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A visual language is a system of communication using visual elements. Speech as a means of communication cannot strictly be separated from the whole of human communicative activity which includes the visual [1] and the term 'language' in relation to vision is an extension of its use to describe the perception, comprehension and production of visible signs.
An image which dramatizes and communicates an idea presupposes the use of a visual language. Just as people can 'verbalize' their thinking, they can 'visualize' it. A diagram, a map, and a painting are all examples of uses of visual language. Its structural units include line, shape, colour, form, motion, texture, pattern, direction, orientation, scale, angle, space and proportion.
The elements in an image represent concepts in a spatial context, rather than the linear form used for words. Speech and visual communication are parallel and often interdependent means by which humans exchange information.
Visual units in the form of lines and marks are constructed into meaningful shapes and structures or signs. Different areas of the cortex respond to different elements such as colour and form. Semir Zeki [2] has shown the responses in the brain to the paintings of Michelangelo, Rembrandt, Vermeer, Magritte, Malevich and Picasso.
What we have in our minds in a waking state and what we imagine in dreams is very much of the same nature. [3] Dream images might be with or without spoken words, other sounds or colours. In the waking state there is usually, in the foreground, the buzz of immediate perception, feeling, mood and as well as fleeting memory images. [4] In a mental state between dreaming and being fully awake is a state known as 'day dreaming' or a meditative state, during which "the things we see in the sky when the clouds are drifting, the centaurs and stags, antelopes and wolves" are projected from the imagination. [5] Rudolf Arnheim [6] has attempted to answer the question: what does a mental image look like? In Greek philosophy, the School of Leucippus and Democritus believed that a replica of an object enters the eye and remains in the soul as a memory as a complete image. Berkeley explained that parts, for example, a leg rather than the complete body, can be brought visually to the mind. Arnheim considers the psychologist, Edward B. Titchener's account to be the breakthrough in understanding something of how the vague incomplete quality of the image is 'impressionistic' and carries meaning as well as form.
Abstract art has shown that the qualities of line and shape, proportion and colour convey meaning directly without the use of words or pictorial representation. Wassily Kandinsky [7] showed how drawn lines and marks can be expressive without any association with a representational image. From the most ancient cultures and throughout history visual language has been used to encode meaning: "The Bronze Age Badger Stone on Ilkly Moor is covered in circles, lines, hollow cups, winged figures, a spread hand, an ancient swastika, an embryo, a shooting star? … It's a story-telling rock, a message from a world before (written) words." [8] Richard Gregory suggests that, "Perhaps the ability to respond to absent imaginary situations," as our early ancestors did with paintings on rock, "represents an essential step towards the development of abstract thought." [9]
The sense of sight operates selectively. Perception is not a passive recording of all that is in front of the eyes, but is a continuous judgement of scale and colour relationships, [10] and includes making categories of forms to classify images and shapes in the world. [11] Children of six to twelve months are to be able through experience and learning to discriminate between circles, squares and triangles. The child from this age onwards learns to classify objects, abstracting essential qualities and comparing them to other similar objects. Before objects can be perceived and identified the child must be able to classify the different shapes and sizes that a single object may appear to have when it is seen in varying surroundings and from different aspects. [12]
The perception of a shape requires the grasping of the essential structural features, to produce a "whole" or gestalt . The theory of the gestalt was proposed by Christian von Ehrenfels in 1890. He pointed out that a melody is still recognisable when played in different keys and argued that the whole is not simply the sum of its parts but a total structure. Max Wertheimer researched von Ehrenfels' idea, and in his "Theory of Form" (1923) – nicknamed "the dot essay" because it was illustrated with abstract patterns of dots and lines – he concluded that the perceiving eye tends to bring together elements that look alike (similarity groupings) and will complete an incomplete form (object hypothesis). An array of random dots tends to form configurations (constellations). [13] All these innate abilities demonstrate how the eye and the mind are seeking pattern and simple whole shapes. When we look at more complex visual images such as paintings we can see that art has been a continuous attempt to "notate" visual information.
