{\rtf1\adeflang1025\ansi\ansicpg1250\uc1\adeff197\deff0\stshfdbch197\stshfloch0\stshfhich0\stshfbi0\deflang1050\deflangfe1050\themelang1050\themelangfe0\themelangcs0{\fonttbl{\f0\fbidi \froman\fcharset238\fprq2{\*\panose 02020603050405020304}Times New Roman;}{\f1\fbidi \fswiss\fcharset238\fprq2{\*\panose 020b0604020202020204}Arial;}
{\f2\fbidi \fmodern\fcharset238\fprq1{\*\panose 02070309020205020404}Courier New;}{\f3\fbidi \froman\fcharset2\fprq2{\*\panose 05050102010706020507}Symbol;}{\f10\fbidi \fnil\fcharset2\fprq2{\*\panose 05000000000000000000}Wingdings;}
{\f34\fbidi \froman\fcharset238\fprq2{\*\panose 02040503050406030204}Cambria Math;}{\f197\fbidi \fswiss\fcharset0\fprq2{\*\panose 00000000000000000000}AvantGarde{\*\falt Century Gothic};}
{\flomajor\f31500\fbidi \froman\fcharset238\fprq2{\*\panose 02020603050405020304}Times New Roman;}{\fdbmajor\f31501\fbidi \froman\fcharset238\fprq2{\*\panose 02020603050405020304}Times New Roman;}
{\fhimajor\f31502\fbidi \froman\fcharset238\fprq2{\*\panose 02040503050406030204}Cambria;}{\fbimajor\f31503\fbidi \froman\fcharset238\fprq2{\*\panose 02020603050405020304}Times New Roman;}
{\flominor\f31504\fbidi \froman\fcharset238\fprq2{\*\panose 02020603050405020304}Times New Roman;}{\fdbminor\f31505\fbidi \froman\fcharset238\fprq2{\*\panose 02020603050405020304}Times New Roman;}
{\fhiminor\f31506\fbidi \fswiss\fcharset238\fprq2{\*\panose 020f0502020204030204}Calibri;}{\fbiminor\f31507\fbidi \froman\fcharset238\fprq2{\*\panose 02020603050405020304}Times New Roman;}{\f200\fbidi \froman\fcharset0\fprq2 Times New Roman;}
{\f199\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr;}{\f201\fbidi \froman\fcharset161\fprq2 Times New Roman Greek;}{\f202\fbidi \froman\fcharset162\fprq2 Times New Roman Tur;}{\f203\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew);}
{\f204\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic);}{\f205\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic;}{\f206\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese);}{\f210\fbidi \fswiss\fcharset0\fprq2 Arial;}
{\f209\fbidi \fswiss\fcharset204\fprq2 Arial Cyr;}{\f211\fbidi \fswiss\fcharset161\fprq2 Arial Greek;}{\f212\fbidi \fswiss\fcharset162\fprq2 Arial Tur;}{\f213\fbidi \fswiss\fcharset177\fprq2 Arial (Hebrew);}
{\f214\fbidi \fswiss\fcharset178\fprq2 Arial (Arabic);}{\f215\fbidi \fswiss\fcharset186\fprq2 Arial Baltic;}{\f216\fbidi \fswiss\fcharset163\fprq2 Arial (Vietnamese);}{\f220\fbidi \fmodern\fcharset0\fprq1 Courier New;}
{\f219\fbidi \fmodern\fcharset204\fprq1 Courier New Cyr;}{\f221\fbidi \fmodern\fcharset161\fprq1 Courier New Greek;}{\f222\fbidi \fmodern\fcharset162\fprq1 Courier New Tur;}{\f223\fbidi \fmodern\fcharset177\fprq1 Courier New (Hebrew);}
{\f224\fbidi \fmodern\fcharset178\fprq1 Courier New (Arabic);}{\f225\fbidi \fmodern\fcharset186\fprq1 Courier New Baltic;}{\f226\fbidi \fmodern\fcharset163\fprq1 Courier New (Vietnamese);}{\f540\fbidi \froman\fcharset0\fprq2 Cambria Math;}
{\f539\fbidi \froman\fcharset204\fprq2 Cambria Math Cyr;}{\f541\fbidi \froman\fcharset161\fprq2 Cambria Math Greek;}{\f542\fbidi \froman\fcharset162\fprq2 Cambria Math Tur;}{\f545\fbidi \froman\fcharset186\fprq2 Cambria Math Baltic;}
{\flomajor\f31510\fbidi \froman\fcharset0\fprq2 Times New Roman;}{\flomajor\f31509\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr;}{\flomajor\f31511\fbidi \froman\fcharset161\fprq2 Times New Roman Greek;}
{\flomajor\f31512\fbidi \froman\fcharset162\fprq2 Times New Roman Tur;}{\flomajor\f31513\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew);}{\flomajor\f31514\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic);}
{\flomajor\f31515\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic;}{\flomajor\f31516\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese);}{\fdbmajor\f31520\fbidi \froman\fcharset0\fprq2 Times New Roman;}
{\fdbmajor\f31519\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr;}{\fdbmajor\f31521\fbidi \froman\fcharset161\fprq2 Times New Roman Greek;}{\fdbmajor\f31522\fbidi \froman\fcharset162\fprq2 Times New Roman Tur;}
{\fdbmajor\f31523\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew);}{\fdbmajor\f31524\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic);}{\fdbmajor\f31525\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic;}
{\fdbmajor\f31526\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese);}{\fhimajor\f31530\fbidi \froman\fcharset0\fprq2 Cambria;}{\fhimajor\f31529\fbidi \froman\fcharset204\fprq2 Cambria Cyr;}
{\fhimajor\f31531\fbidi \froman\fcharset161\fprq2 Cambria Greek;}{\fhimajor\f31532\fbidi \froman\fcharset162\fprq2 Cambria Tur;}{\fhimajor\f31535\fbidi \froman\fcharset186\fprq2 Cambria Baltic;}
{\fbimajor\f31540\fbidi \froman\fcharset0\fprq2 Times New Roman;}{\fbimajor\f31539\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr;}{\fbimajor\f31541\fbidi \froman\fcharset161\fprq2 Times New Roman Greek;}
{\fbimajor\f31542\fbidi \froman\fcharset162\fprq2 Times New Roman Tur;}{\fbimajor\f31543\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew);}{\fbimajor\f31544\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic);}
{\fbimajor\f31545\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic;}{\fbimajor\f31546\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese);}{\flominor\f31550\fbidi \froman\fcharset0\fprq2 Times New Roman;}
{\flominor\f31549\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr;}{\flominor\f31551\fbidi \froman\fcharset161\fprq2 Times New Roman Greek;}{\flominor\f31552\fbidi \froman\fcharset162\fprq2 Times New Roman Tur;}
{\flominor\f31553\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew);}{\flominor\f31554\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic);}{\flominor\f31555\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic;}
{\flominor\f31556\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese);}{\fdbminor\f31560\fbidi \froman\fcharset0\fprq2 Times New Roman;}{\fdbminor\f31559\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr;}
{\fdbminor\f31561\fbidi \froman\fcharset161\fprq2 Times New Roman Greek;}{\fdbminor\f31562\fbidi \froman\fcharset162\fprq2 Times New Roman Tur;}{\fdbminor\f31563\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew);}
{\fdbminor\f31564\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic);}{\fdbminor\f31565\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic;}{\fdbminor\f31566\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese);}
{\fhiminor\f31570\fbidi \fswiss\fcharset0\fprq2 Calibri;}{\fhiminor\f31569\fbidi \fswiss\fcharset204\fprq2 Calibri Cyr;}{\fhiminor\f31571\fbidi \fswiss\fcharset161\fprq2 Calibri Greek;}{\fhiminor\f31572\fbidi \fswiss\fcharset162\fprq2 Calibri Tur;}
{\fhiminor\f31575\fbidi \fswiss\fcharset186\fprq2 Calibri Baltic;}{\fbiminor\f31580\fbidi \froman\fcharset0\fprq2 Times New Roman;}{\fbiminor\f31579\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr;}
{\fbiminor\f31581\fbidi \froman\fcharset161\fprq2 Times New Roman Greek;}{\fbiminor\f31582\fbidi \froman\fcharset162\fprq2 Times New Roman Tur;}{\fbiminor\f31583\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew);}
