Graphics Reference
In-Depth Information
Tools for Cognitive Computation
easier, faster, and thus picked up first (Skogen,
2006). Lowering of the cognitive load may be
achieved many ways: with the use of icons,
symbols, and signs, or application of metaphors
to particular concepts and principles. The use of
multisensory ways of learning may also decrease
the cognitive load; one can do it by making draw-
ings and doodling about the content, listening and
creating sounds and music, composing stories,
mangas, and sending text messages. The physical
act of drawing is considered beneficial in creating
graphs on a computer, especially when one creates
new images. According to Purchase, Plimmer,
Baker, & Pilcher (2010, p. 80), drawing “the graph
from scratch, rather than simply moving nodes in
a pre-drawn graph - this removed any layout bias
present in the original drawing.' Using a sketching
tool with a stylus 'allowed for the physical action
of creating the graph to be done as easily as if it
were on paper, reducing any cognitive distance
between the participant's desired drawing and what
is presented. Using the interface of a formal graph
drawing tool is a less natural way of drawing a
graph than the free-form hand movements made
possible by a sketching tool.”
One may ponder how the perceptual and cognitive
activities related to visual thinking may depend
on the digital or traditional tool selected for
visual presentation. Colin Ware (2012a, 2012b)
examined how visual presentation can help people
solve cognitive problems. This process requires
the use of visual thinking algorithms, dynamic
queries, interactive design sketching, and reason-
ing involving social networks. Both the language
of computer science and the language of vision
research and cognitive psychology may describe
cognitive processes, because some cognitive op-
erations are carried out in a computer while others
are carried out in a human brain. Ware describes
the elements of the visual thinking as a part of
perceptual and cognitive computations done in the
brain of a person. These algorithms, according to
Ware (2012a, 2012b) are using pseudo-code and
contain (1) dynamic visual queries about patterns
and attributes of perceived symbols and objects,
transformed in order to accomplish a solution by
means of a visual pattern search; it is constrained by
visual pattern perception, as well as visual working
memory capacity; (2) epistemic actions intended
to seek information by the user, for example by
eye movements or mouse movements aimed at
navigating through a data space; (3) computer
programs supporting epistemic actions by reveal-
ing and hiding information, changing scale, and
adaptive highlighting; and (4) externalization
as part of a thinking process - adding things to
a display by the user, for example by circling a
region to group objects or entering something
into a computer.
Visual style of presentation may reduce the
cognitive load in structuring information, by
somewhat shifting the explanatory task from
abstract to meaningful parts, which may be easier
to understand and remember. Users of electronic
devices interact with icons on the screen that carry
information. The simple, less complicated icons
that impose lesser cognitive load are understood
EVOLUTION OF IMAGING WITH
THE USE OF COMPUTING
A story about digital tools for imaging through
graphics, visualization, or online installations may
begin with the evolution of computing itself, fol-
lowed by the early ways of creating and displaying
graphics, and computer art.
A Short Note about
History of Computers
Evolution of computers came about in terms of
their speed, accuracy, and memory, with a series
of sequential generations discerned according to
the technological progress. At first, computers
were the accounting machines; they collected
