Editing Visual thinking (section)

==Non-verbal thought==
{{See also|Cognitive psychology|Cognitive science|Nonverbal communication|}}
	
Thinking in [[mental image]]s is one of a number of other recognized forms of non-verbal thought processes, such as [[Kinesthetic learning|kinesthetic]], musical, and mathematical thinking.<ref>{{Cite book |last=Gardner |first=Howard E. |url=https://books.google.com/books?id=2IEfFSYouKUC |title=Frames of Mind: The Theory of Multiple Intelligences |date=2011-03-29 |publisher=Basic Books |isbn=978-0-465-02434-6 |language=en}}</ref>

===Learning styles===
{{Main|Learning styles}}

The acknowledgement and application of different cognitive and [[learning styles]], including visual, kinesthetic, musical, mathematical, and verbal thinking styles, are a common part of many current teacher training courses.<ref>{{Cite web |title=Reference: Crystal, D. (1997). The Cambridge Encyclopedia of Language. Cambridge University Press. |url=https://www.bing.com/search?q=Reference:+Crystal,+D.+(1997).+The+Cambridge+Encyclopedia+of+Language.+Cambridge+University+Press.&qs=n&form=QBRE&sp=-1&lq=1&pq=&sc=10-0&sk=&cvid=037D96010C064BFAAB4B4796BD3B235C&ghsh=0&ghacc=0&ghpl= |access-date=2023-06-27 |website=Bing |language=en}}</ref> Those who think in pictures have generally claimed to be best at visual learning.<ref>{{Cite web |title=Reference: Paivio, A. (1971). Imagery and verbal processes. Holt, Rinehart and Winston. |url=https://www.bing.com/search?q=Reference:+Paivio,+A.+(1971).+Imagery+and+verbal+processes.+Holt,+Rinehart+and+Winston.&qs=n&form=QBRE&sp=-1&lq=1&pq=reference:+paivio,+a.+(1971).+imagery+and+verbal+processes.+holt,+rinehart+and+winston.&sc=0-87&sk=&cvid=248BF322ED314707A120D2EBB580E3FB&ghsh=0&ghacc=0&ghpl= |access-date=2023-06-27 |website=Bing |language=en}}</ref>

Empirical research shows that there is no evidence that identifying a student's "learning style" produces better outcomes. There is significant evidence that the widespread "meshing hypothesis", the assumption that a student will learn best if taught in a method deemed appropriate for the student's learning style, is not fully studied in proper detail.{{sfn|Pashler|2008}}{{sfn|Felder|2007}} “Of those that did use an appropriate method” of research, “several found results that flatly contradict the popular meshing hypothesis”.{{sfn|Pashler|2008}}

===Linguistics===
{{Main|Linguistics}}

A common assumption is that people think in language, and that language and thought influence each other.<ref>{{Cite book |last1=Fromkin |first1=Victoria |url=https://books.google.com/books?id=0BhzqFratIAC |title=An Introduction to Language |last2=Rodman |first2=Robert |last3=Hyams |first3=Nina |date=2010-01-01 |publisher=Cengage Learning |isbn=978-1-4282-6392-5 |language=en}}</ref> [[Linguistics]] studies how language is used and acquired.

The strong version of the [[Linguistic relativity|Sapir–Whorf hypothesis]] in [[linguistics]] states that language determines thought, and that linguistic categories alone limit and determine cognitive categories. Although Whorf himself framed linguistic relativity in terms of "habits of mind" rather than determinism, the revolutionary nature of his hypothesis was met with much misinterpretation and criticism. In 1969, Brent Berlin and Paul Kay rejected the strong hypothesis using a [[Basic Color Terms: Their Universality and Evolution|color terminology study]].{{sfn|Berlin|1969}}

[[Steven Pinker]] notes that we are not born with language, so that it is not likely that we are engineered to think in words alone.<ref>Steven Pinker, ''The Language Instinct''</ref>

===Multiple intelligences===
{{Main|Theory of multiple intelligences}}

Gardner's multiple intelligences theory recognises various forms of intelligence, namely spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic.<ref>{{Cite journal|last=Denig|first=S. J.|date=2004|title=Multiple Intelligences and learning styles: Two complementary dimensions|journal=Teachers College Record|volume=106|pages=96–111|doi=10.1111/j.1467-9620.2004.00322.x|citeseerx=10.1.1.614.828}}</ref> Gardner's theory is discussed and cited in many of David A Sousa's 'How the Brain learns' series of books, including 'How the Gifted Brain learns' and 'How the Special Needs Brain Learns'.  Areas of competence may be reinforcing, but also mutually exclusive. In today's society the link between IQ and education has weakened, but the idea of educated and intelligent has become synonymous, interchangeable and reinforced by verbalizers being better able to internalize information, advocate systems and design jobs that monetarily reward strengths, a cycle that is self-perpetuating.<ref>{{Cite book |last=Gardner |first=Howard E. |url=https://books.google.com/books?id=2IEfFSYouKUC |title=Frames of Mind: The Theory of Multiple Intelligences |date=2011-03-29 |publisher=Basic Books |isbn=978-0-465-02434-6 |language=en}}</ref>

