SlideShare uma empresa Scribd logo
1 de 41
ART 100
UVC
Class 2.1 VISUAL PERCEPTION
& THE ACTIVE BRAIN
agenda
function of the eye
how eye and brain work together to create vision
the active, constructed nature of vision
comparing fine art and folk art
Briefly, we will
study the eye and the dynamic process
of visual perception, to understand how
our brains create the images we see.
But in general in this course, we are interested not
in the “nature” of vision, but in its culture; in
other words, how humans have developed
languages of visual communication given our
status as sighted creatures.
schematic diagram of how vision works
(please note: this diagram is WRONG)
Most people assume that vision works as pictured in the diagram below.
Put in words: our vision is just what our eye sees and reports to the brain.
why is the eye/camera
idea wrong?
There is no “image,” no picture in the eye
at all.
In the eye, light admitted through the pupil and focused
through the lens differentially stimulates the neuron-rich
tissue at the back of the eye (the retina), sending patterns of
electrical impulses to the brain (specifically to the visual
cortex), where the signals must be processed and
interpreted to create what we see.
“the eye is like a camera”
This analogy holds up to a point.
The point at which it no longer holds
is the retina.
Please note: this diagram is TRUE up to a
point and then becomes FALSE.
what happens in the retina?
light is converted to an electrical signal in retinal photoreceptors
via a light-sensitive protein called rhodopsin
transduction
electrical impulses are converted to chemical form
active/inactive phases
transduction occurs differently in rods and cones
signalling mechanism is sophisticated and optimizes the
information on site using “inhibition” to reduce the signal in
certain areas, thus boosting the rest
cones: large range of intensities, color vision, work quickly,
very sensitive to small changes, concentrated in center
rods: evolutionarily more recent, but outnumber cones 20
to only work in very low light, evenly distributed across the
retina
Please note: this diagram is still a bit misleading, but it’s a whole lot better than the
previous one.
then
the signal is transmitted to the primary visual cortex
animal and human evidence for
3 discrete processing systems
“Although the visual processing mechanisms are not yet
completely understood, recent findings from anatomical and
physiological studies in monkeys suggest that visual signals are
fed into at least three separate processing systems. One system
appears to process information mainly about shape; a second,
mainly about color; and a third, movement, location, and spatial
organization.”
Human psychological studies support the findings obtained
through animal research. These studies show that the
perception of movement, depth, perspective, the relative size of
objects, the relative movement of objects, shading, and
gradations in texture all depend primarily on contrasts in light
intensity rather than on color.”
SOURCE: http://www.brainfacts.org/sensing-thinking-behaving/senses-and-
perception/articles/2012/vision-processing-information/
in the third system
(depth/location/movement)
“About 60 years ago, scientists discovered that each
vision cell’s receptive field is activated when light hits
a tiny region in the center of the field and inhibited
when light hits the area surrounding the center. If light
covers the entire receptive field, the cell responds
weakly.”
Another way to put this is: “the visual process begins by
comparing the amount of light striking any small region of
the retina with the amount of surrounding light.”
This process is enhanced by “lateral inhibition,” in which
all but the strongest signals are filtered out by the retina
before even reaching the brain. (Preference for edges.)
SOURCE: http://www.brainfacts.org/sensing-thinking-behaving/senses-and-
perception/articles/2012/vision-processing-information/
how is color/brightness processed? (this appears to be an
independent pathway)
how are form/shape processed to produce object
recognition?
how are motion, depth, and spatial relations processed?
when and how are all of these coordinated?
object recognition
Humans are capable of instantly recognizing people and
objects in visually cluttered scenes.
Machines cannot do this, yet.
What can machines do? Current research on software
teaching scene recognition.
http://vision.stanford.edu/documents/LiFei-
Fei_ICCV07.pdf
let’s summarize
The brain constructs your field of vision from electrico-
chemical impulses sent by your eyes.
The eye collects data on:
shape
color
position/location/movement
These elements seem to be processed via discrete
mechanisms.
The raw data entering the third system has to do with
differences in light intensity. These signals are enhanced by the
retina through the process of lateral inhibition and are
subsequently interpreted by the visual cortex to produce our
field of vision, which we experience as continuous and
compelling rather than as a series of approximations of
distance, size and depth via contrasts between light and
shadow.
Our ability to, judge distance, move through space, avoid
obstacles,—these are all INFERENCES drawn from
information about contrasts between light intensity rather
than actual visual data—even though we perceive them
as properties of our vision.
This is ANOTHER REASON why the eye/camera idea is
completely misleading.
John Singleton COPLEY
Mrs. Ezekiel Goldthwaite
1771
oil on canvas
50 1/8 x 40 1/8 inches
http://www.mfa.org/collections/
object/mrs-ezekiel-goldthwait-
elizabeth-lewis-32756
This human perceptual
preference for “edges”—
areas of high contrast between
light and shadow—is also
exploited by artists wanting to
create convincing three-
dimensional illusions in their two-
dimensional art.
In the beginning of art school, students learn how to create
illusions of depth and mass through manipulating areas of light and shadow.
You start with simple geometrical forms like spheres,
cones and cubes.
Then move on to organic objects, which grow progressively trickier.
When color is added, the illusion is enhanced, but as you would predict from
your knowledge of visual neuroscience, the illusion is quite strong even without
the addition of color.
As students master tonal manipulation, they can create increasingly convincing
illusions of more and more complex subjects.
Raphael
(Italian, 1483-1520)
Upraised Right Hand, with Palm
Facing Outward: Study for Saint
Peter
1518-20
in the collection of the Art
Institute of Chicago
The best artists can create these
illusions with an extremely light
touch.
Ammi PHILLIPS
Lady in a gold-colored dress
Probably New York,
Connecticut, or
Massachusetts, 1835–1840
Oil on canvas
33 1/2 x 28 1/4 in.
How does this artist
handle light and shadow?
Do you think he studied
art formally?
try these at home!
http://serendip.brynmawr.edu/bb/blindspot1.html
http://serendip.brynmawr.edu/bb/blindspot/
http://serendip.brynmawr.edu/bb/latinhib.html
http://dragon.uml.edu/psych/illusion.html
In this class we consider…
not the spectrum of light visible
to the human eye,
but our culturally bound sense
of what colors mean.
But in what human
beings have made
of vision.
In other words, not what
vision is,
M.C. Escher (Dutch, 1898 – 1972), Drawing Hands, 1948, ithograph, 11 1/8 x 13 1/8 in

