This outline is incomplete, intended to suggest a direction for thinking
about human information processing as a self-reflexive, self organizing,
self transforming system. This systemic view has potential for impact in
information management in cultural organizations, business, education, media
and other venues.

A version of this model was originally presented in a paper and book chapter
presenting studies describing variability and universality in hman visual
information processing. The paper focused on visual imagery. However, in
this model I understand imagery, particulary internal representational
imagery, in a broader sensse. That is, it may involve any perceptual
modality. The model for understanding imagery proposed in this model is
designed to take this into consideration, Consequently, it may be considered
a model for thinking about maintenance and change in human understanding, It
consists of the following major components,

Context for Perception and Understanding consisting of four parts:
Individual world (involving both interior world and sensory interface),
Psychological and cultural climate within the immediate environment of
experience, Immediate and surrounding physical visual eenvironment, Larger
cultural and historical context.

Observable Processes (consisting of eight parts): Symbolic representation,
delineation, presentation, expression, communication, evaluation, feedback,

Interaction of 1& 2 for Individual and Cultural Maintenance and
Transformation (consisting of three parts): Activity, Impact, Interaction

This model is presented in conventional outline format and divided as it is
for purposes of clarity of communication. However, this mitigates against
the intent of the model which is to describe the interactive self
constructing natur of human information processing. As noted in prior
lecture, the outline format is based on the same knowledge construct as the
Cartesian grid, thus supporting the second structure of thought, i.e., the
modern frame of reference, rather than the fourt, i.e., the new research
paradigm. The presentation decisions made reflect the sorts of problems
represented in section five of the model, i.e., symbokic representation and
delineation. That is, it illustrates a conflict between the inner imagery of
the person wishing to communicate and the conventional structures used to
communicate in a given context. Remarking on these embedded difficulties in
this introduction is intended to emphasize the self reflexive nature of this


1. Individual World

1.1 Present physical condition

1.11 Genetic
1.12 Biochemical
1.13 Psycho physical
1.14 Neurological

1.2 Sensory Interface

1.21 Sight
1.22 Hearing
1.23 Smell
1.24 Taste
1.25 Kinesthetic, Spatial
1.26 Tactile
1.27 Awareness beneath conscious levels of each
1.28 Interrelationships among these, interior physiology and exterior environment

Interior, Interface and Environmental Factors Affecting Perceptual, Conceptual and Symbolic Development and Understanding within Individual

1.3 Cognitive style

1.4. Information Handling

1.41 Adaptivity related to cognitive style
1.42 Preferences for internal symbolic representation

1.421 Visual (spatial, graphic, iconic, linguistic, mathematical)
1.422 Auditory (tonal, linguistic)
1.423 Kinesthetic (spatial, tactile)

1.43 Prior experience and practice in information processing

1.431 Amount in specific symbolic forms
1.432 Types of structures used in processing information (influence of personal predilection, family dynamics, subcultural group, larger cultural context)
1.433 Degree to which valuing of specific symbol systems match valuing of family, subcultural and larger culture.

1.44 Values, attitudes, and beliefs affecting information handling patterns

1.441 Values, attitudes, and beliefs which allow or restrict risk taking
1.442 Degree of valuation of factors such as tradition, or in contrast, originality as characterized by fluency, flexibility, and originality
1.443 Degree of recognition that information handling and knowledge structures are culturally and historically based.

1.5 Prior personal experiences, for example learning relative to specific experience under consideration

1.6 Cultural effects on individual's perceptual conceptual learning

1.61 Values of individual's home, subculture, immediate and larger community

1.611 Aesthetic
1.612 Ethical/Moral
1.613 Social
1.614 Economic
1.615 Relations among values
1.616 Degree to which individual has adopted these valuing patterns

1.7 Personal values, attitudes and beliefs affecting information handling patterns

1.71 Attitudes and beliefs about risk
1.72 Attribution of control, sense of self worth, sense of personal agency and confidence, presence or absence of recent positive affect.
1.73 Degree of valuation of factors such as tradition, or in contrast, originality as characterized by fluency, flexibility, and originality
1.74 Degree of recognition that information handling and knowledge structures governing information handling are culturally and historically based. (Example of grid and dynamic interactive self organizing computer graphic models as contrast between governing modern and contemporary knowledge structures)

1.8 Self perceived readiness for specific behavior under consideration

2. Psycho-Cultural Climate within the Immediate Context of Experience

2.1 Psychological differences among participants

2.2 Cultural differences among participants

2.3 Relative power of participants

2.4 Degree of fit among cultural valuing patterns of participants

2.5 Degree of fit among perceptual, cognitive and affective structures of participants and their reactions to 3 below
3. Visual-Physical Environment, Immediate and Surrounding

3.1 Variety and degree of sensory stimuli present

3.11 General environment
3.12 Focused aspect of environment, for example a virtual environment

3.2 Structure and design

3.3 Physical condition of environment

3.4 Resource availability (necessary tools, materials, space and other resources)

3.5 Meanings attributed to environment by participant based on factors in 1 and 2 above.

3.51 Affective meanings attributed by participants (personal and shared)
3.52 Symbolic meanings attributed by participants (personal and shared)
3.53 Conscious interpretations of environment based on factors above.

