(See related pages)
After studying the chapter, the student should be able to . . .
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Appreciate our skills in recognizing objects and the difficulty in programming a computer to recognize objects. Understand the various sorts of recognition. |
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Compare and contrast the two primary theories (recognition by components and view-based recognition) of the robustness of object recognition. Specify the strengths and weaknesses of each theory. |
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Explain what is meant by "learning to see," and give some examples supporting the contention that we do in fact learn to see. Explain the role of affordances in perception. |
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Discuss the inferotemporal (IT) cortex, including its location and its roles in object recognition. Give some examples of the plasticity of the IT cortical neurons. |
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Discuss recognition of faces. Explain prosopagnosia, including symptoms, and why pinpointing a specific brain region associated with this disorder is difficult. |
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Discuss the role of attentional processes in object recognition. Give at least two stimuli that draw attention and eye movements. |
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Explain change blindness and inattentional blindness and give examples. |
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Discuss visual imagery and research aimed at locating it in the brain. |
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Discuss and provide examples of how an individual's experiences and expectations can influence object recognition. |
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Specify the major perceptual aspects involved in reading, and discuss the role each process plays in successful reading comprehension. Include explanations as to why this seemingly simple task is really quite complex. |