Neuronal models for cognitive processes: Networks for learning, perception and imagination

Trehub, Arnold

doi:10.1016/0022-5193(77)90081-9

Cited by 92 publications

(29 citation statements)

References 11 publications

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“…For example, McConkie and Rayner (1976) suggested that the new fixation that follows a saccade might override or mask the retinal activity pattern of the prior fixation, while the contents of the two fixations might be spatially fused into a single representation of the stimulus at a higher level in the perceptual system. Similar suggestions have been made by Trehub (1977), Breitmeyer, Kropfl, and Julesz (1982), Jonides, Irwin, and Yantis (1982), Banks (1983), Breitmeyer (1984), and Feldman (1985). The existence of a spatiotopic level of visual persistence that would allow the fusion of visual information from successive fixations according to environmental coordinates would explain in an intuitively satisfying way the perception of a dear, stable, continuous world across changes in eye position.…”

mentioning

confidence: 58%

Visual masking and visual integration across saccadic eye movements.

Irwin¹,

Brown²,

Sun³

1988

Journal of Experimental Psychology: General

135

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SUMMARYThe visual world appears unified, stable, and continuous despite rapid changes in eye position. How this is accomplished has puzzled psychologists for over a century. One possibility is that visual information from successive eye fixations is fused in memory according to environmental or spatiotopic coordinates. Evidence supporting this hypothesis was provided by Davidson, Fox, and Dick (1973). They presented a letter array in one fixation and a mask at one letter position in a subsequent fixation and found that the mask inhibited report of the letter that shared its retinal coordinates but appeared to occupy the same position as the letter that shared its spatial coordinates. This suggests the existence of a retinotopic visual persistence at which transsaccadic masking occurs and a spatiotopic visual persistence at which transsaccadic integration, or fusion, occurs.Using a similar procedure, we found retinotopic masking and retinotopic integration: The mask interfered with the letter that shared its retinal coordinates, but also appeared to cover that letter. In another experiment, instead of a mask we presented a bar marker over one letter position, and subjects reported the letter that appeared underneath the bar; subjects usually reported the letter with the same retinal coordinates as the bar, again suggesting retinotopic rather than spatiotopic integration across saccades.In Experiment 3 a bar marker was again presented over one letter position, but in addition a visual landmark was presented after the saccade so that subjects could localize the bar's spatial position; subjects still reported that the letter that shared the bar's retinal coordinates appeared to be under it, but they were also able to accurately specify the bar's spatial position. This ability could have been based on retinal information (the visual landmark) present in the second fixation only, however, rather than spatiotopic visual persistence. Because such a visual landmark was present in the Davidson et al. (1973) experiments, we conclude that their findings can be explained solely in retinotopic terms and provide no convincing evidence for spatiotopic visual persistence.But the exposure parameters that Davidson et al. (1973) and we used were biased in favor of retinotopic, rather than spatiotopic, coding: The stimuli were presented very briefly just before a saccadic eye movement, and subjects are poor at spatially localizing stimuli under these conditions. Thus, in Experiment 4 we presented the letter array about 200 ms before the saccade; then, subjects reported that the letter with the same spatial coordinates as the bar appeared under it. This result demonstrates the existence of a spatiotopic memory that combines information from successive fixations, but it does not show whether this memory operates by means of spatiotopic visual fusion.To determine this, in the last experiment 4 randomly chosen dots from a 3 x 3 dot matrix were presented in one fixation, and 4 different dots from the matrix were

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confidence: 58%

Visual masking and visual integration across saccadic eye movements.

Irwin¹,

Brown²,

Sun³

1988

Journal of Experimental Psychology: General

135

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“…Training that is focused on the development of the skills of each university degree is an essential goal of each field of study; however, such training is no longer sufficient (Sokolov, 1977; Trehub, 1977; Brooks, 1989; Gorkin and Shevchenko, 1997; Krause et al, 2006; Ren et al, 2016). In addition, training focused on key emotional competences is required.…”

Section: Discussionmentioning

confidence: 99%

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the “Emotional Intelligence Training Program,” with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.

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“…On the basis of experiments (McConkie & Rayner, 1975;Rayner, 1975; on eye movements and the perceptual span in reading, McConkie and Rayner (1976) hypothesized such a buffer, which they termed an integrative visual buffer. The integrative visual buffer is thought of as a retina-like store (Trehub, 1977, uses the term "retinoid") in the brain in which visual information is stored point by point as a twodimensional projection of the three-dimensional image being viewed. According to McConkie and Rayner, information obtained from parafoveal vision on fixation n is held in the integrative visual buffer and combined with information available in foveal vision on fixation n + 1 following a saccade.…”

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confidence: 99%

Is visual information integrated across saccades?

Rayner

Pollatsek

1983

Perception & Psychophysics

154

101

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After subjects established fixation on a target cross, 12 dots were presented parafoveally. When the dots were presented, the subjects made an eye movement to the location of the dots, and during the saccade the 12 initially presented dots were replaced by 12 other dots. The 24 dots were part of a 5 X 5 matrix, and the task of the subject was to report which dot was missing. The data were consistent with other recent studies: subjects could successfully report the location of the missing dot far above chance (54%), whereas performance in a control condition (in which the two sets of dots were presented to different spatial and retinal locations) was almost at chance level (10%). However, a number of control conditions demonstrated that the effect was due primarily to persistence from the phosphor of the cathode ray tube used for stimulus presentation and that little of the visual information integrated was across two fixations. Implications of the results for a theory of integration across saccades are discussed.

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Neuronal models for cognitive processes: Networks for learning, perception and imagination

Cited by 92 publications

References 11 publications

Visual masking and visual integration across saccadic eye movements.

Visual masking and visual integration across saccadic eye movements.

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Is visual information integrated across saccades?

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