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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Form perception</h1><div class="u-tcGrayDark">232 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Form perception</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Form_perception">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Form_perception/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Form_perception/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Form_perception/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Form_perception">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12701505" data-work_id="12701505" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12701505/The_role_of_kinetic_information_in_newborns_perception_of_illusory_contours">The role of kinetic information in newborns? perception of illusory contours</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Previous research, in which static figures were used, showed that the ability to perceive illusory contours emerges around 7 months of age. However, recently, evidence has suggested that 2-3-month-old infants are able to perceive illusory... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12701505" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Previous research, in which static figures were used, showed that the ability to perceive illusory contours emerges around 7 months of age. However, recently, evidence has suggested that 2-3-month-old infants are able to perceive illusory contours when motion information is available . The present study was aimed at investigating whether even newborns might perceive kinetic illusory contours when a motion easily detected by the immature newborn's visual system (i.e. stroboscopic motion) is used. In Experiment 1, using a preference looking technique, newborns' perception of kinetic illusory contours was explored using a Kanizsa figure in a static and in a kinetic display. The results showed that newborns manifest a preference for the illusory contours only in the kinetic, but not in the static, condition. In Experiment 2, using an habituation technique, newborns were habituated to a moving shape that was matched with the background in terms of random-texture-surface; thus the recovery of the shape was possible relying only on kinetic information. The results showed that infants manifested a novelty preference when presented with luminance-defined familiar and novel shapes. Altogether these findings provide evidence that motion enhances (Experiment 1) and sometimes is sufficient (Experiment 2) to induce newborns' perception of illusory contours.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12701505" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="892d9916aae4180925f181453629752a" rel="nofollow" data-download="{"attachment_id":45997772,"asset_id":12701505,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45997772/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31721191" href="https://independent.academia.edu/EloisaValenza">Eloisa Valenza</a><script data-card-contents-for-user="31721191" type="text/json">{"id":31721191,"first_name":"Eloisa","last_name":"Valenza","domain_name":"independent","page_name":"EloisaValenza","display_name":"Eloisa Valenza","profile_url":"https://independent.academia.edu/EloisaValenza?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_12701505 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12701505"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12701505, container: ".js-paper-rank-work_12701505", }); 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$(".js-view-count[data-work-id=12701505]").text(description); $(".js-view-count-work_12701505").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12701505").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12701505"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="246" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychophysics">Psychophysics</a>, <script data-card-contents-for-ri="246" type="text/json">{"id":246,"name":"Psychophysics","url":"https://www.academia.edu/Documents/in/Psychophysics?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4583" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_Development">Child Development</a><script data-card-contents-for-ri="4583" type="text/json">{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12701505]'), work: {"id":12701505,"title":"The role of kinetic information in newborns? perception of illusory contours","created_at":"2015-05-31T07:30:57.347-07:00","url":"https://www.academia.edu/12701505/The_role_of_kinetic_information_in_newborns_perception_of_illusory_contours?f_ri=82283","dom_id":"work_12701505","summary":"Previous research, in which static figures were used, showed that the ability to perceive illusory contours emerges around 7 months of age. However, recently, evidence has suggested that 2-3-month-old infants are able to perceive illusory contours when motion information is available . The present study was aimed at investigating whether even newborns might perceive kinetic illusory contours when a motion easily detected by the immature newborn's visual system (i.e. stroboscopic motion) is used. In Experiment 1, using a preference looking technique, newborns' perception of kinetic illusory contours was explored using a Kanizsa figure in a static and in a kinetic display. The results showed that newborns manifest a preference for the illusory contours only in the kinetic, but not in the static, condition. In Experiment 2, using an habituation technique, newborns were habituated to a moving shape that was matched with the background in terms of random-texture-surface; thus the recovery of the shape was possible relying only on kinetic information. The results showed that infants manifested a novelty preference when presented with luminance-defined familiar and novel shapes. Altogether these findings provide evidence that motion enhances (Experiment 1) and sometimes is sufficient (Experiment 2) to induce newborns' perception of illusory contours.","downloadable_attachments":[{"id":45997772,"asset_id":12701505,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31721191,"first_name":"Eloisa","last_name":"Valenza","domain_name":"independent","page_name":"EloisaValenza","display_name":"Eloisa Valenza","profile_url":"https://independent.academia.edu/EloisaValenza?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":246,"name":"Psychophysics","url":"https://www.academia.edu/Documents/in/Psychophysics?f_ri=82283","nofollow":true},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=82283","nofollow":true},{"id":4987,"name":"Kinetics","url":"https://www.academia.edu/Documents/in/Kinetics?f_ri=82283"},{"id":13493,"name":"Motion perception","url":"https://www.academia.edu/Documents/in/Motion_perception?f_ri=82283"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=82283"},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":147919,"name":"Optical Illusions","url":"https://www.academia.edu/Documents/in/Optical_Illusions?f_ri=82283"},{"id":198527,"name":"Motion","url":"https://www.academia.edu/Documents/in/Motion?f_ri=82283"},{"id":253560,"name":"Newborn Infant","url":"https://www.academia.edu/Documents/in/Newborn_Infant?f_ri=82283"},{"id":442068,"name":"Developmental Science","url":"https://www.academia.edu/Documents/in/Developmental_Science?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_446062" data-work_id="446062" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/446062/Form_Perception_An_Interactive_Guide_to_the_Gestalt_Principles">Form Perception: An Interactive Guide to the Gestalt Principles</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/446062" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c82e575934295820fc00733c5bd245ae" rel="nofollow" data-download="{"attachment_id":3441694,"asset_id":446062,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/3441694/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="334809" href="https://kuniv.academia.edu/HendAlawadhi">Hend Alawadhi</a><script data-card-contents-for-user="334809" type="text/json">{"id":334809,"first_name":"Hend","last_name":"Alawadhi","domain_name":"kuniv","page_name":"HendAlawadhi","display_name":"Hend Alawadhi","profile_url":"https://kuniv.academia.edu/HendAlawadhi?f_ri=82283","photo":"https://0.academia-photos.com/334809/2728971/17655957/s65_hend.alawadhi.jpg"}</script></span></span></li><li class="js-paper-rank-work_446062 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="446062"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 446062, container: ".js-paper-rank-work_446062", }); });</script></li><li class="js-percentile-work_446062 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 446062; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_446062"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_446062 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="446062"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 446062; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=446062]").text(description); $(".js-view-count-work_446062").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_446062").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="446062"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="988" rel="nofollow" href="https://www.academia.edu/Documents/in/Design">Design</a>, <script data-card-contents-for-ri="988" type="text/json">{"id":988,"name":"Design","url":"https://www.academia.edu/Documents/in/Design?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82280" rel="nofollow" href="https://www.academia.edu/Documents/in/Gestalt_Theory">Gestalt Theory</a>, <script data-card-contents-for-ri="82280" type="text/json">{"id":82280,"name":"Gestalt Theory","url":"https://www.academia.edu/Documents/in/Gestalt_Theory?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82283" rel="nofollow" href="https://www.academia.edu/Documents/in/Form_perception">Form perception</a>, <script data-card-contents-for-ri="82283" type="text/json">{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82284" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Design">Computer Design</a><script data-card-contents-for-ri="82284" type="text/json">{"id":82284,"name":"Computer Design","url":"https://www.academia.edu/Documents/in/Computer_Design?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=446062]'), work: {"id":446062,"title":"Form Perception: An Interactive Guide to the Gestalt Principles","created_at":"2011-02-16T20:20:46.324-08:00","url":"https://www.academia.edu/446062/Form_Perception_An_Interactive_Guide_to_the_Gestalt_Principles?f_ri=82283","dom_id":"work_446062","summary":null,"downloadable_attachments":[{"id":3441694,"asset_id":446062,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":334809,"first_name":"Hend","last_name":"Alawadhi","domain_name":"kuniv","page_name":"HendAlawadhi","display_name":"Hend Alawadhi","profile_url":"https://kuniv.academia.edu/HendAlawadhi?f_ri=82283","photo":"https://0.academia-photos.com/334809/2728971/17655957/s65_hend.alawadhi.jpg"}],"research_interests":[{"id":988,"name":"Design","url":"https://www.academia.edu/Documents/in/Design?f_ri=82283","nofollow":true},{"id":82280,"name":"Gestalt Theory","url":"https://www.academia.edu/Documents/in/Gestalt_Theory?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true},{"id":82284,"name":"Computer Design","url":"https://www.academia.edu/Documents/in/Computer_Design?f_ri=82283","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23399535" data-work_id="23399535" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23399535/Visual_memory_lateralization_in_pigeons">Visual memory lateralization in pigeons</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Previous experiments employing simple visual discrimination tasks have revealed a cerebral lateralization in the visual system of pigeons with a dominance of the left hemisphere. Until now, visual memory lateralization in birds has not... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23399535" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Previous experiments employing simple visual discrimination tasks have revealed a cerebral lateralization in the visual system of pigeons with a dominance of the left hemisphere. Until now, visual memory lateralization in birds has not been investigated. To study possible asymmetries of visual memory functions, a simultaneous instrumental discrimination procedure was used. The animals were trained to discriminate 100 different visual patterns from a further 625 similar stimuli. Retention tests were conducted under binocular and monocular conditions. When the subjects looked monocularly, retention performance was significantly higher with the right eye (left hemisphere) than with the left eye (right hemisphere). The results suggest that the lateralization of the pigeon's visual system depends at least partly on an asymmetry in visual memory capacity.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23399535" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c81ed9e22d4013efdad9b29b9ca282db" rel="nofollow" data-download="{"attachment_id":43847198,"asset_id":23399535,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43847198/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37695583" href="https://independent.academia.edu/OnurG%C3%BCnt%C3%BCrk%C3%BCn">Onur Güntürkün</a><script data-card-contents-for-user="37695583" type="text/json">{"id":37695583,"first_name":"Onur","last_name":"Güntürkün","domain_name":"independent","page_name":"OnurGüntürkün","display_name":"Onur Güntürkün","profile_url":"https://independent.academia.edu/OnurG%C3%BCnt%C3%BCrk%C3%BCn?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_23399535 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23399535"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23399535, container: ".js-paper-rank-work_23399535", }); 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$(".js-view-count[data-work-id=23399535]").text(description); $(".js-view-count-work_23399535").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23399535").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23399535"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="46858" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory">Memory</a>, <script data-card-contents-for-ri="46858" type="text/json">{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="72150" rel="nofollow" href="https://www.academia.edu/Documents/in/Discrimination_Learning">Discrimination Learning</a><script data-card-contents-for-ri="72150" type="text/json">{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23399535]'), work: {"id":23399535,"title":"Visual memory lateralization in pigeons","created_at":"2016-03-18T01:07:23.636-07:00","url":"https://www.academia.edu/23399535/Visual_memory_lateralization_in_pigeons?f_ri=82283","dom_id":"work_23399535","summary":"Previous experiments employing simple visual discrimination tasks have revealed a cerebral lateralization in the visual system of pigeons with a dominance of the left hemisphere. Until now, visual memory lateralization in birds has not been investigated. To study possible asymmetries of visual memory functions, a simultaneous instrumental discrimination procedure was used. The animals were trained to discriminate 100 different visual patterns from a further 625 similar stimuli. Retention tests were conducted under binocular and monocular conditions. When the subjects looked monocularly, retention performance was significantly higher with the right eye (left hemisphere) than with the left eye (right hemisphere). The results suggest that the lateralization of the pigeon's visual system depends at least partly on an asymmetry in visual memory capacity.","downloadable_attachments":[{"id":43847198,"asset_id":23399535,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37695583,"first_name":"Onur","last_name":"Güntürkün","domain_name":"independent","page_name":"OnurGüntürkün","display_name":"Onur Güntürkün","profile_url":"https://independent.academia.edu/OnurG%C3%BCnt%C3%BCrk%C3%BCn?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283","nofollow":true},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":452621,"name":"Neuropsychologia","url":"https://www.academia.edu/Documents/in/Neuropsychologia?f_ri=82283"},{"id":464945,"name":"Columbidae","url":"https://www.academia.edu/Documents/in/Columbidae?f_ri=82283"},{"id":521655,"name":"Visual Memory","url":"https://www.academia.edu/Documents/in/Visual_Memory?f_ri=82283"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=82283"},{"id":1253050,"name":"Pigeon","url":"https://www.academia.edu/Documents/in/Pigeon?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76263704" data-work_id="76263704" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76263704/An_activation_verification_model_for_letter_and_word_recognition_The_word_superiority_effect">An activation-verification model for letter and word recognition: The word-superiority effect</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">An activation-verification model for letter and word recognition yielded predictions of two-alternative forced-choice performance for 864 individual stimuli that were either words, orthographically regular nonwords, or orthographically... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76263704" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">An activation-verification model for letter and word recognition yielded predictions of two-alternative forced-choice performance for 864 individual stimuli that were either words, orthographically regular nonwords, or orthographically irregular nonwords. The encoding algorithm (programmed in APL) uses empirically determined confusion matrices to activate units in both an alphabetum and a lexicon. In general, predicted performance is enhanced when decisions are based on lexical information, because activity in the lexicon tends to constrain the identity of test letters more than the activity in the alphabetum. Thus, the model predicts large advantages of words over irregular nonwords, and smaller advantages of words over regular nonwords. The predicted differences are close to those obtained in a number of experiments and clearly demonstrate that the effects of manipulating lexicality and orthography can be predicted on the basis of lexical constraint alone. Furthermore, within each class (word, regular nonword, irregular nonword) there are significant correlations between the simulated and obtained performance on individual items. Our activation-verification model is contrasted with interactive activation model.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76263704" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4bc3a48c4f82fa402b021482954134c4" rel="nofollow" data-download="{"attachment_id":84023695,"asset_id":76263704,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84023695/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="60065360" href="https://independent.academia.edu/JamesMcDonald49">James McDonald</a><script data-card-contents-for-user="60065360" type="text/json">{"id":60065360,"first_name":"James","last_name":"McDonald","domain_name":"independent","page_name":"JamesMcDonald49","display_name":"James McDonald","profile_url":"https://independent.academia.edu/JamesMcDonald49?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_76263704 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76263704"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76263704, container: ".js-paper-rank-work_76263704", }); 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The encoding algorithm (programmed in APL) uses empirically determined confusion matrices to activate units in both an alphabetum and a lexicon. In general, predicted performance is enhanced when decisions are based on lexical information, because activity in the lexicon tends to constrain the identity of test letters more than the activity in the alphabetum. Thus, the model predicts large advantages of words over irregular nonwords, and smaller advantages of words over regular nonwords. The predicted differences are close to those obtained in a number of experiments and clearly demonstrate that the effects of manipulating lexicality and orthography can be predicted on the basis of lexical constraint alone. Furthermore, within each class (word, regular nonword, irregular nonword) there are significant correlations between the simulated and obtained performance on individual items. Our activation-verification model is contrasted with interactive activation model.","downloadable_attachments":[{"id":84023695,"asset_id":76263704,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":60065360,"first_name":"James","last_name":"McDonald","domain_name":"independent","page_name":"JamesMcDonald49","display_name":"James McDonald","profile_url":"https://independent.academia.edu/JamesMcDonald49?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=82283","nofollow":true},{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=82283","nofollow":true},{"id":7968,"name":"Prediction","url":"https://www.academia.edu/Documents/in/Prediction?f_ri=82283"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=82283"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=82283"},{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models?f_ri=82283"},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":87626,"name":"Psychological","url":"https://www.academia.edu/Documents/in/Psychological?f_ri=82283"},{"id":90515,"name":"Word Recognition","url":"https://www.academia.edu/Documents/in/Word_Recognition?f_ri=82283"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20494323" data-work_id="20494323" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20494323/Reaction_time_under_stimulus_uncertainty_with_response_certainty">Reaction time under stimulus uncertainty with response certainty</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20494323" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c1c831ab13b40c8684ea6059b90f40ae" rel="nofollow" data-download="{"attachment_id":41402826,"asset_id":20494323,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41402826/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41898104" href="https://independent.academia.edu/PaulJBarber">Paul J. Barber</a><script data-card-contents-for-user="41898104" type="text/json">{"id":41898104,"first_name":"Paul J.","last_name":"Barber","domain_name":"independent","page_name":"PaulJBarber","display_name":"Paul J. Barber","profile_url":"https://independent.academia.edu/PaulJBarber?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_20494323 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20494323"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20494323, container: ".js-paper-rank-work_20494323", }); });</script></li><li class="js-percentile-work_20494323 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20494323; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_20494323"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_20494323 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="20494323"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20494323; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20494323]").text(description); $(".js-view-count-work_20494323").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20494323").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20494323"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="258" rel="nofollow" href="https://www.academia.edu/Documents/in/Experimental_Psychology">Experimental Psychology</a>, <script data-card-contents-for-ri="258" type="text/json">{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1410" rel="nofollow" href="https://www.academia.edu/Documents/in/Information_Theory">Information Theory</a>, <script data-card-contents-for-ri="1410" type="text/json">{"id":1410,"name":"Information Theory","url":"https://www.academia.edu/Documents/in/Information_Theory?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7736" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention">Attention</a>, <script data-card-contents-for-ri="7736" type="text/json">{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22506" rel="nofollow" href="https://www.academia.edu/Documents/in/Adolescent">Adolescent</a><script data-card-contents-for-ri="22506" type="text/json">{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20494323]'), work: {"id":20494323,"title":"Reaction time under stimulus uncertainty with response certainty","created_at":"2016-01-22T01:37:50.554-08:00","url":"https://www.academia.edu/20494323/Reaction_time_under_stimulus_uncertainty_with_response_certainty?f_ri=82283","dom_id":"work_20494323","summary":null,"downloadable_attachments":[{"id":41402826,"asset_id":20494323,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41898104,"first_name":"Paul J.","last_name":"Barber","domain_name":"independent","page_name":"PaulJBarber","display_name":"Paul J. Barber","profile_url":"https://independent.academia.edu/PaulJBarber?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=82283","nofollow":true},{"id":1410,"name":"Information Theory","url":"https://www.academia.edu/Documents/in/Information_Theory?f_ri=82283","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=82283","nofollow":true},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":93037,"name":"Orientation","url":"https://www.academia.edu/Documents/in/Orientation?f_ri=82283"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=82283"},{"id":1144102,"name":"Task Performance and Analysis","url":"https://www.academia.edu/Documents/in/Task_Performance_and_Analysis?f_ri=82283"},{"id":1756573,"name":"Motor Skills","url":"https://www.academia.edu/Documents/in/Motor_Skills?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18324742" data-work_id="18324742" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18324742/Overlap_and_Dissociation_of_Semantic_Processing_of_Chinese_Characters_English_Words_and_Pictures_Evidence_from_fMRI">Overlap and Dissociation of Semantic Processing of Chinese Characters, English Words, and Pictures: Evidence from fMRI</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The functional anatomy of Chinese character processing was investigated using fMRI. Right-handed Mandarin-English bilingual participants made either semantic or perceptual size judgements with characters and pictures. Areas jointly... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18324742" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The functional anatomy of Chinese character processing was investigated using fMRI. Right-handed Mandarin-English bilingual participants made either semantic or perceptual size judgements with characters and pictures. Areas jointly activated by character and picture semantic tasks compared to size judgement tasks included the left prefrontal region (BA 9, 44, 45), left posterior temporal, left fusiform, and left parietal regions. Character processing produced greater activation than picture processing in the left mid and posterior temporal as well as left prefrontal regions. The lateral occipital regions were more active during picture semantic processing than character semantic processing. A similar pattern of activation and contrasts was observed when English words and pictures were compared in another set of bilingual participants. However, there was less contrast between word and picture semantic processing than between character and picture processing in the left prefrontal region. When character and word semantic processing were compared directly in a third group, the loci of activation peaks was similar in both languages but Chinese character semantic processing was associated with a larger MR signal change. The semantic processing of Chinese characters, English words, and pictures activates a common semantic system within which there are modality-specific differences. The semantic processing of Chinese characters more closely resembles English words than pictures.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18324742" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="af96ac24b386ce548a3cbb74df0f52a9" rel="nofollow" data-download="{"attachment_id":42196906,"asset_id":18324742,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42196906/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38317067" href="https://independent.academia.edu/BrendanWeekes">Brendan Weekes</a><script data-card-contents-for-user="38317067" type="text/json">{"id":38317067,"first_name":"Brendan","last_name":"Weekes","domain_name":"independent","page_name":"BrendanWeekes","display_name":"Brendan Weekes","profile_url":"https://independent.academia.edu/BrendanWeekes?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_18324742 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18324742"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18324742, container: ".js-paper-rank-work_18324742", }); });</script></li><li class="js-percentile-work_18324742 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18324742; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_18324742"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_18324742 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="18324742"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18324742; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18324742]").text(description); $(".js-view-count-work_18324742").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18324742").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="18324742"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2349" rel="nofollow" href="https://www.academia.edu/Documents/in/Semantics">Semantics</a>, <script data-card-contents-for-ri="2349" type="text/json">{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4307" rel="nofollow" href="https://www.academia.edu/Documents/in/Behavior">Behavior</a>, <script data-card-contents-for-ri="4307" type="text/json">{"id":4307,"name":"Behavior","url":"https://www.academia.edu/Documents/in/Behavior?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5111" rel="nofollow" href="https://www.academia.edu/Documents/in/Character_Recognition">Character Recognition</a>, <script data-card-contents-for-ri="5111" type="text/json">{"id":5111,"name":"Character Recognition","url":"https://www.academia.edu/Documents/in/Character_Recognition?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5359" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_perception">Visual perception</a><script data-card-contents-for-ri="5359" type="text/json">{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18324742]'), work: {"id":18324742,"title":"Overlap and Dissociation of Semantic Processing of Chinese Characters, English Words, and Pictures: Evidence from fMRI","created_at":"2015-11-14T06:45:15.718-08:00","url":"https://www.academia.edu/18324742/Overlap_and_Dissociation_of_Semantic_Processing_of_Chinese_Characters_English_Words_and_Pictures_Evidence_from_fMRI?f_ri=82283","dom_id":"work_18324742","summary":"The functional anatomy of Chinese character processing was investigated using fMRI. Right-handed Mandarin-English bilingual participants made either semantic or perceptual size judgements with characters and pictures. Areas jointly activated by character and picture semantic tasks compared to size judgement tasks included the left prefrontal region (BA 9, 44, 45), left posterior temporal, left fusiform, and left parietal regions. Character processing produced greater activation than picture processing in the left mid and posterior temporal as well as left prefrontal regions. The lateral occipital regions were more active during picture semantic processing than character semantic processing. A similar pattern of activation and contrasts was observed when English words and pictures were compared in another set of bilingual participants. However, there was less contrast between word and picture semantic processing than between character and picture processing in the left prefrontal region. When character and word semantic processing were compared directly in a third group, the loci of activation peaks was similar in both languages but Chinese character semantic processing was associated with a larger MR signal change. The semantic processing of Chinese characters, English words, and pictures activates a common semantic system within which there are modality-specific differences. The semantic processing of Chinese characters more closely resembles English words than pictures.","downloadable_attachments":[{"id":42196906,"asset_id":18324742,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38317067,"first_name":"Brendan","last_name":"Weekes","domain_name":"independent","page_name":"BrendanWeekes","display_name":"Brendan Weekes","profile_url":"https://independent.academia.edu/BrendanWeekes?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=82283","nofollow":true},{"id":4307,"name":"Behavior","url":"https://www.academia.edu/Documents/in/Behavior?f_ri=82283","nofollow":true},{"id":5111,"name":"Character Recognition","url":"https://www.academia.edu/Documents/in/Character_Recognition?f_ri=82283","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=82283","nofollow":true},{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=82283"},{"id":9189,"name":"Semantic Memory","url":"https://www.academia.edu/Documents/in/Semantic_Memory?f_ri=82283"},{"id":12108,"name":"China","url":"https://www.academia.edu/Documents/in/China?f_ri=82283"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=82283"},{"id":30494,"name":"England","url":"https://www.academia.edu/Documents/in/England?f_ri=82283"},{"id":46118,"name":"Handwriting","url":"https://www.academia.edu/Documents/in/Handwriting?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":103260,"name":"Neuroimage","url":"https://www.academia.edu/Documents/in/Neuroimage?f_ri=82283"},{"id":142889,"name":"Mental processes","url":"https://www.academia.edu/Documents/in/Mental_processes?f_ri=82283"},{"id":235085,"name":"Semantic Processing","url":"https://www.academia.edu/Documents/in/Semantic_Processing?f_ri=82283"},{"id":1274453,"name":"Right Handed","url":"https://www.academia.edu/Documents/in/Right_Handed?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_68580303" data-work_id="68580303" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/68580303/Cats_see_subjective_contours">Cats see subjective contours</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Arrant-~havioural techniques were used to determine whether cats are able to see subjective contours. Through several stages of testing with increasingly complex displays, cats continued to respond to a figure defined by subjective... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_68580303" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Arrant-~havioural techniques were used to determine whether cats are able to see subjective contours. Through several stages of testing with increasingly complex displays, cats continued to respond to a figure defined by subjective contours. This result provides the first direct evidence that a nonhuman perceives subjective contours.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68580303" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="87fc9fd4786479ff133a07f854dd9e79" rel="nofollow" data-download="{"attachment_id":79008405,"asset_id":68580303,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79008405/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="63894110" href="https://independent.academia.edu/SharonMorrison2">Sharon Morrison</a><script data-card-contents-for-user="63894110" type="text/json">{"id":63894110,"first_name":"Sharon","last_name":"Morrison","domain_name":"independent","page_name":"SharonMorrison2","display_name":"Sharon Morrison","profile_url":"https://independent.academia.edu/SharonMorrison2?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_68580303 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68580303"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68580303, container: ".js-paper-rank-work_68580303", }); });</script></li><li class="js-percentile-work_68580303 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68580303; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_68580303"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_68580303 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="68580303"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68580303; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68580303]").text(description); $(".js-view-count-work_68580303").