Girls in detail,boys in shape: Gender differences when drawing cubes in depth

The current study tested gender differences in the developmental transition from drawing cubes in two‐ versus three dimensions (3D), and investigated the underlying spatial abilities. Six‐ to nine‐year‐old children (N = 97) drew two occluding model cubes and solved several other spatial tasks. Girls more often unfolded the various sides of the cubes into a layout, also called diagrammatic cube drawing (object design detail). In girls, the best predictor for drawing the cubes was Mental Rotation Test (MRT) accuracy. In contrast, boys were more likely to preserve the optical appearance of the cube array. Their drawing in 3D was best predicted by MRT reaction time and the Embedded Figures Test (EFT). This confirmed boys' stronger focus on the contours of an object silhouette (object shape). It is discussed whether the two gender‐specific approaches to drawing in three dimensions reflect two sides of the appearance–reality distinction in drawing, that is graphic syntax of object design features versus visual perception of projective space.     

Reality monitoring of physically similar and conceptually related objects

Three studies showed that information used in determining a target memory’s source may be derived not only from the target event itself, but also from other nontarget events or memories. Subjects were more likely to claim that an imagined object was perceived when it physically resembled or was conceptually related to another specific item that was actually perceived, relative to when there was no physical resemblance or semantic relation. Furthermore, error rates for imagined items increased with the number of perceived items that they resembled. However, subjects’ orienting task at encoding (perceptually biased or perceptually plus conceptually biased) did not systematically affect error rates. The results indicate that reality monitoring decisions about a target object are influenced by similar physical and conceptual information that was derived from other objects.     

Salient material properties and haptic volume perception: The influences of surface texture, thermal conductivity, and compliance

We investigated the influences of surface texture, thermal conductivity, and compliance on the haptic perception of the volume of small cubes. It was hypothesized that an object containing highly salient material properties would be perceived as larger in volume than the same object without these properties. Blindfolded subjects were asked to explore pairs of cubes differing in their material properties and to select the one with the larger volume. The results showed that, counterintuitively, a smooth cube was perceived as being significantly larger than a rough cube of the same physical volume, with average biases of about 19 %. Furthermore, cubes with a higher thermal conductivity were perceived as significantly larger than cubes with a lower thermal conductivity (average bias of about 7 %). In addition, the magnitude of the bias in this condition was not changed by increasing or decreasing the temperature of the test objects, suggesting that the effect of thermal conductivity could not be attributed directly to the heat flow. Finally, a hard cube was perceived as significantly larger than a soft cube of equal physical volume, with an average bias of about 25 %. These results reveal that the studied material properties have significant and consistent influences on the haptic perception of volume. The observed biases provide an indication of the levels at which the processing of haptic information on volume and material properties occurs.     

Blind man draws using diminution in three dimensions

Can the principle of convergence in three spatial dimensions be reflected in drawings by the congenitally blind? A man who had been totally blind since birth was asked to draw scenes such as a tabletop with three cubes receding to the observer’s left side. He used converging lines to show the tops of the cubes receding in depth. He drew the cubes to the left smaller than the cube in front of the observer. He drew faces of cubes to the left with tilted lines, pointing to below the front face of the cube in front. The result approximates three-point perspective. We note that the directions of objects from a vantage point in touch converge much as they do in vision.     

An investigation of preschoolers' misattributions of the properties of two‐dimensional images: understanding the relationship between a symbol and its referent

Previous studies have found that preschoolers are confused about the relationship between two‐dimensional (2D) symbols and their referents. Preschoolers report that 2D images (e.g. televised images and photographs) share some of the characteristics of the objects they are representing. A novel Comparison Task was created to test what might account for these misattributions of the properties of 2D images. Three‐and‐a‐half‐ and four‐and‐a‐half‐year olds made comparisons between items presented in two of three formats simultaneously, i.e. as a real object and as an object appearing on television (TV), as a real object and as a photo of that object, or as an object appearing on TV and in a photo. Presenting the televised object or the photo of the object along with the real object aided performance; children indicated that televised objects and photos of objects no longer shared the properties of the real objects. Children also performed better when presented with two 2D images of the same object (the photo of the object and the televised image of the object). Although dual‐representation might account for these misattributions of the properties of 2D images, because children also performed better when two 2D images of the same object were present, other possibilities such as children using pictures as communicative devices and disregarding the pragmatics of the task should be explored. Copyright © 2010 John Wiley & Sons, Ltd.     

