Showing papers on "Perceptual learning published in 1973"

Attention and the measurement of perceptual learning.

Abstract: Novel and familiar letters were presented to Ss under conditions which controlled momentary attention states. The latencies of letter matching for the novel and familiar letters did not differ when Ss were expecting the particular letters which were presented. However, latencies to the two types of letters differed significantly when Ss were not expecting the particular letters which were presented. Additional exposures significantly reduced this difference, thereby generating a perceptual learning curve in terms of response latency. The main findings were interpreted in terms of a model of perceptual processing which involves mechanisms for hierarchical coding, selective attention, and automatic processing.

The organization of perceived space

Abstract: Perceptions tend often to be proportional to proximal stimuli with reduced conditions of observation and proportional to distal stimuli under multicue conditions. Two explanations of this phenomena are examined. One, termed the core context hypothesis, postulates that the response to the proximal stimulus (the core) is modified by distance information (the context). The second, termed invariance hypotheses, postulates an interaction between two or more perceptions, one of which is often perceived distance. In order for invariance hypotheses to be valid it is necessary that a perceived distance occur under reduced cues of distance. It is asserted that perceived distance under these conditions is supplied by observer tendencies termed the specific distance and equidistance tendency. Perceptual interactions occur in situations other than those relevent to invariance hypotheses and the evidence for perceptual interactions is discussed in relation to perceived motion, perceived depth from exocentric cues, the adjacency principle, and other phenomena. It is suggested that the analysis of many perceptions in terms of perceptual interactions is parsimonious in that the effect of the independent perception, e.g., perceived distance, upon the dependent perception, e.g., perceived size, motion, or depth, is the same regardless of the cues by which the particular value of the independent perception is achieved.

Language Arts and Arithmetic Achievement, and Specifically Related Perceptual Skills

Abstract: This study explored the correlates between auditory and visual perceptual skills, and primary grade reading and arithmetic achievement Three sets of scores–Stanford Achievement Test, a visual perceptual test (VAT), and an auditory perceptual test (AAT) were compared Partial correlations were calculated for AAT and achievement, controlling on VAT; and for VAT and achievement, controlling on AAT Results indicated that AAT scores account for significantly more of the variance in the language arts subtest scores than do the VAT; the reverse was true in accounting for the variance in arithmetic scores It is suggested that learning to read depends heavily upon auditory skills, and that primary arithmetic achievement depends heavily on visual-motor skills Pedagogical implications of these data are discussed, in terms of choosing optimally effective instructional programs for primary grade children based upon the strengths and deficits of their perceptual skills

Music as an Aid in the Remediation of Learning Disabilities

Abstract: This article describes the use of music taught in a specifically structured manner as a form of therapy for children with learning disabilities due to perceptual problems. The procedure consisted of visual, aural, and tactual training through the medium of piano and theory lessons, over a period of six months. Significant positive gains in language skills, auditory and visual perception abilities, sensory-motor integration, symbolic representation, and memory were shown for the child in this study. Further studies are suggested.

Effects of Visual Perceptual Training on Visual Perceptual Skills and Reading Achievement

Abstract: Frostig's Developmental Test of Visual Perception (Maslow, Frostig, Lefever, & Whittlesey, 1964) was designed for use with children to detect visual perceptual deficits which supposedly result in Iater reading and learning difficulties. The Frostig Program for the Development of Visual Perception (Frostig & Horne, 1964) provides specialized training in the various perceptual areas. Early research (Jacobs, Wirthlin, & Miller, 1968) claimed significant increases in reading ability and visual perceptual skills as effects of using the Frostig program while more recent research (Stern, 1971) has suggested no significant increases. Researchers (Hammill, 1972) ate now questioning the traditional ass~lmption that visual processes can be trained. From a review of research on the efficacy of the Frostig program in increasing visual perceptual skills and reading achievement, it was concluded that no significant increase in reading ability or visual perceptual skills was evident. Global reading scores derived from standardized reading tests may not accurately measure reading ability. Breaking down reading ability into components (word attack skills, comprehension, and rate) might be more useful. Research should then identify the relationship between the visual perceptual areas supposedly developed by the Frostig program and those component skills involved in reading.

Prismatic Adaptation and Visuo-Motor Skils in Children with Learning Disabilities

Abstract: Two groups of children, both presenting difficulties in academic achievement, but one with and one without visuomotor impairments, were assessed. The purpose of the study was to determine whether poor drawing ability was related to any of the following: disorders of perceptual analysis, disorders of motor or executive skills, disorders of perception or motor integration. A guessing-game technique involving the serial analysis of a visual array, was given to measure the perceptual competence of a child. Motor skills were assessed by a simple motor test which did not depend on visual input. Perceptual-motor integration was explored through the use of prismatically induced visual distortion. The results were interpreted to indicate that the child who draws poorly is characterized by disorders of perceptual analysis and visuomotor integration.

The Effect of Expectation on Embedded Figure Perception.

Abstract: individual's response to visual stimuli may be modified to varying degrees by social pressure, few, if any, art education researchers have investigated the effects of prophecy or expectation on perceptual style or in situations where visual perception is said to be taught Expectation, in this instance, is experimentally defined as operations whereby display of interest/disinterest behavior or authoritative predictions regarding subjects' success imply a selffulfilling prophecy There is ample evidence that perceptual judgments can be affected by training (Gibson, 1969)5 In addition, studies by Salome (1965)15, Efland (1965)4, Rennels (1969)12, Dorethy (1972)3 and others suggest that formal perceptual training strategies hold relevance for performance in the visual arts Would it be possible, therefore, to affect perceptual learning through the display of expectation behavior? Does such behavior tend to modify the visual/productive skills of artists? What would be the comparative effects of interest and disinterest display upon tests measuring perceptual ability? The answers to these and other questions need specific research The basic aim of this exploratory study was to investigate the effects of examiner (or teacher) expectancy on performance over perception tasks related to the visual arts