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_68580303").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="68580303"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26327" rel="nofollow" href="https://www.academia.edu/Documents/in/Medicine">Medicine</a>, <script data-card-contents-for-ri="26327" type="text/json">{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="41088" rel="nofollow" href="https://www.academia.edu/Documents/in/Cats">Cats</a>, <script data-card-contents-for-ri="41088" type="text/json">{"id":41088,"name":"Cats","url":"https://www.academia.edu/Documents/in/Cats?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="59692" rel="nofollow" href="https://www.academia.edu/Documents/in/Vision">Vision</a><script data-card-contents-for-ri="59692" type="text/json">{"id":59692,"name":"Vision","url":"https://www.academia.edu/Documents/in/Vision?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=68580303]'), work: {"id":68580303,"title":"Cats see subjective contours","created_at":"2022-01-17T22:32:25.778-08:00","url":"https://www.academia.edu/68580303/Cats_see_subjective_contours?f_ri=82283","dom_id":"work_68580303","summary":"Arrant-~havioural techniques were used to determine whether cats are able to see subjective contours. Through several stages of testing with increasingly complex displays, cats continued to respond to a figure defined by subjective contours. This result provides the first direct evidence that a nonhuman perceives subjective contours.","downloadable_attachments":[{"id":79008405,"asset_id":68580303,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":63894110,"first_name":"Sharon","last_name":"Morrison","domain_name":"independent","page_name":"SharonMorrison2","display_name":"Sharon Morrison","profile_url":"https://independent.academia.edu/SharonMorrison2?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=82283","nofollow":true},{"id":41088,"name":"Cats","url":"https://www.academia.edu/Documents/in/Cats?f_ri=82283","nofollow":true},{"id":59692,"name":"Vision","url":"https://www.academia.edu/Documents/in/Vision?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":138538,"name":"CAT","url":"https://www.academia.edu/Documents/in/CAT?f_ri=82283"},{"id":1849690,"name":"Visual Illusion","url":"https://www.academia.edu/Documents/in/Visual_Illusion?f_ri=82283"},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences?f_ri=82283"},{"id":3763225,"name":"Medical and Health Sciences","url":"https://www.academia.edu/Documents/in/Medical_and_Health_Sciences?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30381784 coauthored" data-work_id="30381784" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30381784/Anterior_cingulate_reflects_susceptibility_to_framing_during_attractiveness_evaluation">Anterior cingulate reflects susceptibility to framing during attractiveness evaluation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Human cognitive decisions can be strongly susceptible to the manner in which options are presented ('framing e¡ect'). Here we investigated the neural basis of response adjustments induced by changing frames during intuitive decisions.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30381784" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Human cognitive decisions can be strongly susceptible to the manner in which options are presented ('framing e¡ect'). Here we investigated the neural basis of response adjustments induced by changing frames during intuitive decisions. Evidence exists that the anterior cingulate cortex plays a general role in behavioral adjustments.We hypothesized, therefore, that the anterior cingulate cortex is also involved in the 'framing e¡ect'. Our hypothesis was tested by using a binary attractiveness judgment task ('liking' versus 'nonliking') during functional magnetic resonance imaging. We found that the framing-related anterior cingulate cortex activity predicted how strongly susceptible an individual was to a biased response. Our results support the hypothesis that paralimbic processes are crucial for predicting an individual's susceptibility to framing.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30381784" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1e890c6af721e6d6dbf2607248049b2f" rel="nofollow" data-download="{"attachment_id":50831189,"asset_id":30381784,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50831189/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58068416" href="https://independent.academia.edu/WolframSchwindt">Wolfram Schwindt</a><script data-card-contents-for-user="58068416" type="text/json">{"id":58068416,"first_name":"Wolfram","last_name":"Schwindt","domain_name":"independent","page_name":"WolframSchwindt","display_name":"Wolfram Schwindt","profile_url":"https://independent.academia.edu/WolframSchwindt?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-30381784">+1</span><div class="hidden js-additional-users-30381784"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/PeterKenning">Peter Kenning</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-30381784'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-30381784').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_30381784 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30381784"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30381784, container: ".js-paper-rank-work_30381784", }); });</script></li><li class="js-percentile-work_30381784 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30381784; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_30381784"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_30381784 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="30381784"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30381784; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30381784]").text(description); $(".js-view-count-work_30381784").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30381784").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30381784"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6062" rel="nofollow" href="https://www.academia.edu/Documents/in/Anterior_Cingulate">Anterior Cingulate</a>, <script data-card-contents-for-ri="6062" type="text/json">{"id":6062,"name":"Anterior Cingulate","url":"https://www.academia.edu/Documents/in/Anterior_Cingulate?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6200" rel="nofollow" href="https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging">Magnetic Resonance Imaging</a>, <script data-card-contents-for-ri="6200" type="text/json">{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42162" rel="nofollow" href="https://www.academia.edu/Documents/in/Emotions">Emotions</a><script data-card-contents-for-ri="42162" type="text/json">{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30381784]'), work: {"id":30381784,"title":"Anterior cingulate reflects susceptibility to framing during attractiveness evaluation","created_at":"2016-12-11T07:02:05.718-08:00","url":"https://www.academia.edu/30381784/Anterior_cingulate_reflects_susceptibility_to_framing_during_attractiveness_evaluation?f_ri=82283","dom_id":"work_30381784","summary":"Human cognitive decisions can be strongly susceptible to the manner in which options are presented ('framing e¡ect'). Here we investigated the neural basis of response adjustments induced by changing frames during intuitive decisions. Evidence exists that the anterior cingulate cortex plays a general role in behavioral adjustments.We hypothesized, therefore, that the anterior cingulate cortex is also involved in the 'framing e¡ect'. Our hypothesis was tested by using a binary attractiveness judgment task ('liking' versus 'nonliking') during functional magnetic resonance imaging. We found that the framing-related anterior cingulate cortex activity predicted how strongly susceptible an individual was to a biased response. Our results support the hypothesis that paralimbic processes are crucial for predicting an individual's susceptibility to framing.","downloadable_attachments":[{"id":50831189,"asset_id":30381784,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58068416,"first_name":"Wolfram","last_name":"Schwindt","domain_name":"independent","page_name":"WolframSchwindt","display_name":"Wolfram Schwindt","profile_url":"https://independent.academia.edu/WolframSchwindt?f_ri=82283","photo":"/images/s65_no_pic.png"},{"id":57911370,"first_name":"Peter","last_name":"Kenning","domain_name":"independent","page_name":"PeterKenning","display_name":"Peter Kenning","profile_url":"https://independent.academia.edu/PeterKenning?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":6062,"name":"Anterior Cingulate","url":"https://www.academia.edu/Documents/in/Anterior_Cingulate?f_ri=82283","nofollow":true},{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=82283","nofollow":true},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions?f_ri=82283","nofollow":true},{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping?f_ri=82283"},{"id":66843,"name":"Judgment","url":"https://www.academia.edu/Documents/in/Judgment?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":123230,"name":"Regression Analysis","url":"https://www.academia.edu/Documents/in/Regression_Analysis?f_ri=82283"},{"id":380825,"name":"Oxygen","url":"https://www.academia.edu/Documents/in/Oxygen?f_ri=82283"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance?f_ri=82283"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=82283"},{"id":1318932,"name":"Predictive value of tests","url":"https://www.academia.edu/Documents/in/Predictive_value_of_tests?f_ri=82283"},{"id":2463495,"name":"Random Allocation","url":"https://www.academia.edu/Documents/in/Random_Allocation?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27761954" data-work_id="27761954" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27761954/Unilateral_visual_neglect_overcome_by_cues_implicit_in_stimulus_arrays">Unilateral visual neglect overcome by cues implicit in stimulus arrays</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The case of a man with a right hemisphere lesion and with evidence of left-sided visuospatial neglect is reported. On a variety of verbal and nonverbal tasks his performance was significantly modified by information implicit in stimulus... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27761954" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The case of a man with a right hemisphere lesion and with evidence of left-sided visuospatial neglect is reported. On a variety of verbal and nonverbal tasks his performance was significantly modified by information implicit in stimulus configurations. Neglect deficits were present on tests involving spatially distinct or meaningless stimulus arrays but almost absent when stimuli were continuous or meaningfully integrated.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27761954" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="261824c2164c27a4badd4f65be695297" rel="nofollow" data-download="{"attachment_id":48038752,"asset_id":27761954,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48038752/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52011438" href="https://independent.academia.edu/LukeKartsounis">Luke Kartsounis</a><script data-card-contents-for-user="52011438" type="text/json">{"id":52011438,"first_name":"Luke","last_name":"Kartsounis","domain_name":"independent","page_name":"LukeKartsounis","display_name":"Luke Kartsounis","profile_url":"https://independent.academia.edu/LukeKartsounis?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_27761954 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27761954"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27761954, container: ".js-paper-rank-work_27761954", }); });</script></li><li class="js-percentile-work_27761954 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27761954; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_27761954"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_27761954 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="27761954"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27761954; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27761954]").text(description); $(".js-view-count-work_27761954").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27761954").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27761954"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7736" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention">Attention</a>, <script data-card-contents-for-ri="7736" type="text/json">{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="54755" rel="nofollow" href="https://www.academia.edu/Documents/in/Right_Hemisphere_Functions">Right Hemisphere Functions</a>, <script data-card-contents-for-ri="54755" type="text/json">{"id":54755,"name":"Right Hemisphere Functions","url":"https://www.academia.edu/Documents/in/Right_Hemisphere_Functions?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82283" rel="nofollow" href="https://www.academia.edu/Documents/in/Form_perception">Form perception</a><script data-card-contents-for-ri="82283" type="text/json">{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27761954]'), work: {"id":27761954,"title":"Unilateral visual neglect overcome by cues implicit in stimulus arrays","created_at":"2016-08-14T01:33:27.053-07:00","url":"https://www.academia.edu/27761954/Unilateral_visual_neglect_overcome_by_cues_implicit_in_stimulus_arrays?f_ri=82283","dom_id":"work_27761954","summary":"The case of a man with a right hemisphere lesion and with evidence of left-sided visuospatial neglect is reported. On a variety of verbal and nonverbal tasks his performance was significantly modified by information implicit in stimulus configurations. Neglect deficits were present on tests involving spatially distinct or meaningless stimulus arrays but almost absent when stimuli were continuous or meaningfully integrated.","downloadable_attachments":[{"id":48038752,"asset_id":27761954,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":52011438,"first_name":"Luke","last_name":"Kartsounis","domain_name":"independent","page_name":"LukeKartsounis","display_name":"Luke Kartsounis","profile_url":"https://independent.academia.edu/LukeKartsounis?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=82283","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true},{"id":54755,"name":"Right Hemisphere Functions","url":"https://www.academia.edu/Documents/in/Right_Hemisphere_Functions?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true},{"id":82956,"name":"Anomia","url":"https://www.academia.edu/Documents/in/Anomia?f_ri=82283"},{"id":88325,"name":"Cues","url":"https://www.academia.edu/Documents/in/Cues?f_ri=82283"},{"id":93037,"name":"Orientation","url":"https://www.academia.edu/Documents/in/Orientation?f_ri=82283"},{"id":119238,"name":"Hemiplegia","url":"https://www.academia.edu/Documents/in/Hemiplegia?f_ri=82283"},{"id":123472,"name":"Exploration","url":"https://www.academia.edu/Documents/in/Exploration?f_ri=82283"},{"id":168200,"name":"Meningioma","url":"https://www.academia.edu/Documents/in/Meningioma?f_ri=82283"},{"id":777648,"name":"Hemianopsia","url":"https://www.academia.edu/Documents/in/Hemianopsia?f_ri=82283"},{"id":2444775,"name":"Psychomotor Performance","url":"https://www.academia.edu/Documents/in/Psychomotor_Performance?f_ri=82283"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15230038" data-work_id="15230038" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15230038/Visual_discrimination_of_texture">Visual discrimination of texture</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">proposed a theory of texture discrimination, based on an order statistics principle, which states that no two textures can be perceptually discriminated if they have identical second-order statistics. The experiments reported here... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15230038" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">proposed a theory of texture discrimination, based on an order statistics principle, which states that no two textures can be perceptually discriminated if they have identical second-order statistics. The experiments reported here demonstrate that this principle is not adequate to predict visual texture discriminability. Both letter and dot micropatterns were used to create texture pairs that either differed or were identical with respect to secondorder statistics. The subject's task was to decide which quadrant of an array contained a disparate texture. In Experiments 1, 2, and 3, when controlling for spatial overlap, texture pairs having identical second-order statistics were discriminated more quickly than similar texture pairs having different second-order statistics, in contradiction to the principle. Although a significant effect in the direction predicted by the order statistics principle was found in Experiment 4 for texture pairs created from the dot micropatterns, other factors, such as spatial overlap, border differences, and goodness of pattern, must also be considered in predicting texture discriminability.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15230038" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e606438694e52fb36acf3cfbfb51ae9f" rel="nofollow" data-download="{"attachment_id":43413583,"asset_id":15230038,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43413583/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34294109" href="https://rice.academia.edu/RandiMartin">Randi Martin</a><script data-card-contents-for-user="34294109" type="text/json">{"id":34294109,"first_name":"Randi","last_name":"Martin","domain_name":"rice","page_name":"RandiMartin","display_name":"Randi Martin","profile_url":"https://rice.academia.edu/RandiMartin?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_15230038 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15230038"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15230038, container: ".js-paper-rank-work_15230038", }); });</script></li><li class="js-percentile-work_15230038 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15230038; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_15230038"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_15230038 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="15230038"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15230038; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15230038]").text(description); $(".js-view-count-work_15230038").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15230038").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15230038"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="45349" rel="nofollow" href="https://www.academia.edu/Documents/in/Space_perception">Space perception</a>, <script data-card-contents-for-ri="45349" type="text/json">{"id":45349,"name":"Space perception","url":"https://www.academia.edu/Documents/in/Space_perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82283" rel="nofollow" href="https://www.academia.edu/Documents/in/Form_perception">Form perception</a><script data-card-contents-for-ri="82283" type="text/json">{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15230038]'), work: {"id":15230038,"title":"Visual discrimination of texture","created_at":"2015-08-27T09:27:16.072-07:00","url":"https://www.academia.edu/15230038/Visual_discrimination_of_texture?f_ri=82283","dom_id":"work_15230038","summary":"proposed a theory of texture discrimination, based on an order statistics principle, which states that no two textures can be perceptually discriminated if they have identical second-order statistics. The experiments reported here demonstrate that this principle is not adequate to predict visual texture discriminability. Both letter and dot micropatterns were used to create texture pairs that either differed or were identical with respect to secondorder statistics. The subject's task was to decide which quadrant of an array contained a disparate texture. In Experiments 1, 2, and 3, when controlling for spatial overlap, texture pairs having identical second-order statistics were discriminated more quickly than similar texture pairs having different second-order statistics, in contradiction to the principle. Although a significant effect in the direction predicted by the order statistics principle was found in Experiment 4 for texture pairs created from the dot micropatterns, other factors, such as spatial overlap, border differences, and goodness of pattern, must also be considered in predicting texture discriminability.","downloadable_attachments":[{"id":43413583,"asset_id":15230038,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34294109,"first_name":"Randi","last_name":"Martin","domain_name":"rice","page_name":"RandiMartin","display_name":"Randi Martin","profile_url":"https://rice.academia.edu/RandiMartin?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":45349,"name":"Space perception","url":"https://www.academia.edu/Documents/in/Space_perception?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true},{"id":93037,"name":"Orientation","url":"https://www.academia.edu/Documents/in/Orientation?f_ri=82283"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20894934" data-work_id="20894934" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20894934/An_involvement_of_acetylcholine_in_object_discrimination_learning_and_memory_in_the_marmoset">An involvement of acetylcholine in object discrimination learning and memory in the marmoset</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Five marmosets (Callithrix jacchus) were tested, using a Wisconsin General Test Apparatus, on a series of junk object visual discrimination tasks, including new learning, 24-hr reversal and 24-hr retention. The effects of administering... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20894934" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Five marmosets (Callithrix jacchus) were tested, using a Wisconsin General Test Apparatus, on a series of junk object visual discrimination tasks, including new learning, 24-hr reversal and 24-hr retention. The effects of administering the cholinergic receptor blocking agent, scopolamine either just before or immediately after the new learning task, or just before the 24-hr reversal and retention tasks, were assessed. Results suggest that scopolamine impairs new learning and impairs the encoding of new information in long term memory. Some evidence of a mild retrieval deficit under scopolamine was also seen, while state-dependent effects were not apparent.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20894934" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7aeee24e831c3849c2986e40228a036b" rel="nofollow" data-download="{"attachment_id":41617687,"asset_id":20894934,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41617687/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38121460" href="https://cambridge.academia.edu/RosalindRidley">Rosalind Ridley</a><script data-card-contents-for-user="38121460" type="text/json">{"id":38121460,"first_name":"Rosalind","last_name":"Ridley","domain_name":"cambridge","page_name":"RosalindRidley","display_name":"Rosalind Ridley","profile_url":"https://cambridge.academia.edu/RosalindRidley?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_20894934 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20894934"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20894934, container: ".js-paper-rank-work_20894934", }); });</script></li><li class="js-percentile-work_20894934 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20894934; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_20894934"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_20894934 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="20894934"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20894934; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20894934]").text(description); $(".js-view-count-work_20894934").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20894934").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20894934"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="46858" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory">Memory</a>, <script data-card-contents-for-ri="46858" type="text/json">{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="61474" rel="nofollow" href="https://www.academia.edu/Documents/in/Brain">Brain</a><script data-card-contents-for-ri="61474" type="text/json">{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20894934]'), work: {"id":20894934,"title":"An involvement of acetylcholine in object discrimination learning and memory in the marmoset","created_at":"2016-01-27T01:28:57.106-08:00","url":"https://www.academia.edu/20894934/An_involvement_of_acetylcholine_in_object_discrimination_learning_and_memory_in_the_marmoset?f_ri=82283","dom_id":"work_20894934","summary":"Five marmosets (Callithrix jacchus) were tested, using a Wisconsin General Test Apparatus, on a series of junk object visual discrimination tasks, including new learning, 24-hr reversal and 24-hr retention. The effects of administering the cholinergic receptor blocking agent, scopolamine either just before or immediately after the new learning task, or just before the 24-hr reversal and retention tasks, were assessed. Results suggest that scopolamine impairs new learning and impairs the encoding of new information in long term memory. Some evidence of a mild retrieval deficit under scopolamine was also seen, while state-dependent effects were not apparent.","downloadable_attachments":[{"id":41617687,"asset_id":20894934,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38121460,"first_name":"Rosalind","last_name":"Ridley","domain_name":"cambridge","page_name":"RosalindRidley","display_name":"Rosalind Ridley","profile_url":"https://cambridge.academia.edu/RosalindRidley?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283","nofollow":true},{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=82283","nofollow":true},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":159958,"name":"Acetylcholine","url":"https://www.academia.edu/Documents/in/Acetylcholine?f_ri=82283"},{"id":452621,"name":"Neuropsychologia","url":"https://www.academia.edu/Documents/in/Neuropsychologia?f_ri=82283"},{"id":522475,"name":"Reversal Learning","url":"https://www.academia.edu/Documents/in/Reversal_Learning?f_ri=82283"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50163675" data-work_id="50163675" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50163675/The_role_of_mental_rotation_in_letter_processing_by_children_and_adults">The role of mental rotation in letter processing by children and adults</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Children and adults identified or discriminated the version (normal or backwards) of letters presented in 10 different orientations between o and 180 degrees. Reaction time to discriminate version increased linearly with orientation for... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_50163675" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Children and adults identified or discriminated the version (normal or backwards) of letters presented in 10 different orientations between o and 180 degrees. Reaction time to discriminate version increased linearly with orientation for both children and adults, but reaction time to identify was not strongly influenced by orientation for either children or adults. This suggests that both children and adults mentally rotate a representation of the letter to discriminate version, but that neither children nor adults rotate letters to identify them.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50163675" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5e072243bdec1f56abe5980b5f91eb07" rel="nofollow" data-download="{"attachment_id":68252917,"asset_id":50163675,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68252917/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="159981" href="https://vanderbilt.academia.edu/gordonlogan">Gordon Logan</a><script data-card-contents-for-user="159981" type="text/json">{"id":159981,"first_name":"Gordon","last_name":"Logan","domain_name":"vanderbilt","page_name":"gordonlogan","display_name":"Gordon Logan","profile_url":"https://vanderbilt.academia.edu/gordonlogan?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_50163675 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50163675"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50163675, container: ".js-paper-rank-work_50163675", }); });</script></li><li class="js-percentile-work_50163675 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50163675; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_50163675"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_50163675 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="50163675"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50163675; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50163675]").text(description); $(".js-view-count-work_50163675").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50163675").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50163675"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15838" rel="nofollow" href="https://www.academia.edu/Documents/in/Imagination">Imagination</a>, <script data-card-contents-for-ri="15838" type="text/json">{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="56615" rel="nofollow" href="https://www.academia.edu/Documents/in/Canadian">Canadian</a>, <script data-card-contents-for-ri="56615" type="text/json">{"id":56615,"name":"Canadian","url":"https://www.academia.edu/Documents/in/Canadian?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="64933" rel="nofollow" href="https://www.academia.edu/Documents/in/Child">Child</a>, <script data-card-contents-for-ri="64933" type="text/json">{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="72150" rel="nofollow" href="https://www.academia.edu/Documents/in/Discrimination_Learning">Discrimination Learning</a><script data-card-contents-for-ri="72150" type="text/json">{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50163675]'), work: {"id":50163675,"title":"The role of mental rotation in letter processing by children and adults","created_at":"2021-07-22T10:54:42.634-07:00","url":"https://www.academia.edu/50163675/The_role_of_mental_rotation_in_letter_processing_by_children_and_adults?f_ri=82283","dom_id":"work_50163675","summary":"Children and adults identified or discriminated the version (normal or backwards) of letters presented in 10 different orientations between o and 180 degrees. Reaction time to discriminate version increased linearly with orientation for both children and adults, but reaction time to identify was not strongly influenced by orientation for either children or adults. This suggests that both children and adults mentally rotate a representation of the letter to discriminate version, but that neither children nor adults rotate letters to identify them.","downloadable_attachments":[{"id":68252917,"asset_id":50163675,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":159981,"first_name":"Gordon","last_name":"Logan","domain_name":"vanderbilt","page_name":"gordonlogan","display_name":"Gordon Logan","profile_url":"https://vanderbilt.academia.edu/gordonlogan?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=82283","nofollow":true},{"id":56615,"name":"Canadian","url":"https://www.academia.edu/Documents/in/Canadian?f_ri=82283","nofollow":true},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=82283","nofollow":true},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":93037,"name":"Orientation","url":"https://www.academia.edu/Documents/in/Orientation?f_ri=82283"},{"id":115306,"name":"Mental rotation","url":"https://www.academia.edu/Documents/in/Mental_rotation?f_ri=82283"},{"id":3005092,"name":"Canadian Psychology","url":"https://www.academia.edu/Documents/in/Canadian_Psychology?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2136247" data-work_id="2136247" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2136247/Attentional_selection_and_the_representation_of_holes_and_objects">Attentional selection and the representation of holes and objects</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We examine whether holes (two separate cutout rectangles in a surface) appearing as if on a homogeneous background produce object-based effects similar to those observed when the same regions appear as separate items in front of that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2136247" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We examine whether holes (two separate cutout rectangles in a surface) appearing as if on a homogeneous background produce object-based effects similar to those observed when the same regions appear as separate items in front of that surface (commonly called objects). We used a version of the two-rectangle design described by R. Egly, J. Driver, and R. D. . Viewing modified patterns through stereoscopic goggles created the perception of the rectangles as either part of the background or as foreground objects. In Experiment 1, we replicated Egly et al. when the regions were perceived as objects but not when they were perceived as holes. In Experiment 2, we included a condition where the background was split: The rectangles in the holes condition were perceived as part of two separate background regions. In this case, the object-based effects were the same as when the rectangles were foreground objects. The findings of Experiment 2 demonstrate that those of Experiment 1 were not due to depth per se, but rather to the background being treated as a single region. More importantly, these results demonstrate that identically shaped regions in the stimulus engage object-based attention differently, depending on how the regions are perceptually organized.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2136247" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a65bbc9d7a8125ca0e4130ec4aca6fb5" rel="nofollow" data-download="{"attachment_id":50737918,"asset_id":2136247,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50737918/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2769752" href="https://yale.academia.edu/AliceAlbrecht">Alice Albrecht</a><script data-card-contents-for-user="2769752" type="text/json">{"id":2769752,"first_name":"Alice","last_name":"Albrecht","domain_name":"yale","page_name":"AliceAlbrecht","display_name":"Alice Albrecht","profile_url":"https://yale.academia.edu/AliceAlbrecht?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_2136247 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2136247"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2136247, container: ".js-paper-rank-work_2136247", }); });</script></li><li class="js-percentile-work_2136247 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2136247; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_2136247"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_2136247 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="2136247"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2136247; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2136247]").text(description); $(".js-view-count-work_2136247").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2136247").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2136247"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="867" rel="nofollow" href="https://www.academia.edu/Documents/in/Perception">Perception</a>, <script data-card-contents-for-ri="867" type="text/json">{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7736" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention">Attention</a>, <script data-card-contents-for-ri="7736" type="text/json">{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22506" rel="nofollow" href="https://www.academia.edu/Documents/in/Adolescent">Adolescent</a>, <script data-card-contents-for-ri="22506" type="text/json">{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="59692" rel="nofollow" href="https://www.academia.edu/Documents/in/Vision">Vision</a><script data-card-contents-for-ri="59692" type="text/json">{"id":59692,"name":"Vision","url":"https://www.academia.edu/Documents/in/Vision?