Graphics

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Graphics for cognitive load reduction
Lawrie Hunter Kochi University of
Technology http//www.core.kochi-tech.ac.jp/hunter
/
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Dimensions of Media Object Compehensibility
Island of Shikoku
Lawrie Hunter Kochi University of
Technology http//www.core.kochi-tech.ac.jp/hunter
/
KUT
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Tokyo
Kochi
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OUTLINE for today
1. Do humans have a graphic thought facility? 2.
Are engineers wired differently? 3. What is
readability? 4. Anchoring for cognitive load
reduction 5. Literacy and technology 6. SEARCH
for useful parameters of anchor types
5
(No Transcript)
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Do humans have a GRAPHIC THOUGHT FACILITY?
Hunter The knowledge structure map is a matrix
(confluence) for the situated learner and the
situated mentor to confirm context and the
nature of "stolen property." Lave, J.,
Wenger, E. (1990). Situated Learning Legitimate
Periperal Participation. Cambridge, UK
Cambridge University Press. Brown, J.S.
Duguid, P. (2000) The social life of information.
Harvard Business School Press.
7
Arguably important direction "Tomorrow's
literacies... need to be process and systems
literacies. -John Thackara, In the Bubble
Designing in a complex world. MIT Press 2005.
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OUTLINE for today
1. Do humans have a graphic thought facility? 2.
Are engineers wired differently? 3. What is
readability? 4. Anchoring for cognitive load
reduction 5. Literacy and technology 6. SEARCH
for useful parameters of anchor types
9
Constraint L2 technical English
The Japanese undergraduate engineering
student -emerging non-native writer of
technical English -attempting a multi-level
orchestration of -rhetorical
moves -information elements -cohesion/readab
ility devices. (NNW)
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Cognitive load
Non-native writing carries a considerable
cognitive load. It requires the writer to hold
in conscious mind several types of linguistic
representation -rhetorical
structure -information structure -informatio
n -grammar/lexical unit knowledge
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Cognitive load reduction
Non-native writing carries a considerable
cognitive load. It requires the writer to hold
in conscious mind several types of linguistic
representation -rhetorical
structure -information structure -informatio
n -grammar/lexical unit knowledge If some
of these representation types can be encoded
graphically, cognitive load will be
reduced. observation suggests or the load
placed on Baddeley's working memory, Baddeley,
A. D. (1986). Working memory. New York Oxford
University Press. Baddeley, A. D. Hitch, G.
(2001). Working memory in perspective Foreword.
In J. Andrade (Ed.), Working memory in
perspective (pp. xv-xix). Hove Psychology Press.
12
OUTLINE for today
1. Do humans have a graphic thought facility? 2.
Are engineers wired differently? 3. What is
readability? 4. Anchoring for cognitive load
reduction 5. Literacy and technology 6. SEARCH
for useful parameters of anchor types
13
Readability
In the design of traditional high-text language
learning materials, readability is a prominent
concern. Reading difficulty has for some time
been seen as depending on -word
length -sentence length -text length -number
of sentences per paragraph -vocabulary
difficulty
More recent work has extended this list to
include -subject-verb distance -adherence to
old/new position conventions -topic
position/stress position conventions
Treated extensively in Hunter L. (1998) Text
Nouveau Visible Structure in Text Presentation.
Computer Assisted Language Learning 11(4) pp.
363-379.
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Readability phrase boundary marking
http//www.core.kochi-tech.ac.jp/hunter/WordByWord
/
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Readability Tofu
http//amarsagoo.info/tofu/
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READABILITY
The missing link in technical academic
writing Gopens readability -subject-verb
distance -topic position / stress
position -old/new information placement Gopen,
G.D. and Swan, J.A. (1990) The Science of
Scientific Writing. American Scientist (Nov-Dec
1990), Volume 78, 550-558. Downloadable as a
pdf from http//www.amstat.org/publications/jcgs/s
ci.pdf
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2006 new layer READABILITY
Textural Structural
Grammar Lexical patterns
Register Knowledge structures
Cohesion Coherence/readability
Functional grammar Information organization
Rhetorical device Rhetorical structure
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OUTLINE for today
1. Do humans have a graphic thought facility? 2.
Are engineers wired differently? 3. What is
readability? 4. Anchoring for cognitive load
reduction 5. Literacy and technology 6. SEARCH
for useful parameters of anchor types
19
Survey graphical anchors

