From signal overload to shared insight: creating and structuring scientific visuals for comprehension and dialogue.

Abstract. Ornamentation in the Islamic architecture in addition to elegance, suggest other concepts such as pantheism and tiling considers an elegant method of ornamentation throughout Muslim’s world.In Safavid era seven-colored tiles were widely used in Isfahan palaces. The present study aims to analyze the ornamentation of mosques inSafavid era from an aesthetic point of view. Therefore, Shaikhlotfollah, Char Bagh and Shah Mosque of Isfahan are samples studied in a descriptive-analytical method and library document data collection, data analysis is based on the Gestalt principles. Finally, aesthetic of mosque’s ornamentation is analyzed based on the principle of perception and formulate some criteria to identify it.

Mapping cognitive demands in complex problem-solving worlds

Design thinking involves divergent and convergent thinking towards a satisficing solution with issues such as rationalization, creativity and how it functions during the process with design activities. The goal of this research is to understand design activities and cognitive processes during design phases through comparative analysis of novice and expert visual communication designers under theoretical framework. Research method for the study consists of three stages; 1) literature review, 2) experiment, and 3) analysis. After reviewing design thinking, visual communication design, and design activities and cognitive processes in design phases, a visual communication design task is performed by novice and expert designers in an experimental setting. Collected data includes concurrent self-reporting, writings, sketches, computer iterations, retrospective interview and researcher`s observational notes. Data assembled in one-minute time frames were examined by two coders for verbal and visual analyses. For the design process, all expert designers went through the phases of problem structuring, concept generation, concept visualization, design refinement, and detailing whereas two of the novice designers jumped into visualization followed by refinement and detailing. Experts worked on detailed design in between phases instead of at the end which indicates the ability to segment and conquer design task according to confronted circumstances. In reflection to design activities, novice designers produced significantly larger number of sketches compared to expert designers. Expert designers produced small number of sketches but they made substantial progress during the process. Novice designers used graphic software as a confirmatory tool whereas expert designers started working with computer from preliminary design phase for exploratory purposes. As for cognitive processes, expert designers exhibited more divergent thinking compared to novice designers. Expert designers went through divergent to convergent thinking for concept generation, and repeated the process one more time during visualization until meeting a satisficing design solution. Novices who overlooked concept generation went through divergent to convergent thinking during sketching and visualization using computer. The goal of this study was to investigate the thinking processes of visual communication designers during the entire design phases through comparative analysis of novice and expert designers. This study contributes to the comprehensive exploration of the design phases as most of the prior researches concentrated on the conceptual stage of design process. This sets example for examining design disciplines according to the design objectives, functions, artifacts, and how designers operate while designing. For the future research, specific issues found from the study need to be further investigated with larger number of participants for finding patterns of visual communication designers` thinking processes.

This service project is titled "Enhancing Product Sales through the Implementation of an E-Commerce-Based Marketing System." The partner IbM faces several challenges, including (1) the absence of an e-commerce system for marketing products and (2) difficulties for customers in purchasing products. The objectives of this program are (1) to implement an e-commerce system to introduce products and reach a broader market, thereby increasing sales, and (2) to assist customers in making transactions more easily. The service program is conducted in two forms: First, the design of an e-commerce system to improve customer communication that is not limited by geographical factors, allowing direct targeting of the desired market share without intermediaries. Second, the creation of an e-commerce system to boost partner sales and simplify sales transactions. The implementation of this program is designed in four stages: (1) Coordination and preparation phase, (2) Design phase, (3) Application of science and technology phase, and (4) Evaluation and refinement phase.

In theories of auditory scene analysis and melodic implication/realization, melodic expectation results from an interaction between top-down processes (assumed to be learned and schema-based) and bottom-up processes (assumed innate, based on Gestalt principles). If principles of melodic expectation are partly acquired, it should be possible to manipulate them – to condition listeners' expectations. In this study, the resistance of three bottom-up expectation principles to learning was tested experimentally. In Experiment 1, expectations for stepwise motion (pitch proximity) were manipulated by conditioning listeners to large melodic leaps; preference for small intervals was reduced after a brief exposure. In Experiment 2, expectations for leaps to rise and steps to fall (step declination) were manipulated by exposing listeners to melodies comprising rising steps and falling leaps; this reduced preferences for descending seconds and thirds. Experiment 3 did not find and hence failed to alter the expectation for small intervals to be followed by an interval in the same direction (step inertia). The results support the theory that bottom-up principles of melodic perception are partly learned from exposure to pitch patterns in music. The long-term learning process could be reinforced by exposure to speech based on similar organization principles.