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2136247]'), work: {"id":2136247,"title":"Attentional selection and the representation of holes and objects","created_at":"2012-11-15T05:13:41.424-08:00","url":"https://www.academia.edu/2136247/Attentional_selection_and_the_representation_of_holes_and_objects?f_ri=82283","dom_id":"work_2136247","summary":"We examine whether holes (two separate cutout rectangles in a surface) appearing as if on a homogeneous background produce object-based effects similar to those observed when the same regions appear as separate items in front of that surface (commonly called objects). We used a version of the two-rectangle design described by R. Egly, J. Driver, and R. D. . Viewing modified patterns through stereoscopic goggles created the perception of the rectangles as either part of the background or as foreground objects. In Experiment 1, we replicated Egly et al. when the regions were perceived as objects but not when they were perceived as holes. In Experiment 2, we included a condition where the background was split: The rectangles in the holes condition were perceived as part of two separate background regions. In this case, the object-based effects were the same as when the rectangles were foreground objects. The findings of Experiment 2 demonstrate that those of Experiment 1 were not due to depth per se, but rather to the background being treated as a single region. More importantly, these results demonstrate that identically shaped regions in the stimulus engage object-based attention differently, depending on how the regions are perceptually organized.","downloadable_attachments":[{"id":50737918,"asset_id":2136247,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2769752,"first_name":"Alice","last_name":"Albrecht","domain_name":"yale","page_name":"AliceAlbrecht","display_name":"Alice Albrecht","profile_url":"https://yale.academia.edu/AliceAlbrecht?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=82283","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=82283","nofollow":true},{"id":59692,"name":"Vision","url":"https://www.academia.edu/Documents/in/Vision?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":86154,"name":"Depth Perception","url":"https://www.academia.edu/Documents/in/Depth_Perception?f_ri=82283"},{"id":88325,"name":"Cues","url":"https://www.academia.edu/Documents/in/Cues?f_ri=82283"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13629064 coauthored" data-work_id="13629064" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13629064/Recognition_of_overlapping_patterns_and_focal_hemisphere_damage">Recognition of overlapping patterns and focal hemisphere damage</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Ss entered this research, subdivided in controls (N = 44) and hemisphere damaged patients (N = 160). A meaningful and a meaningless patterns version of the Poppelreuter-Ghent Test were employed and the answers were worked out in the frame... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13629064" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Ss entered this research, subdivided in controls (N = 44) and hemisphere damaged patients (N = 160). A meaningful and a meaningless patterns version of the Poppelreuter-Ghent Test were employed and the answers were worked out in the frame of the Signal Detectability Theory. No hemispheric asymmetry in the recognition performance turned out, patients with visual field defects being the only impaired Ss. Response criterion differences were completely lacking.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13629064" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="47d36e70f09fc1d25bf9e7bf3133f286" rel="nofollow" data-download="{"attachment_id":45130926,"asset_id":13629064,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45130926/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5014505" href="https://unimore.academia.edu/PaoloNichelli">Paolo Nichelli</a><script data-card-contents-for-user="5014505" type="text/json">{"id":5014505,"first_name":"Paolo","last_name":"Nichelli","domain_name":"unimore","page_name":"PaoloNichelli","display_name":"Paolo Nichelli","profile_url":"https://unimore.academia.edu/PaoloNichelli?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-13629064">+1</span><div class="hidden js-additional-users-13629064"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://unimi.academia.edu/ECapitani">E. Capitani</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-13629064'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-13629064').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_13629064 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13629064"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13629064, container: ".js-paper-rank-work_13629064", }); });</script></li><li class="js-percentile-work_13629064 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13629064; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13629064"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13629064 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13629064"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13629064; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13629064]").text(description); $(".js-view-count-work_13629064").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13629064").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13629064"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="52176" rel="nofollow" href="https://www.academia.edu/Documents/in/Brain_Mapping">Brain Mapping</a>, <script data-card-contents-for-ri="52176" type="text/json">{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82283" rel="nofollow" href="https://www.academia.edu/Documents/in/Form_perception">Form perception</a><script data-card-contents-for-ri="82283" type="text/json">{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13629064]'), work: {"id":13629064,"title":"Recognition of overlapping patterns and focal hemisphere damage","created_at":"2015-07-04T11:13:49.824-07:00","url":"https://www.academia.edu/13629064/Recognition_of_overlapping_patterns_and_focal_hemisphere_damage?f_ri=82283","dom_id":"work_13629064","summary":"Ss entered this research, subdivided in controls (N = 44) and hemisphere damaged patients (N = 160). A meaningful and a meaningless patterns version of the Poppelreuter-Ghent Test were employed and the answers were worked out in the frame of the Signal Detectability Theory. No hemispheric asymmetry in the recognition performance turned out, patients with visual field defects being the only impaired Ss. Response criterion differences were completely lacking.","downloadable_attachments":[{"id":45130926,"asset_id":13629064,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5014505,"first_name":"Paolo","last_name":"Nichelli","domain_name":"unimore","page_name":"PaoloNichelli","display_name":"Paolo Nichelli","profile_url":"https://unimore.academia.edu/PaoloNichelli?f_ri=82283","photo":"/images/s65_no_pic.png"},{"id":32791599,"first_name":"E.","last_name":"Capitani","domain_name":"unimi","page_name":"ECapitani","display_name":"E. Capitani","profile_url":"https://unimi.academia.edu/ECapitani?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true},{"id":452621,"name":"Neuropsychologia","url":"https://www.academia.edu/Documents/in/Neuropsychologia?f_ri=82283"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14016823" data-work_id="14016823" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14016823/Principles_of_contour_information_Reply_to_Lim_and_Leek_2012_">Principles of contour information: Reply to Lim and Leek (2012)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Lim and Leek (2012) presented a formalization of information along object contours, which they argued was an alternative to the approach taken in our article (Feldman & Singh, 2005). Here, we summarize the 2 approaches, showing... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14016823" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Lim and Leek (2012) presented a formalization of information along object contours, which they argued was an alternative to the approach taken in our article (Feldman & Singh, 2005). Here, we summarize the 2 approaches, showing that--notwithstanding Lim and Leek&#39;s (2012) critical rhetoric--their approach is substantially identical to ours, except for the technical details of the formalism. Following the logic of our article point by point, Lim and Leek (a) defined probabilistic expectations about the geometry of smooth contours (which they based on differential contour geometry, while we used a discrete approximation--the only essential difference in their approach), (b) assumed that information along the contour was proportional to the negative logarithm of probability, following standard information theory, and then (c) extended this formulation to closed contours. We analyze what they described as errors in our approach, all of which rest on mathematical misunderstandings or ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14016823" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7d0f5b6aa0df2a2b3c85c17a5e6155bb" rel="nofollow" data-download="{"attachment_id":44703225,"asset_id":14016823,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44703225/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33049091" href="https://sittechno.academia.edu/ManishSingh">Manish Singh</a><script data-card-contents-for-user="33049091" type="text/json">{"id":33049091,"first_name":"Manish","last_name":"Singh","domain_name":"sittechno","page_name":"ManishSingh","display_name":"Manish Singh","profile_url":"https://sittechno.academia.edu/ManishSingh?f_ri=82283","photo":"https://0.academia-photos.com/33049091/86399428/75063553/s65_manish.singh.jpeg"}</script></span></span></li><li class="js-paper-rank-work_14016823 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14016823"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14016823, container: ".js-paper-rank-work_14016823", }); });</script></li><li class="js-percentile-work_14016823 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14016823; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_14016823"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_14016823 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="14016823"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14016823; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14016823]").text(description); $(".js-view-count-work_14016823").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14016823").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14016823"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="953" rel="nofollow" href="https://www.academia.edu/Documents/in/Rhetoric">Rhetoric</a>, <script data-card-contents-for-ri="953" type="text/json">{"id":953,"name":"Rhetoric","url":"https://www.academia.edu/Documents/in/Rhetoric?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1410" rel="nofollow" href="https://www.academia.edu/Documents/in/Information_Theory">Information Theory</a><script data-card-contents-for-ri="1410" type="text/json">{"id":1410,"name":"Information Theory","url":"https://www.academia.edu/Documents/in/Information_Theory?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14016823]'), work: {"id":14016823,"title":"Principles of contour information: Reply to Lim and Leek (2012)","created_at":"2015-07-13T22:40:00.894-07:00","url":"https://www.academia.edu/14016823/Principles_of_contour_information_Reply_to_Lim_and_Leek_2012_?f_ri=82283","dom_id":"work_14016823","summary":"Lim and Leek (2012) presented a formalization of information along object contours, which they argued was an alternative to the approach taken in our article (Feldman \u0026 Singh, 2005). Here, we summarize the 2 approaches, showing that--notwithstanding Lim and Leek\u0026#39;s (2012) critical rhetoric--their approach is substantially identical to ours, except for the technical details of the formalism. Following the logic of our article point by point, Lim and Leek (a) defined probabilistic expectations about the geometry of smooth contours (which they based on differential contour geometry, while we used a discrete approximation--the only essential difference in their approach), (b) assumed that information along the contour was proportional to the negative logarithm of probability, following standard information theory, and then (c) extended this formulation to closed contours. We analyze what they described as errors in our approach, all of which rest on mathematical misunderstandings or ...","downloadable_attachments":[{"id":44703225,"asset_id":14016823,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33049091,"first_name":"Manish","last_name":"Singh","domain_name":"sittechno","page_name":"ManishSingh","display_name":"Manish Singh","profile_url":"https://sittechno.academia.edu/ManishSingh?f_ri=82283","photo":"https://0.academia-photos.com/33049091/86399428/75063553/s65_manish.singh.jpeg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":953,"name":"Rhetoric","url":"https://www.academia.edu/Documents/in/Rhetoric?f_ri=82283","nofollow":true},{"id":1410,"name":"Information Theory","url":"https://www.academia.edu/Documents/in/Information_Theory?f_ri=82283","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=82283"},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=82283"},{"id":4205,"name":"Data Analysis","url":"https://www.academia.edu/Documents/in/Data_Analysis?f_ri=82283"},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=82283"},{"id":33069,"name":"Probability","url":"https://www.academia.edu/Documents/in/Probability?f_ri=82283"},{"id":38125,"name":"Numbers","url":"https://www.academia.edu/Documents/in/Numbers?f_ri=82283"},{"id":54418,"name":"Geometry","url":"https://www.academia.edu/Documents/in/Geometry?f_ri=82283"},{"id":63353,"name":"Identification","url":"https://www.academia.edu/Documents/in/Identification?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":87626,"name":"Psychological","url":"https://www.academia.edu/Documents/in/Psychological?f_ri=82283"},{"id":152100,"name":"Theories","url":"https://www.academia.edu/Documents/in/Theories?f_ri=82283"},{"id":267802,"name":"Dimensional","url":"https://www.academia.edu/Documents/in/Dimensional?f_ri=82283"},{"id":363691,"name":"Mathematical Concepts","url":"https://www.academia.edu/Documents/in/Mathematical_Concepts?f_ri=82283"},{"id":1125862,"name":"Visual stimuli","url":"https://www.academia.edu/Documents/in/Visual_stimuli?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22615868" data-work_id="22615868" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22615868/Attention_to_3_D_Shape_3_D_Motion_and_Texture_in_3_D_Structure_from_Motion_Displays">Attention to 3-D Shape, 3-D Motion, and Texture in 3-D Structure from Motion Displays</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">& We used fMRI to directly compare the neural substrates of three-dimensional (3-D) shape and motion processing for realistic textured objects rotating in depth. Subjects made judgments about several different attributes of these objects,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22615868" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">& We used fMRI to directly compare the neural substrates of three-dimensional (3-D) shape and motion processing for realistic textured objects rotating in depth. Subjects made judgments about several different attributes of these objects, including 3-D shape, the 3-D motion, and the scale of surface texture. For all of these tasks, we equated visual input, motor output, and task difficulty, and we controlled for differ-ences in spatial attention. Judgments about 3-D shape from motion involve both parietal and occipito-temporal regions. The processing of 3-D shape is associated with the analysis of 3-D motion in parietal regions and the analysis of surface texture in occipito-temporal regions, which is consistent with the different behavioral roles that are typically attributed to the dorsal and ventral processing streams. &</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22615868" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0eb469b71df6cac59a823a616dbb853e" rel="nofollow" data-download="{"attachment_id":43214522,"asset_id":22615868,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43214522/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27681192" href="https://kuleuven.academia.edu/HendrikPeuskens">Hendrik Peuskens</a><script data-card-contents-for-user="27681192" type="text/json">{"id":27681192,"first_name":"Hendrik","last_name":"Peuskens","domain_name":"kuleuven","page_name":"HendrikPeuskens","display_name":"Hendrik Peuskens","profile_url":"https://kuleuven.academia.edu/HendrikPeuskens?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_22615868 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22615868"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22615868, container: ".js-paper-rank-work_22615868", }); 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$(".js-view-count[data-work-id=22615868]").text(description); $(".js-view-count-work_22615868").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22615868").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22615868"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6200" rel="nofollow" href="https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging">Magnetic Resonance Imaging</a>, <script data-card-contents-for-ri="6200" type="text/json">{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7736" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention">Attention</a><script data-card-contents-for-ri="7736" type="text/json">{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22615868]'), work: {"id":22615868,"title":"Attention to 3-D Shape, 3-D Motion, and Texture in 3-D Structure from Motion Displays","created_at":"2016-02-29T14:02:07.093-08:00","url":"https://www.academia.edu/22615868/Attention_to_3_D_Shape_3_D_Motion_and_Texture_in_3_D_Structure_from_Motion_Displays?f_ri=82283","dom_id":"work_22615868","summary":"\u0026 We used fMRI to directly compare the neural substrates of three-dimensional (3-D) shape and motion processing for realistic textured objects rotating in depth. Subjects made judgments about several different attributes of these objects, including 3-D shape, the 3-D motion, and the scale of surface texture. For all of these tasks, we equated visual input, motor output, and task difficulty, and we controlled for differ-ences in spatial attention. Judgments about 3-D shape from motion involve both parietal and occipito-temporal regions. The processing of 3-D shape is associated with the analysis of 3-D motion in parietal regions and the analysis of surface texture in occipito-temporal regions, which is consistent with the different behavioral roles that are typically attributed to the dorsal and ventral processing streams. \u0026","downloadable_attachments":[{"id":43214522,"asset_id":22615868,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27681192,"first_name":"Hendrik","last_name":"Peuskens","domain_name":"kuleuven","page_name":"HendrikPeuskens","display_name":"Hendrik Peuskens","profile_url":"https://kuleuven.academia.edu/HendrikPeuskens?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=82283","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true},{"id":13493,"name":"Motion perception","url":"https://www.academia.edu/Documents/in/Motion_perception?f_ri=82283"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=82283"},{"id":35888,"name":"Cognitive","url":"https://www.academia.edu/Documents/in/Cognitive?f_ri=82283"},{"id":41031,"name":"Structure from Motion","url":"https://www.academia.edu/Documents/in/Structure_from_Motion?f_ri=82283"},{"id":56633,"name":"Spatial Attention","url":"https://www.academia.edu/Documents/in/Spatial_Attention?f_ri=82283"},{"id":57557,"name":"Temporal Lobe","url":"https://www.academia.edu/Documents/in/Temporal_Lobe?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":124863,"name":"Motion processing","url":"https://www.academia.edu/Documents/in/Motion_processing?f_ri=82283"},{"id":207295,"name":"Task Difficulty","url":"https://www.academia.edu/Documents/in/Task_Difficulty?f_ri=82283"},{"id":406036,"name":"Parietal Lobe","url":"https://www.academia.edu/Documents/in/Parietal_Lobe?f_ri=82283"},{"id":504035,"name":"Three Dimensional","url":"https://www.academia.edu/Documents/in/Three_Dimensional?f_ri=82283"},{"id":818658,"name":"Rotation","url":"https://www.academia.edu/Documents/in/Rotation?f_ri=82283"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=82283"},{"id":1749681,"name":"Surface Texture","url":"https://www.academia.edu/Documents/in/Surface_Texture?f_ri=82283"},{"id":1766624,"name":"Occipital Lobe","url":"https://www.academia.edu/Documents/in/Occipital_Lobe?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71353032" data-work_id="71353032" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71353032/Graded_Full_Thickness_Anterior_Blepharotomy_for_Upper_EyelidRetraction">Graded Full-Thickness Anterior Blepharotomy for Upper EyelidRetraction</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background: A chief morbidity of Graves eye disease is upper eyelid retraction that results in exposure keratopathy and cosmetic deformity. Objective: To assess the efficacy of graded anterior blepharotomy to treat upper eyelid... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71353032" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background: A chief morbidity of Graves eye disease is upper eyelid retraction that results in exposure keratopathy and cosmetic deformity. Objective: To assess the efficacy of graded anterior blepharotomy to treat upper eyelid retraction. Methods: Fifty eyelids of 32 patients with Graves eye disease-associated upper eyelid retraction, causing symptomatic ocular exposure, were treated with graded, transcutaneous, full-thickness, anterior blepharotomy. Preoperative and postoperative ocular exposure symptoms, upper eyelid position, lagophthalmos, and keratopathy were compared. Results: At a meanϮSD of 8.5Ϯ8.1 months' (range, 2-35 months) follow-up, more than 90% of preoperative symptoms resolved or improved. Upper eyelid position (PϽ.001), lagophthalmos (PϽ.001), and keratopathy (PϽ.01) were significantly improved. Mild contour abnormalities (all Յ1 mm) occurred in 7 of 50 eyelids. Eyelid crease recession or asymmetry occurred in 4 of 22 patients with postoperative eyelid crease measurements. Complications of ptosis, wound dehiscence, and a full-thickness hole each occurred once. The meanϮSD time taken to perform the procedure was 31.5Ϯ8.9 minutes per eyelid. Conclusions: Graded anterior blepharotomy for upper eyelid retraction is a safe and highly effective surgery for upper eyelid retraction associated with symptomatic Graves eye disease. This technique achieves excellent functional and cosmetic outcomes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71353032" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="99cc294e958040531cf3e6168f5c23f2" rel="nofollow" data-download="{"attachment_id":80732362,"asset_id":71353032,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80732362/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="111324441" href="https://independent.academia.edu/AdamHassan38">Adam Hassan</a><script data-card-contents-for-user="111324441" type="text/json">{"id":111324441,"first_name":"Adam","last_name":"Hassan","domain_name":"independent","page_name":"AdamHassan38","display_name":"Adam Hassan","profile_url":"https://independent.academia.edu/AdamHassan38?f_ri=82283","photo":"https://0.academia-photos.com/111324441/26353380/24930495/s65_adam.hassan.jpg"}</script></span></span></li><li class="js-paper-rank-work_71353032 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71353032"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71353032, container: ".js-paper-rank-work_71353032", }); 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$(".js-view-count[data-work-id=71353032]").text(description); $(".js-view-count-work_71353032").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71353032").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71353032"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="647" rel="nofollow" href="https://www.academia.edu/Documents/in/Surgery">Surgery</a>, <script data-card-contents-for-ri="647" type="text/json">{"id":647,"name":"Surgery","url":"https://www.academia.edu/Documents/in/Surgery?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8942" rel="nofollow" href="https://www.academia.edu/Documents/in/Treatment">Treatment</a>, <script data-card-contents-for-ri="8942" type="text/json">{"id":8942,"name":"Treatment","url":"https://www.academia.edu/Documents/in/Treatment?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12426" rel="nofollow" href="https://www.academia.edu/Documents/in/Treatment_Outcome">Treatment Outcome</a>, <script data-card-contents-for-ri="12426" type="text/json">{"id":12426,"name":"Treatment Outcome","url":"https://www.academia.edu/Documents/in/Treatment_Outcome?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="51195" rel="nofollow" href="https://www.academia.edu/Documents/in/Esthetics">Esthetics</a><script data-card-contents-for-ri="51195" type="text/json">{"id":51195,"name":"Esthetics","url":"https://www.academia.edu/Documents/in/Esthetics?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71353032]'), work: {"id":71353032,"title":"Graded Full-Thickness Anterior Blepharotomy for Upper EyelidRetraction","created_at":"2022-02-13T08:09:36.203-08:00","url":"https://www.academia.edu/71353032/Graded_Full_Thickness_Anterior_Blepharotomy_for_Upper_EyelidRetraction?f_ri=82283","dom_id":"work_71353032","summary":"Background: A chief morbidity of Graves eye disease is upper eyelid retraction that results in exposure keratopathy and cosmetic deformity. Objective: To assess the efficacy of graded anterior blepharotomy to treat upper eyelid retraction. Methods: Fifty eyelids of 32 patients with Graves eye disease-associated upper eyelid retraction, causing symptomatic ocular exposure, were treated with graded, transcutaneous, full-thickness, anterior blepharotomy. Preoperative and postoperative ocular exposure symptoms, upper eyelid position, lagophthalmos, and keratopathy were compared. Results: At a meanϮSD of 8.5Ϯ8.1 months' (range, 2-35 months) follow-up, more than 90% of preoperative symptoms resolved or improved. Upper eyelid position (PϽ.001), lagophthalmos (PϽ.001), and keratopathy (PϽ.01) were significantly improved. Mild contour abnormalities (all Յ1 mm) occurred in 7 of 50 eyelids. Eyelid crease recession or asymmetry occurred in 4 of 22 patients with postoperative eyelid crease measurements. Complications of ptosis, wound dehiscence, and a full-thickness hole each occurred once. The meanϮSD time taken to perform the procedure was 31.5Ϯ8.9 minutes per eyelid. Conclusions: Graded anterior blepharotomy for upper eyelid retraction is a safe and highly effective surgery for upper eyelid retraction associated with symptomatic Graves eye disease. This technique achieves excellent functional and cosmetic outcomes.","downloadable_attachments":[{"id":80732362,"asset_id":71353032,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":111324441,"first_name":"Adam","last_name":"Hassan","domain_name":"independent","page_name":"AdamHassan38","display_name":"Adam Hassan","profile_url":"https://independent.academia.edu/AdamHassan38?f_ri=82283","photo":"https://0.academia-photos.com/111324441/26353380/24930495/s65_adam.hassan.jpg"}],"research_interests":[{"id":647,"name":"Surgery","url":"https://www.academia.edu/Documents/in/Surgery?f_ri=82283","nofollow":true},{"id":8942,"name":"Treatment","url":"https://www.academia.edu/Documents/in/Treatment?f_ri=82283","nofollow":true},{"id":12426,"name":"Treatment Outcome","url":"https://www.academia.edu/Documents/in/Treatment_Outcome?f_ri=82283","nofollow":true},{"id":51195,"name":"Esthetics","url":"https://www.academia.edu/Documents/in/Esthetics?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":121939,"name":"Technique","url":"https://www.academia.edu/Documents/in/Technique?f_ri=82283"},{"id":137516,"name":"Follow-up studies","url":"https://www.academia.edu/Documents/in/Follow-up_studies?f_ri=82283"},{"id":144052,"name":"Patient Satisfaction","url":"https://www.academia.edu/Documents/in/Patient_Satisfaction?f_ri=82283"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=82283"},{"id":359001,"name":"Optometry and Ophthalmology","url":"https://www.academia.edu/Documents/in/Optometry_and_Ophthalmology?f_ri=82283"},{"id":508524,"name":"Retraction","url":"https://www.academia.edu/Documents/in/Retraction?f_ri=82283"},{"id":1342167,"name":"Graves Disease","url":"https://www.academia.edu/Documents/in/Graves_Disease?f_ri=82283"},{"id":1350285,"name":"Blepharoplasty","url":"https://www.academia.edu/Documents/in/Blepharoplasty?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70939090" data-work_id="70939090" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70939090/Binocularity_and_visual_search">Binocularity and visual search</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper describes a series of visual search experiments for targets defined by their hinocular characteristics. In searches for targets defined by binocular rivalry among fused distractors, or vice versa, the rivalrous items do not... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70939090" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper describes a series of visual search experiments for targets defined by their hinocular characteristics. In searches for targets defined by binocular rivalry among fused distractors, or vice versa, the rivalrous items do not "pop out" (reaction time [RT] increases with number of distractors). Binocular luster, a variety of rivalry, is an exception. Luster, an important property of visible surfaces, behaves like a basic feature or "texton" (RT independent of the number of nonlustrous distractors). Searches for targets defined exclusively by eye-of-origin information are virtually impossible. Subjects respond randomly, suggesting that purely monocular information is not available for visual search. Searches for cyclopean (but nonstereoscopic) features are easy, with RTs independent of set size, suggesting that some purely binocular information is available for visual search.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70939090" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1a29993482f7ce779d32f0d34d425179" rel="nofollow" data-download="{"attachment_id":80483321,"asset_id":70939090,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80483321/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52209308" href="https://brighamandwomens.academia.edu/JeremyWolfe">Jeremy Wolfe</a><script data-card-contents-for-user="52209308" type="text/json">{"id":52209308,"first_name":"Jeremy","last_name":"Wolfe","domain_name":"brighamandwomens","page_name":"JeremyWolfe","display_name":"Jeremy Wolfe","profile_url":"https://brighamandwomens.academia.edu/JeremyWolfe?f_ri=82283","photo":"https://0.academia-photos.com/52209308/13822850/14914587/s65_jeremy.wolfe.jpg"}</script></span></span></li><li class="js-paper-rank-work_70939090 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70939090"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70939090, container: ".js-paper-rank-work_70939090", }); 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$(".js-view-count[data-work-id=70939090]").text(description); $(".js-view-count-work_70939090").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_70939090").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="70939090"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7736" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention">Attention</a>, <script data-card-contents-for-ri="7736" type="text/json">{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="51533" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_Search">Visual Search</a><script data-card-contents-for-ri="51533" type="text/json">{"id":51533,"name":"Visual Search","url":"https://www.academia.edu/Documents/in/Visual_Search?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=70939090]'), work: {"id":70939090,"title":"Binocularity and visual search","created_at":"2022-02-08T08:16:52.010-08:00","url":"https://www.academia.edu/70939090/Binocularity_and_visual_search?f_ri=82283","dom_id":"work_70939090","summary":"This paper describes a series of visual search experiments for targets defined by their hinocular characteristics. In searches for targets defined by binocular rivalry among fused distractors, or vice versa, the rivalrous items do not \"pop out\" (reaction time [RT] increases with number of distractors). Binocular luster, a variety of rivalry, is an exception. Luster, an important property of visible surfaces, behaves like a basic feature or \"texton\" (RT independent of the number of nonlustrous distractors). Searches for targets defined exclusively by eye-of-origin information are virtually impossible. Subjects respond randomly, suggesting that purely monocular information is not available for visual search. Searches for cyclopean (but nonstereoscopic) features are easy, with RTs independent of set size, suggesting that some purely binocular information is available for visual search.","downloadable_attachments":[{"id":80483321,"asset_id":70939090,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":52209308,"first_name":"Jeremy","last_name":"Wolfe","domain_name":"brighamandwomens","page_name":"JeremyWolfe","display_name":"Jeremy Wolfe","profile_url":"https://brighamandwomens.academia.edu/JeremyWolfe?f_ri=82283","photo":"https://0.academia-photos.com/52209308/13822850/14914587/s65_jeremy.wolfe.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true},{"id":51533,"name":"Visual Search","url":"https://www.academia.edu/Documents/in/Visual_Search?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":86154,"name":"Depth Perception","url":"https://www.academia.edu/Documents/in/Depth_Perception?f_ri=82283"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=82283"},{"id":125825,"name":"Binocular Rivalry","url":"https://www.academia.edu/Documents/in/Binocular_Rivalry?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36603621" data-work_id="36603621" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36603621/Visual_acuity_improvement_following_fading_and_feedback_training_I_Comparison_of_myopic_and_emmetropic_volunteers">Visual acuity improvement following fading and feedback training—I. Comparison of myopic and emmetropic volunteers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Swnmnry--18 myopes and I8 emmetropes were randomly assigned in pairs to either Fading and Feedback training or a no-treatment control condition. The emmetropes were fitted with plus lenses equivalent to the spherical correction of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36603621" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Swnmnry--18 myopes and I8 emmetropes were randomly assigned in pairs to either Fading and Feedback training or a no-treatment control condition. The emmetropes were fitted with plus lenses equivalent to the spherical correction of the paired myope to simulate myopic visual acuity. Extensive visual acuity measures were obtained pre-and post-training. Data analyses indicated significant increases in recognition visual acuity for trained subjects, compared to no-treatment controls. The myopia/emmetropia variable did not interact with training even though there were noticably greater increases in visual acuity for trained myopes compared to the other conditions. Resolution visual acuity did not change as a function of training. These data are discussed in terms of their implications for better understanding the mechanisms responsible for visual acuity increases following behavioural training.