Coppin, Peter (2009) Using dyslexia to explore the cognitive characteristics of illustrations and text; Using illustrations and text to explore the cognitive characteristics of dyslexia. In: pcoppin@faculty.ocadu.ca, 8-11 Feb 2009, Chapel Hill, USA.

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Abstract

Our information presentations reflect how we think and remember. For example, some people create ideas through concept maps or sketches, while some people use writing. How are ideas presented and/or conceived differently through graphic illustrations relative to text?
Dyslexia serves as a natural laboratory to explore this question because the characteristics of a “disability” expose the characteristic of ability. Dyslexic strengths and weaknesses act as independent variables that enable us to explore the cognitive characteristics of illustrated and text presentations. By extending other studies, we conclude that illustrated presentations are more effective for peripheral vision (relative to text), and are useful for visual comparison. Text presentations may be more effective for foveal (center of) vision (relative to illustrations), which is useful for detecting sequential visual processes.
Illustrated and text presentations can also act as independent variables that enable us to explore the cognitive characteristics of dyslexia. I will speculate about causes for increased creative abilities in dyslexics by connecting “wide-angle” perceptual abilities to mental imagery and concept formation.
Finally, I discuss illustrated and text oriented information presentations within the context of these conjectures.

Item Type:	Conference/Workshop Item (Paper)
Uncontrolled Keywords:	Dyslexia, cognition, mental imagery, visual thinking, graphic illustration, visual reasoning, visual representation
Divisions:	Faculty of Design Faculty of Design > Industrial Design Graduate Studies > Inclusive Design Research Labs > Perceptual Artifacts Lab (PAL)
Date Deposited:	06 Jul 2016 15:14
Last Modified:	14 Sep 2022 13:45
URI:	https://openresearch.ocadu.ca/id/eprint/1031

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