• Today several load-reducing graphical
  representations
• currently in use in the curriculum and materials
  designed by the author.
• These representations provide writing task
  'anchors' for
• information structures
• prescribed sentence patterns
• rhetorical structures
• cohesion devices

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Survey graphical anchors

• Today several load-reducing graphical
  representations
• currently in use in the curriculum and materials
  designed by the author.
• These representations provide writing task
  'anchors' for
• information structures
• prescribed sentence patterns
• rhetorical structures
• cohesion devices
• Even if the learner's main writing strategy
• is the lexical and structural mimicry of model
  texts,
• the above forms of graphical scaffolding can
  provide
• an external 'hands on the controls' work space.
• a variation on Mohan's (1986) knowledge
  structures
• as seen in Mann's rhetorical structure theory
  (http//www.sfu.ca/rst/)
• (Gopen and Swan, 1990).

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Systems view of writing
Diversions
Train of argument
Rhetorical structures
This is the domain of structures up here.
Extension
Functional structures
Background
Knowledge structures
Evocative rhetoric
Cohesion devices
This is the domain of texture down here.
Word order rules
Grammar (sentence surface structure)
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Systems view of writing
Diversions
Train of argument
Rhetorical structures
This is the domain of structures up here.
Extension
Functional structures
Background
Knowledge structures
False hierarchy the train stops here.
Cohesion devices
Rhetorical structure theory, systemic functional
linguistics and knowledge structure mapping
form a hierarchy of structures, whereas grammar
and sentence diagrams reflect rules for texture
management.
This is the domain of texture down here.
Grammar (sentence surface structure)
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Systems view of writing
Grammar staging Information orchestration Rhetoric, flow
Sentence level Prescriptive order charts (linear) sentence diagrams Knowledge structure maps Topic/stress and subject-verb distance gizmos
Paragraph level Readability charts Knowledge structure maps Old/new and topic/stress gizmos
Document level Readability outlines Knowledge structure maps Old/new and topic/stress gizmos
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Anchor Sentence diagramming
Moutoux, E.R. Sentence DiagramsOne Way of
Learning English Grammar. http//www.german-lati
n-english.com/diagrams.htm
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Anchor Sentence diagramming
Every year on the afternoon of December 24, you,
a Christmas procrastinator, loaded down with
sacks and boxes, walk from store to store, but
you concentrate on Mom.
Moutoux, E.R. Sentence DiagramsOne Way of
Learning English Grammar. http//www.geocities.c
om/gene_moutoux/diagrams.htm
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• Mohan's (1986) knowledge structures

Classification Principle Evaluation
Description Process Choice
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Hunters knowledge structures

• ... reflect information types
• (Mohan's (1986) knowledge structures)
• rather than speech act types such as SFL's text
  types.

Description Classification Comparison Sequence Cau
se-effect inference Pro-con
Classification Principle Evaluation
Description Process Choice
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Hunters knowledge structures

• At KUT, we have built our curriculum
• around these genres
• Description
• Classification
• Comparison
• Sequence
• Cause-effect
• inference
• Pro-con
• -a composite genre

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Hunters knowledge structures

• At KUT, we have built our curriculum
• around these genres
• Description
• Classification
• Comparison
• Sequence
• Cause-effect
• inference
• Pro-con
• -a composite genre

• Critical Thinking
• Asahi Press 2001
• 2nd year textbook
• 6 units (6 genres)
• in 2 quarters

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Hunters knowledge structures
The learning process used in this book Each of
the 6 units in this book follows the same
teaching/learning pattern
INPUT
USAGE PRACTICE
AUTHENTIC TASK

