Thinking about the weather: How display salience and knowledge affect performance in a graphic inference task.

Hegarty, Mary; Canham, Matt S.; Fabrikant, Sara Irina

doi:10.1037/a0017683

Cited by 171 publications

(142 citation statements)

References 70 publications

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“…More recently, cartographic design conventions have been empirically assessed and found to be working as predicted Hegarty et al, 2010), including the principles for the systematic application of color in maps (Brewer, 1994), and statistical data representations (Brewer, 1999). Neuroimaging could take these long-standing and successful mapping principles and data visualization conventions as a starting point.…”

Section: Discussionmentioning

confidence: 99%

Colorful brains: 14years of display practice in functional neuroimaging

Christen¹,

Vitacco²,

Huber³

et al. 2013

NeuroImage

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Section: Discussionmentioning

confidence: 99%

Colorful brains: 14years of display practice in functional neuroimaging

Christen¹,

Vitacco²,

Huber³

et al. 2013

NeuroImage

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“…Recent work has repeatedly demonstrated that detailed physical properties and relations-and the perceptual systems that process them-play an important role in reasoning using visual displays in a variety of abstract contexts including puzzles (Patsenko & Altmann, 2010), biological taxa (Novick & Catley, 2007), weather diagrams (Hegarty Canham, and Fabrikant 2010), and algebra (Kirshner, 1989). …”

Section: Introductionmentioning

confidence: 99%

Abstract numeric relations and the visual structure of algebra.

Landy¹,

Brookes²,

Smout³

2014

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Formal algebras are among the most powerful and general mechanisms for expressing quantitative relational statements, and yet even university engineering students, who are relatively proficient with algebraic manipulation, struggle with and often fail to correctly deploy basic aspects of algebraic notation (Clement, 1982). In the cognitive tradition, it has often been assumed that skilled users of these formalisms treat situations in terms of semantic properties encoded in an abstract syntax that governs the use of notation without particular regard to the details of the physical structure of the equation itself (Anderson, 2005;Hegarty, Mayer, & Monk, 1995). We explore how the notational structure of verbal descriptions or algebraic equations (e.g., the spatial proximity of certain words, or the visual alignment of numbers and symbols in an equation) plays a role in the process of interpreting or constructing symbolic equations. More specifically, we propose that construction processes involve an alignment of notational structures across representation systems, biasing reasoners toward the selection of formal notations that maintain the visuo-spatial structure of source representations. For example, in the statement "There are five elephants for every three rhinoceroses," the spatial proximity of "five" and "elephants; and "three" and "rhinoceroses" will bias reasoners to write the incorrect expression 5E = 3R because that expression maintains the spatial relationships encoded in the source representation. In three experiments, participants construct equations with given structure, based on story problems with a variety of phrasings. We demonstrate how the notational alignment approach accounts naturally for a variety of previously reported phenomena in equation In the case of symbolic algebra, a tension between formal syntactic rules and visual patterns can arise. The formal syntax of algebra encodes relations among quantities by abstract rules specified in terms of ordinal relations among symbol tokens. The same mathematical expression can be rearranged in a number of different ways without altering the formal content of the equation. On Abstract numeric relations 4 the other hand, a particular symbol system such as mathematics uses spatial relations in unique ways to convey additional meaning (Sherin, 2001). In the usual algebraic syntax, this tension creates visual structures that are sometimes aligned with (Landy & Goldstone, 2007a), and sometimes opposed to (Kirshner, 1989;Kirshner & Awtry, 2004;Marquis, 1988), underlying mathematical content. A rich notational calculus such as modern algebra replaces some conceptual relations with concrete organizational relations specified by principles of visualization and perceptual organization (Dantzig, 1930;Malle, 1993;Goldstone, Landy, & Son, 2010). For example, the relatively large space surrounding the equals sign in an arithmetic equation allows spatial grouping to serve as a proxy for the conceptual separation of an equation into left-hand and right-hand sides ...

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“…The building of a coherent mental model from animations is largely determined by learners' prior knowledge and visuospatial ability, which have top-down and bottom-up influences on processing respectively (Baddeley & Hitch, 1974;ChanLin, 2001;Hegarty & Kriz, 2008;Hegarty, Canham, & Fabrikant, 2010;Kriz & Hegarty, 2004, 2007Kalyuga, 2008;Rieber, 1991). Both factors influence how learners explore and extract visual information from the displays (Hegarty et al, 2010;Lowe, 2003).…”

Section: Moderator Factors Influencing Learning From Animationmentioning

confidence: 99%