Redundant spoken labels facilitate perception of multiple items

Lupyan, Gary; Spivey, Michael J.

doi:10.3758/app.72.8.2236

Cited by 35 publications

(55 citation statements)

References 39 publications

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“…This is due to our higher order conceptual representations (in this case color category labels) shaping the output of color perception. The categorical perception of color is just one example of this phenomenon, as categorical perception has been observed for various other natural stimuli, including faces and trained novel objects (Goldstone, Steyvers, & Rogosky, 2003; Goldstone, 1994; Goldstone, Lippa, & Shiffrin, 2001; Levin & Beale, 2000; Livingston, Andrews, & Harnad, 1998; Lupyan, Thompson-Schill, & Swingley, 2010; Newell & Bulthoff, 2002; Sigala, Gabbiani, & Logothetis, 2002). …”

Section: Theoretical Foundations: Categorical Perceptionmentioning

confidence: 90%

“…Indeed, recent findings demonstrate that even non-informative, redundant labels can influence visual processing in striking ways (Lupyan & Spivey, 2010; Lupyan & Thompson-Schill, 2012). Lupyan & Thompson-Schill (2012) found that performance on an orientation discrimination task was facilitated when the image was preceded by the auditory presentation of a verbal label, but not by a sound that was equally associated with the object.…”

Section: Theoretical Foundations: Categorical Perceptionmentioning

confidence: 99%

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Knowledge is power: How conceptual knowledge transforms visual cognition

Collins

Olson

2014

Psychon Bull Rev

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In this review we synthesize the existing literature demonstrating the dynamic interplay between conceptual knowledge and visual perceptual processing. We consider two theoretical frameworks demonstrating interactions between processes and brain areas traditionally considered perceptual or conceptual. Specifically, we discuss categorical perception, in which visual objects are represented according to category membership, and highlight studies showing that category knowledge can penetrate early stages of visual analysis. We next discuss the embodied account of conceptual knowledge, which holds that concepts are instantiated in the same neural regions required for specific types of perception and action, and discuss the limitations of this framework. We additionally consider studies showing that gaining abstract semantic knowledge about objects and faces leads to behavioral and electrophysiological changes that are indicative of more efficient stimulus processing. Finally, we consider the role that perceiver goals and motivation may play in shaping the interaction between conceptual and perceptual processing. We hope to demonstrate how pervasive such interactions between motivation, conceptual knowledge, and perceptual processing are to our understanding of the visual environment, and demonstrate the need for future research aimed at understanding how such interactions arise in the brain.

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Section: Theoretical Foundations: Categorical Perceptionmentioning

confidence: 90%

Section: Theoretical Foundations: Categorical Perceptionmentioning

confidence: 99%

Knowledge is power: How conceptual knowledge transforms visual cognition

Collins

Olson

2014

Psychon Bull Rev

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“…16 The uncertainty inherent in language promotes the formation-in both developmental time and in the moment-of representations that represent category diagnostic information and abstract over idiosyncratic information. The consequences of these more categorical representations are substantial, spanning basic perceptual tasks (Lupyan, 2008;Lupyan & Spivey, 2010a, 2010bLupyan & Ward, 2013;Lupyan & Spivey, 2008) and higher level reasoning (Lupyan, 2015).…”

Section: Knowledge Through Language Versus Knowledge Through Perceptimentioning

confidence: 99%

From words-as-mappings to words-as-cues: the role of language in semantic knowledge

Lupyan

Lewis

2017

Language, Cognition and Neuroscience

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Semantic knowledge (or semantic memory) is knowledge we have about the world. For example, we know that knives are typically sharp, made of metal, and that they are tools used for cutting. To what kinds of experiences do we owe such knowledge? Most work has stressed the role of direct sensory and motor experiences. Another kind of experience, considerably less well understood, is our experience with language. We review two ways of thinking about the relationship between language and semantic knowledge: (i) language as mapping onto independently-acquired concepts, and (ii) language as a set of cues to meaning. We highlight some problems with the words-as-mappings view, and argue in favor of the words-as-cues alternative. We then review some surprising ways that language impacts semantic knowledge, and discuss how distributional semantics models can help us better understand its role. We argue that language has an abstracting effect on knowledge, helping to go beyond concrete experiences which are more characteristic of perception and action. We conclude by describing several promising directions for future research. ROLE OF LANGUAGE IN SEMANTIC KNOWLEDGE 3

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“…Although many cognitive scientists naturally assume that language and vision are independent, modular systems each with their own representational primitives and operations, most also acknowledge that the systems interact, supporting the uniquely human capacity to talk about what we see (Jackendoff, 1987; MacNamara, 1978; ). The broader question of how language interacts with vision and other cognitive systems has, for many decades, motivated scientists to ask about the role of language in influencing attention(Egeth& Smith, 1967; Gleitman et al, 2007; Lupyan & Spivey, 2010; Lupyan, 2008; Papafragou, Hulbert, & Trueswell, 2008; Smith, Jones, & Landau, 1996; Spivey, Tyler, Eberhard,& Tanenhaus, 2001), in sustaining conceptual categories and creating new ones (Roberson & Davidoff, 2000; Roberson, Davies, & Davidoff, 2000; Yoshida & Smith, 2003), and most radically, in creating new systems of representation (Carey, 2009; Hermer-Vazquez, Spelke,& Katsnelson, 1999). Implicit in all of these studies is the drive to understand the mechanisms by which language interacts with non-linguistic representations, and what the end result of the interactions is.…”

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confidence: 99%

Interaction between language and vision: It’s momentary, abstract, and it develops

Dessalegn

Landau

2013

Cognition

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In this paper, we present a case study that explores the nature and development of the mechanisms by which language interacts with and influences our ability to represent and retain information from one of our most important non-linguistic systems-- vision. In previous work (Dessalegn & Landau, 2008), we showed that 4 year-olds remembered conjunctions of visual features better when the visual target was accompanied by a sentence containing an asymmetric spatial predicate (e.g., the yellow is to the left of the black) but not when the visual target was accompanied by a sentence containing a novel noun (e.g., look at the dax) or a symmetric spatial predicate (e.g., the yellow is touching the black). In this paper, we extend these findings. In three experiments, 3, 4 and 6 year-olds were shown square blocks split in half by color vertically, horizontally or diagonally (e.g., yellow-left, black-right) and were asked to perform a delayed-matching task. We found that sentences containing spatial asymmetric predicates (e.g., the yellow is to the left of the black) and non-spatial asymmetric predicates (e.g., the yellow is prettier than the black) helped 4 year-olds, although not to the same extent. By contrast, 3 year-olds did not benefit from different linguistic instructions at all while 6 year-olds performed at ceiling in the task with or without the relevant sentences. Our findings suggest by age 4, the effects of language on non-linguistic tasks depend on highly abstract representations of the linguistic instructions and are momentary, seen only in the context of the task. We further speculate that language becomes more automatically engaged in nonlinguistic tasks over development.

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Redundant spoken labels facilitate perception of multiple items

Cited by 35 publications

References 39 publications

Knowledge is power: How conceptual knowledge transforms visual cognition

Knowledge is power: How conceptual knowledge transforms visual cognition

From words-as-mappings to words-as-cues: the role of language in semantic knowledge

Interaction between language and vision: It’s momentary, abstract, and it develops

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