spatial symbols and spatial thought: Cross-cultural, developmental, and historical perspectives on the relation between map use and spatial cognition

The following conversation took place on the way to lunch on the first day of the conference that is the basis of this volume:
LN: I’m taking off guys. I have to do some stuff before the next talk.
DHU: OK, see you. Oh, wait. We don’t know how to get back.
DM: Don’t worry. I’ll show you how to get back.
DHU: Right. I forgot you’re from here.
SW: And it’s a good thing she is; otherwise Laura would have to drop bread crumbs.
This everyday conversation illustrates remarkably well the central point of this chapter: Learning about spatial information is often a social and communicative process (Gauvain, 1992, 1993; Uttal, 2000). Without the assistance that other people can provide, we would get lost much more often than we do. Assistance from others may come through direct communication, such as verbal directions (or leaving bread crumbs!), or it may come through less direct media, such as maps.