"Any graphic format can be executed well, or poorly, for a particular purpose. This is often a more significant variable than the choice of format." (Macdonald-Ross, 1977)
"Nomograms are graphic devices for representing equations on a plane surface. They are widely used in engineering design and to a lesser extent in the social and physical sciences. Nomograms can be divided into two classes, or distinct graphic formats: (i) Abac: Equation drawn as a graph on Cartesian or logarithmic coordinates. (ii) Alignment chart. Three or more scales arranged so that a straight line joining two known values cuts the third scale to give the required value." (Michael Macdonald-Ross, "Graphics in Texts", Review of Research in Education Vol. 5, 1977)
"Notations and codes are invented because of the limitations of ordinary language: notations to say things that can hardly be expressed in ordinary language, and codes to hide messages that would otherwise be all too clear. Notations are certainly important for the growth and expression of ideas and hence are of interest to us." (Michael Macdonald-Ross, "Graphics in Texts", Review of Research in Education Vol. 5, 1977)
"Since the chief purpose of the nomogram is to make exact data available for operational use, its chief competitor is the table. Operational tables may break Ehrenberg's two-digit rule, since they are not used to detect general trends but to provide exact data for some operational purpose. The choice between nomogram and table involves a complex tradeoff among cost, space, convenience, accuracy, and speed. These tradeoff situations provide one good reason why no one graphic format is suitable for all purposes. Of course, there can be good methods (sarisfying solutions) for particular cases." (Michael Macdonald-Ross, "Graphics in Texts", Review of Research in Education Vol. 5, 1977)
"The main benefit of tabular presentation is its compactness; a great deal of data can be put on a single page. Also, even with the two-digit restriction a table presents numbers more exactly than bar or pie charts do. Therefore it seems likely that tables will remain the preferred format for professional users. The great weakness of tables is their abstract nature. A table consists entirely of abstract symbols-words and numbers." (Michael Macdonald-Ross, "Graphics in Texts", Review of Research in Education Vol. 5, 1977)
"The practitioner who designs a graphic device is acting, as we all do, with imperfect knowledge. A graphic device is an artifact, intended to get across a particular idea to some particular readers. There is no way a science of instruction could lay down minutely detailed prescriptions for all conceivable situations. This is simple realism. However, it is possible to put together the knowledge we already have, to improve it, and to make it more easily available. Reliable knowledge applied intelligently will improve the effectiveness of graphic communication." (Michael Macdonald-Ross, "Graphics in Texts", Review of Research in Education Vol. 5, 1977)
"To design a chart or table the designer may need to go back to source documents to check the definition of key terms, the sampling procedures, and so on. This does require some basic familiarity with research methods, and it may be that the training of graphic designers could be improved in this respect." (Michael Macdonald-Ross, "Graphics in Texts", Review of Research in Education Vol. 5, 1977)
"When hundreds of numbers are arrayed in a complex table most people find it difficult to sort out the significant features; indeed, there are many who cannot interpret even the simplest tables. No doubt it would help if such skills were taught in schools, but they are not, and the practising communicator has to take people as they are. Therefore it is common practice to use charts for a general readership. Bar charts show quantity by length, and Isotype charts show quantity by rows of standard symbols. In effect this reduces the need for abstract cognition and offers the data as a series of visual comparisons (this/that, here/there, now/then)." (Michael Macdonald-Ross, "Graphics in Texts", Review of Research in Education Vol. 5, 1977)
No comments:
Post a Comment