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36603621" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2714368219041f2cf64471e9180d49a7" rel="nofollow" data-download="{"attachment_id":56532008,"asset_id":36603621,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56532008/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25360294" href="https://independent.academia.edu/JOdom1">J. Vernon Odom</a><script data-card-contents-for-user="25360294" type="text/json">{"id":25360294,"first_name":"J. Vernon","last_name":"Odom","domain_name":"independent","page_name":"JOdom1","display_name":"J. Vernon Odom","profile_url":"https://independent.academia.edu/JOdom1?f_ri=82283","photo":"https://0.academia-photos.com/25360294/18305525/18272727/s65_j..odom.jpg"}</script></span></span></li><li class="js-paper-rank-work_36603621 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36603621"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36603621, container: ".js-paper-rank-work_36603621", }); });</script></li><li class="js-percentile-work_36603621 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36603621; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36603621"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36603621 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36603621"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36603621; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36603621]").text(description); $(".js-view-count-work_36603621").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36603621").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36603621"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11284" rel="nofollow" href="https://www.academia.edu/Documents/in/Myopia">Myopia</a>, <script data-card-contents-for-ri="11284" type="text/json">{"id":11284,"name":"Myopia","url":"https://www.academia.edu/Documents/in/Myopia?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="40271" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_acuity">Visual acuity</a>, <script data-card-contents-for-ri="40271" type="text/json">{"id":40271,"name":"Visual acuity","url":"https://www.academia.edu/Documents/in/Visual_acuity?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="73149" rel="nofollow" href="https://www.academia.edu/Documents/in/Business_and_Management">Business and Management</a><script data-card-contents-for-ri="73149" type="text/json">{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36603621]'), work: {"id":36603621,"title":"Visual acuity improvement following fading and feedback training—I. Comparison of myopic and emmetropic volunteers","created_at":"2018-05-10T07:21:21.239-07:00","url":"https://www.academia.edu/36603621/Visual_acuity_improvement_following_fading_and_feedback_training_I_Comparison_of_myopic_and_emmetropic_volunteers?f_ri=82283","dom_id":"work_36603621","summary":"Swnmnry--18 myopes and I8 emmetropes were randomly assigned in pairs to either Fading and Feedback training or a no-treatment control condition. The emmetropes were fitted with plus lenses equivalent to the spherical correction of the paired myope to simulate myopic visual acuity. Extensive visual acuity measures were obtained pre-and post-training. Data analyses indicated significant increases in recognition visual acuity for trained subjects, compared to no-treatment controls. The myopia/emmetropia variable did not interact with training even though there were noticably greater increases in visual acuity for trained myopes compared to the other conditions. Resolution visual acuity did not change as a function of training. These data are discussed in terms of their implications for better understanding the mechanisms responsible for visual acuity increases following behavioural training.","downloadable_attachments":[{"id":56532008,"asset_id":36603621,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25360294,"first_name":"J. Vernon","last_name":"Odom","domain_name":"independent","page_name":"JOdom1","display_name":"J. Vernon Odom","profile_url":"https://independent.academia.edu/JOdom1?f_ri=82283","photo":"https://0.academia-photos.com/25360294/18305525/18272727/s65_j..odom.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":11284,"name":"Myopia","url":"https://www.academia.edu/Documents/in/Myopia?f_ri=82283","nofollow":true},{"id":40271,"name":"Visual acuity","url":"https://www.academia.edu/Documents/in/Visual_acuity?f_ri=82283","nofollow":true},{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":95322,"name":"Behavior Therapy","url":"https://www.academia.edu/Documents/in/Behavior_Therapy?f_ri=82283"},{"id":137633,"name":"Feedback","url":"https://www.academia.edu/Documents/in/Feedback?f_ri=82283"},{"id":174464,"name":"Social Environment","url":"https://www.academia.edu/Documents/in/Social_Environment?f_ri=82283"},{"id":2067835,"name":"Behaviour Therapy","url":"https://www.academia.edu/Documents/in/Behaviour_Therapy?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6713406" data-work_id="6713406" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6713406/Which_children_benefit_from_letter_names_in_learning_letter_sounds">Which children benefit from letter names in learning letter sounds</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Typical U.S. children use their knowledge of letters' names to help learn the letters' sounds. They perform better on letter sound tests with letters that have their sounds at the beginnings of their names, such as v, than with letters... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6713406" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Typical U.S. children use their knowledge of letters' names to help learn the letters' sounds. They perform better on letter sound tests with letters that have their sounds at the beginnings of their names, such as v, than with letters that have their sounds at the ends of their names, such as m, and letters that do not have their sounds in their names, such as h. We found this same pattern among children with speech sound disorders, children with language impairments as well as speech sound disorders, and children who later developed serious reading problems. Even children who scored at chance on rhyming and sound matching tasks performed better on the letter sound task with letters such as v than with letters such as m and h. Our results suggest that a wide range of children use the names of letters to help learn the sounds and that phonological awareness, as conventionally measured, is not required in order to do so.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6713406" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5e3bba7fa1c8e7da0f43e4a09d91d32b" rel="nofollow" data-download="{"attachment_id":33434521,"asset_id":6713406,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33434521/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10989670" href="https://independent.academia.edu/RichardBoada">Richard Boada</a><script data-card-contents-for-user="10989670" type="text/json">{"id":10989670,"first_name":"Richard","last_name":"Boada","domain_name":"independent","page_name":"RichardBoada","display_name":"Richard Boada","profile_url":"https://independent.academia.edu/RichardBoada?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_6713406 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6713406"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6713406, container: ".js-paper-rank-work_6713406", }); });</script></li><li class="js-percentile-work_6713406 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6713406; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_6713406"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_6713406 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="6713406"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6713406; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6713406]").text(description); $(".js-view-count-work_6713406").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_6713406").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6713406"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3574" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonological_Awareness">Phonological Awareness</a>, <script data-card-contents-for-ri="3574" type="text/json">{"id":3574,"name":"Phonological Awareness","url":"https://www.academia.edu/Documents/in/Phonological_Awareness?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a>, <script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5391" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a>, <script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6713406]'), work: {"id":6713406,"title":"Which children benefit from letter names in learning letter sounds","created_at":"2014-04-09T23:30:55.169-07:00","url":"https://www.academia.edu/6713406/Which_children_benefit_from_letter_names_in_learning_letter_sounds?f_ri=82283","dom_id":"work_6713406","summary":"Typical U.S. children use their knowledge of letters' names to help learn the letters' sounds. They perform better on letter sound tests with letters that have their sounds at the beginnings of their names, such as v, than with letters that have their sounds at the ends of their names, such as m, and letters that do not have their sounds in their names, such as h. We found this same pattern among children with speech sound disorders, children with language impairments as well as speech sound disorders, and children who later developed serious reading problems. Even children who scored at chance on rhyming and sound matching tasks performed better on the letter sound task with letters such as v than with letters such as m and h. Our results suggest that a wide range of children use the names of letters to help learn the sounds and that phonological awareness, as conventionally measured, is not required in order to do so.","downloadable_attachments":[{"id":33434521,"asset_id":6713406,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10989670,"first_name":"Richard","last_name":"Boada","domain_name":"independent","page_name":"RichardBoada","display_name":"Richard Boada","profile_url":"https://independent.academia.edu/RichardBoada?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3574,"name":"Phonological Awareness","url":"https://www.academia.edu/Documents/in/Phonological_Awareness?f_ri=82283","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=82283","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=82283","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=82283","nofollow":true},{"id":25060,"name":"Language Impairment","url":"https://www.academia.edu/Documents/in/Language_Impairment?f_ri=82283"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=82283"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":206590,"name":"Task Performance","url":"https://www.academia.edu/Documents/in/Task_Performance?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23303846" data-work_id="23303846" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23303846/The_Importance_of_Being_Nonalignable_A_Critical_Test_of_the_Structural_Alignment_Theory_of_Similarity">The Importance of Being Nonalignable: A Critical Test of the Structural Alignment Theory of Similarity</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The structural alignment theory of similarity distinguishes 2 types of difference that may occur between stimuli: Alignable differences are those related to a commonality, whereas nonalignable differences are not related to a commonality.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23303846" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The structural alignment theory of similarity distinguishes 2 types of difference that may occur between stimuli: Alignable differences are those related to a commonality, whereas nonalignable differences are not related to a commonality. Alignment theory predicts that alignable differences should be more heavily weighted than nonalignable differences in similarity judgment. Experiments 1 and 2 demonstrate that, contrary to this prediction, nonalignable differences exerted a greater impact than alignable differences in similarity and difference judgments of geometric stimuli. Experiment 3 revealed that the relative weight accorded a given difference was also affected by contextual constraints. Thus, although the experiments supported the validity of the distinction between alignable and nonalignable differences, results were discordant with the specific prediction of structural alignment theory.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23303846" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8adab2f5fab886ec22fd7a59621ef272" rel="nofollow" data-download="{"attachment_id":43766163,"asset_id":23303846,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43766163/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="45103004" href="https://princeton.academia.edu/UriHasson">Uri Hasson</a><script data-card-contents-for-user="45103004" type="text/json">{"id":45103004,"first_name":"Uri","last_name":"Hasson","domain_name":"princeton","page_name":"UriHasson","display_name":"Uri Hasson","profile_url":"https://princeton.academia.edu/UriHasson?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_23303846 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23303846"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23303846, container: ".js-paper-rank-work_23303846", }); });</script></li><li class="js-percentile-work_23303846 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23303846; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23303846"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23303846 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23303846"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23303846; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23303846]").text(description); $(".js-view-count-work_23303846").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23303846").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23303846"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="66843" rel="nofollow" href="https://www.academia.edu/Documents/in/Judgment">Judgment</a>, <script data-card-contents-for-ri="66843" type="text/json">{"id":66843,"name":"Judgment","url":"https://www.academia.edu/Documents/in/Judgment?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82283" rel="nofollow" href="https://www.academia.edu/Documents/in/Form_perception">Form perception</a><script data-card-contents-for-ri="82283" type="text/json">{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23303846]'), work: {"id":23303846,"title":"The Importance of Being Nonalignable: A Critical Test of the Structural Alignment Theory of Similarity","created_at":"2016-03-15T20:11:26.145-07:00","url":"https://www.academia.edu/23303846/The_Importance_of_Being_Nonalignable_A_Critical_Test_of_the_Structural_Alignment_Theory_of_Similarity?f_ri=82283","dom_id":"work_23303846","summary":"The structural alignment theory of similarity distinguishes 2 types of difference that may occur between stimuli: Alignable differences are those related to a commonality, whereas nonalignable differences are not related to a commonality. Alignment theory predicts that alignable differences should be more heavily weighted than nonalignable differences in similarity judgment. Experiments 1 and 2 demonstrate that, contrary to this prediction, nonalignable differences exerted a greater impact than alignable differences in similarity and difference judgments of geometric stimuli. Experiment 3 revealed that the relative weight accorded a given difference was also affected by contextual constraints. Thus, although the experiments supported the validity of the distinction between alignable and nonalignable differences, results were discordant with the specific prediction of structural alignment theory.","downloadable_attachments":[{"id":43766163,"asset_id":23303846,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":45103004,"first_name":"Uri","last_name":"Hasson","domain_name":"princeton","page_name":"UriHasson","display_name":"Uri Hasson","profile_url":"https://princeton.academia.edu/UriHasson?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":66843,"name":"Judgment","url":"https://www.academia.edu/Documents/in/Judgment?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true},{"id":598602,"name":"Psychological Theory","url":"https://www.academia.edu/Documents/in/Psychological_Theory?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72273387" data-work_id="72273387" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72273387/Deficit_of_visual_contour_integration_in_dyslexia">Deficit of visual contour integration in dyslexia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The visual processing of text occurs spontaneously in most readers. Dyslexic persons, however, often report both somatic symptoms and perceptual distortions when trying to read. It is possible that the perceptual distortions experienced... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72273387" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The visual processing of text occurs spontaneously in most readers. Dyslexic persons, however, often report both somatic symptoms and perceptual distortions when trying to read. It is possible that the perceptual distortions experienced by those with dyslexia reflect a disturbance in the basic mechanisms supporting perceptual organization at the early stages of visual processing. Integration of information over extended areas of visual space can be measured psychophysically in a task that requires the detection of a path defined by aligned, spatially narrow-band elements on a dense field of otherwise similar elements that are randomly oriented and positioned. In the present study a contour integration task was used to investigate such perceptual organization in dyslexia. The detection of contours or paths composed of Gabor micropatterns was performed within a field of randomly oriented distracter elements in a 2-alternate forced choice (AFC) task. The stimuli were manipulated by ran...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72273387" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c28241faedbdae591bc2997b6e62b130" rel="nofollow" data-download="{"attachment_id":81265708,"asset_id":72273387,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81265708/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="19402338" href="https://neu.academia.edu/PeterBex">Peter Bex</a><script data-card-contents-for-user="19402338" type="text/json">{"id":19402338,"first_name":"Peter","last_name":"Bex","domain_name":"neu","page_name":"PeterBex","display_name":"Peter Bex","profile_url":"https://neu.academia.edu/PeterBex?f_ri=82283","photo":"https://0.academia-photos.com/19402338/5400575/6162663/s65_peter.bex.jpg_oh_25fd88c1db094bb64bdf7cc483a00f5e_oe_54f8ca12___gda___1424558750_286fcc4082d23cb129b7c10e8acc8aea"}</script></span></span></li><li class="js-paper-rank-work_72273387 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72273387"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72273387, container: ".js-paper-rank-work_72273387", }); 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$(".js-view-count[data-work-id=72273387]").text(description); $(".js-view-count-work_72273387").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72273387").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72273387"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="422" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7523" rel="nofollow" href="https://www.academia.edu/Documents/in/Control">Control</a>, <script data-card-contents-for-ri="7523" type="text/json">{"id":7523,"name":"Control","url":"https://www.academia.edu/Documents/in/Control?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17726" rel="nofollow" href="https://www.academia.edu/Documents/in/Density">Density</a>, <script data-card-contents-for-ri="17726" type="text/json">{"id":17726,"name":"Density","url":"https://www.academia.edu/Documents/in/Density?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25052" rel="nofollow" href="https://www.academia.edu/Documents/in/Dyslexia">Dyslexia</a><script data-card-contents-for-ri="25052" type="text/json">{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72273387]'), work: {"id":72273387,"title":"Deficit of visual contour integration in dyslexia","created_at":"2022-02-22T19:01:08.842-08:00","url":"https://www.academia.edu/72273387/Deficit_of_visual_contour_integration_in_dyslexia?f_ri=82283","dom_id":"work_72273387","summary":"The visual processing of text occurs spontaneously in most readers. Dyslexic persons, however, often report both somatic symptoms and perceptual distortions when trying to read. It is possible that the perceptual distortions experienced by those with dyslexia reflect a disturbance in the basic mechanisms supporting perceptual organization at the early stages of visual processing. Integration of information over extended areas of visual space can be measured psychophysically in a task that requires the detection of a path defined by aligned, spatially narrow-band elements on a dense field of otherwise similar elements that are randomly oriented and positioned. In the present study a contour integration task was used to investigate such perceptual organization in dyslexia. The detection of contours or paths composed of Gabor micropatterns was performed within a field of randomly oriented distracter elements in a 2-alternate forced choice (AFC) task. The stimuli were manipulated by ran...","downloadable_attachments":[{"id":81265708,"asset_id":72273387,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":19402338,"first_name":"Peter","last_name":"Bex","domain_name":"neu","page_name":"PeterBex","display_name":"Peter Bex","profile_url":"https://neu.academia.edu/PeterBex?f_ri=82283","photo":"https://0.academia-photos.com/19402338/5400575/6162663/s65_peter.bex.jpg_oh_25fd88c1db094bb64bdf7cc483a00f5e_oe_54f8ca12___gda___1424558750_286fcc4082d23cb129b7c10e8acc8aea"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=82283","nofollow":true},{"id":7523,"name":"Control","url":"https://www.academia.edu/Documents/in/Control?f_ri=82283","nofollow":true},{"id":17726,"name":"Density","url":"https://www.academia.edu/Documents/in/Density?f_ri=82283","nofollow":true},{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=82283","nofollow":true},{"id":41041,"name":"Image","url":"https://www.academia.edu/Documents/in/Image?f_ri=82283"},{"id":47884,"name":"Biological Sciences","url":"https://www.academia.edu/Documents/in/Biological_Sciences?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":91015,"name":"Elements","url":"https://www.academia.edu/Documents/in/Elements?f_ri=82283"},{"id":192783,"name":"Field","url":"https://www.academia.edu/Documents/in/Field?f_ri=82283"},{"id":279546,"name":"Association","url":"https://www.academia.edu/Documents/in/Association?f_ri=82283"},{"id":306862,"name":"Abnormal","url":"https://www.academia.edu/Documents/in/Abnormal?f_ri=82283"},{"id":467226,"name":"Deficiency","url":"https://www.academia.edu/Documents/in/Deficiency?f_ri=82283"},{"id":599994,"name":"Densities","url":"https://www.academia.edu/Documents/in/Densities?f_ri=82283"},{"id":738164,"name":"Element","url":"https://www.academia.edu/Documents/in/Element?f_ri=82283"},{"id":968448,"name":"Deficit","url":"https://www.academia.edu/Documents/in/Deficit?f_ri=82283"},{"id":1631043,"name":"Control Group","url":"https://www.academia.edu/Documents/in/Control_Group?f_ri=82283"},{"id":1682557,"name":"Contour Integration","url":"https://www.academia.edu/Documents/in/Contour_Integration?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32256749" data-work_id="32256749" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32256749/How_does_the_color_influence_figure_and_shape_formation_grouping_numerousness_and_reading_The_role_of_chromatic_wholeness_and_fragmentation">How does the color influence figure and shape formation, grouping, numerousness and reading? The role of chromatic wholeness and fragmentation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this work it is suggested that color induces phenomenal wholeness, part-whole organization and fragmentation. The phenomenal wholeness subsumes the set of its main attributes: homogeneity, continuity, univocality, belongingness, and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32256749" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this work it is suggested that color induces phenomenal wholeness, part-whole organization and fragmentation. The phenomenal wholeness subsumes the set of its main attributes: homogeneity, continuity, univocality, belongingness, and oneness. If color induces wholeness, it can also induce fragmentation. Therefore, in order to understand the role played by color within the process of partwhole organization, color is used both as a wholeness and as a fragmentation tool, thus operating synergistically or antagonistically with other wholeness processes. Therefore, color is expected to influence figure-ground segregation, grouping, shape formation and other visual processes that are related to the phenomenal wholeness. The purpose of this study is to rate the influence of color in inducing whole and part-whole organization and, consequently, in determining the perception of figure-ground segregation, grouping, shape formation, numerousness evaluation and time reading. We manipulated experimental conditions by using equiluminant colors to favor or break (parcel-out) the wholeness of objects like geometrical composite figures and words. The results demonstrated that color is aimed, among other psychological and biological purposes, at: (1) relating each chromatic component of an object, thus favoring the emergence of the whole object; (2) eliciting a part-whole organization, whose components are interdependent; (3) eliciting fragments and then breaking up the whole and favoring the emergence of single components. Wholeness, part-whole organization and fragmentation can be considered as three further purposes of color.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32256749" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="741e740238d6f1e492caf878ebbdfd44" rel="nofollow" data-download="{"attachment_id":52476746,"asset_id":32256749,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52476746/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="62570392" href="https://independent.academia.edu/ArcangeloUccula">Arcangelo Uccula</a><script data-card-contents-for-user="62570392" type="text/json">{"id":62570392,"first_name":"Arcangelo","last_name":"Uccula","domain_name":"independent","page_name":"ArcangeloUccula","display_name":"Arcangelo Uccula","profile_url":"https://independent.academia.edu/ArcangeloUccula?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_32256749 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32256749"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32256749, container: ".js-paper-rank-work_32256749", }); 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$(".js-view-count[data-work-id=32256749]").text(description); $(".js-view-count-work_32256749").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32256749").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32256749"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="246" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychophysics">Psychophysics</a>, <script data-card-contents-for-ri="246" type="text/json">{"id":246,"name":"Psychophysics","url":"https://www.academia.edu/Documents/in/Psychophysics?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="627" rel="nofollow" href="https://www.academia.edu/Documents/in/Ophthalmology">Ophthalmology</a>, <script data-card-contents-for-ri="627" type="text/json">{"id":627,"name":"Ophthalmology","url":"https://www.academia.edu/Documents/in/Ophthalmology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="867" rel="nofollow" href="https://www.academia.edu/Documents/in/Perception">Perception</a>, <script data-card-contents-for-ri="867" type="text/json">{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a><script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32256749]'), work: {"id":32256749,"title":"How does the color influence figure and shape formation, grouping, numerousness and reading? The role of chromatic wholeness and fragmentation","created_at":"2017-04-04T14:22:18.094-07:00","url":"https://www.academia.edu/32256749/How_does_the_color_influence_figure_and_shape_formation_grouping_numerousness_and_reading_The_role_of_chromatic_wholeness_and_fragmentation?f_ri=82283","dom_id":"work_32256749","summary":"In this work it is suggested that color induces phenomenal wholeness, part-whole organization and fragmentation. The phenomenal wholeness subsumes the set of its main attributes: homogeneity, continuity, univocality, belongingness, and oneness. If color induces wholeness, it can also induce fragmentation. Therefore, in order to understand the role played by color within the process of partwhole organization, color is used both as a wholeness and as a fragmentation tool, thus operating synergistically or antagonistically with other wholeness processes. Therefore, color is expected to influence figure-ground segregation, grouping, shape formation and other visual processes that are related to the phenomenal wholeness. The purpose of this study is to rate the influence of color in inducing whole and part-whole organization and, consequently, in determining the perception of figure-ground segregation, grouping, shape formation, numerousness evaluation and time reading. We manipulated experimental conditions by using equiluminant colors to favor or break (parcel-out) the wholeness of objects like geometrical composite figures and words. The results demonstrated that color is aimed, among other psychological and biological purposes, at: (1) relating each chromatic component of an object, thus favoring the emergence of the whole object; (2) eliciting a part-whole organization, whose components are interdependent; (3) eliciting fragments and then breaking up the whole and favoring the emergence of single components. Wholeness, part-whole organization and fragmentation can be considered as three further purposes of color.","downloadable_attachments":[{"id":52476746,"asset_id":32256749,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":62570392,"first_name":"Arcangelo","last_name":"Uccula","domain_name":"independent","page_name":"ArcangeloUccula","display_name":"Arcangelo Uccula","profile_url":"https://independent.academia.edu/ArcangeloUccula?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":246,"name":"Psychophysics","url":"https://www.academia.edu/Documents/in/Psychophysics?f_ri=82283","nofollow":true},{"id":627,"name":"Ophthalmology","url":"https://www.academia.edu/Documents/in/Ophthalmology?f_ri=82283","nofollow":true},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=82283","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=82283","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=82283"},{"id":38756,"name":"Color Perception","url":"https://www.academia.edu/Documents/in/Color_Perception?f_ri=82283"},{"id":76714,"name":"Color","url":"https://www.academia.edu/Documents/in/Color?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":115645,"name":"Color Vision","url":"https://www.academia.edu/Documents/in/Color_Vision?f_ri=82283"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=82283"},{"id":151848,"name":"Fragmentation","url":"https://www.academia.edu/Documents/in/Fragmentation?f_ri=82283"},{"id":184711,"name":"Shape","url":"https://www.academia.edu/Documents/in/Shape?f_ri=82283"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=82283"},{"id":359001,"name":"Optometry and Ophthalmology","url":"https://www.academia.edu/Documents/in/Optometry_and_Ophthalmology?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50479393" data-work_id="50479393" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/50479393/Characterization_of_the_spatial_frequency_spectrum_in_the_perception_of_shape_from_texture">Characterization of the spatial-frequency spectrum in the perception of shape from texture</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The major cue to shape-from-texture is the compression of texture as a function of surface curvature [1,2]. A number of computational models have been proposed in which compression is measured by detecting changes in the spatial frequency... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_50479393" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The major cue to shape-from-texture is the compression of texture as a function of surface curvature [1,2]. A number of computational models have been proposed in which compression is measured by detecting changes in the spatial frequency spectrum [3]. We propose that the visual system uses a strategy of characterizing the frequency spectrum by a simple set of measures, and</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50479393" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="45039f48b03d3cfbf4ec4bf85e37a3a0" rel="nofollow" data-download="{"attachment_id":68450474,"asset_id":50479393,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68450474/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="103120693" rel="nofollow" href="https://independent.academia.edu/KoSakai">Ko Sakai</a><script data-card-contents-for-user="103120693" type="text/json">{"id":103120693,"first_name":"Ko","last_name":"Sakai","domain_name":"independent","page_name":"KoSakai","display_name":"Ko Sakai","profile_url":"https://independent.academia.edu/KoSakai?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_50479393 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50479393"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50479393, container: ".js-paper-rank-work_50479393", }); });</script></li><li class="js-percentile-work_50479393 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50479393; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_50479393"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_50479393 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="50479393"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50479393; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50479393]").text(description); $(".js-view-count-work_50479393").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50479393").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50479393"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="246" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychophysics">Psychophysics</a>, <script data-card-contents-for-ri="246" type="text/json">{"id":246,"name":"Psychophysics","url":"https://www.academia.edu/Documents/in/Psychophysics?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="300" rel="nofollow" href="https://www.academia.edu/Documents/in/Mathematics">Mathematics</a>, <script data-card-contents-for-ri="300" type="text/json">{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="45349" rel="nofollow" href="https://www.academia.edu/Documents/in/Space_perception">Space perception</a>, <script data-card-contents-for-ri="45349" type="text/json">{"id":45349,"name":"Space perception","url":"https://www.academia.edu/Documents/in/Space_perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82283" rel="nofollow" href="https://www.academia.edu/Documents/in/Form_perception">Form perception</a><script data-card-contents-for-ri="82283" type="text/json">{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50479393]'), work: {"id":50479393,"title":"Characterization of the spatial-frequency spectrum in the perception of shape from texture","created_at":"2021-07-31T22:31:09.875-07:00","url":"https://www.academia.edu/50479393/Characterization_of_the_spatial_frequency_spectrum_in_the_perception_of_shape_from_texture?f_ri=82283","dom_id":"work_50479393","summary":"The major cue to shape-from-texture is the compression of texture as a function of surface curvature [1,2]. A number of computational models have been proposed in which compression is measured by detecting changes in the spatial frequency spectrum [3]. We propose that the visual system uses a strategy of characterizing the frequency spectrum by a simple set of measures, and","downloadable_attachments":[{"id":68450474,"asset_id":50479393,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":103120693,"first_name":"Ko","last_name":"Sakai","domain_name":"independent","page_name":"KoSakai","display_name":"Ko Sakai","profile_url":"https://independent.academia.edu/KoSakai?