154:. Visual thinking has been described as seeing words as a series of pictures. It is common in approximately 60–65% of the general population. "Real picture thinkers", those who use visual thinking almost to the exclusion of other kinds of thinking, make up a smaller percentage of the population. Research by child development theorist Linda Kreger Silverman suggests that less than 30% of the population strongly uses visual/spatial thinking, another 45% uses both visual/spatial thinking and thinking in the form of words, and 25% thinks exclusively in words. According to Kreger Silverman, of the 30% of the general population who use visual/spatial thinking, only a small percentage would use this style over and above all other forms of thinking, and can be said to be true "picture thinkers".
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of books, including 'How the Gifted Brain learns' and 'How the
Special Needs Brain Learns'. Areas of competence may be reinforcing, but also mutually exclusive. In today's society the link between IQ and education has weakened, but the idea of educated and intelligent has become synonymous, interchangeable and reinforced by verbalizers being better able to internalize information, advocate systems and design jobs that monetarily reward strengths, a cycle that is self-perpetuating.
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generate ideas, but also to reflect and edit them as well. It is also an effective means of communication, especially for architects and engineers, for translating ideas from designer to client. Despite all the advantages of integrating art and visuals into education, it is a difficult skill to master. Those who can are well versed in visual analysis. It takes a lot of practice to have sketches evolve from "meaningless scribbles" to a complex "thinking tool".
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463:, "arts are reduced to a desirable supplement" The general world trend in the late twentieth century caused an emphases towards scientific, mathematical, and quantitative approach to education, and art education is often refuted because it is based on perception. It is qualitative and subjective which makes it difficult to measure and evaluate.
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it is also telling about our interpretation of the world. In addition, there are now studied approaches to how color should be used in design where "the functional aesthetics of colour can be reduced to a small number of guidelines and lists the main properties needed to make design decisions leading to visual clarity".
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However, fundamentals in visual thinking lay the ground work for many design disciplines such as art and architecture. Two of the most influential aspects of visual composition in these disciplines are patterns and color. Patterns are not only prevalent in many different aspects of everyday life, but
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the left hemisphere and the right hemisphere perform different tasks. The left and right hemisphere may be simultaneously conscious in different, even mutually conflicting, mental experiences that run in parallel. The right hemisphere perceives, thinks, remembers, reasons, wills and emotes, all at a
260:
Gardner's multiple intelligences theory recognises various forms of intelligence, namely spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic. Gardner's theory is discussed and cited in many of David A Sousa's 'How the Brain learns' series
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Empirical research shows that there is no evidence that identifying a student's "learning style" produces better outcomes. There is significant evidence that the widespread "meshing hypothesis", the assumption that a student will learn best if taught in a method deemed appropriate for the student's
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Psychologist E.R Jaensch states that eidetic memory as part of visual thinking has to do with eidetic images fading between the line of the after image and the memory image. A fine relationship may exist between the after image and the memory image, which causes visual thinkers from not seeing the
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At the same time, techniques in art and design can open up pathways to stimulate the thought process and problem solving. Sketches offer an unrestrained way to get thoughts down on paper through the "abstract representations of ideas and idea structures". In this way, sketching not only helps to
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Concepts related to visual thinking have played an important role in art and design education over the past several decades, but this has not always been the case. In
Ancient Greece, Plato tended to place an emphasis on music to aid cognition in the education of heroes because of its mathematical
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Research suggests that dyslexia is a symptom of a predominant visual/spatial learning. Morgan used the term 'word blindness,' in 1896. Hinselwood expanded on 'word blindness' to describe the reversing of letters and similar phenomena in the 1900s. Orton suggested that individuals have difficulty
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states that language determines thought, and that linguistic categories alone limit and determine cognitive categories. Although Whorf himself framed linguistic relativity in terms of "habits of mind" rather than determinism, the revolutionary nature of his hypothesis was met with much
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tendencies and "harmonies of the cosmos". On the other hand, visual images, paintings in particular, caused the reliances on "illusionary images" However, in the
Western world, children begin primary school with abstract thought and shapes, but as we grow older, according to
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Spatial-temporal reasoning is the ability to visualize special patterns and mentally manipulate them over a time-ordered sequence of spatial transformations. Spatial visualization ability is the ability to manipulate mentally two- and three-dimensional figures.
