scholarly journals Individual differences in change blindness are predicted by the strength and stability of visual representations

2019 ◽  
Vol 2019 (1) ◽  
Author(s):  
Nora Andermane ◽  
Jenny M Bosten ◽  
Anil K Seth ◽  
Jamie Ward
Keyword(s):  
Individual Differences ◽  
Change Blindness ◽  
Visual Representations

scholarly journals Preserved visual representations despite change blindness in infants

2009 ◽  
Vol 12 (5) ◽  
pp. 681-687 ◽  
Author(s):  
Su-hua Wang ◽  
Stephen R. Mitroff
Keyword(s):  
Change Blindness ◽  
Visual Representations

Theoretical and Instructional Aspects of Learning with Visualizations

2011 ◽  
pp. 1667-1688
Author(s):  
Katharina Scheiter ◽  
Eric Wiebe ◽  
Jana Holsanova
Keyword(s):  
Individual Differences ◽  
Interdisciplinary Research ◽  
Mental Model ◽  
Visual Information ◽  
Visual Representations ◽  
Specific Form ◽  
External Representation ◽  
Multimedia Environments ◽  
Processing Of Visual Information

Multimedia environments consist of verbal and visual representations that, if appropriately processed, allow for the construction of an integrated mental model of the content. Whereas much is known on how students learn from verbal representations, there are fewer insights regarding the processing of visual information, alone or in conjunction with text. This chapter uses a semiotics approach to provide a defi- nition of visualizations as a specific form of external representation, and then discusses the differences between verbal and visual representations in how they represent information. Finally, it discusses how meaning is achieved when learning with them. The next section discusses basic perceptual and cognitive processes relevant to learning with visualizations. This background is used to specify the instructional functions that visualizations have either as self-contained instructional messages or as text adjuncts. Moreover, the role of individual differences in processing visualizations is highlighted. The chapter ends with methodological suggestions concerning the important role of interdisciplinary research and assessment methods in this area.

Theoretical and Instructional Aspects of Learning with Visualizations

2009 ◽  
pp. 67-88 ◽  
Author(s):  
Katharina Scheiter ◽  
Eric Wiebe ◽  
Jana Holsanova
Keyword(s):  
Individual Differences ◽  
Interdisciplinary Research ◽  
Mental Model ◽  
Visual Information ◽  
Visual Representations ◽  
Specific Form ◽  
External Representation ◽  
Multimedia Environments ◽  
Processing Of Visual Information

Multimedia environments consist of verbal and visual representations that, if appropriately processed, allow for the construction of an integrated mental model of the content. Whereas much is known on how students learn from verbal representations, there are fewer insights regarding the processing of visual information, alone or in conjunction with text. This chapter uses a semiotics approach to provide a defi- nition of visualizations as a specific form of external representation, and then discusses the differences between verbal and visual representations in how they represent information. Finally, it discusses how meaning is achieved when learning with them. The next section discusses basic perceptual and cognitive processes relevant to learning with visualizations. This background is used to specify the instructional functions that visualizations have either as self-contained instructional messages or as text adjuncts. Moreover, the role of individual differences in processing visualizations is highlighted. The chapter ends with methodological suggestions concerning the important role of interdisciplinary research and assessment methods in this area.

scholarly journals Transient visual representations: a change blindness approach

2010 ◽  
Vol 2 (7) ◽  
pp. 244-244 ◽  
Author(s):  
J. Triesch ◽  
B. T. Sullivan ◽  
M. M. Hayhoe ◽  
D. H. Ballard
Keyword(s):  
Change Blindness ◽  
Visual Representations

scholarly journals An EEG study of Detection without Localisation in Change Blindness

2019 ◽  
Author(s):  
Catriona L. Scrivener ◽  
Asad Malik ◽  
Jade Marsh ◽  
Michael Lindner ◽  
Etienne B. Roesch
Keyword(s):  
Individual Differences ◽  
Change Detection ◽  
False Alarm ◽  
Change Blindness ◽  
Visual Awareness ◽  
Reaction Times ◽  
Colour Change ◽  
Event Related Potentials ◽  
Eeg Data ◽  
Related Potentials

AbstractPrevious studies of change blindness have suggested a distinction between detection and localisation of changes in a visual scene. Using a simple paradigm with an array of coloured squares, the present study aimed to further investigate differences in event-related potentials (ERPs) between trials in which participants could detect the presence of a colour change but not identify the location of the change (sense trials), versus those where participants could both detect and localise the change (localise trials). Individual differences in performance were controlled for by adjusting the difficulty of the task in real time. Behaviourally, reaction times for sense, blind, and false alarm trials were distinguishable when comparing across levels of participant certainty. In the EEG data, we found no significant differences in the visual awareness negativity ERP, contrary to previous findings. In the N2pc range, both awareness conditions (localise and sense) were significantly different to trials with no change detection (blind trials), suggesting that this ERP is not dependent on explicit awareness. Within the late parietal positivity range, all conditions were significantly different. These results suggest that changes can be ‘sensed’ without knowledge of the location of the changing object, and that participant certainty scores can provide valuable information about the perception of changes in change blindness.

Individual Differences and Change Blindness

2003 ◽  
Author(s):  
Triniti N. Anderson ◽  
Bonnie Angelone ◽  
Daniel T. Levin
Keyword(s):  
Individual Differences ◽  
Change Blindness
Sign in / Sign up

Export Citation Format

Share Document