title: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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  “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning Pdf ko'rish
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  Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
  amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
  450
  The corresponding graphics can be realistic (based on physical
  resemblance),
  abstract (based on underlying logical structures), or analogical
  (based on functional analogies) (cf. Alesandrini 1987). However, a dip into
  textbooks for schools shows that learning
  materials include not only instructional
  pictures, but also decorative pictures (Pozzer and
  Roth 2003), which are intended
  to give relief to the learning situation and to make the
  material aesthetically
  pleasing. Historically, the use of pictures for teaching and learning was
  a core idea
  of Comenius (1658) in his ‘Visible World in Pictures’. Children’s curiosity,
  comprehension and joy of learning were supposed to be fostered by a rich
  collection of both
  instructional and decorative images. Teachers and developers of
  learning material put
  emphasis also nowadays on fostering learners’ attention and
  on generating a comfortable
  atmosphere with the aid of decorative pictures.
  Photographs and illustrations, for example,
  are often considered as a means to
  motivate readers by making documents more attractive
  and interesting (Male
  2007;Rubens2000) and by stimulating aesthetic visual perception
  (Chiaverina et al.
  1997). These beliefs are strong and widespread. However, there is little
  research so
  far whether and to what extent decorative pictures really have an effect on
  learning.
  Instructional pictures and decorative pictures are distinguished according to
  their main function: providing information versus enabling aesthetic experience
  (Takahashi 1995). The two functions do not exclude each other. Instead, they can
  be thought of as two orthogonal dimensions, which serve as co-ordinates of a two-
  dimensional space. Depending on their co-ordinates, pictures can include more or
  less information about the subject matter to be learned, and they can have more or
  less aesthetic appeal. Sometimes, a picture is both informative and aesthetically
  pleasing (cf. Tufte 1990; Wainer 1997). Sometimes, a picture is both
  uninformative and unpleasant. In real life, however, there is on the one hand a
  large amount of pictures that include much information about the learning content
  without being very aesthetically pleasing. On the other hand, there is a large
  amount of pictures that are aesthetically pleasing, but with little information about
  the learning content. The term ‘instructional pictures’ will be used in the following
  for the ﬁrst type (i.e. pictures with a primarily informational function), whereas the
  term ‘decorative pictures’ will be used for the second type (i.e. pictures with a
  primarily aesthetic function).
  When people ponder the word communication, they often think about the act of
  talking. We rely on verbal communication to exchange messages with one another
  and develop as individuals. The term verbal communication often evokes the idea
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