環(huán)境與行為外文翻譯.doc

環(huán)境與行為參加者是對(duì)校園室外空間感興趣的人。總共有140名參與者（包括來(lái)自各高校的10名成員）被選定。每個(gè)樣本組包括1名研究生和本科生6人，教職工2人，并從行政人員1名員工。年齡，性別，和居住地的選擇需要符合樣本人口調(diào)查的標(biāo)準(zhǔn)，參與的研究成員完全是自愿的，參與的成員年齡從18到62歲。參加者同樣分為男性和女性之間。本研究試圖平衡參與者的性別在所有條件相同下研究。它也考慮到過(guò)去有經(jīng)驗(yàn)的重要參與者，包括他們?cè)趹敉忾_(kāi)放空間和灰色空間停留的地方。一份調(diào)查問(wèn)卷被用來(lái)收集信息。百分之七十的參與者選擇居住在城市地區(qū)。一般來(lái)說(shuō)，在喬丹的城市地區(qū)具有小的開(kāi)放空間，只有少量植被植物數(shù)量有限。在喬丹生活的65%的城市居民居住在公寓樓，他們沒(méi)有獲得私人的戶外空間。百分之三十的人生活在農(nóng)村地區(qū)，他們有自己的戶外空間。在喬丹的農(nóng)村地區(qū)的特點(diǎn)是植物多戶外空間充足，有大片的私人戶外空間，大片農(nóng)田，私營(yíng)領(lǐng)域。在這種方式中，樣本的參與者提出自己在不同室外空間和植被中的感受。關(guān)于戶外校園設(shè)置記錄，研究者設(shè)計(jì)了一個(gè)解決問(wèn)題的活動(dòng)。參與者提出了一系列關(guān)于他們將訪問(wèn)的室外空間的選擇。選擇集中在網(wǎng)站描述之間的決定。本研究開(kāi)發(fā)從大學(xué)校園實(shí)地調(diào)查的10個(gè)網(wǎng)站的描述。每個(gè)描述都包含了一個(gè)示意圖，對(duì)該地區(qū)的兩個(gè)彩色照片，和文字描述的活動(dòng)和網(wǎng)站的體育文化特征描述。這是最好使用的照片，有人為了引發(fā)參與者圖片中的空間的響應(yīng)。以及熟悉圖片中的空間，他們甚至稱這是他們所知道的真實(shí)的地方。作為現(xiàn)場(chǎng)觀測(cè)的代理人在使用照片時(shí)，通常知覺(jué)和視覺(jué)的環(huán)境研究是常見(jiàn)的判斷方法。一些研究人員（安德森，zube，&麥康奈爾，1976；Coughlin &德斯坦，1970；zube，1974b）已經(jīng)證明，人們判斷的開(kāi)放空間：例如，對(duì)自然景觀有偏好的（例如，球&法爾克，1982；buhyoff，威爾曼，科赫，英國(guó)，和赫爾特曼，1983；普羅普斯特和buhyoff，1980），對(duì)城市景觀有偏好的（例如，彼得森，1967；彼得森和紐曼，1969），和基于城市場(chǎng)景的推論（Craik &阿普爾亞德，1980）。丹尼爾（1976）觀察到的有效性和使用性研究。照片是實(shí)地觀察人對(duì)環(huán)境感興趣的能力體現(xiàn)，參與人員提供拍攝室外空間的使用說(shuō)明。這是建立在1995的夏天，一個(gè)為期4周的觀察中確定的。在校園空間進(jìn)行檢查中，在 10點(diǎn)到3點(diǎn)這段時(shí)間中觀察。本研究者負(fù)責(zé)拍攝參與者在每一個(gè)空間中的活動(dòng)行為。這是寫(xiě)關(guān)于人和他們?cè)诃h(huán)境中的行為的有力說(shuō)服條件。兩次拍照和隨機(jī)寫(xiě)作是為了以免打擾或引起室外空間的用戶的行為。內(nèi)容和照片的質(zhì)量是很重要的。為了努力做得最好，代表校園室外空間環(huán)境性能的照片，約90%的照片，是在水平角度下拍攝的，表明是在人們遇到他們正常的經(jīng)驗(yàn)與環(huán)境中的看法和風(fēng)景（見(jiàn)，例如，數(shù)字4到6和8到12）。如表1所示，該網(wǎng)站的描述提供了設(shè)計(jì)等特點(diǎn)，與附近的建筑選址的各種組合，土地景觀，周邊地區(qū)的看法，與陽(yáng)光和陰影。一個(gè)配對(duì)比較，對(duì)10幅照片都可能對(duì)貼在硬木板。參與者被要求選擇一個(gè)網(wǎng)站從每對(duì)他們會(huì)去和他們的首選就在照片的外表和空間。他們叫那個(gè)決定的原因。他們不可能，例如，說(shuō)他們喜歡的原因卻不同。這是可能的，與會(huì)者認(rèn)識(shí)到兩個(gè)地方，一個(gè)會(huì)議，一個(gè)隱私，為每個(gè)不同的標(biāo)準(zhǔn)，為了使合乎邏輯的選擇，他們被鼓勵(lì)去與標(biāo)準(zhǔn)一致。與會(huì)者還提到的戶外校園空間，他們常常訪問(wèn)。所有的參與者被要求列出成分或特性的基本照片中顯示出他們喜歡的空間。他們要求“自言自語(yǔ)”到桌面的錄音機(jī)（后來(lái)的轉(zhuǎn)錄和表達(dá)），所有的思想和情感在決策制定過(guò)程中所發(fā)生的。受試者參加了五屆，歷時(shí)1小時(shí)，每一馬克西媽媽?？陬^報(bào)告的錄音帶（即，協(xié)議）提供的信息，記錄事件，情感，在決策過(guò)程中所經(jīng)歷的參與者。從兩個(gè)決策活動(dòng)和一個(gè)簡(jiǎn)短的訪談相結(jié)合的形式，這項(xiàng)研究的數(shù)據(jù)集。在一個(gè)活動(dòng)，參與者的評(píng)價(jià)和選擇的10個(gè)站點(diǎn)之間的所有可能的對(duì)。這種方法生產(chǎn)數(shù)據(jù)庫(kù)的信息（例如，蔓生的魚(yú)燈芯，1988）為這項(xiàng)研究。第二個(gè)活動(dòng)涉及一組層次的選擇中，參加者提高ING相似網(wǎng)站描述對(duì)。這創(chuàng)造了選擇的難度增加，產(chǎn)生了30個(gè)小時(shí)的磁帶記錄的數(shù)據(jù)（例如，蔓生，沃克，meistrell，及還，1989）。最后，28人（占總數(shù)的參與者，N = 140，20%）被采訪者在會(huì)議結(jié)束。匯報(bào)ING面試包括開(kāi)放式的問(wèn)題，側(cè)重于決策戰(zhàn)略制定和選擇什么因素的影響。每個(gè)受訪者也被問(wèn)到他或她多長(zhǎng)時(shí)間從事表2中四個(gè)最參觀校園活動(dòng)空間。每個(gè)受訪者被要求列出五個(gè)活動(dòng)，他或她最想做的空間，在那里他或她來(lái)自到達(dá)的空間，和他或她最喜歡的和最少的空間。以下的采訪，本研究考察報(bào)告10最頻繁的開(kāi)放空間和記錄，發(fā)現(xiàn)是一個(gè)使用的空間，包括位置以建立，校園和/或主要的行人交通道路，綠化相關(guān)的物理特征，能舒適座椅，存在陰影，視覺(jué)通路，和隱私（參見(jiàn)奧特曼，1973；1973；阿普爾亞德，赫塞爾格倫，公園和節(jié)儉，1975；1980；zube，1974b）。數(shù)據(jù)分析的第一步是將錄音帶到學(xué)員制作戶外空間決策，逐字逐句的敘述。