The Visualization of Rotation in Diagrams of Three-Dimensional Structures

Seeing the impossible and building the likely

“…If, as suggested, perception of pictorial depth and ability to integrate pictures correctly are two independent factors, then this finding is of practical interest since it may be held to elucidate the difficulties of interpretation of geometrical and technical drawings which are reported in the literature (Leach, 1975;Seddon, Einaiyeju & Jusoh, 1984;Seddon, Tariq & Dos Santos Veiga, 1984), and by so doing suggest remedial measures, as, presumably, different measures would be called for in the case of those individuals whose difficulties arise from their inability to perceive pictorial depth, than in the case of those individuals whose difficulties are those of construction of coherent mental models.…”

The Transferability of Two Pictorial Scientific Tasks Between Different Spatial Dimensions

“…The results in Tables 1 and 2 indicate that all six programmes (Le., reflections plus rotations) had a significant effect in improving the students' performance on the transformation which was actually practised in the programme. The increases in the mean scores for the Rotations Tests are actually quite small in numerical terms, and are considerably smaller than the corresponding increases found by Seddon et al (1984) using essentially the same programmes with Nigerian students. Clearly, there is room for improvement in the development of the programmes for these students.…”

“…While two successful methods of remedial teaching have been developed (Seddon et al, 1984), there is a need to understand how they work in terms of present theories of understanding pictures (e.g., Gibson, 1966), which emphasise the role of the artistic devices or cues which are used to portray depth in diagrams. Thus for the diagrams being considered here, Figure 2 shows there are four depth cues which determine respectively the foreshortening of lines, the relative sizes of different parts of the structure, the representation of angles, and the extent to which different parts of the diagram overlap.…”

The Effects of Colour in Teaching the Visualisation of Rotations in Diagrams of Three‐dimensional Structures

“…Post-test. The post-test was an Arabic translation of that used by Seddon, Eniaiyeju & Jusoh (1984). All the items are of the form illustrated in Fig.…”

“…The teaching method of Seddon & Shubber was based on that developed and used extensively by Seddon and various co-workers (e.g. Seddon, Eniaiyeju & Jusoh, 1984;Seddon, Tariq & Dos Santos Veiga, 1984;Seddon, El Farra & Jusoh, 1984), and uses instructional programmes in which students observe sequences of diagrams each representing a three-dimensional structure at successive stages during a rotation. Seddon & Shubber hypothesised that using colour in the drawing of different parts of the diagrams would enable students to compare more easily the position of corresponding parts of a structure in successive diagrams, and thereby help students to see what should happen to the different parts of the diagrams as the structure rotates.…”