反思"读图时代"语境下的视觉设计

"读图时代"使视觉文化在某种程度上成为一种强势文化,但也给视觉文化带来负面的影响.文章从视觉设计的主体、视觉设计教育、视觉设计所处的市场、行业环境几个方面进行分析,探讨"读图时代"语境下视觉设计的责任问题,强调视觉设计乃至整个社会都必须正视"读图时代"所带来的负面因素,不要一味沉湎于表面上的视觉繁荣及其所带来的高额经济价值,认为构建一个更加健全的视觉设计价值体系刻不容缓.     

The Superiority of Distributed Practice in Drill in Arithmetic

Abstract

Forty-three second and third grade non-readers who were diagnosed as having visual perceptual deficiencies were randomly assigned to experimental and control groups. The experimental group received training in visual analysis, which included visual short-term memory, visual discrimination of letters and words, and remedial instruction. The control group received only remedial instruction. After seven months, there was no significant difference between the groups in visual perception or achievement of reading skills. However, there was a significant mean difference between pretest and posttest scores for both groups on all measures tested. Experimental subjects gained 8.9 months in reading achievement versus 9.2 months for controls, indicating that visual discrimination and visual memory of word training influenced the achievement of reading skills for this group to the same degree as did a remedial program without visual training.     

知识可视化中视觉隐喻及其思维方法

文章梳理了知识可视化中视觉隐喻的研究现状,并试图从知识可视化与视觉表征的内在关系出发,探讨知识可视化中视觉隐喻的涵义及其思维方式与方法。在对视觉隐喻本质涵义的阐述中,结合隐喻学将知识可视化中的视觉隐喻分为被动和主动两种类型,并从广义和狭义两个层面对知识可视化中的视觉隐喻思维方式进行了探讨,旨在为知识可视化中视觉隐喻的恰当运用提供一定的方法参考。     

现代设计中视觉传达的形式美法则的解读

视觉传达设计是“给人看的设计,告知的设计”,怎样将视觉传达与设计完美结合,就成为一个摆在设计者面前的新课题。文章从形式美法则理论基础着手。通过分析视觉传达功能及特征,指出：运用形式美法则来协调和处理各个视觉要素的关系：运用视觉的信息传递的引导以求达到设计的形式上的完美与和谐。     

Delayed matching of visual materials by a bottlenosed dolphin aided by auditory symbols

A bottlenosed dolphin (Tursiops truncatus) with good underwater and aerial visual acuity was tested in visual matching-to-sample (MTS) paradigms. Attempts to train visual identity MTS directly, using two simple two-dimensional patterns as sample stimuli and as alternatives (comparison stimuli), met with little success, in keeping with previously observed difficulties of this auditory-specialized species for learning complex tasks utilizing simple visual materials. Pairing of each visual sample with a unique sound, to produce a compound auditory-visual sample, while retaining the two visual alternatives, resulted in the dolphin’s learning both auditory-visual symbolic matching and visual-visual identity matching. At 0-sec delay, performance with the auditory element of the sample alone was equivalent (76%) to performance with the visual element alone; performance with the compound was distinctly better (95%–98% correct). Testing with longer delays using the visual element alone resulted in successful matching through to a maximum delay of 34 sec. These results provided the first demonstration of delayed MTS in a dolphin using visual materials, and complemented other data showing the ready capability of this species for delayedauditory MTS. It appeared that the dolphin solved the visual MTS task by forming auditory codes to represent the visual materials, and that these auditory codes were eventually replaced with purely visual codes.     

Computer Interfaces and Visual Rhetoric: Looking at the Technology

This article extends the discussion of visual hetoric to the writing spaces and iconic representations of computer interfaces. An examination of the interfaces of a word-processing and a page layout program for desktop publishing reveals the visual nature of the interface. This visual writing space, different from the blank piece of paper, can encourage and foster a writer's consideration of options for integrating visual and verbal elements into a text.     

Experimenting with Visual Storytelling in Students' Portfolios: Narratives of Visual Pedagogy for Pre‐Service Teacher Education

This article interprets the repercussions of visual storytelling for art education and arts‐based narrative research and, particularly, it approaches visual storytelling as a critical tool for pre‐service teacher education. After reinterpreting storytelling from the perspective of visual critical pedagogy, I will narratively reconstruct the use of visual storytelling in three learning stories taking the form of students' portfolios. As a visual narrative researcher, I will examine the tactics for writing and reading that these students have developed in creating visual stories: the first narrative analyses the role of art during the reconstruction of the learning process by incorporating autobiography and reflexivity (Tanit's portfolio); the second narrative reflects on deconstruction and intertextuality in a multimedia portfolio, which mainly interrelates opera and cinema (Eulàlia's portfolio); and the third narrative introduces virtual storytelling and connects self‐awareness/meta‐awareness with multi‐literacy in narrative learning (Sonia's portfolios). This article also views improvisations, attempts, drafts and interactions in the process of writing and reading portfolios as part of visual experimentation to fabricate learning stories, in order to analyse the opportunities that visual storytelling offers for visual narrative pedagogy.     

