Visualizing Thought

By Barbara Tversky. Topics in Cognitive Science, 2011

435 citations recorded by the source corpus.

Subfields: Automotive Engineering, Computer Vision and Pattern Recognition, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/bbf2e63c253f50fd64900b7acaeb4bd538d39151

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In Automotive Engineering

In Computer Vision and Pattern Recognition

In Experimental and Cognitive Psychology

Citations in the corpus

How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions (2017, background): “(2000; also see Tversky 2011) hypothesized that some visual representations convey meaning more intuitively than others because the human brain seems to be sensitive to perceiving their referents from their physical structures.”
Visual tools for business model innovation: Recommendations from a cognitive perspective (2017, positive): “While there are several frameworks that classify graphic forms, we select the influential framework proposed by Hyerle (2009), based on the seminal work by Upton (1961).”
Cognitive Offloading. (2016, background): “For example, individuals might write down [28], type into a computer [34,35], sketch [36], or in some other manner alter the environment so as to record information that needs to be remembered [14,37].”
The Influence of Spatial Visualization Training on Students’ Spatial Reasoning and Mathematics Performance (2019, background): “…that spatial visualization evokes aspects of mental rotation and spatial orientation (Mix & Cheng, 2012; Mix et al., 2016) while also encompassing more complex, often multi-step mental processes and transformations (Hegarty & Waller, 2004; Kozhevnikov & Hegarty, 2001; Tversky, 2004, 2011).”
Decision making with visualizations: a cognitive framework across disciplines (2018, background): “Work by Tversky (2011) presents a taxonomy of visual-spatial communications that are intrinsically related to thought, which are likely the bases for visual-spatial biases.”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, positive): “Prior research on spatial cognition suggests that drawing activities can help students make sense of concepts via bottom-up and top-down visual-spatial processes (Schwartz and Heiser 2006; Tversky 2011).”