As humans with complex categorical tendencies and visual-attentional systems, we assume that our visual representations of the world around us are accurate. Previous research provides an explanation of how what we see is a watered-down version of the world around us, and specifically, how the phenomenon of change blindness assists that. Change blindness describes the experience of not noticing objects that are in our visual field, particularly due to an allocation of attention on the part of the individual. It has been found in past studies that whether a stimulus is in the center of the visual field or in the periphery makes a difference in how change blindness is experienced, in that centrally located changes have been found to be more apparent than changes in the peripheral area. Our study tests change blindness in college aged participants exposed to alternating images, in measuring their accuracy in describing what the change in addition to the speed with which the change is noticed. The testing variables include the type of change (location change, color and presence) and the location that these changes take place (central versus peripheral). We predicted that changes in color would be most accurately and quickly identified, and that object change taking place centrally would also be noticed quicker and with more accuracy. Consenting participants were shown an alternation of an image and its modified version (interposed by a black screen) producing a flickering effect. Subjects observed this until they indicated change recognition. Speed and accuracy were compared and measured for all variables. We found that a change in color was the most reliably and quickly reported, followed by changes in presence and changes in location...
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...erent factors may affect how, when, and to what extent change blindness occurs. In doing so, we are interested in the reaction times and accuracy of subjects in identifying a difference between an original and altered image. Other implications that we aim to replicate are the effects of the type of change including: how the changed object in question is positioned (centrally or peripherally), as well as which types of specific differences lend themselves to be better noticed or ignored (changing the color of an object, and the presence or absence of an object). We hypothesize that there will be a significant effect displayed in correspondence to color changes, in both accuracy and speed. Also, we hypothesize that changes made to the color or mere presence of an object will be significantly more noticeable when centrally viewed, as opposed to those in the periphery.
A video is put on, and in the beginning of this video your told to count how many times the people in the white shirts pass the ball. By the time the scene is over, most of the people watching the video have a number in their head. What these people missed was the gorilla walking through as they were so focused on counting the number of passes between the white team. Would you have noticed the gorilla? According to Cathy Davidson this is called attention blindness. As said by Davidson, "Attention blindness is the key to everything we do as individuals, from how we work in groups to what we value in our classrooms, at work, and in ourselves (Davidson, 2011, pg.4)." Davidson served as the vice provost for interdisciplinary studies at Duke University helping to create the Program in Science and Information Studies and the Center of Cognitive Neuroscience. She also holds highly distinguished chairs in English and Interdisciplinary Studies at Duke and has written a dozen different books. By the end of the introduction Davidson poses five different questions to the general population. Davidson's questions include, "Where do our patterns of attention come from? How can what we know about attention help us change how we teach and learn? How can the science of attention alter our ideas about how we test and what we measure? How can we work better with others with different skills and expertise in order to see what we're missing in a complicated and interdependent world? How does attention change as we age, and how can understanding the science of attention actually help us along the way? (Davidson, 2011, p.19-20)." Although Davidson hits many good points in Now You See It, overall the book isn't valid. She doesn't exactly provide answers ...
Another speaker, Margaret Livingstone delves into the visual aspect of our senses. Livingstone mentions how artists recognize things about vision that neuroscientists are not privy to until years later. Livingstone discussed the differentiation between color and lightness, and how the two contribute differently to a work of art. Color is thought of as “comparing activity” whereas light is thought of as “summing them.” Livingstone indicates that the visual system is subdivided into a ventral system and a dorsal system. The ventral system is responsible for object recognition, face recognition, and color. The dorsal system is responsible for navigating through the environment, special organization, and emotional recognition. The ability for humans to see distance and depth is carried via our colorblind part of our visual system. As a result, Livingstone concludes that one cannot see depth and shading unless the luminance is right to convey three-dimensional.
Although correlation does not equal causation, we can conclude that similar cognitive processes, such as interference and automaticity, have influenced the results in our experiment. This can be expressed by the data and in identifying and saying aloud/reading a simple number compared to quantifying simple numbers. The cognitive load of reading familiar or smaller words is lower than that of counting, thus creating perchance a longer reaction time. In the experiment conducted in class as well as the one conducted by Stroop, the issue of divided attention may have been a great factor in interference or prolonged reaction time in the conditions. Psychological refractory period which states that the response to a second stimulus is slowed down by the first stimulus being processed; this can be a cause for the finding of increased reaction time when conflicting information is given. Attention may unconsciously be given to the less complex task, which is reading/identifying, and counting the main and more complex task may be interfered by the simpler stimulus. The expectation of having a longer reaction time when conducting the incongruent task was referenced back to the Stroop effect due to the similar implications of identifying and saying aloud the color presented in the print of the color descriptive word (Stroop,
One wonders what takes place in the brain to cause such phenomenal differences in perception. The cause is unknown for certain, like many things in the realm of science it has not been researched nearly enough, but there are some indications.
