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The Influence of Uniform Connectedness and Report Task Type on the Perception of Brief Displays

The Korean Journal of Cognitive and Biological Psychology / The Korean Journal of Cognitive and Biological Psychology, (P)1226-9654; (E)2733-466X
2008, v.20 no.2, pp.39-54
https://doi.org/10.22172/cogbio.2008.20.2.001

Abstract

The previous studies (Park, 2001, 2004a), using identification task of brief displays, did not obtain evidence supporting the hypothesis of uniform connectedness (i.e., UC) that uniformly connected forms are processed as a single unit. Negative repetition effect (i.e., NRE) which was observed in these studies and led to this conclusion might be caused by easy namability or good continuation of the alternative displays. NRE means that target detection rates are lowered in the repetitive displays than in the alternative displays. Three experiments were conducted to test the UC hypothesis. In experiment 1, where the repetitive displays were 'M' or 'W' in shape for ease of naming, no NRE was observed. In experiment 2, where good continuation between two parts was controlled among the displays, there was also no NRE. And no UC effect was observed in both experiments, that is, UC displays were not identified more accurately than disconnected displays. To test that these null results might be caused by the improper stimulus displays, Experiment 3 applied post-cueing forced-choice task to the same displays used in Experiment 2, and observed NRE but still no UC effect. This results indicated that UC had no influence on the perception of briefly exposed displays, irrespective of namability and good continuation, and the type of report task and its related attentional processing might have an affect on the mode of processing of the whole display.

keywords
uniform connectedness, negative repetition effect, namability, good continuation, report task, uniform connectedness, negative repetition effect, namability, good continuation, report task, 균일연결성, 부적 반복효과, 명명 용이성, 좋은 연속성, 보고과제

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The Korean Journal of Cognitive and Biological Psychology