International Journal of
Traffic and Transportation Psychology
Volume 1, ISSUE 2
–
www.ijttp.ro
DIFFERENCES BETWEEN TOPOGRAPHIC MEMORY AND
FORM GESTALT PERCEPTION ACCORDING TO VISUAL
PROCESSING WITH ONE EYE VERSUS TWO EYES IN YOUNG
STUDENTS
VLAD BURTAVERDE*a, MIHAELA CHRAIFb, DANIELA PANDELE c
a,b,c
University of Bucharest,
Department of Psychology
Abstract
This paper is focused on highlighting the fact that by covering one eye, visual shortterm memory and perception are taken over by the other eye which works in mormal
parameters. Method: the experimental group consists of 24 participants which will take the
tests with the left eye covered. They are aged between 18 and 26 years old, boys and girls,
students of the Faculty of Psychology and Educational Sciences. The control group consists
of 30 participants who have completed the tests with two eyes, aged between 18 and 26
years old, boys and girls, students of Faculty of Psychology and Educational Sciences.
Tools: VISGED test measuring short-term visual memory and visual perception test which
measures visual perception and posting forms in the central visual field (Vienna Tests
System). Results: Statistical hypotheses are not confirmed (p> .05). Conclusions: These
issues are paramount in those professions that focus on using the visual analyzer such as
transportation, computer and more.
Keywords: topographic memory, gestalt perception, visual processing, one eye visual
perception
Cuvinte cheie: memorie topografică, perceptive gestaltică, procesare vizuală,
perceptive vizuală cu un ochi

Corresponding author: Vlad Burtaverde
Email: [email protected]
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1. INTRODUCTION
All living active, things, respond to the environment in which they exist and
that's why we all have energy receptors so as to perceive the environment in which
we live. We define perception as a normal reaction resulting of sensory stimulation
by the surroundings. Perception is a very complex psychological process. Accurate
information perception about the surrounding worlds’ features in different
situations is a complex process that requires energy and correct information
perception (Wade & Swanston, 2013). Being a complex process, visual perception
is divided into spatial perception by which we understand the perception of shape,
size, distance, direction and depth. When we perceive the size and shape of an
object we combine visual reception mechanisms with tactile-kinesthetic
experiences. The visual analyzer has the predominant role integrating the visual
information with tactics and kinesthetic (Anitei, 2010).
Perception of three-dimensional space, volume of objects or depth, requires the
highest combination degree between direct approach based on sensory information
and direct approach based on conceptual assessing and subjects’ experience
(Anitei, 2010). Binocular disparity also plays a significant role in the perception of
volume. Disparity is due to the way the object is captured with each of the two eyes
(Anitei, 2010). Gestalt law is based on the best form law and states there is no
formless matter, unorganized in structures, so that the perceptive field components
show an intrinsic law-like tendency to identify the best possible shape. The basis of
this principle makes the physical organization of the field to be good, the form to
be stable, its structure to be striking, simple, regular, symmetrical (Anitei, 2010).
Visual impairment in visual processing of stimuli is a serious problem, some
people not being able to handle 3D images, or having other problems and serious
visual diseases such as strabismus. This disease occurs in childhood, in the early
months of life, when the eyeball axes are not parallel to each other. Other visually
impairments are: myopia, hyperopia, astigmatism and stereoscopic view (Chraif,
2013, Roy, 1974; Wright & Spiegel, 2003)
Visual perception plays a fundamental role in cognitive processes as well as
in moving and activities performance. Thus, both at work and in various other
contexts, we use the visual analyzer to perform tasks and activities as accurately as
possible (Chraif, 2013 Chraif & Anitei, 2013)
A man with normal vision will process the central visual field as shown in
Figure 1.
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Figure 1. Normal vision, focusing on an object (Chraif, 2013, page 72)
2. OBJECTIVE AND HYPOTHESES
2.1. OBJECTIVE
• Highlighting the fact that when covering one eye the other eye takes over
the perceptive functions of the covered eye.
• Highlighting the fact that when covering one eye, visual short-term
memory and perception are taken over by the other eye which continues to
work within normal parameters.
2.2. HYPOTHESES
• There are statistically significant differences regarding topographic
memory between students that processes visual items/images with two
eyes and those that processes visual items/images with one eye;
• There are statistically significant differences of perception and integration
of form in gestalt terms between students that processes visual
items/images with two eyes and those that processes visual items/images
with one eye.
3. METHOD
3.1. PARTICIPANTS
The experimental group consists of 24 participants undergoing tests with the
left eye covered, aged between 18 and 26 years old, boys and girls, students of the
Faculty of Psychology and Educational Sciences. The control group consists of 30
participants who have completed the tests with two eyes, aged between 18 and 26
years old, boys and girls, students of Faculty of Psychology and Educational
Sciences.
