其他摘要：Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} Within the context of library instruction, this study examined visual imagery styles of first year architecture students at the point of standard library instruction sessions. There are two types of mental imagery used by individuals, object and spatial. Object imaging involves forming colorful, pictorial representations of objects. Spatial imaging forms schematics of parts in relation to one another. The Object Spatial Imagery Questionnaire was administered to the students and the scores on the imagery scales were assessed. Elements of spatial and object imagery in the library instruction session were identified. The goal of the study was to determine if there were distinctive visualization characteristics among the architecture students; and if those characteristics might have future implications for designing effective library instruction.
