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Artículos de revistas sobre el tema "Figure"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 7 de julio de 2024

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1

LAMBEK, MICHAEL. "Afterword: How the Figure Figures". City & Society 25, n.º 2 (agosto de 2013): 271–77. http://dx.doi.org/10.1111/ciso.12020.

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2

Phillips, J. "When the figures just don't figure". Journal of Intellectual Property Law & Practice 1, n.º 4 (1 de marzo de 2006): 229. http://dx.doi.org/10.1093/jiplp/jpl014.

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3

Sauvanet, Pierre. "Figures de mots, figures d’images". Figures de l'Art. Revue d'études esthétiques 5, n.º 1 (2001): 47–65. http://dx.doi.org/10.3406/fdart.2001.1236.

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Cet article aborde la question de la polysémie du terme “figure” et de ses dérivés. Par exemple, “figuré” signifie — en français comme en anglais — à la fois métaphorique et représentatif . La question est alors : jusqu’où pouvons-nous employer le même terme de “figure” pour décrire à la fois un style rhétorique et un style plastique ? Plusieurs réponses peuvent être trouvées à travers les écrits de Roland Barthes (sur Arcimboldo, “un laboratoire de tropes”), Gérard Genette (autour de “polysémie et ambiguïté”, de Figures I à Figures IV), Arthur Danto (vers une “transfiguration de la figure”, dans la Transfiguration du banal et au-delà).
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4

Lesson, Benjamin. "Figures pratiques et pratiques de la figure". Recherches en Communication 54 (14 de diciembre de 2022): 243–69. http://dx.doi.org/10.14428/rec.v54i54.63023.

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L’ambition de cet article est de proposer une sémiotique de la star qui prend en compte de la transversalité de l’objet : « L’intérêt d’étudier les stars réside dans leur contribution à la construction du sens des films, leur rôle signifiant dans la culture et la société et leur dimension socio-esthétique centrale au cinéma ainsi que dans leur importance dans l’économie du cinéma » (Le Gras, 2014, n.c.).Dans cette perspective, notre proposition sémiotique s’emploie à reconnaitre et à retraduire la diversité épistémique des études notables qui ont déjà été faite sur les stars - études sociologiques, esthétiques, culturelles, mais également socioéconomiques et économiques – afin d'établir un cadre méthodologique permettant une analyse sémiotique approfondie d’une star.
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5

Jahn, Ana Paula y Vincenzo Bongiovanni. "Apreensão Operatória de Figuras em Situações Geométricas". Jornal Internacional de Estudos em Educação Matemática 12, n.º 3 (4 de marzo de 2020): 245–57. http://dx.doi.org/10.17921/2176-5634.2019v12n3p245-257.

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De grande importância para o estudo da Geometria são as figuras. O principal motivo é que na resolução de um problema, tais representaçõespermitem, em geral, um acesso mais direto aos objetos da situação e menos custoso que um texto. Mas, muitas vezes, para resolver umproblema, é necessário transformar ou modificar uma dada figura em outras, a fim de obter novos elementos que poderão levar à ideia de suasolução ou de uma prova. Essa capacidade de modificar uma figura envolve o que R. Duval denomina apreensão operatória da figura. Umtipo de modificação consiste na divisão da figura em outras subfiguras que podem ser reagrupadas para formar novas figuras. A capacidadede modificar uma figura de partida para visualizar a resolução de um problema pode ser desenvolvida e deve ser estimulada pelo professor noensino da Matemática, em particular na Geometria. Nesse artigo, com base nos trabalhos do referido autor, apresentamos exemplos específicosque caracterizam e destacam o papel e a importância da apreensão operatória para analisar o funcionamento de uma figura na abordagem deuma situação geométrica por um sujeito. E ainda, introduzimos constructos teóricos da abordagem semiótica, a fim de realçar as possíveisinfluências de ambientes de Geometria Dinâmica em processos de visualização e nas representações que estudantes podem construir deconceitos e problemas geométricos nesses ambientes.Palavras-chave: Geometria. Figuras. Apreensão Operatória. Visualização. AbstractFigures assume an important role in the study of Geometry. It should be emphasized, as the main reason, that such representations allow moredirect access to objects of the problems, richer and less expensive than texts. Nevertheless, the figure can be seen by students, differently fromwhat a teacher sees. Often, transforming or modifying figures in other ones is a helpful approach, and necessary to obtain new elements thatmay lead to the idea of a problem solution or proof. This ability to modify a figure refers to an operative apprehension of the figure. It canbe mentioned that one important type of modification consists of dividing the figure into other sub figures that can be regrouped to form newshapes. The ability to modify a starting figure to visualize the solution of a problem can be developed and should be stimulated by the teacherin the teaching of Mathematics, in Geometry. This text presents and highlights the role and importance of the operative apprehension of figuresbased on specific examples.Keywords: Geometry. Figures. Operative Apprehension. Visualization.
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6

