Parallel developmental changes in children's production and recognition of line drawings of visual concepts.

Childhood is marked by the rapid accumulation of knowledge and the prolific production of drawings. We conducted a systematic study of how children create and recognize line drawings of visual concepts. We recruited 2-10-year-olds to draw 48 categories via a kiosk at a children's museum, resulting in >37K drawings. We analyze changes in the category-diagnostic information in these drawings using vision algorithms and annotations of object parts. We find developmental gains in children's inclusion of category-diagnostic information that are not reducible to variation in visuomotor control or effort. Moreover, even unrecognizable drawings contain information about the animacy and size of the category children tried to draw. Using guessing games at the same kiosk, we find that children improve across childhood at recognizing each other's line drawings. This work leverages vision algorithms to characterize developmental changes in children's drawings and suggests that these changes reflect refinements in children's internal representations.

Creating ad hoc graphical representations of number.

The ability to communicate about exact number is critical to many modern human practices spanning science, industry, and politics. Although some early numeral systems used 1-to-1 correspondence (e.g., 'IIII' to represent 4), most systems provide compact representations via more arbitrary conventions (e.g., '7' and 'VII'). When people are unable to rely on conventional numerals, however, what strategies do they initially use to communicate number? Across three experiments, participants used pictures to communicate about visual arrays of objects containing 1-16 items, either by producing freehand drawings or combining sets of visual tokens. We analyzed how the pictures they produced varied as a function of communicative need (Experiment 1), spatial regularities in the arrays (Experiment 2), and visual properties of tokens (Experiment 3). In Experiment 1, we found that participants often expressed number in the form of 1-to-1 representations, but sometimes also exploited the configuration of sets. In Experiment 2, this strategy of using configural cues was exaggerated when sets were especially large, and when the cues were predictably correlated with number. Finally, in Experiment 3, participants readily adopted salient numerical features of objects (e.g., four-leaf clover) and generally combined them in a cumulative-additive manner. Taken together, these findings corroborate historical evidence that humans exploit correlates of number in the external environment - such as shape, configural cues, or 1-to-1 correspondence - as the basis for innovating more abstract number representations.

Consistency and Variation in Reasoning About Physical Assembly.

The ability to reason about how things were made is a pervasive aspect of how humans make sense of physical objects. Such reasoning is useful for a range of everyday tasks, from assembling a piece of furniture to making a sandwich and knitting a sweater. What enables people to reason in this way even about novel objects, and how do people draw upon prior experience with an object to continually refine their understanding of how to create it? To explore these questions, we developed a virtual task environment to investigate how people come up with step-by-step procedures for recreating block towers whose composition was not readily apparent, and analyzed how the procedures they used to build them changed across repeated attempts. Specifically, participants (N = 105) viewed 2D silhouettes of eight unique block towers in a virtual environment simulating rigid-body physics, and aimed to reconstruct each one in less than 60 s. We found that people built each tower more accurately and quickly across repeated attempts, and that this improvement reflected both group-level convergence upon a tiny fraction of all possible viable procedures, as well as error-dependent updating across successive attempts by the same individual. Taken together, our study presents a scalable approach to measuring consistency and variation in how people infer solutions to physical assembly problems.

Developmental changes in drawing production under different memory demands in a U.S. and Chinese sample.

Children's drawings of common object categories become dramatically more recognizable across childhood. What are the major factors that drive developmental changes in children's drawings? To what degree are children's drawings a product of their changing internal category representations versus limited by their visuomotor abilities or their ability to recall the relevant visual information? To explore these questions, we examined the degree to which developmental changes in drawing recognizability vary across different drawing tasks that vary in memory demands (i.e., drawing from verbal vs. picture cues) and with children's shape-tracing abilities across two geographical locations (San Jose, United States, and Beijing, China). We collected digital shape tracings and drawings of common object categories (e.g., cat, airplane) from 4- to 9-year-olds (N = 253). The developmental trajectory of drawing recognizability was remarkably similar when children were asked to draw from pictures versus verbal cues and across these two geographical locations. In addition, our Beijing sample produced more recognizable drawings but showed similar tracing abilities to children from San Jose. Overall, this work suggests that the developmental trajectory of children's drawings is remarkably consistent and not easily explainable by changes in visuomotor control or working memory; instead, changes in children's drawings over development may at least partly reflect changes in the internal representations of object categories. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Visual resemblance and interaction history jointly constrain pictorial meaning.