Towards an Analysis of Visual Images in School Science Textbooks and Press Articles about Science and Technology

This paper aims at presenting the application of a grid for the analysis of the pedagogic functions of visual images included in school science textbooks and daily press articles about science and technology. The analysis is made using the dimensions of content specialisation (classification) and social-pedagogic relationships (framing) promoted by the images as well as the elaboration and abstraction of the corresponding visual code (formality), thus combining pedagogical and socio-semiotic perspectives. The grid is applied to the analysis of 2819 visual images collected from school science textbooks and another 1630 visual images additionally collected from the press. The results show that the science textbooks in comparison to the press material: a) use ten times more images, b) use more images so as to familiarise their readers with the specialised techno-scientific content and codes, and c) tend to create a sense of higher empowerment for their readers by using the visual mode. Furthermore, as the educational level of the school science textbooks (i.e., from primary to lower secondary level) rises, the content specialisation projected by the visual images and the elaboration and abstraction of the corresponding visual code also increases. The above results have implications for the terms and conditions for the effective exploitation of visual material as the educational level rises as well as for the effective incorporation of visual images from press material into science classes.     

教育技术学专业视觉素养教育的“4W"探析

视觉素养教育理论具有多学科交叉渗透的属性,对许多学科产生潜移默化的影响.在教育技术学这样一门伴随媒体技术发展而逐渐兴起的专业内开展视觉素养教育,其目标与内容都具有一定的独特性.视觉素养教育前需要厘清四个基本问题:Why -为什么进行视觉素养教育？What-视觉素养教育的内容是什么？How -怎样进行视觉素养教育？Who-谁已经做了相关研究？称之为“4W”探析.     

视觉忽视的研究述评

视觉忽视是病人不能对脑损伤对侧刺激进行报告、反应和定向的现象。视觉忽视产生的主要生理机制是脑损伤,而其他因素,如病人将注意定向于脑损伤对侧空间的障碍、刺激物特征、外在视觉环境信息、视觉工作记忆负载以及酒精等,可能加重忽视的严重程度。临床中对视觉忽视的主要检测方法是纸笔测验法和报告法,今后使用电脑检测视觉忽视将会是一种很有应用前景的方法。目前治疗忽视的方法主要有视觉扫描、视动刺激、脖子肌肉振动、前庭刺激和棱镜适应以及其他一些辅助手段。     

A HYPOTHETICAL MODEL OF THE STRUCTURES OF VISUAL ART ABILITIES

Following a review of the literature on the structure of visual art abilities, the author presents her own conception. Among the abilities important for visual work, three categories are singled out: elementary abilities specific to visual art activity, complex abilities making up common determinants of diverse kinds of artistic activity, and a general intellectual ability conditioning the creative nature of any kind of activity. A particular configuration of abilities belonging to these categories is decisive, in the author's view, for a specific structure of competence underlying visual art activity of any given type (reproductive, conservational, crafts, conceptual, etc). The point at issue for the suggested model is an isolation of three categories among abilities important for visual work. The author is of the opinion that definite configurations of abilities belonging to the respective categories are decisive for a specific structure of aptitudes underlying visual art activity of a particular kind or type.     

Effects of Visual Activity Schedules on Independent Classroom Transitions for Students with Autism

The purpose of this study was to evaluate the effectiveness of visual activity schedules on the behaviour of four students with moderate autism during transitions within a self-contained classroom. Generalisation measures included pre-tests and post-tests with novel stimuli and novel visual activity schedule pictures. This A-B-A-B withdrawal design study replicated and expanded parts of a study by MacDuff, Krantz, and McClannahan and another by Bryan and Gast. Students were trained to use visual activity schedules using the system of least prompts. Results indicated that, in the presence of visual activity schedules, all participants increased independence during transitions. Pre-test/post-test data revealed generalisation of visual activity schedules with novel stimuli and novel visual activity schedule pictures across participants. Implications for practitioners and for future research are discussed.     

