Geoscience Reference
In-Depth Information
element of something we see is called immediate because there is no need
to focus attention on specific objects in the image: the target simply seems
to "pop out" in a effortless manner.
Attentive
stage is sign by sign percep-
tion, which could be defined as the arrival of a conscious thinking, despite
of the preconscious visual early stage. As cited by MacEachren (1982),
symbolization is of interest in cartography because it can be most easily
controlled and can produce the most notable change for representation of
data. Research on visual variables for maps was mostly based on the work
of Bertin (1967) and this author empirically defined classes of graphic
variables that would be basic to derive meaning from representations.
Visual variables fall into two main functional distinct classes: planar and
retinal ones.
The variable location, as Bertin (1967) states, is dominant over any other,
since it does not require any specific focal attention and is, according to
Green (1998), the only attribute which all visual modules share, making it
optimal for depicting correspondences. Maybe the mostly used and sub-
jected to experimental researches visual variables are the retinal
color
value
and
size,
which have a perceptual dissociative nature, according to
Bertin (1967). Slocum et al. (2009) synthesize cartographic most recent
researches and assemble several important works where map-maker can
figure out some basic guidelines in color use for maps (Brewer, 1994;
Mersey, 1990) and applied size use for maps research (Flannery 1971;
Brewer and Campbel 1998; Dent 1999).
1.2 Emotional Map Design
In the design of interaction since the emergence of usability theory, there is
a growing interest in how aesthetics can affect performance. Norman
(2004) affirms that attractive things makes people feel good which, in turn,
makes them think more creatively and will lead to better results in any
task. This can be brought to map design, since a map is indeed an artifact
with which people interact. If they are not interested, it seems to be unfair
to expect high performance levels for any kind of task, especially in a
cultural heritage where little use of maps is made in support of everyday
activities.
Among others, one issue related to this scenario is education. In Brazil,
first contact with maps usually takes place in geography classes at school,
held when children are about 11 or 12 years old. Usually, parallel to regular