How do drawings-ranging from detailed illustrations to schematic diagrams-reliably convey meaning? Do viewers understand drawings based on how strongly they resemble an entity (i.e., as images) or based on socially mediated conventions (i.e., as symbols)? Here we evaluate a cognitive account of pictorial meaning in which visual and social information jointly support visual communication. Pairs of participants used drawings to repeatedly communicate the identity of a target object among multiple distractor objects. We manipulated social cues across three experiments and a full replication, finding that participants developed object-specific and interaction-specific strategies for communicating more efficiently over time, beyond what task practice or a resemblance-based account alone could explain. Leveraging model-based image analyses and crowdsourced annotations, we further determined that drawings did not drift toward "arbitrariness," as predicted by a pure convention-based account, but preserved visually diagnostic features. Taken together, these findings advance psychological theories of how successful graphical conventions emerge.

Visual explanations prioritize functional properties at the expense of visual fidelity.

Visual explanations play an integral role in communicating mechanistic knowledge about how things work. What do people think distinguishes such pictures from those that are intended to convey how things look? To explore this question, we used a drawing paradigm to elicit both visual explanations and depictions of novel machine-like objects, then conducted a detailed analysis of the semantic information conveyed in each drawing. We found that visual explanations placed greater emphasis on parts of the machines that move or interact to produce an effect, while visual depictions emphasized parts that were visually salient, even if they were static. Moreover, we found that these differences in visual emphasis impacted what information naive viewers could extract from these drawings: explanations made it easier to infer which action was needed to operate the machine, but more difficult to identify which machine it represented. Taken together, our findings suggest that people spontaneously prioritize functional information when producing visual explanations but that this strategy may be double-edged, facilitating inferences about physical mechanism at the expense of preserving visual fidelity.

Relating Visual Production and Recognition of Objects in Human Visual Cortex.

Drawing is a powerful tool that can be used to convey rich perceptual information about objects in the world. What are the neural mechanisms that enable us to produce a recognizable drawing of an object, and how does this visual production experience influence how this object is represented in the brain? Here we evaluate the hypothesis that producing and recognizing an object recruit a shared neural representation, such that repeatedly drawing the object can enhance its perceptual discriminability in the brain. We scanned human participants (N = 31; 11 male) using fMRI across three phases of a training study: during training, participants repeatedly drew two objects in an alternating sequence on an MR-compatible tablet; before and after training, they viewed these and two other control objects, allowing us to measure the neural representation of each object in visual cortex. We found that: (1) stimulus-evoked representations of objects in visual cortex are recruited during visually cued production of drawings of these objects, even throughout the period when the object cue is no longer present; (2) the object currently being drawn is prioritized in visual cortex during drawing production, while other repeatedly drawn objects are suppressed; and (3) patterns of connectivity between regions in occipital and parietal cortex supported enhanced decoding of the currently drawn object across the training phase, suggesting a potential neural substrate for learning how to transform perceptual representations into representational actions. Together, our study provides novel insight into the functional relationship between visual production and recognition in the brain.SIGNIFICANCE STATEMENT Humans can produce simple line drawings that capture rich information about their perceptual experiences. However, the mechanisms that support this behavior are not well understood. Here we investigate how regions in visual cortex participate in the recognition of an object and the production of a drawing of it. We find that these regions carry diagnostic information about an object in a similar format both during recognition and production, and that practice drawing an object enhances transmission of information about it to downstream regions. Together, our study provides novel insight into the functional relationship between visual production and recognition in the brain.

Common Object Representations for Visual Production and Recognition.

Production and comprehension have long been viewed as inseparable components of language. The study of vision, by contrast, has centered almost exclusively on comprehension. Here we investigate drawing-the most basic form of visual production. How do we convey concepts in visual form, and how does refining this skill, in turn, affect recognition? We developed an online platform for collecting large amounts of drawing and recognition data, and applied a deep convolutional neural network model of visual cortex trained only on natural images to explore the hypothesis that drawing recruits the same abstract feature representations that support natural visual object recognition. Consistent with this hypothesis, higher layers of this model captured the abstract features of both drawings and natural images most important for recognition, and people learning to produce more recognizable drawings of objects exhibited enhanced recognition of those objects. These findings could explain why drawing is so effective for communicating visual concepts, they suggest novel approaches for evaluating and refining conceptual knowledge, and they highlight the potential of deep networks for understanding human learning.

When past is present: Substitutions of long-term memory for sensory evidence in perceptual judgments.