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3.2. INSTRUMENTS
To collect research data two tests were applied:
• Visged test during which subjects had the task to recognize house patterns in
different situations. The test is destined to evaluate Gestalt perception and visual
processing.
Figure 1. Item sample from VISGED test during execution
The Gesta test (Vienna Test System 2012). Test for identification of specific
forms integrated into a pattern (Gestalt perception). The Gesta test includes 30
items that vary in terms of different patterns. The time limit is 20 seconds; after the
item is considered unresolved and the test moves to the next one.
3.3. PROCEDURE
The research subjects were firstly informed about the fact that they will have the
left eye covered. They were advised to carefully read the instructions and then
carefully went through the tests. The participants were explained the test
procedure.
After they went through the tests, they were informed about the results.
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Figure 2. Objective training of the Visged test
Figure 2 show the objective training of the Visged test provided by the
computer interface.
Figure 3. Item sample from GESTA test during execution
In Figure 3 there can be observed an execution situation from the GESTA test.
During the VISGED test, subjects, with the left eye covered, had the task to
memorize the locations on the map, after which they had to identify certain
locations with the help of topographical memory. The test is designed to evaluate
topographical memory of test subjects.
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3.4. EXPERIMENTAL DESIGN
The independent variable is represented by visual processing level (visual
processing group with two eyes and visual processing with one eye).
For the Visged test the dependent variable is the number of correct answers.
For the Gesta test the dependent variable is the number of correct answers.
4. RESULTS
To check the hypothesis of the research data obtained from the application tests
(Visged and Gesta) were analysed and discussed for the selected samples according
to the criterion 'visual processing with two eyes and visual processing with one eye
in young students'.
Collected data for group 1 (visual processing with two eyes) and group 2 (visual
processing with one eye) can be seen in the tables below.
After the statistical analysis results were as follows:
Statistical hypothesis were not confirmed as covering one eye dose not make
any statistically significant difference.
Tabelul 1One-Sample Kolmogorov-Smirnov Testc
N
VISGED
30
GESTA
30
Normal Parametersa,b
Mean
60.3000
48.3333
Most Extreme Differences
Std. Deviation
Absolute
24.32276
.139
25.43597
.126
Positive
Negative
Kolmogorov-Smirnov Z
.128
-.139
.763
.086
-.126
.691
Asymp. Sig. (2-tailed)
.606
.726
As can be seen in Table 1, we applied the Kolmogorov-Smirnov test to
check if the data distribution is normal.
The data are normally distributed (p1 = 0.606, p2 = 0.726).
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Table 2. descriptive statistics for the variables correct answers for both tests
visged
gesta
Group variable
Experimental
grup control
Experimental
grup control
N
24
30
24
30
Mean
66.1667
60.3000
46.7917
48.3333
Std. Deviation
24.46944
24.32276
29.32128
25.43597
Std. Error Mean
4.99480
4.44071
5.98518
4.64395
Table 2 presents the descriptive statistics. Here you can see the average
and standard deviation for the test variables (Visged and Gesta) for both groups.
Tabelul 3. Independent Samples Test
VISGED
GESTA
Levene's
Test
for
Equality of Variances
t-test for Equality of Means
F
Sig.
t
df
.025
.875
.878
52
.878
49.301
1.543
.220
-.207
52
-.204
45.850
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances not assumed
In Table 3 we see the value for the Levene test and Student t test for independent
groups.
Tabelul 4. Independent Samples Test
t-test for Equality of Means
Mean Difference
5.86667
Std.
Difference
6.67886
VISGED
Equal variances assumed
p/Sig. (2-tailed)
.384
GESTA
Equal variances not assumed
Equal variances assumed
.384
.837
5.86667
-1.54167
6.68341
7.45531
Equal variances not assumed
.840
-1.54167
7.57553
Error
In Table 4 the significance level of the Student t test can be observed. The
research hypotheses “there are statistically significant differences regarding
topographic memory between students that processes visual items/images with two
eyes and those that processes visual items/images with one eye” and “there are
statistically significant differences of perception and integration of form in gestalt
terms between students that processes visual items/images with two eyes and those
that processes visual items/images with one eye” are not confirmed (p> .05).
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Tabelul 5. Independent Samples Test
VISGED
GESTA
t-test for Equality of Means
95% Confidence Interval of the Difference
Lower
Upper
-7.53545
19.26878
-7.56207
19.29541
-16.50184
13.41851
-16.79177
13.70843
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances not assumed
Table 5 contains the confidence interval for the value of the Student t test.
