Creating+Learning+Environments

=Creating Learning Environments =

Article
Olsson, Henrik, Poom, Leo, & Treisman, Anne (2005). Visual Memory Needs Categories. //National Academy of Sciences//. //102//, 8776-8780. (Available from [|JSTOR])

Abstract
"Capacity limitations in the way humans store and process information in working memory have been extensively studied, and several memory systems have been distinguished. In line with previous capacity estimates for verbal memory and memory for spatial information, recent studies suggest that it is possible to retain up to four objects in visual working memory. The objects used have typically been categorically different colors and shapes. Because knowledge about categories is stored in long-term memory, these estimations of working memory capacity have been contaminated by long-term memory support. We show that when using clearly distinguishable intracategorical items, visual working memory has a maximum capacity of only one object. Because attention is closely involved in the working memory process, our results add to other studies demonstrating capacity limitations of human attention such as inattentional blindness and change blindness." (Olsson 8776)

Theory
Olsson and Poom posit that when apprehending new intracategory objects, only one visual representation can be maintained in working memory at a given time.

Setting
A group of participants apprehended 1-4 distinct visual objects in one of three scenarios (discrete color/shape, continuous color/shape, or continuous size-ratio/shape). After this initial trial scenario, the test subjects were asked to identify into which category each shape most logically fit.

Study participants received 50 trials in each condition. Another group of 8 participants completed a categorization exercise, ratings the extent to which each object belonged to a given category.



Implications
The implications of such limited visual storage has a dramatic effect on the design of visual systems within a learning environment, particularly in mission-critical applications. Although it has been recognized for some time that the short term visual vocabulary consists of fewer than ten items, this study is particularly revealing in which sense the visual working memory is ineffective. Many icon systems, especially intracategory, have been developed within the context of the limited visual working memory, but none would account for such limited categorization in recall.

It is especially interesting that, in the interests of further validating the results of this study, the authors specifically chose to limit the effect of long-term memory from "poisoning" the results of this study. Further, a broadening of categorization types (discrete and continuous color/shape, et al) resolves previous study attempts utilizing more pedantic categorization techniques.

In terms of implications for design in visual learning systems, the study results are not nearly as dire as they may initially present. In a detailed reading, this study analyzes the ability to categorize objects that are essentially //tabula rasa// in nature, having no intrinsic meaning or literal connection to its containing category. Fortunately, most icons used in modern day visual systems have either intrinsic or culturally-derived meaning connected in an associative context. For example, an icon simplistically depicting a computer has intrinsic meaning, in that it visualizes (albeit simplistically) a naturally-bound object. Another object, a triangle turned to point to the right, has culturally-derived meaning in that it commonly represents "play" in a modern technological setting. A century ago, this //designata// would be meaningless, but as this symbol is universally understood, it is retained within the individual and collective mental construct.

In practical terms, this study reveals the importance of establishing and maintaining clear context between visual symbols and their proper semantic moorings. Within the graphic design and marketing fields, this activity is commonly known as branding, a field that is quickly becoming a primary niche in a crowded industry. A visual learning designer cannot, in most cases, rely on the implicit messaging of a visual to communicate to the desired audience. The meaning of the visual representation must be clear, explicit, and appropriately positioned in the content sequence to provide appropriate context and semantic association.

Reference
Brown, A. & Green, T.D. (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Upper Saddle River: NJ: Pearson. Olsson, Henrik, Poom, Leo, & Treisman, Anne (2005). Visual Memory Needs Categories. //National Academy of Sciences//. //102//, 8776-8780.