Visual learning: Difference between revisions

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{{technical|date=November 2016}}

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'''Visual learning''' is aone learning style amongof the learning styles of [[Neil Fleming]]'s VARK model in which information is presented to a learner in a visual format. Visual learners can utilize graphs, charts, maps, diagrams, and other forms of visual stimulation to effectively interpret information. The Fleming VARK model also includes Kinesthetic Learning and Auditory learning.<ref>Leite, Walter L.; Svinicki, Marilla; and Shi, Yuying: ''Attempted Validation of the Scores of the VARK: Learning Styles Inventory With Multitrait–Multimethod Confirmatory Factor Analysis Models'', p. 2. Sage Publications, 2009.</ref> There is no evidence that providing visual materials to students identified as having a visual style improves learning.

==Techniques==

[[File:Famous People and Their Inventions.jpg|thumb|right|Famous people showing their inventions]]

A review study concluded that using [[graphic organizer]]s improves student performance in the following areas:<ref name = review>{{cite web|url=http://www.inspiration.com/sites/default/files/documents/Detailed-Summary.pdf |title=Graphic Organizers: A Review of Scientifically Based Research, The Institute for the Advancement of Research in Education at AEL}}</ref>

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; Thinking and learning skills; critical thinking

: When students develop and use a graphic organizer their [[Higher-order thinking|higher order thinking]] and [[critical thinking]] skills are enhanced.<ref name = review />

==Areas of the brain affected==

Various areas of the [[brain]] work together in a multitude ofmany ways in order to produce the images that we see with our eyes and that are encoded by our brains. The basis of this work takes place in the [[visual cortex]] of the brain. The visual cortex is located in the [[occipital lobe]] of the brain and harbors many other structures that aid in [[Object recognition (cognitive science)|visual recognition]], categorization, and learning. One of the first things the brain must do when acquiring new visual information is to recognize theit. incoming material. Brain areas involved in recognition are the [[inferior temporal cortex]], the superior [[parietal cortex]], and the [[cerebellum]]. During recognition tasks of recognition, thereactivation is increased activationincreases in the left inferior temporal cortex, and decreased activationdecreases in the right superior parietal cortex. Recognition is aided by [[neural plasticity]], or the brain's ability to reshape itself based on new information.<ref>[[Russell Poldrack|Poldrack, R.]], Desmond, J., [[Gary H. Glover|Glover, G.]], & [[John Gabrieli|Gabrieli, J.]] "The Neural Basis of Visual Skill Learning: An fMRI Study of Mirror Reading". ''Cerebral Cortex''. Jan/Feb 1998.</ref> Next the brain must categorize the material using the three main areas that are used when categorizing new visual information: the [[orbitofrontal cortex]] and two [[dorsolateral prefrontal]] regions which begin the process of sorting new information into groups and further assimilating that information into things that you might already know.<ref>Vogel, R., Sary, G., Dupont, P., Orban, G. ''Human Brain Regions Involved in Visual Categorization''. Elsevier Science (US) 2002.</ref>

After recognizing and categorizing new material entered into the [[visual field]], the brain is ready to begin the [[Encoding (memory)|encoding]] process – the process whichthat leads to learning. Multiple brain areas are involved in this process such as the [[frontal lobe]], the right [[extrastriate cortex]], the [[neocortex]], and again, the [[neostriatum]]. One area in particular, the [[limbic]]-diencephalic region, is essential for transforming perceptions into memories.<ref>Squire, L. "Declarative and Nondeclarative Memory: Multiple Brain Systems Supporting Learning and Memory". 1992 Massachusetts Institute of Technology. ''Journal of Cognitive Neuroscience'' 4.3.</ref> With the coming together of tasks of recognition, categorization, and learning; [[schema (psychology)|schema]]s help make the process of encoding new information and relating it to things you already know much easier. One can remember visual images much better when theyapplying can apply itthem to an already -known schema. Schemas actually provide enhancement of [[visual memory]] and learning.<ref>Lord, C. "Schemas and Images as Memory Aids: Two Modes of Processing Social Information". Stanford University. 1980. American Psychological Association.</ref>