這些帳戶是由本研究審查的意圖”，透過(guò)資料發(fā)現(xiàn)什么是必要的”（例如，理想的典型）的校園室外空間的元素。記錄進(jìn)行審查，獲得實(shí)驗(yàn)的總體結(jié)構(gòu)和模式。這些分析是通過(guò)將所有的轉(zhuǎn)錄成文本的文本數(shù)據(jù)基地和標(biāo)記段根據(jù)網(wǎng)站，選擇對(duì)了，和數(shù)量的參與者。該數(shù)據(jù)庫(kù)允許研究者操縱的轉(zhuǎn)錄分析多組或文本的觀點(diǎn)，強(qiáng)調(diào)了SPE特異模式，揭示人的空間關(guān)系維度。例如，參與者之間進(jìn)行抉擇的1號(hào)和4號(hào)網(wǎng)站網(wǎng)站（見(jiàn)表1）是相同的觀點(diǎn)的分析。以這種方式，本研究確定特定地點(diǎn)的基本要素的參與確定褲子。同樣地，所有的選擇涉及每個(gè)參與者一起被放置在相同的觀點(diǎn)來(lái)確定的基本要素（如土地，吸引花葶）發(fā)生在他們的決定。在下一階段的分析，本研究試圖識(shí)別參與者的意圖走向戶外校園空間，通過(guò)檢查每個(gè)描述了他們的決定意義展開(kāi)。重建的“世界”，每個(gè)參與者都在試圖揭示戶外校園空間的苯丙氨酸現(xiàn)象，它們的含義和解釋，以及探討其行為與實(shí)驗(yàn)，每個(gè)參與者的選擇空間結(jié)構(gòu)的影響。討論本研究及其對(duì)校園的設(shè)計(jì)和研究結(jié)果，提出以下問(wèn)題：在何種程度上是戶外空間的校園設(shè)計(jì)相關(guān)的用途嗎？有什么發(fā)現(xiàn)？在何種程度上觀測(cè)結(jié)果符合既定的環(huán)境行為和環(huán)境心理感知的研究結(jié)果？在作出有關(guān)決定訪問(wèn)的網(wǎng)站，與會(huì)者介紹了他們對(duì)不同類(lèi)型的環(huán)境中的感覺(jué)。最初，他們描述了校園室外空間，他們將繼續(xù)和他們的決定是比較突然的活動(dòng)。他們探索，他們?cè)惶岢?，影響他們的決定的各種因素進(jìn)行了較詳細(xì)的記錄反應(yīng)選擇方面給予。所有的參與者都能夠表達(dá)自己的感情，在室外設(shè)置有一個(gè)地方的感覺(jué)。研究者要求參與者到底是什么吸引他們到特定的地方。一個(gè)壓倒一切的模式是一個(gè)吸引到室外的社會(huì)互動(dòng)和/或景觀。在許多情況下，參與者相關(guān)的活動(dòng)，如參加社交活動(dòng)，坐，民眾觀察，研究土地存在景觀。選擇是在活動(dòng)和風(fēng)景可以在各個(gè)網(wǎng)站的各種理由。每個(gè)受訪者被問(wèn)，“你就用三個(gè)字來(lái)形容牛奶酒吧街？“（在校園中最活躍的地方）。對(duì)牛奶酒吧街不同的圖像舉行，參與者之間的這個(gè)問(wèn)題揭示對(duì)策；80%的學(xué)生認(rèn)為這是一個(gè)有吸引力的，令人興奮的，娛樂(lè)場(chǎng)所，而只有37.5%的教師和行政人員的認(rèn)同這個(gè)觀點(diǎn)。雖然大部分學(xué)生（85%）被吸引到擁擠的步行空間的校園，少數(shù)（20%）的教師和工作人員喜歡這樣的空間。例如，80%的教師和工作人員的人起，位置適當(dāng)坐的地方沿牛奶酒吧街?jǐn)?shù)量有限（見(jiàn)圖2），在商業(yè)中心前，隨著一些學(xué)生想坐在建筑物的臺(tái)階和暴露的位置沿人行道的路緣石的人看（見(jiàn)，例如，數(shù)字8，10，11，和15的B），阻礙了使用諸如通過(guò)空間通過(guò)行人的流通。Environment and BehaviorParticipants were recruited by placing notices around campus asking for individuals interested in outdoor space use. A total of 140 participants (including a sample group of 10 participants from each college) were selected. Each sample group included 1 graduate and 6 undergraduate students, 2 faculty members, and 1 employee from the administrative staff Age.gender, and place of residence were the criterion for choosing the sample population, and participation in the study was entirely voluntary. The participants ranged in age from 18 to 62. Participants were about equally divided between males and females. This researcher attempted to balance the gender of participants across all conditions within the study. It was also important to consider the past experience of the participants, including their use of outdoor open spaces and place of residence. A questionnaire was used to collect participant information on age, gender, and place of residence before joining the University. Seventy percent (n = 98) of the selected participants lived in urban areas. Generally, urban areas in Jordan are characterized with a limited number of small open spaces containing little vegetation. The majority of 65% of urban dwellers in Jordan live in apartment buildings. They have no access to private outdoor spaces. Thirty percent (n = 42) of the participants lived in rural areas prior to their enrollment at the University. Rural areas in Jordan are characterized by residential units