The case study of John has provided a unique insight into the nature of visual agnosia and more broadly into the underlying processes which support human vision. After suffering a stroke, John had problems in recognizing common objects, faces, seeing colours, reading and finding his way around his environment. A Reader in Visual Agnosia brings together the primary scientific papers describing the detailed investigations for each visual problem which the authors carried out with John, known as patient HJA. This work was summarised initially in To See But Not To See (1987), and 26 years later in A Case Study in Visual Agnosia Revisited (2013). The chapters are divided into 6 parts corresponding to the key areas of investigation: Integrative visual agnosia Perception of global form Face perception Colour perception Word recognition Changes over time Each part contains a short introduction, written by the two leading researchers who worked with John, which highlights the relations between the papers and demonstrates the pathway of the case analysis. The book will be invaluable to students and researchers in visual cognition, cognitive neuropsychology and vision neuroscience.

Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection presents the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development. Research has increasingly indicated the importance of morphological tasks in relation to reading, spelling, and vocabulary acquisition in the classroom. Chapter authors present the theoretical considerations guiding morphological processing research to date, address the use of morphology with reference to different populations of learners, and propose effective and innovative instructional strategies for integrating morphology in the classroom.

Originally published in 1974, this introductory text has been designed specifically for teachers in training, and it presents the basic psychological principles governing learning, perception, motivation and the retention of knowledge at the time. The text is carefully tailored for would-be teachers in its clear and informal style, and in its selective aspects of psychology which the teacher can use to advantage in his efforts to assist the child. The book has an eclectic approach to psychological theory, drawing upon the insights of behaviourism, perceptualism and the Gestalt school, as well as the developmental theories of Jean Piaget. The author discusses in some detail theories concerning the nature of intelligence, and the relationship between creativity and intelligence; and he investigates the dynamics of social adjustment, introducing the part that may be played by meditation in helping to solve some of the problems of emotional stress within the learning situation. In his consideration of the management of learning, the author lays much emphasis upon the importance of individual cognitive styles, individualizing instruction and independent learning. In one chapter Dr Mueller is concerned with factors in the measurement of personality and of performance in the classroom, and he reflects upon the specific problem of objectivity in such assessment. Finally, some consideration is given to the problems and characteristics of the socially disadvantaged child and to the role of the teacher in helping to solve some of the learning problems of these children.

Originally published in 1988 Applied Cognitive Psychology draws on the psychology of perception, attention, and cognition to give an understanding of some everyday activities and skills. Paul Barber focuses on processes involved in selecting simple actions, face perception, reading, and tasks requiring attention skills. He uses practical problems as starting points for discussion, including mental overloading in air-traffic controllers, cooker-hob design, the use of Photokit/identikit, and reading from computer screens. The book also examines the strengths and limitations of the basic analytical approach of 'information-processing' in psychology. As well as providing a textbook for students of psychology and ergonomics, Applied Cognitive Psychology will still be welcomed by those from other disciplines - management studies, education, sports science - who need to understand skilled behaviour in applied settings.

The founder of both American pragmatism and semiotics, Charles Sanders Peirce (1839-1914) is widely regarded as an enormously important and pioneering theorist. In this book, scholars from around the world examine the nature and significance of Peirce's work on perception, iconicity, and diagrammatic thinking. Abjuring any strict dichotomy between presentational and representational mental activity, Peirce's theories transform the Aristotelian, Humean, and Kantian paradigms that continue to hold sway today and, in so doing, forge a new path for understanding the centrality of visual thinking in science, education, art, and communication. The essays in this collection cover a wide range of issues related to Peirce's theories, including the perception of generality; the legacy of ideas being copies of impressions; imagination and its contribution to knowledge; logical graphs, diagrams, and the question of whether their iconicity distinguishes them from other sorts of symbolic notation; how images and diagrams contribute to scientific discovery and make it possible to perceive formal relations; and the importance and danger of using diagrams to convey scientific ideas. This book is a key resource for scholars interested in Perice's philosophy and its relation to contemporary issues in mathematics, philosophy of mind, philosophy of perception, semiotics, logic, visual thinking, and cognitive science.

