Dissociating the effects of angular disparity and image similarity in mental rotation and object recognition

Distinct but related abilities for visual and haptic object recognition

People vary in their ability to recognize objects visually. Individual differences for matching and recognizing objects visually is supported by a domain-general ability capturing common variance across different tasks (e.g., Richler et al., Psychological Review, 126, 226-251, 2019). Behavioral (e.g., Cooke et al., Neuropsychologia, 45, 484-495, 2007) and neural evidence (e.g., Amedi, Cerebral Cortex, 12, 1202-1212, 2002) suggest overlapping mechanisms in the processing of visual and haptic information in the service of object recognition, but it is unclear whether such group-average results generalize to individual differences. Psychometrically validated measures are required, which have been lacking in the haptic modality. We investigate whether object recognition ability is specific to vision or extends to haptics using psychometric measures we have developed. We use multiple visual and haptic tests with different objects and different formats to measure domain-general visual and haptic abilities and to test for relations across them. We measured object recognition abilities using two visual tests and four haptic tests (two each for two kinds of haptic exploration) in 97 participants. Partial correlation and confirmatory factor analyses converge to support the existence of a domain-general haptic object recognition ability that is moderately correlated with domain-general visual object recognition ability. Visual and haptic abilities share about 25% of their variance, supporting the existence of a multisensory domain-general ability while leaving a substantial amount of residual variance for modality-specific abilities. These results extend our understanding of the structure of object recognition abilities; while there are mechanisms that may generalize across categories, tasks, and modalities, there are still other mechanisms that are distinct between modalities.

Experimental evidence for involvement of monocular channels in mental rotation

According to the prevailing view, cognitive processes of mental rotation are carried out by visuospatial perceptual circuits located primarily in high cortical areas. Here, we examined the functional involvement of (mostly subcortical) monocular channels in mental rotation tasks. Images of two rotated objects (0°, 50°, 100°, or 150°; identical or mirrored) were presented either to one eye (monocular) or segregated between the eyes (interocular). The results indicated a causal role for low monocular visual channels in mental rotation: Response times for identical ("same") objects at high angular disparities (100°, 150°) were shorter when both objects were presented to a single eye than when each object was presented to a different eye. We suggest that mental rotation processes rely on cortico-subcortical loops that support visuospatial perception. More generally, the findings highlight the potential contribution of lower-level mechanisms to what are typically considered to be high-level cognitive functions, such as mental representation.

Symmetry and spatial ability enhance change detection in visuospatial structures

Science, Technology, Engineering, and Mathematics (STEM) domains require people to recognize and transform complex visuospatial displays that appear to vastly exceed the limits of visuospatial working memory. Here, we consider possible domain-general mechanisms that may explain this advantage: capitalizing on symmetry, a structural regularity that can produce more efficient representations. Participants briefly viewed a structure made up of three-dimensional connected cubes of different colors, which was either asymmetrical or symmetrical. After a short delay, they were asked to detect a change (colors swapping positions) within a rotated second view. In change trials, the second display always had an asymmetrical structure. The presence of symmetry in the initial view improved change detection, and performance also declined with angular disparity of the encoding and test displays. People with higher spatial ability performed better on the change-detection task, but there was no evidence that they were better at leveraging symmetry than low-spatial individuals. The results suggest that leveraging symmetrical structures can help people of all ability levels exceed typical working memory limits by constructing more efficient representations and substituting resource-demanding mental rotation operations with alternative orientation-independent strategies.

Comparing Inverted Faces to Upright Faces Using Similarity or Mental Rotation

A major interest of research in face recognition lies in explaining the face inversion effect, in which the recognition of an inverted face is less successful than that of an upright face. However, prior research has devoted little effort to examining how the cognitive system handles comparison between inverted and upright faces. The results of a preparatory experiment and two following experiments support the conclusion that the comparison is based more on visual similarity than on a mental rotation of the inverted face to an upright face. Visual similarity is based on certain elements mutual to the two faces, which resist the transformation of inversion. These elements are symmetric or salient components of the face, such as round eyes or thick lips.

Developmental origins of cognitive offloading

Many animals manipulate their environments in ways that appear to augment cognitive processing. Adult humans show remarkable flexibility in this domain, typically relying on internal cognitive processing when adequate but turning to external support in situations of high internal demand. We use calendars, calculators, navigational aids and other external means to compensate for our natural cognitive shortcomings and achieve otherwise unattainable feats of intelligence. As yet, however, the developmental origins of this fundamental capacity for cognitive offloading remain largely unknown. In two studies, children aged 4-11 years (n = 258) were given an opportunity to manually rotate a turntable to eliminate the internal demands of mental rotation--to solve the problem in the world rather than in their heads. In study 1, even the youngest children showed a linear relationship between mental rotation demand and likelihood of using the external strategy, paralleling the classic relationship between angle of mental rotation and reaction time. In study 2, children were introduced to a version of the task where manually rotating inverted stimuli was sometimes beneficial to performance and other times redundant. With increasing age, children were significantly more likely to manually rotate the turntable only when it would benefit them. These results show how humans gradually calibrate their cognitive offloading strategies throughout childhood and thereby uncover the developmental origins of this central facet of intelligence.

Rotating with rotated text: a natural behavior approach to investigating cognitive offloading

Determining how we use our body to support cognition represents an important part of understanding the embodied and embedded nature of cognition. In the present investigation, we pursue this question in the context of a common perceptual task. Specifically, we report a series of experiments investigating head tilt (i.e., external normalization) as a strategy in letter naming and reading stimuli that are upright or rotated. We demonstrate that the frequency of this natural behavior is modulated by the cost of stimulus rotation on performance. In addition, we demonstrate that external normalization can benefit performance. All of the results are consistent with the notion that external normalization represents a form of cognitive offloading and that effort is an important factor in the decision to adopt an internal or external strategy.

Exploring the Association between Visual Perception Abilities and Reading of Musical Notation

In the reading of music, the acquisition of pitch information depends primarily upon the spatial position of notes as well as upon an individual's spatial processing ability. This study investigated the relationship between the ability to read single notes and visual-spatial ability. Participants with high and low single-note reading abilities were differentiated based upon differences in musical notation-reading abilities and their spatial processing; object recognition abilities were then assessed. It was found that the group with lower note-reading abilities made more errors than did the group with a higher note-reading abilities in the mental rotation task. In contrast, there was no apparent significant difference between the two groups in the object recognition task. These results suggest that note-reading may be related to visual spatial processing abilities, and not to an individual's ability with object recognition.

Whatever Happened to Object-Centered Representations?

David Marr's approach to the study of vision has been tremendously influential. However, the approach proposes the goal of computing invariant shape descriptions from image-based information, a task that appears implausible, given the tremendous variation that can occur between images displaying a single object. Theorists in the field of three-dimensional object recognition have rejected the approach of computing object-centered representations, and instead propose representations of objects from the perspective of a viewer. If object-centered descriptions of objects exist in the brain, they are more likely to underlie motor interaction with objects rather than visual object understanding.