Graphical Category Research Articles

On factorizations of graphical maps

We study the categories governing infinity (wheeled) properads. The graphical category, which was already known to be generalized Reedy, is in fact an Eilenberg-Zilber category. A minor alteration to the definition of the wheeled graphical category allows us to show that it is a generalized Reedy category. Finally, we present model structures for Segal properads and Segal wheeled properads.

Evaluation of the Informational Content, Readability and Comprehensibility of Online Health Information on Monogenic Diabetes.

The purpose of this study was to assess the informational content, readability, suitability and comprehensibility of websites offering educational information about monogenic diabetes available to patients. The top 20 results from 15 queries in four search engines were screened. Content analysis was performed by two independent coders. Readability was determined using Flesch-Kincaid grade level (FKGL) and Simplified Measure of Goobledygook (SMOG). The Comprehensibility Assessment of Materials (SAM+CAM) scale was utilized to evaluate website suitability and comprehensibility. Only 2% (N=29) of 1200 screened websites met inclusion criteria. Content analysis showed that 16 websites presented information on at least the most common forms of MODY (1, 2 and 3), four addressed the utility of genetic counseling, and none included support resources for patients. All websites exceeded the consensus readability level (6th grade) as assessed by FKGL (10.1 grade) and SMOG (12.8±1.5 grades). Although the majority (N=20) of websites had an overall "adequate" to "superior" quality score (SAM+CAM score>= 40%), more than one-third scored "not suitable" in categories of content, literacy demand, graphics, and learning motivation. The online educational resources for monogenic diabetes have a high readability level and require improvement in ease of use and comprehensibility for patients with diabetes.

Biology Textbook Graphics and Their Impact on Expectations of Understanding

ABSTRACTGraphics presented alongside expository science texts can have a number of positive effects for instruction, including facilitating engagement, arousing interest, and improving understanding. However, because students harbor expectations about which contexts are likely to support better understanding, the mere presence of graphics also has the potential to lead to inaccurate judgments of understanding when those graphics do not actually lead to presumed levels of performance. Previous work has demonstrated that including graphics alongside text can alter the judgment process. The present work explores different categories of instructional graphics found in biology textbooks and tests how different graphic types, classified by their form and function, can affect expectations of understanding prior to actual reading. Experiment 1 found that realistic, depictive graphics predominated in a middle school text, whereas more abstract and explanatory graphics predominated in a college text. Experiment 2 demonstrated that different categories of graphics led to differences in expectations of how helpful graphics would be for understanding.

A Groupoidification of the Fermion Algebra

In this paper, we consider the groupoidification of the fermion algebra. We construct a groupoid as the categorical analogues of the fermionic Fock space, and the creation and annihilation operators correspond to spans of groupoids. The categorical fermionic Fock states have some extra structures comparing with the normal forms. We also construct a 2-category of spans of groupoids corresponding to the fermion algebra. The relations of the morphisms in this 2-category are consistent with those in the graphical category which is represented by string diagrams.

A diagrammatic categorification of the fermion algebra

In this paper, we study the diagrammatic categorification of the fermion algebra. We construct a graphical category corresponding to the one-dimensional (1D) fermion algebra, and we investigate the properties of this category. The categorical analogues of the Fock states are some kind of 1-morphisms in our category, and the dimension of the vector space of 2-morphisms is exactly the inner product of the corresponding Fock states. All the results in our categorical framework coincide exactly with those in normal quantum mechanics.

Impact of static graphics, animated graphics and mental imagery on a complex learning task

<span>The present study compared the impact of different categories of graphics used within a complex learning task. One hundred eighty five native English speaking undergraduates participated in a task that required learning 18 Chinese radicals and their English equivalent translations. A post-test only control group design compared performance differences following training between 5 groups of participants (control, concrete verbal imagery information, single static graphics, multiple gradient static graphics, and animated graphics) on both immediate and 4-week retention tests. Data analysis indicated all graphic groups significantly outperformed the control group immediately following training. A 4-week delayed test showed those originally receiving multiple gradient static graphics significantly outperformed all other groups except those receiving the animated graphics. Implications are discussed based on cognitive load and the cognitive theory of multimedia learning.</span>

A diagrammatic categorification of q-boson and q-fermion algebras

In this paper, we study the diagrammatic categorification of q-boson algebra and also q-fermion algebra. We construct a graphical category corresponding to q-boson algebra. q-Fock states correspond to some kind of 1-morphisms, and the graded dimension of the graded vector space of 2-morphisms is exactly the inner product of the corresponding q-Fock states. We also find that this graphical category can be used to categorify q-fermion algebra.

The development of the graphics-decoding proficiency instrument

The graphics-decoding proficiency (G-DP) instrument was developed as a screening test for the purpose of measuring students’ (aged 8–11 years) capacity to solve graphics-based mathematics tasks. These tasks include number lines, column graphs, maps and pie charts. The instrument was developed within a theoretical framework which highlights the various types of information graphics commonly presented to students in large-scale national and international assessments. The instrument provides researchers, classroom teachers and test designers with an assessment tool which measures students’ G-DP across and within five broad categories of information graphics. The instrument has implications for a number of stakeholders in an era where graphics have become an increasingly important way of representing information.

New dimensions at Molecular Microbiology: 3D graphics and the Wiley Online Library

New dimensions at <i>Molecular Microbiology</i>: 3D graphics and the Wiley Online Library

2008 Visualization Challenge Winners

Science and the National Science Foundation announce the winners and honorable mentions in the categories of photography, illustration, informational graphics, interactive media, and noninteractive media in this year's International Science & Engineering Visualization Challenge.

2007 Visualization Challenge Winners

Science and the National Science Foundation announce the winners and honorable mentions in the categories of photography, interactive media, informational graphics, and noninteractive media in this year's Science and Engineering Visualization Challenge.

2006 Visualization Challenge Winners

Science and the National Science Foundation announce the winners and honorable mentions in the categories of photography, illustration, informational graphics, noninteractive multimedia, and interactive multimedia in this year's Science and Engineering Visualization Challenge.