An Example-Based Modeling System for the Synthesis of 3D Models

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Poster shown in Vision ScienceS conference,
Sarasota, FL, May 2001
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Abstract
Complex task performance characteristically
involves multiple-modal sensory perception. Would
the learning of a new task by visual and
visuo-motor practice also results in improved
performance in the auditory-phnemic modality?
Dyslexics (one group of 14 adults and another of
17 children) who were impaired in reading and
phonemic abilities, were characterized by a wide
region of visual attention. They practiced a
regimen comprised of novel hand-eye coordination
tasks (art work and the like) and reading single
words with a mask (a small window in a blank
sheet), together for 50 minutes to 2 hours per
day over 4 to 8 months. As a result of the
practice the dyslexics learned a new perceptual
strategy, which was expressed by narrowing the
region of visual attention and concurrently
improved reading significantly. Tests of
auditory-phonemic skills and reading of nonsense
words (considered as a measure for phonemic
awareness) also showed a significant improvement
although auditory-phonemic practice was not
included in the regimen. This improvement of the
psycho-auditory skill as a consequence of a
regimen, which includes only hand-eye
coordination practice together with visual
recognition of single words, indicates close
cross-modal interactions. That suggests two
possibilities. Either a strategy is
sensory-modality specific, and once it is learned
by that modality there can be a spill-over to
other modalities by association. Or, there is a
general perceptual strategy which governs
perception, i.e. once a strategy is learned in
one sensory modality it is learned for other
modalities.
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The subjects
 The first study was with 14 adult dyslexics
(from a community college in Boston) Average
age 23.2 (range 18 - 38) years   The second
study was with 29 Italian dyslexic
children (from an outpatient setting in a
hospital) Average age 10.5 (range 8 - 14)
years average grade 5th (range 3rd -
10th).   The Italian dyslexic children were
divided into two groups 1. The G-L practice
group which had 17 dyslexic children and 2.
the Logopedia group which had 12 dyslexic
children   These groups were comparable in age
and grade composition.
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Diagnostic criteria
 For the adults   -Average or above average
intelligence.   -On the Woodcock-Johnson Revised
(1989) sub tests at least 2 grade levels
bellow the expected level on reading.  The
average initial scores are shown in the chart
below.    For the children   -Average or above
average intelligence.   -An overall reading and
writing deficit of 2 SD (standard
deviations). -The tests included also visual,
auditory and auditory- phonemic
performances  The average initial scores are
shown in the charts below.
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The regimens practiced by the dyslexics
Our regimen of practice (G-L practice) is
comprised of   - novel hand-eye coordination
tasks (art-work and other fine work). - reading
words in isolation with a mask (the window) as
shown below.    The adults practiced that regimen
for an average duration of 6.5
months. They practiced on average 55 min./day
of art-work, and 30 min./day of reading with
the mask.  All the children practiced for 4
months.   The G-L practice group
practiced our regimen. An average of 27
min./day art-work and 15 min/day of reading
with the mask.   The Logopedia group
practiced language-therapy and phoneme-awareness
for an average of 40 min/day.
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Reading with a window-mask
The way we see is not determined by what we want
to see but how we have learned to practice
seeing. There are several strategies that we
pick between depending on what we have learned
to see, and we switch between them as the task
changes. So for example, a hunter uses a wide
field of vision to locate prey, a scribe uses a
narrow field to write and a painter or
architect uses a variable field to arrange an
ensemble into a whole. Each discipline of seeing
take practice. But suppose, like a dyslexic, you
have a strategy inappropriate to reading.
The way we see is not determined by what we want
to see but how we have learned to practice
seeing. There are several strategies that we
pick between depending on what we have learned
to see, and we switch between them as the task
changes. So for example, a hunter uses a wide
field of vision to locate prey, a scribe uses a
narrow field to write and a painter or
architect uses a variable field to arrange an
ensemble into a whole. Each discipline of seeing
take practice. But suppose, like a dyslexic, you
have a strategy inappropriate to reading.
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Reading with a window-mask
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Reading with a window-mask
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Reading levels of 14 adult dyslexics
improvements
before and after practice



grades
grades
("0" is the expected level for each individual)
( - denotes significance better than 0.05)
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before and after practice
before
after
OR
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Reading of passages and word-lists by dyslexic
children
(reading levels are indicated by standard
deviation (SD) units from the expected norm)
Accuracy of reading
improvements

SD
SD
Speed of reading
improvements

SD
SD
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Reading non-words
improvements
improvements
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Measuring auditory-phonemic skills
Fusing syllables to words
improvements

errors
Omitting syllables from words
improvements

errors
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Summary of the results
  1. a.The dyslexics who practiced our regimen
(G-L practice) have improved reading skills
significantly.   b. The dyslexic children
who practiced logopedia improved less and the
improvement was not significant.   2. The FRF of
the dyslexics who practiced our regimen had
narrowed to resemble that of ordinary
readers.   3. a. The dyslexics who practiced our
regimen have improved significantly in their
auditory-phonemic and the phonemic-awareness
skills (non-word reading). Although that regimen
includes only hand-eye coordination tasks and
recognizing words in isolation.   b. The
children practicing logopedia did improve but not
significantly on these tasks.
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Conclusions
- The dyslexics who practiced our regimen have
learned a new perceptual strategy which in
turn improved reading.   -Learning this new
strategy resulted in equal improvements in
reading and phonemic skills (auditory and
reading related). Suggesting one of two
possibilities   -There is a general perceptual
strategy which governs perception. Once it is
learned in one sensory modality, it is learned
also for other modalities.   -Perceptual
strategies are sensory-modality specific. Once it
is learned by that modality it might spill-over
to other modalities.
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The next slides, taken from Perception as
Practiced, explain the basic notion of the
form-resolving field (FRF).
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(No Transcript)
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dyslexics
the differences in recognition
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dyslexics
the extent of recognition
difference
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When ordinary readers look at text
The way we see is not determined by what we want
to see but how we have learned to practice
seeing. There are several strategies that we
pick between depending on what we have learned
to see, and we switch between them as the task
changes. So for example, a hunter uses a wide
field of vision to locate prey, a scribe uses a
narrow field to write and a painter or
architect uses a variable field to arrange an
ensemble into a whole. Each discipline of seeing
take practice. But suppose, like a dyslexic, you
have a strategy inappropriate to reading.
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When dyslexics look at text
The way we see is not determined by what we want
to see but how we have learned to practice
seeing. There are several strategies that we
pick between depending on what we have learned
to see, and we switch between them as the task
changes. So for example, a hunter uses a wide
field of vision to locate prey, a scribe uses a
narrow field to write and a painter or
architect uses a variable field to arrange an
ensemble into a whole. Each discipline of seeing
take practice. But suppose, like a dyslexic, you
have a strategy inappropriate to reading.
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Demonstrating lateral masking
N x TENET
Keep you gaze on the x without moving your eyes