Philip J. Kellman

A theory of visual interpolation in object perception

We describe a new theory explaining the perception of partly occluded objects and illusory figures, from both static and kinematic information, in a unified framework. Three ideas guide our approach. First, perception of partly occluded objects, perception of illusory figures, and some other object perception phenomena derive from a single boundary interpolation process. These phenomena differ only in respects that are not part of the unit formation process, such as the depth placement of units formed. Second, unit formation from static and kinematic information can be treated in the same general framework. Third, spatial and spatiotemporal discontinuities in the boundaries of optically projected areas are fundamental to the unit formation process. Consistent with these ideas, we develop a detailed theory of unit formation that accounts for most cases of boundary perception in the absence of local physical specification. According to this theory, discontinuities in the first derivative of projected edges are initiating conditions for unit formation. A formal notion of relatability is defined, specifying which physically given edges leading into discontinuities can be connected to others by interpolated edges. Intuitively, relatability requires that two edges be connectable by a smooth, monotonic curve. The roots of the discontinuity and relatability notions in ecological constraints on object perception are discussed. Finally, we elaborate our approach by discussing related issues, some new phenomena, connections to other approaches, and issues for future research.

Perception of partly occluded objects in infancy

Abstract Four-month-old infants sometimes can perceive the unity of a partly hidden object. In each of a series of experiments, infants were habituated to one object whose top and bottom were visible but whose center was occluded by a nearer object. They were then tested with a fully visible continuous object and with two fully visible object pieces with a gap where the occluder had been. Patterns of dishabituation suggested that infants perceive the boundaries of a partly hidden object by analyzing the movements of its surfaces: infants perceived a connected object when its ends moved in a common translation behind the occluder. Infants do not appear to perceive a connected object by analyzing the colors and forms of surfaces: they did not perceive a connected object when its visible parts were stationary, its color was homogeneous, its edges were aligned, and its shape was simple and regular. These findings do not support the thesis, from gestalt psychology, that object perception first arises as a consequence of a tendency to perceive the simplest, most regular configuration, or the Piagetian thesis that object perception depends on the prior coordination of action. Perception of objects may depend on an inherent conception of what an object is.

Strength of visual interpolation depends on the ratio of physically specified to total edge length

We report four experiments in which the strength ofedge-interpoiat-ion in illusory figure displays was tested. In Experiment 1, we investigated the relative contributions of the lengths of luminance-specified edges and the gaps between them to perceived boundary clarity as measured by using a magnitude estimation procedure. The contributionaoLthese variables were found to be best characterized by a ratio of the length of luminance-specified contour to the length of the entire edge (specified plus interpolated edge). Experiment 2 showed that this ratio predicts boundary clarity for a wide range of ratio values and display sizes.There was no evidence that illusory figure boundaries are clearer in displays with small gaps than they are in displays with larger gaps and equivalent ratios. In Experiment 3, using a more sensitive pairwise comparison paradigm, we again found no such effect. Implications for boundary interpolation in general, including perception of partially occluded objects, are discussed. The dependence of interpolation on the ratio of physically specified edges to total edgelength has thedesirable eeological consequence that unit formation will not change with variations in viewing distance.

Perception of three-dimensional form by human infants.

Human adults can perceive the three-dimensional form of an object from single views or from the continuously transforming two-dimensional projections of an object rotating in depth. The present work reports that 16-week-old infants can perceive three-dimensional form from transforming optical projections, but not from single or multiple static views of an object. In a habituation-of-looking-time procedure, infants in a kinetic condition were shown videotapes of one of two three-dimensional objects continuously rotating, on alternate trials, around two different axes of rotation in depth. Infants in two other conditions saw successive static views taken from the same rotation sequences. After habituation, perception of three-dimensional form was tested by presenting the same three-dimensional form moving around a new axis of rotation in depth and a different three-dimensional form moving around the same, new axis. Infants shown continuously transforming displays generalized habituation to the same object and dishabituated dramatically to the new object, whereas infants in the two static conditions showed no differential responding to the test objects as a function of habituation object. Kinetic information seems to be primary in the development of three-dimensional form perception.

A common mechanism for illusory and occluded object completion.

New phenomena and results are reported that implicate a common contour interpolation mechanism in illusory and occluded (modal and amodal) object completion. In 3 experiments, a speeded classification task was used to study novel quasimodal displays in which occluded and illusory contours join. Results showed the same advantages in speed and accuracy over control displays for quasimodal, illusory, and occluded displays. The implications of quasimodal displays, along with another new display type in which contour linkages must precede determination of modal or amodal appearance, are considered. These logical considerations and empirical results suggest that amodal and modal completion depend on a common underlying mechanism that connects edges across gaps.

Surface completion complements boundary interpolation in the visual integration of partly occluded objects.