that are often surrounded by private outdoor spaces, stretches of farmland, and privately owned fields. In this way, the sample participants differed in their exposure to outdoor spaces and vegetation. To obtain detailed transcripts concerning outdoor campus settings, this researcher devised a problem-solving activity. Participants made a series of choices concerning outdoor spaces that they would visit. The choices focused on decisions between pairs of site descriptions. This researcher developed a set of 10 site descriptions from a field survey of the University campus. Each description included a sketch map, two color photographs of the area, and text describing the activities and the physical and cultural characteristics of the site. It was preferable to use photographs that included people in order to trigger the responses of participants to the spaces shown in the pictures. Subjects were familiar with the spaces shown in the pictures, and they referred to what they knew about the real places. The use of photographs as surrogates for field observations is common inThe use of photographs as surrogates for field observations is common in studies of perception and judgment of the visual environment. Several studies (Anderson, Zube, & MacConnell, 1976; Coughlin & Goldstein, 1970; Zube, 1974b) have demonstrated that people judge open spaces that they have visited in much the same way that they rate surrogate photographs of those settings. Photographic representations of views have been used, for example, in studies of natural landscape preferences (e.g., Balling & Falk, 1982; Buhyoff, Wellman, Koch, Gauthier, & Hultman, 1983; Propst & Buhyoff, 1980), urban landscape preferences (e.g., Peterson, 1967; Peterson & Newmann, 1969), and inferences based on urban scenes (Craik & Appleyard, 1980). Daniel (1976) observed that the validity and generalizability of studies that use photographs as surrogates for field observations depend on the ability of photographs to represent the environmental properties of interest (see also Brower, 1988). Subjects were provided with descriptions of the use of the photographed outdoor spaces. This was determined based on direct observation during a 4-week period in the summer of 1995. Campus spaces were checked at random intervals between 10 a.m. and 3 p.m. During each of these checks, this researcher photographed the people and their activities in each space. This was supported by writing notes about the people and their behavior. Both picture-taking and note-writing were done briefly and unobtrusively so as not to disturb or change the behavior of the outdoor space users. Notes from repeated observations of a space were synchronized to provide a single account of typical use. A substantial portion of the information that was provided to participants concerning the physical characteristics and landscape of outdoor areas was based on photographs of the environment (cf. Collier, 1967; Davis & Ayers, 1975). The content and quality of the photographs was important. Every effort was made to take photographs that best represented environmental properties of the campus