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The problem of this study is to determine the relation of a pupil's capacity in spatial and visual imagery to his drafting achievement, and to his mechanical aptitude.

The bulk of research in digital 3D animation is focused on problem solving and the development of new techniques and innovations for the 3D animation software of the future. However, little consideration is given for the underlying reasons why problems arise from a psychological perspective, and if 3D animation is to establish itself as a discipline in academia, strides must be taken to strengthen its foundations with existing academic disciplines.This undergraduate thesis examines the possible causes of joint deformation problems inherent to digital human character rigs in Autodesk Maya using cognitive psychology, specifically theories of perception, with additional considerations for the roles of the Uncanny Valley effect and suspension of disbelief. An experiment was devised to evaluate the presence of joint deformation problems on a basic human character rig and in two approaches of solution.The results supported the presented hypothesis on what causes the viewer to notice joint deformation problems, but further investigation is required for test it definitively. The study also implied that whilst joint deformation problems may be noticed by the viewer and cause distraction from the content of a digital film, other factors also strongly affect the viewer’s experience in a similar manner. The results of further studies could help digital artists better understand how the audience may respond to the presence of joint deformation problems and optimise their workflow. / Den övergripande forskningen kring digital 3D-animation är främst fokuserad på problemlösning samt utvecklingen av ny teknik och innovation för framtida programvaror utformade för 3D-animation. Dock har det sällan tagits någon hänsyn till de underliggande anledningarna om varför problemen uppstår, och inte heller genom ett psykologiskt perspektiv. Om 3D-animation ska bli mer etablerat inom den akademiska disciplinen så behöver framsteg göras för att skapa en starkare grund.Denna vetenskapliga uppsats undersöker möjliga anledningar till varför joint-deformationsproblem upplevs med riggen för digitala mänskliga karaktärer i Autodesk Maya. Detta utforskas genom att använda kognitiv psykologi, speciellt teorier kring perception, med ytterligare överväganden om att ”the Uncanny Valley” och ”Suspension of disbelief” skulle vara avgörande faktorer. Ett experiment var utformat för att utvärdera närvarandet av joint-deformationsproblem gällande en grundläggande mänsklig karaktär samt två möjliga lösningar till problemet.Den presenterade hypotesen, om vad som påverkar att en betraktare noterar joint-deformationsproblem, stärktes av undersökningens givna resultat. Dock är fortsatta forskningar kring ämnet nödvändiga för att definitivt bekräfta hypotesens reliabilitet och validitet. Undersökningen visade att problem med joint-deformationer kan noteras av betraktaren och därmed skapa en distraktion för filmens handling, men att andra faktorer kan vara mer avgörande för samma innebörd. Framtida forskningar kan resultera i att hjälpa digitala artister att underlätta deras förståelse om hur en publik kan tänkas reagera på närvarandet av joint-deformationsproblem och att effektivisera deras arbetsprocess.

This study provides a qualitative examination of the role of visualization through an understanding of the thought processes that occur during visualization when Grade 9 learners engage in data handling and spatial tasks. Data were gathered in a problem-centred context from learners' written responses in order to determine the students' visuality. Visuality is defined as how often learners used visualization. In addition interviews were conducted with the learners who described the thought processes that they engaged in during visualization while involved in problem solving. The role of visualization was highlighted through the processes that learners described during the interviews. The tasks which provided manipulative materials helped learners create visual images which promoted the process of visualization. Certain recommendations were made. Knowledge of the role of visualization enables the educator to encourage the use of visualization during the teaching of mathematics. / Educational Studies / M.Ed. (Mathematical Education)

