Visual Queries: The Foundation of Visual Thinking

Author(s):  
Colin Ware
Keyword(s):  
2008 ◽  
Vol 29 (4) ◽  
pp. 181-188 ◽  
Author(s):  
John Allbutt ◽  
Jonathan Ling ◽  
Thomas M. Heffernan ◽  
Mohammed Shafiullah

Allbutt, Ling, and Shafiullah (2006) and Allbutt, Shafiullah, and Ling (2006) found that scores on self-report measures of visual imagery experience correlate primarily with the egoistic form of social-desirable responding. Here, three studies are reported which investigated whether this pattern of findings generalized to the ratings of imagery vividness in the auditory modality, a new version of the Vividness of Visual Imagery Questionnaire ( Marks, 1995 ), and reports of visual thinking style. The measure of social-desirable responding used was the Balanced Inventory of Desirable Responding (BIDR; Paulhus, 2002 ). Correlational analysis replicated the pattern seen in our earlier work and of the correlations with the egoistic bias, the correlation with vividness of visual imagery was largest and significant, the correlation with visual thinking style next largest and approached significance, and the correlation with vividness of auditory imagery was the smallest and not significant. The size of these correlations mirrored the extent to which the three aspects of imagery were valued by participants.


Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).


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