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8 results for “Gestalt processing”
Figure 11. Cognitive architecture of the process of social signals perception-Gestalt Processing in Human-Robot Interaction: A Novel Account for Autism Research
<p>A possible cognitive architecture and formalization of the process of learning via<br> multisensory integration is presented in figure 11. The formal description of the proposed cognitive<br> architecture, capable of interpreting social-communication signals, signs and symbols, is based on<br> multisensory integration at the level of perception, parallel processing at the level of interpretation<br> and decision making followed by verbalization, as well as performing an action (eye contact,<br> gesture, mimicking) at the level of behaviour.</p>
Figure 9. The impossible figure (right) is not noticeable as such at first glance-Gestalt Processing in Human-Robot Interaction: A Novel Account for Autism Research
<p>In the lexical domain a similar effect of holistic word processing is described in (Anstis,<br> 2005b). The viewers were presented with pairs of three-letter words in quick succession and asked<br> to report if the upper halves of the successively presented words were identical. Surprisingly, even<br> when the upper halves of the words were orthographically identical, the error rate was reliably<br> higher than expected and in comparison with matching identical successive words. As the author of<br> the study Stuart Anstis points out: “students were processing the words not as separable parts, but<br> holistically as perceptual units that could not be perceptually split apart. These results show that in<br> normal circumstances, the visual system cannot, or does not, divide words into upper and lower<br> halves” (Anstis, 2005b, p. 239).The author relates the results of his study to studies of visual<br> perception of faces as evidence that the mechanism of holistic processing in the visual and the<br> lexical domains is essentially the same.</p>
Figure 8. Machine faces, perceived as more figure-like(left) and less figure-like (right)-Gestalt Processing in Human-Robot Interaction: A Novel Account for Autism Research
<p>In an experimental study on visual perception, addressing directly Gestalt phenomena, a new<br> Gestalt cue for figure-ground assignment was introduced (Vechera et al., 2002). The foreground<br> versus the background organization is a strong determinant for decisions on objects seen among<br> image elements. A well-known set of perceptual cues that are often called Gestalt cues are the size<br> or area, the symmetry and the convexity vs. concavity judgments. It is generally assumed that<br> figures are ‘small, symmetrical and convex’. The authors asked the question whether these cues are<br> all that are necessary for a region of the image to be judged as a figure. The main result of this study<br> is that regions in the lower portion of a stimulus array appear more figure-like than regions in the<br> upper portion of the display.</p>
Figure 6. Noticeable subjective response to the distorted face to the right-Gestalt Processing in Human-Robot Interaction: A Novel Account for Autism Research
<p>Quite surprisingly, if the distortion is viewed in the normal upward position, it evokes strong<br> emotional response to the distorted face to the right in figure 6.</p>
Figure 5. The distortion is barely noticeable if the faces are viewed in the reversed position-Gestalt Processing in Human-Robot Interaction: A Novel Account for Autism Research
<p>According to the feature-based processing theories of human faces the main elements,<br> noticed and remembered in a face, are the eyes, the nose and the mouth (Thompson, 1980; Anstis,<br> 2005a). If, however, we distort some of the elements of a face, these should influence perception,regardless of the position of the image – upright or reversed – from the observer viewpoint. Figure 5<br> presents the reversed image of the face on the left and the reversed distorted face on the right. The<br> distortion was achieved by rotating the eyes of the image in the vertical direction.<br> Figure</p>
Figure 4. Main elements of a face, according to the feature-based processing theories-Gestalt Processing in Human-Robot Interaction: A Novel Account for Autism Research
<p>In 1980 Peter Thompson proposed a new experimental paradigm for investigation of<br> perception, called “face thatcherization” (also named “Thomson illusion”) (Thompson, 1980).<br> Imagine that the following face, depicted in figure 4, is a photo of the then UK Prime Minister<br> Margaret Thatcher.</p>
Figure 3. Robotic faces, similar to smiley emoticons-Gestalt Processing in Human-Robot Interaction: A Novel Account for Autism Research
<p>The smiley Gestalt is the result from a dynamic (evolved in time) cognitive process, it is<br> immediately given in cognition, memorable, emotionally rich and socially relevant and reflects the<br> special kind of Gestalt complexity as defined by Edwin Rausch (1988). Conventional representations<br> of holistic entities like smileys or novel robotic faces come to life because they capture essential<br> Gestalt qualities of the perceived image. For example, in figure 3 the robotic faces resemble the<br> smileys in terms of the evoked internal/emotional reactions.</p>
Figure 2. Taxonomy of the educational technologies for children with ASC-Gestalt Processing in Human-Robot Interaction: A Novel Account for Autism Research
<p>learner (Perlin, 1997).<br> MOSOCO is an emergent technology implemented in a smartphone called “Mobile Social<br> Compass” (Escobedo et al., 2012). Six basic social skills are being encouraged by prompting the<br> user to initiate social contact. The menu displays symbols for the basic social skills – eye contact,<br> space and proximity, start an interaction, asking questions, sharing interests and finish an<br> interaction. The MOSOCO application has turned out to be an extremely useful tool as an online<br> prompt in starting, maintaining and finishing social interaction for both typical and autistic students,<br> as well as to anyone that feels need for improving their social competence.</p>
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