Search PubMed⌕ Search

PubMed · 7613080

How are three-dimensional objects represented in the brain?

Abstract

In this report we discuss a variety of psychophysical experiments that explore different aspects of the problem of object recognition and representation in human vision. In all experiments, subjects were presented with realistically rendered images of computer-generated 3D objects, with tight control over stimulus shape, surface properties, illumination, and viewpoint, as well as subjects' prior exposure to the stimulus objects. Contrary to the predictions of the paradigmatic theory of recognition, which holds that object representations are viewpoint invariant, performance in all experiments was consistently viewpoint dependent, was only partially aided by binocular stereo and other depth information, was specific to viewpoints that were familiar, and was systematically disrupted by rotation in depth more than by deforming the 2D images of the stimuli. The emerging concept of multiple-views representation supported by these results is consistent with recently advanced computational theories of recognition based on view interpolation. Moreover, in several simulated experiments employing the same stimuli used in experiments with human subjects, models based on multiple-views representations replicated many of the psychophysical results concerning the observed pattern of human performance.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

H H Bülthoff, S Y Edelman, M J Tarr. How are three-dimensional objects represented in the brain?. https://doi.org/10.1093/cercor%2F5.3.247

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

Rhythmic alternation and the optional complementiser in English: new evidence of phonological influence on grammatical encoding.

In a recall-based spoken production experiment, native English-speaking participants' variable use of the complementiser that to introduce the sentential complement in sentences like Henry knew (that) Lucy/Louise washed the dishes was found to be related to whether that inclusion/omission resulted in an alternating sequence of stressed and unstressed syllables between the verb of the main clause and the subject of the complement clause. This finding is discussed in relation to the question of whether and how phonological encoding can influence grammatical encoding in spoken language production.

Cues↗

Reversing the truth effect: learning the interpretation of processing fluency in judgments of truth.

Repeated statements receive higher truth ratings than new statements. Given that repetition leads to greater experienced processing fluency, the author proposes that fluency is used in truth judgments according to its ecological validity. Thus, the truth effect occurs because people learn that fluency and truth tend to be positively correlated. Three experiments tested this notion. Experiment 1 replicated the truth effect by directly manipulating processing fluency; Experiment 2 reversed the effect by manipulating the correlation between fluency and truth in a learning phase. Experiment 3 generalized this reversal by showing a transfer of a negative correlation between perceptual fluency (due to color contrast) and truth to truth judgments when fluency is due to prior exposure (i.e., repetition).

Cues↗