Vection Aftereffects from Expanding/Contracting Stimuli

Seno, Takeharu; Ito, Hiroyuki; Shoji, Shuichi

doi:10.1163/187847510x532667

Cited by 43 publications

(53 citation statements)

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“…Latency and duration were 7 and 11 s, respectively (with an average of 2-s vection dropout). These values were identical to those obtained by normal, explicit, expanding, motion stimuli from our previous studies (Seno et al 2009(Seno et al , 2010a(Seno et al , b, 2011a. The magnitude value in this condition was approximately 50.…”

Section: Resultssupporting

confidence: 90%

“…The subjects were informed that the estimated values should range from 0 (no vection) to 100 (very strong vection). Although a standard stimulus was not utilized for magnitude estimation, this exact method has been successfully used in the previous studies (Seno et al 2009(Seno et al , 2010a(Seno et al , b, 2011a. The instructions were as follows: "Please press the corresponding button while you are perceiving forward self-motion.…”

Section: Methodsmentioning

confidence: 99%

“…This phenomenon was termed the "vection aftereVect" (VAE) (see details in Seno et al 2010aSeno et al , 2011b. Results from Experiment 2 could be partially explained by VAE.…”

Section: A Possible Explanation Of Vection Afterevect (Vae)mentioning

confidence: 99%

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Vection can be induced in the absence of explicit motion stimuli

2012

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The present study utilized two separate experiments to demonstrate that illusory self-motion (vection) can be induced/modulated by cognition. In the first experiment, two curved lines, which simulated road edges seen while driving at night, were employed. Although the lines induced adequate strength of forward vection, when one of the lines was horizontally reversed, vection was significantly reduced. In the second experiment, two static converging lines with moving characters, which simulated side edges of a straight road with a traffic sign, were utilized. The road sign moved only during the first 5 s. After the sign disappeared, only static lines or a blank screen were able to induce vection. These results suggested that vection was largely affected by cognitive factors and that vection could be induced by implicit motion stimuli.

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Section: Resultssupporting

confidence: 90%

Section: Methodsmentioning

confidence: 99%

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Vection can be induced in the absence of explicit motion stimuli

2012

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“…The stimuli were displayed on a 50-inch video screen (Vsync = 60 Hz, resolution = 1024 × 768 pixels) using a digital light-processing (DLP) projector (BenQ MX511). The stimuli projected on the screen were identical to those used by Seno et al (2010) and Shirai et al (2012); an expanding optical flow pattern was created by randomly positioning 16,000 dots inside a simulated cube and moving the observer's viewpoint to simulate forward self-motion at 16 m/s. We used two conditions, large field and small field, which varied according to stimulus size.…”

Section: Methodsmentioning

confidence: 99%

Stronger vection in junior high school children than in adults

et al. 2014

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Previous studies have shown that even elementary school-aged children (7 and 11 years old) experience visually induced perception of illusory self-motion (vection) (Lepecq et al., 1995, Perception, 24, 435–449) and that children of a similar age (mean age = 9.2 years) experience more rapid and stronger vection than do adults (Shirai et al., 2012, Perception, 41, 1399–1402). These findings imply that although elementary school-aged children experience vection, this ability is subject to further development. To examine the subsequent development of vection, we compared junior high school students' (N = 11, mean age = 14.4 years) and adults' (N = 10, mean age = 22.2 years) experiences of vection. Junior high school students reported significantly stronger vection than did adults, suggesting that the perceptual experience of junior high school students differs from that of adults with regard to vection and that this ability undergoes gradual changes over a relatively long period of development.

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“…12The occurrence of vection (as opposed to general motion) aftereffects could also provide important confirmatory evidence (e.g., Seno et al, 2010, 2011c). However, these can be difficult to find with computer-generated self-motion displays.…”

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confidence: 97%

Future challenges for vection research: definitions, functional significance, measures, and neural bases

et al. 2015

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This paper discusses four major challenges facing modern vection research. Challenge 1 (Defining Vection) outlines the different ways that vection has been defined in the literature and discusses their theoretical and experimental ramifications. The term vection is most often used to refer to visual illusions of self-motion induced in stationary observers (by moving, or simulating the motion of, the surrounding environment). However, vection is increasingly being used to also refer to non-visual illusions of self-motion, visually mediated self-motion perceptions, and even general subjective experiences (i.e., “feelings”) of self-motion. The common thread in all of these definitions is the conscious subjective experience of self-motion. Thus, Challenge 2 (Significance of Vection) tackles the crucial issue of whether such conscious experiences actually serve functional roles during self-motion (e.g., in terms of controlling or guiding the self-motion). After more than 100 years of vection research there has been surprisingly little investigation into its functional significance. Challenge 3 (Vection Measures) discusses the difficulties with existing subjective self-report measures of vection (particularly in the context of contemporary research), and proposes several more objective measures of vection based on recent empirical findings. Finally, Challenge 4 (Neural Basis) reviews the recent neuroimaging literature examining the neural basis of vection and discusses the hurdles still facing these investigations.

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Vection Aftereffects from Expanding/Contracting Stimuli

Cited by 43 publications

References 0 publications

Vection can be induced in the absence of explicit motion stimuli

Vection can be induced in the absence of explicit motion stimuli

Stronger vection in junior high school children than in adults

Future challenges for vection research: definitions, functional significance, measures, and neural bases

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