The Role of Chunking in Drawing Rey Complex Figure

Abstract

The study investigated the effects of chunking and perceptual patterns that guide the drawings of Rey complex figure. Ten adult participants (M age = 22.2 yr., SD = 4.1) reproduced a single stimulus in four drawing modes including delayed recall, tracing, copying, and immediate recall across 10 sessions producing a total of 400 trials. It was hypothesized that the effect of chunking is most obvious in the free recall tasks than in the tracing or copying tasks. Measures such as pauses, patterns of drawings, and transitions among patterns of drawings suggested that participants used chunking to aid rapid learning of the diagram. The analysis of the participants' sequence of chunk production further revealed that they used a spatial schema to organize the chunks. Findings from this study provide additional evidence to support prior studies that claim graphical information is hierarchically organized.

Observing Strategies of Drawing Data Representations

“…The chunk processing tree is navigated in a depth-first manner. Level L5 is for the whole drawing, L4 is for the chunk(s) acquired in a view(s) of the stimulus, and L3 is a sub-chunk level, where sub-chunks are defined by a pause threshold of 500 ms (Obaidellah & Cheng, 2015;Roller & Cheng, 2014). The overall structure of the trees changes little with reasonable variations of the threshold.…”

“…It is an interesting complex cognitive phenomenon (von Sommers, 1984). A drawing individual's approach depends on their familiarity with the diagram and whether it is reproduced from long term memory, copied or traced (Obaildellah & Cheng, 2015). Different drawing strategies can reflect learners' understanding of technical topics (Roller & Cheng, 2014).…”

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“…В случае запоминания вербальных последовательностей преимущество в точности статического режима может быть связано с тем, что при симультанном предъявлении помимо фонологической репрезентации в РП удерживается также и зрительная репрезентация всей строки (Frick, 1985) или ее частей (chunks) (Solopchuk et al, 2016;Thalmann et al, 2019), что облегчает запоминание порядка элементов. В случае ломаных линий преимущество статического режима предъявления над динамическим режимом в точности воспроизведения, показанное в наших предыдущих исследованиях (Корнеев, Курганский, 2014а), может быть объяснено похожим образом: при статическом воспроизведении в РП помимо серии сегментов ломаной удерживается также репрезентация частей ломаной или всей ломаной как единого объекта (Obaidellah, Cheng, 2015). Можно также привести соображения экологического характера: в типичном опыте человека статическое предъявление выбранных нами объектов -ломаных линий и строчек букв -происходит гораздо чаще, чем их динамическое предъявление.…”

What's in a Name? The Multiple Meanings of “Chunk” and “Chunking”

“…The literature on motor action defines chunking as the learning of a complex movement sequence consisting of movement components and has studied it in a number of domains (see Rhodes et al, 2004 ; Diedrichsen and Kornysheva, 2015 , for reviews). These include learning movement sequences (Agam et al, 2007 ; Cohen and Sekuler, 2010 ), typing (Yamaguchi and Logan, 2014 ), drawing the Rey–Osterrieth complex figure (Obaidellah and Cheng, 2015 ), drawing electricity diagrams (Lane et al, 2001 ), performing the discrete sequence production task (Verwey and Abrahamse, 2012 ; Abrahamse et al, 2013 ), playing the piano (van Vugt et al, 2012 ), speech production (Segawa et al, 2015 ), and sports (Shea and Wright, 2012 ). Typically, it is argued that motor chunks are organized hierarchically, and the production of the motor responses associated with them is unconscious and automatic.…”