outdoor spaces. The majority of photographs, about 90%, were taken at eye level to show the views and landscapes that people encountered during their normal experiences with the environment (see, e.g., Figures 4 through 6 and 8 through 12). As shown in Table 1, the site descriptions offered various combinations of design characteristics such as location in relation to nearby buildings, landscape, views of surrounding areas, and sun and shade. For a paired comparison, all possible pairs of the photographs of the 10 sites were pasted on hard boards. The participants were asked to select one site from each pair that they would visit and which they preferred with respect to physical appearance and space in the photographs. They were asked to give reasons for that choice. They could not, for example, say that they liked both but for different reasons. It was possible that participants recognized two kinds of places, one for meeting and one for privacy, with different criteria for each, and in order to make logical choices they were encouraged to go with one consistent set of criteria. Participants were also asked to mention which outdoor campus spaces they visited often. All participants were asked to list components or characteristics of the spaces shown in the photographs that they liked. They were instructed to “think aloud” into a desktop tape recorder (for later transcription), expressing all thoughts and feelings that occurred during the decisionmaking process. Subjects attended five sessions, which each lasted a maximum of 1 hour. Tape recordings of the verbal reports (i.e., protocols) provided a record of the information, contingencies, feelings, and perceptions that the participants experienced during the decision-making process. Transcripts from two decision-making activities and a brief interview were combined to form the data set for this study. In one activity, participants evaluated and made choices between all possible pairs of the 10 site descriptions. This method produced the database information (e.g., Vining & Fishwick, 1988) for this study. The second activity involved a set of hierarchical choices in which participants were given pairs of site descriptions of increasing similarity. This created increased levels of choice difficulty and yielded 30 hours of tape-recorded data (e.g., Vining, Walker, Meistrell, & Fishwick, 1989). Finally, 28 participants (20% of the total participants, n = 140) were interviewed by this researcher at the completion of the sessions. The debriefing interview consisted of open-ended questions focusing on decisionmaking strategy and what factors influenced choices. Each interviewee was also asked how often he or she engaged in the activities listed in Table 2 at each of the four spaces most visited on campus. Each interviewee was also asked to list five activities that he or she would most like to do in the space, where he or she came from to arrive at the space, and what he or she liked most and least about the space. Following the interviews, this researcher inspected the reported 10 most frequented open spaces and recorded the physical features that were