La perception multisource : une nouvelle approche de la perception de scènes

Research conducted these last years in the field of spatial cognition report empirical findings that are difficult to account for with the traditional visual cognitive model of scene perception. One of the major contributions of these findings has been to invite rethinking scene perception, which would benefit from not being apprehended as centered mainly on the sensory modality considered. On the contrary, the Multisource model of scene perception developed by Intraub et al. offers an alternative theoretical framework considering visual perception as an act of spatial cognition, with spatial information at its core. According to this model, during the initial understanding of a view, the cognitive system would be elaborating a multisource representation, with spatial information constituting an egocentric framework that conveys to the observer a sense of the environment in which he/she is embedded. Scene representation would be organized around an amodal spatial structure combining different sources of information: a bottom-up and external source of information derived from different modalities (e.g., visual, haptic), as well as internal sources of high-level information (i.e., amodal, conceptual and contextual information). These different sources of information would work together to create a simulation of the likely environment, integrating the perceived view into a broader spatial context. Beyond rethinking scene perception, one of the advances of the model is to unify different fields of cognition apprehended until then in isolation. The current paper aims to present this model and some of the results it allows to account for.     

Influence of the environment on the early development of attentional control

The control of visual attention is key to learning and has a foundational role in the development of self-regulated behavior. Basic attention control skills emerge early in life and show a protracted development along childhood. Prior research suggests that attentional development is influenced by environmental factors in early and late childhood. Although, much less information is available about the impact of the early environment on emerging endogenous attention skills during infancy. In the current study we aimed to test the impact of parental socioeconomic status (SES) and home environment (chaos) in the emerging control of orienting in a sample of typically-developing infants. A group of 142 (73 female) 6-month-old infants were longitudinally tested at 6, 9 (n = 122; 60 female) and 16–18 (n = 91; 50 female) months of age using the gap-overlap paradigm. Median saccade latency (mdSL) and disengagement failure (DF) were computed as dependent variables for both overlap and gap conditions. Also, composite scores for a Disengagement Cost Index (DCI) and Disengagement Failure Index (DFI) were computed considering mdSL and DF of each condition, respectively. Families reported SES and chaos in the first and last follow-up sessions. Using Linear Mixed Models with Maximum Likelihood estimation (ML) we found a longitudinal decrease in mdSL in the gap but not in the overlap condition, while DF decreased with age independently of the experimental condition. Concerning early environmental factors, an SES index, parental occupation and chaos at 6 months were found to show a negative correlation with DFI at 16–18 months, although in the former case it was only marginally significant. Hierarchical regression models implementing ML showed that both SES and chaos at 6 months significantly predicted a lower DFI at 16–18 months. Results show a longitudinal progression of endogenous orienting between infancy and toddlerhood. With age, an increased endogenous control of orienting is displayed in contexts where visual disengagement is facilitated. Visual orienting involving attention disengagement in contexts of visual competition do not show changes with age. Moreover, these attentional mechanisms of endogenous control seem to be modulated by early experiences of the individual with the environment.     

A review of processing and analysing visual metaphors in psychology

IntroductionA visual metaphor is an image depicting an incongruity in the spatial distribution of visual elements, which is not consistent with reality. In this paper, we present an overview of theoretical and empirical studies on visual metaphor processing.ObjectiveFirstly, attention is given to the spatial distribution of visual elements, which defines the type of visual metaphors as well as the meaning operations required to understand the communicative message. The paper then reviews several empirical studies that collect behavioural measures for assessing visual metaphor processing using questionnaires and exploring the role played by cognitive abilities. In line with the contemporary literature, we then present three semiotic dimensions for visual metaphor processing, namely the expression, conceptualisation, and communication. We then present a pilot study that focusses on these three dimensions. Few research studies have collected behavioural data for visual metaphors processing. This may be due to the lack of theoretical framework in the corresponding field of research. These three semiotic dimensions highlight the value of pursuing research on visual metaphors in the scope of psychology. The presented pilot study could be a starting point for the investigation of visual metaphors in the framework of psychology.ConclusionWe propose future avenues of research that consider the visual structure of metaphors and meaning operations while assessing the influence of cognitive abilities in visual metaphor processing.     

The dynamic functions of social cues during children's word learning

Children learn words in a social environment, facilitated in part by social cues from caregivers, such as eye-gaze and gesture. A common assumption is that social cues convey either perceptual or social information, depending on the age of the child. In this review of research on word learning and social cues during early childhood, we propose that (1) the functions of social cues are not categorically perceptual or social, and (2) social cues support word learning in four interdependent ways: by helping children to orient attention, extract relevant information, disambiguate referents, and understand others' referential intent. We conclude with specific recommendations for theory-building and suggest that the dynamic and complex functions of social cues need to be accounted for in any complete theory of word learning.     