As a person one might find that we follow a specific routine on the day to day basis. Sudden changes to these routines feels weird and out of place. In William Faulkner’s “A Rose For Emily” based in a fictional town called Jefferson taking place during the twentieth century. The time period is indeed an important factor because southern tradition was above all of the highest importance. This short story gives the audience details of life during that time in which they followed the values of southern tradition and the importance to never stray away from those traditions. The context of the story is laced with subliminal messages of humanities resistance to change.
The Visual Information Analysis (Todd 1999) incorporates areas related to the cognitive skills used for receiving and organizing visual information from the surrounding environment. The visual information
many more continuing on to describe a change that did not happen. Change blindness is evident in this example because students were convinced a change occurred, even though they actually never saw one; this is because the brain was focused on too many factors at once to remember everything there was to know about the seemingly insignificant detail of cups. We find it interesting that thirty students answered no, as the trend among students was obviously to assume that every change, true or false, we questioned them about actually happened. We are pleased to see that thirty students trusted their brain and memory enough to answer correctly, or maybe even just guessed right.
middle of paper ... ...137-137. Human Perception and Performance, 15(3): 448-456. Eriksen, C. W. & St. James, J. D. (1986). Visual attention within and around the field of focal attention: A zoom lens model.
From one end, what we see right away tends to be the natural obvious. We notice these things right away because they are in plain sight and we are used to seeing them every day without thinking or analyzing what we perceive. For example, the grass is green and the sky is blue. Dillard speaks of a time where she saw a frog and because of the surroundings it was in and its appearance it was hard for her to recognize it for what it was. Dillard described, “I once spent a full three minutes looking at a bullfrog that was so unexpectedly large I couldn’t see it even though a dozen enthusiastic campers were shouting directions… When at last I picked out the frog, I saw what pain...
In the article "Features and Objects in Visual Processing," Anne Treisman states that there are two theoretical levels of visual processing. In the first level of visual processing, certain components of visual information are processed instantly and unconsciously. A person does not have to concentrate on individual parts of the scene. This stage of processing is called the preattentive stage. During the preattentive stage, the light received by the visual receptors is translated in to the lines, curves, colors and textures of the objects. Within the brain, there are two distinct visual areas that specialize in different areas of processing. The first area processes lines, curves, color, and texture and other areas deal with movement. After this initial processing occurs, another area of the brain processes the more complex and distinct qualities of a scene. Then, all of the components of the objects in the scene are recombined into whole objects. In order to support the preattentive stage of visual processing, Treisman devises that parts of objects that belong to the same object share similar attributes. Attributes such as color, continuity of lines and curves that define the boundaries between objects. She uses an experiment to determine which properties of a visual stimulus make its boundaries stand out from other similar objects. The properties of an object that make it stand out are used by the visual processing system in distinguishing the object from ground. In actuality, boundaries are conspicuous between components that are distinctive in basic properties such as color, brightness and line orientation but not in the way their properties are connected or grouped. In an experiment showing evidence of this principle, subjects are shown a picture in which a region of T’s easily distinguishes itself from an area of slanted T’s but not from a region of backwards L’s that are constructed of the same geons as the T’s. This illustrates that line orientations are important features in the preattentive stage of visual processing and that the specific configurations or conjunctions of lines are not.
Visual Discrimination is “using the sense of sight to notice and compare the features of different items to distinguish one item from another” (NCLD Editorial Team, 2014) http://www.ncld.o...
Each one of us lives in our own unique world of perception. As individuals, we may experience life in an entirely different way through our senses and life experiences. Therefore, perception can be tricky since it is very personal to each one of us. According to the Merriam-Webster online dictionary, perception has three meanings; (1) “the way you think about or understand someone or something,” (2) “the ability to understand or notice something easily,” and, (3) “the way that you notice or understand something using one of your senses” (2014, para. 1). C.S. Lewis said, “What you see and what you hear depends a great deal on where you are standing. It also depends on what sort of person you are” (n.d., para. 11). In other words,
Short-sightedness means when citizens of the world do an action and don’t think about the bad consequences that might happen in the future. For example when humankind cut down too many trees, they are wasting resources that other people can use in the future. It also means that when humanity does not think about how their actions will affect the next generations to come. The opposite of short-sightedness is far-sightedness. Far sightedness means when people actually think about their actions and will not affect the future negatively. To conclude, short-sightedness is basically people doing their everyday actions without thinking about what will happen in the future if they keep doing these things.
Mental spatial perception has its own structure i.e. metric characteristics. It turned out that the physical characteristics of objects (colour and shape) have a pronounced effect on performance tracking of moving objects, but spatial-temporal (location and direction of travel) (Čičević and Trifunovic, 2013). In his research Moyer (Moyer, 1973) showed that the ratio of the size of the visual performance is determined by relations in reality. Also, the Kosslyn started from the assumption that the manipulation of visual performances take place in a manner that allows the preservation of characteristics that are analogue to the characteristics of real objects they represent (Kosslyn, 1975, 1978, 1980, 1981, 1994). From this it would follow that the exploration of visual representations is analogue to observation.
There are many different Visual Perception principles in perception. The main principles are Gestalt. Gestalt is a German word meaning 'form' or 'shape'. Gestalt psychologists formulated a series of principles that describe how t...