Attention Effects on Form Discrimination at Different Eccentricities

1989 ◽  
Author(s):  
MaryLou Cheal ◽  
Don R. Lyon
Keyword(s):  
Form Discrimination

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

PROBLEMS OF RURAL GIRL STUDENTS IN HIGHEREDUCATIONAL INSTITUTION

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
A. Selvan
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Educational Institutions ◽  
Growing Up ◽  
Access To Education ◽  
Form Discrimination ◽  
Heads Of State ◽  
Girl Students ◽  
Training Opportunities ◽  
And Training

Higher Education means Tertiary Education, which is under taken in colleges (or) universities, and it may be delivered virtually (or) at a distance. There are a large number of problems that girl student’s face for developing their career potential. Some of the serious problems are as Follows: -Problems related to Home, Educational Institutions, Society, Economic problems, Educational problems. Rural girls belong to disable as per the data, Girl dropout ratio has increase with the enhanced pattern of gender inequality in access to education, which seems to be attainment and from urban to rural and to disadvantaged group in the society.Gender equality and the empowerment of women are gaining ground worldwide. There are more women Heads of state (or) Government then ever and the highest proportion of women serving as government ministers women are excursing ever-greater influence in business. More girls are going to school, and are growing up healthier and better equipped to realize their potential. Girl student’s suffer in many case, both form discrimination and from inequality treatment. It is easy to imagine that the difficulties encountered by rural girl students in obtaining higher education. Providing access to local relevant high-qualities education and training opportunities in critical to retaining rural girl students in Higher Educational Institutions.

Some informational aspects of form discrimination.

1958 ◽  
Vol 55 (2) ◽  
pp. 143-149 ◽  
Author(s):  
Gilbert K. Krulee
Keyword(s):  
Form Discrimination

scholarly journals Measuring visual form discrimination with blur thresholds

2013 ◽  
Vol 13 (5) ◽  
pp. 13-13 ◽  
Author(s):  
G. Westheimer
Keyword(s):  
Form Discrimination ◽  
Visual Form

Routes to Object Constancy: Implications from Neurological Impairments of Object Constancy

1984 ◽  
Vol 36 (3) ◽  
pp. 385-415 ◽  
Author(s):  
Glyn W. Humphreys ◽  
M. Jane Riddoch
Keyword(s):  
Distinctive Feature ◽  
Principal Axis ◽  
Target Object ◽  
Matching Task ◽  
Size Discrimination ◽  
Form Discrimination ◽  
Object Constancy ◽  
Distinctive Features ◽  
Global Properties ◽  
Feature Information

Previous studies have established the existence of neurological impairments of object constancy: the ability to recognize that an object has the same structure across changes in its retinal projection. Five case studies of brain-damaged patients with deficits in achieving object constancy are reported. To test object constancy, patients discriminated two photographs of a target object, taken from different views, from a photograph of a visually similar distractor object. Four patients showed impaired matching only when the principal axis of the target object in one photograph was foreshortened. The fifth patient showed impaired matching only when the saliency of the target object's primary distinctive feature was reduced. This double dissociation suggests that normally there may be two independent means of achieving object constancy: one by processing an object's local distinctive features, the other by describing the object's structure relative to the frame of its principal axis. Neurological damage can selectively impair either process. Further, this impairment can be independent of deficits in processing visual form, since two patients with a selective deficit in the foreshortened matching task showed relatively normal form discrimination. The patient dependent on local distinctive feature information showed a deficit in size discrimination. It is suggested that this patient fails to utilize global properties of form. This failure may underlie both his impairment in achieving object constancy and in processing certain dimensions of form.

Low Oxygen Tension and Discrimination Reversal

1969 ◽  
Vol 29 (2) ◽  
pp. 415-424
Author(s):  
Ralph Gunter ◽  
Edwin T. Wright ◽  
W. Jann Brown ◽  
Eleanor R. Gunter
Keyword(s):  
Oxygen Deprivation ◽  
Normal Control Group ◽  
Control Group ◽  
Low Oxygen ◽  
Observable Effect ◽  
Form Discrimination ◽  
Reversal Performance ◽  
Learning Group ◽  
New Learning ◽  
Experimental Group

An experimental group of 9 cats were trained to a visual form discrimination; the valences of the stimuli were then reversed and the cats were subjected to various levels of oxygen deprivation after which they were tested for retention and reversal performance. A normal control group ( N = 9) were trained identically to the experimental group but were not subjected to hypoxia. 10 naive cats constituted the post-hypoxia new-learning group. It was found that 70 min. of oxygen deprivation had a significant effect on retention and reversal performance; one exposure had no observable effect on either function. No differential effects were found on retention or new learning as measured by either retention new-learning or reversal-reversal comparisons.

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