The importance of perceptual organization (also called feature grouping) in biological vision systems is well-known. The use of perceptual organizational principles, typically based on principles first enumerated in the 1920s by the Gestalt psychologists, has also begun to appear in recent work in computer vision. However, very little of this work has involved the use of motion, or time varying imagery, despite the significance of temporal cues in the vision systems of humans and many other animals.

As knowledge-based techniques are introduced in supervision and control applications, the need for a structured, methodological approach in the development of these systems increases. Current knowledge-based systems development methodologies are founded on individualistic models of expertise, and cannot face the challenge of interacting with humans or other systems in dynamic application environments. This article introduces a development method that combines models of expertise with interaction-based distributed artificial intelligence. The applicability of the method is demonstrated on an example of supervision of a power transmission network. The analysis of the proposed system is based on the KADS methodology. The design phase is structured in a series of steps: first, the domain description is used to select a model of distributed problem solving. Then, problem constraints and a set of design rules guide the mapping of the analysis' entities to a design solution. Design decisions are justified at every step. Alternative design proposals are experimentally compared with the aid of a multi-agent platform and a simulator. The experimental results indicate possible design refinements. Finally, the generality of the approach is discussed and future research directions are indicated. >

Children with intellectual disabilities have difficulties understanding and responding to visual information, which can hinder their development and learning. One of the factors leading to this is the lack of adequate and relevant assessment instruments that reflect the complexity of visual perception processes in children with intellectual disabilities. This study aims to develop a special visual perception assessment for children with intellectual disabilities, utilizing the concepts of Gestalt theory. This study used the Research and Development (R&D) approach and the ADDIE model. The data collection method used was a questionnaire with an instrument in the form of a questionnaire sheet. This instrument was designed and tested for validity by 11 experts and tested on 50 respondents of children with intellectual disabilities. In this study, there were several data analysis techniques, such as content validity being analyzed with Aiken's V Coefficient, while instrument reliability was estimated with Cronbach's Alpha formula. Furthermore, exploratory factor analysis (EFA) was conducted using JASP software to group the questionnaire items into factors based on their dimensions. The results stated that, overall, the instrument was considered valid and reliable for measuring the visual perception ability of children with intellectual disabilities. This study makes an important contribution to the development of assessments that can be applied in education and intervention, improving understanding and support for the visual development of children with intellectual disabilities.

The article surveys the data of experimental studies in which the corneal reflex was used in the analysis of the visual perception process. Visual perception largely depends on the physiological characteristics of the human visual system, both individual and general. Blinking performs a number of functions, one of which is protection, including protection from unpleasant or undesired information. Blinking is closely related to the processes of concentration and disinterest. Blinking while watching a video is synchronized in single person and in a group of people watching the same video fragment. Blinking synchronization depends on the video plot; background video does not cause synchronization. Blinking synchronization is not gender specified. A longer duration of blinking is associated with a significant increase of the intervals between blinks. Accounting for these features of visual perception will allow to coordinate the work with video in several ways. First of all, it is an analysis of the reaction by monitoring the blinks while watching the video. Such analysis should contain a detailed and comprehensive decoding including electrophysiological, psychological and psychophysiological tools. Thus, the analysis of visual perception by studying the corneal reflex components requires an interdisciplinary approach and should be targeted to getting the results usable both for further studies of psychological features and principles of human visual perception and for further creation of most effectively perceived video.

