Duncker (1929/1955, Source Book of Gestalt Psychology, pp 161-172) demonstrated a laboratory version of induced motion. He showed that, when a stationary spot of light in a dark laboratory is enclosed in an oscillating rectangular frame, the frame is perceived as stationary and the dot appears to move in the direction opposite the true motion of the frame. Zivotofsky (2004, Investigative Ophthalmology & Visual Science 45 2867-2872) studied a more complex variant of the Duncker illusion, in which both the inducing and the test stimuli moved: a single red test dot moved horizontally left or right while a dense background set of black dots on a white background moved vertically up or down. When the background inducing dots moved up (down), the truly horizontally translating test dot appeared to drift at an angle down (up) from the horizontal. In experiment 1, we used two methods to measure the complete angular function of the Zivotofsky effect and found it to peak with an inducer-test direction separation of approximately 30 degrees, similar to the inducing angle that has been found to maximise other direction illusions. Experiment 2 tested and confirmed predictions regarding the effects of relative test and inducer speeds based on the vectorial subtraction of the inducing velocity from the test velocity.

The direction illusion is the phenomenal exaggeration of the angle between the drift directions, typically, of two superimposed sets of random dots. The direction illusion is commonly attributed to mutual inhibition between direction-selective cell populations (distribution-shift model). A second explanation attributes the direction illusion to the differential processing of relative and non-relative motion components (differential processing model). Our first experiment demonstrates that, as predicted by the differential processing model, a static line can invoke a misperception of direction in a single set of dots--a phenomenon we refer to as the statically-induced direction illusion. In a second experiment, we find that the orientation of a static line can also influence the size of the conventional direction illusion. A third experiment eliminates the possibility that these results can be explained by the presence of motion streaks. While the results of these experiments are in agreement with the predictions made by the differential processing model, they pose serious problems for the distribution-shift account of shifts in perceived direction.

In two experiments, we demonstrate a misperception of the velocity of a random-dot stimulus moving in the presence of a static line oriented obliquely to the direction of dot motion. As shown in previous studies, the perceived direction of the dots is shifted away from the orientation of the static line, with the size of the shift varying as a function of line orientation relative to dot direction (the statically-induced direction illusion, or 'SDI'). In addition, we report a novel effect - that perceived speed also varies as a function of relative line orientation, decreasing systematically as the angle is reduced from 90° to 0°. We propose that these illusions both stem from the differential processing of object-relative and non-object-relative component velocities, with the latter being perceptually underestimated with respect to the former by a constant ratio. Although previous proposals regarding the SDI have not allowed quantitative accounts, we present a unified formal model of perceived velocity (both direction and speed) with the magnitude of this ratio as the only free parameter. The model was successful in accounting for the angular repulsion of motion direction across line orientations, and in predicting the systematic decrease in perceived velocity as the line's angle was reduced. Although fitting for direction and speed produced different best-fit values of the ratio of underestimation of non-object-relative motion compared to object-relative motion (with the ratio for speed being larger than that for direction) this discrepancy may be due to differences in the psychophysical procedures for measuring direction and speed.

Motion perception involves the processing of velocity signals through several hierarchical stages of the visual cortex. To better understand this process, a number of studies have sought to localise the neural substrates of two misperceptions of motion direction, the direction illusion (DI) and the direction aftereffect (DAE). These studies have produced contradictory evidence as to the hierarchical order of the processing stages from which the respective phenomena arise. We have used a simple stimulus configuration to further investigate the sequential order of processes giving rise to the DI and DAE. To this end, we measured the two phenomena invoked in combination, and also manually parsed this combined effect into its two constituents by measuring the two phenomena individually in both possible sequential orders. Comparing the predictions made from each order to the outcome from the combined effect allowed us to test the tenability of two models: the DAE-first model and the DI-first model. Our results indicate that DAE-invoking activity does not occur earlier in the motion processing hierarchy than DI-invoking activity. Although the DI-first model is not inconsistent with our data, the possible involvement of non-sequential processing may be better able to reconcile these results with those of previous studies.

Teachers in England and South Australia annually administer the Phonics Screening Check (PSC) to Year 1 students, with the purpose of identifying struggling readers. Students who do not meet the score threshold have not met the expected standard of word-decoding ability, meaning further support may be warranted. We sought to quantify the extent to which other early reading measures, such as the Wheldall Assessment of Reading Nonwords (WARN) and Wheldall Assessment of Reading Lists (WARL), predicted students’ likelihood of not meeting PSC expected standards. Predicting PSC outcomes, and thereby identifying struggling readers at the start of Year 1, has important implications for possible intervention strategies. Logistic regression and receiver operating characteristic analyses were conducted to examine the longitudinal relationships between real-word and pseudoword predictors as measured by the WARL and WARN and PSC pass/fail outcomes. Students who scored lower on predictors were less likely to meet the PSC expected standards. Results indicate that the WARL and WARN could be used to identify students who will not meet PSC expected standards, facilitating earlier intervention where it is most critically required.