Cognitive Processes and Traits Related to Graphic Comprehension

2014 ◽  
pp. 94-110 ◽  
Author(s):  
Angela M. Zoss
Keyword(s):  
Cognitive Processes ◽  
Cognitive Styles ◽  
Thinking Skills ◽  
Formal Structure ◽  
Spatial Thinking ◽  
The Subject ◽  
Disciplinary Background ◽  
Design Skills ◽  
Nuanced Understanding ◽  
Data Visualizations

The subject of how visualizations and graphics in general can be understood by their viewers draws on theories from many fields of research. Such theories might address the formal structure of the visualization, the style and graphic design skills of the creator, the task driving the viewer’s interaction with the visualization, the type of data being represented, or the skills and experiences of viewer. This chapter focuses on this last question and presents a set of interrelated constructs and viewer traits that contribute to (or interfere with) a viewer’s ability to analyze a particular data visualization. The review covers spatial thinking skills, cognitive styles, mental models, and cognitive load in its discussion of theoretical constructs related to graphic comprehension. The review also addresses how these cognitive processes vary by age, sex, and disciplinary background–the most common demographic characteristics studied in relation to graphic comprehension. Together, the constructs and traits contribute to a diverse and nuanced understanding of the viewers of data visualizations.

Cognitive Processes and Traits Related to Graphic Comprehension

2017 ◽  
pp. 1558-1575
Author(s):  
Angela M. Zoss
Keyword(s):  
Cognitive Processes ◽  
Cognitive Styles ◽  
Thinking Skills ◽  
Formal Structure ◽  
Spatial Thinking ◽  
The Subject ◽  
Disciplinary Background ◽  
Design Skills ◽  
Nuanced Understanding ◽  
Data Visualizations

The subject of how visualizations and graphics in general can be understood by their viewers draws on theories from many fields of research. Such theories might address the formal structure of the visualization, the style and graphic design skills of the creator, the task driving the viewer's interaction with the visualization, the type of data being represented, or the skills and experiences of viewer. This chapter focuses on this last question and presents a set of interrelated constructs and viewer traits that contribute to (or interfere with) a viewer's ability to analyze a particular data visualization. The review covers spatial thinking skills, cognitive styles, mental models, and cognitive load in its discussion of theoretical constructs related to graphic comprehension. The review also addresses how these cognitive processes vary by age, sex, and disciplinary background–the most common demographic characteristics studied in relation to graphic comprehension. Together, the constructs and traits contribute to a diverse and nuanced understanding of the viewers of data visualizations.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Luhmann’s ›Other‹ Book on Law: Observations on the Reception of Niklas Luhmann’s A Sociological Theory of Law

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
Marc Hanna
Keyword(s):  
North America ◽  
Sociological Theory ◽  
Sociology Of Law ◽  
Substantial Impact ◽  
Legal Scholarship ◽  
The Subject ◽  
Nuanced Understanding ◽  
Theory Of Law ◽  
Anglophone World ◽  
Relative Accessibility

AbstractEven though Niklas Luhmann’s general sociology of law has made a substantial impact upon socio-legal scholarship in the Anglophone world in recent years, his first book on the subject to be translated into English has received relatively little attention. The paper presents this as something of an anomaly by highlighting both the relative accessibility of the book and the way in which it has proved foundational for systems theoretical accounts of law in world society. In tracing the book's reception in both Britain and North America, the paper identifies the general problems of timing and communication the book faced. But it also considers whether the relatively humanist undertones of the book's focus on the development of law from the interaction of individuals proves unsettling to the now relatively more accepted concept of law as autopoiesis. The paper concludes, however, that it is this which should recommend the book to a contemporary audience, as offering a more nuanced understanding of Luhmann’s sociology of law and the potential contained therein.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS INKUIRI TERBIMBING (PPBIT) DALAM MENINGKATKAN KEMAMPUAN BERARGUMEN SISWA

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Dewi Seprianingsih ◽  
A. Wahab Jufri ◽  
Jamaluddin
Keyword(s):  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Learning Tools ◽  
Control Group Design ◽  
The Subject ◽  
Mathematics And Science

Arguing ability was a part of critical thinking skills which important to be mastered by the students. In fact, students’ ability to argue was still relatively low. This referred to the TIMSS report (The Trends in International Mathematics and Science Study) in 2011, and showed that Indonesian children’s level in science was positioned in 42 from 45 countries. One kind of efforts to improve the quality of the ability to argue was applying the model of guided inquiry. This study was aimed to develop inquiry-based learning tools (PPBIT) and analyzed its effectiveness in developing the ability to argue of students at SMAN 2 Taliwang-West Sumbawa. PPBIT was carried out by applying 4D procedure. Then, pretest posttest control group design also completely concerned in determining the effectiveness of PPBIT. There were 66 students as the sample which was scattered from two classes and was selected by using purposive sampling technique. The results showed that PPBIT was appropriately to be used for students argumentation  skills’ activities by an average of feasibility syllabus 78.71%, RPP 83.5, LKITS 75%, and Instruments KB 80.25%, and effective in improving the ability to argue the class X SMAN 2 Taliwang, particularly on the subject of environmental pollution and recycling of waste by the average score of the students' ability from 48.22 up to 85.08Keyword: PPBIT, Argument

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

2018 ◽  
Vol 1 (1) ◽  
pp. 94
Author(s):  
Tri Siwi Septiana ◽  
M. Ragil Kurniawan
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Whole Process ◽  
Analysis Technique ◽  
The Subject ◽  
5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

scholarly journals ROLE OF CARTOGRAPHIC ONLINE SERVICES IN FORMATION OF PROFESSIONAL COMPETENCES WHEN TRAINING SPECIALIST IN THE FIELD “EARTH SCIENCES”

2020 ◽  
Vol 1 ◽  
pp. 56-61
Author(s):  
Lyudmila K. Trubina ◽  
Olga N. Nikolaeva ◽  
Yevgeniy I. Baranova
Keyword(s):  
Natural Resource ◽  
Thinking Skills ◽  
Geospatial Data ◽  
Spatial Thinking ◽  
Insufficient Attention ◽  
Spatially Distributed ◽  
Resource Data ◽  
Training Specialist ◽  
Definition Of

The article discusses the possibilities of using geoportals as the main source of open digital cartographic data for the development of spatial thinking and skills among students. Currently insufficient attention is being paid to the development of spatial thinking skills among students. The definition of the concept of "geoportal" is given. An analysis of a number of regional geoportals in terms of their content with spatially distributed natural resource data is made as well as the variety of tools provided for working with these data. Conclusions about the criteria that a geoportal recommended for use by students to consolidate their skills in working with geospatial data should meet are made.

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