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":246,"name":"Psychophysics","url":"https://www.academia.edu/Documents/in/Psychophysics?f_ri=82283","nofollow":true},{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=82283","nofollow":true},{"id":45349,"name":"Space perception","url":"https://www.academia.edu/Documents/in/Space_perception?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true},{"id":128057,"name":"Light","url":"https://www.academia.edu/Documents/in/Light?f_ri=82283"},{"id":263152,"name":"Optical physics","url":"https://www.academia.edu/Documents/in/Optical_physics?f_ri=82283"},{"id":359001,"name":"Optometry and Ophthalmology","url":"https://www.academia.edu/Documents/in/Optometry_and_Ophthalmology?f_ri=82283"},{"id":1237788,"name":"Electrical And Electronic Engineering","url":"https://www.academia.edu/Documents/in/Electrical_And_Electronic_Engineering?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10187374" data-work_id="10187374" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10187374/Priming_and_stimulus_response_learning_in_perceptual_classification_tasks">Priming and stimulus–response learning in perceptual classification tasks</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10187374" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8cbc800fb1dff62b576d0e1350391ce6" rel="nofollow" data-download="{"attachment_id":47490331,"asset_id":10187374,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47490331/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24888345" href="https://johnshopkins.academia.edu/AnjaSoldan">Anja Soldan</a><script data-card-contents-for-user="24888345" type="text/json">{"id":24888345,"first_name":"Anja","last_name":"Soldan","domain_name":"johnshopkins","page_name":"AnjaSoldan","display_name":"Anja Soldan","profile_url":"https://johnshopkins.academia.edu/AnjaSoldan?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_10187374 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10187374"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10187374, container: ".js-paper-rank-work_10187374", }); });</script></li><li class="js-percentile-work_10187374 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10187374; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10187374"); 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class="u-positionAbsolute" data-has-card-for-ri-list="10187374"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1681" rel="nofollow" href="https://www.academia.edu/Documents/in/Decision_Making">Decision Making</a>, <script data-card-contents-for-ri="1681" type="text/json">{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22506" rel="nofollow" href="https://www.academia.edu/Documents/in/Adolescent">Adolescent</a><script data-card-contents-for-ri="22506" type="text/json">{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10187374]'), work: {"id":10187374,"title":"Priming and stimulus–response learning in perceptual classification 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u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose: The aim of this study was to evaluate the effects of print size, typeface, and line width on reading speed in readers with mild to moderate sight problems. Methods: A total of 43 patients, most of whom had mild cataract or... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38261351" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose: The aim of this study was to evaluate the effects of print size, typeface, and line width on reading speed in readers with mild to moderate sight problems. Methods: A total of 43 patients, most of whom had mild cataract or glaucoma with acuity 6/30 or better (median age ¼ 72; range ¼ 24-88 years), read aloud a selection of texts presented randomly in four sizes (10, 12, 14 and 16 point), for each of four typefaces [Foundry Form Sans (FFS), Helvetica (HV), Tiresias PCfont (TPC), Times New Roman (TNR)] at a standard line width of 70 characters and a viewing distance of 40 cm. A subset of letter sizes and typefaces were tested at two additional line widths (35, 90). Results: As expected, reading speed increased with print size from a median of 144 words min )1 for 10-point text to 163 words min )1 for 16-point text (repeated measures ANOVA ANOVA, p < 0.0001). There was also a significant effect of typeface with TPC being read about 8 words min )1 faster, on average, than the other fonts (159 words min )1 for TPC vs 151 words min )1 for the other fonts, p < 0.0001). However fonts of the same nominal point size were not equivalent in actual size. When adjusted for the actual horizontal and vertical space occupied, the advantage of TPC was eliminated. There was no effect of line width (p > 0.3). Data from the present study were extrapolated to the general population over age 65. This extrapolation indicated that increasing minimum print size from 10 points to 16 points would increase the proportion of the population able to read fluently (>85 words min )1 ) from 88.0% to 94.4%. Conclusion: This study shows that line width and typeface have little influence on reading speed in people with mild to moderate sight problems. Increasing the minimum recommended print size from 10 points to 14 or 16 points would significantly increase the proportion of the population able to read fluently.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38261351" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0cba64453edc9f5898d672958f2ec468" rel="nofollow" data-download="{"attachment_id":58305092,"asset_id":38261351,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58305092/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36018043" href="https://lshtm.academia.edu/ElizabethWilliamson">Elizabeth Williamson</a><script data-card-contents-for-user="36018043" type="text/json">{"id":36018043,"first_name":"Elizabeth","last_name":"Williamson","domain_name":"lshtm","page_name":"ElizabethWilliamson","display_name":"Elizabeth Williamson","profile_url":"https://lshtm.academia.edu/ElizabethWilliamson?f_ri=82283","photo":"https://0.academia-photos.com/36018043/16538688/16869023/s65_elizabeth.williamson.png"}</script></span></span></li><li class="js-paper-rank-work_38261351 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38261351"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38261351, container: ".js-paper-rank-work_38261351", }); 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Methods: A total of 43 patients, most of whom had mild cataract or glaucoma with acuity 6/30 or better (median age ¼ 72; range ¼ 24-88 years), read aloud a selection of texts presented randomly in four sizes (10, 12, 14 and 16 point), for each of four typefaces [Foundry Form Sans (FFS), Helvetica (HV), Tiresias PCfont (TPC), Times New Roman (TNR)] at a standard line width of 70 characters and a viewing distance of 40 cm. A subset of letter sizes and typefaces were tested at two additional line widths (35, 90). Results: As expected, reading speed increased with print size from a median of 144 words min )1 for 10-point text to 163 words min )1 for 16-point text (repeated measures ANOVA ANOVA, p \u003c 0.0001). There was also a significant effect of typeface with TPC being read about 8 words min )1 faster, on average, than the other fonts (159 words min )1 for TPC vs 151 words min )1 for the other fonts, p \u003c 0.0001). However fonts of the same nominal point size were not equivalent in actual size. When adjusted for the actual horizontal and vertical space occupied, the advantage of TPC was eliminated. There was no effect of line width (p \u003e 0.3). Data from the present study were extrapolated to the general population over age 65. This extrapolation indicated that increasing minimum print size from 10 points to 16 points would increase the proportion of the population able to read fluently (\u003e85 words min )1 ) from 88.0% to 94.4%. Conclusion: This study shows that line width and typeface have little influence on reading speed in people with mild to moderate sight problems. Increasing the minimum recommended print size from 10 points to 14 or 16 points would significantly increase the proportion of the population able to read fluently.","downloadable_attachments":[{"id":58305092,"asset_id":38261351,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":36018043,"first_name":"Elizabeth","last_name":"Williamson","domain_name":"lshtm","page_name":"ElizabethWilliamson","display_name":"Elizabeth 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Perception","url":"https://www.academia.edu/Documents/in/Size_Perception?f_ri=82283"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=82283"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=82283"},{"id":359001,"name":"Optometry and Ophthalmology","url":"https://www.academia.edu/Documents/in/Optometry_and_Ophthalmology?f_ri=82283"},{"id":469022,"name":"Vision Disorders","url":"https://www.academia.edu/Documents/in/Vision_Disorders?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26390864" data-work_id="26390864" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26390864/Steady_State_and_Transient_Visual_Evoked_Potentials_in_Clinical_Practice">Steady-State and Transient Visual Evoked Potentials in Clinical Practice</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26390864" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c99229f43b10bdb5448e898c035e42af" rel="nofollow" data-download="{"attachment_id":46692148,"asset_id":26390864,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm 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{"id":26390864,"title":"Steady-State and Transient Visual Evoked Potentials in Clinical Practice","created_at":"2016-06-21T18:55:24.894-07:00","url":"https://www.academia.edu/26390864/Steady_State_and_Transient_Visual_Evoked_Potentials_in_Clinical_Practice?f_ri=82283","dom_id":"work_26390864","summary":null,"downloadable_attachments":[{"id":46692148,"asset_id":26390864,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1415412,"first_name":"Gastone","last_name":"Celesia","domain_name":"independent","page_name":"GastoneCelesia","display_name":"Gastone Celesia","profile_url":"https://independent.academia.edu/GastoneCelesia?f_ri=82283","photo":"https://0.academia-photos.com/1415412/510424/641253/s65_gastone.celesia.jpg"}],"research_interests":[{"id":3097,"name":"Multiple 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Potential","url":"https://www.academia.edu/Documents/in/Visual_Evoked_Potential?f_ri=82283"},{"id":134346,"name":"Infant","url":"https://www.academia.edu/Documents/in/Infant?f_ri=82283"},{"id":234860,"name":"Steady state","url":"https://www.academia.edu/Documents/in/Steady_state?f_ri=82283"},{"id":968586,"name":"Visual Evoked Potentials","url":"https://www.academia.edu/Documents/in/Visual_Evoked_Potentials?f_ri=82283"},{"id":990525,"name":"Retinal Diseases","url":"https://www.academia.edu/Documents/in/Retinal_Diseases?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11699617" data-work_id="11699617" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11699617/Controlled_processing_and_vigilance_in_hyperactivity_Time_will_tell">Controlled processing and vigilance in hyperactivity: Time will tell</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper reviews the concept of sustained attention, placing it within a theoretical framework in which deficits of attention are conceived of as deficits of controlled information processing. Two types of deficit of sustained attention... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11699617" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper reviews the concept of sustained attention, placing it within a theoretical framework in which deficits of attention are conceived of as deficits of controlled information processing. Two types of deficit of sustained attention are distinguished: perceptual sensitivity and perceptual criterion. These two deficits are linked to a model of human performance that links controlled processes to the energetic pools: arousal and activation. Perceptual sensitivity (d′) deficits are said to reflect arousal deficiencies, especially when observed in the early period of a vigil. Perceptual criterion deficits are associated with the activation pool and the response criterion measure β. Despite clear evidence of perceptual deficiency in the hyperactive children to a greater extent than in the control group, and that performance in d′ declined with time on task, a significant interaction failed to occur between group classification and time on task. Thus, the results failed to support the hypothesis of a sustained attention deficit in hyperactives, since if hyperactives have a sustained attention deficit, both d′ and β should have shown a significantly greater decline in the hyperactive group than in the controls with time on task.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11699617" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4cbee734f824d9cf4cbd4a2615bd55d1" rel="nofollow" data-download="{"attachment_id":46569036,"asset_id":11699617,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46569036/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28652365" href="https://independent.academia.edu/JosephSergeant">Joseph Sergeant</a><script data-card-contents-for-user="28652365" type="text/json">{"id":28652365,"first_name":"Joseph","last_name":"Sergeant","domain_name":"independent","page_name":"JosephSergeant","display_name":"Joseph Sergeant","profile_url":"https://independent.academia.edu/JosephSergeant?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_11699617 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11699617"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11699617, container: ".js-paper-rank-work_11699617", }); });</script></li><li class="js-percentile-work_11699617 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11699617; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11699617"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11699617 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11699617"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11699617; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11699617]").text(description); $(".js-view-count-work_11699617").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11699617").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11699617"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1678" rel="nofollow" href="https://www.academia.edu/Documents/in/Sustained_Attention">Sustained Attention</a>, <script data-card-contents-for-ri="1678" type="text/json">{"id":1678,"name":"Sustained Attention","url":"https://www.academia.edu/Documents/in/Sustained_Attention?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7736" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention">Attention</a>, <script data-card-contents-for-ri="7736" type="text/json">{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36837" rel="nofollow" href="https://www.academia.edu/Documents/in/Information_Processing">Information Processing</a><script data-card-contents-for-ri="36837" type="text/json">{"id":36837,"name":"Information Processing","url":"https://www.academia.edu/Documents/in/Information_Processing?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11699617]'), work: {"id":11699617,"title":"Controlled processing and vigilance in hyperactivity: Time will tell","created_at":"2015-03-28T11:19:51.252-07:00","url":"https://www.academia.edu/11699617/Controlled_processing_and_vigilance_in_hyperactivity_Time_will_tell?f_ri=82283","dom_id":"work_11699617","summary":"This paper reviews the concept of sustained attention, placing it within a theoretical framework in which deficits of attention are conceived of as deficits of controlled information processing. Two types of deficit of sustained attention are distinguished: perceptual sensitivity and perceptual criterion. These two deficits are linked to a model of human performance that links controlled processes to the energetic pools: arousal and activation. Perceptual sensitivity (d′) deficits are said to reflect arousal deficiencies, especially when observed in the early period of a vigil. Perceptual criterion deficits are associated with the activation pool and the response criterion measure β. Despite clear evidence of perceptual deficiency in the hyperactive children to a greater extent than in the control group, and that performance in d′ declined with time on task, a significant interaction failed to occur between group classification and time on task. Thus, the results failed to support the hypothesis of a sustained attention deficit in hyperactives, since if hyperactives have a sustained attention deficit, both d′ and β should have shown a significantly greater decline in the hyperactive group than in the controls with time on task.","downloadable_attachments":[{"id":46569036,"asset_id":11699617,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28652365,"first_name":"Joseph","last_name":"Sergeant","domain_name":"independent","page_name":"JosephSergeant","display_name":"Joseph Sergeant","profile_url":"https://independent.academia.edu/JosephSergeant?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":1678,"name":"Sustained Attention","url":"https://www.academia.edu/Documents/in/Sustained_Attention?f_ri=82283","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true},{"id":36837,"name":"Information Processing","url":"https://www.academia.edu/Documents/in/Information_Processing?f_ri=82283","nofollow":true},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=82283"},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":121207,"name":"Human Performance","url":"https://www.academia.edu/Documents/in/Human_Performance?f_ri=82283"},{"id":252761,"name":"Abnormal Child Psychology","url":"https://www.academia.edu/Documents/in/Abnormal_Child_Psychology?f_ri=82283"},{"id":412636,"name":"Theoretical Framework","url":"https://www.academia.edu/Documents/in/Theoretical_Framework?f_ri=82283"},{"id":413195,"name":"Time Factors","url":"https://www.academia.edu/Documents/in/Time_Factors?f_ri=82283"},{"id":1631043,"name":"Control Group","url":"https://www.academia.edu/Documents/in/Control_Group?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_661188" data-work_id="661188" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/661188/Spontaneous_imagery_scanning_in_mental_extrapolation">Spontaneous imagery scanning in mental extrapolation.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/661188" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c1a478dc0cecda281f34124bca0e425f" rel="nofollow" data-download="{"attachment_id":30270442,"asset_id":661188,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30270442/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12758" href="https://harvard.academia.edu/StevenPinker">Steven Pinker</a><script data-card-contents-for-user="12758" type="text/json">{"id":12758,"first_name":"Steven","last_name":"Pinker","domain_name":"harvard","page_name":"StevenPinker","display_name":"Steven Pinker","profile_url":"https://harvard.academia.edu/StevenPinker?f_ri=82283","photo":"https://0.academia-photos.com/12758/4264/18675036/s65_steven.pinker.jpg"}</script></span></span></li><li class="js-paper-rank-work_661188 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden 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InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="661188"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 661188; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=661188]").text(description); $(".js-view-count-work_661188").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_661188").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="661188"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="258" rel="nofollow" href="https://www.academia.edu/Documents/in/Experimental_Psychology">Experimental Psychology</a>, <script data-card-contents-for-ri="258" type="text/json">{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15838" rel="nofollow" href="https://www.academia.edu/Documents/in/Imagination">Imagination</a><script data-card-contents-for-ri="15838" type="text/json">{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=661188]'), work: {"id":661188,"title":"Spontaneous imagery scanning in mental extrapolation.","created_at":"2011-06-11T06:51:37.003-07:00","url":"https://www.academia.edu/661188/Spontaneous_imagery_scanning_in_mental_extrapolation?f_ri=82283","dom_id":"work_661188","summary":null,"downloadable_attachments":[{"id":30270442,"asset_id":661188,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12758,"first_name":"Steven","last_name":"Pinker","domain_name":"harvard","page_name":"StevenPinker","display_name":"Steven Pinker","profile_url":"https://harvard.academia.edu/StevenPinker?f_ri=82283","photo":"https://0.academia-photos.com/12758/4264/18675036/s65_steven.pinker.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=82283","nofollow":true},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=82283","nofollow":true},{"id":45349,"name":"Space perception","url":"https://www.academia.edu/Documents/in/Space_perception?f_ri=82283"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283"},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":102674,"name":"College Students","url":"https://www.academia.edu/Documents/in/College_Students?f_ri=82283"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24744134" data-work_id="24744134" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24744134/Does_matching_of_internal_and_external_facial_features_depend_on_orientation_and_viewpoint">Does matching of internal and external facial features depend on orientation and viewpoint?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although it is recognized that external (hair, head and face outline, ears) and internal (eyes, eyebrows, nose, mouth) features contribute differently to face recognition it is unclear whether both feature classes predominately stimulate... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24744134" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although it is recognized that external (hair, head and face outline, ears) and internal (eyes, eyebrows, nose, mouth) features contribute differently to face recognition it is unclear whether both feature classes predominately stimulate different sensory pathways. We employed a sequential speed-matching task to study face perception with internal and external features in the context of intact faces, and at two levels of contextual congruency. Both internal and external features were matched faster and more accurately in the context of totally congruent/incongruent facial stimuli compared to just featurally congruent/ incongruent faces. Matching of totally congruent/incongruent faces was not affected by the matching criteria, but was strongly modulated by orientation and viewpoint. On the contrary, matching of just featurally congruent/incongruent faces was found to depend on the feature class to be attended, with strong effects of orientation and viewpoint only for matching of internal features, but not of external features. The data support the notion that different processing mechanisms are involved for both feature types, with internal features being handled by configuration sensitive mechanisms whereas featural processing modes dominate when external features are the focus.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24744134" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="637173fa1f600dbfbcc618650be5f39c" rel="nofollow" data-download="{"attachment_id":45072945,"asset_id":24744134,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45072945/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47700864" href="https://independent.academia.edu/BozanaMeinhardtInjac">Bozana Meinhardt-Injac</a><script data-card-contents-for-user="47700864" type="text/json">{"id":47700864,"first_name":"Bozana","last_name":"Meinhardt-Injac","domain_name":"independent","page_name":"BozanaMeinhardtInjac","display_name":"Bozana Meinhardt-Injac","profile_url":"https://independent.academia.edu/BozanaMeinhardtInjac?f_ri=82283","photo":"https://0.academia-photos.com/47700864/17213182/17345530/s65_bozana.meinhardt-injac.jpg"}</script></span></span></li><li class="js-paper-rank-work_24744134 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24744134"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24744134, container: ".js-paper-rank-work_24744134", }); 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$(".js-view-count[data-work-id=24744134]").text(description); $(".js-view-count-work_24744134").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24744134").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24744134"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="867" rel="nofollow" href="https://www.academia.edu/Documents/in/Perception">Perception</a>, <script data-card-contents-for-ri="867" type="text/json">{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24744134]'), work: {"id":24744134,"title":"Does matching of internal and external facial features depend on orientation and viewpoint?","created_at":"2016-04-25T08:56:23.834-07:00","url":"https://www.academia.edu/24744134/Does_matching_of_internal_and_external_facial_features_depend_on_orientation_and_viewpoint?f_ri=82283","dom_id":"work_24744134","summary":"Although it is recognized that external (hair, head and face outline, ears) and internal (eyes, eyebrows, nose, mouth) features contribute differently to face recognition it is unclear whether both feature classes predominately stimulate different sensory pathways. We employed a sequential speed-matching task to study face perception with internal and external features in the context of intact faces, and at two levels of contextual congruency. Both internal and external features were matched faster and more accurately in the context of totally congruent/incongruent facial stimuli compared to just featurally congruent/ incongruent faces. Matching of totally congruent/incongruent faces was not affected by the matching criteria, but was strongly modulated by orientation and viewpoint. On the contrary, matching of just featurally congruent/incongruent faces was found to depend on the feature class to be attended, with strong effects of orientation and viewpoint only for matching of internal features, but not of external features. The data support the notion that different processing mechanisms are involved for both feature types, with internal features being handled by configuration sensitive mechanisms whereas featural processing modes dominate when external features are the focus.","downloadable_attachments":[{"id":45072945,"asset_id":24744134,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47700864,"first_name":"Bozana","last_name":"Meinhardt-Injac","domain_name":"independent","page_name":"BozanaMeinhardtInjac","display_name":"Bozana Meinhardt-Injac","profile_url":"https://independent.academia.edu/BozanaMeinhardtInjac?f_ri=82283","photo":"https://0.academia-photos.com/47700864/17213182/17345530/s65_bozana.meinhardt-injac.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=82283","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=82283","nofollow":true},{"id":5110,"name":"Face Recognition","url":"https://www.academia.edu/Documents/in/Face_Recognition?f_ri=82283"},{"id":11636,"name":"Face","url":"https://www.academia.edu/Documents/in/Face?f_ri=82283"},{"id":17113,"name":"Face recognition (Psychology)","url":"https://www.academia.edu/Documents/in/Face_recognition_Psychology_?f_ri=82283"},{"id":28499,"name":"Face perception","url":"https://www.academia.edu/Documents/in/Face_perception?f_ri=82283"},{"id":59692,"name":"Vision","url":"https://www.academia.edu/Documents/in/Vision?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":93037,"name":"Orientation","url":"https://www.academia.edu/Documents/in/Orientation?f_ri=82283"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=82283"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=82283"},{"id":292710,"name":"Inversion","url":"https://www.academia.edu/Documents/in/Inversion?f_ri=82283"},{"id":369895,"name":"Spatial Orientation","url":"https://www.academia.edu/Documents/in/Spatial_Orientation?f_ri=82283"},{"id":563992,"name":"Visual Fields","url":"https://www.academia.edu/Documents/in/Visual_Fields?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73276675" data-work_id="73276675" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73276675/Relationships_between_Constructional_and_Visuospatial_Abilities_in_Normal_Subjects_and_in_Focal_Brain_damaged_Patients">Relationships between Constructional and Visuospatial Abilities in Normal Subjects and in Focal Brain-damaged Patients</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73276675" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. CORE Metadata, citation and similar papers at core.ac.uk Provided by Archivio della ricerca-Università degli studi di Napoli Federico II The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. 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The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73276675" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="98602722e0b291fbcba43ae2b3809b28" rel="nofollow" data-download="{"attachment_id":81859103,"asset_id":73276675,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81859103/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="202342306" href="https://independent.academia.edu/LuigiTrojano">Luigi Trojano</a><script data-card-contents-for-user="202342306" type="text/json">{"id":202342306,"first_name":"Luigi","last_name":"Trojano","domain_name":"independent","page_name":"LuigiTrojano","display_name":"Luigi Trojano","profile_url":"https://independent.academia.edu/LuigiTrojano?f_ri=82283","photo":"https://0.academia-photos.com/202342306/123113794/112459784/s65_luigi.trojano.png"}</script></span></span></li><li class="js-paper-rank-work_73276675 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73276675"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73276675, container: ".js-paper-rank-work_73276675", }); 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The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.","downloadable_attachments":[{"id":81859103,"asset_id":73276675,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":202342306,"first_name":"Luigi","last_name":"Trojano","domain_name":"independent","page_name":"LuigiTrojano","display_name":"Luigi Trojano","profile_url":"https://independent.academia.edu/LuigiTrojano?f_ri=82283","photo":"https://0.academia-photos.com/202342306/123113794/112459784/s65_luigi.trojano.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=82283","nofollow":true},{"id":6791,"name":"Aging","url":"https://www.academia.edu/Documents/in/Aging?f_ri=82283","nofollow":true},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=82283"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":99708,"name":"Clinical","url":"https://www.academia.edu/Documents/in/Clinical?f_ri=82283"},{"id":123230,"name":"Regression Analysis","url":"https://www.academia.edu/Documents/in/Regression_Analysis?f_ri=82283"},{"id":172827,"name":"Brain Ischemia","url":"https://www.academia.edu/Documents/in/Brain_Ischemia?f_ri=82283"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=82283"},{"id":484415,"name":"Multiple regression analysis","url":"https://www.academia.edu/Documents/in/Multiple_regression_analysis?f_ri=82283"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=82283"},{"id":1431361,"name":"Brain Damage","url":"https://www.academia.edu/Documents/in/Brain_Damage?f_ri=82283"},{"id":2234200,"name":"Functional Laterality","url":"https://www.academia.edu/Documents/in/Functional_Laterality?f_ri=82283"},{"id":2444775,"name":"Psychomotor Performance","url":"https://www.academia.edu/Documents/in/Psychomotor_Performance?f_ri=82283"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33477884" data-work_id="33477884" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33477884/The_benefits_and_costs_of_comparisons_in_a_novel_object_categorization_task_Interactions_with_development">The benefits and costs of comparisons in a novel object categorization task: Interactions with development</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We investigated how children use within-or between-category comparisons to generalize novel names for novel objects on the basis of a nonsalient dimension (texture) rather than a salient one (shape). Previous studies have not... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33477884" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We investigated how children use within-or between-category comparisons to generalize novel names for novel objects on the basis of a nonsalient dimension (texture) rather than a salient one (shape). Previous studies have not experimentally addressed the costs associated with comparisons. We conjectured that increasing the number of stimuli to be compared (and thus, converging evidence in favor of the target texture-based generalization), might not necessarily be beneficial, especially in young children (3-to 4-year-olds vs. 5-to 6-year-olds). Our results showed that more evidence in favor of texture (i.e., more within-category exemplars sharing the same texture) did not linearly increase texture-based choices in the same way for younger and older children. They also revealed that between-category comparisons gave rise to texture-based generalizations in both age groups. Overall, our results show that even though within-and between-category comparisons contribute to generalizations based on texture, they also generate cognitive constraints that interact with age.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33477884" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="746dcfa20428f1e8779b4f54ff979157" rel="nofollow" data-download="{"attachment_id":53520607,"asset_id":33477884,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53520607/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31670703" href="https://u-bourgogne.academia.edu/JeanpierreThibaut">Jean-pierre Thibaut</a><script data-card-contents-for-user="31670703" type="text/json">{"id":31670703,"first_name":"Jean-pierre","last_name":"Thibaut","domain_name":"u-bourgogne","page_name":"JeanpierreThibaut","display_name":"Jean-pierre Thibaut","profile_url":"https://u-bourgogne.academia.edu/JeanpierreThibaut?f_ri=82283","photo":"https://0.academia-photos.com/31670703/21744004/21056575/s65_jean-pierre.thibaut.jpg"}</script></span></span></li><li class="js-paper-rank-work_33477884 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33477884"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33477884, container: ".js-paper-rank-work_33477884", }); });</script></li><li class="js-percentile-work_33477884 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33477884; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_33477884"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33477884 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33477884"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33477884; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33477884]").text(description); $(".js-view-count-work_33477884").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33477884").