{\fbiminor\f31584\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic);}{\fbiminor\f31585\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic;}{\fbiminor\f31586\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese);}}
{\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255\green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green128\blue128;\red0\green128\blue0;
\red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red128\green128\blue128;\red192\green192\blue192;}{\*\defchp \fs22\dbch\af197 }{\*\defpap \ql \li0\ri0\sa200\sl276\slmult1
\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 }\noqfpromote {\stylesheet{\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 
\fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \snext0 \sqformat \spriority0 \styrsid15735780 Normal;}{\s1\qj \li0\ri0\keepn\widctlpar\tx720\wrapdefault\nooverflow\faroman\outlinelevel0\rin0\lin0\itap0 \rtlch\fcs1 \ab\af197\afs20\alang1025 
\ltrch\fcs0 \b\fs22\lang1033\langfe1033\cgrid\langnp1033\langfenp1033 \sbasedon0 \snext0 \slink15 \sqformat heading 1;}{\s2\qj \li0\ri0\sb120\keepn\nowidctlpar\tx720\wrapdefault\nooverflow\faroman\outlinelevel1\rin0\lin0\itap0 \rtlch\fcs1 
\af197\afs20\alang1025 \ltrch\fcs0 \i\fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext0 \slink16 \sqformat heading 2;}{\s3\qj \li0\ri0\sa120\sl360\slmult1
\keepn\widctlpar\wrapdefault\nooverflow\faroman\outlinelevel2\rin0\lin0\itap0 \rtlch\fcs1 \ab\af1\afs26\alang1025 \ltrch\fcs0 \b\fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext0 \slink17 \sqformat heading 3;}{
\s4\qj \li0\ri0\sa120\sl360\slmult1\keepn\widctlpar\wrapdefault\nooverflow\faroman\outlinelevel3\rin0\lin0\itap0 \rtlch\fcs1 \ab\af197\afs28\alang1025 \ltrch\fcs0 \b\i\fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 
\sbasedon0 \snext0 \slink18 \sqformat heading 4;}{\s5\qj \li0\ri0\sb240\sa60\widctlpar\wrapdefault\nooverflow\faroman\outlinelevel4\rin0\lin0\itap0 \rtlch\fcs1 \ab\ai\af197\afs26\alang1025 \ltrch\fcs0 
\b\i\fs26\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext0 \slink19 \sqformat heading 5;}{\*\cs10 \additive \ssemihidden Default Paragraph Font;}{\*
\ts11\tsrowd\trftsWidthB3\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblind0\tblindtype3\tscellwidthfts0\tsvertalt\tsbrdrt\tsbrdrl\tsbrdrb\tsbrdrr\tsbrdrdgl\tsbrdrdgr\tsbrdrh\tsbrdrv \ql \li0\ri0\sa200\sl276\slmult1
\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 \fs22\lang1050\langfe1050\loch\f0\hich\af0\dbch\af197\cgrid\langnp1050\langfenp1050 \snext11 \ssemihidden \sunhideused \sqformat 
Normal Table;}{\*\cs15 \additive \rtlch\fcs1 \ab\af31503\afs32 \ltrch\fcs0 \b\fs32\lang2057\langfe1033\kerning32\loch\f31502\hich\af31502\dbch\af31501\langnp2057\langfenp1033 \sbasedon10 \slink1 \slocked \spriority9 Heading 1 Char;}{\*\cs16 \additive 
\rtlch\fcs1 \ab\ai\af31503\afs28 \ltrch\fcs0 \b\i\fs28\lang2057\langfe1033\loch\f31502\hich\af31502\dbch\af31501\langnp2057\langfenp1033 \sbasedon10 \slink2 \slocked \ssemihidden \spriority9 Heading 2 Char;}{\*\cs17 \additive \rtlch\fcs1 
\ab\af31503\afs26 \ltrch\fcs0 \b\fs26\lang2057\langfe1033\loch\f31502\hich\af31502\dbch\af31501\langnp2057\langfenp1033 \sbasedon10 \slink3 \slocked \ssemihidden \spriority9 Heading 3 Char;}{\*\cs18 \additive \rtlch\fcs1 \ab\af31507\afs28 \ltrch\fcs0 
\b\fs28\lang2057\langfe1033\loch\f31506\hich\af31506\dbch\af31505\langnp2057\langfenp1033 \sbasedon10 \slink4 \slocked \ssemihidden \spriority9 Heading 4 Char;}{\*\cs19 \additive \rtlch\fcs1 \ab\ai\af31507\afs26 \ltrch\fcs0 
\b\i\fs26\lang2057\langfe1033\loch\f31506\hich\af31506\dbch\af31505\langnp2057\langfenp1033 \sbasedon10 \slink5 \slocked \ssemihidden \spriority9 Heading 5 Char;}{\s20\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 
\af197\afs20\alang1025 \ltrch\fcs0 \fs20\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext20 \slink21 \ssemihidden footnote text;}{\*\cs21 \additive \rtlch\fcs1 \af197\afs20 \ltrch\fcs0 
\fs20\lang2057\langfe1033\dbch\af0\langnp2057\langfenp1033 \sbasedon10 \slink20 \slocked \ssemihidden Footnote Text Char;}{\*\cs22 \additive \rtlch\fcs1 \af0 \ltrch\fcs0 \f0\super \sbasedon10 \ssemihidden footnote reference;}{
\s23\qj \fi-240\li480\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin480\itap0 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 \fs22\lang2057\langfe1033\loch\f0\hich\af0\dbch\af197\cgrid\langnp2057\langfenp1033 
\sbasedon0 \snext0 \sautoupd \ssemihidden index 2;}{\s24\qj \fi-240\li240\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin240\itap0 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 
\fs22\lang2057\langfe1033\loch\f0\hich\af0\dbch\af197\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext0 \sautoupd \ssemihidden index 1;}{\*\ts25\tsrowd\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh
\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \trftsWidthB3\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblind0\tblindtype0\tscellwidthfts0\tsvertalt\tsbrdrt\tsbrdrl\tsbrdrb\tsbrdrr\tsbrdrdgl\tsbrdrdgr\tsbrdrh\tsbrdrv 
\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 \af0\afs20\alang1097 \ltrch\fcs0 \fs20\lang1050\langfe1050\cgrid\langnp1050\langfenp1050 \sbasedon11 \snext25 \styrsid16735490 Table Grid;}{\s26\qj \li0\ri0\widctlpar
\tqc\tx4153\tqr\tx8306\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 \fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext26 \slink27 \styrsid3801346 footer;}{\*\cs27 \additive 
\rtlch\fcs1 \af197\afs20 \ltrch\fcs0 \fs20\lang2057\langfe1033\dbch\af0\langnp2057\langfenp1033 \sbasedon10 \slink26 \slocked \ssemihidden Footer Char;}{\s28\qc \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 
\af197\afs32\alang1025 \ltrch\fcs0 \b\fs32\lang1050\langfe1033\cgrid\langnp1050\langfenp1033 \sbasedon0 \snext28 \styrsid14418887 INF09-Main Title;}{\s29\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 
\af197\afs20\alang1025 \ltrch\fcs0 \b\fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext29 \styrsid6952782 INF09-Summary;}{\s30\qj \li0\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \rtlch\fcs1 
\af197\afs20\alang1025 \ltrch\fcs0 \fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \snext30 \slink31 \styrsid6884953 INF09-Body Text;}{\*\cs31 \additive \rtlch\fcs1 \af197\alang1025 \ltrch\fcs0 
\fs22\lang2057\langfe1033\dbch\af0\langnp2057\langfenp1033 \sbasedon10 \slink30 \slocked \styrsid6884953 INF09-Body Text Char Char;}{\s32\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 
\i\fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext32 \styrsid10297205 INF09-Summary Body;}{\s33\qj \li0\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \rtlch\fcs1 \af0\afs20\alang1025 \ltrch\fcs0 
\fs18\lang2057\langfe1033\loch\f0\hich\af0\dbch\af197\cgrid\langnp2057\langfenp1033 \sbasedon30 \snext33 \styrsid14163434 INF09-Table Text;}{\s34\qc \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 \af197\afs22\alang1025 
\ltrch\fcs0 \fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext34 \styrsid6952782 INF09-Author;}{\s35\qc \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 \af0\afs20\alang1025 \ltrch\fcs0 
\fs22\lang2057\langfe1033\loch\f0\hich\af0\dbch\af197\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext35 \styrsid13309536 INF09-Institution;}{\s36\qc \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 \af0\afs20\alang1025 