Originally published in 1981, this volume presents the domain of personality as a fuzzy set that includes features previously identified with cognitive and social psychology. Few of the individual contributions are centrally concerned with individual differences and cross-situational stability, but these traditional themes certainly appear in several of the chapters. The remaining chapters deal with the general processes mediating the interaction between the person and the social environment, filling out the fuzzy set of personality psychology. Part 1 seeks to locate contemporary trends in the cognitive psychology of personality against a backdrop of historical events. The chapters in Part 2 discuss some of the cognitive processes mediating social behaviour. Part 3 contains contributions concerned with the rules by which people make judgments about objects in the social world. The self, a dominant topic in personality theory and research, is treated extensively in Part 4. Although many of the chapters are explicitly concerned with the relations between cognition and action - after all, most human interaction takes the form of judgments and communication - the contributions in Part 5 make the links to overt behaviour. Finally, Part 6 offers two discussions of the previous contributions from the perspective of cognitive psychology.

Originally published in 1981, Workshops in Perception is designed to enable students to devise their own experiments in sensory processes or perception. The thirty workshops include over a hundred different possible student projects covering the full range of the senses and interactions among them. The topics range from simple perimetry to the perception of language and social situations. In addition to more traditional topics such as illusions, adaptation and after-effects, they include lifespan perceptual development, musical illusions, and even a consumer-oriented study of road atlases. Each of the ten major sections has a general introduction to the topic with suggestions for reading. Each workshop has a more specific introduction to its topic, and an experiment outlined. A typical outline will suggest more independent variables than a student can handle, and it is up to the student to select the variables he considers important and to choose the appropriate levels of the variables. Although many suggestions are made regarding the actual running of each workshop, deciding precisely how to carry out the experiment is left up to the student. Pilot work and consultation with the tutor is encouraged. Suggestions for the form of the analysis are made, but again the details are left to the student. Several alternatives to the main workshop are outlined briefly, and these are suited to the more adventurous or advanced student. Thus the book is suited to students with a wide range of ability.

Originally published in 1957, the primary aim of this study was to shed light upon the logical character of the psychology of perception. D.W. Hamlyn begins by delimiting the field of psychological inquiry into perception, then gives a detailed account of the types of explanation appropriate in the field. He maintains that these explanations have certain important peculiarities which distinguish them from other scientific inquiries. In view of the central importance of Gestalt Theory in this field an account is given of its origins, and its main features are critically discussed. The work should still be of considerable interest to both philosophers and psychologists, as well as to all those interested in the relations between the two subjects.

The term 'visual perception' covers a very wide range of psychological functions. This title, originally published in 1970, which provides a broad survey of this vast field of knowledge, would have proved a valuable general account for students taking degree courses in psychology at the time. Professor Vernon examines a large number of experiments carried out over the previous twenty years, their findings, the conclusions drawn from them, and - equally important - the still unanswered questions which some of them raised. As the title suggests, Professor Vernon considers that - while much knowledge of the simpler perceptual processes had been gained in laboratory experiments - perhaps too little investigation had been undertaken into the more complex processes which normally determine understanding of and response to environment: the processes of identification and classification that depend to a considerable extent on learning, memory, attention, reasoning and language. An extensive bibliography is provided.

Contrary Imaginations was an original and suggestive study of two types of intelligent schoolboy - the converger with his preference for science and the diverger with his leaning towards the arts. In Frames of Mind, originally published in 1968, Liam Hudson extends and enriches this classification and begins to detect the existence of two subcultures. Within these it is not merely a question of leanings towards science or the arts as a vocation: respect for authority, masculine and feminine tendencies, qualities of perception, and the prevalent myths about various callings are all involved. The result is a very human and well-grounded investigation of the profound forces (whether of social origin or based within their own personalities) which, in varying ways, influence young people in choosing a career.

