Visual search without eye movement

Two experiments have been made on the problem of visual search using six patterns which were geometrically simple, and familiar to the subject.

In each case the subject's task was to say where, among the complex of patterns, a particular pattern (the “test object”) appeared when the exposure of the whole display was so brief as to prevent scanning by the eyes. He could be informed visually (in Experiment I) or verbally (in Experiment II) which pattern was to be regarded as the “test object.”

In both experiments it was found that foreknowledge of what was to be the test object gave a significantly higher standard of accuracy than knowledge given later. This suggests that something analogous to visual search can occur without eye movements.     

Experimental disorientation and conceptual confusion

Thirty-two subjects were examined on a visual matching task. They were tested for their ability to maintain an orientation with respect to a particular direction in the horizontal plane, while being kept in circumstances designed to minimize their input of information and create thereby some conceptual confusion.

The results suggest that subjects tend to make corrections as if they were in the same position in space throughout, even though they have no necessary reason for supposing this to be true and some reasons for supposing the opposite. It seemed that non-verbal information had to be presented to the subjects in order to suppress this tendency.

Voluntary rotation of the subject from one setting to the next produced no more than chance errors, while arbitrary rotations only produced errors when cues were inconsistent, or possibly where no cues were available at all. In the cases where no cues—or minimal cues-were available, assumptions were made by the subjects about the nature of the environment. This caused both errors and correct responses for reasons that were not justified by the evidence in the hands of the subject.

Introspective reports revealed some interesting results as to the cues utilized and concepts consciously formulated by the subjects for their use.     

After-images from retina and brain

The evidence pointing to the retinal origin of after-images is considered. The reports of the occurrence of after-images from visual images of hallucinatory vividness are reviewed.

Experimental results are presented to indicate that a complementarily coloured afterimage may arise following the exposure of the temporarily blind retina to a coloured stimulus.

After-images, or after-effects, from vivid images are described in seventeen persons (mostly possessors of “number-forms”). They are found to move with the eyes and to show, in some persons, a degree of conformity with Emmert's Law which, while considerable, is less than that of after-images of real stimuli. In the case of one “eidetic” subject, the after-images from neither real nor imaged stimuli conformed with Emmert's Law. In some persons, after-images of images occur in complementary colours.

The retinal origin of after-images is affirmed, but that they can occur occasionally as a purely central phenomenon is acknowledged. The possible learned or inherent nature of after-images of central origin is discussed.     

Selective interference during the retrieval of visual images

Twenty-six subjects memorized lists of (low I and high I) noun pairs under imagery or verbal mediation instructions. At recall the subjects were presented a digit (“1” or “2”) either auditorily or visually as an interfering stimulus.

Visual interference was found to selectively affect the retrieval of high I response terms. Also, the retrieval of nouns studied by imagery mediation was found to be selectively disrupted by visual interference.

These results suggest that the qualities of a visual image are retained all the way from image acquisition to retrieval, and that the visual components of images generated at the acquisition stage are probably not lost by subsequent coding processes.     

The influence of previous movement and posture on subsequent posture

An experiment with 21 subjects has confirmed the findings of other investigators that previous posture affects subsequent posture—the phenomenon of postural persistence. There seems also to be a tendency for the arm to be judged horizontal when in fact above the horizon, no matter which posture has been previously adopted—a “constant upwards effect.” It has also been found that the direction of previous movement affects subsequent posture. After movement, an overshooting effect adds to a “constant upwards effect.”

Various explanations of the phenomenon are discussed, and persistence is considered as an anomaly of postural recognition.     

Comparative analysis of proprioception in left and right arms

Using the “kinaesthetic memory for the target” technique, differences in the accuracy of pointing to a target with the right and left arms are analysed. The effect of rotation of the head to left and right upon this process is also studied.

With the head normally orientated, it was found that pointing with the right arm is significantly better than with the left. Accuracy of pointing is greater with the target directly in front of the body than when it lies to either left or right side.

When the head is rotated, the direction of the pointing error is inversely related to the direction of rotation.

The study suggests that the precision of control over arm (in the absence of vision) is related to the varying ability of individual subjects to correlate limb movements with the prevailing orientation of the body, especially of the head and neck. This is additional to the influences of genetically-determined handedness and of the sensory input from the moving limb.     

Acoustic factors in visual search

Previous work has shown that in searching for existing or absent “e.s” in printed prose, the presence or absence of silent “e.s” was less likely to be detected than that of pronounced “e.s.” It was suggested that the acoustic or kinaesthetic “image” was searched for evidence of an “e” in addition to the visual stimulus and that evidence from both sources was considered in making the appropriate response.

The present experiment employs mainly substitutive errors within words, which may or may not change their pronunciation. The results suggest that the form of the acoustic correlates has no bearing upon whether the words are detected as wrongly spelt, but that the presence or absence of an acoustic event corresponding in time to the spatial location of the error is important.     