\ltrch\fcs0 \fs20\lang2057\langfe1033\loch\f0\hich\af0\dbch\af197\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext36 \styrsid13309536 INF09-Address;}{\s37\qc \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 
\af0\afs20\alang1025 \ltrch\fcs0 \fs20\lang2057\langfe1033\loch\f0\hich\af0\dbch\af197\cgrid\langnp2057\langfenp1033 \sbasedon36 \snext37 \styrsid13309536 INF09-e-mail;}{
\s38\qj \li0\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 \fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \sbasedon30 \snext38 \slink39 \styrsid6947475 
INF09-Key Words;}{\*\cs39 \additive \rtlch\fcs1 \af197\alang1025 \ltrch\fcs0 \fs22\lang2057\langfe1033\dbch\af0\langnp2057\langfenp1033 \sbasedon31 \slink38 \slocked \styrsid6884953 INF09-Key Words Char Char;}{
\s40\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 \fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 \sbasedon0 \snext40 \styrsid12207828 INF09-Single Space;}{
\s41\ql \li0\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \rtlch\fcs1 \ab\af0\afs20\alang1025 \ltrch\fcs0 \b\fs24\lang2057\langfe1033\loch\f0\hich\af0\dbch\af197\cgrid\langnp2057\langfenp1033 \snext41 \styrsid6884953 
INF09-Subtitle 1;}{\s42\qj \fi-283\li567\ri0\widctlpar\jclisttab\tx567\wrapdefault\aspalpha\aspnum\faauto\ls5\adjustright\rin0\lin567\itap0 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 \fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 
\sbasedon30 \snext42 \styrsid6625677 INF09-Bulleted List;}{\s43\ql \li0\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \rtlch\fcs1 \ab\af0\afs20\alang1025 \ltrch\fcs0 
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\psz9\pgnrestart\linex0\headery2580\footery2637\colsx708\endnhere\titlepg\sectlinegrid360\sectdefaultcl\sectrsid5641526\sftnbj {\rtlch\fcs1 \af197 \ltrch\fcs0 \fs20\lang1045\langfe1033\langnp1045\insrsid9390814\charrsid8221138 
\par }{\rtlch\fcs1 \af197 \ltrch\fcs0 \b\lang1045\langfe1033\langnp1045\insrsid9390814\charrsid8221138 
\par }{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1045\langfe1033\langnp1045\insrsid9390814\charrsid8221138 M. Sc. Marija Buza\'9ai
\par }{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid6430763 Faculty of Education}{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814 
\par }{\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \fs20\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid6430763 Podgori\'e8ka 4,Sombor}{\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \fs20\lang1033\langfe1033\langnp1033\insrsid9390814 
\par }{\field{\*\fldinst {\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \fs20\lang1033\langfe1033\langnp1033\insrsid9390814  HYPERLINK "mailto:buzasi@sbb.rs" }{\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \fs20\lang1033\langfe1033\langnp1033\insrsid12724158\charrsid465250 
{\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b02000000170000000e000000620075007a0061007300690040007300620062002e00720073000000e0c9ea79f9bace118c8200aa004ba90b2a0000006d00610069006c0074006f003a00620075007a0061007300690040007300620062002e0072007300000000}
}}{\fldrslt {\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \cs52\fs20\ul\cf2\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid465250 buzasi@sbb.rs}}}\sectd \ltrsect
\psz9\pgnrestart\linex0\headery2580\footery2637\colsx708\endnhere\titlepg\sectlinegrid360\sectdefaultcl\sectrsid5641526\sftnbj {\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \fs20\lang1033\langfe1033\langnp1033\insrsid9390814 
\par }{\rtlch\fcs1 \af197 \ltrch\fcs0 \b\lang1033\langfe1033\langnp1033\insrsid9390814 
\par }{\rtlch\fcs1 \af197 \ltrch\fcs0 \insrsid9390814\charrsid12612398 Mira Zoki\'e6, student of PhD studies
\par }{\rtlch\fcs1 \af197 \ltrch\fcs0 \fs20\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid8221138 Zvorni\'e8ka 9, Zagreb, Croatia
\par }{\field\flddirty{\*\fldinst {\rtlch\fcs1 \af197 \ltrch\fcs0 \fs20\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid8221138  HYPERLINK "mailto:mira.zokic@gmail.com" }{\rtlch\fcs1 \af197 \ltrch\fcs0 \fs20\insrsid12724158\charrsid12612398 
{\*\datafield 
00d0c9ea79f9bace118c8200aa004ba90b0200000017000000150000006d006900720061002e007a006f006b0069006300400067006d00610069006c002e0063006f006d000000e0c9ea79f9bace118c8200aa004ba90b380000006d00610069006c0074006f003a006d006900720061002e007a006f006b00690063004000
67006d00610069006c002e0063006f006d00000000000000}}}{\fldrslt {\rtlch\fcs1 \af0 \ltrch\fcs0 \cs52\fs20\ul\cf2\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid8221138 mira.zokic@gmail.com}}}\sectd \ltrsect
\psz9\pgnrestart\linex0\headery2580\footery2637\colsx708\endnhere\titlepg\sectlinegrid360\sectdefaultcl\sectrsid5641526\sftnbj {\rtlch\fcs1 \af197 \ltrch\fcs0 \fs20\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid8221138 
\par }{\rtlch\fcs1 \af197 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid8221138 
\par }\pard \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \b\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 Summary
\par }{\rtlch\fcs1 \af197 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid13066279 
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \i\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 Due to development of mass media, greater attention has been shown to a image as a visual object. Development o
f visual competence has also been promoted so as to avoid the danger of visual analphabetism, and in order not to succumb to the power of the image. With the development of digital media and discussion about iconic turn, the awareness of the significance 
of images \endash  not only in art \endash 
 but also in natural and social sciences has been getting stronger. For active, critical and conscious perception of images, as well as for selection in yet bigger number of images, special competence, which is developed as basi
c competence in the sense of aesthetic education is essential. The subject matter of this paper\rquote 
s research is a possibility of developing spatial-visual intelligence. During learning and thinking process, visual intelligence plays a great role in creating 
visual image, memorizing by means of images and, accordingly, it should be developed in as greater measure. Spatial-visual intelligence can be developed via reading geographical maps, navigation, park planning, model construction, constructive games, plot
t
ing, making itineraries, or visual maps of any information (Mindmap). The degree of visual intelligence helps students to acquire knowledge not only through static images, but also to engage their imagination, to imagine objects from different angles. Thr
ough the dynamicity of video-clip they visualize gained information. Child\rquote s spatial-visual intelligence can be deformed by non-critical acceptance of mass culture\rquote 
s products, i.e. by predimensional visual impulses via media, films, the Internet, videogames. }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \i\lang1033\langfe1033\langnp1033\insrsid9390814 
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \i\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \b\i\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 Key words:}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \i\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
