Using Visual Analogies To Teach Introductory Statistical Concepts

Ancker, Jessica S.; Begg, Melissa D.

doi:10.5038/1936-4660.10.2.7

Cited by 4 publications

(6 citation statements)

References 14 publications

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“…88 Analogies help humans construct mental models or cognitive representations of abstract concepts, by basing them upon concrete physical experiences or objects. 59,61,62,88 We observe this phenomenon in our participants' language, such as "he's running out of heart function" (12). Analogies can especially help novices, or persons without preexisting mental models.…”

Section: Discussionmentioning

confidence: 77%

“…By definition, visual analogies systematically compare 2 concepts, one familiar ("the analog") and the other unfamiliar. [59][60][61][62] Visual analogies employ different cognitive mechanisms than data graphics such as number lines or graphs, 59 and research indicates that analogies centrally support the human brain's conceptualization of abstractions. 88 Analogies help humans construct mental models or cognitive representations of abstract concepts, by basing them upon concrete physical experiences or objects.…”

Section: Discussionmentioning

confidence: 99%

“…37,42,[46][47][48][49]58 A visual analogy systematically compares 2 concepts using a graphic, one familiar ("the analog," a graphic) and the other unfamiliar. [59][60][61][62] For example, the gas gauge (Figure 1B) serves as an analog for physical function, and compares decreasing function with "running out of gas." A line graph displays the relationship between 2 variables, measured on 2 respective axes, and connects individual points using lines.…”

Section: Visualizationsmentioning

confidence: 99%

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Visual analogies, not graphs, increase patients' comprehension of changes in their health status

Turchioe

Grossman

Myers

et al. 2020

Journal of the American Medical Informatics Association

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Objectives Patients increasingly use patient-reported outcomes (PROs) to self-monitor their health status. Visualizing PROs longitudinally (over time) could help patients interpret and contextualize their PROs. The study sought to assess hospitalized patients' objective comprehension (primary outcome) of text-only, non-graph, and graph visualizations that display longitudinal PROs. Materials and Methods We conducted a clinical research study in 40 hospitalized patients comparing 4 visualization conditions: (1) text-only, (2) text plus visual analogy, (3) text plus number line, and (4) text plus line graph. Each participant viewed every condition, and we used counterbalancing (systematic randomization) to control for potential order effects. We assessed objective comprehension using the International Organization for Standardization protocol. Secondary outcomes included response times, preferences, risk perceptions, and behavioral intentions. Results Overall, 63% correctly comprehended the text-only condition and 60% comprehended the line graph condition, compared with 83% for the visual analogy and 70% for the number line (P = .05) conditions. Participants comprehended the visual analogy significantly better than the text-only (P = .02) and line graph (P = .02) conditions. Of participants who comprehended at least 1 condition, 14% preferred a condition that they did not comprehend. Low comprehension was associated with worse cognition (P < .001), lower education level (P = .02), and fewer financial resources (P = .03). Conclusions The results support using visual analogies rather than text to display longitudinal PROs but caution against relying on graphs, which is consistent with the known high prevalence of inadequate graph literacy. The discrepancies between comprehension and preferences suggest factors other than comprehension influence preferences, and that future researchers should assess comprehension rather than preferences to guide presentation decisions.

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Section: Discussionmentioning

confidence: 77%

Section: Discussionmentioning

confidence: 99%

Section: Visualizationsmentioning

confidence: 99%

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Visual analogies, not graphs, increase patients' comprehension of changes in their health status

Turchioe

Grossman

Myers

et al. 2020

Journal of the American Medical Informatics Association

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“…We embarked on our exploration of quantitative map literacy (QML) because we believe that it has potential to stand alongside financial literacy (e.g., Gilliland et al 2011;Lusardi 2012;de Bassa Scheresberg 2013;Lusardi and Wallace 2013;Nye and Hillyard 2013;Dahmen and Rodriguez 2014) and health numeracy (e.g., Baker et al 1999;Lipkus et al 2001;Vacher and Chavez 2009;Ancker and Begg 2017;Taylor andByrne-Davis 2016, 2017) as an intrinsically interesting learning area for students who are in an environment supportive of QL across the curriculum (e.g., Steele and Kiliç -Bahi 2008;Forgasz et al 2017). Our first step has been to try to get a handle on the wide diversity of maps that students may encounter.…”