视觉传达设计中的传统美学观

在现代视觉传达设计中,时时流露出传统的美学观的影响。本文分析了这些影响,并肯定其积极的因素。指出它将会有助于发展本民族的视觉传达艺术。     

视觉语言符号在平面图形设计中的运用

符号是平面设计的思维主体,在平面设计中具有很强的表现能力。符号研究与分析成为目前设计领域的热点,但对于视觉语言符号在平面设计中的应用问题还鲜有研究。文章通过分析视觉元素符号、视觉语言与平面设计的关系,探讨视觉语言研究的新思路。     

Visual observing behavior in the squirrel monkey

Ten squirrel monkeys were tested to determine whether visual observing behavior could be measured using a technique developed for rhesus monkeys. The Ss engaged in visual observation of a set of projected color slides of other squirrel monkeys to an extent comparable with visual observation by rhesus monkeys. Significant differences in both mean cumulative viewing time and mean frequency of visual observing were found for the different visual incentive conditions used. Previous reports of a low level of visual attention by squirrel monkeys were not confirmed.     

论弗罗斯特诗歌中视觉意象的呈现方式

弗罗斯特诗歌中有许多视觉意象。弗罗斯特在其诗歌中呈现视觉意象的方式主要包括:诗歌题目,以量词、形容词修饰说明一个视觉意象,以拟人化、比喻、对比的手法,以表示程度的形容词和副词相结合的方式修饰说明一个视觉意象,等等。弗罗斯特有关自然和乡村生活的视觉意象与其热爱自然、长期的乡村生活经历密不可分,也是其对抗他同时代的诗人的城市意象的有效策略。     

An exploratory investigation into factors affecting visual balance

Throughout the history of art more attention has been given to pictorial balance than to any other principle of visual composition. When examining pictorial balance, the visual weights of significant elements within a given field must be taken into consideration. This study, by means of ocular photography and the analysis of eye fixations, examined factors that have an effect upon visual weight. Confirming earlier studies, the upper half of a visual field was found to have inherently greater visual weight than the lower half. While several researchers have attributed greater visual weight to the left side of a field, others have favored the right. Data from this study were not sufficiently reliable to indicate a preference for either side. Results were insufficient to support the hypothesis that the upper left quadrant has greater inherent visual weight than the upper right quadrant. While it was shown that the interrelationships between tone and size have an effect on visual weight, the exact nature of these relationships must await future investigation.     

Audio‐visual Education in Primary Schools: a curriculum project in the Netherlands

Since 1978 the National Institute for Curriculum Development (SLO) and the National Institute for Support of Arts Education (LOKV) have been working together with two schools in Zaandam on audio‐visual education in primary schools. The project made its object to work out of the aims of audio‐visual education (or ‘media education') in the primary school (children aged 4‐12 years), to explore the nature of audio‐visual education, and to establish a curriculum. ‘Audio‐visual education’ aims to increase audio‐visual literacy, helping pupils acquire information and an insight into the meaning of mass media in order to learn how they are used for communication. It also entails using audio‐visual means as a method of expression and using audio‐visual equipment in education. The teachers in the project schools have designed and implemented lessons in audio‐visual education. After these lessons were given they were discussed and analysed by the advisors, project leaders and colleagues. This developmental approach led to a total curriculum, which is described     

Taking a stance through visual texts: novice teachers as educational agents

Drawing on qualitative methodologies that integrate verbal and non-verbal texts, this study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Novices were invited to design a visual text that represented their experience during internship, as part of a national call entitled ‘Novices in Poster.’ The posters submitted yielded the publication of 127 published posters, which constituted the data for our study. The visual data were analyzed using a multilayered approach to the analysis of visual texts, drawing on Lemke’s analysis of visual and verbal data as complementary channels for obtaining an integrative interpretation of the expressed experience. Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system. The visual texts underscored novices’ strong social–professional stances towards teaching, positioning them as delegates and agents striving for professional justice.     

Computerised screening for visual stress in reading

Visual stress is the experience of unpleasant visual symptoms when engaged in reading and some other visual tasks. There is currently no objective diagnostic test for this condition, which affects a substantial proportion of the population and which can disrupt development of reading skills. The reliability of subjective reports of symptoms has been questioned, especially where children are concerned. Diagnosis by positive response to the preferred treatment method, either the sustained voluntary use of a coloured overlay or immediate improvement in reading rate when using an overlay, is usually regarded as the best option. Recent research has reported that children who are significantly impaired by a visually stressful pattern during reading‐like visual search are more likely to show significant improvement in reading speed when using an overlay. This study was designed to evaluate a prototype computerised visual stress screener that incorporated visual search. The results confirmed that primary and secondary school children who were classified by the screener as having high susceptibility to visual stress had larger percent increases in reading rate with an overlay compared with those with low visual stress. The results also indicated that subjective reports of symptoms may not always be diagnostically effective with younger populations. It was concluded that screening for visual stress in reading using a computerised visual search task is an educationally promising development.