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Werby, O. (2008). “Visual Symbolic Processing in Modern Times,” AACE ED-MEDIA 2008 World Conference on Educational Multimedia, Hypermedia, & Telecommunications, Vienna, Austria This is a presentation based on a paper. You can download the older version of the paper here: http://pipsqueak.com/pages/papers.html
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Olga Werby, Ed.D.Pipsqueak Productions, LLC
San Francisco, California, U.S.A.www.pipsqueak.com
Visual Symbolic Processing in Modern Times:
a small study on the comprehension of complex visual information
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Examples of Visual Information
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Computer Tools Make Data Visualization Easy
Proliferation of Abstract Visual Data
Personal, Civic, Professional, Political Decisions based on Visual Data
Degree of Comprehension of Visual Data Varies
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Visual Symbolic Processing Analysis
Perceiving: the ability to figure out a pattern of sequentially or
spatially arranged visual data
Remembering: the ability to remember a sequential or spatial
pattern of visual information
Making: the ability to create, organize, or arrange information in
a sequential or spatial visual pattern
Thinking: the ability to problem solve, to reason, and to think
critically about sequential or spatial visual information
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Study Focus
PerceivingThinking
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Visual Symbolic Processing SkillsLower order skills include:find visual information—the ability to find discrete information explicitly presented by a
diagram; understand and explain visual information—the ability to read and understand the
meanings of axis, units, and labels in a diagram and what they represent.
Higher order skills include:use visual information to generate new information—the ability to use data flexibly and
to generate additional information based on visual data presented in a diagram;summarize visual information—the ability to convert visual data into a language-based
story (requires deep understanding of the information); compare multiple visual representations—the ability to convert information found in
one diagram into data structures of another diagram and assign a value judgement on the quality and usefulness of each presentation.
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Testing Visual Symbolic Processing Skills
Lower order skills—6 questions totalfind visual information—5 questionsunderstand and explain visual information—1 question
Higher order skills—10 questions totaluse visual information to generate new info.—5 questionssummarize visual information—4 questionscompare multiple visual representations—1 question
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Sample Question: In the diagram above, Inspector General Minard illustrated the diminishing number of Napoleon troops marching to and from Moscow in several ways. Check all that you think apply.
1. At any point in the graph above, the thickness of the line representing Napoleon’s troops is in direct proportion to the number of soldiers marching in the army.
2. At any point in the graph above, the height of the line representing Napoleon’s troops is in direct proportion to the number of soldiers marching in the army.
3. The color of the line representing Napoleon’s troops indicates the number of soldiers marching in the army.
4. The slope of the line representing Napoleon’s troops indicates the number of soldiers marching in the army.
5. The numbers next to the line representing Napoleon’s troops state the number of soldiers marching in the army at that point.
6. The line graph at the bottom of the diagram plots the number of soldiers marching in the army at that point.
7. All of the above.8. This information can’t be obtained from the diagram above.9. I don’t know.
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Sample Question: In the diagram above, Inspector General Minard illustrated the diminishing number of Napoleon troops marching to and from Moscow in several ways. Check all that you think apply.
1. At any point in the graph above, the thickness of the line representing Napoleon’s troops is in direct proportion to the number of soldiers marching in the army.
2. At any point in the graph above, the height of the line representing Napoleon’s troops is in direct proportion to the number of soldiers marching in the army.
3. The color of the line representing Napoleon’s troops indicates the number of soldiers marching in the army.
4. The slope of the line representing Napoleon’s troops indicates the number of soldiers marching in the army.
5. The numbers next to the line representing Napoleon’s troops state the number of soldiers marching in the army at that point.
6. The line graph at the bottom of the diagram plots the number of soldiers marching in the army at that point.
7. All of the above.8. This information can’t be obtained from the diagram above.9. I don’t know.
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2012Results:
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CaliforniaSchools:
Skills Tested by the Study Skills Taught in California Schools Year Introduced
Hig
her O
rder
Abs
trac
t Visu
al P
roce
ssin
g Sk
ills use visual information to generate new
informationand to generate additional information based on visual data presented in a diagram
1st grade4th grade4th grade6th grade7th grade8th grade
summarize visual information—the ability
story (requires deep understanding of the information)
KK2nd grade5th grade7th grade
7th grade
compare multiple visual representations—the
and assign a value judgement on the quality and
K3rd grade4th grade
8th grade8th grade
Low
er O
rder
Abs
trac
t Visu
al P
roce
ssin
g Sk
ills
diagram
1st grade5th grade5th grade8th grade
understand and explain visual information—the ability to read and understand the meanings
they represent
2nd grade8th grade
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Olga Werby, Ed.D.Pipsqueak Productions, LLC
San Francisco, California, U.S.A.www.pipsqueak.com
Thank you!
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Wednesday, June 11, 2014