===Split-brain research===
{{Main|Split-brain}}

According to [[Roger Sperry]] the left hemisphere and the right hemisphere perform different tasks. The left and right hemisphere may be simultaneously conscious in different, even mutually conflicting, mental experiences that run in parallel. The right [non-verbal] hemisphere perceives, thinks, remembers, reasons, wills and emotes, all at a characteristically human level.<ref>{{Cite web |title=Reference: Gazzaniga, M. S., Ivry, R. B. |url=https://www.bing.com/search?q=Reference:+Gazzaniga,+M.+S.,+Ivry,+R.+B.,+&+Mangun,+G.+R.+(2013).+Cognitive+Neuroscience:+The+Biology+of+the+Mind.+W.+W.+Norton+&+Company.&qs=n&form=QBRE&sp=-1&ghc=1&lq=1&pq=reference:+gazzaniga,+m.+s.,+ivry,+r.+b.,+&+mangun,+g.+r.+(2013).+cognitive+neuroscience:+the+biology+of+the+mind.+w.+w.+norton+&+company.&sc=1-138&sk=&cvid=B59095394837421DB1F01D5D5EEFFAA4&ghsh=0&ghacc=0&ghpl= |access-date=2023-06-27 |website=Bing |language=en}}</ref>

Research which builds on Sperry's split brain research is reinforced by [[anecdotal evidence]], which supports the premise that different architectures lend themselves to one of the channels, at the expense of the others.{{citation needed|date=November 2012}}

===Spatial-temporal reasoning and spatial visualization ability===
{{Main|Spatial visualization ability|}}

Spatial-temporal reasoning is the ability to visualize special patterns and mentally manipulate them over a time-ordered sequence of spatial transformations.{{sfn|Deza|2009|p=526}} Spatial visualization ability is the ability to manipulate mentally two- and three-dimensional figures.{{sfn|Deza|2009|p=526}}

Spatial-temporal reasoning is prominent among visual thinkers as well as among [[Kinesthetic learning|kinesthetic learners]] (those who learn through movement, physical patterning and doing) and logical thinkers (mathematical thinkers who think in patterns and systems) who may not be strong visual thinkers at all.{{sfn|Deza|2009|p=526}}

===Problem solving===
Visual thinking is also referenced in problem-solving.<ref>{{cite journal |last1=Jaarsveld |first1=Saskia | author2 = Lachmann, Thomas |title=Intelligence and Creativity in Problem Solving: The Importance of Test Features in Cognition Research |journal=Frontiers in Psychology |date=6 February 2017 |volume=8 |issue=134 |page=134 |doi=10.3389/fpsyg.2017.00134 |doi-access=free |pmid=28220098 |pmc=5292426 }}</ref><ref>{{cite journal |last1=Cylbuski |first1=Jacob L |last2=Keller |first2=Susan |last3=Nguyen |first3=Lemai |last4=Saundage |first4=Dilal |title=Creative problem solving in digital space using visual analytics |journal=Computers in Human Behavior |date=January 2015 |volume=42 |pages=20–35 |doi=10.1016/j.chb.2013.10.061 |url=https://www.sciencedirect.com/science/article/abs/pii/S0747563213004111 |access-date=3 March 2024}}</ref> Inspired by [[Albert Einstein]]'s [[Einstein's thought experiments | visualized thought experiments]], "Image Streaming" uses active visualization to rapidly explore a problem and generate multiple solution options.<ref>{{cite book |last1=Parnes |first1=Sidney J. |title=Visionizing : state-of-the-art processes for encouraging innovative excellence |date=1992 |publisher=Creative Education Foundation |location=Buffalo, NY |isbn=978-0880471565 |url=https://archive.org/details/visionizingstate00parn |access-date=3 March 2024}}</ref> The technique was developed and formalized in the 1980s by Win Wenger.<ref>{{cite web |last1=Wenger |first1=Win |title=Image Streaming |url=https://winwenger.com/resources/cps-techniques/image-streaming/ |website=Win Wenger Archives |access-date=3 March 2024}}</ref> It involves visualizing and describing vivid mental images in detail while speaking out loud about the image and its various components.<ref>{{cite web |last1=Wenger |first1=Win |title=Image Streaming in Brief |url=https://winwenger.com/resources/cps-techniques/image-streaming-in-brief/ |website=Win Wenger Archives |access-date=3 March 2024}}</ref>

===Photographic memory===
{{Main|Eidetic memory}}

[[Eidetic memory]] (photographic memory) may co-occur in visual thinkers as much as in any type of thinking style as it is a memory function associated with having vision rather than a thinking style.{{citation needed|date=November 2012}} Eidetic memory can still occur in those with visual [[agnosia]], who, unlike visual thinkers, may be limited in the use of visualization skills for mental reasoning.{{citation needed|date=November 2012}}

Psychologist E.R Jaensch states that eidetic memory as part of visual thinking has to do with eidetic images fading between the line of the after image and the memory image.{{citation needed|date=November 2012}} A fine relationship may exist between the after image and the memory image, which causes visual thinkers from not seeing the eidetic image but rather drawing upon perception and useful information.{{citation needed|date=November 2012}} Individuals diagnosed with agnosia, may not be able to perform mental reasoning.{{citation needed|date=November 2012}}