CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. Literature Review
1. Visual Learning Theory
Meier 2000 states that visual acuity, although more pronounced in some people than others, is strong in everyone. The reason is because there
is more equipment in everyones head for processing visual information than any other sense. Visual learning helps learners see the point. It helps
everyone particularly the visual learner to see what a presenter or book or computer program is talking about.
Visual learners learn best when they can see real-world, for example, diagrams, idea maps, icons, pictures, and images of all kinds while they
are learning. And sometimes they learn even better when they create their own idea maps, diagrams, icons, and images out of what they are learning.
When seventh and eighth graders in New Jersey were asked to create large mural-size pictograms out of their homework, both their learning and their
interest went up. It helps adults also to create pictograms, icons, or three dimensional table-top displays, and other visuals out of their learning
material. One organization, seeking to reinforce certain operational procedures in a factory, had the machine operators themselves create their
own colorful icons, pictograms, and job aids that they then displayed around the shop floor and on their machines. Another technique that works
for everyone, especially for people with strong visual skills, is to ask them to observe a real world situation and then to think and talk about it,
drawing out the processes, principles, or meanings that it illustrated. Meier, 2000.
Mayer 2001 explains how visual learning helps students as follows: a.
Visual learning helps students clarify thoughts Students see how ideas are connected and realize how information can
be grouped and organized. With visual learning, new concepts are more thoroughly and easily understood when they are linked to prior
knowledge. b.
Visual learning helps students organize and analyze information Students can use diagrams and plots to display large amounts of
information in ways that are easy to understand and help reveal relationships and patterns.
c. Visual learning helps students integrate new knowledge
Students better remember information when it is represented and learned both visually and verbally.
d. Visual learning helps students think critically
Linked verbal and visual information helps students make connections, understand relationships and recall related details.
When we see visual images, whether we are conscious of them or not, students instantaneously shape our perceptions of reality, our internal
sense of what is true and real. Images also simultaneously create
unconscious memories that reside in the prefrontal lobes of the brain. These memories represent our essential truths against which other
information is weighed in the cognitive processes that facilitate complex creative problem solving and advantageous decision-making 75 of all
information processed by the brain is derived from visual formats. The cognitive modes that support the most complex problem solving and
decision-making and determine behavior are primarily intuitive and visual and draw on our unconscious, visual memory to make advantageous
decisions and guide behavior Williams, 2009. According to cognitive neuroscientists, anytime we solve a complex
problem all of the information we have, perceptual, intellectual, conscious, non-conscious is synthesized with unconscious memory in the prefrontal
lobes of the brain on intuitive, non-conscious levels of cognition. Here, biases are formed that drive decision-making and generate behavior. The
problems are solved, the decisions made and the behavior activated 7-10 seconds or longer before the conscious mind even becomes aware of the
activity, if it ever does. Damasio and Becharia, 2008. These findings suggest that visual communication is the primary
support system that drives the most significant cognitive mode for solving complex problems and motivating advantageous behavior toward human
success and sustainability. Because these processes are non-conscious, this work also suggests that we are not the consciously motivated beings that
we believe ourselves to be.
Thus, our intuitive, visual memory is the source of our deepest sense of essential truth that is the genesis of our perceptions of reality, the
facilitator of our decision-making and the motivator of our being.
2. Pictures
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