Quantitative Graphics in Statistics: A Brief History

Beniger, James R.; Robyn, Dorothy

doi:10.1080/00031305.1978.10479235

Cited by 106 publications

(28 citation statements)

References 30 publications

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“…Although the inventions were useful for recording, analyzing, and communicating data, applied scientists at that time continued their obsession with tabular data and disregarded plotting and graphic analyses. A change in attitudes toward the new tools did not take place until the first half of the next century, when the usefulness of graphic displays for the social sciences was demonstrated and scientific journals began to record graphing and use of statistical cartography began to expand (Beniger & Robyn, 1978). Thus, graphic representations of numerical data are, compared with other types of graphic representations, such as maps for navigation, relatively modern.…”

Section: Some Previous Researchmentioning

confidence: 99%

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

Åberg‐Bengtsson

Ottosson

2005

J Res Sci Teach

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Based on studies carried out on qualitative data an instrument was constructed for investigating how larger numbers of students handle graphics. This test, consisting of 18 pages, each with its own graphic display(s) and a set of tasks, was distributed to 363 students, 15-16 years of age, from five different schools. The format of the questions varied, as did the format of the graphics. As students' performance was expected to be multidimensional, confirmatory factor analysis was carried out with a structural equation modeling technique. In addition to the identification of a general graphicacy-test factor (Gen) and an end-of-test effect (End 0 ), a narrative dimension (Narr 0 ) was vaguely indicated. This model was then related to a six-factor model of students' formal academic achievement measured by their leaving certificates from compulsory education. The strongest correlation obtained was between the general graphicacy-test dimension (Gen) and a mathematic/science factor (MathSc 0 ) in the grades model. In addition, substantial relationships were detected between the Gen factor and both an overall school achievement factor (SchAch) and a language factor (Lang 0 ) in the grades model. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: [43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61][62] 2006 Graphs, charts, cartograms, thematic maps, etc., are common tools for handling and communicating quantitative information in contemporary society. Successively, through their years of schooling, students encounter increasingly more advanced forms of graphic displays, both in direct educational situations and as illustrations and/or complementary facts on other subject matters. Students' access to modern computers equipped with graphic application software makes possible not only an abundance of graphics (sometimes unnecessarily elaborate) in magazines, newspapers, television, and electronic media-encountered in their everyday life both in and out of school-but also allows them to create these images. Thus, being ''graphicate''

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Section: Some Previous Researchmentioning

confidence: 99%

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

Åberg‐Bengtsson

Ottosson

2005

J Res Sci Teach

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“…In contrast, graphics that use space to convey nonspatial relations are, for the most part, recent Western inventions (e.g. Beniger & Robyn, 1978;Tufte, 1983;Carswell & Wickens, 1988). Given that graphics can portray elements and relations that are not spatial as well as those that are spatial, their efficacy in learning and communication should be, and is, broad.…”

Section: Visualizations Of the Visible And Of The Abstractmentioning

confidence: 99%

Animation: can it facilitate?

Tversky¹,

Morrison²,

Bétrancourt³

2002

International Journal of Human-Computer Studies

1,307

932

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Graphics have been used since ancient times to portray things that are inherently spatiovisual, like maps and building plans. More recently, graphics have been used to Portray things that are metaphorically spatiovisual, like graphs and organizational charts. The assumption is that graphics can facilitate comprehension, learning, memory, communication and inference. Assumptions aside, research on static graphics has shown that only carefully designed and appropriate graphics prove to be beneficial for conveying complex systems. Effective graphics conform to the Congruence Principle according to which the content and format of the graphic should correspond to the content and format of the concepts to be conveyed. From this, it follows that animated graphics should be effective in portraying change over time. Yet the research on the efficacy of animated over static graphics is not encouraging. In cases where animated graphics seem superior to static ones, scrutiny reveals lack of equivalence between animated and static graphics in content or procedures; the animated graphics convey more information or involve interactivity. Animations of events may be ineffective because animations violate the second principle of good graphics, the Apprehension Principle, according to which graphics should be accurately perceived and appropriately conceived. Animations are often too complex or too fast to be accurately perceived. Moreover, many continuous events are conceived of as sequences of discrete steps. Judicious use of interactivity may overcome both these disadvantages. Animations may be more effective than comparable static graphics in situations other than conveying complex systems, for example, for real time reorientations in time and space. #

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“…In the 18th century, for example, several new graphical methods were developed as a result of some mathematics and statistics research in the same century. These graphical methods include line graphs of time series data (since 1724), curve-fitting and interpolation (1760), measurement of error as a deviation from the graphed line (1765), graphical analysis of periodic variation (1779), a statistical mapping (1782), bar charts (1756) and printed coordinate chapter (1794) [1]. The application of graphical methods in the economic analysis, we have renowned economists like William Playfair [2], Francis Ysidro Edgeworth [3] and William Stanley Jevons [4].…”

Section: The Evolution Of Graphical Methods In Economicsmentioning

confidence: 99%

Econographication

Estrada¹

2013

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The rationale of Econographication revolves around the efficacy of multidimensional graphs as the most effective visual tool to understand any economic phenomenon from a multidimensional view. The main motivation behind the creation of Econographication is to evaluate multidimensional graphs evolved so far in economics and to develop new type of multidimensional graphs to facilitate the study of economics, as well as finance and business. Thereby, the mission of Econographication is to offer academics, researchers and policy maker's an alternative multidimensional graphical modeling approach to the research and teaching-learning process of economics, finance and business from a multidimensional perspective. Hence, this alternative multidimensional graphical modeling approach is offering a set of multidimensional coordinate spaces to build different types of multidimensional graphs to study any economic phenomenon. The following new types of multi-dimensional coordinate spaces are presented: the pyramid coordinate space (five axes and infinite axes); the diamond coordinate space(ten axes and infinite axes); the 4-dimensional coordinate space (vertical position and horizontal position); the 5-dimensional coordinate space (vertical position and horizontal position); the infinity-dimensional coordinate space (general approach and specific approach); the inter-linkage coordinate space; the cube-wrap coordinate space; the mega-surface coordinate space. All these multi-dimensional coordinate spaces mentioned previously, they are available to represent graphically 4-dimensions, 5-dimensions, 8-dimensions, 9-dimensions until infinity-dimensions.

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Quantitative Graphics in Statistics: A Brief History

Cited by 106 publications

References 30 publications

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

Animation: can it facilitate?

Econographication

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