Amy Rae Fox

Amy Rae Fox, Taylor Jackson Scott

Students of visualization come to formal education with an abundance of personal experience. However, one's exposure to graphics through media and education may not be sufficiently diverse to appreciate the nuance and complexity required to design and evaluate effective representations. While many introductory courses in visualization address best practices for visual encoding of data based on perceptual characteristics, as cognitive scientists, we place equal value on representational decisions based on communicative context: how the representation is intended to be used. In this pedagogical activity, we aim to surface learners' preconceived notions about what makes a visualization effective. Here we describe the structure and context of an introductory-level visualization activity, how it might be conducted in individual or group settings, our experience with the common misconceptions the activity can reveal, and conclude with recommendations on how they might be addressed.

Amy Rae Fox

What is a visualization? There is limited utility in trifling with definitions, except insofar as one serves as a tool for communicating and conceptualizing our subject matter; a statement of identity for a community. To establish Visualization Psychology as a viable inter-disciplinary research programme, we must first define the object(s) of our collective inquiry. I propose that while we might refer to the study of "visualization" for the term's colloquial accessibility and pragmatic alignment with other fields, we should consider for exploration a class of artifacts and corresponding processes more expansive and profound: external representations. What follows is an argument for the study of external representation as the foundation for a new interdisciplinary endeavor, and approach to mapping the corresponding problem space.