图形识别中学习和再认取样的时间进程及其策略

本研究探讨图形识别学习和再认中取样的时间进程及其策略。被试为24名大学生,刺激材料为20个不规则无意义几何图形,以EyelinkII型眼动仪为主要实验设备。结果发现：显示方式和反馈条件显著影响图形再认期间的取样时间进程;图形学习时和再认时取样首视点的时间和空间方位具有显著相关,具有时空的一致性;反馈条件对取样策略调整主要体现在增加取样点数目、固定中等取样路径、增加取样点时间和减少取样辅助操作等方面;即时反馈提示显著影响再认时的取样,但是对学习时的取样影响不显著     

Incomplete figure perception and invisible masking

The Gollin test (measuring recognition thresholds for fragmented line drawings of everyday objects and animals) has traditionally been regarded as a test of incomplete figure perception or 'closure', though there is a debate about how such closure is achieved. Here, figural incompleteness is considered to be the result of masking, such that absence of contour elements of a fragmented figure is the result of the influence of an 'invisible' mask. It is as though the figure is partly obscured by a mask having parameters identical to those of the background. This mask is 'invisible' only consciously, but for the early stages of visual processing it is real and has properties of multiplicative noise. Incomplete Gollin figures were modeled as the figure covered by the mask with randomly distributed transparent and opaque patches. We adjusted the statistical characteristics of the contour image and empty noise patches and processed those using spatial and spatial-frequency measures. Across 73 figures, despite inter-subject variability, mean recognition threshold was always approximately 15% of total contour in naive observers. Recognition worsened with increasing spectral similarity between the figure and the 'invisible' mask. Near threshold, the spectrum of the fragmented image was equally similar to that of the 'invisible' mask and complete image. The correlation between spectral parameters of figures at threshold and complete figures was greatest for figures that were most easily recognised. Across test sessions, thresholds reduced when either figure or mask parameters were familiar. We argue that recognition thresholds for Gollin stimuli in part reflect the extraction of signal from noise.     

不规则几何图形识别中的信息取样优先序

研究了不规则几何图形识别中的信息取样优先序。被试为浙江大学本科生80 名,男女各半,年龄18－22 岁,色觉正常,视力或矫正视力正常。刺激材料为20个不规则几何图形。实验的自变量有3个：①作业任务,认同与匹配2种;②显示条件,良好与不良2种;③显示方式,旋转与不旋转2种。因变量用了反应时与错误指数二项。实验的作业有二项,一项是对呈现在CRT上图形做判别作业;一项是有关信息取样优先序的问卷作业。Friedman 双向方差分析和Kendall一致性系数检验的结果表明：不规则几何图形的信息取样优先序有按取样特征信息差异度序进行编排的趋势。较稳定的取样序,特别是将整体信息置于较优先地位的取样序有助于提高图形识别的作业绩效     

弱智儿童视觉图形辨认的实验研究

本研究探讨了不同智商水平的弱智儿童的视觉图形辨认能力的差异,并与同龄正常儿童作了比较。结果表明,智商在31-51,平均智商为41.6,均龄为11.7岁的弱智儿童,在图形以0.05秒速度的呈现条件下,平均辨认正确率为21.4%;在以0.01秒速度呈现的条件下,平均正确率为20.7%。智商在55-75,平均智商为62.0,均龄为10.2岁的弱智儿童,图形以0.05秒速度呈现时,平均辨认正确率为48.5%;在以0.01秒速度呈现时,平均正确率为45.0%。与同均龄的正常儿童比较,无论在哪一种呈现速度条件下,对图形辨认正确率均明显低于正常儿童。     

Discrimination of multidimensional geometrical figures by chickens: categorization and pattern-learning

Japanese bantam hens were trained to discriminate between geometrical figures varying along four integral dimensions. Only one dimension predicted food: selections of sharp-cornered figures were reinforced, while selections of rounded figures were not. In experiment 1, hens were subsequently trained to discriminate between nine figure pairs in a simultaneous discrimination task. Because single pairs contained multiple redundant cues, whereas the relevant dimension was obvious only across stimulus pairs, the results revealed effects of both generalization and reversal learning. Accordingly, learning speed was enhanced for later discriminations. Experiment 2 tested the hens’ transfer performance to unknown pairs, following experience of 9 or 18 figure pairs. Four of seven hens showed reliable transfer after experience with 9 figures, but only three showed transfer after experience with 18 figures, indicating lower transfer with higher number of stimulus pairs learned. In experiment 3, hens were trained to discriminate 27 figure pairs. Discrimination ratios further decreased and the groups of pairs differed significantly in their ratios of discrimination. Individual hens’ pecking behaviour was analysed in relation to each dimension of single figures and in relation to relative differences in the levels of dimensions between paired figures. Hens were shown to be oriented towards irrelevant information and more towards relational and configurational than elemental and dimensional aspects. The results are discussed in the biological context of individual recognition in chickens’ dominance hierarchies, in which we suppose that chickens identify individual flock mates by representation of their visual pattern rather than by single characteristics. Received: 18 September 1998 / Accepted after revision: 23 December 1998     