Effects of Motivation on Young Children's Object Recall and Strategy Use

The study was designed to examine the effects of motivation on young children's recall for object names and early-emerging mnemonic activities. Seventy-two 4-year-old children were randomly assigned to 1 of 3 instructional conditions: incidental, intentional, or motivational. Each child was shown 10 small toy objects and provided a 90 s study period prior to recall. The children's mnemonic behaviors were videotaped for subsequent coding. The children in the incidental condition were instructed to simply look at the toys while children in the intentional and motivational condition were given explicit instructions to remember. The motivational group was also told that they could keep whichever toys they remembered. A recognition memory task was employed to examine the extent to which the stimuli were encoded during the study period. The children's recall memory did not vary as a function of instructional condition. Children's use of singular versus multiple strategies was calculated, along with a weighted summary score giving most weight to the participant's use of mature mnemonic strategies. Significant differences in strategy use were found, favoring the motivational condition. Significant positive correlations were found between the weighted summary scores and object recall, and the teacher ratings of mastery motivation and object recall. Mastery motivation was found to be unrelated to the strategic summary scores, failing to mediate strategic behaviors. The results suggest that when providing incentives to remember, children apparently engaged in more effortful mnemonic processing in order to remember the items, even though a greater number of items were not recalled.     

Preference for impossible figures in 4-month-olds

Can infants use interposition and line junction cues to infer three-dimensional (3D) structure? Previous work has shown that in a task that required 4-month-olds to discriminate between static two-dimensional (2D) pictures of possible and impossible cubes, infants exhibited a spontaneous preference for displays of the impossible cube but left open the question of whether they did so on the basis of purely local “critical regions” or whether they were able to employ more global clues. Here infants were presented with possible and impossible cubes in which the strictly local cues that could have derived from exterior binding contours were deleted. Results showed that infants were still able to discriminate possible cubes from impossible cubes, suggesting that longer looking infants are sensitive to global properties and that the capacity to integrate pictorial information to perceive aspects of global 3D shape may develop earlier than demonstrated previously using reaching tasks.     

Testing a conceptual locus

Changes to objects that are inconsistent with the scene in which they appear are detected more accurately than changes to consistent objects. In three experiments, we tested whether this inconsistent object advantage derives from the differential retention of conceptual codes generated from a brief view of a real-world scene in accordance with a conceptual short-term memory (CSTM) hypothesis. A scene was presented for 250 msec, followed by a brief mask and a test scene in which a target object was either changed or not changed. In Experiment 1, changes that altered conceptual content (object deletion) were contrasted with visual changes (left-right orientation changes). In Experiment 2, the duration of the mask was manipulated to vary the amount of time available for conceptual consolidation of the initial scene. In Experiment 3, the type of mask was manipulated: Either a meaningless pattern mask or a meaningful, and thus conceptually disruptive, scene was shown. The inconsistent object advantage was obtained in each experiment, yet in none was it modulated in the direction predicted by the CSTM hypothesis. Instead, the inconsistent object advantage is likely to be caused by contextual influence on memory for visual object representations.     

Categorization of two-dimensional and three-dimensional stimuli by 18-month-old infants

In two experiments, 18-month-old infants’ categorization of 3D replicas and 2D photographs of the same animals and vehicles were compared to explore infants’ flexibility in categorization across different object representations. Using a sequential touching procedure, infants completed one superordinate and two basic-level categorization tasks with 3D replicas, 2D cut out photographs, or 2D images on photo cubes (“2D cubes”). For superordinate sets, 3D replicas elicited longer mean run lengths than 2D cut outs, and 3D replicas elicited equivalent mean run lengths as 2D cubes. For basic-level sets, infants categorized high-contrast animal sets when presented with 3D replicas, but they failed to categorize any of the 2D photograph sets. Categorization processes appear to differ for 3D and 2D stimuli, and infants’ discovery of object properties over time while manipulating objects may facilitate categorization, as least at the superordinate level. These findings are discussed in the context of infants’ representation abilities and the integration of perception and action.     

The use of proprioception and tactile information in haptic search

To investigate how tactile and proprioceptive information are used in haptic object discrimination we conducted a haptic search task in which participants had to search for either a cylinder, a bar or a rotated cube within a grid of aligned cubes. Tactile information from one finger is enough to detect a cylinder amongst the cubes. For detecting a bar or a rotated cube amongst cubes touch alone is not enough. For the rotated cube this is evident because its shape is identical to that of the non-targets, so proprioception must provide information about the orientation of the fingers and hand when touching it. For the bar one either needs proprioceptive information about the distance and direction of a single finger’s movements along the surfaces, or proprioceptive information from several fingers when they touch it simultaneously. When using only one finger, search times for the bar were much longer than those for the other two targets. When the whole hand or both hands were used the search times were similar for all shapes. Most errors were made when searching for the rotated cube, probably due to systematic posture-related biases in judging orientation on the basis of proprioception. The results suggest that tactile and proprioceptive information are readily combined for shape discrimination.     