Mais conteúdo relacionado

Mais procurados

Unit 3: Sensation and Perception
Unit 3: Sensation and PerceptionUnit 3: Sensation and Perception
Unit 3: Sensation and PerceptionTabatha Miller
 
Sensation and Perception
Sensation and PerceptionSensation and Perception
Sensation and PerceptionMikeRifino
 
The Problem of Consciousness and the Singularity
The Problem of Consciousness and the SingularityThe Problem of Consciousness and the Singularity
The Problem of Consciousness and the SingularityStefan van der Wel
 
Sensation and perception_2012
Sensation and perception_2012Sensation and perception_2012
Sensation and perception_2012laylay27
 
Visual perception-illusions-paradoxes
Visual perception-illusions-paradoxesVisual perception-illusions-paradoxes
Visual perception-illusions-paradoxesRitwik Yadav
 
chapter 3 - Sensation and perception 2013
chapter 3 - Sensation and perception 2013chapter 3 - Sensation and perception 2013
chapter 3 - Sensation and perception 2013clairecgardner
 

Mais procurados (6)

Unit 3: Sensation and Perception
Unit 3: Sensation and PerceptionUnit 3: Sensation and Perception
Unit 3: Sensation and Perception
 
Sensation and Perception
Sensation and PerceptionSensation and Perception
Sensation and Perception
 
The Problem of Consciousness and the Singularity
The Problem of Consciousness and the SingularityThe Problem of Consciousness and the Singularity
The Problem of Consciousness and the Singularity
 
Sensation and perception_2012
Sensation and perception_2012Sensation and perception_2012
Sensation and perception_2012
 
Visual perception-illusions-paradoxes
Visual perception-illusions-paradoxesVisual perception-illusions-paradoxes
Visual perception-illusions-paradoxes
 
chapter 3 - Sensation and perception 2013
chapter 3 - Sensation and perception 2013chapter 3 - Sensation and perception 2013
chapter 3 - Sensation and perception 2013
 

