小论文：视觉图像
Latham和McCormack(2009)在他们的研究中关注了视觉图像在地理田野调查研究和学习中的中心地位。他们认为，视觉图像有能力塑造几个负责塑造城市布局的机构的思维模式。视觉图像不过是用肉眼来感知所看到的东西，然后再通过肉眼向观众呈现一些心理图像。然后，观众根据所给的标准对这些图像发展出几个概念。这里必须指出的是，观察者根据给定的标准而不是根据它们的自然存在来构思所感知到的图像。Gibson(1971)提出通过知觉学习，一个人可以学习事物的表征，随着时间的推移而发生的事件的不变性，事物的独特特征，以及像单词这样的符号实体。这种学习表明，一个人如何首先感知这些事物，因为它是首先发生的概念，然后感知的事物进一步发展。
单词作为符号的概念也表明，当一个人学习一种新的研究方法时，它只是在所提供的单词的变化的框架和上下文中，而不是进一步。这难道不是说，研究方法提出的或考虑的任何理论都是首先在心理上被感知的，然后导向不同的结论吗?知觉不是由心灵控制的，而是在感觉器官活跃的时候才会显现出来，这就是为什么一个人在睡觉的时候没有知觉。依靠一种研究方法仅仅是机械的替代，来拒绝以观念形式出现的神性知觉。因此，感知不能被视为学习的一个方面，但它是学习的首要方面，没有它，任何结论和研究方法都不能理想化或理论化。
小论文：视觉图像
Latham and McCormack (2009) in their research focuses on the way visual images has been central in the study and learning of geographical fieldwork. They argue that visual images has the power to shape the thinking patterns of several agencies who are responsible for shaping the layout of the urban city. Visual images is nothing but perceiving what is being seen with physical eyes, which then goes on to give several mental images to the viewer. The viewer then develops several conceptions about these images according to the criteria given to fulfil. It must be noted here that the viewer conceives the perceived images as per the criteria given and not as per their natural existence. Gibson (1971) proposes that through perceptual learning, one learns representations of things, invariants of events occurring over time, distinctive features of things, and symbolic entities like words. This learning indicates that how one perceives these things first, as it being the first of all conception that takes place, and later the perceived thing is developed further.
The perception of words as symbols also suggest that when one learns a new method of research, it is only within the frame and context of the variance of words provided, not any further. Does this not conclude that anything that research methods propose or considers a theory is first perceived mentally and is then directed to different conclusions? Perceptions are not controlled by the mind but are dawned on one when the organs of sense are active, which is why one does not perceive when one is asleep. Relying on a research method is merely a mechanical replacement to reject divinatory perception coming in the form of ideas. Thus, perception cannot be regarded as one aspect of learning, but it is the first and foremost aspect of learning without which no conclusions and no research methods can be idealised or theorised.