How do humans group non-rigid objects in multiple object tracking?: Evidence from grouping by self-rotation

Previous studies on perceptual grouping found that people can use spatiotemporal and featural information to group spatially separated rigid objects into a unit while tracking moving objects. However, few studies have tested the role of objects’ self-motion information in perceptual grouping, although it is of great significance to the motion perception in the three-dimensional space. In natural environments, objects always move in translation and rotation at the same time. The self-rotation of the objects seriously destroys objects’ rigidity and topology, creates conflicting movement signals and results in crowding effects. Thus, this study sought to examine the specific role played by self-rotation information on grouping spatially separated non-rigid objects through a modified multiple object tracking (MOT) paradigm with self-rotating objects. Experiment 1 found that people could use self-rotation information to group spatially separated non-rigid objects, even though this information was deleterious for attentive tracking and irrelevant to the task requirements, and people seemed to use it strategically rather than automatically. Experiment 2 provided stronger evidence that this grouping advantage did come from the self-rotation per se rather than surface-level cues arising from self-rotation (e.g. similar 2D motion signals and common shapes). Experiment 3 changed the stimuli to more natural 3D cubes to strengthen the impression of self-rotation and again found that self-rotation improved grouping. Finally, Experiment 4 demonstrated that grouping by self-rotation and grouping by changing shape were statistically comparable but additive, suggesting that they were two different sources of the object information. Thus, grouping by self-rotation mainly benefited from the perceptual differences in motion flow fields rather than in deformation. Overall, this study is the first attempt to identify self-motion as a new feature that people can use to group objects in dynamic scenes and shed light on debates about what entities/units we group and what kinds of information about a target we process while tracking objects.     

Hand-movement profiles in a tactual—tactual matching task: Effects of spatial factors and laterality

We examined the effect of spatial factors and hemispheric lateralization upon hand-scanning strategies in 14 right-handed men tested in a tactual—tactual matching task. The experiment involved comparisons (judgments of same or different) between two objects sequentially touched by the fingertips of the left or right hand. Stimuli were made of smoothly joined cubes whose junctions were not haptically discernible. Exploratory strategies were inferred from the durations and locations of hand contacts with any of the cubes composing the stimuli. Accuracy was greater when the same stimulus was touched twice by the same hand than when different hands were used to feel it. With regard to strategies, both hands touched the upper parts of the object longer than the lower parts. Subjects also inspected more portions of the objects ipsilateral to the hand used. Overall differences in time spent touching cubes were greater for the right hand than for the left hand, showing that touch times were less evenly distributed on object parts for the former than for the latter. In this study, the process of information gathering by touch appears to be determined by the intertwining integration of contextual factors (e.g., stimulus position in space), biomechanical constraints on hand movements, and such cognitive factors as hemispheric differences on the ability to encode spatial pattern information.     

Mental rotation of cubes with a snake face: The role of the human-body analogy revisited

ABSTRACT

Previous research has demonstrated repeatedly that the mental rotation of human-like objects can be performed more quickly than the mental rotation of abstract objects (a body analogy effect). According to existing accounts, the body analogy effect is mediated by projections of one’s own body axes onto objects (spatial embodiment), and the mental emulation of the observed body posture (motoric embodiment). To test whether motoric embodiment facilitates the mental rotation of human-like objects, we conducted an experiment using a snake-like object that had its own body axes but would be difficult to emulate. Twenty-four participants performed the mental rotation of snake-shaped cubes with or without a snake face as well as human-shaped cubes with or without a human face. Results showed that the presence of a face increased mental rotation speeds for both human-shaped and snake-shaped cubes, confirming both the human-body and snake analogy effects. More importantly, the snake analogy effect was equal to the human-body analogy effect. These findings contradict the motoric embodiment account and suggest that any object that can be regarded as a unit facilitates holistic mental rotation, which in turn leads to improved performance.     

Perception of three-dimensional shape specified by optic flow by 8-week-old infants

Sensitivity of 8-week-old infants to optical flow specifying the shape of a three-dimensional object was assessed. Infants viewed kinetic random-dot displays that specified three-dimensional cubes. The cubes were identical except for the presence or absence of an interior corner. Half of the infants viewed the full display. The other half viewed the central region of the displays, where the flow specifying the presence or absence of the corner differed. Infants in the full-view condition looked significantly longer to a novel cube than to the familiar cube following habituation. In contrast, infants in the partial-view condition looked equally to the novel and familiar cubes, ruling out the possibility that infants who viewed the full displays merely discriminated differences in motion in the central region of the two displays. These findings suggest that infants as young as 8 weeks perceive three-dimensional object shape from optic flow.     

