Understanding boundary extension: Normalization and extension errors in picture memory among adults and boys with and without Asperger's syndrome

Boundary extension is the tendency for people to “remember” information that fell outside a picture's boundaries. We used a novel test of boundary extension to provide absolute estimates of the magnitude of extension errors and of the degree to which people are influenced by the way a picture is presented at the time of testing. Participants were shown photographs on a computer and subsequently allowed to adjust their magnification to match the size they remembered. The test produced reliable boundary extension of around 11% in adults and large influences of initial test size. In a second experiment we tested boys diagnosed with Asperger's syndrome and matched controls. Both groups demonstrated boundary extension comparable to that observed in adults but greater effects of initial test size. High performance IQ in Asperger's was linked with high levels of boundary extension, while for the matched control group the opposite pattern was obtained.     

Understanding boundary extension: Normalization and extension errors in picture memory among adults and boys with and without Asperger's syndrome

Boundary extension is the tendency for people to “remember” information that fell outside a picture's boundaries. We used a novel test of boundary extension to provide absolute estimates of the magnitude of extension errors and of the degree to which people are influenced by the way a picture is presented at the time of testing. Participants were shown photographs on a computer and subsequently allowed to adjust their magnification to match the size they remembered. The test produced reliable boundary extension of around 11% in adults and large influences of initial test size. In a second experiment we tested boys diagnosed with Asperger's syndrome and matched controls. Both groups demonstrated boundary extension comparable to that observed in adults but greater effects of initial test size. High performance IQ in Asperger's was linked with high levels of boundary extension, while for the matched control group the opposite pattern was obtained.     

Visual memory for moving scenes

In the present study, memory for picture boundaries was measured with scenes that simulated self-motion along the depth axis. The results indicated that boundary extension (a distortion in memory for picture boundaries) occurred with moving scenes in the same manner as that reported previously for static scenes. Furthermore, motion affected memory for the boundaries but this effect of motion was not consistent with representational momentum of the self (memory being further forward in a motion trajectory than actually shown). We also found that memory for the final position of the depicted self in a moving scene was influenced by properties of the optical expansion pattern. The results are consistent with a conceptual framework in which the mechanisms that underlie boundary extension and representational momentum (a) process different information and (b) both contribute to the integration of successive views of a scene while the scene is changing.     

Visual memory for moving scenes

In the present study, memory for picture boundaries was measured with scenes that simulated self-motion along the depth axis. The results indicated that boundary extension (a distortion in memory for picture boundaries) occurred with moving scenes in the same manner as that reported previously for static scenes. Furthermore, motion affected memory for the boundaries but this effect of motion was not consistent with representational momentum of the self (memory being further forward in a motion trajectory than actually shown). We also found that memory for the final position of the depicted self in a moving scene was influenced by properties of the optical expansion pattern. The results are consistent with a conceptual framework in which the mechanisms that underlie boundary extension and representational momentum (a) process different information and (b) both contribute to the integration of successive views of a scene while the scene is changing.     

Transsaccadic representation of layout: what is the time course of boundary extension?

How rapidly does boundary extension occur? Across experiments, trials included a 3-scene sequence (325 ms/picture), masked interval, and repetition of 1 scene. The repetition was the same view or differed (more close-up or wide angle). Observers rated the repetition as same as, closer than, or more wide angle than the original view on a 5-point scale. Masked intervals were 100, 250, 625, or 1,000 ms in Experiment 1 and 42, 100, or 250 ms in Experiments 2 and 3. Boundary extension occurred in all cases: Identical views were rated as too "close-up," and distractor views elicited the rating asymmetry typical of boundary extension (wider angle distractors were rated as being more similar to the original than were closer up distractors). Most important, boundary extension was evident when only a 42-ms mask separated the original and test views. Experiments 1 and 3 included conditions eliciting a gaze shift prior to the rating test; this did not eliminate boundary extension. Results show that boundary extension is available soon enough and is robust enough to play an on-line role in view integration, perhaps supporting incorporation of views within a larger spatial framework.     