After recognizing and categorizing new material entered into the [[visual field]], the brain is ready to begin the [[Encoding (memory)|encoding]] process – the process which leads to learning. Multiple brain areas are involved in this process such as the [[frontal lobe]], the right [[extrastriate cortex]], the [[neocortex]], and again, the [[neostriatum]]. One area in particular, the [[limbic]]-diencephalic region, is essential for transforming perceptions into memories.<ref>Squire, L. "Declarative and Nondeclarative Memory: Multiple Brain Systems Supporting Learning and Memory". 1992 Massachusetts Institute of Technology. ''Journal of Cognitive Neuroscience'' 4.3.</ref> With the coming together of tasks of recognition, categorization and learning; [[schema (psychology)|schema]]s help make the process of encoding new information and relating it to things you already know much easier. One can remember visual images much better when they can apply it to an already known schema. Schemas actually provide enhancement of [[visual memory]] and learning.<ref>Lord, C. "Schemas and Images as Memory Aids: Two Modes of Processing Social Information". Stanford University. 1980. American Psychological Association.</ref>

==Infancy==

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The SC pathway is responsible for the generation of eye movements toward simple stimuli. It receives information from the retina and the visual cortex and can direct behavior toward an object. The MT pathway is involved in the smooth tracking of objects and travels between the SC pathway and the primary visual cortex. In conjunction with the SC pathway and the MT pathway, the FEF pathway allows the infant to control eye movements as well as visual attention. It also plays a part in sensory processing in the infant.

Lastly, the inhibitory pathway regulates the activity in the superior colliculus and is later responsible for obligatory attention in the infant. The maturation and functionality of these pathways depends on how well the infant can make distinctions as well as focus on stimuli.

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===Brain maturation into young adulthood===

Gray matter is responsible for generating [[nerve impulse]]s that process brain information, and [[white matter]] is responsible for transmitting that brain information between lobes and out through the spinal cord. Nerve impulses are transmitted by [[myelin]], a fatty material that grows around a cell. White matter has a myelin sheath (a collection of myelin) while gray matter doesn't,does not which efficiently allows neural impulses to move swiftly along the fiber. The myelin sheath isn't fully formed until around ages 24–26.<ref>Wolfe, Pat. (2001). "Brain Matters: Translating the Research to Classroom Practice". ''ASCD'': 1–207</ref> This means that adolescents and young adults typically learn differently, and subsequently often utilize [[visual aid]]s in order to help them better comprehend difficult subjects.{{citation needed|date=July 2016}}

Learning preferences can vary across a wide spectrum. Specifically, within the realm of visual learning, they can vary between people who prefer being given learning instructions with text as opposed to those who prefer being given instructions with graphics. College students were tested in general factors like learning preference and [[spatial ability]] (being able to be proficient in creating, holding, and manipulating spatial representations).<ref>Mayer, R. E., & Massa, L. J. (2003). "Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference". ''Journal of Educational Psychology'', 95(4), 833.</ref> The study determined that college-age individuals report efficient learning styles and learning preferences for themselves individually. These personal assessments have proved accurate, meaning that self-ratings of factors such as spatial ability and learning preference can be effective measures of how well one learns visually.{{citation needed|date=July 2016}}

===Gender differences===

Studies have indicated that adolescents learn best through 10 various styles;: reading, manipulative activity, teacher explanation, auditory stimulation, visual demonstration, visual stimulation (electronic), visual stimulation (just pictures), games, social interaction, and personal experience.<ref>Eiszler, C. F. (1982). "Perceptual Preferences as an Aspect of Adolescent Learning Styles".</ref> According to the study, young adult males demonstrate a preference for learning through activities they are able to manipulate, andwhile young adult females show a greater preference for learning through teacher notes visually or by using graphs, and through reading. This suggests that Womenwomen are more visually stimulated, interested in information that they can have physical direct control over. Men, on the other hand, learn best through reading information and having it explained inby an auditoryspoken fashionword.

==Lack of evidence==

Although learning styles have "enormous popularity", and both children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes,. and thereThere is significant evidence thatagainst the widely touted "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for that student's learning style) is invalid.<ref name=Pashler>{{cite journal

|title=Learning Styles: Concepts and Evidence

|issn=1539-6053

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** [[Auditory learning]]

** [[Kinesthetic learning]]

* [[Filmstrip]]

* [[Slide show]]

==References==