What is Visual thinking?
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 to the exclusion of other kinds of thinking, make up the smaller percentage of the population: about less than 30%. Another 45% uses both visual/spatial and verbal thinking, and 25% thinks exclusively in words.
There is a way for visual thinkers to understand information better by making mind maps. Mind maps show the ideas, concepts and relationships between things (such as objects, actions or people/animals). These ideas and concepts are connected by lines and together they form a clear summary, but also diagramming and outlining
In their adult years, they could get problems with driving and reading maps, reading the emotions of others and keeping their life organized.
Many verbal thinkers take the chance to gain advantage from their good memories, pattern recognition, reasoning and eye for detail. (Drs. Fernette & Brock Eide, 2009)
However, where verbal thinkers excel is at reading and sequential learning tasks compared to visual thinkers. They have the upper hand at school, because they can quickly write down notes about what the teacher tells them.
Language is not a problem for these students as they learn through sound, which is how usually a language is spoken and taught. They remember spelling through how words sound, instead of where letters are placed, like visual thinkers do.
Acquiring and effectively using the analysis of key ideas, outlining and being able to recall repeated information makes it easier for a verbal thinker at school. They like using graphic cues, lines, boxes with text, arrows and highlighted images. Verbal thinkers would rather use verbal presentations such as lectures, tapes and non-illustrated
They get their information through different means and process it differently compared to non-visual thinkers. Through their manner of thinking they can decipher and solve things quickly.
The Dutch education system is verbal and mostly follows a set order for when and what students are taught. Visual thinkers process the information with all of their senses simultaneously: sound, sight, smell, touch and they also process it by a sense which monitors action. Only in this way, they are able to form an image. However, they still need to process and memorize this, which takes time.
So the method of teaching in primary schools is often focused on a verbal way of processing information, the teacher speaks and the child listens. However, visual thinkers prefer to see and do. That is where the teacher needs to get the best out of the visual thinkers in the classroom. With a computer or a tablet for example, a visual thinker can get started on learning materials that suit their learning
If we use them and trained them properly can let us expand our creative thinking and broaden our horizons. The 13 imaginative thinking tools are “Proprioceptive Thinking, Forming Patterns, Empathizing, Playing, Modeling, Transforming, Synthesizing: Synaesthesia and Synosia, Dimensional Thinking, Analogizing, Observing, Imaging, Abstracting, Recognizing Patterns and Proprioceptive Thinking. For instance, we have form patterns that we use without thinking about it and we act subconsciously upon.
Levine states that children have two ways in which they organize the information they receive from the world around them. He refers to these methods as sequential ordering and spatial ordering. He defines spatial patterns as, “assembled parts that occupy space and settle on the doorsteps of our minds all at once” (Levine, p.151). Many examples are given of when spatial ordering is prevalent, for instance, when a student draws a map or recognizes the features of a person’s face. Levine defines sequential patterns as information gaining “admission to the minds one bit at a time and in an order that’s meant not to be missed” (Levine, p.151). He says that sequential ordering is used when students try to master a science project or learn a telephone number. Neurologically, Levine states that sequential ordering is carried out on the left side of the brain and spatial ordering is carried out on the right side of the brain. He also makes references to the possibility of childr...
The visual learners prefer to use pictures, images, maps, colors, and spatial intelligence, which assist them to arrange their information, interact with others and give them a great sense of direction. They are great at accumulating information, curious and inquisitive due to the fact that without adequate information, the portrait of what they are learning will be imperfect. They are also enthusiastic about theory and facts; system diagram helps them to visualize the connection between parts of a system; story method assists them to learn by heart the content that cannot be seen easily. (Garner, 2012)
Our five senses –sight, hearing, smell, taste and touch help the ways in which we perceive the world around us. And while they seem to work independently at time they can effect each other and the way we comprehend something. Seeing something pretty, touching something soft, eating something cold and smelling something rotten are the sense we use to connect with the world around us and will all effect how we move forward in that situation. When you look at the top picture say the color of the word not the word itself. It is harder than it seems and takes a little practice to do it efficiently. It is because we see the spelling we were taught not the color it was written in. It is hard to process it the other way, but not impossible. Take the bottom picture for another example is this a
Baillargeon, R., & DeVos, J. (1991). Object permanence in 3.5 and 4.5-month-old infants: further evidence. Child Development, 62, 1227-1246.
Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner.
Memory has been and always will be associated with images. As early as 1896, leading psychologists were arguing that memory was nothing more than a continuous exchange of images. (Bergson) Later models of memory describe it as more of an image text; a combination of space and time, and image and word. (Yates) Although image certainly is not the only component of memory, it is undoubtedly an integral and essential part of memory’s composition.
Children’s processing of information is elementary and so the “copying” of pictures in one’s head is just a crude system of percepti...
Visual Processing Disorder, also known as Perceptual Disorder, is defined as “a hindered ability to make sense of information’s taken in through the eyes.” (National Center for Learning Disabilities (NCLD) 1999) http://www.ldonline.org/article/6390/ This does not mean that a person has problems with their sight or their vision, it just means that their brain has a tougher time interpreting and processing what they see visually. A common area affected is spatial relation. This is the “position of objects in space as well as the ability to accurately perceive objects in space with reference to other objects.” (National Center for Learning Disabilities (NCLD) 1999) http://www.ldonline.org/article/6390/. This can make reading and mathematics difficult to comprehend and understand, since both subjects deal with lots of symbols like numbers and punctuation marks. Often, however, most problems occur within math. In order to succeed in math, a person with this learning disorder must learn to associate the digit or sign by making a common relationship between them.
Spatial intelligence is when people focus on visual imagery and spatial judgment. Spatial learner's potential career choices are architect, artist, and engineers. They also understand directions, maps, tablets, illustration and art. (Gardner, n.d)
Wilson, V. (2000), Education Forum on Teaching Thinking Skills Online at http://www.scotland.gov.uk/library3/education/ftts.pdf Accessed at 22nd February 2014
Visualization is the mechanism by which we engage with the world around us. In every act of looki...
Visual Literacy can be defined as a way of using sight to evaluate, apply, or create. Education, art history, art criticism, philosophy, graphic designers and more use the term “visual literacy” to mean different things. The term is widely contested. Wikipedia defines it as “the ability to interpret, negotiate, and make meaning, from information presented in the form of an image.” There are many definitions used to define the term and all are lacking.
Design thinking is a process for practical, creative resolution of problems or issues that looks for an improved future result. It is the essential ability to combine empathy, creativity and rationality to meet user needs and drive business success. Unlike analytical thinking, design thinking is a creative process based around the building up of ideas. There are no judgments early on the design thinking (Simon, 1969, p. 55). Design thinking includes imagination and reason, a combination of convergent and divergent thought, and creativity. Design thinking might be thought of as dialectic, or conversation. It involves design wisdom, judgment, and knowledge. Lastly, design thinking is skill (Hegeman, 2008).
As common as learning disabilities may be, not every child in America is affected, however, the number may be larger than one thinks. In 2001, over 2.9 million children were diagnosed with a learning disability. The number is not accurate since some definitions of a learning disability are different than others. (NCLD 2001) Some of the most common are dyslexia, dysgraphia, and dyscalculia. Typically one who suffers from a learning disability has difficulty in writing, reading, speaking, listening, and mathematics (NCLD 2001). They may also have short-term memory loss and will frequently let their emotions overpower their reasoning. They may have a hard time paying attention in class and find ways to avoid work, especially when they find the material too difficult. (Silverman) They are disorganized in bo...