What is special about expertise? Visual expertise reveals the interactive nature of real-world object recognition

Harel, Assaf

doi:10.1016/j.neuropsychologia.2015.06.004

Cited by 41 publications

(45 citation statements)

References 155 publications

(197 reference statements)

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“…Over the past few decades, several lines of behavioral and neural studies have led to the consensus that human face perception is a type of visual expertise (Diamond and Carey, 1986;Harel, 2016) that features holistic processing (Gauthier et al, 2003;Richler and Gauthier, 2014), i.e., the combination of various facial features into a gestalt (Rossion, 2013). More generally, holistic processing is a perceptual strategy for piecing together fragmented information; it is highly automated due to extensive exposure of the member of a particular objects category (Wong and Gauthier, 2010;Richler et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Development of Holistic Face Processing From Childhood and Adolescence to Young Adulthood in Chinese Individuals

Sun

Cao

2020

Front. Psychol.

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Previous studies have indicated that holistic face processing is important for the development of face perception. The purpose of this study was to verify the development trajectory of holistic processing, from older childhood to young adulthood, using the complete composite paradigm. Participants from three different age groups (children, adolescents, young adults) were recruited for this study. The results showed that all groups demonstrated the composite effect with similar magnitude. Furthermore, face processing performance improved with age. These results, together with previous results, imply it is a race-general phenomenon that holistic face processing is similar among older children, adolescents, and young adults.

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Section: Introductionmentioning

confidence: 99%

Development of Holistic Face Processing From Childhood and Adolescence to Young Adulthood in Chinese Individuals

Sun

Cao

2020

Front. Psychol.

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“…In sum, students’ learning with visuals involves both conceptual and perceptual competencies (Rau, ). While this brief review illustrates that conceptual and perceptual competencies are inter‐related (Goldstone et al., ; Harel, ), we discuss each of them separately to highlight that they are learned via different processes and hence require different assessments (Goldstone et al., ; Kellman & Massey, ; Koedinger et al., ).…”

Section: Prior Researchmentioning

confidence: 99%

“…For example, Ainsworth (2006) and Schnotz (2014) describe sensemaking processes in terms of structure mapping that allows students to distinguish relevant and irrelevant features and to determine which information is (or is not) shown in different visuals (Gentner et al, 2003). Sense-making processes are also involved when students explain why a visual can help solve a given problem (Acevedo Nistal, Van Dooren, & Verschaffel, 2013, 2015diSessa, 2004).…”

Section: Conceptual Representational Competenciesmentioning

confidence: 99%

Cognitive Task Analysis for Implicit Knowledge About Visual Representations With Similarity Learning Methods

Mason

Rau²,

Nowak

2019

Cognitive Science

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Visual representations are prevalent in STEM instruction. To benefit from visuals, students need representational competencies that enable them to see meaningful information. Most research has focused on explicit conceptual representational competencies, but implicit perceptual competencies might also allow students to efficiently see meaningful information in visuals. Most common methods to assess students’ representational competencies rely on verbal explanations or assume explicit attention. However, because perceptual competencies are implicit and not necessarily verbally accessible, these methods are ill‐equipped to assess them. We address these shortcomings with a method that draws on similarity learning, a machine learning technique that detects visual features that account for participants’ responses to triplet comparisons of visuals. In Experiment 1, 614 chemistry students judged the similarity of Lewis structures and in Experiment 2, 489 students judged the similarity of ball‐and‐stick models. Our results showed that our method can detect visual features that drive students’ perception and suggested that students’ conceptual knowledge about molecules informed perceptual competencies through top‐down processes. Furthermore, Experiment 2 tested whether we can improve the efficiency of the method with active sampling. Results showed that random sampling yielded higher accuracy than active sampling for small sample sizes. Together, the experiments provide the first method to assess students’ perceptual competencies implicitly, without requiring verbalization or assuming explicit visual attention. These findings have implications for the design of instructional interventions that help students acquire perceptual representational competencies.

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“…Interestingly, since consistent search behaviors may allow a more efficient use of cognitive resources, the authors highlighted the importance of top-down control in visual search performance. In this regard, Harel ( 2016 ) describes visual expertise as an interactive process that emerges from enhanced interactions between the visual system and multiple top-down mechanisms including attentional control, domain-specific knowledge, and task-specific strategies.…”

Section: Introductionmentioning

confidence: 99%

Monitoring Processes in Visual Search Enhanced by Professional Experience: The Case of Orange Quality-Control Workers

Visalli

Vallesi

2018

Front. Psychol.

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Visual search tasks have often been used to investigate how cognitive processes change with expertise. Several studies have shown visual experts' advantages in detecting objects related to their expertise. Here, we tried to extend these findings by investigating whether professional search experience could boost top-down monitoring processes involved in visual search, independently of advantages specific to objects of expertise. To this aim, we recruited a group of quality-control workers employed in citrus farms. Given the specific features of this type of job, we expected that the extensive employment of monitoring mechanisms during orange selection could enhance these mechanisms even in search situations in which orange-related expertise is not suitable. To test this hypothesis, we compared performance of our experimental group and of a well-matched control group on a computerized visual search task. In one block the target was an orange (expertise target) while in the other block the target was a Smurfette doll (neutral target). The a priori hypothesis was to find an advantage for quality-controllers in those situations in which monitoring was especially involved, that is, when deciding the presence/absence of the target required a more extensive inspection of the search array. Results were consistent with our hypothesis. Quality-controllers were faster in those conditions that extensively required monitoring processes, specifically, the Smurfette-present and both target-absent conditions. No differences emerged in the orange-present condition, which resulted to mainly rely on bottom-up processes. These results suggest that top-down processes in visual search can be enhanced through immersive real-life experience beyond visual expertise advantages.

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What is special about expertise? Visual expertise reveals the interactive nature of real-world object recognition

Cited by 41 publications

References 155 publications

Development of Holistic Face Processing From Childhood and Adolescence to Young Adulthood in Chinese Individuals

Development of Holistic Face Processing From Childhood and Adolescence to Young Adulthood in Chinese Individuals

Cognitive Task Analysis for Implicit Knowledge About Visual Representations With Similarity Learning Methods

Monitoring Processes in Visual Search Enhanced by Professional Experience: The Case of Orange Quality-Control Workers

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