The purpose of this chapter is to provide a review of past research and theory in environmental cognition from the perspective of life-span developmental psychology, to suggest future directions for work in this area, and to lay the groundwork for questions of application that are discussed elsewhere in this volume. Before it is possible to address these goals, however, it is essential to establish what is meant by “a life-span developmental approach to environmental cognition.” The first section of the chapter is thus devoted to a discussion of these definitional issues. The second section provides a selective review of past research. The research has been chosen to illustrate how changes in individual development in a variety of domains (e.g., development of logical classification skills in the cognitive domain, or development of interpersonal attachment in the socioemotional domain) may have consequences for environmental cognition. The review of past work leads to the observation that most research has focused on how environmental cognition is derived from direct experience in environments. It is argued that another extremely influential source of environmental cognition is through exposure to representations of environments. Thus, the final section of the chapter contains discussions of the roles of environmental representations for environmental cognition, and descriptions of some recent research in this area. In the original conceptualization of the conference on which this volume is based, Evans and Gärling (1987) defined environmental cognition as . . . the processes involved in the perception and cognition of spatial information in the real world. Most of this research has not examined preference or evaluation. Instead the focus has been primarily on understanding the cognitive processes themselves and how they are influenced by person variables (e.g. age, gender, familiarity) and by environmental variables such as landmarks, path structures, or overall organizational factors, (p. 2) . . . This definition works well for the purpose intended, that is, for distinguishing environmental cognition from environmental assessment, on the one hand, and from decision making and action, on the other. In part, these distinctions are congruent with a taxonomy developed earlier (Liben, 198la), which similarly placed environmental cognition in a broader context.
The Contribution of the Life-Span Developmental Approach to the Study of Young Adult’s Identity Construction