When perception is underdetermined by current sensory inputs, memories for related experiences in the past might fill in missing detail. To evaluate this possibility, we measured the likelihood of relying on long-term memory versus sensory evidence when judging the appearance of an object near the threshold of awareness. Specifically, we associated colors with shapes in long-term memory and then presented the shapes again later in unrelated colors and had observers judge the appearance of the new colors. We found that responses were well characterized as a bimodal mixture of original and current-color representations (vs. an integrated unimodal representation). That is, although irrelevant to judgments of the current color, observers occasionally anchored their responses on the original colors in memory. Moreover, the likelihood of such memory substitutions increased when sensory input was degraded. In fact, they occurred even in the absence of sensory input when observers falsely reported having seen something. Thus, although perceptual judgments intuitively seem to reflect the current state of the environment, they can also unknowingly be dictated by past experiences.

Error-driven learning in statistical summary perception.

We often interact with multiple objects at once, such as when balancing food and beverages on a dining tray. The success of these interactions relies upon representing not only individual objects, but also statistical summary features of the group (e.g., center-of-mass). Although previous research has established that humans can readily and accurately extract such statistical summary features, how this ability is acquired and refined through experience currently remains unaddressed. Here we ask if training and task feedback can improve summary perception. During training, participants practiced estimating the centroid (i.e., average location) of an array of objects on a touchscreen display. Before and after training, they completed a transfer test requiring perceptual discrimination of the centroid. Across 4 experiments, we manipulated the information in task feedback and how participants interacted with the objects during training. We found that vector error feedback, which conveys error both in terms of distance and direction, was the only form of feedback that improved perceptual discrimination of the centroid on the transfer test. Moreover, this form of feedback was effective only when coupled with reaching movements toward the visual objects. Taken together, these findings suggest that sensory-prediction error-signaling the mismatch between expected and actual consequences of an action-may play a previously unrecognized role in tuning perceptual representations. (PsycINFO Database Record

Incidental biasing of attention from visual long-term memory.

Holding recently experienced information in mind can help us achieve our current goals. However, such immediate and direct forms of guidance from working memory are less helpful over extended delays or when other related information in long-term memory is useful for reaching these goals. Here we show that information that was encoded in the past but is no longer present or relevant to the task also guides attention. We examined this by associating multiple unique features with novel shapes in visual long-term memory (VLTM), and subsequently testing how memories for these objects biased the deployment of attention. In Experiment 1, VLTM for associated features guided visual search for the shapes, even when these features had never been task-relevant. In Experiment 2, associated features captured attention when presented in isolation during a secondary task that was completely unrelated to the shapes. These findings suggest that long-term memory enables a durable and automatic type of memory-based attentional control. (PsycINFO Database Record

The crowd is self-aware.

Bentley et al.'s framework assigns phenomena of personal and collective decision-making to regions of a dual-axis map. Here, we propose that understanding the collective dynamics of decision-making requires consideration of factors that guide movement across the map. One such factor is self-awareness, which can lead a group to seek out new knowledge and re-position itself on the map.

Internal attention to features in visual short-term memory guides object learning.

Attending to objects in the world affects how we perceive and remember them. What are the consequences of attending to an object in mind? In particular, how does reporting the features of a recently seen object guide visual learning? In three experiments, observers were presented with abstract shapes in a particular color, orientation, and location. After viewing each object, observers were cued to report one feature from visual short-term memory (VSTM). In a subsequent test, observers were cued to report features of the same objects from visual long-term memory (VLTM). We tested whether reporting a feature from VSTM: (1) enhances VLTM for just that feature (practice-benefit hypothesis), (2) enhances VLTM for all features (object-based hypothesis), or (3) simultaneously enhances VLTM for that feature and suppresses VLTM for unreported features (feature-competition hypothesis). The results provided support for the feature-competition hypothesis, whereby the representation of an object in VLTM was biased towards features reported from VSTM and away from unreported features (Experiment 1). This bias could not be explained by the amount of sensory exposure or response learning (Experiment 2) and was amplified by the reporting of multiple features (Experiment 3). Taken together, these results suggest that selective internal attention induces competitive dynamics among features during visual learning, flexibly tuning object representations to align with prior mnemonic goals.

Emotion causes targeted forgetting of established memories.

Reconsolidation postulates that reactivation of a memory trace renders it susceptible to disruption by treatments similar to those that impair initial memory consolidation. Despite evidence that implicit, or non-declarative, human memories can be disrupted at retrieval, a convincing demonstration of selective impairment in retrieval of target episodic memories following reactivation is lacking. In human subjects, we demonstrate that if reactivation of a verbal memory, through successful retrieval, is immediately followed by an emotionally aversive stimulus, a significant impairment is evident in its later recall. This effect is time-dependent and persists for at least 6 days. Thus, in line with a reconsolidation hypothesis, established human episodic memories can be selectively impaired following their retrieval.