Titlebook: Diagrammatic Representation and Inference; 8th International Co Tim Dwyer,Helen Purchase,Aidan Delaney Conference proceedings 2014 The Edit

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Evolutionary Meta Layout of Graphs diagram visualization application. However, without expert knowledge of the algorithms the potential of such a toolbox cannot be fully exploited. This gives rise to the question whether the process of selecting and configuring layout algorithms can be automated such that good layouts are produced.

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Seeing Around Corners: Fast Orthogonal Connector Routinging such connectors has been to compute an orthogonal visibility graph formed by intersecting vertical and horizontal lines projected from the corners of all obstacles and then use an A* search over this graph. However the search can be slow since many routes are in some sense topologically equivale

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Graphical Representations of Context-Free Languageslanguages can also be described by (finite sets of) railroad diagrams. Based on the analogy we develop a new type of automata, the fractal automata: they accept the context-free languages. Relations between pushdown automata and fractal automata are also established.

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Argument Mapping for Mathematics in Proofscaped by working mathematicians, and its purpose is to aid in the comprehension of existing proofs in the mathematical literature. It supports the provision of further clarification for large inference steps, which is available on demand when a proof is explored interactively through the Proofscape brow

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Item Differential in Computer Based and Paper Based Versions of a High Stakes Tertiary Entrance Testas a computer based test. Item level differential reveals a pattern that appears related to item type: questions based on diagrammatic stimulus show a pattern of increased difficulty when delivered on computer. Differential in performance was not present in other sections of the test and it would ap

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Students’ Spontaneous Use of Diagrams in Written Communication: Understanding Variations According tand when constructing explanations for others (others-directed communication). The participants were 98 Japanese university students who read one of two passages (differing in imageability) in Japanese (L1) and in English (L2). While reading, they could take notes, and were subsequently requested to

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