Semelhante a UVC2.1

Mounika seminar doc
Mounika seminar docMounika seminar doc
Mounika seminar docsrikruthi9
 
The eye in the control of attention
The eye in the control of attentionThe eye in the control of attention
The eye in the control of attentioneyetech
 
CHAPTER 3PERCEPTIONGraham Pike, Graham Edgar, and Helen
CHAPTER 3PERCEPTIONGraham Pike, Graham Edgar, and Helen CHAPTER 3PERCEPTIONGraham Pike, Graham Edgar, and Helen
CHAPTER 3PERCEPTIONGraham Pike, Graham Edgar, and Helen samirapdcosden
 
Art of Neuroscience 2017 - Team Favorites
Art of Neuroscience 2017 - Team FavoritesArt of Neuroscience 2017 - Team Favorites
Art of Neuroscience 2017 - Team FavoritesArt of Neuroscience
 
Chapter 3 Psych. 1
Chapter 3 Psych. 1Chapter 3 Psych. 1
Chapter 3 Psych. 1ldelzeit
 
Visualization, Meaning Making and Collaboration
Visualization, Meaning Making and CollaborationVisualization, Meaning Making and Collaboration
Visualization, Meaning Making and CollaborationNicola Marae Allain, PhD
 
Lect 02 first portion
Lect 02   first portionLect 02   first portion
Lect 02 first portionMoe Moe Myint
 
Lect 02 first portion
Lect 02   first portionLect 02   first portion
Lect 02 first portionMoe Moe Myint
 
PSY 150 403 CHAPTER 6 SLIDES
PSY 150 403 CHAPTER 6 SLIDESPSY 150 403 CHAPTER 6 SLIDES
PSY 150 403 CHAPTER 6 SLIDESkimappel
 
Vision, sensation & perception
Vision, sensation & perceptionVision, sensation & perception
Vision, sensation & perceptionirenek
 
Ap Psychology Case Study
Ap Psychology Case StudyAp Psychology Case Study
Ap Psychology Case StudyKate Loge
 
macknik_etal_NRN_2008
macknik_etal_NRN_2008macknik_etal_NRN_2008
macknik_etal_NRN_2008cpz
 
Design & Neuroscience - The Brain
Design & Neuroscience - The BrainDesign & Neuroscience - The Brain
Design & Neuroscience - The BrainAdriano Mescia
 
sensation and perception
sensation and perceptionsensation and perception
sensation and perceptionMyren_BSA
 

Semelhante a UVC2.1 (20)

Fall15Module2.1
Fall15Module2.1Fall15Module2.1
Fall15Module2.1
 
Mounika seminar doc
Mounika seminar docMounika seminar doc
Mounika seminar doc
 
UVCWeek 2Class 1
UVCWeek 2Class 1UVCWeek 2Class 1
UVCWeek 2Class 1
 
The eye in the control of attention
The eye in the control of attentionThe eye in the control of attention
The eye in the control of attention
 
CHAPTER 3PERCEPTIONGraham Pike, Graham Edgar, and Helen
CHAPTER 3PERCEPTIONGraham Pike, Graham Edgar, and Helen CHAPTER 3PERCEPTIONGraham Pike, Graham Edgar, and Helen
CHAPTER 3PERCEPTIONGraham Pike, Graham Edgar, and Helen
 
Physics Project
Physics ProjectPhysics Project
Physics Project
 
IVC - Lesson 05
IVC - Lesson 05IVC - Lesson 05
IVC - Lesson 05
 
Art of Neuroscience 2017 - Team Favorites
Art of Neuroscience 2017 - Team FavoritesArt of Neuroscience 2017 - Team Favorites
Art of Neuroscience 2017 - Team Favorites
 
7 sensation
7  sensation7  sensation
7 sensation
 
Eye brain-gregory
Eye brain-gregoryEye brain-gregory
Eye brain-gregory
 
Chapter 3 Psych. 1
Chapter 3 Psych. 1Chapter 3 Psych. 1
Chapter 3 Psych. 1
 
Visualization, Meaning Making and Collaboration
Visualization, Meaning Making and CollaborationVisualization, Meaning Making and Collaboration
Visualization, Meaning Making and Collaboration
 
