Design training and aesthetic evaluation: An intergroup comparison

A number of studies have observed differences in the evaluation of visual, aesthetic stimuli between those with and without professional training in art and design. If exposure to design training underlies such differences it follows that evidence of training effects should be observable when comparing subjects at different stages of design training, and not observable when comparing subjects at different stages of non-design training. In addition, this evidence should be consistent with directional predictions. The study reported in this paper investigated this question using a sample of 192 trained and untrained subjects in an evaluative task. Subjects were from two departments (Design and Computer Studies) of the same educational establishment and comprised balanced groups of lecturers, 1st, 2nd and 3rd year undergraduate students. The results obtained demonstrated evaluative differences and patterns of association both within and between the subject groups consistent with a training hypothesis.     

The prediction of scenic beauty from landscape content and composition

Two studies were conducted to examine distance classes of vegetation (foreground, middleground and background) and scene composition (presence of vegetation in left, center or right section of the image) as predictors of perceived scenic beauty. In study one, 41 students rated 63 landscape scenes with regard to scenic beauty. The Scenic Beauty Estimation Method was used to derive interval scale beauty values (SBEs). For each landscape image, areal measures of vegetation in each distance class and for each vertical section were taken and used as predictors. Presence of haze, clouds and human impacts were also recorded. Among the most important contributors to scenic beauty were amount of center middleground vegetation, and center background vegetation. Left foreground vegetation and right foreground vegetation were found to have significant and opposing regression weight signs—negative for the left and positive for the right. Study two was conducted to determine whether these opposing regression weight signs for foreground vegetation were due to a perceptual right-left bias or to some specific content in the image itself. In the second study, the photographic slides used to present landscape scenes to subjects were reversed so that the content which was previously on the right was now left, and vice versa. Thirty-nine students rated the reversed slides with regard to their scenic beauty. The signs of the regression weights in study two shifted such that left foreground was now positively valued and right foreground was negatively valued. This finding suggests that viewers are sensitive to foreground content and its placement in the image, and not simply to one side of the field of vision.     

Collaborative learning for policy innovations: sustainable urban drainage systems in Leicester,England

ABSTRACT

Collaboration among multiple stakeholders is crucial in decentralised governance settings. The success of such collaboration hinges upon collaborative learning – the acquiring, translating, and disseminating of policy-relevant knowledge. However, despite much research, a knowledge gap persists in the public policy literature on the relationship between learning and policy change. It is debated whether learning is necessary and sufficient for policy change, and if so, under what conditions. To contribute to this debate, this paper examined whether collaborative learning has had any impact on the emergence and implementation of sustainable urban drainage systems (SuDS) in Leicester, England. We first examined implementation of SuDS in Leicester, and then study collaborative learning focused on SuDS. We found that implementation of SuDS in Leicester is marginal despite active collaborative learning that has resulted in the change in beliefs and attitudes towards SuDS among all policy actors in the setting. Social dynamics factors and leadership of two SuDS champions proved crucial for collaborative learning. We conclude that collaborative learning, while essential for legitimacy of a policy innovation, is not sufficient for policy change and a national legal and institutional framework is required to incentivise broader SuDS practices in Leicester and England.     

Predicting preference for familiar,everyday objects: An experimental confrontation between two theories of aesthetic behaviour

The work reported compared the predictive ability of two theories of aesthetic behaviour, using normal, everyday objects. This involved utilizing simulated items of furniture in three experiments in which predictions deduced from the ‘collative-motivation’ model and what has been termed a ‘preference-for-prototypes’ model were made to compete empirically. For each of the five pairs of discrepant expectations formulated in the three experiments the outcomes were inconsistent with Berlyne's model, while supporting the prototypicality model. A number of theoretical implications are drawn from these findings.