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This book is about the representations - both visual and linguistic
- which people give of their own places of origin. It examines the
drawings of interviewees who were asked to draw their own place of
origin on a white A3 sheet, using pencil or colour, according to
their choice. If they were born in a place they did not remember
because they moved in when they were very small, they could draw
the place they did remember as the scenario of their early
childhood. The drawings are examined from three different
perspectives: semiotics, cognitive psychology and geography. The
semiotic instruments are used to describe how each person
reconstructs a complex image of his/her childhood place, and how
they translate their own memories from one language to another,
e.g. from drawing to verbal story, trying to approach what they
want to express in the best possible way. The
cognitive-psychological point of view helps clarify the emotional
world of the interviewees and their motivations during the process
of reconstruction and expression of their childhood experiences.
The geographical conceptualizations concern a cultural level and
provide insight into the cartographic models that inspire the maps
people drew. One of the main findings was the influence from
cultural codes as demonstrated in the fact that most of the US
students interviewed drew their maps showing considerable
cartographic expertise in comparison to their European
counterparts.
This book is about the representations - both visual and linguistic
- which people give of their own places of origin. It examines the
drawings of interviewees who were asked to draw their own place of
origin on a white A3 sheet, using pencil or colour, according to
their choice. If they were born in a place they did not remember
because they moved in when they were very small, they could draw
the place they did remember as the scenario of their early
childhood. The drawings are examined from three different
perspectives: semiotics, cognitive psychology and geography. The
semiotic instruments are used to describe how each person
reconstructs a complex image of his/her childhood place, and how
they translate their own memories from one language to another,
e.g. from drawing to verbal story, trying to approach what they
want to express in the best possible way. The
cognitive-psychological point of view helps clarify the emotional
world of the interviewees and their motivations during the process
of reconstruction and expression of their childhood experiences.
The geographical conceptualizations concern a cultural level and
provide insight into the cartographic models that inspire the maps
people drew. One of the main findings was the influence from
cultural codes as demonstrated in the fact that most of the US
students interviewed drew their maps showing considerable
cartographic expertise in comparison to their European
counterparts.
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