Lect 02 first portion
Lect 02   first portionLect 02   first portion
Lect 02 first portion
 
Lect 02 first portion
Lect 02   first portionLect 02   first portion
Lect 02 first portion
 
PSY 150 403 CHAPTER 6 SLIDES
PSY 150 403 CHAPTER 6 SLIDESPSY 150 403 CHAPTER 6 SLIDES
PSY 150 403 CHAPTER 6 SLIDES
 
Vision, sensation & perception
Vision, sensation & perceptionVision, sensation & perception
Vision, sensation & perception
 
Ap Psychology Case Study
Ap Psychology Case StudyAp Psychology Case Study
Ap Psychology Case Study
 
macknik_etal_NRN_2008
macknik_etal_NRN_2008macknik_etal_NRN_2008
macknik_etal_NRN_2008
 
Design & Neuroscience - The Brain
Design & Neuroscience - The BrainDesign & Neuroscience - The Brain
Design & Neuroscience - The Brain
 
sensation and perception
sensation and perceptionsensation and perception
sensation and perception
 

Mais de Jennifer Burns

Art100 sp17 class14.1_riseofcommercialculture
Art100 sp17 class14.1_riseofcommercialcultureArt100 sp17 class14.1_riseofcommercialculture
Art100 sp17 class14.1_riseofcommercialcultureJennifer Burns
 
ART100_Fall2016_Class15.1
ART100_Fall2016_Class15.1ART100_Fall2016_Class15.1
ART100_Fall2016_Class15.1Jennifer Burns
 
ART100_Fall2016_Class14.2
ART100_Fall2016_Class14.2ART100_Fall2016_Class14.2
ART100_Fall2016_Class14.2Jennifer Burns
 
ART100_Fall2016_Class14.1
ART100_Fall2016_Class14.1ART100_Fall2016_Class14.1
ART100_Fall2016_Class14.1Jennifer Burns
 
ART100_Fall2016_Class13.2
ART100_Fall2016_Class13.2ART100_Fall2016_Class13.2
ART100_Fall2016_Class13.2Jennifer Burns
 
ART100_Fall2016_Class13.1
ART100_Fall2016_Class13.1ART100_Fall2016_Class13.1
ART100_Fall2016_Class13.1Jennifer Burns
 
ART100_Fall2016_Class12.2
ART100_Fall2016_Class12.2ART100_Fall2016_Class12.2
ART100_Fall2016_Class12.2Jennifer Burns
 
UVC100_Fall16_Class12.1
UVC100_Fall16_Class12.1UVC100_Fall16_Class12.1
UVC100_Fall16_Class12.1Jennifer Burns
 
ART100_Fall2016_Class11.2
ART100_Fall2016_Class11.2ART100_Fall2016_Class11.2
ART100_Fall2016_Class11.2Jennifer Burns
 
ART100_Fall2016_Class11.1
ART100_Fall2016_Class11.1ART100_Fall2016_Class11.1
ART100_Fall2016_Class11.1Jennifer Burns
 
ART100_Fall2016_Class10.2
ART100_Fall2016_Class10.2ART100_Fall2016_Class10.2
ART100_Fall2016_Class10.2Jennifer Burns
 
ART100_Fall2016_Class10.1
ART100_Fall2016_Class10.1ART100_Fall2016_Class10.1
ART100_Fall2016_Class10.1Jennifer Burns
 
Art100 fall2016 class9.2_paperworkshop
Art100 fall2016 class9.2_paperworkshopArt100 fall2016 class9.2_paperworkshop
Art100 fall2016 class9.2_paperworkshopJennifer Burns
 
Uvc100 fall2016 class8.2
Uvc100 fall2016 class8.2Uvc100 fall2016 class8.2
Uvc100 fall2016 class8.2Jennifer Burns
 
Uvc100 fall2016 class8.1
Uvc100 fall2016 class8.1Uvc100 fall2016 class8.1
Uvc100 fall2016 class8.1Jennifer Burns
 
UVC100_Fall16_Class7.1
UVC100_Fall16_Class7.1UVC100_Fall16_Class7.1
UVC100_Fall16_Class7.1Jennifer Burns
 
Uvc100 fall2016 class6.2_semiotics_pt2
Uvc100 fall2016 class6.2_semiotics_pt2Uvc100 fall2016 class6.2_semiotics_pt2
Uvc100 fall2016 class6.2_semiotics_pt2Jennifer Burns
 