The early years of modern experimental psychology were marked by a considerable amount of research on attention, and much work was carried out in the laboratories of Wundt, Titchener and Helmholtz. For various reasons, research on attention declined from 1920 until the 1950s. Under the early philosophy of behaviourism, attention became suspect as a 'mentalistic' concept. At the time of original publication in 1969, however, much work had been done to quantify and make objective research in this area. This was of increasing importance in a world dominated by communication networks, and 'man-machine' systems, in which the human element is the weakest link due to the limits on the rate at which man can handle information. Following the publication of Broadbent's Perception and Communication in 1958, work on attention had begun to pour from an ever increasing number of laboratories. This book is dedicated to summarising what we knew, and attempts to survey the behavioural research in vision and hearing which throw light on how we share and direct attention, what are the limits of attention, to make some general methodological recommendations, to review current theories of the time, and to provide a guide to the relevant physiological work. As far as possible, work on memory has been omitted. A bibliography of the major work to the spring of 1969 is included.

'How do children see the world?' is a question of immense importance which fascinates not only psychologists but also parents and all those concerned with education. In this English translation, first published in 1976, the author, who was Professor of Psychology at the Rene Descartes University in Paris, provided the most comprehensive review at the time of the development of visual perception in children, a field to which she herself had made a substantial contribution. Her book, which gave the first comprehensive study of the relationship between cognitive development and perceptual activities in small children, explores how they interpret visual information and gradually build up a picture of the world. The author had devoted fifteen years to research on the visual world of the child and possessed an exhaustive knowledge of the experimental literature on the subject in English, French, Russian and other languages. She saw perception as a form of knowledge which the child exploits and adapts in a variety of ways at different stages of development. This is brilliantly demonstrated in her own research on the strategies children use in judging things as 'different' or 'the same' and the way these relate to the structure of their perceptual organisation. This book is essential reading for anyone with a serious interest in developmental and cognitive psychology; it also provides an object lesson in the application of experimental methods. In addition the organisation of the material made it a valuable textbook for advanced undergraduate and post-graduate teaching and will still be of interest in its historical context today.

Originally published in 1978, this volume reflects the proceedings of a conference held in February 1977 in California and is a natural successor to the earlier volume Eye Movements and Psychological Processes (Monty & Senders, 1976). The second conference was aimed at providing a greater opportunity for discussing the "higher mental processes" touched on in the first volume. Part 1 is devoted to an intensive review of the underlying processes and psychological functions of eye movements. It includes discussions of the relationships of cortical and subcortical visual areas to eye movements and visual processing associated with them; information about the position of the eye in the head and the perception of visual space; saccades and visual functioning; and masking. In further parts it goes on to look at: methodology and models; cognitive processes; reading processes; looking at static and dynamic display; and finally chapters on problems and applications.

Originally published in 1974: 'This book sets forth a theory of cognitive development based on simple but powerful processes of inference. The theory is applied with great ingenuity and freshness to complex phenomena found during intellectual development. Dr Bryant has written an important and original book.' (J.S. Bruner) 'In this elegant, timely and brief volume, Dr Bryant produces strong experimental evidence which not only challenges Piaget's ideas, but even more importantly synthesizes the old and new findings into a newer theory of perceptual development. The importance of this book lies both in its demonstration of elegant experimental techniques in working with young children, and in the optimism it will eventually bring to all concerned with their education. Realizing that children can make deductive inferences at an early age, educators will have to rethink some of their approaches to the teaching of young children. The studies related to the understanding of number have crucial implications for the future teaching of mathematics. This book will cause many people to take fresh thoughts on the subjects here dealt with, and so it can be strongly recommended for all students of child development.' (William Yule, British Journal of Psychiatry)

