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We all are Rembrandt experts – or, How task dissociations in school learning effects support the discontinuity hypothesis

Published online by Cambridge University Press:  01 June 1999

Régine Kolinsky  and
José Morais
Régine Kolinsky
Affiliation:
Fonds National de la Recherche Scientifique, B-1000, Brussels, [email protected]
José Morais
Affiliation:
Laboratoire de Psychologie Expérimentale, Université Libre de Bruxelles, CP. 191, B-1050 Brussels, [email protected]
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Abstract

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.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 22 , Issue 3 , June 1999 , pp. 381 - 382
Copyright
© 1999 Cambridge University Press

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