Now You See It, Now You Don't: 'Change Blindness' Isn't Magic
ScienceDaily (Aug. 24, 2005)
A team of scientists at UCL (University College London) has discovered why we often miss major changes in our surroundings - such as a traffic light turning green when we're listening to the radio. Our inability to notice large changes in a visual scene is a phenomenon often exploited by magicians - but only now can scientists put their finger on the exact part of the… Continue
Added by Timothy Gangwer on April 5, 2009 at 10:14am —
Echoes Discovered In Early Visual Brain Areas Play Role In Working Memory
ScienceDaily (Mar. 1, 2009)
Vanderbilt University researchers have discovered that early visual areas, long believed to play no role in higher cognitive functions such as memory, retain information previously hidden from brain studies. The researchers made the discovery using a new technique for decoding data from functional magnetic resonance imaging or fMRI. The findings are a significant… Continue
Added by Timothy Gangwer on April 4, 2009 at 8:31am —
The amount of information we can remember from a visual scene is extremely limited and the source of that limit may lie in the posterior parietal cortex, a region of the brain involved in visual short-term memory, Vanderbilt psychologist René Marois and graduate student J. Jay Todd have found. Their results were published in the April 15 edition of Nature.
"Visual short-term memory is a key component of many perceptual and cognitive functions and is supported by a broad neural… Continue
Added by Timothy Gangwer on April 2, 2009 at 9:34pm —
Dorothy Lehmkuhl applies a popular classification of right-brained or left brained thinking when she identifies the right brained learner as primarily visual/spatial and left brained learner as auditory/linguistic. She goes on to say that the right brained learner is more sensual, creative, direct and even primitive. Interestingly, it is the left brain that by contrast “responds to basic sensory experiences: sight, hearing, taste, touch, and smell – through words, thus losing much emotional… Continue
Added by Timothy Gangwer on March 31, 2009 at 6:49pm —
It is undeniable that the brain’s ability to interpret “external seeing” is complex and multi-faceted. Through the two processes of “visual simile” and “pattern seeking”, the learner acquires knowledge visually. The associative flexibility of the mind to make visual similes allows learners to break away from objectivity and glimpse a profound reality that lies within an object or idea. Activities in external seeing which are indicators of this type of learning are: upside-down drawing, drawing… Continue
Added by Timothy Gangwer on March 31, 2009 at 6:41pm —
• Spatial Awareness - solving problems using spatial orientation
• Non-sequential Reasoning - thinking in divergent ways
• Visual Acuity - assessment of information based on principals of design and aesthetics
• Imagination - seeing the possibilities before engaging them in the physical world
• Small motor coordination - creating, building, arranging, decorating
Students with a strong visual intelligence:
Added by Timothy Gangwer on March 31, 2009 at 10:40am —
After his stroke, Mr. P still had outstanding memory and intelligence. He could still read and talk, and mixed well with the other patients on his ward. His vision was in most respects normal---with one notable exception: He couldn't recognize the faces of people or animals. As he put it himself, "I can see the eyes, nose, and mouth quite clearly, but they just don't add up. They all seem chalked in, like on a blackboard ... I have to tell by the clothes or by the voice whether it is a man or a… Continue
Added by Timothy Gangwer on March 31, 2009 at 10:24am —
Please complete this questionnaire to find out how your brain works! Answer "Yes" or "No" to the following questions ("Sometimes" = "Yes").
1. Do you think mainly in pictures instead of words? _____
2. Are you good at solving puzzles or mazes? _____
3. Do you like to construct things with your hands? _____
4. Do you often lose track of time? _____
5. Do you know things without being able to tell how or why? _____
6. Do you… Continue
Added by Timothy Gangwer on March 30, 2009 at 10:49am —
Just as important as any other aspect of visual rhetoric is the use of visual metaphor and the recognition that we often use visual metaphors as a way of understanding the world.
Robert N. St. Clair in Visual Metaphor, Cultural Knowledge, and the New Rhetoric, provides this example of the way metaphors function as cognitive models, or ways of knowing:
A teacher who sees students as fragile human beings is using metaphor. He treats them as eggs and is afraid to hurt… Continue
Added by Timothy Gangwer on March 29, 2009 at 11:12pm —
Are you trying to “read” a picture or “write” a website? Have you been asked to evaluate or reflect on a symbol or visual image? Hopefully, this handout and the others in this series will give you a place to think about how the elements of communication and persuasion are embedded in texts you don’t just read but see. Images, not just words, provide us with information and change the ways we think, reason, and act. They can speak to us in powerful ways.