Thought processes are diffused and interconnected and are cognitive at a sensory level. The mind thinks at its deepest level in sense material, and the two hemispheres of the brain deal with different kinds of thought. [14] The brain is divided into two hemispheres and a thick bundle of nerve fibres enable these two halves to communicate with each other. [15] [16] In most people the ability to organize and produce speech is predominantly located in the left side. Appreciating spatial perceptions depends more on the right hemisphere, although there is a left hemisphere contribution. [17] In an attempt to understand how designers solve problems, L. Bruce Archer proposed "that the way designers (and everybody else, for that matter) form images in their mind's eye, manipulating and evaluating ideas before, during and after externalising them, constitutes a cognitive system comparable with but different from, the verbal language system. Indeed we believe that human beings have an innate capacity for cognitive modelling, and its expression through sketching, drawing, construction, acting out and so on, that is fundamental to human thought." [18]
The visual language begins to develop in babies as the eye and brain become able to focus, and be able to recognize patterns. Children's drawings show a process of increasing perceptual awareness and range of elements to express personal experience and ideas. [19] The development of the visual aspect of language communication in education has been referred to as graphicacy, [20] as a parallel discipline to literacy and numeracy. The ability to think and communicate in visual terms is part of, and of equal importance in the learning process, with that of literacy and numeracy. The visual artist, as Michael Twyman [21] has pointed out, has developed the ability to handle the visual language to communicate ideas. This includes both the understanding and conception and the production of concepts in a visual form.
Perception is the organization, identification, and interpretation of sensory information in order to represent and understand the presented information or environment. All perception involves signals that go through the nervous system, which in turn result from physical or chemical stimulation of the sensory system. Vision involves light striking the retina of the eye; smell is mediated by odor molecules; and hearing involves pressure waves.
In visual perception, an optical illusion is an illusion caused by the visual system and characterized by a visual percept that arguably appears to differ from reality. Illusions come in a wide variety; their categorization is difficult because the underlying cause is often not clear but a classification proposed by Richard Gregory is useful as an orientation. According to that, there are three main classes: physical, physiological, and cognitive illusions, and in each class there are four kinds: Ambiguities, distortions, paradoxes, and fictions. A classical example for a physical distortion would be the apparent bending of a stick half immerged in water; an example for a physiological paradox is the motion aftereffect. An example for a physiological fiction is an afterimage. Three typical cognitive distortions are the Ponzo, Poggendorff, and Müller-Lyer illusion. Physical illusions are caused by the physical environment, e.g. by the optical properties of water. Physiological illusions arise in the eye or the visual pathway, e.g. from the effects of excessive stimulation of a specific receptor type. Cognitive visual illusions are the result of unconscious inferences and are perhaps those most widely known.
Gestalt psychology, gestaltism, or configurationism is a school of psychology and a theory of perception that emphasises the processing of entire patterns and configurations, and not merely individual components. It emerged in the early twentieth century in Austria and Germany as a rejection of basic principles of Wilhelm Wundt's and Edward Titchener's elementalist and structuralist psychology.
Visual thinking, also called visual or spatial learning or picture thinking, is the phenomenon of thinking through visual processing. Visual thinking has been described as seeing words as a series of pictures. It is common in approximately 60–65% of the general population. "Real picture thinkers", those who use visual thinking almost to the exclusion of other kinds of thinking, make up a smaller percentage of the population. Research by child development theorist Linda Kreger Silverman suggests that less than 30% of the population strongly uses visual/spatial thinking, another 45% uses both visual/spatial thinking and thinking in the form of words, and 25% thinks exclusively in words. According to Kreger Silverman, of the 30% of the general population who use visual/spatial thinking, only a small percentage would use this style over and above all other forms of thinking, and can be said to be true "picture thinkers".
Rudolf Arnheim was a German-born writer, art and film theorist, and perceptual psychologist. He learned Gestalt psychology from studying under Max Wertheimer and Wolfgang Köhler at the University of Berlin and applied it to art.
In the philosophy of mind, neuroscience, and cognitive science, a mental image is an experience that, on most occasions, significantly resembles the experience of "perceiving" some object, event, or scene but occurs when the relevant object, event, or scene is not actually present to the senses. There are sometimes episodes, particularly on falling asleep and waking up, when the mental imagery may be dynamic, phantasmagoric, and involuntary in character, repeatedly presenting identifiable objects or actions, spilling over from waking events, or defying perception, presenting a kaleidoscopic field, in which no distinct object can be discerned. Mental imagery can sometimes produce the same effects as would be produced by the behavior or experience imagined.
In the philosophy of perception and philosophy of mind, direct or naïve realism, as opposed to indirect or representational realism, are differing models that describe the nature of conscious experiences; out of the metaphysical question of whether the world we see around us is the real world itself or merely an internal perceptual copy of that world generated by our conscious experience.
Visual communication is the use of visual elements to convey ideas and information which include signs, typography, drawing, graphic design, illustration, industrial design, advertising, animation, and electronic resources. Visual communication has been proven to be unique when compared to other verbal or written languages because of its more abstract structure. It stands out for its uniqueness, as the interpretation of signs varies on the viewer's field of experience. The interpretation of imagery is often compared to the set alphabets and words used in oral or written languages. Another point of difference found by scholars is that, though written or verbal languages are taught, sight does not have to be learned and therefore people of sight may lack awareness of visual communication and its influence in their everyday life. Many of the visual elements listed above are forms of visual communication that humans have been using since prehistoric times. Within modern culture, there are several types of characteristics when it comes to visual elements, they consist of objects, models, graphs, diagrams, maps, and photographs. Outside the different types of characteristics and elements, there are seven components of visual communication: color, shape, tones, texture, figure-ground, balance, and hierarchy.