Research has suggested that representational and perceptual systems draw upon some of the same processing structures, and evidence also has accumulated to suggest that representational formats are malleable by instructions. Very little research, however, has considered how nonspeech sounds are internally represented, and the use of audio in systems will often proceed under the assumption that separation of information by modality is sufficient for eliminating information processing conflicts. Three studies examined the representation of nonspeech sounds in working memory. In Experiment 1, a mental scanning paradigm suggested that nonspeech sounds can be flexibly represented in working memory, but also that a universal per-item scanning cost persisted across encoding strategies. Experiment 2 modified the sentence-picture verification task to include nonspeech sounds (i.e., a sound-sentence-picture verification task) and found evidence generally supporting three distinct formats of representation as well as a lingering effect of auditory stimuli for verification times across representational formats. Experiment 3 manipulated three formats of internal representation (verbal, visuospatial imagery, and auditory imagery) for a point estimation sonification task in the presence of three types of interference tasks (verbal, visuospatial, and auditory) in an effort to induce selective processing code (i.e., domain-specific working memory) interference. Results showed no selective interference but instead suggested a general performance decline (i.e., a general representational resource) for the sonification task in the presence of an interference task, regardless of the sonification encoding strategy or the qualitative interference task demands. Results suggested a distinct role of internal representations for nonspeech sounds with respect to cognitive theory. The predictions of the processing codes dimension of the multiple resources construct were not confirmed; possible explanations are explored. The practical implications for the use of nonspeech sounds in applications include a possible response time advantage when an external stimulus and the format of internal representation match.

This research study was designed to investigate the relationships of imagery, self-concept, anxiety, stress, subjective stress and seriousness of illness and to determine the potential of certain cognitive mediating variables, especially imagery and an interaction between self-concept and imagery, to significantly increase the efficiency of stress as a predictor of seriousness of illness. The purposes of this study were: (1) to determine the efficiency of stress as a predictor of disease, (2) to determine if cognitive mediating variables will significantly increase the predictive efficiency between stress and disease, (3) to investigate selected correlations among the variables, (4) to provide a research base for current treatment procedures using imagery treating various illnesses.

This study provides a qualitative examination of the role of visualization through an understanding of the thought processes that occur during visualization when Grade 9 learners engage in data handling and spatial tasks. Data were gathered in a problem-centred context from learners' written responses in order to determine the students' visuality. Visuality is defined as how often learners used visualization. In addition interviews were conducted with the learners who described the thought processes that they engaged in during visualization while involved in problem solving. The role of visualization was highlighted through the processes that learners described during the interviews. The tasks which provided manipulative materials helped learners create visual images which promoted the process of visualization. Certain recommendations were made. Knowledge of the role of visualization enables the educator to encourage the use of visualization during the teaching of mathematics. / Educational Studies / M.Ed. (Mathematical Education)

La question du rôle de l’expérience et de l’imagerie visuelle dans la perception et l’identification haptique d’images aux traits en relief par des individus aveugles et voyants constitue la question de recherche de cette thèse. La thèse présente quatre études expérimentales qui portent sur la perception d’images tactiles non figuratives (des patterns de lignes simples) et figuratives (visages expressifs, objets communs). Les résultats montrent que 1-Des individus aveugles peuvent reconnaitre des patterns simples avec un niveau de performance comparable à celui des individus voyants. 2- La stratégie que les personnes aveugles utilisent pour répondre à cette tâche dépend de leur proportion de temps de vie sans expérience visuelle. 3-Il n’y a pas plus de différence de performance entre individus aveugles de naissance et voyants avec des images figuratives. 4-Des individus forts en imagerie visuospatiale sont plus performants que des faibles imageurs pour identifier des images tactiles d’objets communs. En conclusion, la perception haptique des images tactiles, figuratives ou non, s’avère globalement possible sans le recours de l’expérience visuelle ou de l’imagerie visuelle. Le type d’imagerie mentale impliqué dans la compréhension des images tactiles dépend des individus (statut visuel, expérience visuelle, aptitude en imagerie visuospatiale). Des perspectives sur le contrôle de la complexité des images et l’analyse des mouvements d’exploration par une technologie innovante sont proposées. / The issue of the role of visual experience and imagery in the haptic perception of raised-line pictures by blind and sighted people is addressed by the present research. The thesis presents four experimental studies focusing on the perception of non figurative (simple line patterns) and figurative (expressive faces, common objects) tactile pictures. Results show that 1- Blind people can recognize simple patterns with the same accuracy level than sighted people. 2- Strategies used by blind people depend on their lifetime proportion without of visual experience. 3- There is no difference in performance between congenitally blind and sighted with figurative pictures perception. 4- Individuals with high visuospatial skills are more accurate than low imagers in identifying tactile pictures of common objects. In conclusion, haptic perception of tactile pictures, whether figurative or not, seems to be possible without recourse to visual experience or imagery. Our results suggest that the nature of mental imagery used in tactile picture comprehension tasks is subject-dependent (visual status, visual experience, visual imagery capacities). Perspectives regarding how to control for picture complexity control and how to analyze exploratory movements using an innovative technology are set up.