Boundary distortions for neutral and emotional pictures

In two experiments, we examined Safer, Christianson, Autry, and Osterlund's (1998) claim that when emotional material is remembered, tunnel memory (i.e., the tendency to remember less of a scene than was actually shown) occurs. In Experiment 1, 81 undergraduate students drew photographs from memory after having briefly seen either four neutral or four emotional photographs. Both neutral and emotional drawings revealed boundary extension (i.e., the tendency to remember more of a scene than was actually shown). Experiment 2 relied on the camera distance paradigm (Intraub, Bender, & Mangels, 1992). In a recognition test, 60 undergraduate students judged the camera distance of previously seen neutral or emotional photographs. The majority of them demonstrated accurate judgments and neither extended nor restricted picture boundaries. Those participants who made an error more often displayed a boundary extension than a tunnel memory error. Taken together, our results suggest that boundary extension for neutral and emotional photographs is a more robust phenomenon than its counterpart, tunnel memory.     

Anticipatory spatial representation of 3D regions explored by sighted observers and a deaf-and-blind-observer

Viewers who study photographs of scenes tend to remember having seen beyond the boundaries of the view [boundary extension; J. Exp. Psychol. Learn. Mem. Cogn. 15 (1989) 179]. Is this a fundamental aspect of scene representation? Forty undergraduates explored bounded regions of six common (3D) scenes, visually or haptically (while blindfolded) and then the delimiting borders were removed. Minutes later they reconstructed boundary placement. Boundary extension occurred: mean areas were increased by 53% (vision) and by 17% (haptics). A deaf-and-blind woman (KC) haptically explored the same regions. Although a "haptic expert", she too remembered having explored beyond the boundaries, with performance similar to that of the blindfolded-sighted. Boundary extension appears to be a fundamental aspect of spatial cognition. Possibly constrained by the "scope" of the input modality (vision>haptics), this anticipatory spatial representation may facilitate integration of successively perceived regions of the world irrespective of modality and the perceiver's sensory history.     

The Management of Personal and Professional Boundaries in Marriage and Family Therapy Training Programs

The authors review the function of boundaries within teaching and supervisory relationships and identify patterns that create vulnerability to boundary infringement. Boundary violations are conceptualized as a process that that is more likely to develop when teachers and supervisors are isolated and under stress. Suggestions are made for a personal check up that focus on self-care, student care, and care of the professional group.     

Comparison of two alternative measures of the boundary construct

'Mental boundaries' is a traditional concept in psychology, although attempts to conceptualize and measure such boundaries empirically have only recently been pursued. Two major efforts in this respect are Hartmann's Boundary Questionnaire and the Revised Transliminality Scale of Lange, Thalbourne, Houran, and Storm. We administered both along with the Briggs-Nebes Handedness Scale to a convenience sample of 268 participants to assess the convergent validity of the two boundary measures and to replicate previous evidence that the boundary construct involves body boundaries as well, such as a tendency toward mixed-handedness. As predicted, scores on the Revised Transliminality Scale correlated .66 positively with total scores on the Boundary Questionnaire, but neither measure was associated with the handedness scale. Each of the 12 domains of the Boundary Questionnaire correlated significantly with total scores on the Transliminality Scale, yet only five domains contributed significantly to the prediction of variance in transliminality scores in a standard multiple regression analysis. Analysis suggests that transliminality is related to specific domains of the Boundary Questionnaire, and we hypothesize that the other domains of the Boundary Questionnaire represent higher levels of the boundary construct than what is measured by the Revised Transliminality Scale. This idea is discussed within the context of Werner's 1948 theory of syncretic versus symbolic cognition.     

Patient-therapist boundary issues: an integrative review of theory and research

Boundary issues, which regularly arise in therapy, can present dilemmas for clinicians. The purpose of this article is to help clinicians resolve these dilemmas by integrating some of the theoretical positions with empirical evidence reported in the literature on boundary issues in counseling and psychotherapy. The authors review the concept of treatment boundaries and the ethical principles that underpin them. They also review common boundary violations and provide recommendations to attenuate harm done to clients when such boundary violations occur in therapy.     

Wide-angle memories of close-up scenes

We report a picture-memory phenomenon in which subjects' recall and recognition of photographed scenes reveal a pronounced extension of the pictures' boundaries. After viewing 20 pictures for 15 s each, 37 undergraduates exhibited this striking distortion; 95% of their drawings included information that had not been physically present but that would have been likely to have existed just outside the camera's field of view (Experiment 1). To determine if boundary extension is limited to recall and drawing ability, Experiment 2 tested recognition memory for boundaries. Eighty-five undergraduates rated targets and distractors on a boundary-placement scale. Subjects rated target pictures as being closer up than before and frequently mistook extended-boundary distractors as targets. Results are discussed in terms of picture comprehension and memory. In addition to its theoretical value, discovery of the phenomenon demonstrates the importance of more widespread use of open-ended tests in picture-memory methodology.     