4. Larger Context: Social, Cultural and Historical

4.1 Assumed Cosmology and Related Knowledge Structures

4.11 Form and number of organizing systems present
4.12 Effects upon forms of symbolic and material culture

4.122 The ërealí in graphic form (two and three dimensional)
4.123 Iconic form (map example)
4.124 Linguistic form
4.125 Classification system formats (Indexing systems, organizational charts, taxonomies, outlines, etc.
4.126 Interplay among specific categorization patterns (Example color naming showing interplay among symbolic representations systems [linguistic and graphic] across cultures)

4.13 Values, attitudes and beliefs characteristic of primary cultural group over time
4.14 Relative influences of secondary or variant cultural groups at present


5. Symbolic Representation, Delineation

5.1 Processes and materials used in formalizing understanding of topic under consideration within individual desiring to communicate

5.2 Translation of percepts and concepts into symbols and information patterns, which are believed to communicate information to other participants.

5.21 Choosing appropriate symbolic structures, to design and present information to intended segments of larger population.
5.22 Choosing appropriate media, tools and presentation techniques, to match information in conceptual and affective intent to the intended audience.

5.3 Delineation of material/symbolic representation which takes all the above factors into consideration.

6. Presentation, Expression, Communication

6.1 Choice of context for presentation (Setting the Stage)

6.11 Audience selection, analysis, possible testing

6.111 Individual to self

6.1111 Thought representation only (Imagery Debate)
6.1112 Delineation that requires material/ symbolic representation

6.112 Individual to other(s)

6.1121elf to one other
6.1122Self to small group (Close or distant relationship)
6.1123 Self to larger group

6.113 Group to group

6.12 Design of psycho-cultural environment
6.13 Design of immediate visual physical environment
6.14 Design of virtual communication environment
6.15 Determine and design specific links to larger context

6.2 Delivery choices

6.21 Presenter and participants

6.211 Relationships of presenter and participants
(Virtual presence of creator of interface within use: Examples - 1. Musical interface lecture of Williams (this conference). 2. Kidpix interface. Both stimulate comfort and pleasure in user. Speculation regarding neurochemistry of pleasure as stimulating associativity and creativity.)
6.212 Degree of participation by various participants
6.213 Interaction patterns
6.214 Power dynamics of human participants

6.22 Representation

6.221 Thought Representation
6.222 Symbolic Material Representation
6.223 Choices of Symbolic Representation(s)
6.224 Choices of Material Representation (s) (Media)

6.23 System

6.231 Structure and Design of Delivery System
6.232 Aesthetic dimensions of system
6.233 Social and political dimensions of system

6.2331 Power dynamics of system (examples in Jones (1991) integrated media article)

6.234 Cultural influences of knowledge structures on system

6.24 Setting

6.241 Psychological and cultural aspects of setting
6.242 Visual and physical aspects of setting
6.243 Characteristics of virtual communication setting

7. Evaluation, Feedback and Transfer

7.1 Choice of evaluation perspective

7.12 Choice of validity type(s)
7.13 Choice of method(s) of evaluation

7.131 Participant identification
7.132 Procedures
7.133 Instrumentation

7.2 Choice of object(s) of evaluation

7.21 Presenter(s)

7.211 Evaluation of motivation.
7.22 Participants(s)

7.221 Evaluation of change in participants, individually and in context.
7.222 Evaluation of participants' roles in information handling.
7.223 Evaluation of motivation.

7.23 Information

7.231 Evaluation of immediate and larger contexts relative to individuals and information transfer

7.24 Presentation

7.241 Evaluation of symbolizing, designing and presentation of information
7.242 Evaluation of choice of media, tools and final product
7.243 Evaluation of effectiveness in terms of audience

7.3 Application and purpose of Evaluation

7.31 Audience

7.311 Presenter
7.312 Participants
7.313 Larger Audience

7.32 Intended purpose
7.33 Degree to which purpose is met
7.34 Feedback

7.4 Potential transfer (from one context to another)

7.41 Information

7.411 By Participants
7.412 By Presenter
7.413 By Evaluators or larger audience

7.42 Presentation
7.43 Evaluation


8. Beyond Communication: toward Symbolic Transformational Activity

8.1 Individual

8.11 Self transformation via visualization or other symbolic activity

8.111Psychological (cognitive, i.e. changes in understanding or problem solving or affective or mental health)
8.112Physical (physical health and well being, sports rehearsal, neurospeak, awareness through linguistically directed movement)

8.12 Self transformation via drawing or construction of images, pictures, diagrams, models, etc.

8.2 Immediate Inter-Individual

8.3 Immediate Visual Physical Environment
8.4 Larger Cultural Context
Wider Audience, Setting and Time Frame
Physical construction of reality
Nanotechnology Example
Imagistic constructs that underlie conceptual patterning of culture or age
Cartesian Grid Example

8.5 Self Organizing, Self Regulating Complexity as New Imagistic Construct and as Organizing Pattern for Human Information Processing