Grouping and Assimilation in Perception, Memory, and Conditioning

King, Donald L.

doi:10.1037/1089-2680.5.1.23

Cited by 11 publications

(6 citation statements)

References 141 publications

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“…The square in each panel takes on the induced color appearance of the horizontal hourglass bars. This is consistent with the idea that color assimilation occurs among objects perceived to belong to the same group [33,34]. …”

Section: Mechanisms Mediating Color Appearancesupporting

confidence: 90%

The Verriest Lecture: Color lessons from space, time and motion

Shevell¹

2012

J. Opt. Soc. Am. A

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The appearance of a chromatic stimulus depends on more than the wavelengths composing it. The scientific literature has countless examples showing that spatial and temporal features of light influence the colors we see. Studying chromatic stimuli that vary over space, time or direction of motion has a further benefit beyond predicting color appearance: the unveiling of otherwise concealed neural processes of color vision. Spatial or temporal stimulus variation uncovers multiple mechanisms of brightness and color perception at distinct levels of the visual pathway. Spatial variation in chromaticity and luminance can change perceived three-dimensional shape, an example of chromatic signals that affect a percept other than color. Chromatic objects in motion expose the surprisingly weak link between the chromaticity of objects and their physical direction of motion, and the role of color in inducing an illusory motion direction. Space, time and motion – color’s colleagues – reveal the richness of chromatic neural processing.

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Section: Mechanisms Mediating Color Appearancesupporting

confidence: 90%

The Verriest Lecture: Color lessons from space, time and motion

Shevell¹

2012

J. Opt. Soc. Am. A

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“…For instance, the high salience of the meaning of a cat running after a mouse may spread to the meanings of the sentence's individual words, thus increase the salience of these meanings, and hence enable the recall of the words themselves. King (2001) considers spread of salience as assimilation in salience that occurs between the parts of memorial as well as perceptual groups.…”

Section: Good Retention But High Subjective Similaritymentioning

confidence: 99%

The length of the retention interval, forgetting, and subjective similarity.

King¹,

Jones²,

Pearlman³

et al. 2002

Journal of Experimental Psychology: Learning, Memory, and Cogni

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A long retention interval tends to result in the poor retention known as forgetting. A high subjective similarity between stimuli frequently produces their poor retention. Thus, a long retention interval may increase the subjective similarity between stimuli (the RIISS hypothesis), and this increase may produce forgetting. To examine this hypothesis, college students made speeded same-different discriminations between two lines or tones of different lengths or frequencies that were 400 ms or 3,300 ms apart, and they rated the similarity of these stimuli. The long interval produced poorer overall performance as expected, but also produced poorer performance on different than same stimuli, implying that it increased the subjective similarity between the initial and subsequent stimuli, and it also increased rated similarity, in support of the RIISS hypothesis. The position that stored stimuli lose less common information than distinctive information explains RIISS evidence better than does perturbation theory.

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“…King (2001) described how the theory can help us understand, among other things, classical and operant conditioning. The theory hypothesizes that a Gestalt-like group or perceptual group comes about through assimilation among the parts of the group, which takes place through an increase in the perceived similarity of 1 part to another.…”

Section: The Importance Of Salience In Cognitionmentioning

confidence: 99%

A Salience Theory of Learning and Behavior: With Perspectives on Neurobiology and Cognition

et al. 2007

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Traditional behaviorists have described behaviors fundamentally as responses to stimuli or, perhaps more liberally, as behaviors under the control of discriminative stimuli or contexts. They have held responses or behaviors to be established, strengthened, sustained, and inhibited or extinguished by contingent events: notably reinforcers, punishers, or the absence of either. In addition, they believed reinforcement acts on the response, the behavior, not on the organism. Here, and in support of Hebb's view, we advance a contrarian view. A key principle of our framework is that species' brains are uniquely designed to perceive and to relate stimulus events that are contiguous, salient, and relevant to adaptation. In accordance with what we here view as the constructive biases of species' brains, stimuli are differentially organized into amalgams that reflect an exchange of salience and response-eliciting properties of component units, which are then integrated to form a basis of knowledge about the organism and its ecological niche. One can then base adaptation on overarching principles and rules, not just on simple associations. Species may create emergent behaviors with no history of specific training, and even new capacities, to service adaptation to both familiar and novel challenges. Int J Primatol (2007) 28:973-996

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Grouping and Assimilation in Perception, Memory, and Conditioning

Cited by 11 publications

References 141 publications

The Verriest Lecture: Color lessons from space, time and motion

The Verriest Lecture: Color lessons from space, time and motion

The length of the retention interval, forgetting, and subjective similarity.

A Salience Theory of Learning and Behavior: With Perspectives on Neurobiology and Cognition

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