Personal and Professional Boundary Attitudes and Effective Group Leadership in Classrooms

The influence of personal boundary orientation (Boundary and Fusion dimensions of the Personal Boundary Questionnaire) and views on classroom boundary regulation (Classroom Boundary Questionnaire) on effective group leadership was studied by observation in classrooms of 8 male and 22 female elementary school teachers. A preference for higher personal boundaries was associated with a preference for greater regulation of classroom boundaries, which was in turn associated with less boundary-related activity in the classroom. Classrooms with less boundary-related activity had less active deviancy (all correlations p < .05). Tendencies toward fusion were not associated with differences in classroom management attitudes or behavior, but teachers with greater fusion tendencies had classrooms with less work involvement and a social climate characterized by more competition and friction (My Class Inventory scales). Personal and professional boundary attitudes helped to account for differences among teachers as effective group managers.     

How children remember neutral and emotional pictures: boundary extension in children's scene memories

Boundary extension is the tendency to remember more of a scene than was actually shown. The dominant interpretation of this memory illusion is that it originates from schemata that people construct when viewing a scene. Evidence of boundary extension has been obtained primarily with adult participants who remember neutral pictures. The current study addressed the developmental stability of this phenomenon. Therefore, we investigated whether children aged 10-12 years display boundary extension for neutral pictures. Moreover, we examined emotional scene memory. Eighty-seven children drew pictures from memory after they had seen either neutral or emotional pictures. Both their neutral and emotional drawings revealed boundary extension. Apparently, the schema construction that underlies boundary extension is a robust and ubiquitous process.     

Spatial asymmetries in viewing and remembering scenes: Consequences of an attentional bias?

Given a single fixation, memory for scenes containing salient objects near both the left and right view boundaries exhibited a rightward bias in boundary extension (Experiment 1). On each trial, a 500-msec picture and 2.5-sec mask were followed by a boundary adjustment task. Observers extended boundaries 5% more on the right than on the left. Might this reflect an asymmetric distribution of attention? In Experiments 2A and 2B, free viewing of pictures revealed that first saccades were more often leftward (62%) than rightward (38%). In Experiment 3, 500-msec pictures were interspersed with 2.5-sec masks. A subsequent object recognition memory test revealed better memory for left-side objects. Scenes were always mirror reversed for half the observers, thus ruling out idiosyncratic scene compositions as the cause of these asymmetries. Results suggest an unexpected leftward bias of attention that selectively enhanced the representations, causing a smaller boundary extension error and better object memory on the views’ left sides.     

Looking at pictures but remembering scenes.

Ss tend to remember close-up photographs as having had extended boundaries (Intraub & Richardson, 1989). Three alternate explanations were tested: object completion, distortion toward a perceptual schema, and normalization toward a prototypic view. In three experiments, 55-130 undergraduates viewed 16 close-up, prototypic, or wide-angle views of objects for 15 s each. Immediately or 48 hr later, they rated test pictures on a 5-point scale as "same", "closer up", or "father away." Results ruled out object completion because boundary extension occurred when the picture contained no incomplete objects. Immediate tests supported the perceptual schema hypothesis because all unidirectional distortions involved boundary extension. Delayed tests were more suggestive of a memory schema effect because wide-angle pictures yielded boundary restriction. A two-component model of picture processing is proposed.     

Fixating picture boundaries does not eliminate boundary extension: Implications for scene representation

Observers frequently remember seeing more of a scene than was shown (boundary extension). Does this reflect a lack of eye fixations to the boundary region? Single-object photographs were presented for 14–15 s each. Main objects were either whole or slightly cropped by one boundary, creating a salient marker of boundary placement. All participants expected a memory test, but only half were informed that boundary memory would be tested. Participants in both conditions made multiple fixations to the boundary region and the cropped region during study. Demonstrating the importance of these regions, test-informed participants fixated them sooner, longer, and more frequently. Boundary ratings (Experiment 1) and border adjustment tasks (Experiments 2–4) revealed boundary extension in both conditions. The error was reduced, but not eliminated, in the test-informed condition. Surprisingly, test knowledge and multiple fixations to the salient cropped region, during study and at test, were insufficient to overcome boundary extension on the cropped side. Results are discussed within a traditional visual-centric framework versus a multisource model of scene perception.     

