| Abstract: | The effect of an object-hypothesis on the organization of fragmented figures was investigated by varying instruction given prior to stimulus presentation. One group was uninformed as to the possibility of seeing a figure; a second group was instructed that it is possible to see a meaningful object; a third group was further instructed as to which class of object was presented. It was found that, in order to achieve organization of fragmented figures, the observer must have knowledge that a meaningful object may be integrated from the fragments. Knowledge of the class of object, while increasing the likelihood of recognition, does not significantly decrease search time. |
