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Biomedical subjects

J M Mandler

Publications and source records attributed to J M Mandler.

7 recordsLinked to original sources
PubMed1992

How to build a baby: II. Conceptual primitives.

A mechanism of perceptual analysis by which infants derive meaning from perceptual activity is described. Infants use this mechanism to redescribe perceptual information into image-schematic format. Image-schemas create conceptual structure from the spatial structure of objects and their movements, resulting in notions such as animacy, inanimacy, agency, and containment. These earliest meanings are nonpropositional, analogical representations grounded in the perceptual world of the infant. In contrast with most perceptual processing, which is not analyzed in this fashion, redescription into image-schematic format simplifies perceptual information and makes it potentially accessible for purposes of concept formation and thought. In addition to enabling preverbal thought, image-schemas provide a foundation for language acquisition by creating an interface between the continuous processes of perception and the discrete nature of language.

Child↗
PubMed1976

Some of the thousand words a picture is worth.

The effects of real-world schemata on recognition of complex pictures were studied. Two kinds of pictures were used: pictures of objects forming real-world scenes and unorganized collections of the same objects. The recognition test employed distractors that varied four types of information: inventory, spatial location, descriptive and spatial composition. Results emphasized the selective nature of schemata since superior recognition of one kind of information was offset by loss of another. Spatial location information was better recognized in real-world scenes and spatial composition information was better recognized in unorganized scenes. Organized and unorganized pictures did not differ with respect of inventory and descriptive information. The longer the pictures were studied, the longer subjects took to recognize them. Reaction time for hits, misses, and false alarms increased dramatically as presentation time increased from 5 to 60 sec. It was suggested that detection of a difference in a distractor terminated search, but that when no difference was detected, an exhaustive search of the available information took place.

Concept Formation↗
PubMed1976

Memory for descriptive and spatial information in complex pictures.

Memory for several kinds of information in complex pictures was studied. Stimuli were line drawings of either real-world scenes or unorganized collections of objects. Memory was tested by recognition and reconstruction tests, given immediately and/or after a week. Organization of the pictures had little effect on memory for size, orientation, or physical appearance of objects in the pictures. There was only a small loss of these types of descriptive information over a week's time. Organization of the pictures had a major effect on memory for location of objects in the pictures. Memory for location on the horizontal dimension declined markedly for both types of pictures over a week. Performance remained high on the vertical dimension for organized pictures, and systematic distortion occurred on this dimension for unorganized pictures. Reconstruction data were compared with the performance of subjects who had not seen the pictures before. It was concluded that real-world schemata do not affect encoding of some types of descriptive information, but play an important role in both encoding and memory for spatial information.

Female↗
PubMed1975

Development of detection and recognition of orientation of geometric and real figures.

Black and white kindergarten and second-grade children were tested for accuracy of detection and recognition of orientation and location changes in pictures of real-world and geometric figures. No differences were found in accuracy of recognition between the 2 kinds of pictures, but patterns of verbalization differed on specific transformations. Although differences in accuracy were found between kindergarten and second grade on an initial recognition task, practice on a matching-to-sample task eliminated differences on a second recognition task. Few ethnic differences were found on accuracy of recognition, but significant differences were found in amount of verbal output on specific transformations. For both groups, mention of orientation changes was markedly reduced when location changes were present.

Black or African American↗