Repetition Blindness Reveals Differences between the Representations of Manipulable and Nonmanipulable Objects

Autor/inn/en	Harris, Irina M.; Murray, Alexandra M.; Hayward, William G.; O'Callaghan, Claire; Andrews, Sally
Titel	Repetition Blindness Reveals Differences between the Representations of Manipulable and Nonmanipulable Objects
Quelle	In: Journal of Experimental Psychology: Human Perception and Performance, 38 (2012) 5, S.1228-1241 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-1523
DOI	10.1037/a0029035
Schlagwörter	Neurological Organization; Models; Visual Stimuli; Repetition; Identification; Failure; Concept Formation; Psychomotor Skills + Suchen Sie Ihr Suchwort? Analogiemodell; Wiederholung; Identifikation; Identifizierung; Concept learning; Begriffsbildung; Psychomotorische Aktivität
Abstract	We used repetition blindness to investigate the nature of the representations underlying identification of manipulable objects. Observers named objects presented in rapid serial visual presentation streams containing either manipulable or nonmanipulable objects. In half the streams, 1 object was repeated. Overall accuracy was lower when streams contained 2 different manipulable objects than when they contained only nonmanipulable objects or a single manipulable object. In addition, nonmanipulable objects induced repetition blindness, whereas manipulable objects were associated with a repetition advantage. These findings suggest that motor information plays a direct role in object identification. Manipulable objects are vulnerable to interference from other objects associated with conflicting motor programs, but they show better individuation of repeated objects associated with the same action. (Contains 2 tables, 7 figures and 1 footnote.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10