Thinking and seeing : visual metacognition in adults and children / edited by Daniel T. Levin.

Format:

Book

Contributor:

Levin, Daniel T.

Language:

English

Subjects (All):

Visual perception--Congresses.

Visual perception.

Metacognition--Congresses.

Metacognition.

Genre:

Conference papers and proceedings.

Physical Description:

vi, 291 pages : illustrations ; 24 cm

Place of Publication:

Cambridge, Mass. : Mit Press, [2004]

Summary:

Experimental research has shown that people miss apparently obvious visual discontinuities -- a phenomenon known as "change blindness." For example, in one experiment, subjects watching a brief film of a conversation between two actors did not notice that in some shots one actor appeared wearing a large, colorful scarf and in other shots she wore no scarf; in another experiment, subjects did not even notice when one actor was replaced by another between shots. Moreover, when told what they had missed, many subjects were incredulous, and occasionally even insisted that the film they had seen had not included anything unusual ("change blindness blindness"). This kind of conflict between actual and presumed cognitive functioning has been analyzed in other areas of metacognition; the contributors to Thinking and Seeing explore the implications for vision, which have remained largely unexamined. Doing so, they make important connections among diverse areas in cognitive science and provide a starting point for new research on how people think about seeing. Demonstrating the interdisciplinary nature of the work in this field, the contributors draw on developing theories of mind to explore the foundations of metacognitive understanding in children and metacognition errors by adults; on traditional metacognition research to analyze potential connections between research on problem solving and vision; on research in folk psychology and concepts to examine "the illusion of explanatory depth" and how systematic our understanding of seeing is; and on an understanding of the relationship between consciousness and cognitive control of ongoing tasks.

Contents:

Chapter 1 Development of Knowledge about Vision / John H. Flavell 13

Chapter 2 Action Analysis and Change Blindness: Possible Links / Megan M. Saylor, Dare A. Baldwin 37

Chapter 3 Young Children's Awareness of Their Own Lexical Ignorance: Relations to Word Mapping, Memory Processes, and Beliefs about Change Detection / William E. Merriman, John M. Marazita 57

Chapter 4 Visual Metacognition and the Development of Size Constancy / Carl E. Granrud 75

Chapter 5 The Odd Belief That Rays Exit the Eye during Vision / Gerald A. Winer, Jane E. Cottrell 97

Chapter 6 Thinking about Seeing: Spanning the Difference between Metacognitive Failure and Success / Daniel T. Levin, Melissa R. Beck 121

Chapter 7 "Change Blindness" Blindness: An Implicit Measure of a Metacognitive Error / Brian J. Scholl, Daniel J. Simons, Daniel T. Levin 145

Chapter 8 Individual Differences in the Visual Representation of Scenes / Heather L. Pringle, Arthur F. Kramer, David E. Irwin 165

Chapter 9 Visual versus Verbal Metacognition: Are They Really Different? / Rachel A. Diana, Lynne M. Reder 187

Chapter 10 Zoning Out while Reading: Evidence for Dissociations between Experience and Metaconsciousness / Jonathan W. Schooler, Erik D. Reichle, David V. Halpern 203

Chapter 11 What Lies Beneath? Understanding the Limits of Understanding / Frank C. Keil, Leonid Rozenblit, Candice M. Mills 227

Chapter 12 Misunderstanding Ability, Misallocating Responsibility / Jeffrey J. Rachlinski 251.

Notes:

"A Bradford book."

Includes bibliographical references and index.

ISBN:

0262122626

0262621819

OCLC:

53325094