ABSTRACT
A pesquisa sobre percepção de cenas é um esforço da comunidade científica em superar as dificuldades apresentadas ao estudo de estímulos complexos. As consistentes descobertas provaram a viabilidade do tema e encorajam uma abordagem mais holística e integrada nas investigações em percepção visual. Esse esforço e seus achados são, entretanto, pouco conhecidos pelos leitores em língua portuguesa e, até mesmo, entre alguns especialistas que se interessam pelo tema. O objetivo deste trabalho é fazer uma apresentação do campo, esboçar seu desenvolvimento, identificar suas principais questões e demonstrar sua pertinência e importância. Para isso, uma revisão seletiva de textos foi executada entre os autores que construíram os fundamentos da percepção de cenas. Ao concluir a leitura, espera-se que o leitor constate o papel relevante dos processos mnemônicos e do sujeito que observa no processo de captação visual do ambiente natural.
Scene perception research is a scientific community effort to overcome difficulties presented to the study of complex stimuli. Consistent findings support feasibility of the theme and encourage a more holistic and integrated approach to visual perception research. This effort and its findings are, however, poorly known by readers in Portuguese language, even among experts interested in the subject. The purpose of this paper is to introduce this field of research, outline its development, identify its main issues and demonstrate its relevance and importance. This task was accomplished by a selective review of papers from authors who built the foundations of scene perception. Upon completion of the reading, it is expected that the reader understands the relevant role of mnemonic processes and of the observer in the process of visual capture of natural environments.
Subject(s)
Humans , Space Perception/physiology , Visual Perception/physiology , Visual Fields/physiologyABSTRACT
To Look and speak requires a dynamic synchronization of both visual attention and linguistic processing. This study explored patterns of visual attention in a group of Hindi speaking children and adults, as they generated sentences to real photographs. Photographs contained either a single human agent performing an intransitive action, an agent performing an action with an object or two actors involved in a mutual action in the presence of an object. The eye movements were recorded as participants generated sentences for each photograph, and several dependent measures were calculated. Eye movements to subject and verb regions in each picture revealed striking differences between children and adults as far as deployment of visual attention was concerned. Adults deployed significantly higher amount of attention to the verb region during the conceptualization process and throughout viewing compared to children. Children had higher number of fixations and saccades to different regions but did not attend to the regions in a stable manner over time. The results suggest that in a verb final language like Hindi, generating sentence requires first allocation of attention to the region denoting action, and children and adults differ from each other in this process.
Mirar y hablar requieren una sincronización dinámica de la atención visual y el procesamiento lingüístico. Este estudio exploró los patrones de atención visual en un grupo de niños y adultos hablantes de Hindi cuando generaban oraciones de fotografías reales. Las fotografías contenían un único agente humano realizando una acción intransitiva, un agente realizando una acción con un objeto o dos actores implicados en una acción mutua en la presencia de un objeto. El movimiento ocular fue registrado mientras los participantes generaban oraciones para cada fotografía y se calcularon algunas medidas dependientes. El movimiento ocular para las regiones de sujeto y verbo en cada figura revelaron diferencias notables entre niños y adultos en cuanto al desempeño de la atención visual. Los adultos desplegaron una cantidad significativamente mayor de atención a la región verbo durante el proceso de conceptualización y durante todo el proceso en comparación con los niños. Los niños tuvieron mayor número de fijaciones y movimientos sacádicos de diferentes regiones, pero no atendieron a las regiones de manera estable en el tiempo. Los resultados sugieren que en un lenguaje, en donde el verbo va al final como el Hindi, se generan frases que requieren en primer lugar distribución de atención a la región que denota acción, y tanto los niños como los adultos difieren en este proceso.