Originally published in 1978, the laws and procedures governing person identification parades, photofit pictures and the forms of questions asked to obtain a description, had been increasingly called into question. The problem had been highlighted by several well publicised court cases, and considered by the Devlin Committee. This book reviews the status of psychological knowledge at the time concerning the many aspects of person identification and scientifically evaluates the methods and procedures used. Contrary to the popular belief that identification is a simple affair, the authors use the theory and method of psychology to reveal the sources of the difficulties involved in recognising a once-seen person. Estimates of just how good a witness can be are drawn from laboratory studies using face photographs, from mock crime incidents, and from actual criminal cases, for reliability varies markedly in each of these three situations. Both an individual and a social perspective is taken of the eye-witnesses, and research into perception and memory, together with individual differences in such things as cognitive style, personality, suggestibility, age, sex, and ability to form both eidetic and memory images, are examined. The social aspects of stereotypes, the presence of other witnesses and the desire to be a 'good witness' are all discussed at length. Finally an extended examination of the possibility of voice parades and changes in identification procedures, together with man-machine interaction techniques, is undertaken.

Originally published in 1976, the bibliography presented here was intended to provide a useful research tool for scholars and students of perception. The primary concentration of the authors' efforts has been on the philosophical literature during the period of 1935-1974.

Originally published in 1963, this is a classic work on the psychology of perception. By means of suitable patterns on a partly concealed rotating disc Michotte was able to give the impression of objects in movement; and where certain conditions of speed, position, and time-interval were satisfied, his subjects received the impression of a causal interaction between two objects - for example, the impression that one object has 'bumped into' another (the 'Launching Effect') or is carrying it along (the 'Entraining Effect'). In a further group of experiments Michotte studies the conditions in which moving objects look as though they are alive. A large number of experiments are described, and on the basis of them Michotte formulates a theory as to the conditions in which causal impressions occur. He also compares his own views on causality with those of Hume, Maine de Biran, and Piaget.

Why did Newton struggle for thirty years to make gold by alchemy - and then become Master of the Mint? Why do we blush? Why do we have illusions? In this collection of essays, originally published in 1994, Richard Gregory once again delights and tantalizes with tales of his childhood, his family and friends, the famous and the infamous, and weaves them into a rich pattern to illuminate scientific principles and puzzles. If you can put the book down, each essay is complete on its own, but they are united by the magic of human perception. From seeing and hearing to feeling and believing, from the shape of traffic signs to knowledge of quantum mechanics, all our interactions with the outside world are mediated by perception. Our knowledge is further distilled by the machines which help our own biological mechanisms, like microscopes and telescopes, electric light, and even more powerfully by computer technology. But if the natural structures of perception can affect our interpretation of the world, how much more dramatically might science education and tools of information technology enhance - though sometimes mislead - our perception of reality? Even Odder Perceptions may not have all the answers, but it certainly poses more questions.

Originally published in 1978, this study examines the shortcomings of some theoretical approaches to psychological and neurophysiological mechanisms at the time. Keith Oatley illustrates the extent of these shortcomings by showing how inefficient brain researchers - using their present approaches - would be in trying to understand a computer, which is considerably simpler than the human brain. He concludes that we need better theories than those usually espoused in psychology, and goes on to expound a theory of cognitive representation and inference in perception, which began with Helmholtz more than a hundred years ago but which can now be given substance and formal structure in artificial intelligence programs. The author deploys this theory to give an account of some fundamental problems, such as how we see a three-dimensional world, and how the brain copes so well with incomplete sensory data and with damage to its own components.

Over the past decade, the integration of psychology and fine art has sparked growing academic interest among researchers of these disciplines. The author, both a psychologist and artist, offers up a unique merger and perspective of these fields. Through the production of fine art, which is directly informed by neuroscientific and optical processes, this volume aims to fill a gap in the literature and understanding of the creation and perception of the grid image created as a work of art. The grid image is employed (for reasons discussed in the text) to illustrate more general processes associated with the integration of vision, visual distortion, and painting. Existing at the intersection of perceptual neuroscience, psychology, fine art and art history, this volume concerns the act of painting and the process of looking. More specifically, the book examines vision and the effects of visual impairment and how these can be interpreted through painting within a theoretical framework of visual neuroscience.

