Барбара Тверски - Ум в движении [Как действие формирует мысль] [litres]

Yu, L., Nickerson, J. V., & Tversky, B. (2010). Discovering perceptions of personal social networks through diagrams. In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.), Diagrammatic representation and inference: 6th International Conference, Diagrams 2010, Portland, OR, USA, August 9–11, 2010, Proceedings (pp. 352–354). Berlin, Germany: Springer-Verlag Berlin Heidelberg. doi:10.1007/978–3–642–14600–8_50.

Люди видят линии там, где их нет: фигуры Канижа

Kanizsa, G. (1976). Subjective contours. Scientific American , 234(4), 48–53.

Одержимость линиями

Tversky, B. (2011). Obsessed by lines. In A. Kantrowitz, A. Brew, & M. Fava (Eds.), Thinking through Drawing: Practice into Knowledge: Proceedings of an Interdisciplinary Symposium on Drawing, Cognition and Education (p. 15). New York, NY: Teachers College Columbia University Art and Art Education.

Tversky, B. (2013). Lines of thought. In H. D. Christensen, T. Kristensen, & A. Michelsen (Eds.), Transvisuality: The cultural dimension of visuality: Vol. 1: Boundaries and creative openings (pp. 142–156). Liverpool, England: Liverpool University Press.

Tversky, B. (2016). Lines: Orderly and messy. In Y. Portugali & E. Stolk (Eds.), Complexity, cognition, urban planning and design (pp. 237–250). Dordrecht, the Netherlands: Springer.

«Линия – это точка, отправившаяся прогуляться» (Клее)

Klee, P. (n. d.). A line is a dot that went for a walk. Paul Klee: Paintings, Biography and Quotes. Взято с сайта http://www.paulklee.net/paul-klee-quotes.jsp.

Точки, линии, плоскости

Kandinsky, W. (1947). Point and line to plane . Translated by H. Dearstyne & H. Rebay. New York, NY: Guggenheim. (Исходное издание опубликовано в 1926 г.)

Klee, P., & Moholy-Nagy, S. (1953). Pedagogical sketchbook . New York, NY: Praeger.

Интерпретация и создание линейных и столбчатых графиков

Zacks, J., & Tversky, B. (1999). Bars and lines: A study of graphic communication. Memory & Cognition , 27(6), 1073–1079.

Разные выводы при разных форматах визуализации данных

Kessell, A., & Tversky, B. (2011). Visualizing space, time, and agents: Production, performance, and preference. Cognitive Processing , 12(1), 43–52.

Nickerson, J. V., Corter, J. E., Tversky, B., Rho, Y. J., Zahner, D., & Yu, L. (2013). Cognitive tools shape thought: Diagrams in design. Cognitive Processing , 14(3), 255–272.

Nickerson, J. V., Tversky, B., Corter, J. E., Yu, L., Rho, Y. J., & Mason, D. (2010). Thinking with networks. In Proceedings of the Annual Meeting of the Cognitive Science Society , 32(32).

Tversky, B. (2011). Visualizing thought. Topics in Cognitive Science , 3(3), 499–535.

Tversky, B., Corter, J. E., Yu, L., Mason, D. L., & Nickerson, J. V. (2012, July). Representing category and continuum: Visualizing thought. In International Conference on Theory and Application of Diagrams (pp. 23–34). Berlin, Germany: Springer, Berlin, Heidelberg.

Tversky, B., Gao, J., Corter, J. E., Tanaka, Y., & Nickerson, J. V. (2016). People, place, and time: Inferences from diagrams. In M. Jamnik, Y. Uesaka, & S. Elzer Schwartz (Eds.), Diagrammatic representation and inference. Diagrams 2016. Lecture Notes in Computer Science (Vol. 9781, pp. 258–264). Cham, Switzerland: Springer, Cham.

Стрелки

Denis, M. (2018). Arrow in diagrammatic and navigational spaces. In J. M. Zacks & H. A. Taylor (Eds.), Representations in mind and world: Essays inspired by Barbara Tversky (pp. 63–84). New York, NY: Routledge.

Heiser, J., & Tversky, B. (2006). Arrows in comprehending and producing mechanical diagrams. Cognitive Science , 30(3), 581–592.

Horn, R. E. (1998). Visual language . Bainbridge Island, WA: Macrovu.

MacKenzie, R. (n. d.). Diagrammatic narratives: Telling scientific stories effectively with diagrams (Honors thesis in psychology). Stanford University, Stanford, CA.

Mayon, C. (2010). A child’s conception of the multiple meanings of arrow . (Unpublished master’s thesis). Columbia Teachers College, New York, NY.

Tversky, B., Heiser, J., MacKenzie, R., Lozano, S., & Morrison, J. B. (2007). Enriching animations. In R. Lowe & W. Schnotz (Eds.), Learning with animation: Research implications for design (pp. 263–285). New York, NY: Cambridge University Press.

Tversky, B., Zacks, J., Lee, P., & Heiser, J. (2000). Lines, blobs, crosses and arrows: Diagrammatic communication with schematic figures. In M. Anderson, P. Cheng, & V. Haarslev (Eds.), Theory and application of diagrams. Diagrams 2000. Lecture notes in computer science (Vol. 1889, pp. 221–230). Berlin, Germany: Springer, Berlin, Heidelberg.

Анимированные визуализации

Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology , 83(4), 484.

Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review , 14(1), 87–99.

Tversky, B., Heiser, J., Mackenzie, R., Lozano, S., & Morrison, J. (2008). Enriching animations. In R. Lowe & W. Schnotz (Eds.), Learning with animation: Research implications for design (pp. 263–285). New York, NY: Cambridge University Press.

Tversky, B., Heiser, J., & Morrison, J. (2013). Space, time, and story. In B. H. Ross (Ed.), The psychology of learning and motivation (pp. 47–76). San Diego, CA: Elsevier Academic Press. https://doi.org/10.1016/B978–0–12–407237–4.12001–8.

Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies , 57(4), 247–262.

Zacks, J. M., & Tversky, B. (2003). Structuring information interfaces for procedural learning. Journal of Experimental Psychology: Applied , 9(2), 88.

Жестовые интерфейсы развивают мышление и навык счета

Segal, A., Tversky, B., & Black, J. (2014). Conceptually congruent actions can promote thought. Journal of Applied Research in Memory and Cognition , 3(3), 124–130.

Изотип и универсальный пиктографический язык

Neurath, O. (1936). International Picture Language. The first rules of Isotype . London, England: Kegan Paul.

Neurath, O., & Ogden, C. K. (1937). BASIC by Isotype . London, England: K. Paul, Trench, Trubner.

Фасилитатор, использующий графику

Horn, R. E. (1999). Information design: Emergence of a new profession. In R. E. Jacobson (Ed.), Information design (pp. 15–33). Cambridge, MA: MIT Press.

Схемы помогают учиться

Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review , 14(1), 5–26.

Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: A review of research. ECTJ , 30(4), 195–232.

Mayer, R. E. (2002). Multimedia learning. In B. H. Ross (Ed.), The Psychology of learning and motivation (Vol. 41, pp. 85–139). New York, NY: Academic Press.