• Critical Thinking
• Asahi Press 2001
• 2nd year textbook
• 6 units (6 genres)
• in 2 quarters

EXPRESSION
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Hunters knowledge structures

• The learning process used in this book
• Each of the 6 units in this book follows the same
  teaching/learning pattern
• INPUT the learners are exposed to the target
  vocabulary and phrases required for expression of
  the ideas which are basic to the genre in the
  unit. For input, the learners listen to
  explanations of the genre by the teacher,
  practice speaking and listening to sentences from
  the genre, and read various explanations of the
  genres language and language structure
• USAGE PRACTICE in each unit there are a
  succession of activities and tasks which allow
  the learner to practice using the language
  required for the genre. It is important to
  emphasize to the learners that the activities and
  exercises are necessary to prepare the students
  for the final large task at the end of each unit.
  The activities and tasks may be performed in
  several different modes for example, as in-class
  activities (individual or group) or as written
  homework. This flexibility is important for the
  teacher, allowing for a variety of timings and
  paces.
• AUTHENTIC TASK the tasks at the end of the units
  are designed to be non-linguistic tasks, based in
  the real world. In some chapters the learners are
  asked to arrange information in certain
  structures in other chapters the learners are
  asked to solve real-world type problems. These
  tasks may be done individually or in groups of 2,
  3 or 4 learners.
• EXPRESSION the language aspect of the authentic
  tasks lies in the expression of the product of
  the task. In this book the tasks are written
  tasks, but they may also be done as pair or group
  presentations. The presentation approach is
  explained in detail in the teacher's guide.

Read this on Hunter's website.

• Critical Thinking
• Asahi Press 2001
• 2nd year textbook
• 6 units (6 genres)
• in 2 quarters

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Hunters knowledge structures
Thinking in English KUT Press 2004 A mapping
workbook, companion to CT 6 units (6
genres) Extends CT to 4 quarters

• Critical Thinking
• Asahi Press 2001
• 2nd year textbook
• 6 units (6 genres)
• in 2 quarters

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Hunters infomaps

• Hunters infomaps stem from
• Mohan's (1986) knowledge structures

Classification Principle Evaluation
Description Process Choice
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Hunters infomaps
Hunter Graphical Anchoring of Second Language
Writing Task
Classification
Description
Degree comparison
Attribute comparison
lt
big
Contrast
!
Sequence
hunter systems
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Hunters infomap links
DESCRIPTION
My friend
Canadian
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English teacher
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Hunters infomap links
CLASSIFICATION
Cars
station wagons
sedans
coupes
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Hunters infomap links
COMPARISON (relative)
lt
Calcutta
Tokyo
big old
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Hunters infomap links
COMPARISON (by attribute)
new
3 years old
Ms car
Ks car
red
white
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Hunters infomap links
SEQUENCE
insert bank card
follow directions
find ATM
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Hunters infomap links
SEQUENCE structure signals
Then
First
and
insert bank card
follow directions
find ATM
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Hunters infomap links
SEQUENCE
Then
First
and
toast two slices of bread
tear some lettuce
slice a tomato
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Hunters infomap links
CAUSE-EFFECT
be late for school
bus cancelled
rain
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Hunters infomaps
HunterThinking in English task support with
graphics and varied processing
Learner tasks with info mapping
writing from maps
summarizing
mapping text
controlling navigation
hunter systems
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Hunterthe style dossier approachSTRUCTURE
Infomaps for content control
Writing from Hunter's information maps
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Hunterthe style dossier approachSTRUCTURE
Infomaps for content control
Writing from Hunter's information maps
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Hunterthe style dossier approachSTRUCTURE
Infomaps for content control
Writing from Hunter's information maps
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Hunterthe style dossier approachSTRUCTURE
Infomaps for content control
Writing from Hunter's information maps
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Glitch infomaps and perception
Massive diversity in learner perception of
knowledge structures.Below maps of the same
content
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Glitch infomaps and perception
Massive diversity in learner perception of
knowledge structures.
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Example sequence

