Spatial Perception by Object-Aware Visual Scene Representation

When perceiving the visual environment, people simultaneously perceive their own direction and position in the environment (i.e., egocentric spatial perception). This study investigated what visual information in a scene is necessary for egocentric spatial perceptions. In two perception tasks (the egocentric direction and position perception tasks), observers viewed two static road images presented sequentially. In Experiment 1, the critical manipulation involved an occluded region in the road image, an extrapersonal region (far-occlusion) and a peripersonal region (near-occlusion). Egocentric direction perception was worse in the far-occlusion condition than in the no-occlusion condition, and egocentric position perceptions were worse in the far- and near-occlusion conditions than in the no-occlusion condition. In Experiment 2, we conducted the same tasks manipulating the observers’ gaze location in a scene—an extrapersonal region (far-gaze), a peripersonal region (near-gaze) and the intermediate region between the former two (middle-gaze). Egocentric direction perception performance was the best in the far-gaze condition, and egocentric position perception performances were not different among gaze location conditions. These results suggest that egocentric direction perception is based on fine visual information about the extrapersonal region in a road landscape, and egocentric position perception is based on information about the entire visual scene.

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Visual Scene Representation:

Scene Vision ◽

10.7551/mitpress/9780262027854.003.0001 ◽

2014 ◽

pp. 5-26

Author(s):

Helene Intraub

Keyword(s):

Visual Scene ◽

Scene Representation

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Panel Session on Visual Scene Representation

Lecture Notes in Computer Science - 3D Structure from Images — SMILE 2000 ◽

10.1007/3-540-45296-6_11 ◽

2001 ◽

pp. 161-169

Author(s):

Marc Pollefeys ◽

Sing Bing Kang ◽

Gregory G. Slabaugh ◽

Kurt Cornelis ◽

Paul Debevec

Keyword(s):

Visual Scene ◽

Panel Session ◽

Scene Representation

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Contributions of low- and high-level properties to neural processing of visual scenes in the human brain

Philosophical Transactions of the Royal Society B Biological Sciences ◽

10.1098/rstb.2016.0102 ◽

2017 ◽

Vol 372 (1714) ◽

pp. 20160102 ◽

Cited By ~ 60

Author(s):

Iris I. A. Groen ◽

Edward H. Silson ◽

Chris I. Baker

Keyword(s):

Temporal Dynamics ◽

Scene Perception ◽

Visual Scene ◽

Scene Analysis ◽

Extrastriate Cortex ◽

Low Level ◽

Feature Representations ◽

Scene Representation ◽

Scene Processing ◽

High Level

Visual scene analysis in humans has been characterized by the presence of regions in extrastriate cortex that are selectively responsive to scenes compared with objects or faces. While these regions have often been interpreted as representing high-level properties of scenes (e.g. category), they also exhibit substantial sensitivity to low-level (e.g. spatial frequency) and mid-level (e.g. spatial layout) properties, and it is unclear how these disparate findings can be united in a single framework. In this opinion piece, we suggest that this problem can be resolved by questioning the utility of the classical low- to high-level framework of visual perception for scene processing, and discuss why low- and mid-level properties may be particularly diagnostic for the behavioural goals specific to scene perception as compared to object recognition. In particular, we highlight the contributions of low-level vision to scene representation by reviewing (i) retinotopic biases and receptive field properties of scene-selective regions and (ii) the temporal dynamics of scene perception that demonstrate overlap of low- and mid-level feature representations with those of scene category. We discuss the relevance of these findings for scene perception and suggest a more expansive framework for visual scene analysis. This article is part of the themed issue ‘Auditory and visual scene analysis’.

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Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-0007 ◽

2019 ◽

Vol 50 (4) ◽

pp. 693-702 ◽

Cited By ~ 1

Author(s):

Christine Holyfield ◽

Sydney Brooks ◽

Allison Schluterman

Keyword(s):

Language Learning ◽

Augmentative And Alternative Communication ◽

Visual Analysis ◽

Multiple Disabilities ◽

Visual Scene ◽

Future Research ◽

High Tech ◽

Single Subject ◽

Wide Range ◽

The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

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