scholarly journals Elements of exogenous attentional cueing preserved during optokinetic motion of the visual scene

2021 ◽  
Author(s):  
Angela Mastropasqua ◽  
Gizem Vural ◽  
Paul C. J. Taylor
Keyword(s):  
Visual Scene ◽  
Attentional Cueing

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

Perceptual Learning Via Attentional Cueing

2011 ◽  
Author(s):  
Michael C. Mozer ◽  
Harold Pashler ◽  
Jason Jones ◽  
Robert Lindsey
Keyword(s):  
Perceptual Learning ◽  
Attentional Cueing

Neuroscience-Enabled Complex Visual Scene Understanding

2012 ◽  
Author(s):  
Laurent Itti ◽  
Nader Noori ◽  
Lior Elazary
Keyword(s):  
Scene Understanding ◽  
Visual Scene ◽  
Visual Scene Understanding

scholarly journals The Language of Vision*

Perception ◽  
2021 ◽  
pp. 030100662199149
Author(s):  
Patrick Cavanagh
Keyword(s):  
Visual System ◽  
Language Planning ◽  
Spoken Language ◽  
Visual Language ◽  
Visual Scene ◽  
Visual Environment ◽  
Acquisition Process ◽  
Visual Processes ◽  
First Pass

The descriptions of surfaces, objects, and events computed by visual processes are not solely for consumption in the visual system but are meant to be passed on to other brain centers. Clearly, the description of the visual scene cannot be sent in its entirety, like a picture or movie, to other centers, as that would require that each of them have their own visual system to decode the description. Some very compressed, annotated, or labeled version must be constructed that can be passed on in a format that other centers—memory, language, planning—can understand. If this is a “visual language,” what is its grammar? In a first pass, we see, among other things, differences in processing of visual “nouns,” visual “verbs,” and visual “prepositions.” Then we look at recursion and errors of visual grammar. Finally, the possibility of a visual language also raises the question of the acquisition of its grammar from the visual environment and the chance that this acquisition process was borrowed and adapted for spoken language.

Supporting Peer Interactions in the Inclusive Preschool Classroom Using Visual Scene Displays

2020 ◽  
pp. 016264342098156
Author(s):  
Emily Laubscher ◽  
Tracy J Raulston ◽  
Ciara Ousley
Keyword(s):  
Social Communication ◽  
Peer Interactions ◽  
Visual Scene ◽  
Storybook Reading ◽  
Object Play ◽  
Preschool Classrooms ◽  
Inclusive Preschool ◽  
Shared Storybook Reading ◽  
Communication Differences ◽  
Technology Tool

Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.

Evaluation of a Motion Fidelity Criterion with Visual Scene Changes

2000 ◽  
Vol 37 (4) ◽  
pp. 580-587 ◽  
Author(s):  
Jeffery A. Schroeder ◽  
William W. Y. Chung ◽  
Ronald A. Hess
Keyword(s):  
Visual Scene
Sign in / Sign up

Export Citation Format

Share Document