Judgments of shape orientation: a matter of contrasts

Developmental changes in the visual, haptic, and bimodal perception of geometric angles

Geometrical knowledge is typically taught to children through a combination of vision and repetitive drawing (i.e. haptics), yet our understanding of how different spatial senses contribute to geometric perception during childhood is poor. Studies of line orientation suggest a dominant role of vision affecting the calibration of haptics during development; however, the associated multisensory interactions underpinning angle perception are unknown. Here we examined visual, haptic, and bimodal perception of angles across three age groups of children: 6 to 8 years, 8 to 10 years, and 10 to 12 years, with age categories also representing their class (grade) in primary school. All participants first learned an angular shape, presented dynamically, in one of three sensory tracing conditions: visual only, haptic only, or bimodal exploration. At test, which was visual only, participants selected a target angle from four possible alternatives with distractor angle sizes varying relative to the target angle size. We found a clear improvement in accuracy of angle perception with development for all learning modalities. Angle perception in the youngest group was equally poor (but above chance) for all modalities; however, for the two older child groups, visual learning was better than haptics. Haptic perception did not improve to the level of vision with age (even in a comparison adult group), and we found no specific benefit for bimodal learning over visual learning in any age group, including adults. Our results support a developmental increment in both spatial accuracy and precision in all modalities, which was greater in vision than in haptics, and are consistent with previous accounts of cross-sensory calibration in the perception of geometric forms.

Schizophrenic patients have a preference for symmetrical rectangles: A comparison with preferences of university students

Objective. We examined figure preferences of 26 schizophrenic patients and a control group of 53 controls (university students). Methods. Figures utilized included a square and six different rectangles of equal area (26 cm(2)). The schizophrenic patients and normal university students were asked to draw either a horizontal or a vertical line to divide each rectangle at the most aesthetically pleasing location. Results. Both the schizophrenic patients and the normal university students tended to divide the rectangles into symmetric parts. This finding suggests that both groups prefer symmetry, in accordance with the Gestalt of Pragnanz, which states that symmetrical figures represent regularity and simplicity, and that people tend to prefer "good figures". Compared with normal university students, however, schizophrenic patients preferred extremely symmetrical figures to asymmetrical figures. Conclusion. We suggest that schizophrenic patients' extreme preference for symmetry reflects their generally static stances and poor flexibility, as well as a defect in their ability to synthesize a whole object from its parts.

Object orientation agnosia: a failure to find the axis?

A dissociation between the ability to recognize misoriented objects and to determine their orientation has been reported in a small number of patients with vascular lesions. In this article, we describe a 57-year-old man with probable Alzheimer' s disease who shows the same dissociation. Neuroimaging findings indicated marked hypometabolism in the posterior cortical regions, particularly the postero-superior parietal lobes. Clinically, the patient had good object recognition accompanied by severely impaired spatial abilities. The experimental investigations comprised a variety of tasks in which he identified misoriented objects, evaluated the orientation of single objects, or discriminated the orientation of simultaneously presented items. Results revealed that his object recognition was independent of orientation and was largely mediated by salient features. With respect to orientation judgements, the patient displayed a profound inability to judge the orientation of nonupright objects, but remarkably intact (though largely implicit) knowledge of the upright orientation. Strikingly, his orientation judgements were also more accurate for upside-down objects than for other orientations (i.e., 90 degrees ). We interpret these results as evidence that judgements about object orientation are facilitated when the orientation of the principal axis of the object matches that of an internal representation. We propose that the inability to determine other orientations may be due to the failure of an "axis-finding" mechanism implemented in the posterior parietal lobes, that translates between object-centered and eye-centered coordinates appropriate for guiding visual scanning.

Tactile recognition of mirror images by children: intermanual transfer and rotation of the palm

In order to evaluate the importance of the axis of stimulus presentation, inter- and intramanual recognition of mirror pairs was studied with the stimulus materials aligned along the front/back axis (whereas in previous work the mirror pairs were aligned along the left/right axis). Children were allowed to feel shapes with the whole hand, with only four fingers (excluding the thumb), or with only the index finger. After learning with one hand, recognition was tested in experiment 1 with the other hand; after learning with one orientation of the hand (palm down or up), recognition was tested in experiment 2 with the other orientation (palm up or down) of the same hand; after learning with one coronal alignment of the hand (to the left or right), recognition was tested in experiment 3 with the other alignment (to the right or left), but without rotation, of the same hand. Significantly fewer intermanual recognition errors were made on mirror pairs with the materials oriented along the front/back axis than in previous work when oriented along the left/right axis. This supports the suggestion that such errors arise when the stimuli are oriented along the left/right axis during formation of the memory trace. The same trend was unexpectedly obtained for intramanual recognition errors (after rotation of the hand). These errors (after hand rotation) are largely due to coding with respect to the hand; they are reduced when the hand is not aligned with the body axis, since then coding can also occur in relation to the environment.