The myth of visual “depth cues” II. “Occlusion”

2021 ◽  
Author(s):  
Lydia Maniatis

It is standard textbook practice to refer to “occlusion” as one of the so-called a depth-cues. However, perceived occluding relationships are a consequence of the perceptual organization of the retinal point stimulation – which contains no occluded surfaces. The perception of “occlusion” always involves amodal completion of areas perceived as partially occluded. Shapes, occlusions, and relative depth relationships are all descriptions of the percept. To treat one aspect of this percept as prior to other aspects is a logical fallacy linked to a failure to distinguish between the percept and the real world, and to a preference for adopting simple, pseudo-explanations of perceptual phenomena instead of tackling the difficult problems entailed in explaining perceptual organization.

Author(s):  
Michael Reynolds ◽  
Donna Kwan ◽  
Daniel Smilek

Eight experiments are reported that examine the contextual factors that influence the magnitude of color-word interference in the Stroop task. In Part 1 of the paper (Experiments 1–4) we varied letter-letter grouping using Gestalt principles of proximity and similarity. In Part 2 of the paper (Experiments 5–8) we varied word-color grouping using the Gestalt principles of similarity and common fate. The magnitude of the Stroop effect was strongly influenced by changes in both letter-letter grouping in the color-word and word-color grouping. Overall, the results suggest two ways in which perceptual organization influences the magnitude of Stroop color-word interference and more generally, that there are systematic principles that govern the impact of visually presented words across a variety of laboratory contexts and the real world.


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.


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

2016 ◽  
Author(s):  
Lawrence A. Cunningham
Keyword(s):  

1976 ◽  
Vol 31 (4) ◽  
pp. 303-310 ◽  
Author(s):  
Harold M. Proshansky

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