Pedology and digital soil mapping (DSM)

Pedology focuses on understanding soil genesis in the field and includes soil classification and mapping. Digital soil mapping (DSM) has evolved from traditional soil classification and mapping to the creation and population of spatial soil information systems by using field and laboratory observations coupled with environmental covariates. Pedological knowledge of soil distribution and processes can be useful for digital soil mapping. Conversely, digital soil mapping can bring new insights to pedogenesis, detailed information on vertical and lateral soil variation, and can generate research questions that were not considered in traditional pedology. This review highlights the relevance and synergy of pedology in soil spatial prediction through the expansion of pedological knowledge. We also discuss how DSM can support further advances in pedology through improved representation of spatial soil information. Some major findings of this review are as follows: (a) soil classes can be mapped accurately using DSM, (b) the occurrence and thickness of soil horizons, whole soil profiles and soil parent material can be predicted successfully with DSM techniques, (c) DSM can provide valuable information on pedogenic processes (e.g. addition, removal, transformation and translocation), (d) pedological knowledge can be incorporated into DSM, but DSM can also lead to the discovery of knowledge, and (e) there is the potential to use process‐based soil–landscape evolution modelling in DSM. Based on these findings, the combination of data‐driven and knowledge‐based methods promotes even greater interactions between pedology and DSM. HIGHLIGHTS: Demonstrates relevance and synergy of pedology in soil spatial prediction, and links pedology and DSM. Indicates the successful application of DSM in mapping soil classes, profiles, pedological features and processes. Shows how DSM can help in forming new hypotheses and gaining new insights about soil and soil processes. Combination of data‐driven and knowledge‐based methods recommended to promote greater interactions between DSM and pedology.

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