Rabinowitz, Aaron y Zamira Eldan. "THE FELT FIGURE TEST ON MEASURES OF DISTANCE AND HEIGHT IN ISRAELI CHILDREN". Social Behavior and Personality: an international journal 13, n.º 1 (1 de enero de 1985): 63–67. http://dx.doi.org/10.2224/sbp.1985.13.1.63.

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A modified version of Kuethe's technique, measuring distances between figures and heights of figures, was employed to study the social schemata of 128 Israeli fifth-graders, 65 boys and 63 girls. Each subject was asked to place a self-figure, plus a fat her figure, or a mother figure, or all three figures, or a friend figure – four separate placements in all – on a sheet of paper. The subject was instructed to choose from three figures of differing heights, one adult figure and one child figure, for the above-mentioned placements. Results showed that the subjects placed child-child figures closer together than other configurations. The girls placed figures closer together, and chose taller figures to represent a friend than did the boys. There was, however, no difference between the sexes in their choice of adult figures.
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7

Houtkamp, R. y P. R. Roelfsema. "Figure-ground and figure-figure segregation in curve tracing". Journal of Vision 4, n.º 8 (1 de agosto de 2004): 199. http://dx.doi.org/10.1167/4.8.199.

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8

Palmer, Stephen, Janet Davis, Rolf Nelson y Irvin Rock. "Figure – Ground Effects on Shape Memory for Objects versus Holes". Perception 37, n.º 10 (1 de enero de 2008): 1569–86. http://dx.doi.org/10.1068/p5838.

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The circumstances under which the shapes of figure-versus-ground regions are perceived and remembered were investigated in three experiments that replicate, extend, and clarify Rubin's [1921 Visuell wahrgenommene Figuren (Copenhagen: Gyldendals)] classic study on this topic. In experiment 1, observers reported which of two regions they perceived as figure within ambiguous, bipartite, 2-D displays. In a later shape-recognition test, the shapes of regions previously seen as figures were remembered well, but the shapes of regions previously seen as grounds were remembered no better than novel distractor regions. In experiment 2 we examined the same question about memory for the shape of figure-versus-ground regions in nested displays in which the central region could be perceived either as a closer figure surrounded by a farther ground (ie as a solid object) or as a farther ground surrounded by a closer figure (ie as an empty hole). Unlike experiment 1, the shapes of regions initially perceived as grounds (holes) were remembered as well as those of regions initially perceived as figures (solid objects), and much better than those of novel distractor regions. In experiment 3 we further demonstrated that this outcome did not depend on the figure – ground instructions employed in experiment 2, because the same result was obtained with unambiguous 3-D cardboard displays of objects versus holes with no figure – ground instructions at all. The present findings support an account of hole perception in which the shape of an intrinsic hole is encoded as a shaped, immaterial (or virtual) surface where the absence of matter is coded by a functional ‘missing’ symbol (analogous to a minus sign in mathematics) to represent its non-material status.
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9

Mazo, Gregory. "QuickFigures: A toolkit and ImageJ PlugIn to quickly transform microscope images into scientific figures". PLOS ONE 16, n.º 11 (9 de noviembre de 2021): e0240280. http://dx.doi.org/10.1371/journal.pone.0240280.

