Sentence examples for graphical skills from inspiring English sources

Achieve competency with numbers and graphical skills to interpret and communicate quantifiable information, and apply mathematical and statistical skills in practical and abstract contexts.

Four participants used their graphical skills to find a significant feature based on which the graph was described.

Similarly, Freedman and Shah (2002) suggested that top down and bottom processing are affected by different types of knowledge consisting of graphical skill, domain knowledge, and explanatory skill.

They made planning to retrieve their graphical skill to understand the relationship between two axes (e.g., X-axis and Y-axis) and different bars.

In addition to graph schema and graphical skill, they made different plan through utilization of their explanatory skill involving scientific reasoning or expertise in interpretation of data represented in the graph.

In line with CI model, when test takers do not possess domain knowledge, graphical skill or explanatory skill, they did inferential processes consisting of multiple retrieval and comparison substeps.

Freedman and Shah (2002) elaborated on CI model and suggested that knowledge-based graph comprehension comprised an interaction between top-down and bottom-up processing which are not only affected by graph characteristics but also by several type of knowledge such as graphical skill, domain knowledge, and explanatory skill.

I am indebted to C. Simpson for his exceptional graphical and database skills that were essential in preparing the figures, and I am very grateful for the provision of papers, figures and data from their own research by N. Arnell, P. Glennie, Y. Hirabayashi, D. Hoeinghaus, E. Latrubesse, H. Paltan and C. Zarfl.

For assessment of student skills in graphical data visualization and interpretation, 27 group lab reports were assessed using the rubric that focused on the appropriateness, clarity, and quality of the figures, figure legends, and data interpretations (Table 4; see the Supplemental Material for the rubric used).

This seminar encourages the integration of digital storytelling tools audio, video, still images, graphical material with journalism's foundational skills of rigorous observation, analysis, and writing.

Construction of the block-diagram does not require high-level programming skills, and the graphical interface lends itself to easy modification and use by non-experts.