Memoria implicita e alfabetizzazione visiva nel contesto museale / Implicit memory and visual literacy in museums
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DOI:
https://doi.org/10.13138/2039-2362/736Abstract
Storici dell’arte ed esperti del settore museale lamentano la difficoltà del pubblico a “leggere” le opere esposte in un museo di arti visive. Guardare e cogliere gli aspetti relativi alla grammatica visiva di un oggetto sono abilità che si apprendono, in generale non sono innate o spontanee. I fruitori potrebbero beneficiare di un metodo che sviluppa e potenzia le loro capacità visive. Lo scopo di questo articolo è presentare e valutare se un modello basato sul priming percettivo, una forma di memoria implicita, possa migliorare la metodologia per leggere gli aspetti visivi del patrimonio artistico. A complemento del lavoro proposto, vengono qui introdotti anche alcuni risultati preliminari di un nuovo promettente approccio sperimentato, che consiste nella analisi dei segnali elettroencefalografici dei soggetti coinvolti, raccolti attraverso un dispositivo per EEG durante la fase di verifica dell’esperimento sul priming percettivo.
Art historians and museum practitioners complained about the lack of “reading skills” in observing artworks by museum visitors. Reading and analysing visual grammar aspects of an artistic object are skills that require learning: not innate or spontaneous. Museum goers could benefit from method developing and enhancing their visualization skills. The purpose of this article is to present and assess whether a model based on “visual-perceptual priming”, a form of implicit memory, could improve the methodology of reading visual aspects of artworks. We also introduce some preliminary results obtained from a promising new approach consisting the analysis of electroencephalographic signals from individuals, collected through an EEG device during the experiment on the visual-perceptual priming
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