General Visual Perception Research Articles

How Challenging is a Challenge? CEMS: a Challenge Evaluation Module for SLAM Visual Perception

Despite promising SLAM research in both vision and robotics communities, which fundamentally sustains the autonomy of intelligent unmanned systems, visual challenges still threaten its robust operation severely. Existing SLAM methods usually focus on specific challenges and solve the problem with sophisticated enhancement or multi-modal fusion. However, they are basically limited to particular scenes with a non-quantitative understanding and awareness of challenges, resulting in a significant performance decline with poor generalization and(or) redundant computation with inflexible mechanisms. To push the frontier of visual SLAM, we propose a fully computational reliable evaluation module called CEMS (Challenge Evaluation Module for SLAM) for general visual perception based on a clear definition and systematic analysis. It decomposes various challenges into several common aspects and evaluates degradation with corresponding indicators. Extensive experiments demonstrate our feasibility and outperformance. The proposed module has a high consistency of 88.298% compared with annotation ground truth, and a strong correlation of 0.879 compared with SLAM tracking performance. Moreover, we show the prototype SLAM based on CEMS with better performance and the first comprehensive CET (Challenge Evaluation Table) for common SLAM datasets (EuRoC, KITTI, etc.) with objective and fair evaluations of various challenges. We make it available online to benefit the community on our website.

Korean Versions of the Reading Test and Visual Perception Test for Children Treated for Unilateral Amblyopia

Purpose: Reading speed and visual perception are used to evaluate visual function in children with amblyopia. This study used standardized tests to evaluate binocular reading performance and visual motor function in children treated for unilateral refractive amblyopia.Methods: In a prospective pilot study, reading and visual perception were evaluated in children aged 5-12 years who were diagnosed with unilateral refractive amblyopia between September 2020 and March 2021. To evaluate reading skills, the Readability Diagnostic Assessment and Korean Language-based Reading Assessment (KOLRA) were administered. The Korean version of the Developmental Test of Visual Perception-Third Edition (K-DTVP-3) test was used to evaluate visual perception function.Results: Reading ability and visual perception function were evaluated in 10 patients with unilateral refractive amblyopia. In the reading fluency test, the average reading speed of the patients was 185 ± 78.2 words per minute (WPM), and did not differ from that of the control group provided by KOLRA (p > 0.05). The general visual perception score was not significantly different from that of the controls. Among subtests of the K-DTVP-3, the hand coordination and figure-background tests scored 32.3 ± 17.7% and 29.9 ± 18.7%, respectively, lower than 50% of the normal average. The scores of the eye-hand coordination (r2 = 0.585, p = 0.01) and figure-background (r2 = 0.482, p = 0.03) tests were significantly correlated with the subject’s best-corrected visual acuity.Conclusions: In this study, there was no significant difference in reading fluency between the patients and controls. Among the K-DTVP-3 subtests, the average scores of the hand coordination and figure-background tests were lower than normal. Further studies are required to determine whether the reading fluency test and K-DTVP-3 reflect visual perception deficits in amblyopic patients.

Examining the Predictors of Naming Speed among Thai Preschoolers: Confirming the Important Roles of Visual Perception and Sustained Attention

Investigations of reading readiness among early preschool children in Thailand have revealed contextual language and social elements that are different from speakers of other languages. The goal of this study was to further understand important variables that predict future reading readiness among Thai children, namely, the influence of visual perception and attention on naming ability. There were 158 preschoolers aged 5 -6.8 years of age, who performed the following tests: Coloured Progressive Matrices (CPM), Attention Sustained (AS), Visual Perception (VP), and Rapid Automatized Naming (RAN) tests. A cross-sectional correlational research design was conducted in this study. The results, which were examined using multiple regression, revealed a strong association among sustained attention, visual perception, intelligence, and naming speed. Sustained attention and visual perception were found to be strongly associated with rapid naming ability. There was a relationship between intelligence and attention. However, intelligence did not appear to be associated with naming speed. Sustained attention and general visual perception were shown to predict the speed of color naming up to 12.2% (Adjust R2 = .12, p < .05) and the speed of digit naming up to 14.1% (Adjust R2 = .14, p < .05). In conclusion, the visual perception and sustained attention abilities of Thai preschool children can predict their rapid naming ability. During early childhood, the importance of developing attentiveness and visual perception is indicated since it offers a positive reading acquisition ability.

Combined Effects of Virtual Reality and Computer Game-Based Cognitive Therapy on the Development of Visual-Motor Integration in Children with Intellectual Disabilities: A Pilot Study.

