Thesis supervisor: Shaun P. Vecera. Includes bibliographic references (p. 111-116).

Thesis (M.S.)--Rutgers University, 2009. / "Graduate Program in Psychology." Includes bibliographical references (p. 25-26).

How do infants segment objects from the complex visual environment? Investigations of figure-ground perception have been dominated by studies assessing infants' sensitivity to depth and figure cues; few studies have assessed what information infants' use to perceive figures as separate from grounds. Research examining word segmentation suggests that statistical learning might aid segmentation in visual scenes. Despite the numerous studies investigating figure-ground segmentation, none have investigated the role of spatial transitional probabilities as a means for segmentation. To examine this question, we used a habituation/familiarity-preference procedure to assess whether background variability enables 5.5-month-old infants' perception of figures as separate from the background. The results of Experiments 1 and 2 indicated that statistical learning extends to scene segmentation, scene contexts allowed extraction of statistical distribution. Experiment 3 demonstrated that matching the configuration of visual arrays during training and test is essential; mismatched stimuli impede the measurement of segmentation.

In this study we sought to determine whether infants, like adults, utilize previous experience to guide figure/ground processing. After familiarization to a shape, 5-month-olds preferentially attended to the side of an ambiguous figure/ground test stimulus corresponding to that shape, suggesting that they were viewing that portion as the figure. Infants’ failure to exhibit this preference in a control condition in which both sides of the test stimulus were displayed as figures indicated that the results in the experimental condition were not due to a preference between two figure shapes. These findings demonstrate for the first time that figure/ground processing in infancy is sensitive to top-down influence. Thus, a critical aspect of figure/ground processing is functional early in life.

Thesis (M.S.)--Indiana University, 2003. / Includes bibliographical references (leaves 56-64). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Indiana University, 2003. / Includes bibliographical references (leaves 56-64).