Previous work has demonstrated object-based attention for concrete objects inferred from sensory cues (Duncan, 1984) and expectations that reflect past perceptual experience (Zemel et al., 2002).
Although brain imaging has demonstrated object-category specific representations in the occipitotemporal cortex, the crucial question of how the brain acquires this knowledge has remained unresolved.
With this model we can demonstrate object classification and the learning of new object representations.
In particular, we demonstrate object removal and insertion, depth map estimation, and detection and removal of specular highlights.
There are primarily four challenges to Piaget's framework: Whether or not infants without disabilities actually demonstrate object permanence earlier than Piaget claimed.
To investigate whether people competent in algebra impose perceptual objects on algebraic expressions, we adapted the property verification paradigm used previously to demonstrate object-based attention (e.g., Baylis & Driver, 1992; Zemel et al., 2002).
This issue was investigated in a study by Handy et al. (2003) in order to demonstrate object-based attention effects on P1 amplitude.
Furthermore, the tasks used to demonstrate object-based attention and those, such as the composite-face effect, used to index holistic face perception bear some striking similarities (Kramer & Jacobson, 1991; Richard et al., 2008).
Each of the three groups had similar exploration times in the novel object recognition paradigm and recognized the novel object, demonstrating similar object novelty discrimination behavior (fig 4C).
Doussard-Roosevelt, Joe, Bazhenova and Porges [ 32] found that children with ASD were more engaged when their mothers physically and non-verbally demonstrated an object to them than when she verbally described the object to them.
