Synergy between research on ensemble perception, data visualization, and statistics education: A tutorial review

How do students reason about statistical sampling with computer simulations? An integrative review from a grounded cognition perspective

Interactive computer simulations are commonly used as pedagogical tools to support students' statistical reasoning. This paper examines whether and how these simulations enable their intended effects. We begin by contrasting two theoretical frameworks-dual processes and grounded cognition-in the context of people's conceptions about statistical sampling, setting the stage for the potential benefits of simulations in learning such conceptions. Then, we continue with reviewing the educational literature on statistical sampling simulations. Our review tentatively suggests benefits of the simulations for building statistical habits of mind. However, challenges seem to persist when more specific concepts and skills are investigated. With and without simulations, students have difficulty forming an aggregate view of data, interpreting sampling distributions, showing a process-based understanding of the law of large numbers, making statistical inferences, and context-independent reasoning. We propose that grounded cognition offers a framework for understanding these findings, highlighting the bidirectional relationship between perception and conception, perceptual design features, and guided perceptual routines for supporting students' meaning making from simulations. Finally, we propose testable instructional strategies for using simulations in statistics education.

Priming effect of individual similarity and ensemble perception in visual search and working memory

Perceptual priming is a well-known phenomenon showing that the repetition of an object's feature can facilitate subsequent detection of that item. Although the priming effect has been rigorously studied in visual search, less is known about its effect on working memory and it is unclear whether the repetition of similar features, and furthermore, ensemble perception created by a large set of similar features, can induce priming. In this study, we investigated the priming effects of individual similarity and ensemble perception in visual search and visual working memory (VWM). We replicated the classic perceptual priming effect (Experiment 1a) and found that visual search was enhanced when the current target had a similar color to the previous target (Experiment 1b), but not when the similar color had been shown as a distractor before (Experiment 1c). However, if the target and distractors of similar colors formed ensemble perception, the search efficiency was again promoted even when the current target shared the same color with the previous distractor (Experiment 1d). For VWM, repeating the ensembles of the target- and nontarget-color subsets did not significantly affect the memory capacity, while switching the two harmed the memory fidelity but not capacity (Experiment 2). We suggest different underlying mechanisms for priming in visual search and VWM: in the former, the perception history of individual similarity and stimuli ensemble exert their effects on through the priority map, by forming a gradient distribution of attentional weights that peak at the previous target feature and diminish as stimulus diverges from the previously selected one; while in the latter, perception history of memory ensemble may influence the deployment of existing memory resources across trials, thereby affecting the memory fidelity but not its capacity.

Trend judgment as a perceptual building block of graphicacy and mathematics, across age, education, and culture

Data plots are widely used in science, journalism and politics, since they efficiently allow to depict a large amount of information. Graphicacy, the ability to understand graphs, has thus become a fundamental cultural skill comparable to literacy or numeracy. Here, we introduce a measure of intuitive graphicacy that assesses the perceptual ability to detect a trend in noisy scatterplots ("does this graph go up or down?"). In 3943 educated participants, responses vary as a sigmoid function of the t-value that a statistician would compute to detect a significant trend. We find a minimum level of core intuitive graphicacy even in unschooled participants living in remote Namibian villages (N = 87) and 6-year-old 1st-graders who never read a graph (N = 27). The sigmoid slope that we propose as a proxy of intuitive graphicacy increases with education and tightly correlates with statistical and mathematical knowledge, showing that experience contributes to refining graphical intuitions. Our tool, publicly available online, allows to quickly evaluate and formally quantify a perceptual building block of graphicacy.

Visualization as a stimulus domain for vision science

Traditionally, vision science and information/data visualization have interacted by using knowledge of human vision to help design effective displays. It is argued here, however, that this interaction can also go in the opposite direction: the investigation of successful visualizations can lead to the discovery of interesting new issues and phenomena in visual perception. Various studies are reviewed showing how this has been done for two areas of visualization, namely, graphical representations and interaction, which lend themselves to work on visual processing and the control of visual operations, respectively. The results of these studies have provided new insights into aspects of vision such as grouping, attentional selection and the sequencing of visual operations. More generally yet, such results support the view that the perception of visualizations can be a useful domain for exploring the nature of visual cognition, inspiring new kinds of questions as well as casting new light on the limits to which information can be conveyed visually.