Purpose Visual-motor integration is a good indicator of a child's overall developmental and functional level. This study investigated the combined effects of virtual reality (VR) and computer game-based cognitive therapy on the development of visual-motor integration in children with intellectual disabilities. Methods The study used a single-group pre-post study design and 13 children with intellectual disabilities who were recruited from a community rehabilitation center participated in the study. We used the Wii VR video game and the CoTras computer game to deliver cognitive therapy over 12 sessions. The Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) was used to evaluate motor function related to visual-motor integration to identify changes in function, and the Developmental Test of Visual Perception-2 (DTVP-2) was used to assess changes in visual perception function associated with visual-motor integration. Results The VR and computer game-based cognitive therapy has shown significant difference in total standard score of BOT-2 associated with visual-motor integration representing improved motor function (p < 0.01). Comparison of the DTVP-2 scores showed the significant difference in visual-motor integration of spatial relation and visual-motor speed (p < 0.05), motor-reduced visual perception (p < 0.01), and general visual perception (p < 0.01). Conclusions Results of this study provide useful evidence supporting the possibility of combined VR and computer game-based cognitive therapy for children with intellectual disabilities.

Relationship between Visual Perception and Microstructural Change of the Superior Longitudinal Fasciculus in Patients with Brain Injury in the Right Hemisphere: A Preliminary Diffusion Tensor Tractography Study.

Right hemisphere brain damage often results in visual-spatial deficits. Because various microstructural changes of the superior longitudinal fasciculus (SLF) after a stroke in the right hemisphere affect visual perception, including neglect, the present study investigates the relationship between both microstructural change and lateralization of SLF and visual perception, using diffusion tensor imaging (DTI) in patients with lesions in the right hemisphere. Eight patients with strokes (five patients with intracranial hemorrhage, and three patients with infarction; mean age of 52.5 years) and 16 mean-age-matched healthy control subjects were involved in this study. The visual perception of all eight patients was assessed with the motor-free visual perception test (MVPT), and their SLFs were reconstructed using DTI. The results showed that there was a significant difference between the DTI parameters of the patients and the control subjects. Moreover, patients with microstructural damage to the right SLF showed impairment of visual perception. In patients with damage to both the dorsal and ventral pathways of the right SLF, spatial neglect was present. However, although a leftward SLF asymmetry was revealed in our patients, this lateralization did not show a relationship with visual perception. In conclusion, the microstructural changes of the right SLF play an important role in visual perception, and both pathways contribute to spatial neglect, but leftward lateralization of the right SFL activity after a stroke does not contribute to general visual perception.

Validity of the Wide-range Assessment of Vision-related Essential Skills in Japanese Children with Learning Problems.

Our study revealed that the validity of a new Japanese visual-perceptual test was acceptable. Visual-perceptual abilities are important to activities of daily living; thus, accurate assessment of visual perception is especially important for children with neurodevelopmental disorders and particularly so for those with learning problems. Visual perception refers to the process by which one receives visual information through sensory impulses and then translates those impulses into meaning based on a previously developed view of the environment. A problem in Japan is the paucity of visual perception tests that use normative data from children who are native Japanese. The Wide-range Assessment of Vision-related Essential Skills (WAVES), which measures visual perception and eye-hand coordination skills and is based on Japanese normative data, was recently published in Japan. The validity of this test has not been comprehensively established. To investigate the validity of the WAVES, we used the Pearson correlation coefficient to calculate the degrees of association among WAVES scaled and index scores compared with Developmental Test of Visual Perception, Third Edition, scores from 108 elementary school children with symptoms of learning problems. Participants were recruited at Osaka Medical College Learning Disability Center and Sakai Seikeikai Learning Disability Center. The concurrent validity of the WAVES was supported by moderate correlation (r = 0.67, P < .01) between the total scores for visual perception and eye-hand coordination index from the WAVES and general visual perception index from the Developmental Test of Visual Perception, Third Edition, even though a correlation analysis of subtests found differences between the two tests. Our results showed that the indices from the two tests measured nearly the same underlying visual-perceptual constructs and indicated that the WAVES had acceptable levels of concurrent validity.

The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students

In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading comprehension, reading errors were determined by The Informal Reading Inventory, and their visual perception levels were determined with Developmental Test of Visual Perception-2. Data was coded in SPSS version 22.0. As a result of the study, the majority of students was identified at the level of anxiety while thirty four students was identified at the instructional level, it was also seen that there was no student at an independent level. Instructional level students had higher reading speeds and reading comprehension than anxiety level students significantly. Anxiety level students had higher reading error rates than instructional level students significantly. It was seen that instructional level students having higher reading levels had significantly higher general visual, motor-independent, and visual-motor perception than anxiety level students. While anxiety level students were above average , instructional level students are superior all visual perception abilities.There is a positive meaningful relationship between the all levels of visual perception, and reading speed, reading comprehension. As first grade students’ general visual perception, motor-independent visual perception, and visual-motor perception scores increased, reading speed and reading comprehension increased, reading error scores decreased.

