Conceptual embodiment in visual semiotics

Semiotica ◽  
2016 ◽  
Vol 2016 (210) ◽  
pp. 215-234
Author(s):  
Robert M. Cantor
Keyword(s):  
Visual Perception ◽  
Concept Formation ◽  
Visual Experience ◽  
Mental Processes ◽  
Visual Semiotics ◽  
Relational Concepts ◽  
Basic Concepts ◽  
Fundamental Physical ◽  
Peircean Semiotics

AbstractIn this paper, the basic concepts of Peircean semiotics are derived from visual experience by the process of conceptual embodiment. We begin with embodiment of the universal Categories of Being that are accessible to thought or the universal Categories of Thought, which Charles S. Peirce defined and termed Firstness, Secondness, and Thirdness. On this basis, we demonstrate conceptual embodiments of the Peircean typologies of dyadic relations, triadic relations and representations. The phenomenology of visual perception is modeled as a triadic typology of embodied mental processes which we term detection, localization and identification. Based upon the pioneering work of Lakoff and Johnson, we examine the role of visual embodiment in concept formation as inferred from linguistic expressions. We conclude that certain fundamental physical and relational concepts may be regarded as the embodied interpretants of visual signs.

Blindsight and the Role of the Phenomenal Qualities of Visual Perceptions

1998 ◽  
pp. 205-209
Author(s):  
Ralph Schumacher
Keyword(s):  
Visual Perception ◽  
Visual Information ◽  
Visual Experience ◽  
Sufficient Condition ◽  
Broad Concept ◽  
Essential Properties

The aim of this paper is to defend a broad concept of visual perception, according to which it is a sufficient condition for visual perception that subjects receive visual information in a way which enables them to give reliably correct answers about the objects presented to them. According to this view, blindsight, non-epistemic seeing, and conscious visual experience count as proper types of visual perception. This leads to two consequences concerning the role of the phenomenal qualities of visual experiences. First, phenomenal qualities are not necessary in order to see something, because in the case of blindsight, subjects can see objects without experiences phenomenal qualities. Second, they cannot be intentional properties, since they are not essential properties of visual experiences, and because the content of visual experiences cannot be constituted by contingent properties.

The Role of Visual Experience in Mental Imagery

2005 ◽  
Vol 99 (3) ◽  
pp. 165-178 ◽  
Author(s):  
Annick Vanlierde ◽  
Marie-Chantal Wanet-Defalque
Keyword(s):  
Visual Perception ◽  
Mental Imagery ◽  
Visual Experience ◽  
Close Relationship ◽  
Left And Right

The mental imagery of participants who became blind early in life (EB participants), participants who became blind later in life (LB participants), and sighted participants was compared in two experiments. In the first experiment, the participants were asked to image common objects and to estimate how far away these objects appeared in their image. In the second experiment, the participants were asked to point to the left and right sides of three objects, imaged at three increasing distances. The LB participants’ performance of the tasks in both experiments was similar to that of the sighted participants, whereas the performance of the EB participants differed. The results reflect the close relationship between the development of visual perception and the properties of images.

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

scholarly journals Collicular Vision Guides Nonconscious Behavior

2010 ◽  
Vol 22 (5) ◽  
pp. 888-902 ◽  
Author(s):  
Marco Tamietto ◽  
Franco Cauda ◽  
Luca Latini Corazzini ◽  
Silvia Savazzi ◽  
Carlo A. Marzi ◽  
...  
Keyword(s):  
Visual Experience ◽  
Striate Cortex ◽  
Visual Signals ◽  
Visually Guided ◽  
Visuomotor Integration ◽  
Motor Processing ◽  
Pupillary Responses ◽  
Cortex Area ◽  
Extrastriate Areas

Following destruction or deafferentation of primary visual cortex (area V1, striate cortex), clinical blindness ensues, but residual visual functions may, nevertheless, persist without perceptual consciousness (a condition termed blindsight). The study of patients with such lesions thus offers a unique opportunity to investigate what visual capacities are mediated by the extrastriate pathways that bypass V1. Here we provide evidence for a crucial role of the collicular–extrastriate pathway in nonconscious visuomotor integration by showing that, in the absence of V1, the superior colliculus (SC) is essential to translate visual signals that cannot be consciously perceived into motor outputs. We found that a gray stimulus presented in the blind field of a patient with unilateral V1 loss, although not consciously seen, can influence his behavioral and pupillary responses to consciously perceived stimuli in the intact field (implicit bilateral summation). Notably, this effect was accompanied by selective activations in the SC and in occipito-temporal extrastriate areas. However, when instead of gray stimuli we presented purple stimuli, which predominantly draw on S-cones and are thus invisible to the SC, any evidence of implicit visuomotor integration disappeared and activations in the SC dropped significantly. The present findings show that the SC acts as an interface between sensory and motor processing in the human brain, thereby providing a contribution to visually guided behavior that may remain functionally and anatomically segregated from the geniculo-striate pathway and entirely outside conscious visual experience.

