scholarly journals Learning to See Random-Dot Stereograms

Perception ◽  
1992 ◽  
Vol 21 (2) ◽  
pp. 227-243 ◽  
Author(s):  
Alice J O'Toole ◽  
Daniel J Kersten
Keyword(s):  
Learning Effects ◽  
Retinal Position ◽  
Selective Visual Attention ◽  
Random Dot Stereograms ◽  
Position Specificity ◽  
Random Dot Patterns ◽  
Depth Percept ◽  
Specificity Of Learning ◽  
Specific Learning

In the present study some specific properties of the learning effects reported for random-dot stereograms are examined. In experiment 1 the retinal position-specific learning effect was reproduced and in a follow-up experiment it was shown that the position specificity of learning can be accounted for by selective visual attention. In experiments 2 and 3 evidence was obtained that suggests that observers can learn, to a certain degree, monocular random-dot patterns and that this learning facilitates the depth percept. This result indicates that the traditional belief that random-dot stereograms are devoid of monocularly recognizable or useful forms should be reconsidered. In the second set of experiments the learning of two binocular surface properties of random-dot stereograms, depth edges and internal depth regions, was investigated. It was shown in experiment 4 that the depth edges of random-dot stereograms are not learned, whereas the results of experiment 5 indicate that the internal depth regions are learned. Finally, in experiment 6 it was shown that depth edges are learned when the internal depth regions of the stereogram are ambiguous. The results are discussed in terms of the importance of the particular type of stimulus used in the learning process and in terms of perceptual learning and attention.

Prior real-world experience influences non-linguistic statistical learning

2020 ◽  
Author(s):  
Stephen Charles Van Hedger ◽  
Ingrid Johnsrude ◽  
Laura Batterink
Keyword(s):  
Statistical Learning ◽  
Real World ◽  
Language Experience ◽  
Pitch Range ◽  
Test Items ◽  
Instrument Measuring ◽  
Statistical Regularities ◽  
Context Free ◽  
Specific Learning

Listeners are adept at extracting regularities from the environment, a process known as statistical learning (SL). SL has been generally assumed to be a form of “context-free” learning that occurs independently of prior knowledge, and SL experiments typically involve exposing participants to presumed novel regularities, such as repeating nonsense words. However, recent work has called this assumption into question, demonstrating that learners’ previous language experience can considerably influence SL performance. In the present experiment, we tested whether previous knowledge also shapes SL in a non-linguistic domain, using a paradigm that involves extracting regularities over tone sequences. Participants learned novel tone sequences, which consisted of pitch intervals not typically found in Western music. For one group of participants, the tone sequences used artificial, computerized instrument sounds. For the other group, the same tone sequences used familiar instrument sounds (piano or violin). Knowledge of the statistical regularities was assessed using both trained sounds (measuring specific learning) and sounds that differed in pitch range and/or instrument (measuring transfer learning). In a follow-up experiment, two additional testing sessions were administered to gauge retention of learning (one day and approximately one-week post-training). Compared to artificial instruments, training on sequences played by familiar instruments resulted in reduced correlations among test items, reflecting more idiosyncratic performance. Across all three testing sessions, learning of novel regularities presented with familiar instruments was worse compared to unfamiliar instruments, suggesting that prior exposure to music produced by familiar instruments interfered with new sequence learning. Overall, these results demonstrate that real-world experience influences SL in a non-linguistic domain, supporting the view that SL involves the continuous updating of existing representations, rather than the establishment of entirely novel ones.

Does transcranial direct current stimulation affect selective visual attention in children with left-sided infantile hemiplegia? A randomized, controlled pilot study

2020 ◽  
pp. 1-13
Author(s):  
Raed A. Alharbi ◽  
Saleh A. Aloyuni ◽  
Faizan Kashoo ◽  
Mohamed I. Waly ◽  
Harpreet Singh ◽  
...  
Keyword(s):  
Pilot Study ◽  
Direct Current ◽  
Transcranial Direct Current Stimulation ◽  
Repeated Measures ◽  
Sham Group ◽  
Time Points ◽  
Selective Visual Attention ◽  
Subject Factor ◽  
And Control

Abstract Objective: Infantile hemiplegia due to brain injury is associated with poor attention span, which critically affects the learning and acquisition of new skills, especially among children with left-sided infantile hemiplegia (LSIH). This study aimed to improve the selective visual attention (SVA) of children with LSIH through transcranial direct current stimulation (tDCS). Methods: A total of 15 children participated in this randomized, double-blinded, pilot study; of them, 10 experienced LSIH, and the remaining 5 were healthy age-matched controls. All the children performed the Computerized Stroop Color-Word Test (CSCWT) at baseline, during the 5th and 10th treatment sessions, and at follow-up. The experimental (n = 5) and control groups (n = 5) received tDCS, while the sham group (n = 5) received placebo tDCS. All three groups received cognitive training on alternate days, for 3 weeks, with the aim to improve SVA. Results: Two-way repeated measures analysis of variance (ANOVA) showed a statistically significant change in the mean scores of CSCWT between time points (baseline, 5th and 10th sessions, and follow-up) within-subject factor, group (experimental, sham) between-subject factor and interaction (time points X group) (p < 0.005). Furthermore, a one-way repeated measures ANOVA showed significant differences between time point (p < 0.005) for the experimental and control group but not the sham group. Conclusion: These pilot results suggest that future research should be conducted with adequate samples to enable conclusions to be drawn.

