ABSTRACT
Geographers have long recognized that the environment may be described by one set of variables relating to the attributes of places and a second set derived from the relative spatial locations of these places (Berry, 1964). Differentiation between these sets is readily observable in most models of the spatial behavior of individuals in which the positive or negative valences of place attributes are balanced against their relative spatial locations (Nystuen, 1967). Recent urban research has stressed that spatial behavior is an outcome of the interaction between these two sets of environmental variables and the cognitive processes of the individual. Increasingly, explicit attention has been paid to the processes of cognition (e.g. Harvey, 1969b; Saarinen, 1969) and learning (Golledge, 1967, 1969). This work has stressed particularly the cognition of the attributes of places, with only a limited consideration of the cognition of spatial relations, a conclusion which can be readily drawn from Saarinen's (1969) review.