Uvc100 fall2016 class6.1_intro_semiotics
Uvc100 fall2016 class6.1_intro_semioticsUvc100 fall2016 class6.1_intro_semiotics
Uvc100 fall2016 class6.1_intro_semioticsJennifer Burns
 
Art100 fall2016 class5.2_putting_italltogether
Art100 fall2016 class5.2_putting_italltogetherArt100 fall2016 class5.2_putting_italltogether
Art100 fall2016 class5.2_putting_italltogetherJennifer Burns
 
Art100 fall2016 class5.1_formal_analysisstepbystep
Art100 fall2016 class5.1_formal_analysisstepbystepArt100 fall2016 class5.1_formal_analysisstepbystep
Art100 fall2016 class5.1_formal_analysisstepbystepJennifer Burns
 

Mais de Jennifer Burns (20)

Art100 sp17 class14.1_riseofcommercialculture
Art100 sp17 class14.1_riseofcommercialcultureArt100 sp17 class14.1_riseofcommercialculture
Art100 sp17 class14.1_riseofcommercialculture
 
ART100_Fall2016_Class15.1
ART100_Fall2016_Class15.1ART100_Fall2016_Class15.1
ART100_Fall2016_Class15.1
 
ART100_Fall2016_Class14.2
ART100_Fall2016_Class14.2ART100_Fall2016_Class14.2
ART100_Fall2016_Class14.2
 
ART100_Fall2016_Class14.1
ART100_Fall2016_Class14.1ART100_Fall2016_Class14.1
ART100_Fall2016_Class14.1
 
ART100_Fall2016_Class13.2
ART100_Fall2016_Class13.2ART100_Fall2016_Class13.2
ART100_Fall2016_Class13.2
 
ART100_Fall2016_Class13.1
ART100_Fall2016_Class13.1ART100_Fall2016_Class13.1
ART100_Fall2016_Class13.1
 
ART100_Fall2016_Class12.2
ART100_Fall2016_Class12.2ART100_Fall2016_Class12.2
ART100_Fall2016_Class12.2
 
UVC100_Fall16_Class12.1
UVC100_Fall16_Class12.1UVC100_Fall16_Class12.1
UVC100_Fall16_Class12.1
 
ART100_Fall2016_Class11.2
ART100_Fall2016_Class11.2ART100_Fall2016_Class11.2
ART100_Fall2016_Class11.2
 
ART100_Fall2016_Class11.1
ART100_Fall2016_Class11.1ART100_Fall2016_Class11.1
ART100_Fall2016_Class11.1
 
ART100_Fall2016_Class10.2
ART100_Fall2016_Class10.2ART100_Fall2016_Class10.2
ART100_Fall2016_Class10.2
 
ART100_Fall2016_Class10.1
ART100_Fall2016_Class10.1ART100_Fall2016_Class10.1
ART100_Fall2016_Class10.1
 
Art100 fall2016 class9.2_paperworkshop
Art100 fall2016 class9.2_paperworkshopArt100 fall2016 class9.2_paperworkshop
Art100 fall2016 class9.2_paperworkshop
 
Uvc100 fall2016 class8.2
Uvc100 fall2016 class8.2Uvc100 fall2016 class8.2
Uvc100 fall2016 class8.2
 
Uvc100 fall2016 class8.1
Uvc100 fall2016 class8.1Uvc100 fall2016 class8.1
Uvc100 fall2016 class8.1
 
UVC100_Fall16_Class7.1
UVC100_Fall16_Class7.1UVC100_Fall16_Class7.1
UVC100_Fall16_Class7.1
 
Uvc100 fall2016 class6.2_semiotics_pt2
Uvc100 fall2016 class6.2_semiotics_pt2Uvc100 fall2016 class6.2_semiotics_pt2
Uvc100 fall2016 class6.2_semiotics_pt2
 
Uvc100 fall2016 class6.1_intro_semiotics
Uvc100 fall2016 class6.1_intro_semioticsUvc100 fall2016 class6.1_intro_semiotics
Uvc100 fall2016 class6.1_intro_semiotics
 