How does experience change the way we perceive the world? This Element explores the interaction between perception and experience by studying perceptual experts, people who specialize in recognizing objects such as birds, automobiles, dogs. It proposes perceptual expertise promotes a downward shift in object recognition where experts recognize objects in their domain of expertise at a more specific level than novices. To support this claim, it examines the recognition abilities and brain mechanisms of real-world experts. It discusses the acquisition of expertise by tracing the cognitive and neural changes that occur as a novice becomes an expert through training and experience. Next, it looks "under the hood" of expertise and examines the perceptual features that experts bring to bear to facilitate their fast, accurate, and specific recognition. The final section considers the future of human expertise as deep learning models and artificial intelligence compete with human experts in medical diagnosis.

The work of Richard M. Shiffrin has highly impacted the field of cognitive science, and current developments within perception and memory have been influenced by his ideas. In this volume, several key figures in the field will comment on these developments and put them in a wider perspective. Although many theories and models have been presented in recent years for various aspects of human cognition, there have not been many comparative evaluations that focus on how these models have really advanced our understanding of the underlying mechanisms. This volume will be a valuable source of information for both cognitive scientists working in the field, and researchers and students looking for a clear, accessible presentation of the key problems in cognitive science. Highlighted sections include attention and perception, memory functions and processes, knowledge representation and semantics, modelling approaches and applications.

Based on a conference held in honor of Professor Tarow Indow, this volume is organized into three major topics concerning the use of geometry in perception: * space -- referring to attempts to represent the subjective space within which we locate ourselves and perceive objects to reside; * color -- dealing with attempts to represent the structure of color percepts as revealed by various experimental procedures; and * scaling -- focusing on the organization of various bodies of data -- in this case perceptual -- through scaling techniques, primarily multidimensional ones. These topics provide a natural organization of the work in the field, as well as one that corresponds to the major aspects of Indow's contributions. This book's goal is to provide the reader with an overview of the issues in each of the areas, and to present current results from the laboratories of leading researchers in these areas.

Examining the current state of the research in perception stressing contributions in visual information processing, this volume provides an original and timely account of recent results obtained in this and other related areas of cognitive psychology. The scope of the book is intended to be broad, featuring state-of-the-art contributions from a number of outstanding researchers from different parts of the world -- the United States, Europe, and Australia. The intention is to update areas of considerable theoretical implications and active experimental investigation in this broad field called the "psychology of perception." This volume's main purpose is to highlight, from a cognitive position, a selected number of important theoretical and empirical topics which deal with critical issues in perception and other high level, related cognitive processes such as attention, mental representation, memory, word naming and semantic categorization. The studies reported were designed to answer many far-reaching questions including: * Is the global precedence effect due to low or high level processing? * Can veridical and illusory perception be explained by the same theory? * What is the relationship between attention and perception? * Is perception "direct" or an inferential process? * What mechanisms are involved in picture and word naming and categorization? * How can word and picture processing be modeled? The answers to these questions seek to unite theoretical perspectives on very important areas of cognitive psychology such as attention, perception, representation of visual objects and words, and human memory.

In the late-1980s, visual cognition was a small subfield of cognitive psychology, and the standard texts mainly discussed just iconic memory in their sections on visual cognition. In the subsequent two decades, and especially very recently, many remarkable new aspects of the processing of brief visual stimuli have been discovered -- change blindness, repetition blindness, the attentional blink, newly-discovered properties of visual short-term memory and of the face recognition system, the influence of reentrant processing on visual perception, and the surprisingly intimate relationships between eyeblinks and visual cognition. This volume provides up-to-date tutorial reviews of these many new developments in the study of visual cognition written by the leaders in the discipline, providing an incisive and comprehensive survey of research in this dynamic field.