Resources masquerading as slots: Flexible allocation of visual working memory

Whether the capacity of visual working memory is better characterized by an item-based or a resource-based account continues to be keenly debated. Here, we propose that visual working memory is a flexible resource that is sometimes deployed in a slot-like manner. We develop a computational model that can either encode all items in a memory set, or encode only a subset of those items. A fixed-capacity mnemonic resource is divided among the items in memory. When fewer items are encoded, they are each remembered with higher fidelity, but at the cost of having to rely on an explicit guessing process when probed about an item that is not in memory. We use the new model to test the prediction that participants will more often encode the entire set of items when the demands on memory are predictable.     

Doors for memory: A searchable database

The study of human long-term memory has for over 50 years been dominated by research on words. This is partly due to lack of suitable nonverbal materials. Experience in developing a clinical test suggested that door scenes can provide an ecologically relevant and sensitive alternative to the faces and geometrical figures traditionally used to study visual memory. In pursuing this line of research, we have accumulated over 2000 door scenes providing a database that is categorized on a range of variables including building type, colour, age, condition, glazing, and a range of other physical characteristics. We describe an illustrative study of recognition memory for 100 doors tested by yes/no, two-alternative, or four-alternative forced-choice paradigms. These stimuli, together with the full categorized database, are available through a dedicated website. We suggest that door scenes provide an ecologically relevant and participant-friendly source of material for studying the comparatively neglected field of visual long-term memory.     

Instruction-driven processing in human perceptual learning

We conducted a series of experiments to determine the relative contribution of unsupervised versus controlled mechanisms to the intermixed-blocked effect. In Experiment 1, participants received pre-exposure instructions prompting a search for differences between stimuli, in keeping with past studies, and the intermixed-blocked effect was observed. In the remaining experiments, participants did not receive the aforementioned instructions, but instead were instructed either to simply observe the stimuli (Experiment 2) or in relation to a masking task (Experiment 3). None of the latter experiments produced an intermixed-blocked effect, suggesting that the effect found in Experiment 1 was driven by the instructions to search for differences, consistent with a controlled processing account of the effect. Moreover, we tested a prediction assuming the operation of a search strategy against one assuming the operation of a short-term habituation mechanism and found evidence more consistent with the search strategy hypothesis. We formulate a new account of the intermixed-blocked effect in humans based on an instruction-driven search and discuss how the account could explain many findings in the human literature.     

When alcohol narrows the field of focal attention

The aim of this study was to measure the extent to which alcohol intoxication restricts the scope of attention in the visual field. A group of intoxicated (n?=?31; mean BAC ≈ .08%) and placebo control (n?=?31; mean BAC ≈ .00%) participants were required to correctly identify visual probes while performing two verbal categorization tasks: one designed to widen the scope of visual attention on to each stimulus word, the other to narrow attention on to the central letter of each word. Response times to surprise probes interpolated between categorization trials were measured and these catch trials could appear in any of the stimulus word letter positions. As predicted by alcohol myopia theory (AMT), which assumes that the drug narrows focal attention, intoxicated participants made slower responses than the sober controls to probes displayed in non-central letter positions, although right-field probe reaction times (RTs) were slower than those for left-field targets. This response asymmetry and the wider theoretical implications of these findings are discussed.     

The development of preferences for own-race versus other-race faces in 3-, 6- and 9-month-old Caucasian infants

Visual preferences for pairs of African and Caucasian faces were repeatedly assessed in 3-, 6- and 9-month-old Caucasian infants with a preferential looking paradigm. Two different patterns of preference development were found: First, the spontaneous own-race preference at three months reported in the literature tilts to a preference for other-race faces at nine months passing through a null-preference at six months. This replicates the pattern recently reported for Asian infants [Liu et al. (2015). Development of visual preference for own- versus other-race faces in infancy. Developmental Psychology. doi:10.1037/a0038835]. Second, at all three ages fixation time towards Caucasian faces significantly reduces across the consecutive trial presentation. This is a similar effect as in novelty preference studies to occur after a sufficiently long familiarization phase. Both patterns can be explained in terms of an advantaged own-race face processing with the emerging Other-Race-Effect.     

Visual imagery in autobiographical memory: The role of repeated retrieval in shifting perspective

Recent memories are generally recalled from a first-person perspective whereas older memories are often recalled from a third-person perspective. We investigated how repeated retrieval affects the availability of visual information, and whether it could explain the observed shift in perspective with time. In Experiment 1, participants performed mini-events and nominated memories of recent autobiographical events in response to cue words. Next, they described their memory for each event and rated its phenomenological characteristics. Over the following three weeks, they repeatedly retrieved half of the mini-event and cue-word memories. No instructions were given about how to retrieve the memories. In Experiment 2, participants were asked to adopt either a first- or third-person perspective during retrieval. One month later, participants retrieved all of the memories and again provided phenomenology ratings. When first-person visual details from the event were repeatedly retrieved, this information was retained better and the shift in perspective was slowed.