Early motion processes and the kinetic depth effect

It has been known for over 30 years that motion information alone is sufficient to yield a vivid impression of three-dimensional object structure. For example, a computer simulation of a transparent sphere, the surface of which is randomly speckled with dots, gives no impression of depth when presented as a stationary pattern on a visual display. As soon as the sphere is made to rotate in a series of discrete steps or frames, its 3-D structure becomes apparent. Three experiments are described which use this stimulus, and find that depth perception in these conditions depends crucially on the spatial and temporal properties of the display:

1. Depth is seen reliably only for between-frame rotations of less than 15°, using two-frame and four-frame sequences.

2. Parametric observations using a wide range of frame durations and inter-frame intervals reveal that depth is seen only for inter-frame intervals below 80 msec and is optimal when the stimulus can be sampled at intervals of about 40-60 msec.

3. Monoptic presentation of two frames of the stimulus is sufficient to yield depth, but the impression is destroyed by dichoptic presentation.

These data are in close agreement with the observed limits of direction perception in experiments using “short-range” stimuli. It is concluded that depth perception in the motion display used in these experiments depends on the outputs of low-level or “short-range” motion detectors.     

Temporal factors in pattern vision

A sequence of uncorrelated randomly patterned visual stimuli (“visual noise”) is normally seen as a field of particles in “Brownian motion.” When each frame of the sequence is followed by a blank flash superimposed on the same region of the visual field, the apparent structure of the noise field is strikingly altered, its form varying with the time interval between frame and flash. At a critical interval, many dots seem to cohere, to form maggot-like objects.

Some of the factors determining this critical interval have been studied. They include the brightness, repetition frequency and exposure duration of the noise field, and the distance of its retinal image from the fovea.

The critical interval for “perceptual blanking” is quite different from that for the “maggot effect,” but the two show a suggestively similar dependence upon the duty cycle of the noise display.

It is of some neurological interest that the phenomenon is not appreciably visible with dichoptic mixing of noise and blank stimuli.     

On the rate of gain of information

The analytical methods of information theory are applied to the data obtained in certain choice-reaction-time experiments. Two types of experiment were performed: (a) a conventional choice-reaction experiment, with various numbers of alternatives up to ten, and with a negligible proportion of errors, and (b) a ten-choice experiment in which the subjects deliberately reduced their reaction time by allowing themselves various proportions of errors.

The principal finding is that the rate of gain of information is, on the average, constant with respect to time, within the duration of one perceptual-motor act, and has a value of the order of five “bits” per second.

The distribution of reaction times among the ten stimuli in the second experiment is shown to be related to the objective uncertainty as to which response will be given to each stimulus. The distribution of reaction times among the responses is also related to the same uncertainty. This is further evidence that information is intimately concerned with reaction time.

Some possible conceptual models of the process are considered, but tests against the data are inconclusive.     

The imaginaiy questionnaire

The experiment was designed to throw some light on the statistical problems in the analysis of questionnaire data. Previous work (unpublished) suggested that a simple choice response was partially determined by previous responses; and also that the nature of the determination was changed with changing length of series. A “null” experiment was devised in the form of a questionnaire without any questions, and the distribution of responses was studied with respect to the problems formulated.

The observations are discussed in three sections.

In the statistical discussion an alternative meaning to overall association or dissociation is advanced. This: relates association or dissociation to human behaviour in the serial response situation, rather than to qualities of the questionnaire. It is further suggested that association between specific, questions should be tested against the association in the whole questionnaire, and an appropriate treatment is indicated.

The observations depart from statistical randomness in certain ways. Answers made up almost entirely of one form of response are given less often than would be expected. Long sequences of the same type of response are relatively infrequent, and sequences of alternation of response are also rare. As the material is “null” it implies that the human concept of randomness differs from the statistical concept.

An attempt is made to define the human concept of randomness. It appears that a series of responses which has a pattern, or for which the subject can postulate a simple “cause” will not be accepted as random by the human subject. This raises problems of a perceptual and cognitive nature. It also has a bearing on the design of questionnaires. or experiments involving serial responses.     

A study of position habits induced by reward and “frustration”

Predictions from Maier's theory of “frustration”-instigated behaviour have been tested in an experimental situation differing significantly from that in which the theory was propounded yet containing the central element of “frustration”—the insoluble problem.

A water discrimination unit was employed in which the performance of rats would be observed during attacks on insoluble problems, position problems or symbol problems.

Two groups, each containing ten Wistar albino rats, served as subjects. The research design consisted of the following phases: preliminary training, development of position responses, exposure to a symbol-reward problem with 50 per cent, punishment and exposure to a symbol-reward problem with 100 per cent, punishment. The design differed for the two groups only at the phase in which the position responses were established. During this phase one group was exposed to a position-reward problem and the other to an insoluble problem.

