Visual Thinking as a Part of Understanding Process–A New Way of Problem Solving and Communication of the Intelligent Systems in Automotive and Transportation Technology

2002 ◽  
Author(s):  
Zbigniew Les ◽  
Magdalena Les
Keyword(s):  
Problem Solving ◽  
Intelligent Systems ◽  
Visual Thinking ◽  
Automotive And Transportation

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

scholarly journals AN OVERVIEW OF SWARM INTELLIGENCE IN ARTIFICIAL INTELLIGENT SYSTEMS

2021 ◽  
Vol 9 (08) ◽  
pp. 673-675
Author(s):  
Kalpana C. Dalwai ◽  
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Swarm Intelligence ◽  
Intelligent Systems ◽  
Optimization Problems ◽  
Artificial Intelligent

Swarm intelligence refers to a kind of problem-solving ability that emerges in the interactions of simple information-processing units. The concept of a swarm suggests multiplicity, stochasticity, randomness, and messiness. Advancement of technology has led to problems that are complex and more challenging.Swarm intelligence techniques were mostly developed for solving optimization problems.

scholarly journals Students’ visual thinking ability in solving the integral problem

2020 ◽  
Vol 5 (2) ◽  
pp. 175-186
Author(s):  
Ummu Sholihah ◽  
Maryono Maryono
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Essential Role ◽  
Thinking Skills ◽  
Specific Information ◽  
Visual Thinking ◽  
Graph Problems ◽  
Learning Mathematics ◽  
Thinking Ability ◽  
Technological Tools

Visual thinking plays an essential role in solving problems and in learning mathematics. Many students do not understand how to graphically or geometrically represent problems and solve algebra problems. Visual thinking is the ability, process, and results of creating, interpreting, using, and imagining images and diagrams on paper or with technological tools, describing and communicating information and ideas, developing ideas, and understanding improvement. This research describes students’ visual thinking ability to solve integral problems. The approach used in this study was descriptive qualitative. The subjects in this study were three students from the Department of Mathematics Education at the State Islamic Institute of Tulungagung. The data were collected by using tests and interviews. The steps to analyze the data were categorization, reduction, exposure, interpretation, and conclusion. Based on the analysis of students’ visual thinking skills in solving integral problems, there were three levels of visual thinking: semi-local visual, local visual, and global visual. At the semi-local visual level, students could only understand algebraically, and they have not shown it graphically at all. Meanwhile, at the local visual level, they have already understood geometry as an alternative language and been able graphically represented problems or concepts, even though it was not perfectly done yet. While on a global visual level, they could perfectly visualize visual thinking indicators, understand algebra and geometry as alternative languages for problem-solving, extract specific information from diagrams, graph problems, and use them to solve problems perfectly.  

SHAPE UNDERSTANDING SYSTEM: THE VISUAL REASONING PROCESS

2003 ◽  
Vol 17 (04) ◽  
pp. 663-683 ◽  
Author(s):  
ZBIGNIEW LES ◽  
MAGDALENA LES
Keyword(s):  
Formation Process ◽  
Intelligent Systems ◽  
Concept Formation ◽  
Sensory Information ◽  
Visual Thinking ◽  
Reasoning Process ◽  
Visual Understanding

In this paper the visual reasoning that is part of visual thinking capabilities of the shape understanding system (SUS) is investigated. This research is a continuation of the authors' previous work focused on investigating understanding capabilities of the intelligent systems based on the shape understanding system. SUS is an example of the visual understanding system, where sensory information is transformed into the multilevel representation in the concept formation process that is part of the visual thinking capabilities. The visual reasoning involves transformation of the description of the object when passing consequent stages of the reasoning process and the reasoning and processing of the data are mutually dependent.

scholarly journals Subliminal Cues While Teaching: HCI Technique for Enhanced Learning

2011 ◽  
Vol 2011 ◽  
pp. 1-15 ◽  
Author(s):  
Pierre Chalfoun ◽  
Claude Frasson
Keyword(s):  
Problem Solving ◽  
Intelligent Systems ◽  
Positive Impact ◽  
Descriptive Analysis ◽  
Inductive Reasoning ◽  
Physiological Data ◽  
Learner Performance ◽  
Skin Response ◽  
Skin Conductivity ◽  
Physiological Sensors

This paper presents results from an empirical study conducted with a subliminal teaching technique aimed at enhancing learner's performance in Intelligent Systems through the use of physiological sensors. This technique uses carefully designed subliminal cues (positive) and miscues (negative) and projects them under the learner's perceptual visual threshold. A positive cue, called answer cue, is a hint aiming to enhance the learner's inductive reasoning abilities and projected in a way to help them figure out the solution faster but more importantly better. A negative cue, called miscue, is also used and aims at obviously at the opposite (distract the learner or lead them to the wrong conclusion). The latest obtained results showed that only subliminal cues, not miscues, could significantly increase learner performance and intuition in a logic-based problem-solving task. Nonintrusive physiological sensors (EEG for recording brainwaves, blood volume pressure to compute heart rate and skin response to record skin conductivity) were used to record affective and cerebral responses throughout the experiment. The descriptive analysis, combined with the physiological data, provides compelling evidence for the positive impact of answer cues on reasoning and intuitive decision making in a logic-based problem-solving paradigm.

Research for Teachers on Visual Thinking to Solve Verbal Problems

1985 ◽  
Vol 13 (4) ◽  
pp. 299-303 ◽  
Author(s):  
John A. Hortin ◽  
Robert L. Ohlsen ◽  
Barbara S. Newhouse
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Active Participation ◽  
Visual Thinking ◽  
Problem Solving Process ◽  
The Mind

If graduate students are given training in visual thinking, they will be able to use visual thinking for solving verbal problems. One hundred thirty-three graduate students participated in this study to determine whether students could be taught how to use images of the mind for problem solving. Two important activities were stressed: 1) imagery for problem solving and 2) the active participation from students. The authors believe that their study shows the importance of allowing students to use imagery in the problem solving process.

Sign in / Sign up

Export Citation Format

Share Document