In the t test, differences in Visged average test variables = 0, 087 for 52
degrees of freedom (p> 0.05) in a confidence interval [-7.53, 19.28]. Student t test
value- average differences for Gesta test variables - 0.020 for 52 degrees of
freedom.
Figure 4. box plot chart type for the variable number of tasks correctly executed (GESTA)
Figure 4 is a box plot" graph that records the number of correct responses for
the control group versus “one eye covered” experimental group for the Gesta test
Figure 5. box plot chart type for the variable number of tasks correctly executed (VISGED)
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Figure 5 is a "box plot" graph that records the number of correct responses for
the control group versus the “one eye covered” experimental group to the VISGED
test.
Figure 6. Histogram chart type for the variable number of tasks correctly executed (VISGED)
Figure 6 is a histogram chart for the correct variables of the Visged test
according to the experimental group and the control group.
Figure 6. histogram chart type for the variable number of tasks correctly executed (GESTA)
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Figure 6 is a histogram chart for the correct variables of the Gesta test according
to the experimental group and the control group.
5. CONCLUSIONS
The research had as a main objective the identification of valid psychological
instruments which evaluate topographic memory differences between students that
visually processes with two eyes and students who visually process with one eye.
Research was conducted on a group of 24 students. The data obtained did not
confirm the hypothesis (p <.05). Visual processing with one eye does not cause
statistically significant differences regarding topographic memory of young
students.
Research has shown that during a time frame of 10-15 minutes, visual
processing done with an eye dose not statistically significant differ regarding the
perception and integration of form from a gestalt point of view. Both distributions
are normal for subjects who visually processed with one eye, as well as for subjects
who visually processed with two eyes. By testing the normality of the data, P is
greater than 0.05 which shows normally distributed variable. After testing the 24
subjects and analysis of results, the conclusions is that when young, memory,
perception and visual processes are in a good shape.
In conclusion, the statistical hypothesis "there are statistically significant
differences regarding topographic memory between students that processes visual
items/images with two eyes and those that processes visual items/images with one
eye“and “there are statistically significant differences of perception and integration
of form in gestalt terms between students that processes visual items/images with
two eyes and those that processes visual items/images with one eye” are not
confirmed.
This is possible because people and especially young people are flexible and
adaptable to any situation and the eye as a visual analyzer has the ability to take
over the functions of the covered eye. These issues are of utmost importance in
those professions that focus on using the visual analyzer such as transportation,
computer and more.
Received at: 01.10. 2013, Accepted for publication on: 14.10.2013
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REFERENCES
Anitei, M., (2010). Fundamentele psihologiei [The handbook of Psychology].
Bucuresti: Ed. Universitară.
Chraif, M. (2013). Psihologie experimentală, Suport de curs [Experimental Psychologycourse suport], Bucureşti: Universitară.
Chraif, M., Aniţei, M. (2013). Psihologia în transporturi [Traffic psychology],
Bucureşti: Universitară.
Roy, F.H., (1974). Practical Management of Eye Problems: Glaucoma, Strabism Visual
Fields. Philadelphia: Lea & Febiger.
Wade, N., & Swanston, M. (2013). Visual Perception, 3rd edition. London: Psychology
Press
Wright, K.W., & Spiegel, P.I., (2003). Pediatric Ophthalmology and Strabismus,
second edition, New York: Springer.
Vienna Test System (2012) VISGED, VGESTA
REZUMAT
Articolul de faţă este focusat pe evidenţierea faptului că la acoperirea unui ochi,
memoria vizuală de scurtă durată si percepţia sunt preluate de celălalt ochi care
funcţionează la paramentrii normali. Metodă: Grupul experimental este alcatuit sin 24 de
participanti care pargurg testele cu ochiul stâng acoperit, cu vârste cuprinse între 18 şi 26
de ani, fete şi baieti, studenţi ai Facultăţii de Psihologie şi Stiintele Educaţiei. Grupul de
control este constituit din 30 de participanti, care au parcurs testele cu doi ochi, cu vârste
cuprinse între 18 şi 26 de ani, fete si băieti, studenti ai Facultati de Psihologie si Stiintele
Educatiei. Instrumente: Testul VISGED care măsoara memoria vizuală de scurtă durată şi
testul GESTA care măsoară percepţia vizuală si detaşarea formelor din câmpul vizual
central (Vienna Tests System). Rezultate: ipotezele statistice nu se confirmă (p>0.05).
Concluzii: Aceste aspecte sunt de maximă importanţă în acele profesii care pun accent pe
utilizarea analizatorului vizual precum: transporturi, utilizarea calculatorului şi multe
altele.
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