Perceiving the Present and a Systematization of Illusions

Changizi, Mark A.; Hsieh, Andrew; Nijhawan, Romi; Kanai, Ryota; Shimojo, Shinsuke

doi:10.1080/03640210802035191

Cited by 55 publications

(55 citation statements)

References 184 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…But when the participant uses head tilt, the number of unique training stimuli presented increases by a significant factor because each head position provides a unique training stimulus. Each head position presents different parameters to calculate length, thereby effectively increasing the number of training stimuli presented during supervised learning greatly and making classification more accurate (Changizi et al, 2008). …”

Section: Discussionmentioning

confidence: 99%

Length and orientation constancy learning in 2-dimensions with auditory sensory substitution: the importance of self-initiated movement

2015

Self Cite

View full text Add to dashboard Cite

A subset of sensory substitution (SS) devices translate images into sounds in real time using a portable computer, camera, and headphones. Perceptual constancy is the key to understanding both functional and phenomenological aspects of perception with SS. In particular, constancies enable object externalization, which is critical to the performance of daily tasks such as obstacle avoidance and locating dropped objects. In order to improve daily task performance by the blind, and determine if constancies can be learned with SS, we trained blind (N = 4) and sighted (N = 10) individuals on length and orientation constancy tasks for 8 days at about 1 h per day with an auditory SS device. We found that blind and sighted performance at the constancy tasks significantly improved, and attained constancy performance that was above chance. Furthermore, dynamic interactions with stimuli were critical to constancy learning with the SS device. In particular, improved task learning significantly correlated with the number of spontaneous left-right head-tilting movements while learning length constancy. The improvement from previous head-tilting trials even transferred to a no-head-tilt condition. Therefore, not only can SS learning be improved by encouraging head movement while learning, but head movement may also play an important role in learning constancies in the sighted. In addition, the learning of constancies by the blind and sighted with SS provides evidence that SS may be able to restore vision-like functionality to the blind in daily tasks.

show abstract

Section: Discussionmentioning

confidence: 99%

Length and orientation constancy learning in 2-dimensions with auditory sensory substitution: the importance of self-initiated movement

2015

Self Cite

View full text Add to dashboard Cite

show abstract

“…As an illustration, for many trigger stimuli processing delays are circumvented because they are detected by “innate” survival circuits consisting of genetically specified synaptic arrangements [29]. Based on studies of the human visual system, it has been proposed that the brain constantly applies a perceptual compensation to the sensory information in order to generate a perception of the present [30]. This ongoing, short-term task entails that the brain possesses a high anticipatory/preparatory capacity, a feature that eventually leads to view brains as “prediction machines” [31].…”

Section: Role Of the Monoaminergic System In Behavior And Its Relevanmentioning

confidence: 99%

Monoaminergic Control of Cellular Glucose Utilization by Glycogenolysis in Neocortex and Hippocampus

et al. 2015

View full text Add to dashboard Cite

Brainstem nuclei are the principal sites of monoamine (MA) innervation to major forebrain structures. In the cortical grey matter, increased secretion of MA neuromodulators occurs in response to a wealth of environmental and homeostatic challenges, whose onset is associated with rapid, preparatory changes in neural activity as well as with increases in energy metabolism. Blood-borne glucose is the main substrate for energy production in the brain. Once entered the tissue, interstitial glucose is equally accessible to neurons and astrocytes, the two cell types accounting for most of cellular volume and energy metabolism in neocortex and hippocampus. Astrocytes also store substantial amounts of glycogen, but non-stimulated glycogen turnover is very small. The rate of cellular glucose utilization in the brain is largely determined by hexokinase, which under basal conditions is more than 90% inhibited by its product glucose-6-phosphate (Glc-6-P). During rapid increases in energy demand, glycogen is a primary candidate in modulating the intracellular level of Glc-6-P, which can occur only in astrocytes. Glycogenolysis can produce Glc-6-P at a rate higher than uptake and phosphorylation of glucose. MA neurotransmitter are released extrasinaptically by brainstem neurons projecting to neocortex and hippocampus, thus activating MA receptors located on both neuronal and astrocytic plasma membrane. Importantly, MAs are glycogenolytic agents and thus they are exquisitely suitable for regulation of astrocytic Glc-6-P concentration, upstream substrate flow through hexokinase and hence cellular glucose uptake. Conforming to such mechanism, Gerald A. Dienel and Nancy F. Cruz recently suggested that activation of noradrenergic locus coeruleus might reversibly block astrocytic glucose uptake by stimulating glycogenolysis in these cells, thereby anticipating the rise in glucose need by active neurons. In this paper, we further develop the idea that the whole monoaminergic system modulates both function and metabolism of forebrain regions in a manner mediated by glycogen mobilization in astrocytes.

show abstract

“…For example, in the Muller-Lyer illusion, the task is to compare the length of the two lines, ignoring the arrows on each end of the lines. Findings show that typically developing participants are strongly affected by the embedded context, succumbing to the illusion to the expense of focusing on the local elements (for a review, see Changizi, Hsieh, Nijhawan, Kanai, & Shimojo, 2008). While individuals with ASD are far less affected by such visual configurations (e.g., Brosnan Scott, Fox, & Pye, 2004), important context effects are apparent.…”

Section: Perceptionmentioning

confidence: 99%

Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context

Amaral¹,

Collins²,

Bohache³

et al. 2012

Current Topics in Children's Learning and Cognition

View full text Add to dashboard Cite

Perceiving the Present and a Systematization of Illusions

Cited by 55 publications

References 184 publications

Length and orientation constancy learning in 2-dimensions with auditory sensory substitution: the importance of self-initiated movement

Length and orientation constancy learning in 2-dimensions with auditory sensory substitution: the importance of self-initiated movement

Monoaminergic Control of Cellular Glucose Utilization by Glycogenolysis in Neocortex and Hippocampus

Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context

Contact Info

Product

Resources

About