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Volumn , Issue , 2014, Pages 1940-1945

Spatial Organization and Presentation Mode in the Representation of Complex Data

Author keywords

education; external representations; graphs; human factors; mathematics

Indexed keywords

HUMAN ENGINEERING;

EID: 84975636059     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper
Times cited : (2)

References (12)
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    • (1994) Metacognition: Knowing about knowing , pp. 185-205
    • Bjork, R.1
  • 2
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    • Gentner, D. (2010). Bootstrapping the mind: Analogical processes and symbol systems. Cognitive Science, 34(5), 752-75.
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    • Gentner, D.1
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    • The cognitive science of visual-spatial displays: Implications for design
    • Hegarty, M. (2011). The cognitive science of visual-spatial displays: Implications for design. Topics in Cognitive Science, 3(3), 446-474.
    • (2011) Topics in Cognitive Science , vol.3 , Issue.3 , pp. 446-474
    • Hegarty, M.1
  • 4
    • 36448977588 scopus 로고    scopus 로고
    • Instructional animation versus static pictures: A meta-analysis
    • Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722-738.
    • (2007) Learning and Instruction , vol.17 , Issue.6 , pp. 722-738
    • Höffler, T. N.1    Leutner, D.2
  • 6
    • 58149441868 scopus 로고
    • Human discrimination learning with simultaneous and successive presentation of stimuli
    • Loess, H., & Duncan, C. (1952). Human discrimination learning with simultaneous and successive presentation of stimuli. Journal of Experimental Psychology, 43(3), 215-221.
    • (1952) Journal of Experimental Psychology , vol.43 , Issue.3 , pp. 215-221
    • Loess, H.1    Duncan, C.2
  • 7
    • 30644477953 scopus 로고    scopus 로고
    • When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction
    • Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction. Journal of Experimental Psychology: Applied, 11(4), 256-65.
    • (2005) Journal of Experimental Psychology: Applied , vol.11 , Issue.4 , pp. 256-265
    • Mayer, R. E.1    Hegarty, M.2    Mayer, S.3    Campbell, J.4
  • 8
    • 0037412644 scopus 로고    scopus 로고
    • Nine Ways to Reduce Cognitive Load in Multimedia Learning
    • Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52.
    • (2003) Educational Psychologist , vol.38 , Issue.1 , pp. 43-52
    • Mayer, R. E.1    Moreno, R.2
  • 10
    • 84863615347 scopus 로고    scopus 로고
    • Representing category and continuum: Visualizing thought
    • P. Rodgers, P. Cox, & B. Plimmer (Eds), Berlin: Springer
    • Tversky, B., Corter, J. E., Yu, L., Mason, D. L., & Nickerson, J. V. (2012). Representing category and continuum: Visualizing thought. In P. Rodgers, P. Cox, & B. Plimmer (Eds.), Diagrammatic representation and inference (pp. 23-34). Berlin: Springer.
    • (2012) Diagrammatic representation and inference , pp. 23-34
    • Tversky, B.1    Corter, J. E.2    Yu, L.3    Mason, D. L.4    Nickerson, J. V.5
  • 12
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    • A representational analysis of relational information displays
    • Zhang, J. (1996). A representational analysis of relational information displays. International Journal of Human-Computer Studies, 45, 59-74.
    • (1996) International Journal of Human-Computer Studies , vol.45 , pp. 59-74
    • Zhang, J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.