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33477884"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4583" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_Development">Child Development</a>, <script data-card-contents-for-ri="4583" type="text/json">{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18174" rel="nofollow" href="https://www.academia.edu/Documents/in/Language">Language</a><script data-card-contents-for-ri="18174" type="text/json">{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33477884]'), work: {"id":33477884,"title":"The benefits and costs of comparisons in a novel object categorization task: Interactions with development","created_at":"2017-06-15T02:37:39.078-07:00","url":"https://www.academia.edu/33477884/The_benefits_and_costs_of_comparisons_in_a_novel_object_categorization_task_Interactions_with_development?f_ri=82283","dom_id":"work_33477884","summary":"We investigated how children use within-or between-category comparisons to generalize novel names for novel objects on the basis of a nonsalient dimension (texture) rather than a salient one (shape). Previous studies have not experimentally addressed the costs associated with comparisons. We conjectured that increasing the number of stimuli to be compared (and thus, converging evidence in favor of the target texture-based generalization), might not necessarily be beneficial, especially in young children (3-to 4-year-olds vs. 5-to 6-year-olds). Our results showed that more evidence in favor of texture (i.e., more within-category exemplars sharing the same texture) did not linearly increase texture-based choices in the same way for younger and older children. They also revealed that between-category comparisons gave rise to texture-based generalizations in both age groups. Overall, our results show that even though within-and between-category comparisons contribute to generalizations based on texture, they also generate cognitive constraints that interact with age.","downloadable_attachments":[{"id":53520607,"asset_id":33477884,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31670703,"first_name":"Jean-pierre","last_name":"Thibaut","domain_name":"u-bourgogne","page_name":"JeanpierreThibaut","display_name":"Jean-pierre Thibaut","profile_url":"https://u-bourgogne.academia.edu/JeanpierreThibaut?f_ri=82283","photo":"https://0.academia-photos.com/31670703/21744004/21056575/s65_jean-pierre.thibaut.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=82283","nofollow":true},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=82283","nofollow":true},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":97501,"name":"Concept Formation","url":"https://www.academia.edu/Documents/in/Concept_Formation?f_ri=82283"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1172347" data-work_id="1172347" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1172347/Understanding_face_recognition">Understanding face recognition.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this paper is to develop a theoretical model and a set of terms for understanding and discussing how we recognize familiar faces, and the relationship between recognition and other aspects of face processing. It is suggested... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1172347" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this paper is to develop a theoretical model and a set of terms for understanding and discussing how we recognize familiar faces, and the relationship between recognition and other aspects of face processing. It is suggested that there are seven distinct types of information that we derive from seen faces; these are labelled pictorial, structural, visually derived semantic, identity-specific semantic, name, expression and facial speech codes. A functional model is proposed in which structural encoding processes provide descriptions suitable for the analysis of facial speech, for analysis of expression and for face recognition units. Recognition of familiar faces involves a match between the products of structural encoding and previously stored structural codes describing the appearance of familiar faces, held in face recognition units. Identity-specific semantic codes are then accessed from person identity nodes, and subsequently name codes are retrieved. It is also proposed that the cognitive system plays an active role in deciding whether or not the initial match is sufficiently close to indicate true recognition or merely a 'resemblance'; several factors are seen as influencing such decisions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1172347" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="41328a6ac8a080137663e5143a37db86" rel="nofollow" data-download="{"attachment_id":51075096,"asset_id":1172347,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51075096/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1064593" href="https://adypu.academia.edu/LovenishSharma">Lovenish Sharma</a><script data-card-contents-for-user="1064593" type="text/json">{"id":1064593,"first_name":"Lovenish","last_name":"Sharma","domain_name":"adypu","page_name":"LovenishSharma","display_name":"Lovenish Sharma","profile_url":"https://adypu.academia.edu/LovenishSharma?f_ri=82283","photo":"https://0.academia-photos.com/1064593/171639679/161634638/s65_lovenish.sharma.jpeg"}</script></span></span></li><li class="js-paper-rank-work_1172347 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1172347"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1172347, container: ".js-paper-rank-work_1172347", }); });</script></li><li class="js-percentile-work_1172347 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1172347; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1172347"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1172347 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1172347"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1172347; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1172347]").text(description); $(".js-view-count-work_1172347").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1172347").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1172347"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2349" rel="nofollow" href="https://www.academia.edu/Documents/in/Semantics">Semantics</a>, <script data-card-contents-for-ri="2349" type="text/json">{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1172347]'), work: {"id":1172347,"title":"Understanding face recognition.","created_at":"2011-12-21T13:02:22.957-08:00","url":"https://www.academia.edu/1172347/Understanding_face_recognition?f_ri=82283","dom_id":"work_1172347","summary":"The aim of this paper is to develop a theoretical model and a set of terms for understanding and discussing how we recognize familiar faces, and the relationship between recognition and other aspects of face processing. It is suggested that there are seven distinct types of information that we derive from seen faces; these are labelled pictorial, structural, visually derived semantic, identity-specific semantic, name, expression and facial speech codes. A functional model is proposed in which structural encoding processes provide descriptions suitable for the analysis of facial speech, for analysis of expression and for face recognition units. Recognition of familiar faces involves a match between the products of structural encoding and previously stored structural codes describing the appearance of familiar faces, held in face recognition units. Identity-specific semantic codes are then accessed from person identity nodes, and subsequently name codes are retrieved. It is also proposed that the cognitive system plays an active role in deciding whether or not the initial match is sufficiently close to indicate true recognition or merely a 'resemblance'; several factors are seen as influencing such decisions.","downloadable_attachments":[{"id":51075096,"asset_id":1172347,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1064593,"first_name":"Lovenish","last_name":"Sharma","domain_name":"adypu","page_name":"LovenishSharma","display_name":"Lovenish Sharma","profile_url":"https://adypu.academia.edu/LovenishSharma?f_ri=82283","photo":"https://0.academia-photos.com/1064593/171639679/161634638/s65_lovenish.sharma.jpeg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=82283","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=82283","nofollow":true},{"id":5110,"name":"Face Recognition","url":"https://www.academia.edu/Documents/in/Face_Recognition?f_ri=82283"},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283"},{"id":11636,"name":"Face","url":"https://www.academia.edu/Documents/in/Face?f_ri=82283"},{"id":16603,"name":"Personal Identity","url":"https://www.academia.edu/Documents/in/Personal_Identity?f_ri=82283"},{"id":18961,"name":"Social learning","url":"https://www.academia.edu/Documents/in/Social_learning?f_ri=82283"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283"},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":100928,"name":"Face processing","url":"https://www.academia.edu/Documents/in/Face_processing?f_ri=82283"},{"id":131994,"name":"Laboratory experiment","url":"https://www.academia.edu/Documents/in/Laboratory_experiment?f_ri=82283"},{"id":188353,"name":"Cognitive systems","url":"https://www.academia.edu/Documents/in/Cognitive_systems?f_ri=82283"},{"id":299796,"name":"Speech Coding","url":"https://www.academia.edu/Documents/in/Speech_Coding?f_ri=82283"},{"id":337573,"name":"British psychology","url":"https://www.academia.edu/Documents/in/British_psychology?f_ri=82283"},{"id":1154248,"name":"Theoretical Model","url":"https://www.academia.edu/Documents/in/Theoretical_Model?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33619551" data-work_id="33619551" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33619551/Dyslexic_children_learn_a_new_visual_strategy_for_reading_a_controlled_experiment">Dyslexic children learn a new visual strategy for reading: a controlled experiment</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Recent studies by Geiger, Lettvio and Zegarra-Moran have proposed a new non-reading test for the diagnosis of dyslexia, and a new method for remediation. The latter involves the learning of a "visual strategy". On adult dyslexics the test... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33619551" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Recent studies by Geiger, Lettvio and Zegarra-Moran have proposed a new non-reading test for the diagnosis of dyslexia, and a new method for remediation. The latter involves the learning of a "visual strategy". On adult dyslexics the test was reliable and the remediation apparently effective. The purpose of this study is to confirm the usefulness of the remediation and test with children. Dyslexic children (3rd4th grade) were divided into two groups. The experimental group (9) was given a new remedial regimen of practise. The control group (6) continued the remedial process given in their school. After 3 months of practising their separate regimens all the dyslexic children who were in the two groups were retested and compared. The "experimental" dyslexics improved in reading by 1.22 grade level on average while the "control" dyslexics improved by 0.17 grade on average. The form-resolving field (FRF) plots narrowed significantly for the experimental dyslexics while they changed little for the control dyslexics. At the end of the second testing the control dyslexics were also given the new regimen of practise. Five months later all the dyslexic children were tested for the third time. The initial control dyslexics who later practised the regimen (2) improved in reading by 2-2.5 grades and their FRF plot narrowed. The experimental dyslexics continued to improve yet further. All the dyslexic who practised the new regimen started at an average of 2.5 grades behind their expected grade/age level and after 8 months were at an average 0.75 grades behind their expected grade/age level. This is on average 1.75 grade level improvement in reading witbin 8 months, a rate of improvement larger than that of ordinary reading subjects. The dyslexic children were compared with matched grade/age ordinary reading children for reference. The study confirms the usefulness of the teat and the applicability of the remediation method for children. It also shows that improvement under that method is quite rapid.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33619551" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2f8622403b1672120ce79a8b2275549e" rel="nofollow" data-download="{"attachment_id":53635926,"asset_id":33619551,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53635926/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32420886" href="https://independent.academia.edu/ManfredFahle">Manfred Fahle</a><script data-card-contents-for-user="32420886" type="text/json">{"id":32420886,"first_name":"Manfred","last_name":"Fahle","domain_name":"independent","page_name":"ManfredFahle","display_name":"Manfred Fahle","profile_url":"https://independent.academia.edu/ManfredFahle?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_33619551 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33619551"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33619551, container: ".js-paper-rank-work_33619551", }); 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$(".js-view-count[data-work-id=33619551]").text(description); $(".js-view-count-work_33619551").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33619551").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33619551"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25052" rel="nofollow" href="https://www.academia.edu/Documents/in/Dyslexia">Dyslexia</a>, <script data-card-contents-for-ri="25052" type="text/json">{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33626" rel="nofollow" href="https://www.academia.edu/Documents/in/Evidence-Based_Practice_Psychology_">Evidence-Based Practice (Psychology)</a>, <script data-card-contents-for-ri="33626" type="text/json">{"id":33626,"name":"Evidence-Based Practice (Psychology)","url":"https://www.academia.edu/Documents/in/Evidence-Based_Practice_Psychology_?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="40195" rel="nofollow" href="https://www.academia.edu/Documents/in/Peripheral_vision">Peripheral vision</a><script data-card-contents-for-ri="40195" type="text/json">{"id":40195,"name":"Peripheral vision","url":"https://www.academia.edu/Documents/in/Peripheral_vision?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33619551]'), work: {"id":33619551,"title":"Dyslexic children learn a new visual strategy for reading: a controlled experiment","created_at":"2017-06-23T04:34:03.465-07:00","url":"https://www.academia.edu/33619551/Dyslexic_children_learn_a_new_visual_strategy_for_reading_a_controlled_experiment?f_ri=82283","dom_id":"work_33619551","summary":"Recent studies by Geiger, Lettvio and Zegarra-Moran have proposed a new non-reading test for the diagnosis of dyslexia, and a new method for remediation. The latter involves the learning of a \"visual strategy\". On adult dyslexics the test was reliable and the remediation apparently effective. The purpose of this study is to confirm the usefulness of the remediation and test with children. Dyslexic children (3rd4th grade) were divided into two groups. The experimental group (9) was given a new remedial regimen of practise. The control group (6) continued the remedial process given in their school. After 3 months of practising their separate regimens all the dyslexic children who were in the two groups were retested and compared. The \"experimental\" dyslexics improved in reading by 1.22 grade level on average while the \"control\" dyslexics improved by 0.17 grade on average. The form-resolving field (FRF) plots narrowed significantly for the experimental dyslexics while they changed little for the control dyslexics. At the end of the second testing the control dyslexics were also given the new regimen of practise. Five months later all the dyslexic children were tested for the third time. The initial control dyslexics who later practised the regimen (2) improved in reading by 2-2.5 grades and their FRF plot narrowed. The experimental dyslexics continued to improve yet further. All the dyslexic who practised the new regimen started at an average of 2.5 grades behind their expected grade/age level and after 8 months were at an average 0.75 grades behind their expected grade/age level. This is on average 1.75 grade level improvement in reading witbin 8 months, a rate of improvement larger than that of ordinary reading subjects. The dyslexic children were compared with matched grade/age ordinary reading children for reference. The study confirms the usefulness of the teat and the applicability of the remediation method for children. It also shows that improvement under that method is quite rapid.","downloadable_attachments":[{"id":53635926,"asset_id":33619551,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32420886,"first_name":"Manfred","last_name":"Fahle","domain_name":"independent","page_name":"ManfredFahle","display_name":"Manfred Fahle","profile_url":"https://independent.academia.edu/ManfredFahle?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=82283","nofollow":true},{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=82283","nofollow":true},{"id":33626,"name":"Evidence-Based Practice (Psychology)","url":"https://www.academia.edu/Documents/in/Evidence-Based_Practice_Psychology_?f_ri=82283","nofollow":true},{"id":40195,"name":"Peripheral vision","url":"https://www.academia.edu/Documents/in/Peripheral_vision?f_ri=82283","nofollow":true},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=82283"},{"id":59692,"name":"Vision","url":"https://www.academia.edu/Documents/in/Vision?f_ri=82283"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":563992,"name":"Visual Fields","url":"https://www.academia.edu/Documents/in/Visual_Fields?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1411131" data-work_id="1411131" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1411131/The_Role_of_Stereopsis_Motion_Parallax_Perspective_and_Angle_Polarity_in_Perceiving_3_D_Shape">The Role of Stereopsis, Motion Parallax, Perspective and Angle Polarity in Perceiving 3-D Shape.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1411131" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1d17541c82d8fc12858482b7ff6ebab4" rel="nofollow" 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work-percentile"></span></span><script>$(function () { var workId = 1411131; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1411131"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1411131 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1411131"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1411131; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1411131]").text(description); $(".js-view-count-work_1411131").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1411131").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1411131"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="13493" rel="nofollow" href="https://www.academia.edu/Documents/in/Motion_perception">Motion perception</a>, <script data-card-contents-for-ri="13493" type="text/json">{"id":13493,"name":"Motion perception","url":"https://www.academia.edu/Documents/in/Motion_perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17112" rel="nofollow" href="https://www.academia.edu/Documents/in/Stereopsis">Stereopsis</a>, <script data-card-contents-for-ri="17112" type="text/json">{"id":17112,"name":"Stereopsis","url":"https://www.academia.edu/Documents/in/Stereopsis?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22506" rel="nofollow" href="https://www.academia.edu/Documents/in/Adolescent">Adolescent</a>, <script data-card-contents-for-ri="22506" type="text/json">{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="71898" rel="nofollow" href="https://www.academia.edu/Documents/in/Perspective">Perspective</a><script data-card-contents-for-ri="71898" type="text/json">{"id":71898,"name":"Perspective","url":"https://www.academia.edu/Documents/in/Perspective?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1411131]'), work: {"id":1411131,"title":"The Role of Stereopsis, Motion Parallax, Perspective and Angle Polarity in Perceiving 3-D Shape.","created_at":"2012-02-19T04:23:36.575-08:00","url":"https://www.academia.edu/1411131/The_Role_of_Stereopsis_Motion_Parallax_Perspective_and_Angle_Polarity_in_Perceiving_3_D_Shape?f_ri=82283","dom_id":"work_1411131","summary":null,"downloadable_attachments":[{"id":50981689,"asset_id":1411131,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":799016,"first_name":"Aleksandra","last_name":"Sherman","domain_name":"oxy","page_name":"AleksandraSherman","display_name":"Aleksandra Sherman","profile_url":"https://oxy.academia.edu/AleksandraSherman?f_ri=82283","photo":"https://0.academia-photos.com/799016/273107/520823/s65_aleksandra.sherman.jpg"}],"research_interests":[{"id":13493,"name":"Motion perception","url":"https://www.academia.edu/Documents/in/Motion_perception?f_ri=82283","nofollow":true},{"id":17112,"name":"Stereopsis","url":"https://www.academia.edu/Documents/in/Stereopsis?f_ri=82283","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=82283","nofollow":true},{"id":71898,"name":"Perspective","url":"https://www.academia.edu/Documents/in/Perspective?f_ri=82283","nofollow":true},{"id":79122,"name":"Illusions","url":"https://www.academia.edu/Documents/in/Illusions?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":86154,"name":"Depth Perception","url":"https://www.academia.edu/Documents/in/Depth_Perception?f_ri=82283"},{"id":88325,"name":"Cues","url":"https://www.academia.edu/Documents/in/Cues?f_ri=82283"},{"id":123287,"name":"Three Dimensional Imaging","url":"https://www.academia.edu/Documents/in/Three_Dimensional_Imaging?f_ri=82283"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=82283"},{"id":296505,"name":"Convexity","url":"https://www.academia.edu/Documents/in/Convexity?f_ri=82283"},{"id":884994,"name":"Motion Parallax","url":"https://www.academia.edu/Documents/in/Motion_Parallax?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_661178" data-work_id="661178" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/661178/Mental_imagery_and_the_third_dimension">Mental imagery and the third dimension.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/661178" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8fc7b2ac24fe5ae1dfa8021d018e5853" rel="nofollow" data-download="{"attachment_id":30270327,"asset_id":661178,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30270327/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12758" href="https://harvard.academia.edu/StevenPinker">Steven Pinker</a><script data-card-contents-for-user="12758" type="text/json">{"id":12758,"first_name":"Steven","last_name":"Pinker","domain_name":"harvard","page_name":"StevenPinker","display_name":"Steven Pinker","profile_url":"https://harvard.academia.edu/StevenPinker?f_ri=82283","photo":"https://0.academia-photos.com/12758/4264/18675036/s65_steven.pinker.jpg"}</script></span></span></li><li class="js-paper-rank-work_661178 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="661178"><i 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href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15838" rel="nofollow" href="https://www.academia.edu/Documents/in/Imagination">Imagination</a>, <script data-card-contents-for-ri="15838" type="text/json">{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="66338" rel="nofollow" href="https://www.academia.edu/Documents/in/Mental_Imagery">Mental Imagery</a><script data-card-contents-for-ri="66338" type="text/json">{"id":66338,"name":"Mental Imagery","url":"https://www.academia.edu/Documents/in/Mental_Imagery?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=661178]'), work: {"id":661178,"title":"Mental imagery and the third dimension.","created_at":"2011-06-11T06:51:15.451-07:00","url":"https://www.academia.edu/661178/Mental_imagery_and_the_third_dimension?f_ri=82283","dom_id":"work_661178","summary":null,"downloadable_attachments":[{"id":30270327,"asset_id":661178,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12758,"first_name":"Steven","last_name":"Pinker","domain_name":"harvard","page_name":"StevenPinker","display_name":"Steven Pinker","profile_url":"https://harvard.academia.edu/StevenPinker?f_ri=82283","photo":"https://0.academia-photos.com/12758/4264/18675036/s65_steven.pinker.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=82283","nofollow":true},{"id":66338,"name":"Mental Imagery","url":"https://www.academia.edu/Documents/in/Mental_Imagery?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":86154,"name":"Depth Perception","url":"https://www.academia.edu/Documents/in/Depth_Perception?f_ri=82283"},{"id":88325,"name":"Cues","url":"https://www.academia.edu/Documents/in/Cues?f_ri=82283"},{"id":124302,"name":"Distance Perception","url":"https://www.academia.edu/Documents/in/Distance_Perception?f_ri=82283"},{"id":453610,"name":"Eye Movement","url":"https://www.academia.edu/Documents/in/Eye_Movement?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24221221" data-work_id="24221221" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24221221/Object_identification_in_preschool_children_and_adults">Object identification in preschool children and adults</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We introduce computer-based methodologies for investigating object identification in 3-to 5-year-old children. In two experiments, preschool children and adults indicated when they could identify degraded pictures of common objects as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24221221" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We introduce computer-based methodologies for investigating object identification in 3-to 5-year-old children. In two experiments, preschool children and adults indicated when they could identify degraded pictures of common objects as those pictures either gradually improved or degraded in clarity. Clarity transformations were implemented in four ways: blurring, decreasing the picture's physical size, decreasing the pixel signal-to-noise ratio, and cropping. In Experiment 1, all age groups correctly identified objects at a more degraded state when those objects began moderately, as opposed to very, degraded and then clarified. This finding supports the notion that previous perceptual hypotheses interfere with object identification (i.e. the perceptual interference effect). In Experiment 2, children, but not adults, overestimated their ability to recognize objects in a degraded state when the object's identity was given to them beforehand. This suggests that for young children knowledge of the object's true identity cannot be ignored when evaluating their current perceptions. This is the first demonstration of the perceptual interference effect in children. We discuss both methodological and theoretical implications of the findings for research on object perception and theory of mind.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24221221" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fc4380b3a917dceaa6fdb86b40110a2f" rel="nofollow" data-download="{"attachment_id":44551644,"asset_id":24221221,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44551644/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46677038" href="https://independent.academia.edu/GeoffreyLoftus">Geoffrey Loftus</a><script data-card-contents-for-user="46677038" type="text/json">{"id":46677038,"first_name":"Geoffrey","last_name":"Loftus","domain_name":"independent","page_name":"GeoffreyLoftus","display_name":"Geoffrey Loftus","profile_url":"https://independent.academia.edu/GeoffreyLoftus?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_24221221 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24221221"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24221221, container: ".js-paper-rank-work_24221221", }); 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$(".js-view-count[data-work-id=24221221]").text(description); $(".js-view-count-work_24221221").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24221221").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24221221"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4937" rel="nofollow" href="https://www.academia.edu/Documents/in/Theory_of_Mind">Theory of Mind</a>, <script data-card-contents-for-ri="4937" type="text/json">{"id":4937,"name":"Theory of Mind","url":"https://www.academia.edu/Documents/in/Theory_of_Mind?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24221221]'), work: {"id":24221221,"title":"Object identification in preschool children and adults","created_at":"2016-04-08T15:14:36.758-07:00","url":"https://www.academia.edu/24221221/Object_identification_in_preschool_children_and_adults?f_ri=82283","dom_id":"work_24221221","summary":"We introduce computer-based methodologies for investigating object identification in 3-to 5-year-old children. In two experiments, preschool children and adults indicated when they could identify degraded pictures of common objects as those pictures either gradually improved or degraded in clarity. Clarity transformations were implemented in four ways: blurring, decreasing the picture's physical size, decreasing the pixel signal-to-noise ratio, and cropping. In Experiment 1, all age groups correctly identified objects at a more degraded state when those objects began moderately, as opposed to very, degraded and then clarified. This finding supports the notion that previous perceptual hypotheses interfere with object identification (i.e. the perceptual interference effect). In Experiment 2, children, but not adults, overestimated their ability to recognize objects in a degraded state when the object's identity was given to them beforehand. This suggests that for young children knowledge of the object's true identity cannot be ignored when evaluating their current perceptions. This is the first demonstration of the perceptual interference effect in children. We discuss both methodological and theoretical implications of the findings for research on object perception and theory of mind.","downloadable_attachments":[{"id":44551644,"asset_id":24221221,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46677038,"first_name":"Geoffrey","last_name":"Loftus","domain_name":"independent","page_name":"GeoffreyLoftus","display_name":"Geoffrey Loftus","profile_url":"https://independent.academia.edu/GeoffreyLoftus?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":4937,"name":"Theory of Mind","url":"https://www.academia.edu/Documents/in/Theory_of_Mind?f_ri=82283","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=82283","nofollow":true},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":97501,"name":"Concept Formation","url":"https://www.academia.edu/Documents/in/Concept_Formation?f_ri=82283"},{"id":116271,"name":"Child Psychology","url":"https://www.academia.edu/Documents/in/Child_Psychology?f_ri=82283"},{"id":118256,"name":"Object Perception","url":"https://www.academia.edu/Documents/in/Object_Perception?f_ri=82283"},{"id":271876,"name":"Washington","url":"https://www.academia.edu/Documents/in/Washington?f_ri=82283"},{"id":442068,"name":"Developmental Science","url":"https://www.academia.edu/Documents/in/Developmental_Science?f_ri=82283"},{"id":538047,"name":"Young Children","url":"https://www.academia.edu/Documents/in/Young_Children?f_ri=82283"},{"id":546345,"name":"Preschool Children","url":"https://www.academia.edu/Documents/in/Preschool_Children?f_ri=82283"},{"id":546419,"name":"Age Factors","url":"https://www.academia.edu/Documents/in/Age_Factors?f_ri=82283"},{"id":991311,"name":"Signal to Noise Ratio","url":"https://www.academia.edu/Documents/in/Signal_to_Noise_Ratio?f_ri=82283"},{"id":1470936,"name":"Age Groups","url":"https://www.academia.edu/Documents/in/Age_Groups?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19080893 coauthored" data-work_id="19080893" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19080893/Visual_search_for_color_and_shape_When_is_the_gaze_guided_by_feature_relationships_when_by_feature_values">Visual search for color and shape: When is the gaze guided by feature relationships, when by feature values?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">One of the most widespread views in vision research is that top-down control over visual selection is achieved by tuning attention to a particular feature value (e.g., red/yellow). Contrary to this view, previous spatial cueing studies... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19080893" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">One of the most widespread views in vision research is that top-down control over visual selection is achieved by tuning attention to a particular feature value (e.g., red/yellow). Contrary to this view, previous spatial cueing studies showed that attention can be tuned to relative features of a search target (e.g., redder): An irrelevant distractor (cue) captured attention when it had the same relative color as the target (e.g., redder), and failed to capture when it had a different relative color, regardless of whether the distractor was similar or dissimilar to the target. The present study tested whether the same effects would be observed for eye movements when observers have to search for a color or shape target and when selection errors were very noticeable (resulting in an erroneous eye movement to the distractor). The results corroborated the previous findings, showing that capture by an irrelevant distractor does not depend on the distractor's similarity to the target but on whether it matches or mismatches the relative attributes of the search target. Extending on previous work, we also found that participants can be pretrained to select a color target in virtue of its exact feature value. Contrary to the prevalent feature-based view, the results suggest that visual selection is preferentially biased toward the relative attributes of a search target. Simultaneously, however, visual selection can be biased to specific color values when the task requires it, which rules out a purely relational account of attention and eye movements.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19080893" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9082716129f83f9fdbb6575bbb1c6acf" rel="nofollow" data-download="{"attachment_id":40420063,"asset_id":19080893,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40420063/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="39263529" href="https://independent.academia.edu/StefanieBecker1">Stefanie Becker</a><script data-card-contents-for-user="39263529" type="text/json">{"id":39263529,"first_name":"Stefanie","last_name":"Becker","domain_name":"independent","page_name":"StefanieBecker1","display_name":"Stefanie Becker","profile_url":"https://independent.academia.edu/StefanieBecker1?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-19080893">+2</span><div class="hidden js-additional-users-19080893"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/JamesRetell">James Retell</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uq.academia.edu/DustinVenini">Dustin Venini</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-19080893'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-19080893').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_19080893 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="19080893"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19080893; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19080893]").text(description); $(".js-view-count-work_19080893").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19080893").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19080893"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7736" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention">Attention</a>, <script data-card-contents-for-ri="7736" type="text/json">{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38756" rel="nofollow" href="https://www.academia.edu/Documents/in/Color_Perception">Color Perception</a><script data-card-contents-for-ri="38756" type="text/json">{"id":38756,"name":"Color Perception","url":"https://www.academia.edu/Documents/in/Color_Perception?