Art100 fall2016 class5.2_putting_italltogether
Art100 fall2016 class5.2_putting_italltogetherArt100 fall2016 class5.2_putting_italltogether
Art100 fall2016 class5.2_putting_italltogether
 
Art100 fall2016 class5.1_formal_analysisstepbystep
Art100 fall2016 class5.1_formal_analysisstepbystepArt100 fall2016 class5.1_formal_analysisstepbystep
Art100 fall2016 class5.1_formal_analysisstepbystep
 

Último

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...Shubhangi Sonawane
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsTechSoup
 
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdfMaking and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdfChris Hunter
 
ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701bronxfugly43
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Celine George
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhikauryashika82
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfAdmir Softic
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introductionMaksud Ahmed
 
psychiatric nursing HISTORY COLLECTION .docx
psychiatric  nursing HISTORY  COLLECTION  .docxpsychiatric  nursing HISTORY  COLLECTION  .docx
psychiatric nursing HISTORY COLLECTION .docxPoojaSen20
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdfQucHHunhnh
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...Nguyen Thanh Tu Collection
 
Role Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptxRole Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptxNikitaBankoti2
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsMebane Rash
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptxMaritesTamaniVerdade
 
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDMeasures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDThiyagu K
 
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104misteraugie
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdfQucHHunhnh
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxheathfieldcps1
 

Último (20)

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
 
Asian American Pacific Islander Month DDSD 2024.pptx
Asian American Pacific Islander Month DDSD 2024.pptxAsian American Pacific Islander Month DDSD 2024.pptx
Asian American Pacific Islander Month DDSD 2024.pptx
 
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdfMaking and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
 
ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introduction
 
psychiatric nursing HISTORY COLLECTION .docx
psychiatric  nursing HISTORY  COLLECTION  .docxpsychiatric  nursing HISTORY  COLLECTION  .docx
psychiatric nursing HISTORY COLLECTION .docx
 
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
Role Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptxRole Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptx
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDMeasures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
 