Position responses were established as frequently under position-“frustration” (position stereotypes) as under position-reward (position habits) conditions. Position stereotypes were more rigid—more resistant to extinction—than position habits under conditions of 50 per cent, punishment. Position stereotypes were as readily extinguished under 100 per cent, punishment as were position habits under 30 per cent, punishment.

The first two observations conform to predictions made from Maier's theory. The third does not. That is to say, not all situations containing the basic elements of “frustration” give rise to stereotyped behaviour patterns which are as rigid or “fixated” as Maier's theory would predict. It is a reasonable hypothesis that the characteristics of stereotyped responses established in certain “frustration” situations may be described adequately in terms of conventional learning principles without the necessity of resorting to a distinction between “goal-motivated” and “frustration-instigated” behaviour.     

Frustration and stereotyped behaviour in human subjects

The investigation was designed to show the effects upon behaviour of three different durations of frustration, and two degrees of motivation during the frustrating period. Frustration was induced in 144 subjects by setting them the task of “learning” an insoluble temporal maze; they had to record their responses by pressing on one or other of two morse-type keys. Its effect was measured in terms of:

(1) The time taken to learn a soluble maze introduced, without the subjects' knowing it, by changing the system of “rewarding” responses from one based on chance to one based on the constant repetition of a pattern requiring the responses: Left—Right—Right, for its solution.

(2) The tendency for the subjects to show stereotypy of behaviour by responding on the same key for a number of trials in succession without reaching a solution.

(3) The pressure exerted on the response keys, which was taken to be a measure of vacillation.

Predictions that the time taken to learn the soluble task, and the stereotypy, would increase in direct relation to the duration of the frustrating period and the degree of motivation were tested.

It was found that, while there was an immediate increase in both the time taken to learn the soluble task and the stereotypy after a short period of frustration, a point was reached under conditions of prolonged frustration after which no further increase occurred and some adjustment to the situation was shown.

Some confirmation of the effect of increase in motivation in the direction predicted was obtained in all cases, but the differences were not statistically significant. The rankings of the subjects according to the time taken to learn the soluble task and the degree of stereotypy were found to be closely correlated. A definite tendency towards increased vacillation of response was seen in many of the records during the period when frustration might have been expected to have been at its peak.

These findings are discussed in relation to Maier's theory of frustration and to Selye's concept of a “general adaptation syndrome.” The latter theory is more suitable for the interpretation of the results of the present investigation.     

A further study of the pendulum phenomenon

A first series of experiments had demonstrated certain conditions eliciting or inhibiting a “pendulum” phenomenon in the visual perception of apparent movement. The present study consists of five further variations designed to show more clearly conditions of occurrence and non-occurrence of this type of movement. The main findings are:

(i) Altering the axis of display to vertical significantly reduces the frequency of pendular-movement perception;

(2) Altering the position of metronome from behind to the side of the visual display, gives results almost identical with those where the metronome was inaudible, but, when the metronome is illuminated in this position, all forms of movement perception are reduced, and no pendular movement is reported.

The results for all the ten conditions, including the five of the first series are summarized, and the following possible factors are discussed: past experience, physiological nystagmus, and intervening adaptation. All three may be required to account for the perceptual phenomena under investigation and the dichotomizing of explanations into “experiential,” or “physiological,” appears to be arbitrary and inconsistent with the complexity of the observed facts.     

A note on further experiments on the effects of meprobamate on discrimination performance in the monkey

A previous experiment (Gross and Weiskrantz, 1961) has shown that performance on a successive auditory discrimination task is impaired by injections of meprobamate. The present two brief experiments indicate that the drug also impairs simultaneous visual discrimination performance, although not to the same degree as found earlier for auditory discrimination. The original finding, therefore, cannot be attributed simply to unique features of the auditory discrimination situation, such as the “go—no-go” response contingency. Since neither overtraining nor drug habituation appears to be of great importance, it is suggested that the lesser effect of the drug in these experiments reflects the greater stability of visual than auditory habits in the monkey.

Earlier work has shown that meprobamate and reserpine can cause a severe deterioration in auditory discrimination performance of monkeys (Gross and Weiskrantz, 1961). This result was taken as supporting a hypothesis, growing out of still earlier research, that tranquillizers decrease the utilization of sensory information (Weiskrantz and Wilson, 1956; Weiskrantz, 1957).

The auditory task, as is almost always the case with monkeys as subjects, involved a “go—no-go” type of response contingency—i.e. the animal had to respond to the positive stimulus and had not to respond to the negative stimulus in order to achieve reward. It might be objected, therefore, that the deterioration in performance was associated not with discrimination as such but with the animals' willingness to perform at all. In fact, it was found that the animals tended to make most of their errors under the drugs by responding when they should not rather than not responding when they should.