The simplest definition for… Continue
Added by Timothy Gangwer on March 29, 2009 at 11:03pm —
A MULTI-SENSORY APPROACH TO VISUAL LISTENING
Making a room too quiet for comfort is a common mistake. Extremely quiet rooms can produce a feeling of sensory deprivation. Music, on the other hand, can soothe emotions and excite enthusiasm, while giving students a sense of cultural identity.
New studies suggest that playing music—and even just listening to it—may improve learning, memory, logic and general creativity. Plato once said, "Music is a more potent… Continue
Added by Timothy Gangwer on March 27, 2009 at 10:19am —
Just as reading is fundamental to education, visual communication is a tool professors must use effectively—and pass along to their students.
In 1992 I was setting up a studio for a new computer art course at the College of DuPage. Needing a break, I went to visit my brother Don outside of Nashville.
Shortly after I arrived, we were looking at a problem he was having with his PC. His then three-year-old son, Clint, wanted to help.
He climbed into his… Continue
Added by Timothy Gangwer on March 25, 2009 at 10:30am —
Incorporating visual communication into your class increases students' visual literacy for a changing world.
What are the benefits of including visuals in the college classroom?
Aside from varying the pattern and pace of the class, thus keeping your students awake, there are other benefits to this holistic teaching strategy. Students learn to analyze visual communications and tell a manipulative presentation from an objective one. As they… Continue
Added by Timothy Gangwer on March 24, 2009 at 1:46pm —
“It is helpful to remember that we don’t teach reading and writing to produce only poets and writers, but rather to improve thinking.” Betty Edwards
Overview of the philosophy of Betty Edwards:
· Drawing is not a “magical” ability rather something like a sport or other academic area that requires practice. So many students claim they cannot “do” art or are not talented in art when they walk into the art studio. However, taking art is like taking French, why… Continue
Added by Timothy Gangwer on March 23, 2009 at 2:35pm —
There is much research yet to be done. As mentioned, the literature about visuals and visual literacy is overwhelming. This author is asked from time to time where a neophyte researcher interested in visual literacy should start. The temptation is to answer, “with the meta-analyses and reviews of the literature” (e.g., Levie, 1987; Levie & Lentz, 1982, Moore & Readance, 1984; Winn, 1987), but that is not a very helpful response. The best advice would be to read carefully three books:… Continue
Added by Timothy Gangwer on March 20, 2009 at 4:25pm —
When an image gets on the retina of an eye it does not just disappear thereafter. Our brain continues to see the perceived image for some time. But it happens only in case the picture is not “blocked" by something else. If you disguise the picture you saw with another picture or even with 20 different pictures imposed on each other the effect of consecutive images will not be reached.
Therefore the so-called inertness of the visual analyze (also… Continue
Added by Timothy Gangwer on March 15, 2009 at 1:18pm —
When children enter the educational system, typically they go through some standard form of screening. It generally takes twenty minutes or less. The screening protocol usually looks at areas such as:
- Drawing and Copying – Hand preference, approach to task, comfort level and fine motor/grip.
- Remembering – Visual and auditory, remembering what is seen and heard.
- Building With Blocks – Perception, fine motor/dexterity and eye-hand coordination.
- Using Language –… Continue
Added by Timothy Gangwer on March 10, 2009 at 8:56pm —
Perception, narrowly defined, is awareness. Most of what we perceive is perceived visually— perhaps three quarters or more (Barry, 1994; Hansen, 1987). Perception is sensing, and visual perception is seeing. Studies of perception at that level are beyond the scope of this chapter. Still, the relevance to visual literacy of perception more broadly defined is obvious. Barry (1994) defines perception as “the process by which we derive meaning from what we see, hear, taste, and smell” (p. 114,… Continue
Added by Timothy Gangwer on March 6, 2009 at 6:17pm —
The visual literacy movement has been tied to the field of education from the outset. While the research on visualization has demonstrated that visual skills can be taught (Winn, 1982a, and others), there has been no standard approach to teaching visual skills. Although visual skills and visual literacy instruction in the schools is the exception rather than the rule, in several instances visual literacy courses have been introduced. Dake (1982) reviewed 50 visual literacy curricula… Continue
Added by Timothy Gangwer on March 2, 2009 at 9:01pm —
There are two major impediments to research on visual literacy. The first is a lack of a widely accepted definition of the term visual literacy itself. The second, perhaps a consequence of the first, is a lack of a cohesive theory. We must confront the ever-present problem of identifying visual literacy itself before we can identify the body of visual literacy research. The visual literacy concept as an area of study has been plagued by an identity crisis from the outset. Skeptics doubt that… Continue
Added by Timothy Gangwer on February 24, 2009 at 10:43am —