserves locational memory for mapped features. Experiment 1 subjects were presented a map with either low or high spatial distinction, with half of the subjects receiving general instruction to cluster the map's features. Results showed that the subjects have an apparent propensity to encode mapped features using a semantically based encoding tactic; yet the visuospatial properties of a map influence the employment of this tactic. In Experiment 2, the encoding instructions were made more specific by informing subjects to encode mapped features either conceptually or spatially or simply to study the map. Half the subjects in each group recalled mapped features either by listing them or by reconstructing the entire map. Results showed that a well-defined set to employ specific mechanisms of encoding differentially affects retention, but memory for location is preserved by an encoding tactic that is spatially based. Findings are discussed in terms of their theoretical and instructional implications.