 visual IQ, intelligence, perception, spatial-visual intelligence.
\par }{\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \b\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid13066279 
\par 1. Introduction}{\rtlch\fcs1 \af197 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid13066279 
\par 
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 In the age of complete predominance of visual media and visual communication \endash 
 that refers to computer and the Internet, mobile telephony, television, newspapers, advertising posters and shop windows etc. \endash 
 we can notice that the awareness of visual education importance is very low. The reason can be found in insufficient art culture and in long-lasting decrement of importance of art subjects in school in gene
ral. In human perception, eyesight has the crucial role. We are able to aggregate and bank up an incredible amount of visual information. The question of identification of shapes and forms is subject-matter of psychologists, artists, but also of engineers
 
and informaticians. Every information system contains reception and coding of information. In modern world, a need for fast decision making, choice skill, active initiation, creativity and constructive thinking is made. Fast, successful and opinionated th
inking is precious in everyday work of engineers, managers and teachers. Each child is born with certain abilities. Though, a great number of children are not able to use their abilities, regardless the level of inborn talent. According to Bloom\rquote 
s taxionomy}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \cs22\lang1033\langfe1033\super\langnp1033\insrsid9390814\charrsid1067525 \chftn {\footnote \ltrpar \pard\plain \ltrpar
\s20\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 \fs20\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 {\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\cs22\fs18\super\insrsid6965541\charrsid1067525 \chftn }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\insrsid6965541\charrsid1067525 
 In 1956 Benjamin Bloom developed the classification of levels within cognitive domain, together with a group of educational psychologists. Also, he discovered that the pupils in 95 per cent of cases come across questions which refer to the bottom level 
\endash  recollection of information \endash  during testing. Those six levels are: knowledge, comprehension, implementation, analysis, synthesis and evaluation.}}}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 
\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 , different levels of knowledge can be distinguished \endash  from simple knowledge of facts, through apprehension,
 implementation, analysis, synthesis, to most complex evaluation, which all require a more complex ability of thinking. Symbolically, for presentation and quality gaining knowledge of graduated students, we have modified a model of Multiple intelligence}{
\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \cs22\lang1033\langfe1033\super\langnp1033\insrsid9390814\charrsid1067525 \chftn {\footnote \ltrpar \pard\plain \ltrpar\s20\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 
\rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 \fs20\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 {\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \cs22\fs18\super\insrsid6965541\charrsid1067525 \chftn }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\insrsid6965541\charrsid1067525  Theoretically elaborated by Howard Gardner in book }{\rtlch\fcs1 \ai\af197\afs18 \ltrch\fcs0 \i\fs18\insrsid6965541\charrsid1067525 Frames of Mind}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\insrsid6965541\charrsid1067525 .}}}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 . Students\rquote  desirable features can be presented in a form of Multiple intelligence (Image 1.):
\par 1. Linguistic:
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \ltrpar\qj \fi-360\li720\ri0\widctlpar
\jclisttab\tx720\wrapdefault\aspalpha\aspnum\faauto\ls14\adjustright\rin0\lin720\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 effective use of words, verbal or in writing
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}rich vocabulary
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}expressiveness of speech
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}enriched linguistic meaning of expression
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}use of words in solving practical problems
\par }\pard \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 2. Logical-mathematical
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \ltrpar\qj \fi-360\li720\ri0\widctlpar
\jclisttab\tx720\wrapdefault\aspalpha\aspnum\faauto\ls15\adjustright\rin0\lin720\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 effective use of numbers
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}
noticing of logical structure and relationships, as well as proximate cause, without problems
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}
ability of categorization, classification, making conclusions, generalizations, calculating and testing of hypotheses
\par }\pard \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 3. Spatial
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \ltrpar\qj \fi-360\li720\ri0\widctlpar
\jclisttab\tx720\wrapdefault\aspalpha\aspnum\faauto\ls16\adjustright\rin0\lin720\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 precise observation and orientation in space
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}ability of spatial formation
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}sense for colours, lines and figures
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}ability of visualization
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}capability of graphical presentation of ideas
\par }\pard \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 4. Physical-kinetic
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \ltrpar\qj \fi-360\li720\ri0\widctlpar
\jclisttab\tx720\wrapdefault\aspalpha\aspnum\faauto\ls17\adjustright\rin0\lin720\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
ability of using entire body for expressing thoughts and feelings
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}capability of using hands during handling objects and equipment

\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}right coordination, balance
\par }\pard \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 5. Musical
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \ltrpar\qj \fi-360\li720\ri0\widctlpar
\jclisttab\tx720\wrapdefault\aspalpha\aspnum\faauto\ls18\adjustright\rin0\lin720\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 sense for music
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}distinguishing music
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}music creativity
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}music expression
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}sense for rhythm, dynamic, melody, timber yard or sound of instrument

\par }\pard \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 6. Interpersonal