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19080893]'), work: {"id":19080893,"title":"Visual search for color and shape: When is the gaze guided by feature relationships, when by feature values?","created_at":"2015-11-27T01:32:18.052-08:00","url":"https://www.academia.edu/19080893/Visual_search_for_color_and_shape_When_is_the_gaze_guided_by_feature_relationships_when_by_feature_values?f_ri=82283","dom_id":"work_19080893","summary":"One of the most widespread views in vision research is that top-down control over visual selection is achieved by tuning attention to a particular feature value (e.g., red/yellow). Contrary to this view, previous spatial cueing studies showed that attention can be tuned to relative features of a search target (e.g., redder): An irrelevant distractor (cue) captured attention when it had the same relative color as the target (e.g., redder), and failed to capture when it had a different relative color, regardless of whether the distractor was similar or dissimilar to the target. The present study tested whether the same effects would be observed for eye movements when observers have to search for a color or shape target and when selection errors were very noticeable (resulting in an erroneous eye movement to the distractor). The results corroborated the previous findings, showing that capture by an irrelevant distractor does not depend on the distractor's similarity to the target but on whether it matches or mismatches the relative attributes of the search target. Extending on previous work, we also found that participants can be pretrained to select a color target in virtue of its exact feature value. Contrary to the prevalent feature-based view, the results suggest that visual selection is preferentially biased toward the relative attributes of a search target. Simultaneously, however, visual selection can be biased to specific color values when the task requires it, which rules out a purely relational account of attention and eye movements.","downloadable_attachments":[{"id":40420063,"asset_id":19080893,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":39263529,"first_name":"Stefanie","last_name":"Becker","domain_name":"independent","page_name":"StefanieBecker1","display_name":"Stefanie Becker","profile_url":"https://independent.academia.edu/StefanieBecker1?f_ri=82283","photo":"/images/s65_no_pic.png"},{"id":39366268,"first_name":"James","last_name":"Retell","domain_name":"independent","page_name":"JamesRetell","display_name":"James Retell","profile_url":"https://independent.academia.edu/JamesRetell?f_ri=82283","photo":"/images/s65_no_pic.png"},{"id":39369965,"first_name":"Dustin","last_name":"Venini","domain_name":"uq","page_name":"DustinVenini","display_name":"Dustin Venini","profile_url":"https://uq.academia.edu/DustinVenini?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true},{"id":38756,"name":"Color Perception","url":"https://www.academia.edu/Documents/in/Color_Perception?f_ri=82283","nofollow":true},{"id":45349,"name":"Space perception","url":"https://www.academia.edu/Documents/in/Space_perception?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":143507,"name":"Eye Movements","url":"https://www.academia.edu/Documents/in/Eye_Movements?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_855690" data-work_id="855690" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/855690/Mental_rotation_and_orientation_dependence_in_shape_recognition_1">Mental rotation and orientation-dependence in shape recognition* 1</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">How do we recognize objects despite differences in their retinal projections when they are seen at different orientations? proposed that shapes are represented in memory as structural descriptions in objectcentered coordinate systems, so... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_855690" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">How do we recognize objects despite differences in their retinal projections when they are seen at different orientations? proposed that shapes are represented in memory as structural descriptions in objectcentered coordinate systems, so that an object is represented identically regardless of its orientation. An alternative hypothesis is that an object is represented in memory in a single representation corresponding to a canonical orientation, and a mental rotation operation transforms an input shape into that orientation before input and memory are compared. A third possibility is that shapes are stored in a set of representations, each corresponding to a different orientation. In four experiments, subjects studied several objects each at a single orientation, and were given extensive practice at naming them quickly, or at classifying them as normal or mirror-reversed, at several orientations. At first, response times increased with departure from the study orientation, with a slope similar to those obtained in classic mental rotation experiments. This suggests that subjects made both judgments by mentally transforming the orientation of the input shape to the one they had initially studied. With practice, subjects recognized the objects almost equally quickly at all the familiar orientations. At that point they were probed with the same objects appearing at novel orientations. Response times for these probes increased with increasing disparity from the previously trained orientations. This indicates that subjects had stored representations of the shapes at each of the practice orientations and recognized shapes at the new orientations by rotating them to one of the stored orientations. The results are consistent with a hybrid of the second (mental transformation) and third (multiple view) hypotheses of shape recognition: input shapes are transformed to a stored view, either the one at the nearest orientation or one at a canonical orientation. Interestingly, when mirrorimages of trained shapes were presented for naming, subjects took the same time at all orientations. This suggests that mental transformations of orientation can take the shortest path of rotation that will align an input shape and its memorized counterpart, in this case a rotation in depth about an axis in the picture plane.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/855690" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e4cb19ee1a1c14c62e2e0c15072ec8e0" rel="nofollow" data-download="{"attachment_id":5162516,"asset_id":855690,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/5162516/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="686276" href="https://independent.academia.edu/BeverlySandock">Beverly Sandock</a><script data-card-contents-for-user="686276" type="text/json">{"id":686276,"first_name":"Beverly","last_name":"Sandock","domain_name":"independent","page_name":"BeverlySandock","display_name":"Beverly Sandock","profile_url":"https://independent.academia.edu/BeverlySandock?f_ri=82283","photo":"https://0.academia-photos.com/686276/74197959/62690764/s65_beverly.sandock.jpeg"}</script></span></span></li><li class="js-paper-rank-work_855690 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="855690"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 855690, container: ".js-paper-rank-work_855690", }); });</script></li><li class="js-percentile-work_855690 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 855690; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_855690"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_855690 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="855690"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 855690; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=855690]").text(description); $(".js-view-count-work_855690").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_855690").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="855690"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="236" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7736" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention">Attention</a><script data-card-contents-for-ri="7736" type="text/json">{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=855690]'), work: {"id":855690,"title":"Mental rotation and orientation-dependence in shape recognition* 1","created_at":"2011-08-24T09:28:55.025-07:00","url":"https://www.academia.edu/855690/Mental_rotation_and_orientation_dependence_in_shape_recognition_1?f_ri=82283","dom_id":"work_855690","summary":"How do we recognize objects despite differences in their retinal projections when they are seen at different orientations? proposed that shapes are represented in memory as structural descriptions in objectcentered coordinate systems, so that an object is represented identically regardless of its orientation. An alternative hypothesis is that an object is represented in memory in a single representation corresponding to a canonical orientation, and a mental rotation operation transforms an input shape into that orientation before input and memory are compared. A third possibility is that shapes are stored in a set of representations, each corresponding to a different orientation. In four experiments, subjects studied several objects each at a single orientation, and were given extensive practice at naming them quickly, or at classifying them as normal or mirror-reversed, at several orientations. At first, response times increased with departure from the study orientation, with a slope similar to those obtained in classic mental rotation experiments. This suggests that subjects made both judgments by mentally transforming the orientation of the input shape to the one they had initially studied. With practice, subjects recognized the objects almost equally quickly at all the familiar orientations. At that point they were probed with the same objects appearing at novel orientations. Response times for these probes increased with increasing disparity from the previously trained orientations. This indicates that subjects had stored representations of the shapes at each of the practice orientations and recognized shapes at the new orientations by rotating them to one of the stored orientations. The results are consistent with a hybrid of the second (mental transformation) and third (multiple view) hypotheses of shape recognition: input shapes are transformed to a stored view, either the one at the nearest orientation or one at a canonical orientation. Interestingly, when mirrorimages of trained shapes were presented for naming, subjects took the same time at all orientations. This suggests that mental transformations of orientation can take the shortest path of rotation that will align an input shape and its memorized counterpart, in this case a rotation in depth about an axis in the picture plane.","downloadable_attachments":[{"id":5162516,"asset_id":855690,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":686276,"first_name":"Beverly","last_name":"Sandock","domain_name":"independent","page_name":"BeverlySandock","display_name":"Beverly Sandock","profile_url":"https://independent.academia.edu/BeverlySandock?f_ri=82283","photo":"https://0.academia-photos.com/686276/74197959/62690764/s65_beverly.sandock.jpeg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":93037,"name":"Orientation","url":"https://www.academia.edu/Documents/in/Orientation?f_ri=82283"},{"id":115306,"name":"Mental rotation","url":"https://www.academia.edu/Documents/in/Mental_rotation?f_ri=82283"},{"id":692540,"name":"Shape Recognition","url":"https://www.academia.edu/Documents/in/Shape_Recognition?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13016404 coauthored" data-work_id="13016404" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13016404/Impact_of_contour_on_aesthetic_judgments_and_approach_avoidance_decisions_in_architecture">Impact of contour on aesthetic judgments and approach-avoidance decisions in architecture</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">On average, we urban dwellers spend about 90% of our time indoors, and share the intuition that the physical features of the places we live and work in influence how we feel and act. However, there is surprisingly little research on how... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13016404" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">On average, we urban dwellers spend about 90% of our time indoors, and share the intuition that the physical features of the places we live and work in influence how we feel and act. However, there is surprisingly little research on how architecture impacts behavior, much less on how it influences brain function. To begin closing this gap, we conducted a functional magnetic resonance imaging study to examine how systematic variation in contour impacts aesthetic judgments and approach-avoidance decisions, outcome measures of interest to both architects and users of spaces alike. As predicted, participants were more likely to judge spaces as beautiful if they were curvilinear than rectilinear. Neuroanatomically, when contemplating beauty, curvilinear contour activated the anterior cingulate cortex exclusively, a region strongly responsive to the reward properties and emotional salience of objects. Complementing this finding, pleasantness-the valence dimension of the affect circumplex-accounted for nearly 60% of the variance in beauty ratings. Furthermore, activation in a distributed brain network known to underlie the aesthetic evaluation of different types of visual stimuli covaried with beauty ratings. In contrast, contour did not affect approach-avoidance decisions, although curvilinear spaces activated the visual cortex. The results suggest that the well-established effect of contour on aesthetic preference can be extended to architecture. Furthermore, the combination of our behavioral and neural evidence underscores the role of emotion in our preference for curvilinear objects in this domain. neuroaesthetics | design | curvature | habitat theory</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13016404" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cc488d7471e8a9b468b9b1b7df526266" rel="nofollow" data-download="{"attachment_id":45772146,"asset_id":13016404,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45772146/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32242384" href="https://independent.academia.edu/MartinSkov">Martin Skov</a><script data-card-contents-for-user="32242384" type="text/json">{"id":32242384,"first_name":"Martin","last_name":"Skov","domain_name":"independent","page_name":"MartinSkov","display_name":"Martin Skov","profile_url":"https://independent.academia.edu/MartinSkov?f_ri=82283","photo":"https://gravatar.com/avatar/595a9d043a80ae03586f505908ed15e4?s=65"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-13016404">+1</span><div class="hidden js-additional-users-13016404"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://upenn.academia.edu/AnjanChatterjee">Anjan Chatterjee</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-13016404'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-13016404').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_13016404 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13016404"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13016404, container: ".js-paper-rank-work_13016404", }); });</script></li><li class="js-percentile-work_13016404 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13016404; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13016404"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13016404 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13016404"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13016404; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13016404]").text(description); $(".js-view-count-work_13016404").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13016404").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13016404"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1681" rel="nofollow" href="https://www.academia.edu/Documents/in/Decision_Making">Decision Making</a>, <script data-card-contents-for-ri="1681" type="text/json">{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6200" rel="nofollow" href="https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging">Magnetic Resonance Imaging</a>, <script data-card-contents-for-ri="6200" type="text/json">{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="28235" rel="nofollow" href="https://www.academia.edu/Documents/in/Multidisciplinary">Multidisciplinary</a>, <script data-card-contents-for-ri="28235" type="text/json">{"id":28235,"name":"Multidisciplinary","url":"https://www.academia.edu/Documents/in/Multidisciplinary?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42162" rel="nofollow" href="https://www.academia.edu/Documents/in/Emotions">Emotions</a><script data-card-contents-for-ri="42162" type="text/json">{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13016404]'), work: {"id":13016404,"title":"Impact of contour on aesthetic judgments and approach-avoidance decisions in architecture","created_at":"2015-06-16T03:10:10.871-07:00","url":"https://www.academia.edu/13016404/Impact_of_contour_on_aesthetic_judgments_and_approach_avoidance_decisions_in_architecture?f_ri=82283","dom_id":"work_13016404","summary":"On average, we urban dwellers spend about 90% of our time indoors, and share the intuition that the physical features of the places we live and work in influence how we feel and act. However, there is surprisingly little research on how architecture impacts behavior, much less on how it influences brain function. To begin closing this gap, we conducted a functional magnetic resonance imaging study to examine how systematic variation in contour impacts aesthetic judgments and approach-avoidance decisions, outcome measures of interest to both architects and users of spaces alike. As predicted, participants were more likely to judge spaces as beautiful if they were curvilinear than rectilinear. Neuroanatomically, when contemplating beauty, curvilinear contour activated the anterior cingulate cortex exclusively, a region strongly responsive to the reward properties and emotional salience of objects. Complementing this finding, pleasantness-the valence dimension of the affect circumplex-accounted for nearly 60% of the variance in beauty ratings. Furthermore, activation in a distributed brain network known to underlie the aesthetic evaluation of different types of visual stimuli covaried with beauty ratings. In contrast, contour did not affect approach-avoidance decisions, although curvilinear spaces activated the visual cortex. The results suggest that the well-established effect of contour on aesthetic preference can be extended to architecture. Furthermore, the combination of our behavioral and neural evidence underscores the role of emotion in our preference for curvilinear objects in this domain. neuroaesthetics | design | curvature | habitat theory","downloadable_attachments":[{"id":45772146,"asset_id":13016404,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32242384,"first_name":"Martin","last_name":"Skov","domain_name":"independent","page_name":"MartinSkov","display_name":"Martin Skov","profile_url":"https://independent.academia.edu/MartinSkov?f_ri=82283","photo":"https://gravatar.com/avatar/595a9d043a80ae03586f505908ed15e4?s=65"},{"id":32141421,"first_name":"Anjan","last_name":"Chatterjee","domain_name":"upenn","page_name":"AnjanChatterjee","display_name":"Anjan Chatterjee","profile_url":"https://upenn.academia.edu/AnjanChatterjee?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=82283","nofollow":true},{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=82283","nofollow":true},{"id":28235,"name":"Multidisciplinary","url":"https://www.academia.edu/Documents/in/Multidisciplinary?f_ri=82283","nofollow":true},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions?f_ri=82283","nofollow":true},{"id":49962,"name":"Visual Cortex","url":"https://www.academia.edu/Documents/in/Visual_Cortex?f_ri=82283"},{"id":68023,"name":"Beauty","url":"https://www.academia.edu/Documents/in/Beauty?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22811306 coauthored" data-work_id="22811306" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22811306/An_optometric_approach_to_patients_with_sensory_integration_dysfunction">An optometric approach to patients with sensory integration dysfunction</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">BACKGROUND: Sensory integration dysfunction is a neurologic condition that can cause children to process environmental sensations in an inappropriate way. As a result, they may either seek out strong sensations or avoid even mild... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22811306" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">BACKGROUND: Sensory integration dysfunction is a neurologic condition that can cause children to process environmental sensations in an inappropriate way. As a result, they may either seek out strong sensations or avoid even mild sensations. Some of the characteristics of these children may be hyperactivity, poor awareness of pain, high risk taking, listening to loud sounds, clumsiness, poor fine motor skills, poor gross motor skills, poor visual tracking, problems with sequencing, and problems with balance. Sensory integration dysfunction often is related to children with developmental disabilities, autism, and attention deficits. METHODS: Two children from the same family were examined for general eye examinations because of a history of sensory integration problems. J.H., an 11-year-old girl, and her 6-year-old half-brother, A.T., returned to the clinic for visual-perceptual testing: the Test of Variables of Attention (TOVA), the Developmental Eye Movement Test (DEM), and the Visagraph (Compevo AB, Stockholm, Sweden). The use of yoked prisms with these children was also explored. RESULTS: Both children showed oculomotility problems based on the DEM and Visagraph results. Whereas J.H. performed well on the visual-perceptual profile overall, A.T. showed problems in many areas such as reversals, visual spatial relations, visual sequential memory, visual form constancy, and attention. Both children were low hyperopes and showed positive postural and balance changes when tested with yoked prisms. CONCLUSIONS: Children with sensory integration dysfunction can have a number of signs and symptoms that may bring them to the optometrist's office. It is important to thoroughly test their visual, perceptual, and oculomotor systems to determine the best way to help these patients. The use of vision therapy and yoked prisms can be beneficial treatment options for many of these patients. Optometry 2007;78:644-651</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22811306" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e56ad4c1032b9ff0d9040739417928d7" rel="nofollow" data-download="{"attachment_id":43360074,"asset_id":22811306,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43360074/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44472886" href="https://independent.academia.edu/HelenGabriel2">Helen Gabriel</a><script data-card-contents-for-user="44472886" type="text/json">{"id":44472886,"first_name":"Helen","last_name":"Gabriel","domain_name":"independent","page_name":"HelenGabriel2","display_name":"Helen Gabriel","profile_url":"https://independent.academia.edu/HelenGabriel2?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-22811306">+1</span><div class="hidden js-additional-users-22811306"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/AllisonChristine">Christine Allison</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-22811306'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-22811306').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_22811306 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22811306"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22811306, container: ".js-paper-rank-work_22811306", }); });</script></li><li class="js-percentile-work_22811306 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22811306; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_22811306"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_22811306 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="22811306"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22811306; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22811306]").text(description); $(".js-view-count-work_22811306").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22811306").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22811306"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="592" rel="nofollow" href="https://www.academia.edu/Documents/in/Optometry">Optometry</a>, <script data-card-contents-for-ri="592" type="text/json">{"id":592,"name":"Optometry","url":"https://www.academia.edu/Documents/in/Optometry?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5359" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_perception">Visual perception</a>, <script data-card-contents-for-ri="5359" type="text/json">{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7736" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention">Attention</a>, <script data-card-contents-for-ri="7736" type="text/json">{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="45349" rel="nofollow" href="https://www.academia.edu/Documents/in/Space_perception">Space perception</a><script data-card-contents-for-ri="45349" type="text/json">{"id":45349,"name":"Space perception","url":"https://www.academia.edu/Documents/in/Space_perception?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22811306]'), work: {"id":22811306,"title":"An optometric approach to patients with sensory integration dysfunction","created_at":"2016-03-04T09:59:37.620-08:00","url":"https://www.academia.edu/22811306/An_optometric_approach_to_patients_with_sensory_integration_dysfunction?f_ri=82283","dom_id":"work_22811306","summary":"BACKGROUND: Sensory integration dysfunction is a neurologic condition that can cause children to process environmental sensations in an inappropriate way. As a result, they may either seek out strong sensations or avoid even mild sensations. Some of the characteristics of these children may be hyperactivity, poor awareness of pain, high risk taking, listening to loud sounds, clumsiness, poor fine motor skills, poor gross motor skills, poor visual tracking, problems with sequencing, and problems with balance. Sensory integration dysfunction often is related to children with developmental disabilities, autism, and attention deficits. METHODS: Two children from the same family were examined for general eye examinations because of a history of sensory integration problems. J.H., an 11-year-old girl, and her 6-year-old half-brother, A.T., returned to the clinic for visual-perceptual testing: the Test of Variables of Attention (TOVA), the Developmental Eye Movement Test (DEM), and the Visagraph (Compevo AB, Stockholm, Sweden). The use of yoked prisms with these children was also explored. RESULTS: Both children showed oculomotility problems based on the DEM and Visagraph results. Whereas J.H. performed well on the visual-perceptual profile overall, A.T. showed problems in many areas such as reversals, visual spatial relations, visual sequential memory, visual form constancy, and attention. Both children were low hyperopes and showed positive postural and balance changes when tested with yoked prisms. CONCLUSIONS: Children with sensory integration dysfunction can have a number of signs and symptoms that may bring them to the optometrist's office. It is important to thoroughly test their visual, perceptual, and oculomotor systems to determine the best way to help these patients. The use of vision therapy and yoked prisms can be beneficial treatment options for many of these patients. Optometry 2007;78:644-651","downloadable_attachments":[{"id":43360074,"asset_id":22811306,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44472886,"first_name":"Helen","last_name":"Gabriel","domain_name":"independent","page_name":"HelenGabriel2","display_name":"Helen Gabriel","profile_url":"https://independent.academia.edu/HelenGabriel2?f_ri=82283","photo":"/images/s65_no_pic.png"},{"id":44461529,"first_name":"Christine","last_name":"Allison","domain_name":"independent","page_name":"AllisonChristine","display_name":"Christine Allison","profile_url":"https://independent.academia.edu/AllisonChristine?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":592,"name":"Optometry","url":"https://www.academia.edu/Documents/in/Optometry?f_ri=82283","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=82283","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283","nofollow":true},{"id":45349,"name":"Space perception","url":"https://www.academia.edu/Documents/in/Space_perception?f_ri=82283","nofollow":true},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":92332,"name":"Visual tracking","url":"https://www.academia.edu/Documents/in/Visual_tracking?f_ri=82283"},{"id":105952,"name":"Sensory Integration","url":"https://www.academia.edu/Documents/in/Sensory_Integration?f_ri=82283"},{"id":137145,"name":"Developmental disabilities","url":"https://www.academia.edu/Documents/in/Developmental_disabilities?f_ri=82283"},{"id":359001,"name":"Optometry and Ophthalmology","url":"https://www.academia.edu/Documents/in/Optometry_and_Ophthalmology?f_ri=82283"},{"id":851846,"name":"Attention Deficit","url":"https://www.academia.edu/Documents/in/Attention_Deficit?f_ri=82283"},{"id":1756573,"name":"Motor Skills","url":"https://www.academia.edu/Documents/in/Motor_Skills?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49016813" data-work_id="49016813" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49016813/Visual_Perception_of_Objects_An_Approach_to_Assessment_and_Intervention">Visual Perception of Objects: An Approach to Assessment and Intervention</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper proposes an alternative to the deficit-specific approach that has been used to gUide the visual perceptual assessment and treatment of braininjured adults. Recent theoretical advances in visual object perception are combined... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49016813" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper proposes an alternative to the deficit-specific approach that has been used to gUide the visual perceptual assessment and treatment of braininjured adults. Recent theoretical advances in visual object perception are combined with a cognitive rehabilitation model to provide a framework for occupational therapy assessment and treatment of object-processing dysfunction. Assessment guidelines are presented that emphasize the analysis of residual function by specifying the task conditions that influence visual perception. A case study illustrates clinical application of this approach. Implications for research are discussed</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49016813" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d84f010c0500932d12659ff9f358947d" rel="nofollow" data-download="{"attachment_id":67403460,"asset_id":49016813,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67403460/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55616465" href="https://independent.academia.edu/JToglia">J. 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Recent theoretical advances in visual object perception are combined with a cognitive rehabilitation model to provide a framework for occupational therapy assessment and treatment of object-processing dysfunction. Assessment guidelines are presented that emphasize the analysis of residual function by specifying the task conditions that influence visual perception. A case study illustrates clinical application of this approach. Implications for research are discussed","downloadable_attachments":[{"id":67403460,"asset_id":49016813,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":55616465,"first_name":"J.","last_name":"Toglia","domain_name":"independent","page_name":"JToglia","display_name":"J. Toglia","profile_url":"https://independent.academia.edu/JToglia?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2247,"name":"Occupational Therapy","url":"https://www.academia.edu/Documents/in/Occupational_Therapy?f_ri=82283","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=82283","nofollow":true},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=82283"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=82283"},{"id":2450733,"name":"Brain injuries","url":"https://www.academia.edu/Documents/in/Brain_injuries?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11299808" data-work_id="11299808" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11299808/Developmental_prosopagnosia_and_super_recognition_No_special_role_for_surface_reflectance_processing">Developmental prosopagnosia and super-recognition: No special role for surface reflectance processing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Face recognition by normal subjects depends in roughly equal proportions on shape and surface reflectance cues, while object recognition depends predominantly on shape cues. It is possible that developmental prosopagnosics are deficient... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11299808" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Face recognition by normal subjects depends in roughly equal proportions on shape and surface reflectance cues, while object recognition depends predominantly on shape cues. It is possible that developmental prosopagnosics are deficient not in their ability to recognize faces per se, but rather in their ability to use reflectance cues. Similarly, super-recognizers' exceptional ability with face recognition may be a result of superior surface reflectance perception and memory. We tested this possibility by administering tests of face perception and face recognition in which only shape or reflectance cues are available to developmental prosopagnosics, super-recognizers, and control subjects. Face recognition ability and the relative use of shape and pigmentation were unrelated in all the tests. Subjects who were better at using shape or reflectance cues were also better at using the other type of cue. These results do not support the proposal that variation in surface reflectance perception ability is the underlying cause of variation in face recognition ability. Instead, these findings support the idea that face recognition ability is related to neural circuits using representations that integrate shape and pigmentation information.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11299808" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8971a97c9281775b03b58d9b15accb23" rel="nofollow" data-download="{"attachment_id":46767031,"asset_id":11299808,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46767031/download_file?st=MTczOTg0OTg2NCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="872883" href="https://independent.academia.edu/GargaChatterjee">Garga Chatterjee</a><script data-card-contents-for-user="872883" type="text/json">{"id":872883,"first_name":"Garga","last_name":"Chatterjee","domain_name":"independent","page_name":"GargaChatterjee","display_name":"Garga Chatterjee","profile_url":"https://independent.academia.edu/GargaChatterjee?f_ri=82283","photo":"https://0.academia-photos.com/872883/314941/8703139/s65_garga.chatterjee.jpg"}</script></span></span></li><li class="js-paper-rank-work_11299808 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11299808"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11299808, container: ".js-paper-rank-work_11299808", }); 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It is possible that developmental prosopagnosics are deficient not in their ability to recognize faces per se, but rather in their ability to use reflectance cues. Similarly, super-recognizers' exceptional ability with face recognition may be a result of superior surface reflectance perception and memory. We tested this possibility by administering tests of face perception and face recognition in which only shape or reflectance cues are available to developmental prosopagnosics, super-recognizers, and control subjects. Face recognition ability and the relative use of shape and pigmentation were unrelated in all the tests. Subjects who were better at using shape or reflectance cues were also better at using the other type of cue. These results do not support the proposal that variation in surface reflectance perception ability is the underlying cause of variation in face recognition ability. Instead, these findings support the idea that face recognition ability is related to neural circuits using representations that integrate shape and pigmentation information.","downloadable_attachments":[{"id":46767031,"asset_id":11299808,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":872883,"first_name":"Garga","last_name":"Chatterjee","domain_name":"independent","page_name":"GargaChatterjee","display_name":"Garga Chatterjee","profile_url":"https://independent.academia.edu/GargaChatterjee?f_ri=82283","photo":"https://0.academia-photos.com/872883/314941/8703139/s65_garga.chatterjee.