Visualization Reasoning Research Articles

Control of vortex breakdown by addition of near-axis swirl

We present a new method for controlling vortex breakdown (VB) via addition of co- or counter-rotation near the axis. Co-rotation is adequate to totally suppress VB, whereas counter-rotation increases the number and size of VB “bubbles” and makes the flow unsteady. We study these effects in a closed cylindrical container, in which a rotating end disc drives the base flow; an independently rotating central rod (with rod radius≪disk radius) is employed to control VB. This flow, being free of ambient disturbances, is well suited for understanding both the VB mechanism and its control; the present work appears to be the first to study VB control. We develop and explain our control strategy using flow visualization and simple analytical reasoning. Our results suggest that an additional co- or counter-rotation, applied near the vortex axis, can be effective in suppressing or enhancing VB in practical flows.

Shared age-related influences on cognitive and noncognitive variables.

Analyses of new data and of previously published data were conducted to examine the degree to which age-related variance was shared across cognitive and noncognitive variables and to investigate possible alterations in the composition of a factor common to all variables as a function of age. The results indicated that measures of visual acuity, grip strength, and blood pressure shared age-related variance with measures of perceptual speed, episodic memory, spatial visualization, and inductive reasoning. However, although the cognitive variables shared similar amounts of variance in age-restricted and age-partialed analyses, the variance shared between cognitive and noncognitive variables was substantially reduced after controlling the influence of age.

Visual reasoning for information retrieval from very large databases

When the database grows larger and larger, the user no longer knows what is in the database and nor does the user know clearly what should be retrieved. How to get at the data becomes a central problem for very large databases. We suggest an approach based upon data visualization and visual reasoning. The idea is to transform the data objects and present sample data objects in a visual space. The user can then incrementally formulate the information retrieval request in the visual space. By combining data visualization, visual query, visual examples and visual clues, we hope to come up with better ways for formulating and modifying a user's query. A prototype system using the Visual Language Compiler and the VisualNet is then described.

A visual language compiler for information retrieval by visual reasoning

When a database increases in size, retrieving the data becomes a major problem. An approach based on data visualization and visual reasoning is described. The main idea is to transform the data objects and present sample data objects in a visual space. The user can use a visual language to incrementally formulate the information retrieval request in the visual space. A prototype system is described with the following features: (1) it is built on top of the SIL-ICON visual language compiler and therefore can be customized for different application domains; (2) it supports a fuzzy icon grammar to define reasonable visual sentences; (3) it incorporates a semantic model of the database for fuzzy visual query translation; and (4) it incorporates a VisualNet which stores the knowledge learned by the system in its interaction with the user so that the VisualReasoner can adapt its behavior. >

Contribution of sex-differentiated experiences to spatial and mechanical reasoning abilities.

For 137 women and 115 men first-year college students tested spatial visualization and mechanical reasoning were most strongly correlated with four everyday spatial abilities--understanding mathematics/science and graphs/charts, drafting and drawing things, and arranging objects. Despite greater practice on only 2 of 10 activities, men uniformly judged they had significantly better spatial ability compared to their same-gender peers than did the women.

Brief Reports: The Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment on Absolute Value Equations

Aptitude treatment interaction (ATI) studies essentially deal with two related questions: Can we adapt instruction to patterns of individual differences among students? If so, for which students is a particular method of instruction most effective? The general ATI problem as advanced by Cronbach (1957) is well known (e.g., Becker, 1970), and no further discussion of it is presented here.

The Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment on Absolute Value Equations

The Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment on Absolute Value Equations

Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment in Quadratic Inequalities: A Follow-up Study

This study was the second in a series of investigations dealing with aptitude × treatment interactions using aptitude measures of spatial visualization and general reasoning and a learning task of quadratic inequalities. The purpose of the study was to replicate Carry's (1968) study and to extend the theoretical basis of the problem by analyzing the instructional treatments and criterion variables using a multiprocess theoretical model due to Melton (1967). 249 Ss were randomly assigned to one of two treatment groups: Group A, a verbal-symbolic numeric treatment; and Group G, a verbal-spatial-numeric treatment. The hypotheses were that spatial visualization would predict transfer from the analytic group and that general reasoning would predict transfer from the graphical group. When the results were analyzed using multiple linear regression, no interactions were found between any aptitude variable and the treatments

Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment in Quadratic Inequalities: A Further Investigation

This study was the third in a series of investigations dealing with aptitude × treatment interactions--using aptitude measures of spatial visualization and general reasoning and a learning task of quadratic inequalities. 80 Ss were randomly assigned to one of two treatment groups: Group A, a deductively structured verbal-symbolic-numeric treatment; and Group B, an inductively structured verbal-spatial-numeric treatment. The hypotheses were that spatial visualization would predict success on the graphical treatment, and that general reasoning would predict success on the analytic treatment. Results were analyzed using multiple linear regression. A significant disordinal interaction was statistically confirmed using a homogeneity-of-regression test, and the hypotheses were confirmed.

Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment in Quadratic Inequalities: A Follow-up Study

Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment in Quadratic Inequalities: A Follow-up Study

Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment in Quadratic Inequalities: A Further Investigation

Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment in Quadratic Inequalities: A Further Investigation