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Publications involving fluorescent microscopy images generally contain many panels with split channels, merged images, scale bars and label text. Similar layouts of panels are used when displaying other microscopy images, electron micrographs, photographs, and other images. Assembling and editing these figures with even spacing, consistent font, text position, accurate scale bars, and other features can be tedious and time consuming. In order to save time, I have created a toolset and ImageJ Plugin called QuickFigures. QuickFigures includes many helpful features that streamline the process of creating, aligning, and editing scientific figures. Those features include tools that automatically create split channel figures from a region of interest (“Quick Figure” button and “Inset Tool”), layouts that make it easy to rearrange panels, multiple tools to align objects, and “Figure Format” menu options that help a user ensure that large numbers of figures have consistent appearance. QuickFigures was compared to previous tools by measuring the amount of time needed for a user to create a figure using each software (QuickFigures, OMERO.figure. EZFig, FigureJ and PowerPoint). QuickFigures significantly reduced the amount of time required to create a figure. The toolsets were also compared by checking each software against a list of features. QuickFigures had the most extensive set of features. Therefore, QuickFigures is an advantageous alternative to traditional methods of constructing scientific figures. After a user has saved time by creating their work in QuickFigures, the figures can be exported to a variety of formats including PowerPoint, PDF, SVG, PNG, TIFF and Adobe Illustrator. Export was successfully tested for each file format and object type. Exported objects and text are editable in their target software, making them suitable for sharing with collaborators. The software is free, open source and can be installed easily.
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10

Lu, Wanjie, Qing Xu y Chaozhen Lan. "Correction: Lu, W. et al. SOOCP: A Platform for Data and Analysis of Space Object Optical Characteristic Information. 2019, 10, 296". Information 11, n.º 3 (1 de marzo de 2020): 139. http://dx.doi.org/10.3390/info11030139.

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11

Purghe, Franco. "Figure-background segregation and the formation of illusory figures". Japanese Psychological Research 41, n.º 2 (mayo de 1999): 131–41. http://dx.doi.org/10.1111/1468-5884.00112.

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12

Jooris, Roland, Marco Antonio Campos, Stefaan van den Bremt y John Irons. "Gestalte of denkbeeld / Figura o idea / Figure or notion". Sirena: poesia, arte y critica 2007, n.º 1 (2007): 156–57. http://dx.doi.org/10.1353/sir.2007.0069.

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13

Lychagina, T. A., D. I. Nikolayev y F. Wagner. "Using Individual Spectra Simulation for the Study of Pole Figures Errors". Texture, Stress, and Microstructure 2009 (16 de junio de 2009): 1–10. http://dx.doi.org/10.1155/2009/237485.

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Crystallographic texture is described by pole figures. In this paper, we continue to study experimental pole figure errors. In other words it can be named pole figure measurement errors. These errors are connected with the experimental procedure and do not depend on any further computations. In our previous works it was shown that the qualitative behaviour of pole figure measurement errors is similar to peak width determination errors. To check this conclusion a set of diffraction spectra were measured for Mg + 4.5%Al + 1%Zn sample on the spectrometer for quantitative texture analysis (SKAT) at FLNP, JINR, Dubna. Then we simulated the individual spectra and used these spectra for the pole figure extraction and the pole figure error determination. Such simulation enabled to confirm conclusions concerning the main role of the peak width determination error in the pole figure error. Additionally, we simulated individual spectra using model pole figures and extracted pole figures and pole figures errors from those spectra. For this case we also confirmed the same qualitative behaviour of pole figure measurement errors and peak width determination errors. The model pole figures were calculated on the basis of normal distributions.
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14

Yamashita, Hikari. "Comparability of the Rey-Osterrieth Complex Figure, the Taylor Complex Figure, and the Modified Taylor Complex Figure in a Normal Sample of Japanese Speakers". Psychological Reports 99, n.º 2 (octubre de 2006): 531–34. http://dx.doi.org/10.2466/pr0.99.2.531-534.

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The comparability of recall performance was examined on the Rey-Osterrieth Complex Figure, the Taylor Complex Figure, and the Modified Taylor Complex Figure as measures of visuospatial abilities and visual memory in 66 healthy Japanese university students. A between-subjects design was used in which each of the participants received the three figures. The interrater reliability of each was excellent. While the three figures yielded equivalent copy scores, the Taylor Complex Figure produced significantly higher scores than the other two on both short (3-min.) and delayed (30-min.) recall tests. There were no significant differences between recall scores of the Rey-Osterrieth and the Modified Taylor figures. These results are consistent with the findings of the 2002 study of English-speakers by Hubley and Tremblay, and support that the Modified Taylor Figure is superior to the original one for the companion figure to the Rey-Osterrieth Complex Figure.
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15

Moore, Cynthia. "Figure". Iowa Journal of Literary Studies 7, n.º 1 (1986): 35. http://dx.doi.org/10.17077/0743-2747.1182.

