For example, observers often fixate the same items repeatedly before finding a simple target (Gilchrist & Harvey, 2000).
For example, observers have higher detection thresholds for luminance probes in the visual periphery when performing a concurrent central task, with more difficult central tasks producing larger threshold increases (Leibowitz & Appelle, 1969).
For example, observers have longer motion aftereffects for looming versus receding visual stimuli and perceive ambiguous egocentric motion more often as looming than receding ("Lewis and McBeath, 2004"; Scott, Lavender, McWhirt, & Powell, 1966).
For example, observers are faster at interpreting bar graphs depicting fruit sales when the bar colors match the colors of the fruit they represent (e.g. banana – yellow, blueberry – blue) than when they mismatch (e.g. banana – orange, blueberry – green) (Lin et al., 2013).
For example, observers cannot judge the speed of one grating independently of the other under conditions where plaid coherence is perceived, but interestingly, speed discrimination recovers under conditions that promote a segmented percept [11], [12].
Such informational influence effects have been reported in experiments in which observers make simple perceptual judgments [12] [14], as well as those in which they respond to more complex real-world stimuli; for example, observers rate a joke as funnier (and are themselves more likely to laugh) if the joke is followed by laughter [16].
In pathfinder studies (Fig. 2a), for example, observers see Gabor elements.
For example, observers can easily discriminate between fused gratings and those that are optically fused (Georgeson & Meese, 1997).
For example, observers received as a cue the word color (or the word red) and knew with 80% validity that the line segment they were looking for would be presented within the red-colored circle.
For example, observers record the start and end time of a small-group discussion, they count the number of students who talk during an activity debrief, and they record whether or not students are explicitly reminded to explain their answers to one another.