The role of visual experience for spatial numerical associations

2012 ◽  
Vol 25 (0) ◽  
pp. 222 ◽  
Author(s):  
Michael J. Proulx ◽  
Achille Pasqualotto ◽  
Shuichiro Taya
Keyword(s):  
Visual Experience ◽  
Opposite Effect ◽  
Random Number Generation ◽  
Number Line ◽  
Mental Number Line ◽  
Generation Task ◽  
Congenitally Blind ◽  
Left And Right ◽  
The Right

The topographic representation of space interacts with the mental representation of number. Evidence for such number–space relations have been reported in both synaesthetic and non-synaesthetic participants. Thus far most studies have only examined related effects in sighted participants. For example, the mental number line increases in magnitude from left to right in sighted individuals (Loetscher et al., 2008, Curr. Biol.). What is unclear is whether this association arises from innate mechanisms or requires visual experience early in life to develop in this way. Here we investigated the role of visual experience for the left to right spatial numerical association using a random number generation task in congenitally blind, late blind, and blindfolded sighted participants. Participants orally generated numbers randomly whilst turning their head to the left and right. Sighted participants generated smaller numbers when they turned their head to the left than to the right, consistent with past results. In contrast, congenitally blind participants generated smaller numbers when they turned their head to the right than to the left, exhibiting the opposite effect. The results of the late blind participants showed an intermediate profile between that of the sighted and congenitally blind participants. Visual experience early in life is therefore necessary for the development of the spatial numerical association of the mental number line.

The Psychologist-Educator Views the Relationship of Vision to Reading and Related Learning Disabilities

1981 ◽  
Vol 14 (10) ◽  
pp. 565-567 ◽  
Author(s):  
Jules C. Abrams
Keyword(s):  
Learning Disabilities ◽  
Visual Field ◽  
Visual Perception ◽  
Learning Disability ◽  
Visual Defects ◽  
Considerable Controversy ◽  
Visual Problems ◽  
Relationship Of ◽  
The Relationship

The role of visual problems in learning disability has been a source of considerable controversy for many years. One major issue in the continuing argument is the frequent confusion of labels and concepts in the visual field. It is important to view vision as a psychophysiologic mechanism and to differentiate it from a mechanistic orientation emphasizing the eyes. Most visual problems related to learning disability represent a breakdown in the ability of the eyes to function in an harmonious fashion, that is, some interference in binocular function. While visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities.

scholarly journals A Role of Amygdala in Visual Perception and Cognition in Macaque Monkeys (Macaca fuscata and Macaca mulatta)

1990 ◽  
Vol 161 (Supplement) ◽  
pp. 95-120 ◽  
Author(s):  
EIICHI IWAI ◽  
MASAO YUKIE ◽  
JOJI WATANABE ◽  
KAZUO HIKOSAKA ◽  
HIDEO SUYAMA ◽  
...  
Keyword(s):  
Visual Perception ◽  
Macaca Mulatta ◽  
Macaca Fuscata ◽  
Macaque Monkeys

The Philosophy and Rhetoric of Auditor Independence Concepts

2004 ◽  
Vol 14 (3) ◽  
pp. 355-376 ◽  
Author(s):  
Sara Ann Reiter ◽  
Paul F. Williams
Keyword(s):  
Collective Responsibility ◽  
Auditor Independence ◽  
Early Years ◽  
Moral Foundation ◽  
Corporate Scandals ◽  
Economic Man ◽  
Accounting Scandals ◽  
Relational Concepts ◽  
American Society

Abstract:This paper analyzes the rhetoric surrounding the profession’s presentations of auditor independence. We trace the evolution of the character of the auditor from Professional Man in the early years of the twentieth century to the more public and abstract figures of Judicial Man and Economic Man. The changing character of the auditor in the profession’s narratives of legitimation reflects changes in the role of auditing, in the economic environment, and in the values of American society. Economic man is a self-interested and shallow character who offered the auditing profession little protection against involvement in corporate scandals. In the wake of recent accounting scandals, the profession is calling for a return to the character of Professional Man to restore trust in audits and the financial markets.We also analyze the philosophical bases of the metaphors surrounding auditor independence. These metaphors, particularly the metaphor of independence as separation, create problems in conceptualizing independence concepts. How can you discuss appropriate relationships when your basic concept is one of separation, or no relationship? On the other hand, relational concepts of independence are also flawed if they are not based on a firm moral foundation. We suggest how the profession can act to rebuild its moral foundation through recognition of collective responsibility.

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