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16

Brossard, Nicole y Barbara Godard. "Figure". Feminist Studies 14, n.º 1 (1988): 108. http://dx.doi.org/10.2307/3178001.

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17

Sisson, C. H. "Figure". Grand Street, n.º 45 (1993): 66. http://dx.doi.org/10.2307/25007642.

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18

Bessaoud-Alonso, Patricia. "Figure du père, figure du silence". La clinique lacanienne 12, n.º 1 (2007): 95. http://dx.doi.org/10.3917/cla.012.0095.

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19

Suhaimi, Suhaimi. "Identifying Characters of “Where Angel Fear to Tread Novel” in Teaching Literary Work". Al-Ta lim Journal 23, n.º 2 (7 de julio de 2016): 139–45. http://dx.doi.org/10.15548/jt.v23i2.233.

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The aim of the research is to identify some characters in the novel Where Angels Fear to Tread in teaching literary works. In learning of characters, someone will understand about the term of the interests, desires, emotions, and moral those form the individual within a story. Library research was used in thid study. The experts divide characters become two characters; they are central characters and additional characters. Central characters are a character who takes the greatest part in the main character or a figure that is most telling. Volume appearance of the main character more than the other characters. Meanwhile, additional characters or subordinate figures are figures that appear once or several times, figures that support or assist the central figure. In the novel Where Angels Fear To Tread, writer found some figures or characters such as: Mrs. Herriton, Lilia, Philip, Gino, and Carroline Abbot. Each of them had different characters; Mrs Herriton was a selfish and arrogant because she came from a high social status. Lilia was a patient and never denied what was ruled by her mother in-low although sometimes she was often treated her like slaves. Philip was figured as a handsome man, his tolerance and empathy were high. Gino was figured as stupid character. Miss Abbott as a nice, quiet, dull, and friendly.
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20

Smith, Kingsley L. y Richard B. Ortega. "Use of a Two-Dimensional, Position Sensitive Detector for Collecting Pole Figures". Advances in X-ray Analysis 36 (1992): 641–47. http://dx.doi.org/10.1154/s0376030800019297.

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Conventional pole figure instruments consist of a scintillation detector mounted on a 4-circle goniometer operating under computer control. A few instruments make use of a linear PSD detector, which allows collecting data for multiple pole figures sinmltaneously. A PSD does not reduce the required data collection time for the primary pole figure; however, it does save time by eliminating the need to recollect multiple pole figure data. By using a 2D “area” detector, one can simultaneously collect multiple pole figures and reduce the data collection time for the primary pole figure, such an area detector pole figure processing package, GADDS v2, was developed at Siemens and will be discussed.
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21

Lee, Seungeun y Jaehoon Yim. "Students’ Understanding of Figures with Point Symmetry and Its Educational Implications". Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, n.º 2 (31 de mayo de 2023): 245–65. http://dx.doi.org/10.29275/jerm.2023.33.2.245.

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This paper examines students’ thoughts and the difficulties faced while learning figures with point symmetry. This study was conducted with a class of 5th grade students. We identified the difficulties encountered by them as: confusing the center of a figure with the center of rotation, confusing rotating a figure 180° with moving a figure in the opposite direction, difficulty in specifying and explaining the amount of rotation, tendency to use the property of corresponding sides instead of the property of corresponding points when completing a figure with point symmetry, and difficulty in dealing with both horizontal and vertical directions on grid paper. These findings suggest that the following experiences should be provided while learning figures with point symmetry: distinguishing the center of a figure from the center of rotation, understanding the difference between rotating by 180° and moving in the opposite direction, specifying and measuring the amount of rotation in circular motion, exploring figures with point symmetry on a polar grid, understanding the rotation of a figure in connection with the rotation of its components, dealing with information of both directions in grids, and drawing figures with point symmetry on non-grid as well as grid paper.
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22

Kifilideen L, Osanyinpeju. "Four and Five Figures of Kifilideen (Power of Base 11) and Antikifilideen (Antipower of Base 11) Tables as a Tool For Mathematics Computation". Momona Ethiopian Journal of Science 14, n.º 2 (26 de diciembre de 2022): 178–96. http://dx.doi.org/10.4314/mejs.v14i2.6.