• Hunter's knowledge structures curriculum
• Description
• Classification
• Comparison
• Sequence
• Cause-effect
• Inference
• Pro-con

INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
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Example sequence

• Hunter's knowledge structures curriculum

• Unit 2 Sequence
• Input listening and speaking Giving directions
  and telling a story
• Input instructions and narration Giving
  directions and telling a story
• Usage practice sequencing The steps for making
  an omelette
• Usage practice giving instructions Telling how
  to _______
• Input narration Mr. Nakamuras Day
  Dictation
• Usage practice writing Mr. Nakamura's Sunday
• Authentic task narration Putting a story in
  order
• Usage practice sequence words Making a story
  better
• Input comparing instructions and narration
  finding verbs and signal words
• Authentic task Get the gold!
• Expression Unit 2 final report how Kenji and
  Junichi Got the Gold

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Example sequence

• Hunter's knowledge structures curriculum

Input Usage practice Authentic task Expression
Input Sequence structure signals
Then Next After that
Finally At last In the end
First To begin
While clause A, clause B After clause A,
clause B As clause A, clause B When clause A,
clause B If clause A, clause B
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Example sequence

• Hunter's knowledge structures curriculum

Input Usage practice Authentic task Expression
Input Sequence structure signals Processing input
containing signals
1. First I got up and then I went to the
bathroom and had a shower. After that I got
dressed and went to the kitchen. 2. First I
took the milk out of the fridge. Then I went
to the cupboard and got a glass. Finally I
poured myself a glass of milk and drank it.
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• Hunter's knowledge structures curriculum

Input Usage practice Authentic task Expression
Sequence structure signals
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Example sequence

• Hunter's knowledge structures curriculum

Input Usage practice Authentic task Expression
Usage practice Graphics from sentences
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Example sequence

• Hunter's knowledge structures curriculum

Input Usage practice Authentic task Expression
Usage practice Sentences from graphics
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• Hunter's knowledge structures curriculum

Input Usage practice Authentic task Expression
Sentences from graphics
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Example sequence

• Hunter's knowledge structures curriculum

Input Usage practice Authentic task Expression
Usage practice Ordering information
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Example sequence

• Hunter's knowledge structures curriculum

Input Usage practice Authentic task Expression
Usage practice Combining sentences
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Example sequence

• Hunter's knowledge structures curriculum

Input Usage practice Authentic task Expression
Input register Finding structure signals and
other lexical items
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Example sequence