Previous research on perceptual completion has emphasized how the spatial relationships of edges influence the visual integration of the image fragments that result from partial occlusion. We report studies testing the hypothesis that the similarity of surface features also influences visual integration, complementing edge interpolation processes. Using displays that separated edge interpolation processes from surface-feature interpolation processes, we tested the hypotheses that a surface completion process integrates image fragments with similar surface features, and that surface completion is constrained by amodally interpolated and amodally extended boundaries. Both edge relatability and surface-feature similarity were manipulated in a series of paired-comparison and classification tasks. The results of these studies supported the hypotheses and were extended to surface features of colors, textures, and color gradients. Results also suggest that, under certain conditions, surface completion may interact with and influence edge interpolation.

Object and observer motion in the perception of objects by infants.

Sixteen-week-old human infants distinguish optical displacements given by their own motion from displacements given by moving objects, and they use only the latter to perceive the unity of partly occluded objects. Optical changes produced by moving the observer around a stationary object produced attentional levels characteristic of stationary observers viewing stationary displays and much lower than those shown by stationary observers viewing moving displays. Real displacements of an object with no subject-relative displacement, produced by moving an object so as to maintain a constant relation to the moving observer, evoked attentional levels that were higher than with stationary displays and more characteristic of attention to moving displays, a finding suggesting detection of the real motion. Previously reported abilities of infants to perceive the unity of partly occluded objects from motion information were found to depend on real object motion rather than on optical displacements in general. The results suggest that object perception depends on registration of the motions of surfaces in the three-dimensional layout.

Development of three-dimensional form perception

In three experiments with infants and one with adults we explored the generality, limitations, and informational bases of early form perception. In the infant studies we used a habituation-of-looking-time procedure and the method of Kellman (1984), in which responses to three-dimensional (3-D) form were isolated by habituating 16-week-old subjects to a single object in two different axes of rotation in depth, and testing afterward for dishabituation to the same object and to a different object in a novel axis of rotation. In Experiment 1, continuous optical transformations given by moving 16-week-old observers around a stationary 3-D object specified 3-D form to infants. In Experiment 2 we found no evidence of 3-D form perception from multiple, stationary, binocular views of objects by 16- and 24-week-olds. Experiment 3A indicated that perspective transformations of the bounding contours of an object, apart from surface information, can specify form at 16 weeks. Experiment 3B provided a methodological check, showing that adult subjects could neither perceive 3-D forms from the static views of the objects in Experiment 3A nor match views of either object across different rotations by proximal stimulus similarities. The results identify continuous perspective transformations, given by object or observer movement, as the informational bases of early 3-D form perception. Detecting form in stationary views appears to be a later developmental acquisition.

Perceptual learning and human expertise

We consider perceptual learning: experience-induced changes in the way perceivers extract information. Often neglected in scientific accounts of learning and in instruction, perceptual learning is a fundamental contributor to human expertise and is crucial in domains where humans show remarkable levels of attainment, such as language, chess, music, and mathematics. In Section 2, we give a brief history and discuss the relation of perceptual learning to other forms of learning. We consider in Section 3 several specific phenomena, illustrating the scope and characteristics of perceptual learning, including both discovery and fluency effects. We describe abstract perceptual learning, in which structural relationships are discovered and recognized in novel instances that do not share constituent elements or basic features. In Section 4, we consider primary concepts that have been used to explain and model perceptual learning, including receptive field change, selection, and relational recoding. In Section 5, we consider the scope of perceptual learning, contrasting recent research, focused on simple sensory discriminations, with earlier work that emphasized extraction of invariance from varied instances in more complex tasks. Contrary to some recent views, we argue that perceptual learning should not be confined to changes in early sensory analyzers. Phenomena at various levels, we suggest, can be unified by models that emphasize discovery and selection of relevant information. In a final section, we consider the potential role of perceptual learning in educational settings. Most instruction emphasizes facts and procedures that can be verbalized, whereas expertise depends heavily on implicit pattern recognition and selective extraction skills acquired through perceptual learning. We consider reasons why perceptual learning has not been systematically addressed in traditional instruction, and we describe recent successful efforts to create a technology of perceptual learning in areas such as aviation, mathematics, and medicine. Research in perceptual learning promises to advance scientific accounts of learning, and perceptual learning technology may offer similar promise in improving education.

Surface integration influences depth discrimination

Image fragments arising from partial occlusion may be perceptually unified by a surface integration process on the basis of similar color or texture. In a new objective measure pitting surface feature similarity against binocular disparity, observers discriminated whether a colored circle had either crossed or uncrossed disparity relative to a surrounding gray rectangle. Sensitivity to disparity was impaired only when (1) the configuration of the other surface fragments in the display supported the integration of a surface behind the rectangle and circle, and (2) matched the color of the central circle. Results were consistent with the hypothesis that a surface integration process integrated similarly-colored surface fragments into a smooth surface, even when those fragments were at different depths. Surface integration caused small and reliable effects on depth perception despite unambiguous disparity information. Perceived depth does not depend solely upon disparity, and may be determined after three-dimensional figural unity is established.