Preattentive perception of multiple illusory line-motion: a formal model of parallel independent-detection in visual search

Does Allocation of Attention Influence Relative Velocity and Strength of Illusory Line Motion?

In illusory line motion, presentation of a cue is followed by presentation of a nearby stationary line, and the line is perceived to “unfold,” “expand,” or “extend” away from the cue. Effects of the allocation of attention regarding where the cue or the line would be presented were measured in three experiments, and ratings of relative velocity and relative strength of illusory motion were collected. Findings included (a) relative velocity and relative strength decreased with increases in SOA from 50 to 450 ms, (b) relative velocity and relative strength were not influenced by whether illusory motion moved from one end of the line to the other or from both ends toward the middle of the line, (c) increased uncertainty regarding where the line would appear did not influence relative velocity or relative strength, and (d) valid pre-cues regarding the location of a cue resulted in faster relative velocity than did invalid pre-cues, but pre-cue validity did not influence relative strength. Implications of these findings for the relationship of such illusory motion and attention (e.g., divided attention, shifts in attended location) are considered.

The theoretical cognitive process of visualization for science education

The use of visual models such as pictures, diagrams and animations in science education is increasing. This is because of the complex nature associated with the concepts in the field. Students, especially entrant students, often report misconceptions and learning difficulties associated with various concepts especially those that exist at a microscopic level, such as DNA, the gene and meiosis as well as those that exist in relatively large time scales such as evolution. However the role of visual literacy in the construction of knowledge in science education has not been investigated much. This article explores the theoretical process of visualization answering the question “how can visual literacy be understood based on the theoretical cognitive process of visualization in order to inform the understanding, teaching and studying of visual literacy in science education?” Based on various theories on cognitive processes during learning for science and general education the author argues that the theoretical process of visualization consists of three stages, namely, Internalization of Visual Models, Conceptualization of Visual Models and Externalization of Visual Models. The application of this theoretical cognitive process of visualization and the stages of visualization in science education are discussed.

Displacement of location in illusory line motion

Six experiments examined displacement in memory for the location of the line in illusory line motion (ILM; appearance or disappearance of a stationary cue is followed by appearance of a stationary line that is presented all at once, but the stationary line is perceived to "unfold" or "be drawn" from the end closest to the cue to the end most distant from the cue). If ILM was induced by having a single cue appear, then memory for the location of the line was displaced toward the cue, and displacement was larger if the line was closer to the cue. If ILM was induced by having one of two previously visible cues vanish, then memory for the location of the line was displaced away from the cue that vanished. In general, the magnitude of displacement increased and then decreased as retention interval increased from 50 to 250 ms and from 250 to 450 ms, respectively. Displacement of the line (a) is consistent with a combination of a spatial averaging of the locations of the cue and the line with a relatively weaker dynamic in the direction of illusory motion, (b) might be implemented in a spreading activation network similar to networks previously suggested to implement displacement resulting from implied or apparent motion, and (c) provides constraints and challenges for theories of ILM.

Perceived motion induced by a neglected stimulus

An illusion of motion can be induced by presenting a horizontal line suddenly between two visual markers. If one marker is briefly illuminated (the "cue") prior to the appearance of the line, the line appears to spread from the cue toward the other marker. This is termed the line-motion illusion, and was here reliably demonstrated in a sample of elderly participants. Two patients with left hemineglect reliably reported rightward spread when the cue was on the left, despite being unable to detect the cue when presented without the line. Indeed, rightward motion following a left-sided cue was reported more reliably than leftward motion following a right-sided cue, and one patient effectively failed to report the illusion as a leftward spread at all. These results support the view that low-level mechanisms process motion in the absence of attention, but the attentional bias in neglect then inhibits the reporting of motion into the neglected side.