Esta investigación estudia la influencia de la estructura del espacio sobre el conocimiento espacial desde una perspectiva transaccional. Los sujetos tenían que aprender una ruta urbana, larga y compleja, en dos espacio diferentes—uno regular y otro irregular—durante cuatro sesiones de entrenamiento. Al finalizar la primera y cuarta sesión, los sujetos tenían que estimar la distancia existente entre los ocho puntos que formaban la ruta. Durante la segunda y cuarta sesión—y siempre desde el mismo punto, 4° y 8°—se pedía a los sujetos que estimaran las direcciones en que se situaban los restantes puntos de la ruta. También se filmaba la conducta real de los sujetos en el espacio. Nuestros resultados no revelan diferencias significativas sobre el aprendizaje de ambos tipos de espacios. Estos datos nos permiten afirmar que la estructura del espacio mantiene complejas transacciones con otros factores—la forma en que se aprende el espacio, la cantidad de aprendizaje que se recibe, el procedimiento de objetivación de dicho conocimiento, etc.—y son éstas interacciones las que influyen en el conocimiento espacial elaborado por los sujetos. Finalmente, se discute el concepto de «representación espacial» entendida ésta como un producto permanente que mantiene una analogía con el espacio real, y se propone la existencia de «esquemas espaciales» que se modifican y se amplían con el uso.
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