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \ltrpar\qj \fi-360\li720\ri0\widctlpar
\jclisttab\tx720\wrapdefault\aspalpha\aspnum\faauto\ls19\adjustright\rin0\lin720\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 noticing and distinguishing other people\rquote 
s moods, intentions, motivations and feelings
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}ability of non-verbal expressing and recognition of non-verbal signs

\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}using of non-verbal expressing for practical purpose
\par }\pard \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 7. Intrapersonal
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \ltrpar\qj \fi-360\li720\ri0\widctlpar
\jclisttab\tx720\wrapdefault\aspalpha\aspnum\faauto\ls20\adjustright\rin0\lin720\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
knowing yourself and capability to act in compliance with that
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}truly knowing your good and bad sides, capabilities and limits
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}awareness of your moods, intentions, motives, temper and desires

\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \f3\fs22\lang1033\langfe1033\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \loch\af3\dbch\af0\hich\f3 \'b7\tab}self discipline, self understanding, self esteem.}{\rtlch\fcs1 
\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814 
\par }\pard \ltrpar\qc \li360\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin360\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814 
\par }\pard \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \b\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 2. Perception and visual communication
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par }\pard \ltrpar\qj \fi708\li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
Human perception is a process of gaining, interpretation, selection and organization of stimulative information and, as such, presents a source of all knowledges. It can be vi
ewed as an observation of relationships between reality (enchantment) and mind (intellect) reflection (thinking, judgement etc.) Depending on which sensory organ is dominant, we can distinguish visual, auditive, tactile, gustative and olifactive perceptio
n
. In human perception, a crucial role belongs to eyesight. We are able to aggregate and bank up an incredible amount of visual information. The question of identification of shapes and forms is subject-matter of psychologists, artists, but also of enginee
rs and informaticians. Perception is not only noticing of enchantment from surrounding, but also a complex process which takes place through organization and interpretation of meanings and provoking organism\rquote 
s reaction. Perception and comprehension of scene will depend on man, i.e. on his previous experience, motive and interest. Only things that we know, that we \'93see\'94
 with our mind, have influence on perception. In this way, for example, a simple sentence written on a piece of paper can be interpreted indiv
idually and in different ways. For those who are illiterate, paper contains only different lines and patterns, and someone who is not familiar with, for example, Croatian language, is able to distinguish only letters, without their real content. Every inf
ormation system contains reception and coding of information. 
\par }\pard \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 The written word \'93blind\'94
 is a carrier of meaning, and it is called \lquote signifier\rquote , and the meaning of the word is a term that signifies a man who is not able to see. Many of signs used in communica
tion process incurred arbitrarily. Their decoding indicates how to learn the structure and language manners of their use. Communication is inevitable without people, sign and objects of universe. Contemporary science, which deals with signs and sign syste
ms, has developed from two sources. In 1916 Swiss linguist Ferdinand de Saussure introduced presumptions about general science semiology. Opposing De Saussure\rquote 
s linguistic approach to issues, Anglo Saxon scientist Charles Sanders Peirce researched interrelationship between physical sign, object and human from a logical point of view, and is regarded as founder of semiology. The smallest element in De Saussure
\rquote s semiology is a sign, which is composed of form and concept (\lquote signified\rquote  and \lquote signifier\rquote ). Accordin
g to him, majority of signs are symbolic and accidental, and their meaning can be understood as a process that connects the \lquote signified\rquote  with the \lquote signifier\rquote .
\par Communication is transmission of thoughts and messages. Elementary forms of communication are based on signs and sounds. Phrase \lquote communication\rquote 
 can be understood as comprehension of all procedures with which one mind can influence another. Such an extended definition contains not only speech, but music, art, theatre, ballet, etc.
\par Communication with environment in which we live, and throughout it with broader human society, represents communication of ideas, attitudes or mentally-psychological reactions on given conditions in society, problems and methods of their solving. 
\par Expression \lquote communication\rquote  is derived from Latin word \lquote communis\rquote , which means \lquote common\rquote .}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814  }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 
\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par }{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 Therefore, communication can be specified as a process of communion or union of addresser}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 
\b\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525  }{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 and addressee.}{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 
\lang1033\langfe1033\langnp1033\insrsid9390814  }{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 
\par }{\rtlch\fcs1 \ai\af197\afs22 \ltrch\fcs0 \i\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 Visual communication}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
 manifests in linguistic and non-linguistic form. Linguistic form is, f
or example, language of the deaf and the dumb. Pitch of visual linguistic communication development is the development of alphabet. Communication systems as Morse alphabet and traffic lights belong to this group. Typical non-linguistic forms of visual com
m
unication are facial expression (for example, smiling, scowl) and gestures (for example, shrugging). Visual-spatial intelligence refers to orientation in space, ability of figurative and abstract visualization, thinking via imagery (scenic) conception, ca
p
ability of thinking in the third dimension, redefining and recomposition of existing art compositions into new ones. Art creativity affects imagination, ability of forming in different two-dimensional and three-dimensional materials, creating different pr
actical works (drawing, pictures, reprints, sculptures, relieves, installations).
