Cognitive Amplification
Card, Mackinlay, Shneiderman (1999), “Information Visualization”, Introduction to “Readings in Information Visualization: Using Vision to Think”
Kerren, A. “Information Visualisation: Perception”, Linnaeus Univerty, 2020
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Readings in Information Visualization
Editors: , ,
“This groundbreaking book defines the emerging field of information visualization and offers the first-ever collection of the classic papers of the discipline”
; 1st edition (1999) Chapter 1, pp1-35 (referred to as CMS)
Graphical communication…
(a) having an idea, and using graphics to communicate it to someone else
(b) using graphics to create, discover, explore an idea; thus “Using vision to think”
Computers make (b) easier than in the past
External cognition
• Internal representations: in the mind (cognitive)
• External representations: outside the mind (physical)
• External cognition: how these two representations “weave
together in thought” (CMS,p1)
• Using external artefacts thus enhances our power of thought
– multiplication tables – UML or ER diagrams – statistical charts
Simple graphical communication is straightforward
“Insight” is a more sophisticated goal: discovery, decision making, explanation
Visualisation increases our ability to perform these activities…
… through the provision of external representations
Simple graphical communication is straightforward “Insight” is a more sophisticated goal:
discovery, decision making, explanation
Visualisation increases our ability to perform these activities…
… through the provision of external representations
Simple graphical communication is straightforward “Insight” is a more sophisticated goal:
discovery, decision making, explanation
Visualisation increases our ability to perform these activities…
… through the provision of external representations
Simple graphical communication is straightforward “Insight” is a more sophisticated goal:
discovery, decision making, explanation
Visualisation increases our ability to perform these activities…
… through the provision of external representations
Visualisation insight example
• Challenger shuttle disaster (January 28, 1986)
• Caused by failure of O-rings in extreme cold
• Exploded 73 seconds after liftoff, killing seven astronaughts
https://stanfordmag.org/contents/elemental-evidence (13/05/21)
Thus: Visualisation can support external cognition and insight – but only if used appropriately
https://stanfordmag.org/contents/elemental-evidence (13/05/21)
Visualization, by definition
“The use of computer-supported, interactive, visual representations of data to amplify cognition” (CMS, p6)
“…visualization is an activity which a human being engages in… a cognitive activity… it goes on in the mind.” (Spence, p1)
R. Spence, “Information Visualization”, , 2001
Scientific Visualisation vs Information Visualisation
SciViz: direct spatial relationship with concrete phenomena
based on physical data, e.g. – human body
– the earth
– molecules
– liquid flow
InfoViz: devised relationship with abstract phenomena
based on abstract ideas, e.g. – organisation hierarchies
– scatter plots
– periodic table
– financial time series data
Wind speed image: https://quppler.com/visualization-toolkit-vtk-volume-rendering-pipeline/ Sales image: https://www.qlik.com/us/data-visualization
SciViz vs InfoViz:
Tides in the Port of Vancouver
Wu,Y. et al. (2019) A modeling study on tides in the Port of Vancouver.Anthropocene Coasts.2(1)
External cognition
The use of the external world to accomplish cognition
Information design
Design of external representations to amplify cognition
Data graphics
Use of abstract, nonrepresentational visual representations of data to amplify cognition
Visualisation
Use of computer-based, interactive visual representations of data to amplify cognition
Scientific Visualisation
Use of computer-based, interactive visual representations of scientific data, physically based, to amplify cognition
Information Visualisation
Use of computer-based, interactive visual representations of abstract data, non-physically based, to amplify cognition
Thus, the purpose of IV is to use the perception of external representations to amplify cognition
(slightly) adapted from CMS, Table 1.1, p7
Larkin & Simon (1987)
• “Why a Diagram is (Sometimes) Worth Ten Thousand Words”, Cognitive Science 11: 65-99
• Compared the process of solving physics problems using information presented
– in a ‘diagrammatic’ form – in a ‘sentential’ form
• Computed the cognitive effort of solving the problem for tasks: search, recognition, inference
• Identified the ways in which diagrams make problem-solving more efficient than using the sentential form
Larkin & Simon (1987)
• “Why a Diagram is (Sometimes) Worth Ten Thousand Words”, Cognitive Science 11, 65-99
• Compared the process of solving physics problems using information presented
– in a ‘diagrammatic’ form – in a ‘sentential’ form
• Computed the cognitive effort of solving the problem for tasks: search, recognition, inference
• Identified the ways in which diagrams make problem-solving more efficient than using the sentential form
Larkin & Simon (1987), p73-74
How (and why) IV amplifies Cognition
• Increased resources
– extension of STM, parallel perception …
• Reduced search
– e.g. by grouping of information
• Enhanced recognition of patterns
– e.g. by abstraction or aggregation, recognition over recall
• Perceptual inference
– some information is more obvious when presented visually
• Perceptual monitoring
– simultaneous perception of large data sets (e.g. by animation)
• Manipulable medium
– exploration of data space by parameter manipulation
CMS p16, edited
Cognitive Amplification
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