Visual Thinking for Information Design

2022 ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 131-151
Author(s):  
Stephania Padovani ◽  
Juliana Bueno ◽  
Juliana Ferreira De Oliveira

O presente artigo tem como objetivo responder a um conjunto de questões que nos foram colocadas por estudantes e professores sobre as Representações Gráficas de Síntese (RGS). Para tanto, agrupamos as questões em 4 categorias: definição e diferenciação; objetivos da dinâmica envolvendo RGSs; características gráficas das RGSs; processo de produção. Para cada um desses grupos, iniciamos com uma fundamentação teórica apoiada nas áreas de Design da Informação, Construção Colaborativa do Conhecimento e Pensamento visual (visual thinking). Ao responder às questões aliamos os fundamentos teóricos a dados obtidos em nossas pesquisas sobre RGSs. Por fim, reconhecemos a impossibilidade da generalização de todos os aspectos discutidos no artigo para além da área de Design e traçamos alguns desdobramentos rumo à aplicação das RGSs para além das fronteiras do Design.*****In the current article, we aimed to answer a group of questions brought to us by students and lecturers concerning the Graphic Representations for Synthesis (GRS). In order to achieve such, we grouped such questions into 4 categories: definition and differentiation; aims of the group activity involving GRSs; graphic characteristics of GRSs; production process. For each group, we started with a theoretical background from Information Design, Collaborative Knowledge Building and Visual Thinking. When answering the questions, we combined theoretical constructs and empirical data from our own research on GRSs. Finally, we acknowledge the impossibility of generalising all the aspects discussed within this article for beyond the Design field and plan future work on the application of GRSs outside the Design arena.


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).


2006 ◽  
Author(s):  
Mary L Rice-Lively ◽  
Hsin-Liang Chen
Keyword(s):  

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