Neuropsychological assessment in illiterates: visuospatial and memory abilities

A basic neuropsychological battery of visuospatial and memory abilities was administered to extreme educational groups (illiterates and professionals). Subjects were matched according to sex and age. The following visuospatial tasks were included: figure copy (cube, house, and Rey-Osterrieth complex figure), telling time, recognition of superimposed figures, recognition of a map, and drawing of the plan of the room. The following memory tasks were used: basic information, digit retention (forward and backward), memory curve, delayed verbal recall, sentence repetition, logical memory, delayed logical memory, immediate recall of the Rey-Osterrieth complex figure, immediate reproduction of a cube, visuospatial memory, and sequential memory. In visuospatial tasks all differences between the two groups were statistically significant. Five of the seven visuospatial tasks (all but telling time and recognition of superimposed figures) showed differences between age groups with a better performance found in the younger groups and four of the tasks (cube, house, Rey-Osterrith complex figure copying, and telling time) were significant between sexes with a better performance in men. In memory tasks, with the exception of the immediate memory of sentences, all tasks showed statistically significant differences between educational groups. Eight of the 13 memory tasks (digits forward and backward, delayed memory of words, immediate and delayed logical memory, Rey-Osterrieth immediate memory, cube immediate memory, and sequential memory) showed significant differences for age while 4 of the tasks (digits backward, memory curve, Rey-Osterrieth immediate memory, and cube immediate memory) were significant for sex. Results are analyzed with regard to current theories in cognitive psychology and anthropology. Emphasis is placed on the finding that cognitive skills usually examined by neuropsychological tests represent learned and highly trained abilities.     

SUBLIMINAL GRADATION IN THE VISUAL FIELD

K ragh , U. Subliminal gradation in the visual field. Scand. J. Psychol , 1962, 3 , 165–170.—The difference of thresholds for correct recognition of a central figure and of a peripheral figure in the same picture, presented by the tachisto-scope, is referred to two factors: foveal vs . extrafoveal stimulation, and threat towards the central figure (in terms of 'perceptual defense'). Differences of size of the figures, again, do not effect 'subliminal gradation'. The analysis is considered relevant for the comparison between two tachistoscopic techniques: one in which one subliminal stimulus is exposed immediately before a liminal one, and the other with only one subliminal stimulus.     

The role of object-hypotheses in the organization of fragmented figures

The effect of an object-hypothesis on the organization of fragmented figures was investigated by varying instruction given prior to stimulus presentation. One group was uninformed as to the possibility of seeing a figure; a second group was instructed that it is possible to see a meaningful object; a third group was further instructed as to which class of object was presented. It was found that, in order to achieve organization of fragmented figures, the observer must have knowledge that a meaningful object may be integrated from the fragments. Knowledge of the class of object, while increasing the likelihood of recognition, does not significantly decrease search time.     

儿童图形识别取样的时空策略

本研究探讨儿童图形识别取样的时间和空间策略。被试为24名六年级学生和24名三年级学生,刺激材料为20个不规则无意义几何图形。结果发现:六年级学生采取取样空间扩展为主,取样时间调整为辅的策略,三年级学生采用增加取样时间为主,扩展取样空间为辅的取样策略。任务难度加大时,被试采用恒定取样点时间和增加取样点数目的时-空策略。在空间取样策略发展上,学生年龄和任务难度的交互影响显著。     

Illusion decrement and transfer of illusion decrement in real- and subjective-contour Poggendorff figures

The reduction in illusion magnitude with visual inspection and the transfer of such illusion decrement to a noninspected figure were examined in real- and subjective-contour Poggendorff figures. For both types of figures, illusion magnitude decreased significantly, and in a similar manner, during a 5-min inspection period. Postinspection tests showed that inspecting either a real- or subjective-contour figure resulted in a reduction in illusion magnitude for the other, noninspected figure. These findings suggest that real- and subjective-contour Poggendorff figures share a similar global organization and are thus probably processed in a similar manner. These characteristics make subjective-contour figures a useful tool for separating illusion-producing mechanisms into structural and strategy components.     

The effects of illumination level and retinal size on the depth stratification of subjective contour figures

The apparent stratification in depth of subjective contour figures over their backgrounds was investigated as a function of illumination level, figure size, and viewing distance. Magnitude estimation, with a real contour figure serving as the modulus, was used to measure the stratification in depth of a subjective contour figure over its background. Illumination level and retinal size both had significant effects on the depth stratification of the subjective contour figures. The greatest apparent depth differences were obtained for figures of small retinal size under low levels of illumination. These results paralleled previous findings for judgments of subjective contour strength. Consequently, both contour clarity and depth stratification of subjective contour figures are affected in similar ways by illumination level, figure size, and viewing distance. The implications of this response coupling are discussed in terms of current theories of subjective contours.     