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
 

UVC2.1

  • 1. ART 100 UVC Class 2.1 VISUAL PERCEPTION & THE ACTIVE BRAIN
  • 2. agenda function of the eye how eye and brain work together to create vision the active, constructed nature of vision comparing fine art and folk art
  • 3. Briefly, we will study the eye and the dynamic process of visual perception, to understand how our brains create the images we see.
  • 4. But in general in this course, we are interested not in the “nature” of vision, but in its culture; in other words, how humans have developed languages of visual communication given our status as sighted creatures.
  • 5. schematic diagram of how vision works (please note: this diagram is WRONG) Most people assume that vision works as pictured in the diagram below. Put in words: our vision is just what our eye sees and reports to the brain.
  • 6. why is the eye/camera idea wrong? There is no “image,” no picture in the eye at all. In the eye, light admitted through the pupil and focused through the lens differentially stimulates the neuron-rich tissue at the back of the eye (the retina), sending patterns of electrical impulses to the brain (specifically to the visual cortex), where the signals must be processed and interpreted to create what we see.
  • 7. “the eye is like a camera” This analogy holds up to a point. The point at which it no longer holds is the retina. Please note: this diagram is TRUE up to a point and then becomes FALSE.
  • 8.
  • 9. what happens in the retina? light is converted to an electrical signal in retinal photoreceptors via a light-sensitive protein called rhodopsin transduction electrical impulses are converted to chemical form active/inactive phases transduction occurs differently in rods and cones signalling mechanism is sophisticated and optimizes the information on site using “inhibition” to reduce the signal in certain areas, thus boosting the rest
  • 10. cones: large range of intensities, color vision, work quickly, very sensitive to small changes, concentrated in center rods: evolutionarily more recent, but outnumber cones 20 to only work in very low light, evenly distributed across the retina
  • 11. Please note: this diagram is still a bit misleading, but it’s a whole lot better than the previous one.
  • 12. then the signal is transmitted to the primary visual cortex
  • 13. animal and human evidence for 3 discrete processing systems “Although the visual processing mechanisms are not yet completely understood, recent findings from anatomical and physiological studies in monkeys suggest that visual signals are fed into at least three separate processing systems. One system appears to process information mainly about shape; a second, mainly about color; and a third, movement, location, and spatial organization.” Human psychological studies support the findings obtained through animal research. These studies show that the perception of movement, depth, perspective, the relative size of objects, the relative movement of objects, shading, and gradations in texture all depend primarily on contrasts in light intensity rather than on color.” SOURCE: http://www.brainfacts.org/sensing-thinking-behaving/senses-and- perception/articles/2012/vision-processing-information/
  • 14. in the third system (depth/location/movement) “About 60 years ago, scientists discovered that each vision cell’s receptive field is activated when light hits a tiny region in the center of the field and inhibited when light hits the area surrounding the center. If light covers the entire receptive field, the cell responds weakly.” Another way to put this is: “the visual process begins by comparing the amount of light striking any small region of the retina with the amount of surrounding light.” This process is enhanced by “lateral inhibition,” in which all but the strongest signals are filtered out by the retina before even reaching the brain. (Preference for edges.) SOURCE: http://www.brainfacts.org/sensing-thinking-behaving/senses-and- perception/articles/2012/vision-processing-information/
  • 15. how is color/brightness processed? (this appears to be an independent pathway) how are form/shape processed to produce object recognition? how are motion, depth, and spatial relations processed? when and how are all of these coordinated?
  • 16. object recognition Humans are capable of instantly recognizing people and objects in visually cluttered scenes. Machines cannot do this, yet. What can machines do? Current research on software teaching scene recognition.
  • 17.
  • 18.
  • 19.
  • 20.
  • 22.
  • 23.
  • 24.
  • 25. let’s summarize The brain constructs your field of vision from electrico- chemical impulses sent by your eyes. The eye collects data on: shape color position/location/movement These elements seem to be processed via discrete mechanisms.
  • 26. The raw data entering the third system has to do with differences in light intensity. These signals are enhanced by the retina through the process of lateral inhibition and are subsequently interpreted by the visual cortex to produce our field of vision, which we experience as continuous and compelling rather than as a series of approximations of distance, size and depth via contrasts between light and shadow.
  • 27. Our ability to, judge distance, move through space, avoid obstacles,—these are all INFERENCES drawn from information about contrasts between light intensity rather than actual visual data—even though we perceive them as properties of our vision. This is ANOTHER REASON why the eye/camera idea is completely misleading.
  • 28. John Singleton COPLEY Mrs. Ezekiel Goldthwaite 1771 oil on canvas 50 1/8 x 40 1/8 inches http://www.mfa.org/collections/ object/mrs-ezekiel-goldthwait- elizabeth-lewis-32756 This human perceptual preference for “edges”— areas of high contrast between light and shadow—is also exploited by artists wanting to create convincing three- dimensional illusions in their two- dimensional art.
  • 29. In the beginning of art school, students learn how to create illusions of depth and mass through manipulating areas of light and shadow.
  • 30. You start with simple geometrical forms like spheres, cones and cubes.
  • 31. Then move on to organic objects, which grow progressively trickier.
  • 32.
  • 33. When color is added, the illusion is enhanced, but as you would predict from your knowledge of visual neuroscience, the illusion is quite strong even without the addition of color.
  • 34. As students master tonal manipulation, they can create increasingly convincing illusions of more and more complex subjects.
  • 35. Raphael (Italian, 1483-1520) Upraised Right Hand, with Palm Facing Outward: Study for Saint Peter 1518-20 in the collection of the Art Institute of Chicago The best artists can create these illusions with an extremely light touch.
  • 36. Ammi PHILLIPS Lady in a gold-colored dress Probably New York, Connecticut, or Massachusetts, 1835–1840 Oil on canvas 33 1/2 x 28 1/4 in. How does this artist handle light and shadow? Do you think he studied art formally?
  • 37.
  • 38. try these at home! http://serendip.brynmawr.edu/bb/blindspot1.html http://serendip.brynmawr.edu/bb/blindspot/ http://serendip.brynmawr.edu/bb/latinhib.html http://dragon.uml.edu/psych/illusion.html
  • 39. In this class we consider… not the spectrum of light visible to the human eye, but our culturally bound sense of what colors mean.
  • 40. But in what human beings have made of vision. In other words, not what vision is,
  • 41. M.C. Escher (Dutch, 1898 – 1972), Drawing Hands, 1948, ithograph, 11 1/8 x 13 1/8 in