Visualization of scientific frontiers is a relatively new field, yet it has a long history and many predecessors. The application of science to science itself has been undertaken for decades with notable early contributions by Derek Price, Thomas Kuhn, Diana Crane, Eugene Garfield, and many others. What is new is the field of information visualization and application of its techniques to help us understand the process of science in the making. In his new book, Chaomei Chen takes us on a journey through this history, touching on predecessors, and then leading us firmly into the new world of Mapping Scientific Frontiers. Building on the foundation of his earlier book, Information Visualization and Virtual Environments, Chen's new offering is much less a tutorial in how to do information visualization, and much more a conceptual exploration of why and how the visualization of science can change the way we do science, amplified by real examples. Chen's stated intents for the book are: (1) to focus on principles of visual thinking that enable the identification of scientific frontiers; (2) to introduce a way to systematize the identification of scientific frontiers (or paradigms) through visualization techniques; and (3) to stimulate interdisciplinary research between informationmore » visualization and information science researchers. On all these counts, he succeeds. Chen's book can be broken into two parts which focus on the first two purposes stated above. The first, consisting of the initial four chapters, covers history and predecessors. Kuhn's theory of normal science punctuated by periods of revolution, now commonly known as paradigm shifts, motivates the work. Relevant predecessors outside the traditional field of information science such as cartography (both terrestrial and celestial), mapping the mind, and principles of visual association and communication, are given ample coverage. Chen also describes enabling techniques known to information scientists, such as multi-dimensional scaling, advanced dimensional reduction, social network analysis, Pathfinder network scaling, and landscape visualizations. No algorithms are given here; rather, these techniques are described from the point of view of enabling 'visual thinking'. The Generalized Similarity Analysis (GSA) technique used by Chen in his recent published papers is also introduced here. Information and computer science professionals would be wise not to skip through these early chapters. Although principles of gestalt psychology, cartography, thematic maps, and association techniques may be outside their technology comfort zone, or interest, these predecessors lay a groundwork for the 'visual thinking' that is required to create effective visualizations. Indeed, the great challenge in information visualization is to transform the abstract and intangible into something visible, concrete, and meaningful to the user. The second part of the book, covering the final three chapters, extends the mapping metaphor into the realm of scientific discovery through the structuring of literatures in a way that enables us to see scientific frontiers or paradigms. Case studies are used extensively to show the logical progression that has been made in recent years to get us to this point. Homage is paid to giants of the last 20 years including Michel Callon for co-word mapping, Henry Small for document co-citation analysis and specialty narratives (charting a path linking the different sciences), and Kate McCain for author co-citation analysis, whose work has led to the current state-of-the-art. The last two chapters finally answer the question - 'What does a scientific paradigm look like?' The visual answer given is specific to the GSA technique used by Chen, but does satisfy the intent of the book - to introduce a way to visually identify scientific frontiers. A variety of case studies, mostly from Chen's previously published work - supermassive black holes, cross-domain applications of Pathfinder networks, mass extinction debates, impact of Don Swanson's work, and mad cow disease and vCJD in humans - succeed in explaining how visualization can be used to show the development of, competition between, and eventual acceptance (or replacement) of scientific paradigms. Although not addressed specifically, Chen's work nonetheless makes the persuasive argument that visual maps alone are not sufficient to explain 'the making of science' to a non-expert in a particular field. Rather, expert knowledge is still required to interpret these maps and to explain the paradigms. This combination of visual maps and expert knowledge, used jointly to good effect in the book, becomes a potent means for explaining progress in science to the expert and non-expert alike. Work to extend the GSA technique to explore latent domain knowledge (important work that falls below the citation thresholds typically used in GSA) is also explored here.« less

This study explores the significance of storytelling in children’s media as a means to reinforce conservation ideology, particularly regarding the protection of Indonesia’s endemic wildlife. By applying Cultivation Theory, a communication framework developed by George Gerbner that posits long-term media exposure can influence an individual's perceptions of social reality, this research emphasizes how early and consistent exposure to conservation-themed content can shape children’s environmental awareness and values. Children’s media, including storybooks, animated films, and television series, serve not only as entertainment but also as a powerful tool for education and character development. Through visual storytelling, messages related to animal protection, ecological balance, and social responsibility can be effectively communicated in ways that are engaging and emotionally resonant for young audiences. The analysis focuses on narrative structures and visual elements, such as character design, setting, color, and sequence, which contribute to a child’s understanding and retention of conservation messages. The study finds that consistent use of symbolic imagery and compelling narratives fosters emotional involvement, empathy toward wildlife, and a sense of personal responsibility in children. This emotional engagement, paired with repeated exposure to conservation themes, strengthens memory retention and encourages pro-environmental behavior. Furthermore, the combination of Cultivation Theory and visual storytelling, supported by psychological principles such as Gestalt theory, proves to be an effective educational strategy. It highlights the potential of children’s media to not only entertain but also to shape attitudes and ideologies that support environmental stewardship from an early age. Ultimately, this research underscores the vital role of storytelling in shaping a more ecologically conscious generation.