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The four-figure of power of base numbers of tables needs to be created for easy synchronization with the existing Logarithm table of power of base 10 which is working on four figures. Although the five-figure of power base numbers of tables are more accurate because it is having less approximation in its establishment. The four-figure table is easy to compute doing utilization because it is having less digits to work with. This paper presents the four and five figures of Kifilideen (Power of base 11) and AntiKifilideen (Antipower of base 11) tables for the computation of mathematical problems. The four and five figures are both reliable to work with. However, there is a tradeoff between easy computation as related to the four-figure table and more accuracy as related to the five-figure table in their utilization.
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23

Fauconnier, Coline. "Figure de l’ancien, figure de la complexité". Empan 125, n.º 1 (10 de marzo de 2022): 95–99. http://dx.doi.org/10.3917/empa.125.0095.

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24

Clément, Bruno. "From Figure to Figure Via the Image". Journal of Beckett Studies 16, n.º 1-2 (enero de 2006): 30–45. http://dx.doi.org/10.3366/jobs.2007.16.1-2.5.

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25

Matsuyama, Isamu. "Fossil figure contribution to the lunar figure". Icarus 222, n.º 1 (enero de 2013): 411–14. http://dx.doi.org/10.1016/j.icarus.2012.10.025.

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26

Zeng, Ting, Hui Cui, Duozhuang Tang, George B. Garside, Yiting Wang, Jianying Wu, Zhendong Tao, Liu Zhang y Si Tao. "Correction to: Short-term dietary restriction in old mice rejuvenates the aging-induced structural imbalance of gut microbiota". Biogerontology 20, n.º 6 (9 de septiembre de 2019): 849–55. http://dx.doi.org/10.1007/s10522-019-09831-4.

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In the original publication of the article, the alphabets in figures were published in upper case and mismatched with the figure legends. The corrected figures and figure legends are given in this Correction.
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27

Monniello, Gianluigi. "Itinerari e figure della passione [Itineraries and Figures of Passion]". International Journal of Psychoanalysis 91, n.º 5 (octubre de 2010): 1319–24. http://dx.doi.org/10.1111/j.1745-8315.2010.00347_6.x.

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28

صالح, حسين خلف. "Using Numbers in the poetry of Al-Mutanabbi and Al-Maarri". JOURNAL OF LANGUAGE STUDIES 6, n.º 4, 2 (31 de julio de 2023): 239–50. http://dx.doi.org/10.25130/jls.6.4.2.20.

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The poetic Signals to the figures are of an important issue , the poetic use of the figure is intentional ,the poet occasionally resort to insert hyperbole and complexity according to events in his life which Sometimes go in this direction , or there are motives behind them, may be intentional or not intentional, these made the poets to make figures as a complement to the poem elements and as the figure adds a grace fullness and influence to the poem ( AL _ Mutanabbi and AL_ Muaary )are two poets used figures conssiously to indicate to a poetic ability and creative movement, because it came as a deliberate move and awareness, but not as an improvisation or a coincidence according to this, the research tries to unveil the figure motivation and discover the poetical equations and their roles in motivating the poetical meaning . The method that the researcher depends on is build on gathering the poetic verses that indicate to the figure which linked to its poetic context this needs to look at the figure and questioning it, this means that I moved from the figure to the Poem and then to the Poet , all of that is to know the progress of the figure .
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29

Kirby, Caitlin K., Arietta Fleming-Davies y Peter J. T. White. "The Figure of the Day: A Classroom Activity to Improve Students' Figure Creation Skills in Biology". American Biology Teacher 81, n.º 5 (1 de mayo de 2019): 317–25. http://dx.doi.org/10.1525/abt.2019.81.5.317.

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Creating and interpreting visual displays of data is an important component of quantitative and scientific literacy. We examined a figure-analysis activity called “Figure of the Day” (FotD) and its impact on undergraduate biology students' figure creation skills. The treatment FotD activity required that students interpret a figure with some contextual information missing (e.g., titles, labels, legends). The control FotD activity required that students interpret a figure with no missing contextual information. Students in both the treatment and control groups made significant gains in their figure creation abilities. Bootstrapping of the Wilcoxon signed-rank effect sizes, r, shows large effect sizes for both the treatment (r ± SE = 0.708 ± 0.034) and control (r ± SE = 0.688 ± 0.0395) activities. Students most often reported that the activity's positive aspects were increases in their figure interpretation and creation skills. Commonly reported negative aspects of the activity were that it took too much time and the figures were confusing. Students in the treatment group more often reported that the activity was enjoyable. This suggests that regular interaction with figures in the style of the FotD activity can improve students' figure creation skills in a meaningful and enjoyable way.
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30