\par Visual language is made of art elements (paradigms) and compositional principles (syntagms). Visual presentations are based on the system of conventions which has developed in
 process of attempts and mistakes throughout millenniums, to unite sign and signed. In that context, in relation between sign and signed, our reaction on image should respond to reality that the image represents. Creator of visual message demonstrates its
 presentation in scenic form, which is made of visual elements. Communication can take place only in some social context and linguistic environment. Visually coded message is subject to influences of social and cultural environment, as well as recipient
\rquote s message interpretation is subject to same influences.
\par Just as the recipient, communicator has to posses certain knowledges that have been acquired through learning and are predisposed by collective memory. }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814 
\par }\pard\plain \ltrpar\s55\qj \li0\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid9390814 \rtlch\fcs1 \af0\afs24\alang1025 \ltrch\fcs0 
\fs24\lang1033\langfe1050\loch\af0\hich\af0\dbch\af197\cgrid\langnp1033\langfenp1050 {\rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\insrsid9390814\charrsid1067525 \hich\af0\dbch\af197\loch\f0 Througho\hich\af0\dbch\af197\loch\f0 
ut the process of socialization, we acquire resources of knowledge, abilities that are enriched via intuitive noticing of some needs and tasks, via ability of information analysis and objects in different ways, i.e. via fluency. Similarly, we become sensi
\hich\af0\dbch\af197\loch\f0 t\hich\af0\dbch\af197\loch\f0 
ive to problems, so we develop an ability to perceive shortcomings or needs for changes, or improvements in the existing things. Also to, via redefinition, i.e. the capability of abandoning old ways, we interpret familiar objects to use them in some new p
\hich\af0\dbch\af197\loch\f0 u\hich\af0\dbch\af197\loch\f0 rposes. The contemporary society demonstrates a need for acquisition of languages and techniques of visual media, as well as exploring the mechanism of their influence on forming a personality. 

\par }\pard\plain \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 \fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 {\rtlch\fcs1 \ab\af197 \ltrch\fcs0 
\b\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 3. Intelligence
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par Many people identify thinking and intelligence, even though the relationship between intelligence and thinking is like relationship between car and the driver. Intelligence is the car, and car\rquote 
s driver will, via thinking, decide which route he will take. Therefore, intelligence is ability that we ca
n use via experiential thinking, or on contrary, it will stay uncultivated (Mozart in rainforest). Intelligence, as a badly used tool, can be a barrier for thinking.
\par Gardner\rquote s theory (Howard Gardner) of multiple intelligences, based on understanding that d
ifferent parts of brain are connected with those different types of intelligences, is well known. With that theory, Gardner confuted theory which was present by then, that the intelligence is conditioned and unchangeable. According to Howard Gardner
\rquote s theo
ry of Multiple intelligence, intelligence is not a homogenous mind skill. More independent intelligences exist: verbal, logical-mathematical, kinetic, musical, spatial-visual, interpersonal, and metacognitive intelligence. It is possible to develop all se
ven intelligences. Gardner\rquote s model of Multiple intelligence indicates that there are numerous learning styles and cognitions of the world.
\par 1. linguistic intelligence refers to verbal expression (understanding of terms, reading, writing texts). Stories, puzzles, and debates are a motivation for learning.
\par 2. logical-mathematical intelligence, which is most frequently connected to scientific thinking (abstract thinking, mathematic problems, logical conclusion. Problem tasks, experiments, and problem solving encourage learning.
\par 3. visual-spatial (spatial) intelligence (visual thinking and memory, interpretation of maps, orientation in space, navigation). Tasks of visual expression, making mind maps, and activities of visualization motivate learning. Images, graph
s, films, and demonstrations should be used in teaching.
\par 4. musical intelligence (singing, playing instruments, sense of rhythm). Listening to music for relaxation which inspires for visualization and rhythmic games should be used in teaching. 
\par 5. physical-kinetic intelligence (dancing, sport, body language in expressing emotions). The best way to acquire knowledge is via movements \endash  dancing, movement, dramatization, learning in nature.
\par 6. interpersonal intelligence (empathy, pupils are communicative, understanding of knowledge, emotions, motives, they enjoy other people\rquote s company). Learning in pairs and group work motivates them for learning.
\par 7. intrapersonal intelligence (self cognition, understanding of oneself \endash  who we are, how we can change). They like independent activities and learning. We should encourage them to write diaries.
\par The first modern test of intelligence was made by Binet in 1905, for measuring child intelligence. Joy Paul Guilford believed that intelligence tests can not measure the full e
xtent of human intelligence. They are based on convergent thinking and are not able to measure creativity, which is so important for social development. He created a model of intellectual abilities. That three-dimensional model contains 4x5x6 mutually ind
ependent factors of cognitive abilities (1959). Each factor is marked by a letter which refers to operation, content and production.
\par Guilford interpreted and distinguished convergent and divergent thinking in his three-dimensional model.
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814 \tab }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par }{\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \b\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 4. Visual intelligence
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par }\pard\plain \ltrpar\s55\qj \li0\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid9390814 \rtlch\fcs1 \af0\afs24\alang1025 \ltrch\fcs0 
\fs24\lang1033\langfe1050\loch\af0\hich\af0\dbch\af197\cgrid\langnp1033\langfenp1050 {\rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\insrsid9390814\charrsid1067525 \hich\af0\dbch\af197\loch\f0 
Visual intelligence signifies ability of seeing things in the mind, i.e. it is an ability of visual perception of world that surrounds us and of creating an artistic view of the world. Visual intelligence signifies colour, line, form and space sensi
\hich\af0\dbch\af197\loch\f0 
bility in itself. According to Gardner (1983), people who posses visual intelligence are great collectors, who satisfy their need for visual impulses. They encircle themselves with images of their own imagination, as well as with objects that enchant them
.\hich\af0\dbch\af197\loch\f0  The influence of surrounding is indisputable.
\par \hich\af0\dbch\af197\loch\f0 In persons with expressed visual intelligence, a verbal deficit is also noticed. Since in traditional IQ tests logical-mathematical and verbal intelligence are primarily measured, persons with great visual int
\hich\af0\dbch\af197\loch\f0 \hich\f0 
elligence often have worse results. Jola Sigmond first created tests for measuring visual intelligence. According to him, each individual possesses a great potential of intelligence, which is never used to its maximum. Yet in childhood we learn that we 
\'93\loch\f0 l\hich\af0\dbch\af197\loch\f0 e\hich\af0\dbch\af197\loch\f0 \hich\f0 arn\'94\loch\f0  by imitating and that we don\hich\f0 \rquote \loch\f0 \hich\f0 t use all our hidden potentials in that way. By training of visual thinking, \'93\loch\f0 
\hich\f0 certain muscles of the body of the mind\'94\loch\f0  can be built up, creating a condition for logical thinking, three-dimensional seeing and four-dimensio\hich\af0\dbch\af197\loch\f0 n\hich\af0\dbch\af197\loch\f0 
al solving of problems (Jola, 2004). He was the first one who used colours in semantic sense, not only for illustrations. Through line of tests, trainings, and games, it is possible to stimulate visual, mathematical and logical intelligence, practice and 
\hich\af0\dbch\af197\loch\f0 e\hich\af0\dbch\af197\loch\f0 xtend mental skills, such as logic and attention, improve mental effectiveness, develop logical understanding, improve concentration.