The rapid development following the emergence of web technologies has facilitated users' access to information. The design processes of web platforms are of great importance to ensure that all users can access these platforms. Within this process, it can be said that the use of web accessibility in the field of web technologies has become a key element. In this context, the need has arisen for individuals with various disadvantages and general users to access digital platforms on equal terms. Web accessibility is not limited to the implementation of technical criteria; it is also associated with users’ ability to perceive and interpret focal points through the fundamental principles of visual and cognitive psychology. In this regard, the transition of web accessibility from technical standards to the process of visual perception and interpretation offers a significant perspective through Gestalt Psychology and theory. The visual perception principles of Gestalt Psychology and theory, which are increasingly utilized in design processes, are widely used in interface designs of digital platforms and in the design of accessible websites. Web platforms prepared in accordance with Gestalt principles and WCAG 2.1 web accessibility criteria are of critical importance in being equal, accessible, and barrier-free for all users. In this context, the aim of this study is to examine the websites of universities in terms of web accessibility criteria and to determine the extent to which they comply with these criteria. The study provides information on the use of Gestalt principles and web accessibility criteria in web interface design, the importance of web accessibility, and fundamental issues related to the web. In the study, based on the Webometrics Index ranking, the websites of the foundation universities ranked among the top three and the state universities ranked among the bottom three in Türkiye were examined within the scope of 30 basic web accessibility criteria of WCAG 2.1 Level A. In this context, the web accessibility status of the universities was revealed, deficiencies were identified, and necessary recommendations were provided.

Window displays, as a part of selling strategies, not only convey the type and positioning of mechanize, but also the promotional strategies and corporate images. The study uses window displays for clothing to examine patterns, selling strategies, merchandize types, and target groups. It investigates the effects of design elements on the customers perceptual responding to configurations. The theoretical framework bases on marketing concepts, visual perception principles, Gestalt psychology, and design's principle and elements. Research found that 14 factors in the design affected to perception. The study perception indicates that purchasing desire and attraction had more relation.

During the first third of the twentieth century, Spanish pedagogues such as Domingo Barnés (1879–1940) worked to incorporate theories from various European psychologists, theorists and educationalists into their scholarship. These influences balanced quantitative views of the developing child and—as examined here—qualitative imaginaries of the child's inner world. Barnés' Fuentes para el estudio de la paidología (1917), Paidología (1918, 1924, 1932), El desenvolvimiento del niño (1928, 1933) and related works bring together empirical and experimental cognitive work as well as biological, vitalist and holistic conceptions of the child. In these texts, Barnés disseminated several models in the search for a ‘unified’ science. Prominent among these was the new German psychological school of Gestalt theory, which sought to apply perceptual principles to the child's development. This article examines how changing paradigms in European science and philosophy marked Barnés' intellectual production. Specifically, it considers the rise of holistic thought such as Gestalt theory as set out by Kurt Koffka (1926), popularized by Ortega y Gasset, and discussed by primary school teachers such as Rafael Verdier, Teodoro Causí, Juan Jaén and José Peinado. Through Barnés' work and that of his colleagues, I demonstrate how perceptual theories worked alongside phenomenological thought during Spain's pre-Civil War period.

This paper aims at contributing to the debate on the extent to which cues of visual perception and pictorial realism in virtual reality (VR) environments are relevant in the context of construction practices. The discussion is conducted with the support of literature on human visual perception in physical and virtual environments. The article provides and develops on the argument that for various current VR applications in the construction industry VR environments may not need to resemble the physical world, especially in the design phase. Understanding the intricate relationship between our visual perception processes and information demands in the various construction activities could lead to the identification of visual aspects that are actually relevant for effective VR experiences. The discussion is merged into a summary on the power, limitations, and suitability of VR technology in building construction, followed by final considerations.