The purpose of the present experiments, therefore, was to test the animals with a visual discrimination task in which both the positive and negative stimuli were presented simultaneously. An effect of the drug could not, in this situation, be characterized simply as altering the responsiveness of the animal. A further purpose in using visual stimuli was to test the generality of the earlier finding in a sense modality other than audition.     

The effect of knowledge of results on learning and performance IV. the direction of the error in very simple skills

Re-examination of the data discussed in previous papers of this series shows a greater tendency toward “overshooting” when the time interval between trials, in some of the experiments, is short than when it is longer. The subject tends to make a bigger movement or exert more pressure with short intervals. This seems to be true with or without visual knowledge of results. On the other hand, with the experiments in which the task was to press a key for a given short interval, the effect was not conclusively shown.

A hypothesis is put forward to explain these results in terms of proprioceptive adaptation.     

Stimulus Intensity and Attention in Relation to Learning Theory

Three experiments are described which test the hypothesis that the more intense of two stimuli will, ceteris paribus, be more likely to receive attention. It is assumed that an objective behavioural manifestation of attention to a given stimulus is a preference for responding to it rather than to another which is present at the same time.

In all three experiments, successions of pairs of visual stimuli interspersed with single stimuli were presented to the subject, and he was instructed to respond to either (by pressing its corresponding morsekey), but not both, in the case of the pairs. The first two experiments reveal significant tendencies to respond to the larger and the brighter stimulus respectively. In the third experiment, there was a tendency, but a statistically insignificant one, to respond to a constant rather than to a flickering stimulus.

It is shown that the attraction of attention by a more intense stimulus follows from Hull's system with the addition of his new variable, “stimulus-intensity dynamism (V),” and it is suggested that it may thus be possible to add attention to the phenomena that can be integrated with an objective behaviour theory.     

Temporal structure of letter groups and span of perception

The span of perception for letter groups depends on number of letters presented, length of presentation and structure of the groups. The experiment reported varied the temporal structure of the groups, leaving the total number of letters constant. Groups of 12 letters were presented as a whole or in two or more successive “units.” The total time of presentation was 1-5 sec. In the first experiment each unit was visible until the next appeared, in the second experiment units were visible only during 1/4 sec., although intervals between successive units were kept constant.

The following conclusions emerged:

(a) The visual presence of units did not affect the reproduction for durations over 0.25 sec., except in the 12-letter presentations.

(b) 2×6 letters gave better results than either simultaneous presentation or other divisions; temporal separation was 0.75 sec.

(c) Higher order approximations to Dutch have more influence on 3 × 4, 2 × 6 and 1 × 12 letters than on 4 × 3 and 6 × 2 letters.

(d) A serial order effect exists: central units are reproduced less well than first and last units.

It is suggested that handling a fixed amount of information within a fixed period is limited on the one hand by confusion between simultaneous elements and on the other hand by the interaction between successive units presented too rapidly to allow for proper operation of immediate memory.

The difference between span of perception and span of memory is stressed.     

Information relevance, working memory, and the consideration of alternatives

People routinely focus on one hypothesis and avoid consideration of alternative hypotheses on problems requiring decisions between possible states of the world--for example, on the “pseudodiagnosticity” task (Doherty, Mynatt, Tweney, & Schiavo, 1979). In order to account for behaviour on such “inference” problems, it is proposed that people can hold in working memory, and operate upon, but one alternative at a time, and that they have a bias to test the hypothesis they think true. In addition to being an ex post facto explanation of data selection in inference tasks, this conceptualization predicts that there are situations in which people will consider alternatives. These are:

1. “action” problems, where the alternatives are possible courses of action;

2. “inference” problems, in which evidence favours an alternative hypothesis.

Experiment 1 tested the first prediction. Subjects were given action or inference problems, each with two alternatives and two items of data relevant to each alternative. They received probabilistic information about the relation between one datum and one alternative and picked one value from among the other three possible pairs of such relations. Two findings emerged; (1) a strong tendency to select information about only one alternative with inferences; and (2) a strong tendency, compared to inferences, to select information about both alternatives with actions.

Experiment 2 tested the second prediction. It was predicted that data suggesting that one alternative was incorrect would lead many subjects to consider, and select information about, the other alternative. For actions, it was predicted that this manipulation would have no effect. Again the data were as predicted.     

The four-card problem and the generality of formal reasoning

Three experiments were designed to investigate the failure of intelligent adults to solve an apparently simple problem of formal reasoning devised by Wason. Both the mode of presentation and the type of material reduced the difficulty of the problem, while retaining its essential form. However, success on the original problem remained at a low level, even when subjects had attempted an easier version and had been given an explanation.

These results enable one to reject a “strong” formulation of Piaget's theory of formal reasoning. A “weaker” formulation is suggested as a basis for further research.