noticed to be related to ones use of the space including location with respect to buildings on campus and/or major pedestrian traffic ways, landscaping, comfortable seating, presence of shade, visual access ,and privacy (cf. Altman, 1973; Appleyard, 1973; Hesselgren, 1975; Parks & Thrift, 1980; Zube, 1974b). The first step of the data analysis was to transcribe the tape recordings into verbatim descriptive accounts of participants making outdoor space decisions. These accounts were reviewed by this researcher with the intention of “seeing through the particulars to discover what were essential” (e.g., ideal typical) elements of the campus outdoor spaces. The transcripts were then reviewed to derive the general experimental structures and patterns. These analyses were facilitated by transferring all of the transcripts into a text database and labeling segments of the text according to the sites, choice pairs, and number of participants. The database allowed this researcher to manipulate the transcripts to analyze numerous sets or views of the text, highlighting specific patterns, and revealed dimensions of the person-space relationship. For example, participants making the choice between Site No. 1 and Site No. 4 (see Table 1) were analyzed within the same view. In this way, this researcher ascertained the essential elements of specific sites as identified by the participants. Similarly, all choices involving each participant were placed together in the same view to identify the essential elements (e.g., attraction to landscape) that occurred throughout their decisions. In the next phase of analysis, this researcher attempted to recognize the participants intention toward outdoor campus spaces by examining how each described and gave meaning to their unfolding decisions. Reconstructing the “world” of each participant was done in an attempt to disclose the phenomenon of outdoor campus spaces, their meanings and interpretations, as well as to explore the underlying behavioral and experimental structures of spaces that influenced each participants choice.To discuss the results of this study and their implications for campus design and research, the following questions were posed: To what extent were the uses of outdoor spaces related to the campus design? What did the findings reveal? To what extent do the observations and findings conform with findings of established research in environmental-behavior and environmental perception? In making decisions concerning which site to visit, the participants described their feeling toward different types of environments. Initially, they described the campus outdoor spaces in terms of activities that they would pursue and their decisions were relatively abrupt. They probed aspects of recreation choices that they had previously taken for granted by outlining the various factors that influenced their decisions in detail. All of the participants were able to articulate their feelings and had a sense of place in the outdoor settings. This researcher asked participants exactly what attracted them to specific places. An overriding pattern was an attraction to outdoo