Nielson, Felicity F., Bill Kay, Stephen J. Young, Sean M. Colby, Ryan S. Renslow y Thomas O. Metz. "Correction: Nielson et al. Similarity Downselection: Finding the n Most Dissimilar Molecular Conformers for Reference-Free Metabolomics. Metabolites 2023, 13, 105". Metabolites 13, n.º 11 (17 de noviembre de 2023): 1158. http://dx.doi.org/10.3390/metabo13111158.

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31

Oishi-Tomiyasu, R. "Reversed de Wolff figure of merit and its application to powder indexing solutions". Journal of Applied Crystallography 46, n.º 5 (24 de agosto de 2013): 1277–82. http://dx.doi.org/10.1107/s0021889813018773.

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Two new figures of merit for powder indexing solutions are proposed: the reversed figure of meritMnRevand the symmetric figure of meritMnSym. These are naturally suggested by the theory underlying the de Wolff figure of meritMn. Nevertheless,MnRevhas characteristics opposite to those ofMnwith regard to sensitivity to impurity peaks and extinct reflections.MnSymhas intermediate properties betweenMnandMnRev. Applications of the new figures of merit to powder indexing solutions and zero-point shift estimation are introduced. All of the figures of merit are available from the powder auto-indexing softwareConograph(http://sourceforge.jp/projects/conograph/; http://research.kek.jp/people/rtomi/ConographGUI/web_page.html).
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32

Mujiatti, Mujiatti. "MAJAS DALAM LIRIK LAGU OPICK ALBUM CAHAYA HATI: TINJAUAN STILISTIKA". Puitika 18, n.º 1 (1 de abril de 2022): 20. http://dx.doi.org/10.25077/puitika.18.1.20-33.2022.

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Penelitian ini dilakukan untuk menjelaskan majas pada lirik lagu Opick album Cahaya Hati. Tujuan penelitian ini adalah untuk (1) mengetahui bentuk majas yang terdapat dalam lirik lagu Opick album Cahaya Hati, (2) mengetahui makna majas dalam lirik lagu Opick album Cahaya Hati.Berdasarkan hasil analisis, ditemukan bahwa kelima lagu Opick pada album Cahaya Hati memiliki lima jenis majas, yaitu majas aliterasi, asonansi, personifikasi, metafora, dan majas hiperbola. Majas asonansi terdapat sebanyak 13 majas, majas aliterasi terdapat sebanyak 7 majas, Majas metafora terdapat sebanyak sepuluh majas, majas hiperbola terdapat sebanyak satu majas, dan majas personifikasi sebanyak 4 majas. This research was conducted to explain the figure of speech in the lyrics of the song Opick album Cahaya Hati. The purpose of this study was to (1) determine the form of figure of speech contained in the lyrics of the song Opick album Cahaya Hati, (2) find out the meaning of the figure of speech in the lyrics of the song Opick album Cahaya Hati.Based on the results of the analysis, it was found that the five Opick songs on the Cahaya Hati album have five types of figure of speech, namely alliteration figure of speech, assonance, personification, metaphor, and hyperbole figure of speech. There are 13 assonance figures of speech, 7 alliteration figures of speech, ten of metaphorical figures of speech, one hyperbole figure of speech, and 4 personifications of personification.
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33

Kanbe, Fumio. "Is Handedness Information Critical for Discriminating Figure Pairs?" Symmetry 11, n.º 5 (3 de mayo de 2019): 624. http://dx.doi.org/10.3390/sym11050624.

