Download Cognitive Vision: Psychology of Learning and Motivation by David Irwin, Brian H. Ross PDF

By David Irwin, Brian H. Ross

Se of visible details is used to enhance our wisdom, decide upon our activities, and hold tune of the environment. despite eyes closed, humans can take note visible and spatial representations, control them, and make judgements approximately them. The chapters in quantity forty two of Psychology of studying and Motivation talk about the methods cognition interacts with visible techniques and visible representations, with assurance of figure-ground project, spatial and visible operating reminiscence, item identity and visible seek, spatial navigation, and visible consciousness.

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Extra info for Cognitive Vision: Psychology of Learning and Motivation

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This is one possible reason why creative thinking is diYcult for many people, and why few individuals can excel in this endeavor. A. Ambiguous Figures and Inhibiting Reinterpretation One striking example of a failure to dispense with an initial interpretation of a stimulus was described by Chambers and Reisberg (1985, 1992), who explored the ability of volunteers to interpret and reinterpret a range of ambiguous figures. In their initial experiments, volunteers were shown a drawing of an ambiguous figure, for example, the ‘‘duck-rabbit’’ shown in Figure 3.

Much of perception, including object identification, is automatic and requires no direct involvement of working memory. As healthy adults, what we deal with in working memory is the product of what has been activated from our knowledge base, and working memory provides a ‘‘mental workspace’’ within which the activated material is retained and manipulated. This rather distant, and indirect link between perception and working memory is somewhat controversial, since a great deal of research in cognitive psychology is predicated on the assumption that there is a fairly intimate relationship between perception and mental representations, such as mental images.

Ambiguous Figures and Inhibiting Reinterpretation One striking example of a failure to dispense with an initial interpretation of a stimulus was described by Chambers and Reisberg (1985, 1992), who explored the ability of volunteers to interpret and reinterpret a range of ambiguous figures. In their initial experiments, volunteers were shown a drawing of an ambiguous figure, for example, the ‘‘duck-rabbit’’ shown in Figure 3. Each volunteer was allowed to view the drawing for just 2 seconds, after which they were to report from memory what the drawing depicted.

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