**3. Results and discussion**

The results obtained from the study show that first grade students who have less experience in the campus draw in spatial style and fourth grade students draw in sequential style. In this context, it is seen that the two display techniques mentioned in previous studies take place [15]. Lynch states that as the experience of space increases over time, these two display techniques change in place in the individual [13], while Spencer and Weetman state that this situation is shaped according to the tasks of individuals [27]. In the context of these two different opinions, when the data obtained in the study are evaluated, it is seen that a result similar to both opinions is obtained. In the study, with the experience and time, the number of fields and elements shown in the cognitive maps of fourth grade students increased. However, the reason for this increase was not the elaboration of the same spaces, but the increase of the spaces experienced by the students. If only the experience and time factor were effective, in the cognitive maps of the fourth grade, the Foreign Languages department and the Bazaar should be drawn at a higher rate, while the spaces in the minds were drawn at a higher rate as a result of new tasks and experiences. In this context, both views were supported in different contexts.

In the study, in accordance with their own experiences and perspectives, the students selected some of the physical environment elements in the campus and reflected them to their cognitive maps within the framework of the fiction and order they created. In this context, as Lynch states [13], students have formed an identity of the campus by making sense of some of the physical environment they see within the framework of their own feelings, thoughts, and experiences.

In studies conducted on cognitive maps, it is seen that individuals' drawings are classified and evaluated according to urban images. In this study, all kinds of elements such as drawing, writing, sign, and symbol, which are not considered as urban images in the cognitive maps of the students, were also evaluated. The data obtained as a result of the evaluation are classified under the other expression category. The issue that draws attention in this category is that students express their experiences and memories by writing them on cognitive maps, although they are not requested from the students. The other remarkable issue is that many buildings that do not have landmark characteristics in the cognitive maps of the students have more place than landmarks. In this context, it is thought that students

**63**

*Assessment of Perception of Physical Environment in the Context of Cognitive Maps…*

describe many structures as landmarks in their minds by associating them with

Landmarks on their routes or experienced are more often in the drawings, whereas landmarks they have never seen and experienced are less common. In this context, it can be assumed that the results obtained from the studies conducted with cognitive maps aimed at determining the urban identity may vary with the sample group used. For example, it can be said that the perception of the city and the identity of the city will differ in the minds of a group of tourists coming to the city with tour companies and a group of tourists visiting the city with their own means. Tourists who travel with the tour company guide experience the paths and landmarks in the company's travel program, while the other group of tourists will have a perception of the city in accordance with their own route and sightseeing. In addition, the formation of the urban identity that will take place in the minds of the individuals traveling with the guide will be shaped according to the route drawn by the guide. However, even in this case, each individual will perceive what he or she sees, hears, and lives and will create a different urban identity in his or her mind. However, even the city identity formed in this case will be shaped by the guide. A similar situation can be observed for this study. When the sample group is selected from different groups such as students from different departments, administrative or academic staff, urban people, the perception of the campus, and the perception of identity in minds will change because, as stated in the study, the urban images in the cognitive maps show changes in line with the experiences. Even if the same study is repeated with the same sample group years later, the results may differ

In this study, the effect of architectural education on the formation of cognitive maps is also investigated. In this context, in line with the data obtained, it is seen that students' drawing skills and architectural perspectives are effective in the formation and elaboration of cognitive maps. In this context, the ability of individuals to draw and use visual techniques can affect the results obtained from cognitive maps. In the context of female and male students, it can be said that girls use more colors and try to add meaning to spaces with written expressions. However, there

In the study, if the assessment was made only in the context of urban images, it could be said that paths and landmarks were more involved in the students' minds. However, when each element in the cognitive maps is evaluated, the proportion of the places in which students load meaning according to their own lives is almost equivalent to landmarks. In addition, it is seen that the students draw the paths that they walk or see in the form of a route and transfer the structures that interest or

*DOI: http://dx.doi.org/10.5772/intechopen.90660*

load meaning on this route to their drawings.

*Percentage distributions according to imaginary elements.*

depending on the new experiences.

was no significant difference in the overall study.

their experiences.

**Table 10.**

*Assessment of Perception of Physical Environment in the Context of Cognitive Maps… DOI: http://dx.doi.org/10.5772/intechopen.90660*

**Table 10.** *Percentage distributions according to imaginary elements.*

*Cognitive and Intermedial Semiotics*

and other elements.

**3. Results and discussion**

19.46% with nodes and edges, respectively.