Validity and Reliability of the Developmental Test of Visual Perception – Third Edition (DTVP-3)

ABSTRACTThe Developmental Test of Visual Perception – Third Edition (DTVP-3) is a recently published revision of a visual perceptual test from the United States, frequently used by occupational therapists. It is important that tests have adequate documented reliability and validity and are evaluated in cross-cultural contexts. The purpose of the study was to assess the reliability and validity of the DTVP-3 when completed by a group of Australian participants. Thirty-nine typically developing children 6–8 years of age completed the DTVP-3 and the Developmental Test of Visual-Motor Integration – 6th edition (VMI-6). The internal consistency of the DVTP-3 was assessed using Cronbach alpha coefficients and the DTVP-3's convergent validity was examined by correlating it with the VMI-6 and its two supplementary tests. The five DTVP-3 subscales’ Cronbach alpha coefficients ranged from.60 to.80 while its three composite indexes had coefficients all at the.80 level. The VMI-6 was significantly correlated with the DTVP-3 Figure Ground and Visual Closure subscales and the Motor-Reduced Visual Perception Index (MRVPI). The VMI-6 Visual Perception Supplementary Test was significantly correlated with the DTVP-3 Figure Ground, Visual Closure, Form Constancy, MRVPI, and General Visual Perception Index. The DTVP-3 exhibited acceptable levels of internal consistency and moderate levels of convergent validity with the VMI-6 when completed by a group of Australian children.

Subtypes of social perception deficits in schizophrenia

Persons with schizophrenia exhibit consistent deficits in emotion perception (recognizing the emotional expressions of others), but it is currently unclear if their performance represents a specific deficit in identifying emotions only or is a more generalized deficit across different perception tasks. To address this question, it is important to compare emotion perception with face and general visual perception to assess the type of deficit present. The equivocal nature of previous research may suggest the presence of subtypes with different levels and patterns of performance on social perception measures. In this study, we administered measures of emotion, face, and general perception to a sample of 100 persons with schizophrenia. These scores were then subjected to a cluster analysis to determine if different subtypes were present. Two distinct subtypes were identified, and both subtypes scored lower than normal controls across all three measures of perception, suggesting the presence of a generalized performance deficit. One subtype was characterized by mild to moderate impairment and the other showed more severe impairment. The cluster solution was stable, and the subtypes also differed on other variables not used in the cluster analysis (external validation). More specifically, persons in the mild to moderately impaired subtype reported fewer positive symptoms, and this subtype contained more persons with paranoid schizophrenia as compared to the more severely impaired subtype. The implications of the results for the study of social cognition in schizophrenia are discussed.

Perceptual training with elementary school underachievers

Reading, as we know it, involves identifiable sensory-motor behaviors and, perhaps, some not as yet isolated. After studying several tests which required distinguishing between pairs of similar and different items, ineluding geometic configurations, words, and nonsense syllables, Gates (1922) found no general visual perception factor to be associated with reading. Rather, he observed word identification, digit identification, and identification of geometric figures to be relatively independent of one another. Later Gates (1926) studied form of perception (i.e., discrimination between pairs and identifying a specific element). He interpreted the low intercorrelations to mean that efficiency in perception is determined by the material perceived rather than by the form of the response. S~ster Mary of the Visitation (1929), after improving some of the flaws in tile Gates studies, adduced evidence supporting both the differentiation of perceptual abilities and the hypothesis of integrated perceptual functions. Langsam (1941), moreover, found a relationship between a primary visual perceptual function and reading skill. Therefore, while it is not certain whether the perceptual factor is a general one or whether there are several specific perceptual attributes, skill in perception has been linked with reading behavior. Since slow achievement in reading is a common phenomenon, a reasonable question is whether achievement can be altered by perceptual training? Melcer and Brown (1945) gave tachistoseopie exercises to a group of 45 Mexican children enrolled in an elementary school in Texas. Exercises were given three times weekly for seven months. A control group of 75 American pupils similar in mental status was also studied. The trained group, it was found, improved in word identification skills. Renshaw (1945), who is responsible for much of the recent research on perceptual retraining, indicated that in the visual perception of a form, the gestalt and not merely a succession of discrete and disjoined parts must be seen. After extensive analyses of her data, however, Goins (1958) failed to obtain any significant change in reading ability when groups received tachistoscopic perceptual training. She observed on the picture-squares subtest that children with low scores approached each