Afterimage paper feresin c. 1992

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Catina Feresin

An old but interesting paper about afterimages.

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It is well known that the visual system is more sensitive to surfaces which varies in a discontinuous manner, such as a step and is probably less sensitive to surfaces which varies in continuous manner, such as a ramp. This different sensitivity could be the reason for expecting normalization to happen with a ramp but not with a step. For this reason we carried out an experiment in order to determine if there was a depth normalization effect probably due to the texture of the stimulus used, in fact the random texture was sending a signal of verticality to the visual system. These results are consistent with the hypothesis that there is no normalization to the frontoparallel plane for a step surface.

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Visual inclination underestimation is a well known phenomenon in which the inclination of a surface is perceived by the observer as less inclined with respect to the frontoparallel plane. This phenomenon is a common finding, but in spite of many attempts to explain it, it has not yet received a valid interpretation. Our perception of natural inclined surfaces depends on a variety of depth cues, so the claim is that it would be useful to employ more ecological stimuli like hills or urban roads instead of simple and artificial stimuli like figure outlines or random dots pattern.

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Most of afterimage spatial characteristics such as width and shape can be referred to an environmental frame of reference. As regards the space orientation of an afterimage, it is still an open question whether such an orientation should be referred to a retinal or to an environmental frame of reference. The main aim of this work was to study the orientation of a line afterimage It is possible to demonstrate that, when an observer tilts his / her head while projecting an afterimage onto a frontoparallel projection plane, the afterimage normalizes to the environmental horizon. In fact, the amount of the afterimage tilt is statistically smaller than the amount of the head tilt. The results of the present work showed that the difference between the amount of the afterimage tilt and that of the head tilt cannot be explained by static countertorsion which corresponds only to the 10% of the head tilt. Therefore, a tentative explanation of the results is that the spatial orientation of an afterimage might be referred to an environmental frame of reference rather than to a retinal one.

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The deformation theory claimed by Koenderink and van Doorn (1976) suggests that the amount of deformation between two simultaneous binocular images can be used by the visual system to compute stereoscopic inclination. This theory states that there should be no statistical difference between the perceived inclination of a ramp surface when two stereoscopic images are related by a vertical shear transformation containing vertical disparities, and the perceived inclination of a ramp surface when two stereoscopic images are related by a horizontal shear transformation containing horizontal disparities. In the present experiment, subjects estimated the perceived inclination of many random dots ramp surfaces, both when the two stereoscopic images were related by a vertical shear transformation, and when the images were related by a horizontal shear transformation. Even if the observers were clearly able to perceive a ramp surface in the presence of a vertical shear transformation, the results of this experiment did not support the deformation theory because the perceived inclinations in the two experimental conditions (vertical and horizontal shear condition) were statistically different.

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1. LA SANTÉ EST UN DROIT UNIVERSEL HEALTH IS AN UNIVERSAL RIGHT La possibilité de recevoir des soins centrés sur la personne, de choisir et de constituer des facteurs protecteurs de la santé et de neutraliser les menaces et les facteurs de risque pour la meilleure qualité de la vie à tous les âges du développement où de l’involution humaine, dans toutes les conditions économiques et sanitaires, est un droit individuel et universel qu’il faut respecter dans toutes les nations. Les décisions de politique sanitaire des États doivent être fondées sur la vérité scientifique et la valeur irréductible de la personne, de la conception à la mort naturelle, et doivent empêcher la production, le commerce, la légalisation des toutes les drogues récréatives et stupéfiantes et le commerce des parties du corps humain et de sa génétique. The possibility to receive a person centered health care, choosing and constituting life and health protective factors and neutralizing life menaces and risk factors for the best life quality at any age of the human development or involution, in any social and economic condition, at any disease time, is an individual and universal person right to be respected in any Country. The health policies of Governments must be based on scientific truth and the irreducible value of the person since the conception to the natural death and must inhibit the production, trading and legalization of all recreational substances, narcotics and the trading of human body parts and genetic.

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Purpose of the study The first aim of the present article was to investigate the role of school environment as an important factor in the learning process of children attending preschools in Istria (i.e. a part of Croatia where many people speak Italian). The school space is also called “Third educator” by famous pedagogues and it is constituted by labs, corridors, materials shape of the building, colours of the walls, quality of the lightings, type of furnishings and all didactic materials. It is a specific environment where the children live, learn, experience, get in touch with other people. Methodology The method used in our research was both quantitative as qualitative analyses of pedagogical documentation, observation of the environment of preschools and interviews with the educational boards of every school. Results The results showed that the school space is mostly in accordance with the requirements of the current legislation of the Country of Croatia and also confirmed the importance of it as “Third educator”, especially when the educators themselves were able to ameliorate the richness of corners and materials made available for children, encouraging in this way the development of the child's independence, maturation of identity and development of competencies. Implications In conclusion, school environment significantly affects child's learning, both because of the influence of architectural structures as because relational contexts and stimuli offered by the environment and by the educators. It means that the Ministry of Education in any Country should pay attention to the way buildings are constructed, especially regarding the richness of corners and materials at disposal of the children and of the educators. Keywords: child; school environment; preschoolers; learning process

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Abstract In the last few years a number of researchers have pointed out that the seriousness of mood disorders among preschool and primary school children is still underestimated when compared to the seriousness of the same illness during adolescence and adulthood (Luby, 2009). In spite of that, many pupils are still not diagnosed and treated. Without any treatment, this illness can lead to severe psychiatric problems in future adolescents and adults who suffered from it during their childhood (Carretti et al., 2009; Muratori, 2008; Muratori & Apicella, 2008). The objective of this work is threefold: firstly, to describe the principal symptoms of mood disorders in order to help preschool and primary school teachers to clearly recognise them; secondly, to describe the treatments which psychologists and psychiatrists are using nowadays to treat young children affected by this illness. Finally, as educators, we would like to suggest two programmes which include a close cooperation between clinicians and teachers themselves. The former is a three-step prevention programme to be held during the last two years of primary school, whilst the latter is a programme to be held during the last two years of preschool. It is understood that educators are not asked to become clinicians, but they might closely collaborate with clinicians by supporting children which are coping with mood disorders.

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