Section: Resultsmentioning

confidence: 99%

Quantitative Map Literacy: A Cross between Map Literacy and Quantitative Literacy

Xie¹,

Vacher²,

Reader³

et al. 2018

Numeracy

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We define quantitative map literacy (QML), a cross between map literacy and quantitative literacy (QL), as the concepts and skills required to accurately read, use, interpret, and understand the quantitative information embedded in a geospatial representation of data on a geographic background. Long used as tools in technical geographic fields, maps are now a common vehicle for communicating quantitative information to the public. As such, QML has potential to stand alongside health numeracy and financial literacy as an identifiable subdomain of transdisciplinary QL.What concepts and skills are crucial for QML? The obvious answer is, "It depends on the type of map. " Therefore, our first task, and the subject of this paper, is to develop a framework to think and talk about the panoply of maps in a way that permits us to consider the range and distribution of QML content. We use an equilateral triangular plot to conceptualize maps in terms of locational information (L), thematic information (T), and generalization-distortion (G-D), and parameterize the plot with an L/T ratio (horizontal; reflecting the historical practice of cartographers to distinguish locational-reference maps from thematic maps) and G-D levels increasing from base to apex. We show positions for a wide variety of maps (e.g., topographic maps, weather maps, engineering-survey plots, subway maps, maps of air routes, a cartoon map of Orlando for tourists, driving-time maps, county-wide population maps, county-wide multivariable population and income maps, world political map, land use maps, and cartograms). The analysis of how these maps vary across the triangle allows us to proceed with an examination of how QML varies across the panoply of maps.

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“…Such intersections occur for "numeracy" too, as shown by numeracy collocations in Numeracy. For example, the following showed up as keywords in the search exercise that produced Table 3:  Adult numeracy (Smit andMji 2012, Oughton 2018)  Clinician numeracy Byrne-Davis 2016, 2017)  Functional numeracy (Oughton 2018)  Health numeracy (Ancker andBegg 2017, Taylor andByrne-Davis 2017)  Physician numeracy Byrne-Davis 2016, 2017)  Situated numeracy (Craig andGuzmán 2018, Oughton 2018). It is worth noting that nine of these ten papers were published in the past three years.…”

Section: Numeracy Abstract and Numeraciesmentioning

confidence: 99%

Untitled

2019

Numeracy

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This multipurpose editorial explores and tries to count the many types of literacy that are referred to by name in Wikipedia and Numeracy. Wikipedia's Category:Literacy page identifies 44 kinds of literacy that are the subject of articles, ranging from numeracy and graphicacy to braille literacy and diaspora literacy. In addition, searching Google finds more than 30 adjective-literacy or noun-literacy collocations, including quantitative literacy, adult literacy, and document literacy, that do not have Wikipedia pages of their own but are mentioned on other Wikipedia pages. The sum puts this modest literacy count in line with the more than 70 bodies of water called "seas" according to the International Hydrographic Organization and thus suggests Seventy Seas of Literacy as apt for a metaphoric Literacy World Ocean. As for Numeracy, full-text searching using the bepress search tools provided on the journal's landing page identifies at least 15 types of literacies, ten of which were used as keywords. The search also finds six different adjectiveor noun-numeracy collocations in Numeracy, including adult numeracy, health numeracy, and situated numeracy, disproportionately used by international authors. The facility of making numeracy collocations prompts the notion of a metaphoric Sea of Numeracy as a candidate to be one of Seven Seas of Literacy. Extending the metaphor, the numeracy collocations would be fertile, life-sustaining estuaries along the coast of the numeracy sea, where seawater from numeracy mixes with freshwater inflow from the disciplinary or cultural contexts identified by the modifier in the collocation.In addition to submitting this metaphoric view of literacies and numeracies, this editorial aims to familiarize Numeracy readers with our search tools and to make a case for consideration and care in regard to keywords. Also, we call attention to some changes in the makeup of the managing editors, the rollout of some new types of papers ("From Book Authors" and "Roots and Seeds"), and a new theme collection on social justice.

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Using Visual Analogies To Teach Introductory Statistical Concepts

Cited by 4 publications

References 14 publications

Visual analogies, not graphs, increase patients' comprehension of changes in their health status

Visual analogies, not graphs, increase patients' comprehension of changes in their health status

Quantitative Map Literacy: A Cross between Map Literacy and Quantitative Literacy

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