scholarly journals Αποτελεσματική διδασκαλία γνωστικού σχήματος προβλημάτων αφαίρεσης σε μαθητές με ειδικές μαθησιακές δυσκολίες με τη χρήση πολλαπλών τρόπων αναπαράστασης της γνώσης

2021 ◽  
Vol 26 (1) ◽  
pp. 160
Author(s):  
Στέργιος Αγγελόπουλος ◽  
Ιωάννης Αγαλιώτης
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Effective Instruction ◽  
Specific Learning Disabilities ◽  
Primary School Students ◽  
School Students ◽  
Cognitive Schemata ◽  
Mathematical Difficulties ◽  
Specific Learning

The present research examines the construction and activation of cognitive schemata corresponding to subtraction-compare and subtraction-equalize math word problems by primary school students with specific learning disabilities. In order to facilitate the participants in developing their cognitive schemata, we utilized multiple ways of knowledge representation (manipulatives, pictures, and arithmetic symbols) in the context of an intervention based on the principles of effective instruction. In order to evaluate the results, assessments were conducted prior and immediately after the implementation of the intervention, as well as three weeks after its completion. It was found that participants performed significantly better in problem solving both after the intervention and at follow-up, proving that they benefited from the instruction they had received. Results are discussed in regard to organizing appropriate instruction for students with mathematical difficulties and disabilities.

Motion Parallax as an Independent Cue for Depth Perception

Perception ◽  
1979 ◽  
Vol 8 (2) ◽  
pp. 125-134 ◽  
Author(s):  
Brian Rogers ◽  
Maureen Graham
Keyword(s):  
Depth Perception ◽  
Close Agreement ◽  
Motion Parallax ◽  
Three Dimensional ◽  
Matching Task ◽  
Relative Depth ◽  
Relative Movement ◽  
Random Dot Stereograms ◽  
Random Dot Patterns ◽  
Dimensional Surface

The perspective transformations of the retinal image, produced by either the movement of an observer or the movement of objects in the visual world, were found to produce a reliable, consistent, and unambiguous impression of relative depth in the absence of all other cues to depth and distance. The stimulus displays consisted of computer-generated random-dot patterns that could be transformed by each movement of the observer or the display oscilloscope to simulate the relative movement information produced by a three-dimensional surface. Using a stereoscopic matching task, the second experiment showed that the perceived depth from parallax transformations is in close agreement with the degree of relative image displacement, as well as producing a compelling impression of three-dimensionality not unlike that found with random-dot stereograms.

A Longitudinal Follow-Up of Graduates from a Rural Special Education Program

1992 ◽  
Vol 15 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Robert L. Schalock ◽  
Cary Holl ◽  
Barb Elliott ◽  
Irv Ross
Keyword(s):  
Special Education ◽  
Education Program ◽  
Program Analysis ◽  
Living Arrangement ◽  
Learning Disabled ◽  
Analysis And Evaluation ◽  
Work Related ◽  
Special Education Program ◽  
Specific Learning

This article summarizes the post-graduation outcomes of 298 students verified as either specific learning disabled or mentally handicapped who graduated from a rural special education program between 1979 and 1988. The following outcome measures were analyzed: current (1989) employment environment, employment outcomes, work-related benefits, primary reported source of income, and living arrangement. Results are discussed relative to comparable published studies, implications for staff training, and the continued need for program analysis and evaluation.

Stereoscopic Illusion Based on the Proximity Principle

Perception ◽  
1989 ◽  
Vol 18 (5) ◽  
pp. 589-594 ◽  
Author(s):  
Thomas V Papathomas ◽  
Bela Julesz
Keyword(s):  
Binocular Disparity ◽  
Interesting Property ◽  
Temporal Sequence ◽  
Horizontal Direction ◽  
Periodic Stimulus ◽  
Random Dot Stereograms ◽  
Depth Percept ◽  
Proximity Principle ◽  
Random Dot Pattern ◽  
Sawtooth Waveform

A class of ambiguous random-dot stereograms were created that share the following interesting property: Although the binocular disparity forms a periodic ‘sawtooth’ waveform as a function of row number (the disparity is constant for a given row), these stimuli yield a monotonically increasing depth percept along the rows. The random-dot pattern of each row is periodic along the horizontal direction for the purpose of producing an ambiguous depth percept. It is this ambiguity that makes it possible for the periodic stimulus to give rise to a monotonic percept. This monotonic percept is substantially enhanced when the rows are shown in temporal sequence instead of all being displayed together. Experiments are reported which indicate that this illusion is due to the proximity, or pulling, effect in stereopsis.

