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This involves the construction of instruments capable of assessing visual science literacy as well as a Rasch analysis to rank complexities of science visuals. In order to improve student representational competence skills, the hierarchy of component visualization skills required to interpret these science representations needs to be identified in order to evaluate an individual’s level of visual science literacy and to provide the resources to enable the individual to reach the next literacy level. Representations, is the primary obstacle to visual literacy in science, technology, engineering and mathematics (STEM) fields and although the relationship between the fundamental visual literacy and domain-specific science literacy is known, how visual science literacy is achieved through science learning is still not fully understood. Representative competence, the capacity to generate, transform, interpret and clarify The rapid development of other nations' science and technology makes it more difficult to stay competitive internationally without concentrating on how science is taught in US classes. (PsycINFO Database Record (c) 2012 APA, all rights reserved) We conclude that Galton's conclusions were an example of theory-laden interpretation of data based on the initial responses from several very salient scientists who reported little or no visual imagery on Galton's imagery questionnaire. The modern data for scientists and nonscientists and the 1880 data for scientists and nonscientists are in agreement in showing that all groups report substantial imagery on recollective memory tasks such as Galton's breakfast questionnaire. Examination of Galton's published data shows that his own published data do not support his claims about deficient visual imagery in scientists. A replication of Galton's study with modern scientists and modern university undergraduates found no scientists totally lacking in visual imagery and very few with feeble visual imagery. This finding has been widely accepted in the secondary literature in psychology. He concluded that scientists were either totally lacking in visual imagery or had "feeble" powers of mental imagery. In 1880, Galton carried out an investigation of imagery in a sample of distinguished men and a sample of nonscientists (adolescent male students).