The role of axes of elongation and symmetry in rotated object naming

Many theorists have postulated that axes of elongation and/or symmetry play an important role in the recognition of objects. In this paper, evidence is presented that mitigates this claim from independent assessments of the effects of axes of elongation or symmetry on the time to name rotated line drawings of common objects. This conclusion was further supported in a stronger test in which both of these variables were orthogonally controlled, the aspect ratio of elongation was manipulated,and only objects that were completely geometrically symmetrical or asymmetrical were used. In all the experiments, objects were named for several blocks to determine the influence of these variables on effects of orientation with practice. Symmetry was found to diminish the effects of orientation after practice in naming the object set, and the effects of the most extreme orientation tested (120 degrees from upright) were diminished when both axes defined the same orientation, relative to when they defined different orientations. Contrary to many theories, these findings relegate the axes of symmetry and elongation to relatively minor roles during object identification.     

Hierarchical attention in discriminating objects at different levels of specificity

An implicit assumption of studies in the attentional literature has been that global and local levels of attention are involved in object recognition. To investigate this assumption, a divided attention task was used in which hierarchical figures were presented to prime the subsequent discrimination of target objects at different levels of category identity (basic and subordinate). Target objects were identified among distractor objects that varied in their degree of visual similarity to the targets. Hierarchical figures were also presented at different sizes and as individual global and local elements in order to investigate whether attention-priming effects on object discrimination were due to grouping/parsing operations or spatial extent. The results showed that local processing primed subordinate object discriminations when the objects were visually similar. Global processing primed basic object discriminations, regardless of the similarity of the distractors, and subordinate object discriminations when the objects were visually dissimilar. It was proposed that global and local processing aids the selection of perceptual attributes of objects that are diagnostic for recognition and that selection is based on two mechanisms: spatial extent and grouping/parsing operations.     

Independent processing of form, colour, and texture in object perception

Most investigations of object recognition have focused on the form rather than the material properties of objects. Nevertheless, knowledge of the material properties of an object (via its surface cues) can provide important information about that object's identity. In this study, we used Garner's speeded-classification task to explore whether or not the processing of form and the processing of surface properties are independent. In experiment 1, participants made length and width classifications in an initial form task. Participants were unable to ignore length while making width classifications, and were unable to ignore width while making length classifications. This suggests that the perception of length and the perception of width share common processing resources. In a subsequent task, we examined possible interactions between the processing of form and the processing of surface properties. In contrast to the findings with the form task, participants were able to ignore form while making surface-property classifications, and to ignore surface properties while making form classifications. This suggests that the form of objects and their surface properties are processed independently. In experiment 2, we went on to show that the two prominent surface-property dimensions of colour and texture can also be processed independently. In other words, participants were able to ignore colour while making texture classifications, and vice versa. Finally, in experiment 3, we examined the possibility that the stimuli and required responses that we used in experiment 2 were too categorical and thus not optimal for assessing whether or not colour and texture share common processing resources. Using a different stimulus set, participants were again able to ignore colour while making texture classifications, and vice versa. Taken together, these results provided convincing evidence that the separate ventral-stream brain regions identified for form, texture, and colour in a recent neuroimaging study (Cant and Goodale, 2007 Cerebral Cortex 17 713-731) can indeed function independently.     

Learning to Neighbor? Service-learning in Context

Service-learning has received a great deal of attention in the management education literature over the past decade, as a method by which students can acquire moral and civic values as well as gain academic knowledge and practice real-world skills. Scholars focus on student and community impact, curricular design, and rationale. However, the educational environment (“context”) in which service-learning occurs has been given less attention, although experienced educators know that the classroom is hardly a vacuum and that students learn a great deal from the non-curricular aspects of their educational experience. Moral values in particular are conveyed by what is not said. Given this, I argue that the contexts in which service-learning takes place are as important as the activity itself. Three perspectives on context will be described and assessed: the “hidden” curriculum, the educational atmosphere, and the university’s orientation towards social responsibility.

Academia, Aristotle, and the Public Sphere – Stewardship Challenges to Schools of Business

In this paper we suggest that the ethical duties of business schools can be understood as representing stewardship in the Aristotelian tradition. In Introduction section we briefly explain the nature of ethical stewardship as a moral guideline for organizations in examining their duties to society. Ethical Stewardship section presents six ethical duties of business schools that are owed to four distinct stakeholders, and includes examples of each of those duties. Utilizing this Framework section identifies how this framework of duties can be used in the process of self-examination and transformation within business schools. Why It Matters section concludes by explaining why the process of examining ethical duties at business schools is vitally important for both business schools and the larger communities that they serve.