Development Of Depth Perception Research Articles

What will the education of the future look like? How have Metaverse and Extended Reality affected the higher education systems?

Education is one of the essential foundations of the sustainable development of societies, in particular, the objectives SDG4 of the UN General Assembly. Extended Reality (XR, so-called Metaverse) enables multisensory interaction with virtual environments, computer-created objects, and avatars. Also, the dynamic development of Head Mounted Displays (HDMs) allows for an increasingly deeper experience of the virtual world, especially through the development of depth perception, including the rendering of several modalities like vision, touch, and hearing. This creates a unique opportunity to revolutionize the higher education system by adding a new dimension of cognition and making it accessible to more people, especially those living in hard-to-reach areas. It is also a perfect complement to the process of educating students during a pandemic, such as the recent COVID-19 pandemic. In this paper, based on the literature and our experience, we provided an overview of the possibility of the Metaverse application in higher education taking into account the advantages and limitations of the systems. It turned out that XR-based solutions can be successfully applied in medical education, chemistry courses as well as in Science, Technology, Engineering, and Mathematics (STEM) education. Moreover, the XR-based systems are useful for learning spatial skills such as navigation, spatial reasoning, and perception. In the case of remote learning, XR enables easier adaptation to the educational formula. Also, during lockdowns, an XR-based application can be considered a tool to promote socialization in the event. Thus, it enables to implementation of open and inclusive learning and teaching space, namely Edu-Metaverse. In the current social context, the obtained results provided valuable insights into factors affecting the users during the application of Metaverse in education processes, including remote learning. Finally, this paper suggests a research direction for the development of effective Metaverse-based educational solutions.

Convergence and divergence to radial optic flow in infancy.

Research finds a relationship between the development of depth perception and ocular motion functions including smooth pursuit and ocular following response. Infants' reactions to looming stimuli also suggest sensitivity to optic flow information that specifies relative distance. With radial optic flow, an expanding flow field elicits involuntary convergent eye movements while a contracting one elicits involuntary divergent eye movements. This response suggests the visual system is interpreting the radial flow as a change in relative depth. We measured the oculomotor response to radial optic flow in infants aged two to five months. The stimulus comprised a radial optic flow pattern that expanded or contracted across eight 400 ms trials while eye position was monitored with a Tobii X120 eye tracker. A subset of infants also viewed trials of a static version of the stimulus. On average, most infants in each age group demonstrated convergence to the expanding pattern and divergence to the contracting one. Moreover, the difference in gain between the convergence and divergence eye movements was significant. The presence of correct-direction vergence eye movements in response to expansion and contraction provides further evidence that infants are sensitive to information that specifies relative motion in depth.

The development of depth perception from motion parallax in infancy

Little is known about infants' perception of depth from motion parallax, even though it is known that infants are sensitive both to motion and to depth-from-motion cues at an early age. The present experiment assesses whether infants are sensitive to the unambiguous depth specified by motion parallax and, if so, when this sensitivity first develops. Eleven infants were followed longitudinally from 8 to 29 weeks. Infants monocularly viewed a translating Rogers and Graham (1979) random-dot stimulus, which appears as a corrugated surface to adult observers. Using the infant-control habituation paradigm, looking time was recorded for each 10-sec trial until habituation, followed by two test trials: one using a depth-reversed and one using a flat stimulus. Dishabituation results indicate that infants may be sensitive to unambiguous depth from motion parallax by 16 weeks of age. Implications for the developmental sequence of depth from motion, stereopsis, and eye movements are discussed.

Cortical representation of visual three-dimensional space.

Perception of real depth includes information on stereopsis and distance. How both interact in the visual pathway was the subject of a study performed on the behaving monkey. Neurons in the primary visual cortex (area V1) have their activity, visual and/or spontaneous, modulated by the viewing distance. Disparity selectivity may be present or better expressed at a given viewing distance. This modulation is independent of the visual pattern. The use of prisms shows that vergence is implicated in this phenomenon. Consequently, extraretinal signals related to ocular motility have access to area V1. Among them, proprioceptive signals from the eye muscles have been shown to be involved in visual cortical function and in the development of depth perception. It is possible that the same signals may also be involved in the distance modulation shown in V1 neurons, but this remains to be examined. A possible specialisation of disparity-selective cells in different cortical areas is discussed.