• Hunter's knowledge structures curriculum

Input Usage practice Authentic task Expression
Authentic task Real-world problem
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Anchoring types
Sentence level anchoring
Putting things in places
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Anchoring types
Sentence level anchoring
Putting things in places
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Anchoring types
Sentence level anchoring
Putting things in places
65
Anchoring types
Sentence level anchoring
Putting things in places
66
Anchoring types
Sentence level pattern anchoring
Putting things in places
67
Anchoring types
Sentence level pattern anchoring
Putting things in places
68
Anchoring types
Textual anchoring
Putting things in places
69
Anchoring types
Perceptual anchoring
Putting things in places
70
Anchoring types
Sentence level anchoring
Putting things in places
71
Anchoring types
Lexical anchoring
Putting things in places
72
Anchoring types
Lexical anchoring
Putting things in places
73
Anchoring types
Sentence level anchoring
Putting things in places
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Anchoring types
Discourse level anchoring
Putting things in places
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Anchoring types
Discourse level anchoring
Putting things in places
76
Anchoring types
Discourse level anchoring
Putting things in places
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Anchoring types
Page gestalt anchoring
Putting things in places
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Anchoring types
Page gestalt anchoring
Putting things in places
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Anchoring types
Page gestalt anchoring
Putting things in places
80
Anchoring types
Moves anchoring
Putting things in places
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Anchoring types
Register anchoring
Putting things in places
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Anchoring types
Pragmatics anchoring (next slide)
Putting things in places
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Anchoring types
Communication moves
CLAIM
What? The proposal is a distractor from the
topic, a CLAIM.
increase in the growth rate of the bacteria that cause cavities
weightlessness
EXTENSION
PROPOSAL
the need to develop a better method of ensuring oral hygiene for those who spend long periods in space
EXERCISE Please identify the communication move
for each minimap and write it in the
corresponding box. Then write names of the
relations between minimaps in the spaces between
boxes.
Research supporting claim
PROCEDURE
placed a mouse in an airplane and checked the
rate of growth of streptococcus mutans.. in the
mouse's mouth at different levels of gravity.
in zero gravity bacteria grew 40 to 50 times
faster than on Earth
LINK? (No rhet signal)
CLAIM (fact according to)
increased chance of bacteria remaining on teeth
the flow of saliva changes in a state of
weightlessness
LIST of some moves circumstance/background condit
ion/extension elaboration/support sequence/procedu
re/list observation/result speculation/projection
comparison/contrast need/objective application/ena
blement cause/result summary
Pragmatics anchoring
other bacteria in the mouth may afflict some
space travelers with infectious diseases
less saliva is secreted in space
use of water is restricted in space,
astronauts swallow toothpaste after brushing
their teeth
develop a toothbrush that will ooze toothpaste
from the tips of the bristles and reabsorb it
while the user is brushing his or her teeth
hunter systems
http//www.sfu.ca/rst/01intro/intro.html
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Readability anchoring
Putting things in places
85
OUTLINE for today
1. Do humans have a graphic thought facility? 2.
Are engineers wired differently? 3. What is
readability? 4. Anchoring for cognitive load
reduction 5. Literacy and technology 6. SEARCH
for useful parameters of anchor types
86
Creating a PATTERN LANGUAGE
A pattern language?
...our lives consist mainly of patterns of
events, and that architecture which supports
these patterns helps us feel more alive and
whole. Christopher Alexander
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Creating a PATTERN LANGUAGE

• The language, and the processes which stem from
  it, merely release the fundamental order which is
  native to us. They do not teach us, they only
  remind us of what we know already, and of what we
  shall discover time and time again, when we give
  up our ideas and opinions, and do exactly what
  emerges from ourselves.
• Christopher Alexander,
• The Timeless Way of Building

