scholarly journals Canonical visual size for real-world objects.

2011 ◽  
Vol 37 (1) ◽  
pp. 23-37 ◽  
Author(s):  
Talia Konkle ◽  
Aude Oliva
Keyword(s):  
2018 ◽  
Author(s):  
Bria Long ◽  
Mariko Moher ◽  
Susan Carey ◽  
Talia Konkle

When adults see a picture of an object, they automatically process how big the object typically is in the real world (Konkle & Oliva, 2012a). How much life experience is needed for this automatic size processing to emerge? Here, we ask whether preschoolers show this same signature of automatic size processing. We showed 3- and 4-year-olds displays with two pictures of objects and asked them to touch the picture that was smaller on the screen. Critically, the relative visual sizes of the objects could either be congruent with their relative real-world sizes (e.g., a small picture of a shoe next to a big picture of a car) or incongruent with their relative real-world sizes (e.g., a big picture of a shoe next to a small picture of a car). Across two experiments, we found that preschoolers were worse at making visual size judgments on incongruent trials, suggesting that real-world size was automatically activated and interfered with their performance. In a third experiment, we found that both 4-year-olds and adults showed similar item-pair effects (i.e., showed larger Size-Stroop effects for the pairs of items, relative to other pairs). Furthermore, the magnitude of the item-pair Stroop effects in 4-year-olds did not depend on whether they could recognize the pictured objects, suggesting that the perceptual features of these objects were sufficient to trigger the processing of real-world size information. These results indicate that, by 3–4 years of age, children automatically extract real-world size information from depicted objects.


2020 ◽  
Vol 23 (2) ◽  
pp. 191-200
Author(s):  
Magdalena Szubielska ◽  
Marcin Wojtasiński ◽  
Katarzyna Biedroń ◽  
Mateusz Bobel ◽  
Natalia Chudziak

To date canonical size for physical objects has been exclusively investigated in the visual domain and termed canonical visual size. As the visual and haptic modalities are interconnected in object processing, we have investigated if canonical size occurs in the tactile domain, namely, in embossed drawings made by sighted adults when blindfolded. 17 participants were asked to draw 16 objects of 8 different ranks of physical size. In the visual domain, they drew on sheets of paper, and in the tactile domain, they drew (when blindfolded) on special plastic sheets for embossed graphics haptically controlling the performance with hands. In both the visual and the tactile domain the size of drawings increased linearly with the logarithm of the physical size of real-world objects indicating occurrence of canonical size effect in both domains. Our findings demonstrated that canonical size is not only visual in character but that it is also revealed in a haptic drawing task. It suggests that spatial images (at least visual and tactile) are shared instead of being unimodal in nature.


2021 ◽  
Author(s):  
Yi-Chia Chen ◽  
Arturo Deza ◽  
Talia Konkle

When viewing objects depicted in a frame, observers prefer to view large objects like cars in larger sizes and smaller objects like cups in smaller sizes. That is, the visual size of an object that "looks best" is linked to its typical physical size in the world. Why is this the case? One intuitive possibility is that these preferences are driven by semantic knowledge: For example, when we recognize a sofa, we access our knowledge about its real-world size, and this influences what size we prefer to view the sofa within a frame. However, might visual processing play a role in this phenomenon--that is, do visual features that are related to big and small objects look better at big and small visual sizes, respectively, even when observers do not have explicit access to semantic knowledge about the objects? To test this possibility, we used "texform" images, which are synthesized versions of recognizable objects, which critically retain local perceptual texture and coarse form information, but are no longer explicitly recognizable. To test for visual size preferences, we used a two-interval forced choice task, in which each texform was presented at the preferred visual size of its corresponding original image, and a visual size slightly bigger or smaller. Observers consistently selected the texform presented at the canonical visual size as the more aesthetically pleasing one. These results suggest that the preferred visual size of an object depends not only on explicit knowledge of its real-world size, but also can be evoked by mid-level visual features that systematically covary with an object's real-world size.


2018 ◽  
Vol 41 ◽  
Author(s):  
Michał Białek

AbstractIf we want psychological science to have a meaningful real-world impact, it has to be trusted by the public. Scientific progress is noisy; accordingly, replications sometimes fail even for true findings. We need to communicate the acceptability of uncertainty to the public and our peers, to prevent psychology from being perceived as having nothing to say about reality.


2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.


2015 ◽  
Vol 25 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Jennifer Tetnowski

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.


2006 ◽  
Vol 40 (7) ◽  
pp. 47
Author(s):  
LEE SAVIO BEERS
Keyword(s):  

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