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Mirror-reflected or axisymmetric (Ax) pairs of figures are known to be difficult to discriminate. If non-identical pairs of figures with specific feature values impede discrimination to the same extent as the discrimination of Ax pairs, the feature values concerned would be expected to cause discrimination difficulty and may be critical for figure recognition in general. In the present study, we examined whether handedness information (i.e., the left or right side of a disoriented figure) is critical for the discrimination of figure pairs with pairs of complex figures (Experiment 1) and simpler figures (Experiment 2). Participants performed a task requiring discrimination of whether the figures in a pair had the same shape regardless of orientation. Three basic pair types were prepared: identically shaped pairs, Ax pairs, and non-identical, non-axisymmetric (Nd) pairs. Non-axisymmetric pairs were further classified into same-handedness pairs and opposite-handedness pairs. The results revealed that discrimination latencies were longer for Ax pairs than for both same-handedness pairs and opposite-handedness pairs. These findings suggest that handedness information is not a critical feature in figure recognition.
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34

De Weerd, P., E. Smith y P. Greenberg. "Effects of Selective Attention on Perceptual Filling-in". Journal of Cognitive Neuroscience 18, n.º 3 (1 de marzo de 2006): 335–47. http://dx.doi.org/10.1162/jocn.2006.18.3.335.

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After few seconds, a figure steadily presented in peripheral vision becomes perceptually filled-in by its background, as if it “disappeared”. We report that directing attention to the color, shape, or location of a figure increased the probability of perceiving filling-in compared to unattended figures, without modifying the time required for filling-in. This effect could be augmented by boosting attention. Furthermore, the frequency distribution of filling-in response times for attended figures could be predicted by multiplying the frequencies of response times for unattended figures with a constant. We propose that, after failure of figure–ground segregation, the neural interpolation processes that produce perceptual filling-in are enhanced in attended figure regions. As filling-in processes are involved in surface perception, the present study demonstrates that even very early visual processes are subject to modulation by cognitive factors.
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35

Nesbett, Peter T. "The Figure". PAJ: A Journal of Performance and Art 23, n.º 1 (enero de 2001): 112. http://dx.doi.org/10.2307/3246497.

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36

Seán Gaffney, PhD. "Figure/Ground". Gestalt Review 19, n.º 3 (2015): 267. http://dx.doi.org/10.5325/gestaltreview.19.3.0267.

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37

Bennington, Geoffrey. "FIGURE DISCOURSE". Contemporary French Civilization 35, n.º 1 (enero de 2011): 53–72. http://dx.doi.org/10.3828/cfc.2011.35.1.4.

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38

Lord, Nick y Clint Brookhart. "Go Figure!" Mathematical Gazette 83, n.º 498 (noviembre de 1999): 533. http://dx.doi.org/10.2307/3620987.

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39

Brossard, Nicole. "Free Figure". Feminist Studies 14, n.º 1 (1988): 114. http://dx.doi.org/10.2307/3178004.

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40

Noille, Christine. "Figure – Notes". Poétique 185, n.º 1 (2019): 59. http://dx.doi.org/10.3917/poeti.185.0059.

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Zuckerman, Charles H. P. "Figure Composition". Signs and Society 9, n.º 3 (1 de septiembre de 2021): 263–99. http://dx.doi.org/10.1086/715515.

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42

Shapiro, Gary. "Go Figure!" Philosophy Today 38, n.º 3 (1994): 326–33. http://dx.doi.org/10.5840/philtoday199438319.

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43

McCarthy, Paul y Charles Desmarais. "Figure Sculptures". Grand Street, n.º 50 (1994): 161. http://dx.doi.org/10.2307/25007793.

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44

Chaumier, Jacques. "Grande Figure". Documentaliste-Sciences de l'Information 47, n.º 3 (2010): 69. http://dx.doi.org/10.3917/docsi.473.0069.

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45

Whitney, Emerson. "Figure #3". Cream City Review 39, n.º 1-2 (2015): 170. http://dx.doi.org/10.1353/ccr.2015.0023.

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46

Butterworth, Brian. "Figure heads". Nature 391, n.º 6670 (febrero de 1998): 856. http://dx.doi.org/10.1038/36030.

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47

French, Philip N., Mark E. North, Albert V. Secen Jr. y Jeff Del Col. "Go Figure!" Science News 149, n.º 21 (25 de mayo de 1996): 331. http://dx.doi.org/10.2307/3979624.

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48

Minorsky, Peter V. ": Figure 1." Plant Physiology 132, n.º 3 (julio de 2003): 1117–18. http://dx.doi.org/10.1104/pp.900082.

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49

Minorsky, Peter V. ": Figure 1." Plant Physiology 132, n.º 4 (agosto de 2003): 1768–69. http://dx.doi.org/10.1104/pp.900086.

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Minorsky, Peter V. ": Figure 1." Plant Physiology 133, n.º 4 (diciembre de 2003): 1654–55. http://dx.doi.org/10.1104/pp.900095.

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