Paul Brna
Computing Department
Lancaster

External Representations

Akman, V. and ten Hagen, P.J.W. (1989).

The power of physical representations. AI Magazine, 10(3):49-65.

Avons, S.E., Beveridge, M.C., Hickman, A.T. and Hitch, G.J. (1981a).

Contributions of a concurrent visible simulation and verbal speed labels. Technical report, Department of Education and Department of Psychology, Manchester University.

Avons, S.E., Beveridge, M.C., Hickman, A.T. and Hitch, G.J. (1981b).

Effects of spatial correspondence and an experimental study. degree of interaction. Technical report, Department of Education and Department of Psychology, Manchester University.

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Tarski's world. Technical report, Centre for the Study of Language & Information, Stanford University.

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Barwise, J. and Etchemendy, J. (October 1991).

Hyperproof. Beta version of documentation.

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MRE: A flexible and customisable program visualisation architecture. In Diaper, D. et al, (ed.), People and Computers VIII. Cambridge University Press.

Brna, P. (1995a).

Can't see the words for the tree: Interpretation and graphical representations. Submitted to the Colloquium on Thinking with Diagrams, London January 1996.

Clarisse, O. and Chang, S-K. (1986).

Vicon: A visual icon manager. In Chang, S-K., Ichikawa, T. and Ligomenides, P.A., (eds.), Visual Languages, pages 151-190. Plenum Press.

Cox, R. and Brna, P. (1993a).

Reasoning with external representations: Supporting the stages of selection, construction and use. In Ashlund, S., Mullet, K., Henderson, A., Hollnagel, E. and White, T., (eds.), INTERCHI'93 Adjunct Proceedings, pages 153-154.

Cox, R. and Brna, P. (1993b).

The relationship between external representations and analytic reasoning performance: Implications for the design. DAI Research Paper No 646, Department of Artificial Intelligence, the University of Edinburgh.

Cox, R. and Brna, P. (1994).

Analytic reasoning with external representations: Supporting the stages of selection, construction and use. DAI Research Paper No 686, Department of Artificial Intelligence, the University of Edinburgh.

Cox, R. and Brna, P. (1995).

Supporting the use of external representations in problem solving: the need for flexible learning environments. Journal of Artificial Intelligence in Education, 6(2/3).

Cox, R. and Brna, P. (1993c).

Reasoning with external representations: Supporting the stages of selection, construction and use. In Artificial Intelligence in Education: Proceedings of the 1st World Conference. AACE, Virginia.

Cox, R., Stenning, K. and Oberlander, J. (1994a).

Graphical effects in learning logic: Reasoning, representation and individual differences. In Proceedings of the 16th Annual Meeting of the Cognitive Science Society, pages 237-242. Atlanta, Georgia.

Cox, R., Stenning, K. and Oberlander, J. (1994b).

Graphical effects in learning logic: Reasoning, representation and individual differences. In To appear in the Proceedings of the 16th Annual Conference of the Cognitive Science Society.

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Graphical vs. textual representation: An empirical study of novices' program comprehension. In Olson, G.M., Sheppard, S. and Soloway, E., (eds.), Empirical Studies of Programmers: Second Workshop, pages 114-131, New Jersey. Ablex Publishing Corporation.

Dewar, A.D. and Cleary, J.G. (1986).

Graphical display of complex information within a Prolog debugger. International Journal of Man Machine Studies, 25:503-511.

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When do diagrams make good computer languages? International Journal of Man-Machine Studies, 11:235-261.

Fraser, I.H. and Parker, D.M. (1988).

Visual parsing and priority effects in temporal order judgements of line drawn patterns. Perception, 17(4):437-459.

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"Ill-Structured Representations" for ill-structured problems. In Proceedings of the 14th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Associates.

Golin, E.J. (May 1991).

A method for the specification and parsing of visual languages. Technical Report CS-90-19, Brown University, Department of Computer Science.

Good, J. and Brna, P. (1995).

Visual programming languages as scaffolding for novice programmers: where's the scaffolding for recursion? Submitted to the Colloquium on Thinking with Diagrams, London January 1996.

Good, J., Cox, R. and Brna, P. (1995).

Do diagrams make us Smart(ER)? In Abstracts of the 7th Annual Workshop of the Psychology of Programming Interest Group. Edinburgh.

Good, J. (in press).

The `right' tool for the task: An investigation of external representations, program abstractions and task requirements. To appear in Empirical Studies of Programmers, Sixth Workshop, January 5-7, 1996. Washington, D.C.

Green, T.R.G. and Petre, M. (September 1992).

When visual programs are harder to read than textual programs. In ECCE-6: Proceedings of the Sixth European Conference on Cognitive Ergonomics.

Green, T.R.G. (1983).

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Green, T.R.G. (1989).

Cognitive dimensions of notations. In Sutcliffe, A. and Macaulay, L., (eds.), People and Computers V. Cambridge University Press.