Boundary Issues and Multiple Relationships in Genetic Counseling Supervision: Supervisor,Non-supervisor,and Student Perspectives

Boundary issues and multiple relationships potentially affect all supervision interactions. Boundary crossings are departures from the strictest professional role and may or may not benefit supervisees. Boundary violations are outside common practice and may place supervisees at significant risk. Multiple relationships occur when supervisors concurrently or consecutively hold two or more roles with supervisees. Studies in other fields indicate supervisors and supervisees may be uncertain about professional conduct regarding these issues. In this study, genetic counselor supervisors (n?=?126), non-supervisors (n?=?72), and genetic counseling students (n?=?129) completed an anonymous survey investigating four major questions: 1) Are various boundary issues and multiple relationships perceived as differentially appropriate? 2) Do supervisor, non-supervisor, and student perceptions differ? 3) What challenging situations have respondents experienced? and 4) What management strategies did they use? There was general agreement among groups in their appropriateness ratings of 56 hypothetical supervisor behaviors, although supervisor ratings tended to reflect stricter boundaries regarding the appropriateness of interactions than student ratings. A majority rated unavoidable boundary crossings and supervisor multiple relationships involving an academic relationship as most appropriate, and romantic/sexual multiple relationships and/or boundary violations as least appropriate. Analysis of respondents’ actual challenging situations revealed many involved boundary violations, placed students at risk of harm, and often resulted in student compliance.     

The concept of boundaries in counselling and psychotherapy

Boundaries in the mind—the relative 'thinness' and 'thickness' of many kinds of boundaries—has been studied as a measurable dimension of personality. Persons scoring 'thin' overall on the Boundary Questionnaire can be described as open, trusting, vulnerable, and usually having a rich fantasy life; they are people in whom 'everything gets through'. People who score very 'thick' tend to be solid, well-organised, and sometimes rigid. The relationship of boundaries to other measures of personality, to dreams and nightmares, to clients' occupations and interests, and finally to the conduct of psychotherapists and counsellors, including the question of boundary violations, is discussed. Some boundary violators have very thin boundaries and are unable to maintain clear distinctions between the client's needs and their own; others have relatively thick boundaries which make them insensitive to the damage that boundary violations can cause. Awareness of the client's boundaries and one's own can be useful in 'matching' a client with a therapist and in the conduct of therapy, especially at stressful times. It is also useful at times to discuss boundaries with clients.     

Comment on Hofsten and Spelke, object perception and object-directed reaching in infancy

Hofsten and Spelke (1985) reported a series of studies that quite clearly demonstrated infant sensitivity to depth and relative motion cues. They suggest a salience hierarchy for those cues in which relative motion takes precedence over depth when both cues are present. Based on reports that infants reach for and grasp boundaries in the visual display, the authors make the further claim that these data argue for object perception infants by the time they are 5 months old. The present article argues against this claim on two grounds: First, the authors do not report that infants specifically reached and grasped at boundaries in the display. Second, although patterns of reach are clearly affected by changes in boundary cues, there is no evidence that the boundaries the infants perceive are necessarily object boundaries.     

More than meets the eye: the effect of planned fixations on scene representation

Scene memory frequently includes a swath of unseen layout beyond a photograph's boundaries (boundary extension [BE]; Intraub and Richardson, 1989). Might it be affected by the viewer's plan to shift fixation near a view boundary? When photographs were centrally fixated (500 msec), BE occurred following a 2-sec masked interval (Experiment 1). In Experiments 2-4, a cue during the first fixation signaled viewers to fixate an object near the left or right boundary. The picture was masked before the eyes landed. BE occurred on the cued side and on the top and bottom, but not on the uncued side. This relatively accurate performance on the uncued side suggests that inhibition of a movement to one side (in a competitive task) may also inhibit extrapolation of layout. BE on the to-be-fixated side, however, supports the idea that anticipatory representation of layout is an adaptive error that may aid the spatial integration of successive views.