Planar motion permits perception of metric structure in stereopsis

A fundamental problem in the study of spatial perception concerns whether and how vision might acquire information about the metric structure of surfaces in three-dimensional space from motion and from stereopsis. Theoretical analyses have indicated that stereoscopic perceptions of metric relations in depth require additional information about egocentric viewing distance; and recent experiments by James Todd and his colleagues have indicated that vision acquires only affine but not metric structure from motion—that is, spatial relations ambiguous with regard to scale in depth. The purpose of the present study was to determine whether the metric shape of planar stereoscopic forms might be perceived from congruence under planar rotation. In Experiment 1, observers discriminated between similar planar shapes (ellipses) rotating in a plane with varying slant from the frontal-parallel plane. Experimental conditions varied the presence versus absence of binocular disparities, magnification of the disparity scale, and moving versus stationary patterns. Shape discriminations were accurate in all conditions with moving patterns and were near chance in conditions with stationary patterns; neither the presence nor the magnification of binocular disparities had any reliable effect. In Experiment 2, accuracy decreased as the range of rotation decreased from 80° to 10°. In Experiment 3, small deviations from planarity of the motion produced large decrements in accuracy. In contrast with the critical role of motion in shape discrimination, motion hindered discriminations of the binocular disparity scale in Experiment 4. In general, planar motion provides an intrinsic metric scale that is independent of slant in depth and of the scale of binocular disparities. Vision is sensitive to this intrinsic optical metric.     

A structural account of global and local processing

The order of processing, whether global forms are processed prior to local forms or vice versa, has been of considerable interest. Many current theories hold that the more perceptually conspicuous form is identified first. An alternative view is presented here in which the stuctural relations among elements are an important factor in explaining the relative speeds of global and local processing. We equated the conspicuity of the global and local forms in three experiments and still found advantages in the processing of global forms. Subjects were able to process the relations among the elements quickly, even before the elements themselves were identified. According to our alternative view, subjects created equivalence classes of similar and proximate local elements before identifying the constituent elements. The experiments required subjects to decide whether two displays were the same or different, and consequently, the results are relevant to work in higher-level cognition that stresses the importance of comparison processes (e.g., analogy and conceptual combination). We conclude by evaluating related work in higher-level cognition in light of our findings.     

Learning and retention through predictive inference and classification

Work in category learning addresses how humans acquire knowledge and, thus, should inform classroom practices. In two experiments, we apply and evaluate intuitions garnered from laboratory-based research in category learning to learning tasks situated in an educational context. In Experiment 1, learning through predictive inference and classification were compared for fifth-grade students using class-related materials. Making inferences about properties of category members and receiving feedback led to the acquisition of both queried (i.e., tested) properties and nonqueried properties that were correlated with a queried property (e.g., even if not queried, students learned about a species' habitat because it correlated with a queried property, like the species' size). In contrast, classifying items according to their species and receiving feedback led to knowledge of only the property most diagnostic of category membership. After multiple-day delay, the fifth-graders who learned through inference selectively retained information about the queried properties, and the fifth-graders who learned through classification retained information about the diagnostic property, indicating a role for explicit evaluation in establishing memories. Overall, inference learning resulted in fewer errors, better retention, and more liking of the categories than did classification learning. Experiment 2 revealed that querying a property only a few times was enough to manifest the full benefits of inference learning in undergraduate students. These results suggest that classroom teaching should emphasize reasoning from the category to multiple properties rather than from a set of properties to the category.     

Vancouver, Toronto, Montreal, Austin: Enhanced oddball memory through differentiation, not isolation

What makes a person, event, or object memorable? Enhanced memory for oddball items is long established, but the basis for these effects is not well understood. The present work clarifies the roles of isolation and differentiation in establishing new memories. According to the isolation account, items that are highly dissimilar to other items are better remembered. In contrast, recent category learning studies suggest that oddball items are better remembered because they must be differentiated from similar items. The present work pits the differentiation and isolation accounts against each other. The results suggest that differentiation, not isolation, leads to more accurate memory for deviant items. In contrast, gains for isolated items are attributable to reduced confusion with other items, as opposed to preferential storage.     

The effectiveness of early head start for 3-year-old children and their parents: lessons for policy and programs

Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early.