Furthermore, the role of texts (spoken, written, or graphic forms or representations) and discourses in coordinating local or frontline work is acknowledged.
The findings explaining cognitive processes and its relation to subprocesses consist of Analyzing Non-Graphic Informathen (termterm was drawn from Yu et al. (2011), Translating Graphic and Non-Graphic Information into Written Discourse, Examining graph comprehension, Retrieving Personal Interpretation and Additional Reasoning, Reformulating Graph Description into EFL Written Discourse.
As Yu et al. (2012) demonstrated all participants were engaged in re-producing graphic and non-graphic information into written discourse continuously.
These processes involved Analyzing Non-Graphic InfofmatInstructionrucTranslatinglatinGraphicic and Non-Graphic Information into Written Discourse, Retrieving Personal Interpretation and Additional Reasoning, Evaluating Graph Comprehension, and Reformulating Graph Description into EFL Written Discourse.
In line with the working model of GPT proposed by (Yu et al. 2012), test takers were engaged in re-presenting graphic and non-graphic information in continuous discourse.
Inconsistent with Yu et al. (2012), test takers tried to translate both graphic and non-graphic information into written discourse through writing them down as some key words or sentences.
All the participants were involved in these iterative processes to interact with the next process (e.g., reformulating and representing graphic and non-graphic features into written discourse as a foreign language) and the process of translating graphic and non-graphic information through note taking.
Another cognitive strategy is translation of both graphic and non-graphic information into written discourse in English paving the way for them to classify identified elements based on different perspectives, make a comparison between the identified elements in the graph and instruction, or recognize a pattern at the beginning of the main writing.
We found that these processes help the designer improve the management of the overall design process through strategies that facilitate a discourse between designer and her graphic representations.
In order to place Peirce's graphic systems in the traditional well-developed discourse of logic, we introduce an intermediate stage, that is, to read off Peirce's graphs into symbolic language.