Learning to See Complex Random-Dot Stereograms

Perception ◽  
1975 ◽  
Vol 4 (2) ◽  
pp. 173-178 ◽  
Author(s):  
John P Frisby ◽  
Jeremy L Clatworthy
Keyword(s):  
A Priori ◽  
Scale Model ◽  
Substantial Part ◽  
A Priori Information ◽  
Depth Effect ◽  
Follow Up Study ◽  
Random Dot Stereograms ◽  
Priori Information ◽  
Considerable Period

Many observers of complex random-dot stereograms find that the depth effect takes several seconds, or even minutes, to develop. Julesz (1971) has noted that giving a priori information to such observers about the nature of the ‘hidden’ cyclopean object appears to facilitate their stereopsis. An experiment is reported which investigated this possible facilitation. Naive subjects were shown a complex stereogram following various kinds of preliminary assistance, ranging from simply telling them about the amount of depth they could expect to see to showing them a full-scale model of the cyclopean object. Surprisingly, no benefit from such assistance could be demonstrated. All observers improved their stereopsis perception times with repeated presentations of the stereogram, showing that they could, in principle, benefit from assistance. A follow-up study three weeks later revealed that a substantial part of this improvement was maintained, indicating that the perceptual learning involved can last for a considerable period of time.

Media-Specific Learning Effects

1976 ◽  
Vol 3 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Reinhard Helmreich
Keyword(s):  
Learning Effects ◽  
Specific Learning

scholarly journals Temporal Properties of Disparity Processing Revealed by Dynamic Random-Dot Stereograms

Perception ◽  
10.1068/p5404 ◽  
2005 ◽  
Vol 34 (10) ◽  
pp. 1205-1219 ◽  
Author(s):  
Elena Gheorghiu ◽  
Casper J Erkelens
Keyword(s):  
Depth Perception ◽  
Temporal Integration ◽  
Temporal Properties ◽  
Different Types ◽  
Temporal Flexibility ◽  
Random Dot Stereograms ◽  
Integration Mechanisms ◽  
Stereoscopic System ◽  
Random Dot Patterns ◽  
The Relationship

In studies of the temporal flexibility of the stereoscopic system, it has been suggested that two different processes of binocular depth perception could be responsible for the flexibility: tolerance for interocular delays and temporal integration of correlation. None has investigated the relationship between tolerance for delays and temporal integration mechanisms and none has revealed which mechanism is responsible for depth perception in dynamic random-dot stereograms. We address these questions in the present study. Across five experiments, we investigated the temporal properties of stereopsis by varying interocular correlation as a function of time in controlled ways. We presented different types of dynamic random-dot stereograms, each consisting of two pairs of alternating random-dot patterns. Our experimental results demonstrate that (i) disparities from simultaneous monocular inputs dominate those from interocular delayed inputs; (ii) stereopsis is limited by temporal properties of monocular luminance mechanisms; and (iii) depth perception in dynamic random-dot stereograms results from cross-correlation-like operation on two simultaneous monocular inputs that represent the retinal images after having been subjected to a process of monocular temporal integration of luminance.

scholarly journals The Effects of Mindfulness Intervention on the Social Skills of Students with Specific Learning Disability

2020 ◽  
Vol 12 (2) ◽  
pp. 115-124
Author(s):  
Haniye Mohammad Esmmaeelbeygi ◽  
Ghorban Hemati Alamdarloo ◽  
Diba Seif ◽  
Fatemeh Soosan Jabbari
Keyword(s):  
Social Skills ◽  
Learning Disability ◽  
Specific Learning Disability ◽  
Multiple Baseline ◽  
Single Subject ◽  
Base Line ◽  
Mindfulness Intervention ◽  
The Social ◽  
Specific Learning

The aim of the present study was to determining the effect of mindfulness intervention on social skills of the students with specific learning disability (SLD). For this purpose, in a single- subject multiple baseline across subjects, three students with SLD in the third grade of primary school were selected as participants. The instrument for assessment of social skills was social skills rating system (SSRS) by Gresham, & Elliott, in a checklist format that was completed by parents. Mindfulness intervention was conducted in eight 45-minutes’ sessions individually, in a single subject multiple baseline across subjects. The checklist of social skills were completed by the parents during the base line, intervention, and follow-up procedures. Comparing the participants’ performance in the base line, intervention and follow-up procedures demonstrated that the mindfulness intervention had positive effects on the social skills of all the three participants. This study demonstrated that mindfulness intervention improves social skills in children with SLD.

Sign in / Sign up

Export Citation Format

Share Document