Les études sont mitigées sur les séquelles cognitives des commotions cérébrales, certaines suggèrent qu’elles se résorbent rapidement tandis que d’autres indiquent qu’elles persistent dans le temps. Par contre, aucunes données n’existent pour indiquer si une tâche cognitive comme l’imagerie mentale visuelle fait ressortir des séquelles à la suite d’une commotion cérébrale. Ainsi, la présente étude a pour objet d’évaluer l’effet des commotions cérébrales d’origine sportive sur la capacité d’imagerie mentale visuelle d’objets et d’imagerie spatiale des athlètes. Afin de répondre à cet objectif, nous comparons les capacités d’imagerie mentale chez des joueurs de football masculins de calibre universitaire sans historique répertorié de commotions cérébrales (n=15) et chez un second groupe d’athlète ayant été victime d’au moins une commotion cérébrale (n=15). Notre hypothèse est que les athlètes non-commotionnés ont une meilleure imagerie mentale que les athlètes commotionnés. Les résultats infirment notre hypothèse. Les athlètes commotionnés performent aussi bien que les athlètes non-commotionnés aux trois tests suivants : Paper Folding Test (PFT), Visual Object Identification Task (VOIT) et Vividness of Visual Imagery Questionnaire (VVIQ). De plus, ni le nombre de commotions cérébrales ni le temps écoulé depuis la dernière commotion cérébrale n’influent sur la performance des athlètes commotionnés. / The research is mitigated on the cognitive after-effects of a concussion. Some studies suggest the effects disappear rapidly whereas others observe a continuation in their manifestation. However, no research has been done to indicate whether a cognitive task like mental imagery brings out these effects following a concussion. This study will evaluate the effects of sport-related concussions on object and spatial visual mental imagery of athletes. To achieve this goal, we compare the mental imagery capacity between two groups of male football athletes of University level. The first group (n=15) with no history of concussions and the second group (n=15) with one or more concussions. We hypothesize that the non-concussed athletes visualize better than the concussed athletes. Our results invalidate our hypothesis. Both groups have similar results on the three following measures: Paper Folding Test (PFT), Visual Object Identification Task (VOIT) and Vividness of Visual Imagery Questionnaire (VVIQ). Furthermore, the quantity of concussions and the time past since the last concussion seems to have no impact on the visual mental imagery performance of concussed athletes.

Born into a visual culture, today’s generation of learners generally prefer a visually-rich multimodal learning environment. Tapping into the potential of visuals in language pedagogy, this study was aimed at discovering the impact of a visual presentation of grammatical concepts related to sentence structure on student writing. The study used a mixed methods design to analyse the impact of the visual approach first by statistically measuring sentence variety and syntactic complexity of student pre and post intervention texts and then using interviews to explain the nature of the impact of visuals on student conceptual understanding and its effect on their writing development. Statistical findings reveal that the experimental groups of Chinese students who were taught grammatical concepts in the context of writing instruction using a visual approach outperformed the students in the control groups who were given similar lessons in the context of writing instruction but using traditional printed hand-outs. Qualitative findings suggest that the visuals seems to have increased these students’ conceptual understanding of grammatical items that were taught, and this resulted in more sophisticated and syntactically complex texts after the intervention. The study supports the theory of contextualized teaching of grammar and proposes the use of external visuals that lead to internal visualization based on the cognitive theory of multimodal learning. In so doing, it extends the use of visual learning to grammar pedagogy. However, the findings also suggest that the visual approach would not work effectively in cultures that promote rote learning and decontextualized exercises in grammar with the sole aim of passing the exams. A shift in attitude towards grammar pedagogy in China is deemed necessary.