Role of extraocular muscle proprioception in the development of depth perception in cats.

1. The ophthalmic branch of the trigeminal nerve (V1), which carries extraocular proprioceptive afferents, was sectioned unilaterally or bilaterally in kittens and adult cats. Depth perception was measured behaviorally in these sectioned cats, as well as in control cats. 2. For kittens that underwent unilateral V1 sections at 6-11 wk of age, postsurgical values of binocular depth perception--measured 1.5-3 mo later--were 2-3 times worse than in normal control animals. Cats that underwent unilateral V1 sections as adults, however, showed no postsurgical deficits in binocular depth perception. 3. For kittens that underwent bilateral V1 sections at 6.5-7.5 wk of age, similar longterm impairments were found in binocular depth perception. No impairment was found in two kittens bilaterally sectioned at 11.5 wk of age. A cat that underwent bilateral sections as an adult also showed no binocular depth perception deficits. 4. Although these behavioral effects were observed only when unilateral and bilateral V1 sections were performed up to a certain age in development, they differed in two ways. 1) Imbalance of extraocular proprioceptive inflow produced by unilateral section had a deleterious effect at an age when the final adult level had been reached. At that stage, complete suppression of inflow produced by the bilateral section failed to impair the final level of binocular performance. 2) Short-term effects observed during the week following the section appeared in bilaterally operated animals as a transient freezing of the presurgical binocular performance whatever the age of the section during the sensitive period. In contrast, short-term effects produced by unilateral section were found to be age dependent: a progressive slowing down in the normal rate of improvement of binocular thresholds was observed following a section performed at 5 wk of age; an arrest in development was found when surgery was done at 6-7 wk of age. A significant impairment appeared within 2 days when the section was performed at 11 wk of age. 5. In all experimental kittens, monocular depth perception thresholds were unaffected or impaired only to a minor extent (less than 15% change) following the unilateral or bilateral section. In unilaterally operated kittens, there were no consistent differences associated with the side of the section. 6. A sham-operated kitten, in which the V1 was visualized but not cut, showed no impairments in binocular or monocular depth perception.(ABSTRACT TRUNCATED AT 400 WORDS)

The development of blinking in response to impending collision in preterm, full-term, and postterm infants

A series of studies on the development of depth perception investigated the effects of age from birth and age from conception on the frequency of defensive blinking at an approaching object. The initial study found that at 10 weeks after birth preterm infants respond less frequently to an approaching object than full-term and postterm infants. When preterm infants were tested at the same age from conception as a group of full-term infants, response rates were equal. In a second study, postterm infants at 6 weeks after birth blinked at the approaching object more frequently than 6-week-old full-term infants; this finding was replicated in a subsequent study. In a final experiment with 8-week-old full-term infants, we found that the individual infant tested on two successive days was highly consistent in his or her level of responding. These results argue that maturation plays an important role in the development of responsiveness to spatial information.

Effect of visual deprivation on development of depth perception in the rat.

Effect of visual deprivation on development of depth perception in the rat.

The Development of Depth Perception in Animals and Human Infants

The concept of development in space perception has always been closely tied to an old issue in psychology, the nature-nurture issue or the heredity-environment issue. In brief, do we learn to see the world about us, or do we see the world in all its complexity innately, without any learning? Hochberg (1962) has reviewed this issue in visual perception elsewhere. I shall review some research on it briefly, as it applies to space perception, before devoting my discussion to recent research that further illuminates the topic. The nature-nurture issue in visual perception has often acted as an either-or issue, with a way of congealing opinion and narrowing vision. Lewin, in his brilliant introductory chapter to A Dynamic Theory of Personality (1935), referred to this type of either-or thinking as Aristotelian, and contrasted it with the Galileian type of thinking in which continuous gradations are more possible. Unfortunately, it may take years of research to dispose of Aristotelian or either-or concepts as possibilities. What follows is a certain strategy of research as the nature-nurture issue becomes more and more susceptible to decision by experiment. If we end up, as I hope we will, with a slightly more Galileian approach to the topic, it is only because a series of experiments has made the Galileian, rather than the Aristotelian, way of thinking inevitable.

Development of Depth Perception in the Giant White Pekin

Development of Depth Perception in the Giant White Pekin