The term composition means "putting together". It can be thought of as the organization of the elements of art according to the principles of art. Composition can apply to any work of art, from music through writing and into photography, that is arranged using conscious thought.
The Ehrenstein illusion is an optical illusion of brightness or colour perception. The visual phenomena was studied by the German psychologist Walter H. Ehrenstein (1899–1961) who originally wanted to modify the theory behind the Hermann grid illusion. In the discovery of the optical illusion, Ehrenstein found that grating patterns of straight lines that stop at a certain point appear to have a brighter centre, compared to the background.
Visual design elements and principles describe fundamental ideas about the practice of visual design.
The psychology of art is the scientific study of cognitive and emotional processes precipitated by the sensory perception of aesthetic artefacts, such as viewing a painting or touching a sculpture. It is an emerging multidisciplinary field of inquiry, closely related to the psychology of aesthetics, including neuroaesthetics.
György Kepes was a Hungarian-born painter, photographer, designer, educator, and art theorist. After immigrating to the U.S. in 1937, he taught design at the New Bauhaus in Chicago. In 1967 he founded the Center for Advanced Visual Studies at the Massachusetts Institute of Technology (MIT) where he taught until his retirement in 1974.
Visual hierarchy, according to Gestalt psychology, is a pattern in the visual field wherein some elements tend to "stand out," or attract attention, more strongly than other elements, suggesting a hierarchy of importance. While it may occur naturally in any visual field, the term is most commonly used in design, where elements are intentionally designed to make some look more important than others. This order is created by the visual contrast between forms in a field of perception. Objects with highest contrast to their surroundings are recognized first by the human mind.
Visual perception is the ability to interpret the surrounding environment through photopic vision, color vision, scotopic vision, and mesopic vision, using light in the visible spectrum reflected by objects in the environment. This is different from visual acuity, which refers to how clearly a person sees. A person can have problems with visual perceptual processing even if they have 20/20 vision.
In neuroscience, functional specialization is a theory which suggests that different areas in the brain are specialized for different functions.
The principles of grouping are a set of principles in psychology, first proposed by Gestalt psychologists to account for the observation that humans naturally perceive objects as organized patterns and objects, a principle known as Prägnanz. Gestalt psychologists argued that these principles exist because the mind has an innate disposition to perceive patterns in the stimulus based on certain rules. These principles are organized into five categories: Proximity, Similarity, Continuity, Closure, and Connectedness.
Form perception is the recognition of visual elements of objects, specifically those to do with shapes, patterns and previously identified important characteristics. An object is perceived by the retina as a two-dimensional image, but the image can vary for the same object in terms of the context with which it is viewed, the apparent size of the object, the angle from which it is viewed, how illuminated it is, as well as where it resides in the field of vision. Despite the fact that each instance of observing an object leads to a unique retinal response pattern, the visual processing in the brain is capable of recognizing these experiences as analogous, allowing invariant object recognition. Visual processing occurs in a hierarchy with the lowest levels recognizing lines and contours, and slightly higher levels performing tasks such as completing boundaries and recognizing contour combinations. The highest levels integrate the perceived information to recognize an entire object. Essentially object recognition is the ability to assign labels to objects in order to categorize and identify them, thus distinguishing one object from another. During visual processing information is not created, but rather reformatted in a way that draws out the most detailed information of the stimulus.
Ideasthesia is a neuropsychological phenomenon in which activations of concepts (inducers) evoke perception-like sensory experiences (concurrents). The name comes from the Ancient Greek ἰδέα and αἴσθησις, meaning 'sensing concepts' or 'sensing ideas'. The notion was introduced by neuroscientist Danko Nikolić as an alternative explanation for a set of phenomena traditionally covered by synesthesia.
Kurt Koffka was a German psychologist and professor. He was born and educated in Berlin, Germany; he died in Northampton, Massachusetts, from coronary thrombosis. He was influenced by his maternal uncle, a biologist, to pursue science. He had many interests including visual perception, brain damage, sound localization, developmental psychology, and experimental psychology. He worked alongside Max Wertheimer and Wolfgang Köhler to develop Gestalt psychology. Koffka had several publications including "The Growth of the Mind: An Introduction to Child Psychology" (1924) and "The Principles of Gestalt Psychology" (1935) which elaborated on his research.