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PubMed1990

Body proportions as information for age and cuteness: animals in illustrated children's books.

Growth systematically changes the body proportions of both humans and animals so that the ratio of head height to body height decreases with age. Prior studies have demonstrated that body proportions provide effective information for age perception. To test the proposal that illustrators incorporate this information into their drawings, measurements were made of the head and body heights of 100 pairs of animals appearing in children's picture books. In 93 pairs, the animal intended to be perceived as older had a smaller head-to-body ratio than did the younger animal. Ratings collected for 25 of these pairs showed that both perceived age and cuteness are significantly correlated with body proportions. The magnitudes of the correlations were only modest, suggesting that other aspects of the drawings influenced perceived age and cuteness. In addition, observers reported that body proportions are only one of a variety of factors influencing age and cuteness perception. As has been found in other studies, perceived age and cuteness were negatively correlated.

Adult↗
PubMed1989

Illusions and aftereffects of length in the minimal form of the parallel-lines configuration: a reexamination.

A number of recent studies have used the graded-series method to measure the illusion and aftereffect distortions of perceived length in the minimal form of the parallel-lines configuration. However, because of some peculiar characteristics of the graded-series method, the aftereffect distortions measured with this method cannot be interpreted unequivocally as reflecting distortions of the perceived length of the test line. On the basis of the results of an experiment that examined the contribution of a possible confound present in the method, it is argued that the method should not be used to measure length aftereffects, and, furthermore, that the results of studies using this method need to be reconsidered.

Adult↗
PubMed1989

Semantic congruity effects in perceptual comparisons.

Semantic congruity effects occur when, as in Experiment 1, for example, the time to select the shorter of two relatively short lines is faster than the time to select the longer; conversely, selection of the longer of two relatively long lines is faster than selection of the shorter. Semantic congruity effects are also demonstrated in experiments requiring comparisons of the heaviness of weights (Experiment 2) and horizontal extent (Experiment 3). In Experiment 1, the magnitude of the semantic congruity effect was larger under conditions emphasizing accuracy rather than speed and when the comparison was difficult. In fact, when comparisons were errorless, the effect was minimal (20 msec), thereby replicating previous failures to obtain the effect with supraliminal perceptual comparisons (Banks, Mermelstein, & Yu, 1982; Marschark & Paivio, 1981; Petrusic & Baranski, 1988a). In confirmation of Henmon's (1911) introspective analyses of psychophysical comparisons, Experiments 2 and 3 extend the range of the semantic congruity effect to include judgments of confidence. However, in each of the three experiments, semantic congruity effects were not evident with the response-accuracy measure. Finally, using highly confusable stimuli, in Experiment 3 the magnitude of the semantic congruity effect was shown to be larger for error than for correct response times. The implications of these findings for a decisional locus of the effect and for the semantic coding theory are discussed.

Attention↗
PubMed1993

Foreshortening and the perception of parallel projections.

Does picture perception follow polar projective geometry? Parallel projection drawings, which are not produced by using rules of polar projection, are widely regarded as visually acceptable representations of three-dimensional (3-D) objects in free viewing. One explanation is that they are perceived by means of a system in which there is no foreshortening. If so, edges of a 3-D block in 1:1 proportions should be denoted by lines in 1:1 proportions on the picture surface. However, three experiments suggest that the perception of parallel projections of a block involves foreshortening. In Experiment 1, 90 subjects were shown a set of parallel projections of a cube, in which each drawing depicted three sides of the cube, drawn as a square with obliques--a frontal square with receding edges shown by parallel obliques of various lengths. The subjects preferred a drawing with a receding side length that was considerably foreshortened in relation to the front side. In Experiments 2 and 3, subjects viewed drawings of three blocks that differed in the ratios of the lengths of their receding edges to their frontal edges (1:1, 1:2, and 1:0.65). In Experiment 2, the subjects were shown square-with-obliques drawings of the three blocks with receding edges shown by parallel obliques of various lengths. Again, the subjects preferred drawings with a receding side that was foreshortened. In Experiment 3, the drawings showed two sides of a block. The receding dimension was drawn with parallel or converging lines. The preferred foreshortening was not a fixed ratio of the dimensions of the 3-D blocks. We suggest that square-with-obliques parallel projections showing cubes are taken by vision to be approximations to projections using foreshortening. We suggest also that as the line showing the receding edge elongates, foreshortening becomes less of a factor.

Adolescent↗
PubMed1985

Development of linear measurement in five- and six-year-old children.

This study sought to identify the higher level knowledge (e.g., conservation of number) necessary for a child to understand linear measurement and to chart the growth of linear measurement in terms of the development of its components. To assess the presence of these components, a battery of 34 number, length, and distance tasks was developed and administered to 100 children between the ages of 63 and 78 months from kindergarten and Grade 1. Results indicate that there is a substantial delay between acquisition of the necessary components and emergence of a mature grasp of linear measurement. The collection of components for the number and length domains form scaled sets; within each domain, however, the pattern of development is marked by discontinuities. These discontinuities are interpreted as being associated with the need to reorganize number and length concepts. Most elements of the observed sequences of development are predicted by Piagetian theory, although others, such as asynchronies between conservation and transitive inferences of nonequivalence, are more consistent with Gagne's (1968) model of development.

Child↗
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↗
PubMed1984

Structural and functional perspectives on classification and seriation in psychotic and normal children.

This study describes a strategy for examining cognitive functioning in psychotic and normal children without the usual confounding effects of marked differences in cognitive structure that occur when children of the same age are compared. Participants were 14 psychotic children, 12 males and 2 females, mean age 9-2, matched with normal children at preoperational and concrete operational stage levels on a set of Piagetian classification tasks. The mean age of the normal children was 6-4, replicating the usually found developmental delay in psychotic samples. Participants were then compared on both structural level and functional abilities on a set of tasks involving seriation of sticks; the higher-level children were also administered a seriation drawing task. Analysis of children's processes of seriating and seriation drawings indicated that over and above the structural retardation, psychotic children at all levels showed functional deficits, especially in the use of anticipatory imagery. The implications for general developmental theory are that progress in structural development is not sufficient for imaginal development, and that structural development of logical concepts is relatively independent of the development of imagery. It was suggested that "thought disorder" may not be a disordered structure of thinking or a retardation in psychotic populations but rather a mismatch between higher-level logical structures and lower-level functions.

Autistic Disorder↗