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The influence of surface and edge-based visual similarity on object recognition.

Laws, KR; Gale, TM; Leeson, VC; (2003) The influence of surface and edge-based visual similarity on object recognition. Brain Cogn , 53 (2) pp. 232-234.

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Abstract

The role of 'visual similarity' has been emphasised in object recognition and in particular, for category-specific agnosias. [Laws and Gale, 2002] recently described a measure of pixel-level visual overlap for line drawings (Euclidean Overlap: EO[line]) that distinguished living and nonliving things and predicted normal naming errors and latencies ( [Laws et al., 2002]). Nevertheless, it is important to extend such analyses to stimuli other than line drawings. We therefore developed the same measure for greyscale versions of the same stimuli (EO[grey]), i.e., that contain shading and texture information. EO[grey], however, failed to differentiate living from nonliving things and failed to correlate with naming latencies to the greyscale images. By contrast, EO[line] did correlate with the naming latencies. This suggests that similarity of edge information is more influential than similarity of surface characteristics for naming and for categorically separating living and nonliving things (be they line drawings or greyscale images).

Type: Article
Title: The influence of surface and edge-based visual similarity on object recognition.
Location: United States
Keywords: Discrimination (Psychology), Humans, Recognition (Psychology), Visual Perception
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/125119
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