Abstract
Discusses the image-making process as a process of visual modelling of concepts. The author considers different semiotic functions of graphic forms, notes the lack of semantic dimension when pictorial representations are discsussed, and suggests the importance of cultural conditions in defining responses to graphic conventions. She describes visual organisation convention in relation to perceptual expectation and visual literacy, examines the image-making process using a syntactic model, and explores notions of pictorial memory with reference to the writing of Aristotle. She traces the history of the didactic image, and exaplains why the use of visual models can enhance comprehension.
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