\par \hich\af0\dbch\af197\loch\f0 Influence of exercise on results in intelligence tests:
\par {\listtext\pard\plain\ltrpar \s55 \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1050\dbch\af0\langnp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \ltrpar\s55\qj \fi-360\li720\ri0\widctlpar
\jclisttab\tx720\wrapdefault\aspalpha\aspnum\faauto\ls12\adjustright\rin0\lin720\itap0\pararsid9390814 {\rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\insrsid9390814\charrsid1067525 \hich\af0\dbch\af197\loch\f0 effects of exercise can be produced in three ways:

\par }\pard \ltrpar\s55\qj \li360\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin360\itap0\pararsid9390814 {\rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\insrsid9390814\charrsid1067525 \hich\af0\dbch\af197\loch\f0 
1.) by giving a particular test or its parallel forms a number of times
\par \hich\af0\dbch\af197\loch\f0 2.) by analysis of mistakes in doing tests
\par \hich\af0\dbch\af197\loch\f0 3.) by discussion about principles of solving tests or coaching
\par {\listtext\pard\plain\ltrpar \s55 \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1050\dbch\af0\langnp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \ltrpar\s55\qj \fi-360\li720\ri0\widctlpar
\jclisttab\tx720\wrapdefault\aspalpha\aspnum\faauto\ls12\adjustright\rin0\lin720\itap0\pararsid9390814 {\rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\insrsid9390814\charrsid1067525 \hich\af0\dbch\af197\loch\f0 
ability of reasoning and g-factor can not be significantly improved by exer\hich\af0\dbch\af197\loch\f0 cise, and positive effects are obtained only on limited specific factors
\par {\listtext\pard\plain\ltrpar \s55 \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1050\dbch\af0\langnp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 -\tab}\hich\af0\dbch\af197\loch\f0 
effects of exercise are different from individual to individual
\par {\listtext\pard\plain\ltrpar \s55 \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1050\dbch\af0\langnp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 -\tab}\hich\af0\dbch\af197\loch\f0 Milwaukee project \hich\f0 \endash 
\hich\af0\dbch\af197\loch\f0  a goal was to prevent a development of mental retardation in a group of potentially endangered children in upgrowth through a program of enrichment of family environment
\par {\listtext\pard\plain\ltrpar \s55 \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1050\dbch\af0\langnp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 -\tab}\hich\af0\dbch\af197\loch\f0 
no differences are obtained in accomplishment in mathematic and reading, in relatio\hich\af0\dbch\af197\loch\f0 n to comparative group
\par {\listtext\pard\plain\ltrpar \s55 \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1050\dbch\af0\langnp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 -\tab}\hich\af0\dbch\af197\loch\f0 there was no real increase of g-factor
\par {\listtext\pard\plain\ltrpar \s55 \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1050\dbch\af0\langnp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 -\tab}\hich\af0\dbch\af197\loch\f0 
beside the influence of different forms of exercises on the result expressed in numbers, changes in ability structure that is enhanced with those tests occurred
\par {\listtext\pard\plain\ltrpar \s55 \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1050\dbch\af0\langnp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 -\tab}\hich\af0\dbch\af197\loch\f0 empiric data about the fact
\hich\af0\dbch\af197\loch\f0  that no great progress was ever realized by exercises, show that testing of intelligence is justified  
\par }\pard\plain \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 \fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 {\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 
\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 During learning and thinking process, visual intelligence plays a great role in creating visual image, memorizing by means of images and, accordingly, 
it should be developed in as greater measure. Spatial-visual intelligence can be developed via reading geographical maps, navigation, park planning, model construction, constructive games, plotting, making itineraries, or visual maps of any information (M
i
ndmap). The degree of visual intelligence helps students to acquire knowledge not only through static images, but also to engage their imagination, to imagine objects from different angles. Through the dynamicity of video-clip they visualize gained inform
ation. Child\rquote s spatial-visual intelligence can be deformed by non-critical acceptance of mass culture\rquote s products, i.e. by predimensional visual impulses via media, films, the Internet, videogames. 
\par Many illusions of perception are no more than simple mistakes. According to Helmoholz, a simple rule of each illusion is to believe that we see those objects which we could see in normal circumstances.
\par 
\par }{\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \b\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 5. Experimental research
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par The subject matter of this paper\rquote s research is a possibility of developing spatial-visual intelligence. We involved students of }{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
Faculty of Philosophy in Sombor and Faculty of Maritime Studies in Split in our}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525  research. Sample was made of students from }{\rtlch\fcs1 \ab\af197\afs22 
\ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 The Faculty of Philosophy, from different courses:
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \ab\af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1033\dbch\af0\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 a)\tab}}\pard \ltrpar\qj \fi-360\li720\ri0\widctlpar
\jclisttab\tx720\wrapdefault\aspalpha\aspnum\faauto\ls13\adjustright\rin0\lin720\itap0\pararsid9390814 {\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 design of media, third year 
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \ab\af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1033\dbch\af0\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 b)\tab}design of media, fourth year 
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1033\dbch\af0\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 c)\tab}}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 
\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 professor of elementary school, }{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 third year}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 
\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1033\dbch\af0\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 d)\tab}professor of elementary school, }{\rtlch\fcs1 \ab\af197\afs22 
\ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 fourth year}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1033\dbch\af0\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 e)\tab}students of second year, pre-school teacher
\par {\listtext\pard\plain\ltrpar \rtlch\fcs1 \af0\afs22 \ltrch\fcs0 \fs22\lang1033\langfe1033\dbch\af0\langnp1033\langfenp1033\insrsid9390814\charrsid1067525 \hich\af0\dbch\af0\loch\f0 f)\tab}students of }{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 
\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 Faculty of Maritime Studies who attend course Communicology}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par }\pard \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 {\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 250 students }{\rtlch\fcs1 \af197\afs22 
\ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 of }{\rtlch\fcs1 \ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
Faculty of Maritime Studies in Split and Faculty of Philosophy in Sombor were tested.
