distances, difficulties and travel cognition : spatial and psychological conditions of children’s...
TRANSCRIPT
Distances, difficulties and travel cognition :
Spatial and psychological conditions
of children’s independant mobility
in urban environnements
Université René Descartes – Paris 5Institut de Psychologie
Laboratoire de Psychologie environnementale – CNRS UMR 8069-
Sandrine DEPEAU
18th Iaps Conference EVALUATION IN PROGRESS
- Vienna
Is there a better place
to live for children and
to develop urban mobility?
Question
Overview
- 1/ Introduction / Issue
- 2/ Main questions
- 3/ Methods and data sources
- 4/ Results
- 5/ Discussion
To Understand differences in the emergence of autonomy
Spatial conditions Distances Difficulties
Spatial conditions Distances Difficulties
Social conditions Accompaniment
Cognitive map Spatial Structure
Environmental conditions
Urban structure
Environmental conditions
Urban structure
1
2
3
4
The study of home-school trip
- 83 children between 10 and 12 years of age
- interviewed at school
- different types of methods
Participants
Traditional site (1)
Few playgrounds Important social density Social heterogeneity Functionnal mixity Density of shops
Roads with high cars density Normative road safety system
Environmental conditions
Leisure outdoor spaces in each residential area.
Social homogeneityFunctionnal organisationGreen spaces
Traffic Functional separation
New Town (2)
Environmental conditions
Mixed site – (3)
Mixed roads: pedestrian and main street Few crossing-road on small streets
Few leisure spaces outside Pedestrian street transformed into leisure spaces
Environmental conditions
Sketch-map of home-school trip
Procedures
They map out their trip on a map…
École
Home-school trip distance quality and number of pedestrian crossings
Pedestrian-crossing difficulties
Difficulty +++: pedestrian crossings situated on small double-
way roads without any traffic signs or pedestrian priority signs.
Difficulty ++: light protected pedestrian-crossings on small or
double-way large roads.
Difficulty +: pedestrian-crossing protected by a traffic
policeman or protected by pedestrian-priority lights only.
No difficulty: without any pedestrian-crossings.
1/ - Inter-environmental description on the social and spatial
conditions to characterize the home-school trip.
2/ - Bayesian results answering to the main questions
Social conditions and distances
Social conditions and road difficulties
Social conditions and the stucture of cognitive map.
Results / Overview
Mean distance: 397 meters
Mean of pedestrian crossings: 3,53
Traditional site (1)
Parents escorting: distance
New town site (2)
Mean distance: 303,7 meters
Mean of pedestrian crossings: 2,25
Peers escorting: pedestrian crossings
Mixed site (3)
Mean distance: 285,7 meters
Mean of pedestrian crossings: 2,63
1548.4%
Totaux
Intermediary]250-450 m]
516.1%
619.4%
947.4% (+)
631.6%
14
Metric distancesHome-school trip
Accompaniment
Parents Peers Alone Siblings Total
population
Low0-250 m
618.2%
1339.4%
721.2%
33100%
31100%
Long]450- 900 m[
210.5%
19100%
21
721.2%
516.1%
210.5%
14 34 83
Distances and social conditions
Accompaniment for home-school trip
Cognitive map Parents Peers Alone Siblings
Survey map n % Column
7 33,3
4 28,6
17 50,0
6 42,9
Route map n % Column
11 52,4
6 42,8
13 38,3
5 35,7
Intermediate map n % Column
3 14,3
4 28,6
4 11,7
3 21,4
Social conditions and structure of cognitive map
1 7,1
Accompaniment
Pedestrian crossing difficulties
Parents
Peers
Alone
Siblings
Difficulty ++ n % in line
834,8
1448,3
620,7
No difficulty n % in line
Difficulty +++ n % in line
529,4
8 (+)47,1
3 (-)17,6
1 5,9
1 4,4
1043,4
417,4
Difficulty + % in line
517,2
4 13,8
321,5
7 50,0
321,4
Difficulties and social conditions
Micro-environmental exploration => - ways of learning to move around in the city
- normative traffic system => spatial legibility - peers group
There is no best environment just environment where children develop different competencies.
- traditional context => cognitive comlpetencies?- new town context => social competencies.
Traffic seems better handle in traditional context than in New town where mobility functions are separated.
Conclusions