436:. It has been suggested that visual thinking has some necessary connection with autism. Functional imaging studies on people with autism have supported the hypothesis that they have a cognitive style that favors the use of visuospatial coding strategies.
346:(photographic memory) may co-occur in visual thinkers as much as in any type of thinking style as it is a memory function associated with having vision rather than a thinking style. Eidetic memory can still occur in those with visual
202:, including visual, kinesthetic, musical, mathematical, and verbal thinking styles, are a common part of many current teacher training courses. Those who think in pictures have generally claimed to be best at visual learning.
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associating the visual with the verbal form of words, in 1925. Further studies, using technologies (PET and MRI), and wider and varied user groups in various languages, support the earlier findings. Visual-spatial symptoms (
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learning style, is not fully studied in proper detail. “Of those that did use an appropriate method” of research, “several found results that flatly contradict the popular meshing hypothesis”.
309:(those who learn through movement, physical patterning and doing) and logical thinkers (mathematical thinkers who think in patterns and systems) who may not be strong visual thinkers at all.
325:, "Image Streaming" uses active visualization to rapidly explore a problem and generate multiple solution options. The technique was developed and formalized in the 1980s by
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Cappello, Marva; Walker, Nancy T. (2016-11-01). "Visual
Thinking Strategies: Teachers' Reflections on Closely Reading Complex Visual Texts Within the Disciplines".
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eidetic image but rather drawing upon perception and useful information. Individuals diagnosed with agnosia, may not be able to perform mental reasoning.
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In the Mind's Eye: Visual
Thinkers, Gifted People with Dyslexia and Other Learning Difficulties, Computer Images and the Ironies of Creativity
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329:. It involves visualizing and describing vivid mental images in detail while speaking out loud about the image and its various components.
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VTS allows teachers to teach reading with the use of complex visuals, rather than the print and individual text forms used in the past.
1127:"Neuroimaging of the Functional and Structural Networks Underlying Visuospatial versus Linguistic Reasoning in High-Functioning Autism"
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and the like) arise in non-visual and non-spatial environments and situations; hence, visual/spatial learning is aggravated by an
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misinterpretation and criticism. In 1969, Brent Berlin and Paul Kay rejected the strong hypothesis using a
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A common assumption is that people think in language, and that language and thought influence each other.
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Tovey, M., Porter, S.; Newman, R. (March 2003). "Sketching, concept development and automotive design".
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897:"Intelligence and Creativity in Problem Solving: The Importance of Test Features in Cognition Research"
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350:, who, unlike visual thinkers, may be limited in the use of visualization skills for mental reasoning.
1572:(MIT) Do Humanities and Science Faculty Differ in Verbal & Visuospatial Working Memory Processes?
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669:"Reference: Crystal, D. (1997). The Cambridge Encyclopedia of Language. Cambridge University Press"
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Denig, S. J. (2004). "Multiple
Intelligences and learning styles: Two complementary dimensions".
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1490:(Second Edition, Thirty-Fifth Anniversary Printing ed.). University of California Press.
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Sahyoun, Chérif P.; John W. Belliveau; Isabelle Soulières; Shira
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is one of a number of other recognized forms of non-verbal thought processes, such as
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Visionizing : state-of-the-art processes for encouraging innovative excellence
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Cylbuski, Jacob L; Keller, Susan; Nguyen, Lemai; Saundage, Dilal (January 2015).
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Spatial-temporal reasoning is prominent among visual thinkers as well as among
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Visual-Spatial
Learners: A Handbook for Teachers" by Linda Kreger Silverman
19:"Thinking in pictures" redirects here. For the book by Temple Grandin, see
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The
Einstein Factor: A Proven New Method for Increasing Your Intelligence
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Research which builds on Sperry's split brain research is reinforced by
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Neural bases of exogenous versus endogenous visual spatial attention
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Visual thinking is also referenced in problem-solving. Inspired by
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Wisconsin’s Model
Academic Standards for Art and Design Education
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The acknowledgement and application of different cognitive and
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Fromkin, Victoria; Rodman, Robert; Hyams, Nina (2010-01-01).
