Perceptual Organization of Shape

2013 ◽  
pp. 71-83 ◽  
Author(s):  
James H. Elder
Keyword(s):  
Perceptual Organization

Perceptual organization within dynamic reference frames

2001 ◽  
Author(s):  
Joseph S. Lappin ◽  
Duje Tadin ◽  
Emily Grossman
Keyword(s):  
Perceptual Organization ◽  
Reference Frames

Perceptual Organization Indices as Predictors for Memory Functioning

2007 ◽  
Author(s):  
Maritza Figueroa ◽  
Jessie Morrow ◽  
Stephanie Levy ◽  
Colleen Shearer ◽  
Charles J. Golden
Keyword(s):  
Perceptual Organization ◽  
Memory Functioning

"Perceptual Organization and Intelligence: A Further Study": Erratum.

1957 ◽  
Vol 55 (2) ◽  
pp. 273-273
Author(s):  
Clinton De Soto ◽  
H. Liebowitz
Keyword(s):  
Perceptual Organization

Image matching method based on perceptual organization of linear features in stereoscopic images

2010 ◽  
Vol 30 (8) ◽  
pp. 2088-2090
Author(s):  
Hai-tao GUO ◽  
Qing XU ◽  
Feng-bo CONG ◽  
Bao-ming ZHANG
Keyword(s):  
Perceptual Organization ◽  
Image Matching ◽  
Matching Method ◽  
Linear Features ◽  
Stereoscopic Images

Extraction method of standing faces of high building based on perceptual organization

2009 ◽  
Vol 29 (9) ◽  
pp. 2389-2392
Author(s):  
Hai-tao GUO ◽  
Xin WANG ◽  
Qing XU ◽  
Bao-ming ZHANG
Keyword(s):  
Perceptual Organization ◽  
Extraction Method ◽  
High Building

scholarly journals Genetic Correlations Between Brain Volumes and the WAIS-III Dimensions of Verbal Comprehension, Working Memory, Perceptual Organization, and Processing Speed

Twin Research ◽  
2003 ◽  
Vol 6 (2) ◽  
pp. 131-139 ◽  
Author(s):  
Daniëlle Posthuma ◽  
Wim F. C. Baaré ◽  
Hilleke E. Hulshoff Pol ◽  
René S. Kahn ◽  
Dorret I. Boomsma ◽  
...  
Keyword(s):  
Working Memory ◽  
Perceptual Organization ◽  
Processing Speed ◽  
Genetic Correlations ◽  
Brain Volumes ◽  
Verbal Comprehension

scholarly journals Multistability, cross-modal binding and the additivity of conjoined grouping principles

2012 ◽  
Vol 367 (1591) ◽  
pp. 954-964 ◽  
Author(s):  
Michael Kubovy ◽  
Minhong Yu
Keyword(s):  
Speech Perception ◽  
Perceptual Organization ◽  
Visual Binding ◽  
Gestalt Laws ◽  
Sceptical View

We present a sceptical view of multimodal multistability—drawing most of our examples from the relation between audition and vision. We begin by summarizing some of the principal ways in which audio-visual binding takes place. We review the evidence that unambiguous stimulation in one modality may affect the perception of a multistable stimulus in another modality. Cross-modal influences of one multistable stimulus on the multistability of another are different: they have occurred only in speech perception. We then argue that the strongest relation between perceptual organization in vision and perceptual organization in audition is likely to be by way of analogous Gestalt laws. We conclude with some general observations about multimodality.

scholarly journals Children’s Label-Learning Experience within Superordinate Categories Facilitates their Generalization of Labels for Additional Category Members

2017 ◽  
Vol 21 (1) ◽  
pp. 51-83
Author(s):  
Emily E. Russell
Keyword(s):  
Perceptual Organization ◽  
Learning Experience ◽  
Experimental Designs ◽  
Learning Ability ◽  
Future Research ◽  
Learning Biases ◽  
Quasi Experimental ◽  
Multiple Accounts ◽  
The Relationship ◽  
Specific Label

Abstract In two studies, we tested the relationship between children’s label-learning experience and label-learning ability within diverse superordinate categories with complex perceptual organization (animals, clothing, foods). Using both quasi-experimental and experimental designs, we examined 18- and 24-month-old children’s ability to generalize labels for novel members of superordinate categories as a product of their previous experience in learning labels for members of those categories. As predicted, children properly generalized more labels for members of the categories within which they had more label-learning experience than for members of the categories within which they had less label-learning experience. Results are consistent with the idea that children develop category-specific label-learning biases through their experience in learning labels for category members; they carry implications for multiple accounts of vocabulary acquisition and identify directions for future research.

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