\par There are 16 problems that identify perception of form and background in our test (problem no. 2, 3, 4). In graphic works, form and background are close terms. Opposite t
o that, Rubin thought that any part of field of view can be seen as an image, while other parts will represent the background. That is particularly true where the image is black or white. On borders of white or black field, especially in vertical directio
n, they can be read as a white shape on a black background and vice versa (famous Rubin\rquote s mirage \endash  }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
two human side faces or vase). Answers to the third problem are interesting; some of them show even additional visualization: Egyptian queen, cross, etc. If results for the group of problems which are based on the same principle are compared \endash 
 almost everybody identified the form and the background of the first problem (92.52%), the percentage was smaller in the third problem (79.52%), and the percentage is alm
ost twice lesser in the fourth problem (62.23%) in which the identification of letters, i.e. text, complicated the problem. The fifth problem is so called Hering\rquote 
s illusion, and many examinees solved it successfully (86.14%). Problem 9. and 10. identifies 3D seeing \endash 
 to solve a problem, examinee has to move given objects in his imagination. Successful solving of problems 12. and 13. assumes visual imagination. Some of the problems are well known mirages (problems 5., 8. and 15.) Judgement of one image great
ly depends on background. Constant form indicates that form is judged by a constant, apart from size, colour or other characteristics. That means that we are not able to recognize a letter and geometric form if it is not in its usual }{\rtlch\fcs1 
\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814 colour, size or form (problem 8}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 ).}{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 
\lang1033\langfe1033\langnp1033\insrsid9390814 
\par \tab 
\par }{\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \b\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 6. Conclusion
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par Many social psychologists think that visual communication is one of the most important canals, if not the most important, of nonverbal communication. Visual communication refers not only to watching and eye contact, but also to
 seeing available and useful social signs. Visual message, in western civilization dominant today, accepted the role of verbal message, dominant up until recently. Nonverbal communication has a lot of advantages over verbal communication, because an agent
 
for interpretation of the meaning of the verbal message is not necessary. Human perceptive system is sensitive on images and graphic presentations of data, and in that way is able to process shown information easily. We come across terms such as infograph
i
cs and data visualization/information lately. During last years, visualization is present in a field of information searching. We can also say that it is a recognizable characteristic of semantic web. Visual style of learning is dominant for students who 
learn the fastest when information is visually presented in a form of text. During visual learning, they mostly use information from course books and notes. Students with emphasized visual style of learning prefer to learn on their own. }{\rtlch\fcs1 
\ab\af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 
\par }{\rtlch\fcs1 \af197\afs22 \ltrch\fcs0 \lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1067525 Psychologist dr. Ho
ward Gardner studied the ways in which adults and children learn for a long time. He discovered that there are different forms of intelligence. You may have musical intelligence, or social intelligence, or you are naturally intelligent. Gardner\rquote 
s theory of
 multiple intelligence changed methods of teaching throughout the world. Encouragement and development of visual-spatial intelligence in our experiment manifested in visual perception, coding and decoding visual messages in so called semiotic transfers (f
or example, identification and visualization of different natural shapes).
\par Visual communication has two tasks. The first one is expressive, that is, it refers to transmission of attitudes and emotions. The second one is informational \endash  it operates with soci
al meetings and supervises them. Since exactly these functions are said to be basic, when we speak about nonverbal communication in general, we can conclude that seeing of available social signs \endash   visual communication \endash 
  is really the most important channel which enables nonverbal interactions and makes verbal easier.
\par Our researches have proven that insufficient efforts are made in identification and visual intelligence within study programs on faculties, and indicate that learning of visual intelligence i
s essential, because it is very significant for future graduates on our faculties.
\par 
\par }{\rtlch\fcs1 \ab\af197 \ltrch\fcs0 \b\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 7. References
\par }\pard\plain \ltrpar\s57\qj \li0\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid9390814 \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 
\fs24\lang1033\langfe1033\loch\af0\hich\af0\dbch\af197\cgrid\langnp1033\langfenp1033 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \insrsid9390814\charrsid13066279 
\par }\pard\plain \ltrpar\qj \li0\ri0\widctlpar\wrapdefault\nooverflow\faroman\rin0\lin0\itap0\pararsid9390814 \rtlch\fcs1 \af197\afs20\alang1025 \ltrch\fcs0 \fs22\lang2057\langfe1033\cgrid\langnp2057\langfenp1033 {\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 Bloom, B. \endash  Krathwohl, D.R. Taxonomyof Educational Objectives, Handbook 1: Cognitive Domain. David McKay, New York}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1033\langfe1033\langnp1033\insrsid9390814 , 1956.}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 
\par De Bono, E. CoRT Thinking Programme. Science Research Associates, Henley}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814 , 1987.}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 
\par Gardner, H.: Frames of Mind: A theory of Multiple Intelligence. 1983; The Mind's New Science: A History of the Cognitive Revolution. 1985; The Unschooled Mind. 1988; Art, Mind and Brain: A Cognitive Approach to 
Creativity. 1982; Creating Minds. 1993. Basic Books, New York.
\par Jola, Sigmond}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814 .}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 
 Visual IQ Tests, Sterling Publishing Co.Inc, New York}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814 , 2004.}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 
\par }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814 Lipman, M.}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 
 Harry Stottlemeier's Discovery. Institute for the Advancement of Philosophy for Children, 1974. 
\par }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid9594116 Richter, Sigrun}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814 .}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid9594116  Grundlinien des Unterrichts in der Grundschule der Zukunft. }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814 //}{\rtlch\fcs1 \af197\afs18 
\ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid9594116 In:}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814  }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid1992715 Grundschulmagazin}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814 .}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid1992715  11}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814  }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid9594116 (1999}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814 .}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid9594116 )}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid1992715 , S. 37-40
\par Gardner, H. Disciplinirani um.}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814  // }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid1992715 Educa.}{\rtlch\fcs1 
\af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814  }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid1992715 (2005}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1031\langfe1033\langnp1031\insrsid9390814 .}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid1992715 )}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814 

\par }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid1992715 Gardner, H., Kornhaber, M.L. & Wake W.K. Inteligencija \endash  r}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1031\langfe1033\langnp1031\insrsid9390814 azli\'e8ita gledi\'9ata. Jastrebarsko. //}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid1992715  Naklada Slap. (1999}{\rtlch\fcs1 \af197\afs18 
\ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814 .}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1031\langfe1033\langnp1031\insrsid9390814\charrsid1992715 )
\par }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1046\langfe1033\langnp1046\insrsid9390814\charrsid9390814 Jensen, E. Pou\'e8avanje s mozgom. // Educa. (2005.)
\par Jensen, E. Super-nastava. // Educa. }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9390814 ( 2003.)
\par Mayer, R.E. Multimedia Learning. }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 New York: Cambridge University Press.}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1033\langfe1033\langnp1033\insrsid9390814  }{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1046\langfe1033\langnp1046\insrsid9390814\charrsid1992715 (}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1992715 2007}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814 .}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 
\fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid1992715 )}{\rtlch\fcs1 \af197\afs18 \ltrch\fcs0 \fs18\lang1033\langfe1033\langnp1033\insrsid9390814\charrsid9594116 
\par 
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