Factors affecting children's graphic symbol use in the third year: Language,similarity, and iconicity

The question addressed in this study is whether the claim that children understand the symbolic status of pictures by the middle of their third year is an overestimate of their ability. Specifically, we asked whether children use language if possible to facilitate their performance in graphic symbolic tasks. Language (availability of verbal labels) was manipulated along with iconicity (degree of resemblance between symbol and referent) and perceptual similarity (between choice items) in a series of four experiments. Children 2.5 and 3 years old were presented with a graphic symbol for 4 s and immediately asked to choose the object depicted (referent) from two choice objects. In Study 1, degree of iconicity between picture and referent was varied and both choice objects had the same verbal label. The 2.5-year-olds failed to use any pictures or replicas as symbols. The 3-year-olds performed well with all types of symbols and better with highly iconic symbols. In Study 2, verbal label availability was manipulated by presenting choice objects having the same or different labels and by varying familiarity of labels. The 2.5-year-olds performed at chance when verbal labels were unavailable but above chance when they were available. The 3-year-olds were above chance in all conditions but performed less well when verbal labels were unavailable. Study 3 confirmed that young children use language to mediate picture symbol use. When 2.5-year-olds were provided with subordinate verbal labels in the matching task, subsequent performance was good even when choice objects had the same basic level verbal label. In Study 4, verbal label availability was contrasted with perceptual similarity between choice objects. When verbal labels could be used and choice objects were dissimilar, performance was best, and when verbal labels could not be used and choice objects were similar, it was worst. The results suggest that children's developing understanding of the symbolic function of pictures is tenuous in the third year, and is supported by their use of verbal labels.     

Aging preserves the ability to perceive 3D object shape from static but not deforming boundary contours

A single experiment investigated how younger (aged 18-32 years) and older (aged 62-82 years) observers perceive 3D object shape from deforming and static boundary contours. On any given trial, observers were shown two smoothly-curved objects, similar to water-smoothed granite rocks, and were required to judge whether they possessed the "same" or "different" shape. The objects presented during the "different" trials produced differently-shaped boundary contours. The objects presented during the "same" trials also produced different boundary contours, because one of the objects was always rotated in depth relative to the other by 5, 25, or 45 degrees. Each observer participated in 12 experimental conditions formed by the combination of 2 motion types (deforming vs. static boundary contours), 2 surface types (objects depicted as silhouettes or with texture and Lambertian shading), and 3 angular offsets (5, 25, and 45 degrees). When there was no motion (static silhouettes or stationary objects presented with shading and texture), the older observers performed as well as the younger observers. In the moving object conditions with shading and texture, the older observers' performance was facilitated by the motion, but the amount of this facilitation was reduced relative to that exhibited by the younger observers. In contrast, the older observers obtained no benefit in performance at all from the deforming (i.e., moving) silhouettes. The reduced ability of older observers to perceive 3D shape from motion is probably due to a low-level deterioration in the ability to detect and discriminate motion itself.     

Learning What to Remember: Vocabulary Knowledge and Children's Memory for Object Names and Features

Although young children can map a novel name to a novel object, it remains unclear what they actually remember about objects when they initially make such a name–object association. In the current study we investigated (1) what children remembered after they were initially introduced to name–object associations and (2) how their vocabulary size and vocabulary structure influenced what they remembered. As a group, children had difficulty remembering each of the features of the original novel objects. Further analyses revealed that differences in vocabulary structure predicted children's ability to remember object features. Specifically, children who produced many names for categories organized by similarity in shape (e.g. ball, cup) had the best memory for newly‐learned objects' features—especially their shapes. In addition, the more features children remembered, the more likely they were to retain the newly learned name–object associations. Vocabulary size, however, was not predictive of children's feature memory or retention. Taken together, these findings demonstrate that children's existing vocabulary structure, rather than simply vocabulary size, influences what they attend to when encountering a new object and subsequently their ability to remember new name–object associations. Copyright © 2015 John Wiley & Sons, Ltd.     

Parallel processing of objects in a naming task

The authors investigated whether speakers who named several objects processed them sequentially or in parallel. Speakers named object triplets, arranged in a triangle, in the order left, right, and bottom object. The left object was easy or difficult to identify and name. During the saccade from the left to the right object, the right object shown at trial onset (the interloper) was replaced by a new object (the target), which the speakers named. Interloper and target were identical or unrelated objects, or they were conceptually unrelated objects with the same name (e.g., bat [animal] and [baseball] bat). The mean duration of the gazes to the target was shorter when interloper and target were identical or had the same name than when they were unrelated. The facilitatory effects of identical and homophonous interlopers were significantly larger when the left object was easy to process than when it was difficult to process. This interaction demonstrates that the speakers processed the left and right objects in parallel.