Published online by Cambridge University Press: 01 June 1999
We argue that cognitive penetration in non-early vision extends beyond the special situations considered by Pylyshyn. Many situations which do not involve difficult stimuli or require expert skills nevertheless load on high-level cognitive processes. School learning effects illustrate this point: they provide a way to observe task dissociations which support the discontinuity hypothesis, but they show that the scope of visual cognition in our visual experience is often underestimated.
Full text views reflects PDF downloads, PDFs sent to Google Drive, Dropbox and Kindle and HTML full text views.