The percentages of the total number of items found in the cognitive maps of first grades are 15.33% with paths, 14.37% with other elements, 8.91% with landmarks, and 6.03% with districts, followed by 4.36 and 2.41% with nodes and edges; in the cognitive maps of fourth grades are 44.44% with paths, 41.22% with landmarks, 38.51% with districts, and 32.43% with other elements, followed by 27.98 and

In both groups of students, nodes and edges took the last place, respectively. The reason for this is that, as shown in **Table 5**, the city, the forest, and Porsuk River, which are defined as border elements, are not drawn in the maps. Interestingly, although paths were the most drawn elements in both groups, the rate of drawing of nodes found at the intersections of paths was very low. The reason for this is that the roads drawn are not continuous, and most of the nodes are on the roads which are not drawn. In the cognitive maps of the first grade students, other elements are in the second place, followed by landmarks and districts, because they mostly draw the region where they are educated. In the fourth grade, because they tried to draw the entire settlement, the landmarks took the second place, followed by districts

The results obtained from the study show that first grade students who have less experience in the campus draw in spatial style and fourth grade students draw in sequential style. In this context, it is seen that the two display techniques mentioned in previous studies take place [15]. Lynch states that as the experience of space increases over time, these two display techniques change in place in the individual [13], while Spencer and Weetman state that this situation is shaped according to the tasks of individuals [27]. In the context of these two different opinions, when the data obtained in the study are evaluated, it is seen that a result similar to both opinions is obtained. In the study, with the experience and time, the number of fields and elements shown in the cognitive maps of fourth grade students increased. However, the reason for this increase was not the elaboration of the same spaces, but the increase of the spaces experienced by the students. If only the experience and time factor were effective, in the cognitive maps of the fourth grade, the Foreign Languages department and the Bazaar should be drawn at a higher rate, while the spaces in the minds were drawn at a higher rate as a result of new tasks and experiences. In this context, both views were supported in different contexts. In the study, in accordance with their own experiences and perspectives, the students selected some of the physical environment elements in the campus and reflected them to their cognitive maps within the framework of the fiction and order they created. In this context, as Lynch states [13], students have formed an identity of the campus by making sense of some of the physical environment they see within the framework of their own feelings, thoughts, and experiences.

In studies conducted on cognitive maps, it is seen that individuals' drawings are classified and evaluated according to urban images. In this study, all kinds of elements such as drawing, writing, sign, and symbol, which are not considered as urban images in the cognitive maps of the students, were also evaluated. The data obtained as a result of the evaluation are classified under the other expression category. The issue that draws attention in this category is that students express their experiences and memories by writing them on cognitive maps, although they are not requested from the students. The other remarkable issue is that many buildings that do not have landmark characteristics in the cognitive maps of the students have more place than landmarks. In this context, it is thought that students

**62**

describe many structures as landmarks in their minds by associating them with their experiences.

In the study, if the assessment was made only in the context of urban images, it could be said that paths and landmarks were more involved in the students' minds. However, when each element in the cognitive maps is evaluated, the proportion of the places in which students load meaning according to their own lives is almost equivalent to landmarks. In addition, it is seen that the students draw the paths that they walk or see in the form of a route and transfer the structures that interest or load meaning on this route to their drawings.

Landmarks on their routes or experienced are more often in the drawings, whereas landmarks they have never seen and experienced are less common. In this context, it can be assumed that the results obtained from the studies conducted with cognitive maps aimed at determining the urban identity may vary with the sample group used. For example, it can be said that the perception of the city and the identity of the city will differ in the minds of a group of tourists coming to the city with tour companies and a group of tourists visiting the city with their own means. Tourists who travel with the tour company guide experience the paths and landmarks in the company's travel program, while the other group of tourists will have a perception of the city in accordance with their own route and sightseeing. In addition, the formation of the urban identity that will take place in the minds of the individuals traveling with the guide will be shaped according to the route drawn by the guide. However, even in this case, each individual will perceive what he or she sees, hears, and lives and will create a different urban identity in his or her mind. However, even the city identity formed in this case will be shaped by the guide. A similar situation can be observed for this study. When the sample group is selected from different groups such as students from different departments, administrative or academic staff, urban people, the perception of the campus, and the perception of identity in minds will change because, as stated in the study, the urban images in the cognitive maps show changes in line with the experiences. Even if the same study is repeated with the same sample group years later, the results may differ depending on the new experiences.

In this study, the effect of architectural education on the formation of cognitive maps is also investigated. In this context, in line with the data obtained, it is seen that students' drawing skills and architectural perspectives are effective in the formation and elaboration of cognitive maps. In this context, the ability of individuals to draw and use visual techniques can affect the results obtained from cognitive maps. In the context of female and male students, it can be said that girls use more colors and try to add meaning to spaces with written expressions. However, there was no significant difference in the overall study.