儿童的几何图形预期表象

将儿童几何图形预期表象分为两种水平,即再认水平的预期表象和生成水平的预期表象。采用“平移”、“对称”、“重叠”三种平面几何图形的预期表象作业和“展开”、“旋转”、“截面”三种立体几何图形的预期表象作业考察了3至12岁儿童几何图形预期表象的发生和发展。结果表明：儿童再认预期表象的发生早于生成预期表象的发生;儿童预期表象的发生和发展明显受几何图形类型和作业类型的制约     

Induction-, test-, and comparison-figure interactions under illusion and figural aftereffect conditions

Ganz (1966a, b) has argued that an induction figure will displace a test figure placed near it under both illusion and figural aftereffect conditions. The data from Experiments I and II show that most of the illusion produced by the figures studied by Ganz results from an interaction between the comparison and induction figures. The data from Experiment III suggest that both the test and comparison figures interact with the induction figure under figural aftereffect conditions. Although the induction-test figure interactions do not contradict Ganz’s model, the induction-comparison figure interactions cannot be explained by it. The data also suggest that researchers should be extremely cautious in drawing conclusions about the processes underlying illusions and figural aftereffects unless they are confident that there is no interaction between the induction and comparison figures.     

Can People Creative in Imagery Interpret Ambiguous Figures Faster than People Less Creative in Imagery?

The purpose of the research study was to investigate whether people creative in imagery are better than people non‐creative in imagery at interpreting ambiguous figures. Creativity, in the imagery paradigm, is said to involve two processes: combinational play and discovery. Discovery plays a major role in creativity as it is the process of discerning, judging or interpreting the value of a mental construction. Furthermore, creative people have been said to be insightful thus supporting the proposition advanced here that people creative in imagery are faster at interpreting and finding alternative interpretations for ambiguous figures than people less creative in imagery. This study reports both latencies and discoveries in perception and mental imagery as measured on a figure combination task. The data support the conclusion that people creative in imagery are more capable in reinterpreting ambiguous figures and that they are quicker in their discoveries than people less creative in imagery. The analysis to the questions of how the subjects arrived at their discoveries may also illustrate the Gestalt literature on insight as a rapid pattern recognition.     

Errors towards the perpendicular in children's copies of angular figures: a test of the bisection interpretation

Children distort angular figures so that the constituent angles are nearer 90 degrees than they should be. This could be due to a perpendicular bias or a bisection bias, or to both. A study is reported which was designed to establish whether a perpendicular bias would appear independently of bisection. Twenty four-year-old children were tested on two types of angular figure: (i) a baseline with another line joining at the end at 45 degrees, 90 degrees, or 135 degrees and (ii) a baseline with another line joining at the middle at 45 degrees or 90 degrees. Perpendicular errors were obtained both for 'end' and for 'middle' figures, but overall more strongly for 'middle' figures. However, while 90 degrees 'middle' figures were copied more accurately than 45 degrees/135 degrees figures, this effect was only obtained for vertical and horizontal presentations of 'end' figures, and was reversed for oblique presentations. Also, for 'end' figures, directional errors varied with subtended-line orientation, whereas for 'middle' figures they varied with baseline orientation. It is concluded that although errors towards the perpendicular do occur with single-angle figures, angle equalisation may take place when there are two adjacent angles in the figure. One interpretation of the differing orientation effects is that in 'middle' figures strong internal relational forces produce a distortion that varies with the angle at which the figure is viewed, whereas in 'end' figures the absence of relational forces within the figure leads to a stronger influence from external cues.     

The Facilitative Effects of Ambiguous Figures on Creative Solution

Empirical studies of creativity emphasize the importance of ambiguity advantage in idea generation and creative problem‐solving. This study examined whether ambiguous figures could directly induce a mind‐set that would transfer to the creative problem‐solving. In Experiment 1, we examined whether presentation of ambiguous figures would influence participants' performance in alternative uses tasks, and the results showed that prior exposure to ambiguous figures significantly enhanced participants' performance in the dimension of fluency, flexibility, and originality than those exposed to non‐ambiguous figures; in general uses tasks, there were no significant difference in the reaction time and originality between the ambiguous figure condition and non‐ambiguous figure condition. In Experiment 2, the facilitative effect of ambiguous figures on creative thinking was further examined with creative story generation tasks that demand more mental effort and increased cognitive load. Results showed that creativity of stories generated in ambiguous figure condition was scored significantly higher than those in non‐ambiguous figure condition. The current research extends our understanding of the facilitative effect of ambiguous figures on creative problem‐solving.     

Cue summation enables perceptual grouping

In order to study how basic features interact in shape perception, subjects detected target figure presence and identified target figure shape in a combined 2-alternative forced-choice task. Target figures were embedded in Gabor random fields and were defined by feature contrast in spatial frequency, orientation, or both. Two figure classes were used: block figures, which could not be identified at low feature-contrast levels, and lozenge figures, which could be identified to a moderate degree. Results showed a substantial double-cue benefit for both figure classes in detection. In identification, however, a double-cue benefit was practically absent for blocks, whereas, for lozenges, cue summation proved to be much stronger than in detection. The finding that the way basic features interact is modulated by figure class and psychophysical task indicates involvement of 2 distinct perceptual mechanisms in shape perception. The 1st one highlights salient features and enables local grouping on an early feature-specific processing level. The 2nd one is higher level, serves form completion and grouping of salient contours into global shapes, and enables figure perception.