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Creating a PATTERN LANGUAGE
A pattern language is really nothing more than a
precise way of describing someones experience of
a building. Christopher Alexander
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Creating a PATTERN LANGUAGE
A pattern language is really nothing more than a
precise way of describing someones experience of
communicating. Lawrie Hunter
90
Exploratory framework
Graphic type
Symbolic-metaphoric Metaphoric Zoom-out map
(scaled image) Image (superimposable)
Atomic word level
Molecular lexical unit level
Compound sentence level
Complex text Level
Mini-world genre level
Language complexity
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Exploratory framework 2
Language scale
Major genres Sentence clusters niche genres,
e.g. report Sentences Word clusters lists,
groups
Sentence ordering support
Lexical unit support
Function array support
Genre array support
Writing support type
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Do humans have a GRAPHIC THOUGHT FACILITY?
93
Graphics for cognitive load reduction 48 word
summary for the presentation Second language
writers of English are performing a number of
cognitive activities simultaneously. Along with
input decoding stress, this imposes considerable
cognitive load. This presentation demonstrates
the author's set of graphical tools for reducing
cognitive load illustrations, sentence charts,
readability charts and knowledge structure
maps. 250 word abstract for the
presentation Second language writers of English
for critical thinking are performing a number of
cognitive activities simultaneously recalling
lexical units, remembering appropriate register
and attending to sentence word order, and
orchestrating rhetorical structure and
readability. In addition to lack of confidence in
decoding the wording of problems, this amounts to
considerable cognitive load. This presentation
outlines the author's collection of graphical
tools for reducing such cognitive load
illustrations, sentence charts, readability
charts and knowledge structure maps, and
demonstrates the use of each tool. Illustrations
can support and/or confirm the learner's
comprehension of task input language, and can
motivate problem solving, thus backgrounding
language concerns. Sentence charts are highly
prescriptive, but do afford check-list
confirmation that the writer has gotten all the
necessary parts together for sentence
construction. Readability charts enable the
learner to keep in mind some basic principles of
cohesion, and to confirm cohesion after writing.
Knowledge structure maps (following Mohan, 1986)
keep learner attention on the information aspect
of task, even during learner composition. The
use of information maps as graphical heuristics
is also shown here. As well, a decision matrix is
proposed which can help clarify instructor
decisions about (a) degree of explicitness of
scaffolding and (b) assessment criteria (e.g.
selection of best lexical model correct
application of model).
94
Alexander, C., Ishikawa, S., Silverstein, M.
(1997) A pattern language towns, buildings,
construction. New York Oxford University
Press. Baddeley, A. D. (1986). Working memory.
New York Oxford University Press. Baddeley, A.
D. Hitch, G. (2001). Working memory in
perspective Foreword. In J. Andrade (Ed.),
Working memory in perspective (pp. xv-xix). Hove
Psychology Press. Brown, J.S. Duguid, P. (2000)
The social life of information. Harvard Business
School Press. Chandler, P. and J. Sweller (1992)
The split-attention effect as a factor in the
design of instruction. British Journal of
Educational Psychology 62 233-246. Goldman, S.
R., Rakestraw, Jr., J. A. Structural aspects of
constructing meaning from text. In M. L. Kamil,
P. Mosenthal, P. D. Pearson, R. Barr (Eds.),
Handbook of reading research (Vol. 3, pp. xx-xx).
Mahwah, NJ Erlbaum. Gopen, G.D. and Swan, J.A.
(1990) The Science of Scientific Writing.
American Scientist (Nov-Dec 1990), Volume
78, 550-558. Downloadable as a pdf from
http//www.amstat.org/publications/jcgs/sci.pdf Ho
rn, R. E. (1998) Visual Language Global
Communication for the 21st Century. Bainbridge
Island, WA MacroVU Press.
http//www.macrovu.com Hunter, L. (1998) Text
nouveau, visible structure in text presentation.
Computer Assisted Language Learning 11 (4)
October 1998. Hunter, L. (2002) Information
structure diagrams as link icons. Learning
Technology 4(3) July 2002. ISSN 1438-0625. 2002.
http//lttf.ieee.org/learn_tech/issues/july2002
/index.html1 Lave, J., Wenger, E. (1990).
Situated Learning Legitimate Peripheral
Participation. Cambridge, UK Cambridge
University Press. Mann, William C. and Sandra A.
Thompson (1988). Rhetorical structure theory
Toward a functional theory of text organization."
Text 8 (3) 243-281. Mohan, B.A. (1986)
Language and content. Addison-Wesley. Moutoux,
E.R. Sentence Diagrams One Way of Learning
English Grammar. http//www.geocities.com/gen
e_moutoux/diagrams.htm Olive, Thierry (2004)
Working memory in writing Empirical evidence
from the dual-task technique. European
psychologist 9(1), pp. 32-42. Working paper
downloaded from http//cat.inist.fr/?aModeleaffi
cheNcpsidt15431008 Schriver, K.A. (1997).
Dynamics in Document Design. New York John Wiley
Sons. Tufte, E.R. (1990) Envisioning
information. Cheshire, CONN Graphics
Press. Shannon, C.E., Weaver, W. (1949). The
mathematical theory of communication. Urbana
University of Illinois Press. Explained at
http//www.tcw.utwente.nl/theorieenoverzicht/Theor
y20clusters/Communication20and20Information20T
echnology/Information_Theory.doc/ and
http//www.cultsock.ndirect.co.uk/MUHome/cshtml/in
troductory/sw.html Swales, C. and Feak, C. (2004)
Academic Writing for Graduate Students. 2nd
edition. University of Michigan Press.
95
Thank you for your kind attention.
Dont hesitate to write to me.
Lawrie Hunter Kochi University of
Technology http//www.core.kochi-tech.ac.jp/hunter