Graphics Reference
In-Depth Information
even when our eyes are closed, and the farther
we scan across the imaged object, the more time
we need. There may be a three-way link between
visual perception, visual memory and control
of action. Visual attention control is important
in designing mobile robots; for example, when
a four legged robot tries to shoot a ball into the
goal (Mitsunaga & Asada, 2004).
People can work well with mental images
only, but for difficult tasks external representa-
tion is pivotal. Thinking is the manipulation of
mental representations: both the long term (lasting
knowledge) and temporary representations (new
information). In order to use imagery in reason-
ing, we can transform, rotate patterns in three
dimensions, or imagine objects in motion. Thus,
imagery is used to recall information about previ-
ously perceived objects and events, to represent
concrete objects, reason about spatial information
in the form of mental maps, compare metaphorical
non-spatial relations, or learn abstract information.
Visual imagery may facilitate problem solving,
allow avoid the mechanical use of algorithms
elicited by verbal formulation of the problem,
and promote parallel processing of information
(without examining single elements sequentially).
Using brief visual presentations of letters and
numbers, George Sperling (1960) demonstrated
the existence of a special visual information store
(called iconic memory) with almost unlimited ca-
pacity but very short duration. It is now supposed
that recoding from iconic memory to more lasting
forms of storage takes place by both verbal and
nonverbal means. Further research with the use of
the fMRI technique revealed that the parietofrontal
network of selective attention is reportedly relevant
to readout from iconic memory (Saneyoshi, Niimi,
Suetsugu, Kaminaga, & Yokosawa, 2011).
Artwork presented in Figure 5 reflects possible
cognitive maps linking the actuality with forgotten
facilities we use only in rare moments. Yellow
Pages, before the advent of the networked world,
had been an indispensable source of information
of vital importance.
This is the space of transition from rural to urban,
From production to consumption,
From essentials to ornamental detail:
Odd houses of obscure use, old viaducts,
Sources for our flourishing.
INTELLIGENCE AND
VISUAL LITERACY
We talk about general intelligence when we study
the behavior of intelligent organisms or intelligent
programs and their ability to perform intellectual
tasks. People are considered behaving intelli-
gently when they choose courses of action that
are relevant to their goals, reply coherently and
appropriately to questions that are put to them,
and solve problems.
Intelligence has often been defined as the
ability to perform intellectual tasks, and can be
studied from the behavior of intelligent organisms
or intelligent programs. A theory of intelligent
processes or the computational principles can be
constructed on the basis of contributing disciplines
concerned with intelligence such as psychology
(brain research, experimental psychology with
behaviorism, gestalt psychology, psychometrics,
neuropsychology), artificial intelligence (within
computer science), linguistics and psycholinguis-
tics, philosophy and neuroscience.
Visual intelligence is involved in thinking
through visual processing, which is spatial rather
than linear and allows gaining insight into difficult
to analyze schemes and finding patterns and order
in complex structures. The use of visual language
by creating images to communicate concepts
makes possible the visual exchange of information.
Learning through visual and spatial thinking can
produce meanings and connotations that cannot
be achieved using language alone.
Ralf Lengler (2006) brought into the research-
ers' attention the so-called “Flynn Effect: “Since
the eighties it became apparent that average IQ
scores, especially those tested with non-verbal IQ
