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PubMed1978

Visual recognition memory for binary pictures: another look.

Recognition memory for matrices of 0s and 1s was examined as a function of the number of elements (complexity) and density of those elements within the matrix. It was found that with greater density and lesser complexity, recognition performance improved. This result contradicts an earlier finding of Green and Purohit, who concluded that the more complicated matrices led to better performance. The present study suggests that their conclusion was erroneous and stemmed from failure to control the physical parameters of density and number of elements in the matrix. Implications for the general problem of recognition memory and eye movements are discussed.

Eye Movements↗
PubMed1978

Vertical disparity detection: is there an induced size effect?

Horizontal, vertical, and over-all size differences were introduced in the retinal images of the two eyes of normal subjects during brief presentations of simple foveal targets. Horizontal disparities, whether accompanied by vertical disparities or not, induced the appearance of a rotation of the target around a vertical axis out of the frontal plane, according to the expectation from geometry, but vertical disparities had no effect. Over-all size changes in one eye induced the effect of the horizontal component. Threshold experiments showed that even with practice and error feedback, vertical disparity detection has at most only one-tenth the sensitivity of horizontal disparity detection. Although at variance with findings on the induced size effect obtained under more complex observation conditions, these results confirm that the processing of horizontal disparity plays a special role in the integration of the signals coming from the two eyes.

Depth Perception↗
PubMed1983

Evaluative understanding and role-taking ability: a comparison of deaf and hearing children.

The purposes of this study were (1) to evaluate the growth of social-cognitive knowledge in deaf and hearing children during the early and middle school years and (2) to assess the relative importance of language in 2 domains of social cognition. This study separately examined the child's ability to (1) evaluate the concepts of good and bad and (2) take another person's perspective. Subjects consisted of 30 deaf and 30 hearing children divided into 3 developmental levels (52 months, 74 months, and 119 months old). For the good/bad evaluation test, each child was shown 12 sets of multiple-choice pictures. Each set had 4 alternatives, which included 1 good, 1 bad, or all neutral activities. Role-taking ability was evaluated through the child's choice of strategy in a binary-choice hiding/guessing game. The results showed that deaf children evidence a developmental delay in the understanding of the concepts of good and bad. With regard to role-taking ability, there appears to be a developmental delay with young deaf children, which is no longer apparent by the age of 6. The assumption of egocentrism in school-age deaf children frequently found in the literature thus appears to be misleading. It is not that these deaf children are unable to take another person's perspective, but rather that they are delayed in evaluative understanding. The results suggest that language is of varying importance in differing domains of social and personality development.

Child↗