Johsua, S. (1984).

Student's interpretation of simple electrical diagrams. European Journal of Science Education, 6(3):271-275.

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Visual Languages, chapter Spatial Parsing for Visual Languages, pages 35-85. Plenum Press.

Larkin, J.H. and Simon, H.A. (1987).

Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11:65-100.

Linke, R.D. (1975).

Replicative studies in hierarchical learning of graphical interpretation skills. British Journal of Educational Psychology, 45:39-46.

Lohse, G., N., Walker, Biolsi, K. and Rueter, H. (1991).

Classifying graphical information. Behaviour and Information Technology, 10(5):419-436.

Lohse, G.L., Biolsi, K., Walker, N. and Rueter, H. (1994).

A classification of visual representations. Communications of the ACM, 37(12):36-49.

Mayer, R.E. and Sims, V.K. (1994).

For whom is a picture worth a thousand words? extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3):389-401.

McIntyre, P.J. and Reed, J.A. (1976).

The effect of visual devices based on Bruner's modes of representation on teaching concepts of electrostatics to elementary school children. Science Education, 60(1):87-94.

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Visualizing and representing knowledge for the end user: a review. International Journal of Man-Machine Studies, 38:23-49.

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Oberlander, J., Cox, R. and Stenning, K. Proofs as discourse: an empirical study.

Presented at AAAI Spring Symposium on Empirical Methods in Discourse Generation and Interpretation, March 1995.

Oberlander, J., Cox, R. and Stenning, K. (1994).

Proof styles in multimodal reasoning. In Seligman, J. and Westerstahl, D., (eds.), Language, Logic and Computation: The 1994 Moraga Proceedings. CSLI Publications, Stanford. Presented at the International Conference on Information-oriented Approaches to Language, Logic and Computation, Moraga, CA, June, 1994.

Pandey, R.K. and Burnett, M.M. (1993).

Is it easier to write matrix manipulation programs visually or textually? an empirical study. In Proceedings of the 1993 IEEE Symposium on Visual Languages, pages 344-351.

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embedded ai to reified ai. Submitted to the Workshop on Graphical Representations, Reasoning and Communication, Edinburgh, August 1993.

Petre, M. and Green, T. (1992).

Requirements of graphical notations for professional readers. Le Travail Humain, 55(1):47-70.

Petre, M. and Price, B.A. (1992).

Why computer interfaces are not like paintings: the user as a deliberate reader. In Proceedings of East-West HCI'92: The St. Petersburg International Conference on Human Computer Interaction, Volume 1, pages 217-224. International Centre for Scientific and Technical Information, Moscow, Russia.

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Investigating how students interpret complex cartesian graphs. Technical Report 19, CAL Research Group, Open University.

Price, B.A., Baecker, R.M. and Small, I.S. (pear).

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Qin, Y. and Simon, H.A. (1992).

Imagery as process representation in problem solving. In Proceedings of the 14th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Associates.

Rcanati, F. (1995).

The alleged priority of literal interpretation. Cognitive Science, 19(2):207-232.

Richardson, A. (1977).

Verbalizer-visualizer: A cognitive style dimension. Journal of Mental Imagery, 1:109-125.

Riding, R. and Douglas, G. (1993).

The effect of cognitive style and mode of presentation on learning performance. British Journal of Educational Psychology, 63:297-307.

Shu, N.C. (1988).

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Stasko, J., Badre, A. and Lewis, C. (1993).

Do algorithm animations assist learning? an empirical study and analysis. In Addison-Wesley, (ed.), INTERCHI '93: Conference on Human Factors in Computing Systems, pages 61-66.

Stenning, K. and Oberlander, J. (1995).

A cognitive theory of graphical and linguistic reasoning: Logic and implementation. Cognitive Science, 19(1):97-140.

Stenning, K., Cox, R. and Oberlander, J. (In Press).

Contrasting the cognitive effects of graphical and sentential logic teaching: Reasoning, representation and individual differences. Language and Cognitive Processes.

Thagard, P., Gochfeld, D. and Hardy, S. (1992).

Visual analogical mapping. In Proceedings of the 14th Annual Conference of the Cognitive Science Society. Lawrence Erlbaum Society.

van der Veer, G.C. and van de Wolde, J.E. (1983).

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van Essen, G. and Hamaker, C. (1990).

Using self-generated drawings to solve arithmetic word problems. Journal of Educational Research, 83(6):301-312.

Wang, D. (1995).

Studies on the Formal Semantics of Pictures. Unpublished Ph.D. thesis, Institute for Logic, Language and Computation, Amsterdam University.

Zhang, J. (1991).

The interaction of internal and external representations in a problem solving task. In Proceedings of the 13th Annual Conference of the Cognitive Science Society, pages 954-958. Lawrence Erlbaum Associates.