Ум в движении. Как действие формирует мысль - читать онлайн книгу. Автор: Барбара Тверски cтр.№ 100

«Линия – это точка, отправившаяся прогуляться» (Клее)

Klee, P. (n. d.). A line is a dot that went for a walk. Paul Klee: Paintings, Biography and Quotes. Взято с сайта http://www.paulklee.net/paul-klee-quotes.jsp.

Точки, линии, плоскости

Kandinsky, W. (1947). Point and line to plane. Translated by H. Dearstyne & H. Rebay. New York, NY: Guggenheim. (Исходное издание опубликовано в 1926 г.)

Klee, P., & Moholy-Nagy, S. (1953). Pedagogical sketchbook. New York, NY: Praeger.

Интерпретация и создание линейных и столбчатых графиков

Zacks, J., & Tversky, B. (1999). Bars and lines: A study of graphic communication. Memory & Cognition, 27(6), 1073–1079.

Разные выводы при разных форматах визуализации данных

Kessell, A., & Tversky, B. (2011). Visualizing space, time, and agents: Production, performance, and preference. Cognitive Processing, 12(1), 43–52.

Nickerson, J. V., Corter, J. E., Tversky, B., Rho, Y. J., Zahner, D., & Yu, L. (2013). Cognitive tools shape thought: Diagrams in design. Cognitive Processing, 14(3), 255–272.

Nickerson, J. V., Tversky, B., Corter, J. E., Yu, L., Rho, Y. J., & Mason, D. (2010). Thinking with networks. In Proceedings of the Annual Meeting of the Cognitive Science Society, 32(32).

Tversky, B. (2011). Visualizing thought. Topics in Cognitive Science, 3(3), 499–535.

Tversky, B., Corter, J. E., Yu, L., Mason, D. L., & Nickerson, J. V. (2012, July). Representing category and continuum: Visualizing thought. In International Conference on Theory and Application of Diagrams (pp. 23–34). Berlin, Germany: Springer, Berlin, Heidelberg.

Tversky, B., Gao, J., Corter, J. E., Tanaka, Y., & Nickerson, J. V. (2016). People, place, and time: Inferences from diagrams. In M. Jamnik, Y. Uesaka, & S. Elzer Schwartz (Eds.), Diagrammatic representation and inference. Diagrams 2016. Lecture Notes in Computer Science (Vol. 9781, pp. 258–264). Cham, Switzerland: Springer, Cham.

Стрелки

Denis, M. (2018). Arrow in diagrammatic and navigational spaces. In J. M. Zacks & H. A. Taylor (Eds.), Representations in mind and world: Essays inspired by Barbara Tversky (pp. 63–84). New York, NY: Routledge.

Heiser, J., & Tversky, B. (2006). Arrows in comprehending and producing mechanical diagrams. Cognitive Science, 30(3), 581–592.

Horn, R. E. (1998). Visual language. Bainbridge Island, WA: Macrovu.

MacKenzie, R. (n. d.). Diagrammatic narratives: Telling scientific stories effectively with diagrams (Honors thesis in psychology). Stanford University, Stanford, CA.

Mayon, C. (2010). A child’s conception of the multiple meanings of arrow. (Unpublished master’s thesis). Columbia Teachers College, New York, NY.

Tversky, B., Heiser, J., MacKenzie, R., Lozano, S., & Morrison, J. B. (2007). Enriching animations. In R. Lowe & W. Schnotz (Eds.), Learning with animation: Research implications for design (pp. 263–285). New York, NY: Cambridge University Press.

Tversky, B., Zacks, J., Lee, P., & Heiser, J. (2000). Lines, blobs, crosses and arrows: Diagrammatic communication with schematic figures. In M. Anderson, P. Cheng, & V. Haarslev (Eds.), Theory and application of diagrams. Diagrams 2000. Lecture notes in computer science (Vol. 1889, pp. 221–230). Berlin, Germany: Springer, Berlin, Heidelberg.

Анимированные визуализации

Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484.

Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87–99.

Tversky, B., Heiser, J., Mackenzie, R., Lozano, S., & Morrison, J. (2008). Enriching animations. In R. Lowe & W. Schnotz (Eds.), Learning with animation: Research implications for design (pp. 263–285). New York, NY: Cambridge University Press.

Tversky, B., Heiser, J., & Morrison, J. (2013). Space, time, and story. In B. H. Ross (Ed.), The psychology of learning and motivation (pp. 47–76). San Diego, CA: Elsevier Academic Press. https://doi.org/10.1016/B978–0–12–407237–4.12001–8.

Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57(4), 247–262.

Zacks, J. M., & Tversky, B. (2003). Structuring information interfaces for procedural learning. Journal of Experimental Psychology: Applied, 9(2), 88.

Жестовые интерфейсы развивают мышление и навык счета

Segal, A., Tversky, B., & Black, J. (2014). Conceptually congruent actions can promote thought. Journal of Applied Research in Memory and Cognition, 3(3), 124–130.

Изотип и универсальный пиктографический язык

Neurath, O. (1936). International Picture Language. The first rules of Isotype. London, England: Kegan Paul.

Neurath, O., & Ogden, C. K. (1937). BASIC by Isotype. London, England: K. Paul, Trench, Trubner.

Фасилитатор, использующий графику

Horn, R. E. (1999). Information design: Emergence of a new profession. In R. E. Jacobson (Ed.), Information design (pp. 15–33). Cambridge, MA: MIT Press.

Схемы помогают учиться

Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review, 14(1), 5–26.

Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: A review of research. ECTJ, 30(4), 195–232.

Mayer, R. E. (2002). Multimedia learning. In B. H. Ross (Ed.), The Psychology of learning and motivation (Vol. 41, pp. 85–139). New York, NY: Academic Press.

Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715.

Tversky, B., Heiser, J., & Morrison, J. (2013). Space, time, and story. In B. H. Ross (Ed.), The psychology of learning and motivation (pp. 47–76). San Diego, CA: Elsevier Academic Press. https://doi.org/10.1016/B978–0–12–407237–4.12001–8.

Простая схема, убедившая Билла Гейтса посвятить деятельность своего фонда всемирной охране здоровья