Learning to Read Graphics: Some Evidence that 'Seeing' an Information Display is an Acquired Skill
Learning to Read Graphics: Some Evidence that 'Seeing' an Information Display is an Acquired Skill
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学习阅读图形：“看到”信息显示是一项后天技能的一些证据
DOI：
10.1006/jvlc.1993.1004
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发表时间：
1993
期刊：
影响因子：
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通讯作者：
T. Green
中科院分区：
文献类型：
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作者：
M. Petre;T. Green
摘要 本文认为，经验会影响图形表示的“读者”所看到的内容，从而影响他们所看到的内容，因此必须学习图形符号的读者技能（感知和解释）。它借鉴了两组实证研究的结果：专家硬件设计人员使用电子原理图进行的观察研究，以及比较文本和图形编程符号可读性的实验。经验不足的用户似乎无法利用（甚至注意到）可能对他们有帮助的图形提示。本文讨论了“次要概念”、“匹配-不匹配假设”以及程序员作为“主动读者”的模型，以便阐明专家与新手行为的区别。它指出，表示的清晰度很可能依赖于对不正式属于符号的特征的良好使用，并且得出的结论是，关于使用图形符号的培训和经验的重要性被低估了。
Abstract This paper suggests that experience influences what 'readers' of graphical representations look at and hence what they see, so that readership skills—both perceptual and interpretive—for graphical notations must be learned. It draws on results from two sets of empirical studies: observational studies of expert hardware designers using electronics schematics, and experiments comparing readability of textual and graphical programming notations. Less experienced users appear unable to exploit (or even notice) the graphical cues that might help them. The paper discusses 'secondary notion', 'the match-mismatch hypothesis' and a model of the programmer as an 'active reader', in order to shed some light on what distinguishes expert from novice behaviour. It observes that clarity in a representation may well rely on good use of features that are not formally part of the notation, and it concludes that the importance of training and experience with respect to the use of graphical notations has been underestimated.