Ум в движении. Как действие формирует мысль

Tversky, B., Corter, J. E., Yu, L., Mason, D. L., & Nickerson, J. V. (2012, July). Representing category and continuum: Visualizing thought. In International Conference on Theory and Application of Diagrams (pp. 23–34). Berlin, Germany: Springer, Berlin, Heidelberg.

Tversky, B., Gao, J., Corter, J. E., Tanaka, Y., & Nickerson, J. V. (2016). People, place, and time: Inferences from diagrams. In M. Jamnik, Y. Uesaka, & S. Elzer Schwartz (Eds.), Diagrammatic representation and inference. Diagrams 2016. Lecture Notes in Computer Science (Vol. 9781, pp. 258–264). Cham, Switzerland: Springer, Cham.

Стрелки

Denis, M. (2018). Arrow in diagrammatic and navigational spaces. In J. M. Zacks & H. A. Taylor (Eds.), Representations in mind and world: Essays inspired by Barbara Tversky (pp. 63–84). New York, NY: Routledge.

Heiser, J., & Tversky, B. (2006). Arrows in comprehending and producing mechanical diagrams. Cognitive Science, 30(3), 581–592.

Horn, R. E. (1998). Visual language. Bainbridge Island, WA: Macrovu.

MacKenzie, R. (n. d.). Diagrammatic narratives: Telling scientific stories effectively with diagrams (Honors thesis in psychology). Stanford University, Stanford, CA.

Mayon, C. (2010). A child’s conception of the multiple meanings of arrow. (Unpublished master’s thesis). Columbia Teachers College, New York, NY.

Tversky, B., Heiser, J., MacKenzie, R., Lozano, S., & Morrison, J. B. (2007). Enriching animations. In R. Lowe & W. Schnotz (Eds.), Learning with animation: Research implications for design (pp. 263–285). New York, NY: Cambridge University Press.

Tversky, B., Zacks, J., Lee, P., & Heiser, J. (2000). Lines, blobs, crosses and arrows: Diagrammatic communication with schematic figures. In M. Anderson, P. Cheng, & V. Haarslev (Eds.), Theory and application of diagrams. Diagrams 2000. Lecture notes in computer science (Vol. 1889, pp. 221–230). Berlin, Germany: Springer, Berlin, Heidelberg.

Анимированные визуализации

Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484.

Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87–99.

Tversky, B., Heiser, J., Mackenzie, R., Lozano, S., & Morrison, J. (2008). Enriching animations. In R. Lowe & W. Schnotz (Eds.), Learning with animation: Research implications for design (pp. 263–285). New York, NY: Cambridge University Press.

Tversky, B., Heiser, J., & Morrison, J. (2013). Space, time, and story. In B. H. Ross (Ed.), The psychology of learning and motivation (pp. 47–76). San Diego, CA: Elsevier Academic Press. https://doi.org/10.1016/B978–0–12–407237–4.12001–8.

Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57(4), 247–262.

Zacks, J. M., & Tversky, B. (2003). Structuring information interfaces for procedural learning. Journal of Experimental Psychology: Applied, 9(2), 88.

Жестовые интерфейсы развивают мышление и навык счета

Segal, A., Tversky, B., & Black, J. (2014). Conceptually congruent actions can promote thought. Journal of Applied Research in Memory and Cognition, 3(3), 124–130.

Изотип и универсальный пиктографический язык

Neurath, O. (1936). International Picture Language. The first rules of Isotype. London, England: Kegan Paul.

Neurath, O., & Ogden, C. K. (1937). BASIC by Isotype. London, England: K. Paul, Trench, Trubner.

Фасилитатор, использующий графику

Horn, R. E. (1999). Information design: Emergence of a new profession. In R. E. Jacobson (Ed.), Information design (pp. 15–33). Cambridge, MA: MIT Press.

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