Understanding dynamic and static displays: using images to reason dynamically

Bogacz, Sally; Trafton, J. Gregory

doi:10.1016/j.cogsys.2004.11.007

Cited by 18 publications

(9 citation statements)

References 19 publications

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“…Chemists use mental rotation to distinguish similar molecular structures (Stieff, 2007), and surgeons report that they mentally inspect anatomical structures during surgery (Keehner et al, 2006). Meteorologists also say that they sometimes predict the trajectory of storm fronts by animating dynamic spatial weather maps in their minds (Bogacz & Trafton, 2005).…”

Section: Dynamic Imagerymentioning

confidence: 98%

“…Although dynamic and Learners' Static and Dynamic Mental Images 461 static mental images have received some attention in science education research (e.g. Al-Balushi, 2009;Bogacz & Trafton, 2005;Freyd, 1987;Gill, O'Boyle, & Hathaway, 1998;Hegarty, 1992;Reisberg & Heuer, 2005), some issues have not been examined extensively. Examples of these issues are types of learners who manage to construct dynamic mental images for unseen scientific species and processes, and whether the imagination of dynamic processes differs according to the types of unseen species (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Verbal, Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

Al‐Balushi

Coll

2013

International Journal of Science Education

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The current study compared different learners' static and dynamic mental images of unseen scientific species and processes in relation to their spatial ability. Learners were classified into verbal, visual and schematic. Dynamic images were classified into: appearing/disappearing, linearmovement, and rotation. Two types of scientific entities and their related processes were investigated: astronomical and microscopic. The sample included 79 female students from Grades 9 and 10. For the purpose of the study, three instruments were used. The Mental Images by Guided Imagery instrument was designed to investigate participants' visualization of static and dynamic mental images. The Water-Level Task was adopted to estimate participants' spatial ability. The Learning Styles Inventory was used to classify participants into verbal, visual and schematic learners. The research findings suggest that schematic learners outperformed verbal and visual learners in their spatial ability. They also outperformed them in their vividness of microscopic images; both micro-static and micro-dynamic images; especially in the case of appearing/disappearing images. The differences were not significant in the case of astronomical images. The results also indicate that appearing/disappearing images received the least vividness scores for all three types of learners.

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Section: Dynamic Imagerymentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Exploring Verbal, Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

Al‐Balushi

Coll

2013

International Journal of Science Education

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“…They can be performed purely mentally with an imagined object or “on top of” an existing visualization. Common examples of spatial transformations are creating or modifying a mental image, mental rotation (Shepard & Metzler, 1971), animating a static image (Bogacz & Trafton, 2005; Hegarty, 1992), transforming a two‐dimensional into a three‐dimensional image (St. John, Cowen, Smallman, & Oonk, 2001), and making comparisons between different views (Kosslyn, Sukel, & Bly, 1999; Trafton, Trickett, & Mintz, 2005).…”

Section: Introductionmentioning

confidence: 99%

How Do Scientists Respond to Anomalies? Different Strategies Used in Basic and Applied Science

Trickett

Trafton

Schunn

2009

Topics in Cognitive Science

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We conducted two in vivo studies to explore how scientists respond to anomalies. Based on prior research, we identify three candidate strategies: mental simulation, mental manipulation of an image, and comparison between images. In Study 1, we compared experts in basic and applied domains (physics and meteorology). We found that the basic scientists used mental simulation to resolve an anomaly, whereas applied science practitioners mentally manipulated the image. In Study 2, we compared novice and expert meteorologists. We found that unlike experts, novices used comparison to address anomalies. We discuss the nature of expertise in the two kinds of science, the relationship between the type of science and the task performed, and the relationship of the strategies investigated to scientific creativity.

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“…An example of the usefulness of such transformations can be found in an analysis of the performance of expert meteorologists (e.g., [62], [63]). The comments of meteorologists upon viewing a static display of weather patterns give evidence that they are generating weather predictions by imagining a complex series of transformations to the size, location, and orientation of regions affected by various meteorological events.…”

Section: Spatial Transformationsmentioning

confidence: 99%

Mechanisms for Human Spatial Competence

Gunzelmann

Lyon

2007

Spatial Cognition v Reasoning, Action, Interaction

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Abstract.Research spanning decades has generated a long list of phenomena associated with human spatial information processing. Additionally, a number of theories have been proposed about the representation, organization and processing of spatial information by humans. This paper presents a broad account of human spatial competence, integrated with the ACT-R cognitive architecture. Using a cognitive architecture grounds the research in a validated theory of human cognition, enhancing the plausibility of the overall account. This work posits a close link of aspects of spatial information processing to vision and motor planning, and integrates theoretical perspectives that have been proposed over the history of research in this area. In addition, the account is supported by evidence from neuropsychological investigations of human spatial ability. The mechanisms provide a means of accounting for a broad range of phenomena described in the experimental literature.

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Understanding dynamic and static displays: using images to reason dynamically

Cited by 18 publications

References 19 publications

Exploring Verbal, Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

Exploring Verbal, Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

How Do Scientists Respond to Anomalies? Different Strategies Used in Basic and Applied Science

Mechanisms for Human Spatial Competence

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