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For whom is a picture worth a thousand words? How does the visualizing cognitive style affect processing of news photos?
Unformatted Document Text:  Processing of news photos 17 individual learning styles (a trait), and/or due to the allocation of controllable attentional resources (a state), which can vary from task to task. In addition, attention can be automatically attracted by formal features in an image, such as novelty (Lang 1990; Mendelson, 2001). A revised model is suggested by the results (see Figure 2). As expected, verbal learning style was not a factor in attending to or learning the strictly visual information. The results thus bolster the discriminant validity of the separate concepts of visualizing and verbalizing cognitive styles. Had the visualizer and verbalizer styles been a single concept, we would have expected to see a reversed and significant effect for verbal learning on memory. The second purpose of the paper was to begin to identify differences in how visual (and verbal) learners perceive photographs. High visualizers perceived the news photos as more interesting and less complex than did those who were not visual learners. It certainly makes sense that those who describe themselves as high visualizers would find all the photographs more interesting. The perceived complexity result suggests high visualizers are better able to see images as unified wholes and see relationships between elements in the photographs. This is similar to the notion of chunking, the same process that allows chess experts to see organization and meaningful relationships on a chessboard (e.g., Chase & Simon, 1973; Glaser & Chi, 1988; Miller, 1956) and remember patterns of moves effectively. Master chess players are able to extract a larger amount of information from each fixation on a board by seeing patterns in larger, more meaningful chunks. High visualizers are efficiently able to store more information about each news photographs, which leads to a more unique memory trace facilitating recall. Combining these results with the lack of a role played by attention as a mediator for recall, visual

Authors: Mendelson, Andrew.
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Processing of news photos
17
individual learning styles (a trait), and/or due to the allocation of controllable attentional
resources (a state), which can vary from task to task. In addition, attention can be automatically
attracted by formal features in an image, such as novelty (Lang 1990; Mendelson, 2001). A
revised model is suggested by the results (see Figure 2).
As expected, verbal learning style was not a factor in attending to or learning the strictly
visual information. The results thus bolster the discriminant validity of the separate concepts of
visualizing and verbalizing cognitive styles. Had the visualizer and verbalizer styles been a
single concept, we would have expected to see a reversed and significant effect for verbal
learning on memory.
The second purpose of the paper was to begin to identify differences in how visual (and
verbal) learners perceive photographs. High visualizers perceived the news photos as more
interesting and less complex than did those who were not visual learners. It certainly makes
sense that those who describe themselves as high visualizers would find all the photographs more
interesting. The perceived complexity result suggests high visualizers are better able to see
images as unified wholes and see relationships between elements in the photographs. This is
similar to the notion of chunking, the same process that allows chess experts to see organization
and meaningful relationships on a chessboard (e.g., Chase & Simon, 1973; Glaser & Chi, 1988;
Miller, 1956) and remember patterns of moves effectively. Master chess players are able to
extract a larger amount of information from each fixation on a board by seeing patterns in larger,
more meaningful chunks. High visualizers are efficiently able to store more information about
each news photographs, which leads to a more unique memory trace facilitating recall.
Combining these results with the lack of a role played by attention as a mediator for recall, visual


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