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=82283","nofollow":true},{"id":1877,"name":"Pigmentation","url":"https://www.academia.edu/Documents/in/Pigmentation?f_ri=82283","nofollow":true},{"id":5110,"name":"Face Recognition","url":"https://www.academia.edu/Documents/in/Face_Recognition?f_ri=82283"},{"id":11636,"name":"Face","url":"https://www.academia.edu/Documents/in/Face?f_ri=82283"},{"id":17113,"name":"Face recognition (Psychology)","url":"https://www.academia.edu/Documents/in/Face_recognition_Psychology_?f_ri=82283"},{"id":28499,"name":"Face perception","url":"https://www.academia.edu/Documents/in/Face_perception?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":88325,"name":"Cues","url":"https://www.academia.edu/Documents/in/Cues?f_ri=82283"},{"id":100929,"name":"Prosopagnosia","url":"https://www.academia.edu/Documents/in/Prosopagnosia?f_ri=82283"},{"id":135373,"name":"Contrast sensitivity","url":"https://www.academia.edu/Documents/in/Contrast_sensitivity?f_ri=82283"},{"id":184711,"name":"Shape","url":"https://www.academia.edu/Documents/in/Shape?f_ri=82283"},{"id":445081,"name":"Reflectance","url":"https://www.academia.edu/Documents/in/Reflectance?f_ri=82283"},{"id":452621,"name":"Neuropsychologia","url":"https://www.academia.edu/Documents/in/Neuropsychologia?f_ri=82283"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=82283"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests?f_ri=82283"}]}, }) } 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u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76999093; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76999093"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76999093 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76999093"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76999093; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76999093]").text(description); $(".js-view-count-work_76999093").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76999093").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76999093"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="39719" rel="nofollow" href="https://www.academia.edu/Documents/in/Food_Analysis">Food Analysis</a>, <script data-card-contents-for-ri="39719" type="text/json">{"id":39719,"name":"Food Analysis","url":"https://www.academia.edu/Documents/in/Food_Analysis?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="45349" rel="nofollow" href="https://www.academia.edu/Documents/in/Space_perception">Space perception</a>, <script data-card-contents-for-ri="45349" type="text/json">{"id":45349,"name":"Space perception","url":"https://www.academia.edu/Documents/in/Space_perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82283" rel="nofollow" href="https://www.academia.edu/Documents/in/Form_perception">Form perception</a>, <script data-card-contents-for-ri="82283" type="text/json">{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="91756" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_Evoked_Potential">Visual Evoked Potential</a><script data-card-contents-for-ri="91756" type="text/json">{"id":91756,"name":"Visual Evoked Potential","url":"https://www.academia.edu/Documents/in/Visual_Evoked_Potential?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76999093]'), work: {"id":76999093,"title":"Food’s visually perceived fat content affects discrimination speed in an orthogonal spatial task","created_at":"2022-04-19T15:10:11.278-07:00","url":"https://www.academia.edu/76999093/Food_s_visually_perceived_fat_content_affects_discrimination_speed_in_an_orthogonal_spatial_task?f_ri=82283","dom_id":"work_76999093","summary":null,"downloadable_attachments":[{"id":84542979,"asset_id":76999093,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":100012,"first_name":"Charles","last_name":"Spence","domain_name":"oxford","page_name":"CharlesSpence","display_name":"Charles Spence","profile_url":"https://oxford.academia.edu/CharlesSpence?f_ri=82283","photo":"https://0.academia-photos.com/100012/27574/25394/s65_charles.spence.jpg"}],"research_interests":[{"id":39719,"name":"Food Analysis","url":"https://www.academia.edu/Documents/in/Food_Analysis?f_ri=82283","nofollow":true},{"id":45349,"name":"Space perception","url":"https://www.academia.edu/Documents/in/Space_perception?f_ri=82283","nofollow":true},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283","nofollow":true},{"id":91756,"name":"Visual Evoked Potential","url":"https://www.academia.edu/Documents/in/Visual_Evoked_Potential?f_ri=82283","nofollow":true},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=82283"},{"id":121207,"name":"Human Performance","url":"https://www.academia.edu/Documents/in/Human_Performance?f_ri=82283"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=82283"},{"id":202574,"name":"Feeding Behavior","url":"https://www.academia.edu/Documents/in/Feeding_Behavior?f_ri=82283"},{"id":203010,"name":"Human Brain","url":"https://www.academia.edu/Documents/in/Human_Brain?f_ri=82283"},{"id":1499498,"name":"High energy","url":"https://www.academia.edu/Documents/in/High_energy?f_ri=82283"},{"id":2348526,"name":"Dietary fats","url":"https://www.academia.edu/Documents/in/Dietary_fats?f_ri=82283"},{"id":2444775,"name":"Psychomotor Performance","url":"https://www.academia.edu/Documents/in/Psychomotor_Performance?f_ri=82283"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests?f_ri=82283"},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences?f_ri=82283"},{"id":3049974,"name":"Stimulus Onset Asynchrony","url":"https://www.academia.edu/Documents/in/Stimulus_Onset_Asynchrony?f_ri=82283"},{"id":3763225,"name":"Medical and Health Sciences","url":"https://www.academia.edu/Documents/in/Medical_and_Health_Sciences?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6235605" data-work_id="6235605" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6235605/Learning_through_Hand_or_Typewriting_Influences_Visual_Recognition_of_New_Graphic_Shapes_Behavioral_and_Functional_Imaging_Evidence">Learning through Hand or Typewriting Influences Visual Recognition of New Graphic Shapes: Behavioral and Functional Imaging Evidence</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">& Fast and accurate visual recognition of single characters is crucial for efficient reading. We explored the possible contribution of writing memory to character recognition processes. We evaluated the ability of adults to discriminate... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6235605" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">& Fast and accurate visual recognition of single characters is crucial for efficient reading. We explored the possible contribution of writing memory to character recognition processes. We evaluated the ability of adults to discriminate new characters from their mirror images after being taught how to produce the characters either by traditional pen-and-paper writing or with a computer keyboard. After training, we found stronger and longer lasting (several weeks) facilitation in recognizing the orientation of characters that had been written by hand compared to those typed. Functional magnetic resonance im-aging recordings indicated that the response mode during learning is associated with distinct pathways during recognition of graphic shapes. Greater activity related to handwriting learning and normal letter identification was observed in several brain regions known to be involved in the execution, imagery, and observation of actions, in particular, the left Broca's area and bilateral inferior parietal lobules. Taken together, these results provide strong arguments in favor of the view that the specific movements memorized when learning how to write participate in the visual recognition of graphic shapes and letters. &</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6235605" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9c4916e253b2f23bb2d211cf43cbbb39" rel="nofollow" data-download="{"attachment_id":33383213,"asset_id":6235605,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33383213/download_file?st=MTczOTg0OTg2NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9582059" href="https://univ-amu.academia.edu/JeanLucVelay">Jean-Luc Velay</a><script data-card-contents-for-user="9582059" type="text/json">{"id":9582059,"first_name":"Jean-Luc","last_name":"Velay","domain_name":"univ-amu","page_name":"JeanLucVelay","display_name":"Jean-Luc Velay","profile_url":"https://univ-amu.academia.edu/JeanLucVelay?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_6235605 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6235605"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6235605, container: ".js-paper-rank-work_6235605", }); });</script></li><li class="js-percentile-work_6235605 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6235605; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_6235605"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_6235605 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="6235605"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6235605; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6235605]").text(description); $(".js-view-count-work_6235605").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_6235605").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6235605"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">21</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3243" rel="nofollow" href="https://www.academia.edu/Documents/in/Nonparametric_Statistics">Nonparametric Statistics</a>, <script data-card-contents-for-ri="3243" type="text/json">{"id":3243,"name":"Nonparametric Statistics","url":"https://www.academia.edu/Documents/in/Nonparametric_Statistics?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5111" rel="nofollow" href="https://www.academia.edu/Documents/in/Character_Recognition">Character Recognition</a><script data-card-contents-for-ri="5111" type="text/json">{"id":5111,"name":"Character Recognition","url":"https://www.academia.edu/Documents/in/Character_Recognition?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6235605]'), work: {"id":6235605,"title":"Learning through Hand or Typewriting Influences Visual Recognition of New Graphic Shapes: Behavioral and Functional Imaging Evidence","created_at":"2014-02-28T00:00:37.873-08:00","url":"https://www.academia.edu/6235605/Learning_through_Hand_or_Typewriting_Influences_Visual_Recognition_of_New_Graphic_Shapes_Behavioral_and_Functional_Imaging_Evidence?f_ri=82283","dom_id":"work_6235605","summary":"\u0026 Fast and accurate visual recognition of single characters is crucial for efficient reading. We explored the possible contribution of writing memory to character recognition processes. We evaluated the ability of adults to discriminate new characters from their mirror images after being taught how to produce the characters either by traditional pen-and-paper writing or with a computer keyboard. After training, we found stronger and longer lasting (several weeks) facilitation in recognizing the orientation of characters that had been written by hand compared to those typed. Functional magnetic resonance im-aging recordings indicated that the response mode during learning is associated with distinct pathways during recognition of graphic shapes. Greater activity related to handwriting learning and normal letter identification was observed in several brain regions known to be involved in the execution, imagery, and observation of actions, in particular, the left Broca's area and bilateral inferior parietal lobules. Taken together, these results provide strong arguments in favor of the view that the specific movements memorized when learning how to write participate in the visual recognition of graphic shapes and letters. \u0026","downloadable_attachments":[{"id":33383213,"asset_id":6235605,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9582059,"first_name":"Jean-Luc","last_name":"Velay","domain_name":"univ-amu","page_name":"JeanLucVelay","display_name":"Jean-Luc Velay","profile_url":"https://univ-amu.academia.edu/JeanLucVelay?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":3243,"name":"Nonparametric Statistics","url":"https://www.academia.edu/Documents/in/Nonparametric_Statistics?f_ri=82283","nofollow":true},{"id":5111,"name":"Character Recognition","url":"https://www.academia.edu/Documents/in/Character_Recognition?f_ri=82283","nofollow":true},{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=82283"},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=82283"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=82283"},{"id":35888,"name":"Cognitive","url":"https://www.academia.edu/Documents/in/Cognitive?f_ri=82283"},{"id":46118,"name":"Handwriting","url":"https://www.academia.edu/Documents/in/Handwriting?f_ri=82283"},{"id":49962,"name":"Visual Cortex","url":"https://www.academia.edu/Documents/in/Visual_Cortex?f_ri=82283"},{"id":65615,"name":"Cerebellum","url":"https://www.academia.edu/Documents/in/Cerebellum?f_ri=82283"},{"id":78467,"name":"Cerebral Cortex","url":"https://www.academia.edu/Documents/in/Cerebral_Cortex?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":100946,"name":"Functional Imaging","url":"https://www.academia.edu/Documents/in/Functional_Imaging?f_ri=82283"},{"id":153836,"name":"Motor Cortex","url":"https://www.academia.edu/Documents/in/Motor_Cortex?f_ri=82283"},{"id":406036,"name":"Parietal Lobe","url":"https://www.academia.edu/Documents/in/Parietal_Lobe?f_ri=82283"},{"id":983103,"name":"Inferior Parietal Lobule","url":"https://www.academia.edu/Documents/in/Inferior_Parietal_Lobule?f_ri=82283"},{"id":1000427,"name":"Reference Values","url":"https://www.academia.edu/Documents/in/Reference_Values?f_ri=82283"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=82283"},{"id":1756573,"name":"Motor Skills","url":"https://www.academia.edu/Documents/in/Motor_Skills?f_ri=82283"},{"id":2444775,"name":"Psychomotor Performance","url":"https://www.academia.edu/Documents/in/Psychomotor_Performance?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1550370" data-work_id="1550370" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1550370/Reading_acquisition_enhances_an_early_visual_process_of_contour_integration">Reading acquisition enhances an early visual process of contour integration</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The acquisition of reading has an extensive impact on the developing brain and leads to enhanced abilities in phonological processing and visual letter perception. Could this expertise also extend to early visual abilities outside the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1550370" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The acquisition of reading has an extensive impact on the developing brain and leads to enhanced abilities in phonological processing and visual letter perception. Could this expertise also extend to early visual abilities outside the reading domain? Here we studied the performance of illiterate, ex-illiterate and literate adults closely matched in age, socioeconomic and cultural characteristics, on a contour integration task known to depend on early visual processing. Stimuli consisted of a closed eggshaped contour made of disconnected Gabor patches, within a background of randomly oriented Gabor stimuli. Subjects had to decide whether the egg was pointing left or right. Difficulty was varied by jittering the orientation of the Gabor patches forming the contour. Contour integration performance was lower in illiterates than in both ex-illiterate and literate controls. We argue that this difference in contour perception must reflect a genuine difference in visual function. According to this view, the intensive perceptual training that accompanies reading acquisition also improves early visual abilities, suggesting that the impact of literacy on the visual system is more widespread than originally proposed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1550370" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f2870619a3a1e0fc4119122521c9fe23" rel="nofollow" data-download="{"attachment_id":50934028,"asset_id":1550370,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50934028/download_file?st=MTczOTg0OTg2NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="835020" href="https://lisboa.academia.edu/LuisQuerido">Luis Querido</a><script data-card-contents-for-user="835020" type="text/json">{"id":835020,"first_name":"Luis","last_name":"Querido","domain_name":"lisboa","page_name":"LuisQuerido","display_name":"Luis Querido","profile_url":"https://lisboa.academia.edu/LuisQuerido?f_ri=82283","photo":"https://0.academia-photos.com/835020/53449534/41576944/s65_luis.querido.jpeg"}</script></span></span></li><li class="js-paper-rank-work_1550370 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1550370"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1550370, container: ".js-paper-rank-work_1550370", }); });</script></li><li class="js-percentile-work_1550370 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1550370; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1550370"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1550370 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1550370"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1550370; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1550370]").text(description); $(".js-view-count-work_1550370").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1550370").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1550370"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="867" rel="nofollow" href="https://www.academia.edu/Documents/in/Perception">Perception</a>, <script data-card-contents-for-ri="867" type="text/json">{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a><script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1550370]'), work: {"id":1550370,"title":"Reading acquisition enhances an early visual process of contour integration","created_at":"2012-05-10T18:05:43.023-07:00","url":"https://www.academia.edu/1550370/Reading_acquisition_enhances_an_early_visual_process_of_contour_integration?f_ri=82283","dom_id":"work_1550370","summary":"The acquisition of reading has an extensive impact on the developing brain and leads to enhanced abilities in phonological processing and visual letter perception. Could this expertise also extend to early visual abilities outside the reading domain? Here we studied the performance of illiterate, ex-illiterate and literate adults closely matched in age, socioeconomic and cultural characteristics, on a contour integration task known to depend on early visual processing. Stimuli consisted of a closed eggshaped contour made of disconnected Gabor patches, within a background of randomly oriented Gabor stimuli. Subjects had to decide whether the egg was pointing left or right. Difficulty was varied by jittering the orientation of the Gabor patches forming the contour. Contour integration performance was lower in illiterates than in both ex-illiterate and literate controls. We argue that this difference in contour perception must reflect a genuine difference in visual function. According to this view, the intensive perceptual training that accompanies reading acquisition also improves early visual abilities, suggesting that the impact of literacy on the visual system is more widespread than originally proposed.","downloadable_attachments":[{"id":50934028,"asset_id":1550370,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":835020,"first_name":"Luis","last_name":"Querido","domain_name":"lisboa","page_name":"LuisQuerido","display_name":"Luis Querido","profile_url":"https://lisboa.academia.edu/LuisQuerido?f_ri=82283","photo":"https://0.academia-photos.com/835020/53449534/41576944/s65_luis.querido.jpeg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=82283","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=82283","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=82283"},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=82283"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=82283"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=82283"},{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=82283"},{"id":26879,"name":"Social Class","url":"https://www.academia.edu/Documents/in/Social_Class?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":93037,"name":"Orientation","url":"https://www.academia.edu/Documents/in/Orientation?f_ri=82283"},{"id":229238,"name":"Developmental","url":"https://www.academia.edu/Documents/in/Developmental?f_ri=82283"},{"id":442068,"name":"Developmental Science","url":"https://www.academia.edu/Documents/in/Developmental_Science?f_ri=82283"},{"id":546421,"name":"Educational Status","url":"https://www.academia.edu/Documents/in/Educational_Status?f_ri=82283"},{"id":1125862,"name":"Visual stimuli","url":"https://www.academia.edu/Documents/in/Visual_stimuli?f_ri=82283"},{"id":2533306,"name":"cultural characteristics","url":"https://www.academia.edu/Documents/in/cultural_characteristics?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_441769" data-work_id="441769" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/441769/The_Rubber_Hand_Illusion_Revisited_Visuotactile_Integration_and_Self_Attribution">The Rubber Hand Illusion Revisited: Visuotactile Integration and Self-Attribution</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/441769" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e53f923c60f85f968b92718153199834" rel="nofollow" data-download="{"attachment_id":1991875,"asset_id":441769,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/1991875/download_file?st=MTczOTg0OTg2NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="331501" href="https://royalholloway.academia.edu/ManosTsakiris">Manos Tsakiris</a><script data-card-contents-for-user="331501" type="text/json">{"id":331501,"first_name":"Manos","last_name":"Tsakiris","domain_name":"royalholloway","page_name":"ManosTsakiris","display_name":"Manos Tsakiris","profile_url":"https://royalholloway.academia.edu/ManosTsakiris?f_ri=82283","photo":"https://0.academia-photos.com/331501/92320/101509/s65_manos.tsakiris.jpg"}</script></span></span></li><li class="js-paper-rank-work_441769 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="441769"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 441769, container: ".js-paper-rank-work_441769", }); });</script></li><li class="js-percentile-work_441769 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 441769; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_441769"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_441769 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="441769"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 441769; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=441769]").text(description); $(".js-view-count-work_441769").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_441769").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="441769"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="258" rel="nofollow" href="https://www.academia.edu/Documents/in/Experimental_Psychology">Experimental Psychology</a>, <script data-card-contents-for-ri="258" type="text/json">{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5359" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_perception">Visual perception</a><script data-card-contents-for-ri="5359" type="text/json">{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=441769]'), work: {"id":441769,"title":"The Rubber Hand Illusion Revisited: Visuotactile Integration and Self-Attribution","created_at":"2011-02-13T22:08:21.281-08:00","url":"https://www.academia.edu/441769/The_Rubber_Hand_Illusion_Revisited_Visuotactile_Integration_and_Self_Attribution?f_ri=82283","dom_id":"work_441769","summary":null,"downloadable_attachments":[{"id":1991875,"asset_id":441769,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":331501,"first_name":"Manos","last_name":"Tsakiris","domain_name":"royalholloway","page_name":"ManosTsakiris","display_name":"Manos Tsakiris","profile_url":"https://royalholloway.academia.edu/ManosTsakiris?f_ri=82283","photo":"https://0.academia-photos.com/331501/92320/101509/s65_manos.tsakiris.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=82283","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=82283","nofollow":true},{"id":54214,"name":"Proprioception","url":"https://www.academia.edu/Documents/in/Proprioception?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":86150,"name":"Touch","url":"https://www.academia.edu/Documents/in/Touch?f_ri=82283"},{"id":147919,"name":"Optical Illusions","url":"https://www.academia.edu/Documents/in/Optical_Illusions?f_ri=82283"},{"id":321147,"name":"Self Concept","url":"https://www.academia.edu/Documents/in/Self_Concept?f_ri=82283"},{"id":904692,"name":"Bottom Up","url":"https://www.academia.edu/Documents/in/Bottom_Up?f_ri=82283"},{"id":904693,"name":"Top Down","url":"https://www.academia.edu/Documents/in/Top_Down?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9656288" data-work_id="9656288" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9656288/Adult_age_differences_in_task_switching">Adult age differences in task switching</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Age differences in 2 components of task-set switching speed were investigated in 118 adults aged 20 to 80 years using task-set homogeneous (e.g., AAAA... ) and task-set heterogeneous (e.g., AABBAABB... ) blocks. General switch costs were... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9656288" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Age differences in 2 components of task-set switching speed were investigated in 118 adults aged 20 to 80 years using task-set homogeneous (e.g., AAAA... ) and task-set heterogeneous (e.g., AABBAABB... ) blocks. General switch costs were defined as latency differences between heterogeneous and homogeneous blocks, whereas specific switch costs were defined as differences between switch and nonswitch trials within heterogeneous blocks. Both types of costs generalized over verbal, figural, and numeric stimulus materials; were more highly correlated to fluid than to crystallized abilities; and were not eliminated after 6 sessions of practice, indicating that they reflect basic and domain-general aspects of cognitive control. Most important, age-associated increments in costs were significantly greater for general than for specific switch costs, suggesting that the ability to efficiently maintain and coordinate 2 alternating task sets in working memory instead of 1 is more negatively affected by advancing age than the ability to execute the task switch itself.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9656288" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="273cc5c5b838de597f3a0b9d4c23211b" rel="nofollow" data-download="{"attachment_id":47686979,"asset_id":9656288,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47686979/download_file?st=MTczOTg0OTg2NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23053475" href="https://mpib-berlin-mpg.academia.edu/ulmanlindenberger">ulman lindenberger</a><script data-card-contents-for-user="23053475" type="text/json">{"id":23053475,"first_name":"ulman","last_name":"lindenberger","domain_name":"mpib-berlin-mpg","page_name":"ulmanlindenberger","display_name":"ulman lindenberger","profile_url":"https://mpib-berlin-mpg.academia.edu/ulmanlindenberger?f_ri=82283","photo":"https://0.academia-photos.com/23053475/126678896/116056223/s65_ulman.lindenberger.png"}</script></span></span></li><li class="js-paper-rank-work_9656288 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9656288"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9656288, container: ".js-paper-rank-work_9656288", }); 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$(".js-view-count[data-work-id=9656288]").text(description); $(".js-view-count-work_9656288").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9656288").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9656288"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">21</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2674" rel="nofollow" href="https://www.academia.edu/Documents/in/Intelligence">Intelligence</a>, <script data-card-contents-for-ri="2674" type="text/json">{"id":2674,"name":"Intelligence","url":"https://www.academia.edu/Documents/in/Intelligence?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3595" rel="nofollow" href="https://www.academia.edu/Documents/in/Individuality">Individuality</a><script data-card-contents-for-ri="3595" type="text/json">{"id":3595,"name":"Individuality","url":"https://www.academia.edu/Documents/in/Individuality?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9656288]'), work: {"id":9656288,"title":"Adult age differences in task switching","created_at":"2014-12-07T01:13:38.219-08:00","url":"https://www.academia.edu/9656288/Adult_age_differences_in_task_switching?f_ri=82283","dom_id":"work_9656288","summary":"Age differences in 2 components of task-set switching speed were investigated in 118 adults aged 20 to 80 years using task-set homogeneous (e.g., AAAA... ) and task-set heterogeneous (e.g., AABBAABB... ) blocks. General switch costs were defined as latency differences between heterogeneous and homogeneous blocks, whereas specific switch costs were defined as differences between switch and nonswitch trials within heterogeneous blocks. Both types of costs generalized over verbal, figural, and numeric stimulus materials; were more highly correlated to fluid than to crystallized abilities; and were not eliminated after 6 sessions of practice, indicating that they reflect basic and domain-general aspects of cognitive control. Most important, age-associated increments in costs were significantly greater for general than for specific switch costs, suggesting that the ability to efficiently maintain and coordinate 2 alternating task sets in working memory instead of 1 is more negatively affected by advancing age than the ability to execute the task switch itself.","downloadable_attachments":[{"id":47686979,"asset_id":9656288,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23053475,"first_name":"ulman","last_name":"lindenberger","domain_name":"mpib-berlin-mpg","page_name":"ulmanlindenberger","display_name":"ulman lindenberger","profile_url":"https://mpib-berlin-mpg.academia.edu/ulmanlindenberger?f_ri=82283","photo":"https://0.academia-photos.com/23053475/126678896/116056223/s65_ulman.lindenberger.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":2674,"name":"Intelligence","url":"https://www.academia.edu/Documents/in/Intelligence?f_ri=82283","nofollow":true},{"id":3595,"name":"Individuality","url":"https://www.academia.edu/Documents/in/Individuality?f_ri=82283","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=82283"},{"id":6791,"name":"Aging","url":"https://www.academia.edu/Documents/in/Aging?f_ri=82283"},{"id":8538,"name":"Working Memory","url":"https://www.academia.edu/Documents/in/Working_Memory?f_ri=82283"},{"id":38756,"name":"Color Perception","url":"https://www.academia.edu/Documents/in/Color_Perception?f_ri=82283"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=82283"},{"id":69825,"name":"Negative Affect","url":"https://www.academia.edu/Documents/in/Negative_Affect?f_ri=82283"},{"id":80608,"name":"Task Switching","url":"https://www.academia.edu/Documents/in/Task_Switching?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=82283"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=82283"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance?f_ri=82283"},{"id":546419,"name":"Age Factors","url":"https://www.academia.edu/Documents/in/Age_Factors?f_ri=82283"},{"id":759650,"name":"Psychology of Aging","url":"https://www.academia.edu/Documents/in/Psychology_of_Aging?f_ri=82283"},{"id":816819,"name":"Psychological Models","url":"https://www.academia.edu/Documents/in/Psychological_Models?f_ri=82283"},{"id":1144102,"name":"Task Performance and Analysis","url":"https://www.academia.edu/Documents/in/Task_Performance_and_Analysis?f_ri=82283"},{"id":2444775,"name":"Psychomotor Performance","url":"https://www.academia.edu/Documents/in/Psychomotor_Performance?f_ri=82283"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19508644" data-work_id="19508644" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19508644/Taking_Shape_Supporting_Preschoolers_Acquisition_of_Geometric_Knowledge_Through_Guided_Play">Taking Shape: Supporting Preschoolers' Acquisition of Geometric Knowledge Through Guided Play</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19508644" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child-centered, playful learning programs facilitate learning more than other methods, 4-to 5-year-old children (N = 70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate "sense-making," such as guided play, undergird shape learning.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19508644" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9a19acfab9fa54bf86a676d39c133082" rel="nofollow" data-download="{"attachment_id":40659982,"asset_id":19508644,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40659982/download_file?st=MTczOTg0OTg2NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="39787782" href="https://independent.academia.edu/KathyHirshpasek">Kathy Hirsh-pasek</a><script data-card-contents-for-user="39787782" type="text/json">{"id":39787782,"first_name":"Kathy","last_name":"Hirsh-pasek","domain_name":"independent","page_name":"KathyHirshpasek","display_name":"Kathy Hirsh-pasek","profile_url":"https://independent.academia.edu/KathyHirshpasek?f_ri=82283","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_19508644 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19508644"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19508644, container: ".js-paper-rank-work_19508644", }); 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$(".js-view-count[data-work-id=19508644]").text(description); $(".js-view-count-work_19508644").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19508644").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19508644"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4583" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_Development">Child Development</a>, <script data-card-contents-for-ri="4583" type="text/json">{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=82283","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="37753" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching">Teaching</a><script data-card-contents-for-ri="37753" type="text/json">{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=82283","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19508644]'), work: {"id":19508644,"title":"Taking Shape: Supporting Preschoolers' Acquisition of Geometric Knowledge Through Guided Play","created_at":"2015-12-05T13:11:46.868-08:00","url":"https://www.academia.edu/19508644/Taking_Shape_Supporting_Preschoolers_Acquisition_of_Geometric_Knowledge_Through_Guided_Play?f_ri=82283","dom_id":"work_19508644","summary":"Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child-centered, playful learning programs facilitate learning more than other methods, 4-to 5-year-old children (N = 70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate \"sense-making,\" such as guided play, undergird shape learning.","downloadable_attachments":[{"id":40659982,"asset_id":19508644,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":39787782,"first_name":"Kathy","last_name":"Hirsh-pasek","domain_name":"independent","page_name":"KathyHirshpasek","display_name":"Kathy Hirsh-pasek","profile_url":"https://independent.academia.edu/KathyHirshpasek?f_ri=82283","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=82283","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=82283","nofollow":true},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=82283","nofollow":true},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=82283","nofollow":true},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=82283"},{"id":44096,"name":"Knowledge","url":"https://www.academia.edu/Documents/in/Knowledge?f_ri=82283"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=82283"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance?f_ri=82283"}]}, }) } })();</script></ul></li></ul></div></div></div><div class="u-taCenter Pagination"><ul class="pagination"><li class="next_page"><a href="/Documents/in/Form_perception?after=50%2C19508644" rel="next">Next</a></li><li class="last next"><a href="/Documents/in/Form_perception?page=last">Last »</a></li></ul></div></div><div class="hidden-xs 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