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Spatial-temporal reasoning and spatial visualization ability
1510:'s Image Streaming: Reaching the higher powers of your mind
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Pashler, H.; McDaniel, M.; Rohrer, D.; Bjork, R. (2008).
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Thinking Visually: A Strategy Manual for Problem Solving
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Jaarsveld, Saskia; Lachmann, Thomas (6 February 2017).
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howard gardner, multiple intelligences and education
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Frames of Mind: The Theory of Multiple Intelligences
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Frames of Mind: The Theory of Multiple Intelligences
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Basic Color Terms: Their Universality and Evolution
583:(First ed.). Denver, Colo: DeLeon Publishing.
63:. Unsourced material may be challenged and removed.
1466:Upside-Down Brilliance: The Visual-Spatial Learner
1387:Upside-Down Brilliance: The Visual-Spatial Learner
1226:(. ed.). Burlington, Mass.: Morgan Kaufmann.
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432:to be an origin for delayed speech in people with
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1114:THINKING IN PICTURES: Autism and Visual Thought
1104:Morgan (1896), Hinselwood (1900), Orton (1925)
990:. Buffalo, NY: Creative Education Foundation.
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1355:Psychological Science in the Public Interest
1283:: CS1 maint: multiple names: authors list (
358:Visual Thinking Strategies (VTS) in teaching
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1351:"Learning styles: Concepts and evidence"
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184:, musical, and mathematical thinking.
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608:(first ed.). DeLeon Publishing.
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398:based upon information presented in
366:Concurrency with dyslexia and autism
61:adding citations to reliable sources
428:Visual thinking has been argued by
388:developmental coordination disorder
1306:, University of California Press,
1194:. University of California Press.
16:Thinking through visual processing
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1302:Berlin, Brent; Kay, Paul (1969),
845:Gardner, Howard E. (2011-03-29).
641:Gardner, Howard E. (2011-03-29).
1534:(4th ed.). TarcherPerigee.
1384:Silverman, Linda Kreger (2005),
1368:10.1111/j.1539-6053.2009.01038.x
832:10.1111/j.1467-9620.2004.00322.x
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1410:. Dale Seymour Publications.
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297:Spatial visualization ability
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392:Auditory processing disorder
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952:Computers in Human Behavior
753:An Introduction to Language
512:New Epoch Notation Painting
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402:instead of presented via
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1188:Arnheim, Rudolf (1969).
914:10.3389/fpsyg.2017.00134
440:Art and design education
26:Not to be confused with
1512:. Project Renaissance.
1505:Roman, Charles (2011).
1428:; Poe, Richard (1995).
901:Frontiers in Psychology
810:Teachers College Record
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238:color terminology study
172:Nonverbal communication
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250:Multiple intelligences
229:Sapir–Whorf hypothesis
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797:The Language Instinct
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1220:Ware, Colin (2008).
756:. Cengage Learning.
307:kinesthetic learners
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1024:Win Wenger Archives
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113:January 2009
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55:Please help
50:verification
47:
1567:(in French)
1559:(in German)
1426:Wenger, Win
1321:Michel Deza
777:Berlin 1969
738:Felder 2007
487:Concept map
271:Split-brain
233:linguistics
222:Linguistics
216:Linguistics
210:Linguistics
182:kinesthetic
1586:Categories
1508:Win Wenger
1438:B07JJJCVLS
1331:, Springer
1325:Elena Deza
1270:2436/37253
881:2023-06-27
816:: 96–111.
702:2023-06-27
678:2023-06-27
615:193218600X
539:References
482:Aphantasia
418:See also:
404:multimedia
327:Win Wenger
162:See also:
83:newspapers
1597:Cognition
1092:1936-2714
958:: 20–35.
818:CiteSeerX
560:Deza 2009
1530:(2012).
1486:(2004).
1377:26162104
1327:(2009),
1161:19698726
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507:Mind map
475:See also
384:dyslexia
377:Dyslexia
371:Dyslexia
1295:Sources
1152:2795068
1055:3 March
1029:3 March
1003:3 March
969:3 March
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348:agnosia
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170:, and
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