Tests for Visual and Haptical Aptitudes

Lowenfeld, Viktor

doi:10.2307/1417578

Cited by 33 publications

(11 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In his research in art education , Viktor Lowenfeld identified individuals of two distinct perceptual types . These two types, which he called visual and haptic, he believed to have two unlike manners of perceiving and reacting to the world of experience ( Lowenfeld , 1945;Lowenfeld and Brittain , 1970). An individual of the visual perceptual type tends , according to Lowenfeld , to use the eyes as the main intermediaries of sensory impressions .…”

Section: Accesision Formentioning

confidence: 99%

See 1 more Smart Citation

Impact of learning styles on Air Force technical training: Relationships among cognitive style factors and perceptual types

Ausburn¹

1979

PsycEXTRA Dataset

View full text Add to dashboard Cite

Section: Accesision Formentioning

confidence: 99%

“…The main intermediary for the haptic type is the "body-self" -muscular sensations , kinesthetic experiences , touch impressions , and other physical sensations. The haptic does not transform kinesthetic and tactile experiences into visual ones ( Lowenfeld, 1945). …”

Section: Accesision Formentioning

confidence: 99%

Impact of learning styles on Air Force technical training: Relationships among cognitive style factors and perceptual types

Ausburn¹

1979

PsycEXTRA Dataset

View full text Add to dashboard Cite

“…This task is given relevance through active use of the portfolio in the classroom. Lowenfeld (1945) pointed out that individuals who are haptic learners often prefer to orient themselves to the world of experience through touch, bodily feelings, muscular sensations and kinesthetic fusions 9 . The portfolios are reviewed in class and used by students as a study guide and resource.…”

Section: Methodsmentioning

confidence: 99%

Confidence – A Path to Mastering Challenges, Exploring Strategies to Strengthen students’ Confidence in Graphical Expression Through Transformative Experiences

Herrmann¹

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

This study is an exploration into strategies designed to strengthen students' awareness of the relationship between their perceived and actual skills and abilities. Early engineering graphics courses are often students' first exposure to professional standards, expecting them to apply concepts, to choose critically, to qualitatively evaluate and to work harmoniously with their hands and minds. Classroom experience shows that students are increasingly unable to gauge their level of preparedness and to participate effectively in classroom activities. Students are struggling to visualize and sketch objects and processes, they are overwhelmed to employ descriptive geometry and to interpret two-dimensional representations of objects. The early and often exclusive use of digital tools, as well as an emphasis on standardized testing, seems to leave students unprepared for the challenges they encounter in engineering graphics courses. The strategy chosen for this study is a comparison of students' initial perception of their preparedness at the beginning of the semester with their confidence level based on accomplishments at the end of the semester. The outcome of this study hopes to illustrate that the chosen methods can support instructors of early engineering graphics courses in sustaining a quality educational outcome as well as offering tools and experiences to students to encourage them in taking ownership of their education. Figure 1 depicts the strategy for this study.

show abstract

“…Extreme haptics only use their eyes when they have to and use touch and kinesthesis otherwise, as compared to extreme visuals who depend on visual experiences [54]. Whitley and Moore hypothesized that using multi-image presentations would aid haptics who have difficulty mentally retaining visual imagery.…”

Section: Multi-image Presentationsmentioning

confidence: 99%

“…The subjects were 40 visual and 40 haptic students selected from a group of 200 English students from a community college in Virginia. Perceptual types were determined using Lowenfeld's Test of Subjective Impressions and Visual-Haptic Word Association Test [54]. The presentations contained 20 groups of pictures, where each group contained three similar pictures from art books.…”

Section: Multi-image Presentationsmentioning

confidence: 99%

Using Multi-Image Presentations to Enhance Continuing Engineering Education

Baukal¹,

Ausburn²,

Ausburn³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Research has shown that engineers are considerably more visual than the general population and that engineers prefer more visual multimedia materials for continuing engineering education (CEE). These materials include, for example, photographs, drawings, videos, animations, and virtual reality. Research also has shown that multi-image presentations can enhance learning. Therefore, it is argued that multi-image presentations can enhance CEE. This paper reviews the relevant literature on multi-image presentations, describes how a multiimage presentation was used in a research study that considered CEE preferences, discusses the potential benefits and problems of using multi-image presentations, and provides some recommendations on how to use multi-image presentations in CEE along with some potential areas for future research.

show abstract

Tests for Visual and Haptical Aptitudes

Cited by 33 publications

References 0 publications

Impact of learning styles on Air Force technical training: Relationships among cognitive style factors and perceptual types

Impact of learning styles on Air Force technical training: Relationships among cognitive style factors and perceptual types

Confidence – A Path to Mastering Challenges, Exploring Strategies to Strengthen students’ Confidence in Graphical Expression Through Transformative Experiences

Using Multi-Image Presentations to Enhance Continuing Engineering Education

Contact Info

Product

Resources

About