- Greeble (psychology)
The Greebles refers to a category of novel objects used as stimuli in psychological studies of object and face recognition, created by Scott Yu at Yale University. They were named by the psychologist
Robert Abelson. The greebles were created so as to share constraints with faces: they have a small number of parts in a common configuration. This makes it difficult to distinguish any individual object on the basis of the presence of a feature, and this is thought to encourage the use of all features and the relationships between them. In other words, greebles, just like faces, can be processed configurally. Yu's originals (both the symmetrical and asymmetrical sets) can be obtained from Michael Tarr. [ [http://titan.cog.brown.edu:8080/TarrLab/stimuli/novel-objects/greebles-2-0-symmetric.zip/view Greebles — t a r r l a b] ] Greebles appear in over 25 scientific articles.
*Gauthier, I., & Tarr, M. J. (1997). "Becoming a "Greeble" expert: Exploring mechanisms for face recognition". Vision Research, 37(12), 1673-1682.
*Williams, P., Gauthier, I., & Tarr, M. J. (1998). "Feature learning during the acquisition of perceptual expertise" [Commentary on Schyns, Goldstone & Thibault. The development of features in object concepts] . Behavioral and Brain Sciences, 21(1), 40-41.
*Gauthier, I., Williams, P., Tarr, M. J., & Tanaka, J. (1998). "Training "Greeble" experts: A framework for studying expert object recognition processes". Vision Research, Special issue on "Models of Recognition", 38: 2401-2428.
*Abelson, RP, Dasgupta, N, Park, J. Banaji, MR. (1998). "Perceptions of the collective other". Pers Soc Psycholo Rev, 45(10): 1213-23.
*Gauthier, I., Tarr, M.J., Anderson A.W., Skudlarski, P. & Gore, J. C. (1999). "Activation of the middle fusiform "face area" increases with expertise in recognizing novel objects". Nature Neuroscience, 2(6): 568-573.
*Tarr, M. J., & Gauthier, I. (2000). "FFA: A flexible fusiform area for subordinate-level visual processing automatized by expertise". Nature Neuroscience, 3(8): 764769.
*Rossion, B., Gauthier, I. , Tarr, M.J., Despland, P. , Bruyer, R, Linotte, S., Crommelinck, M. (2000). "The N170 occipito-temporal component is delayed and enhanced to inverted faces but not to inverted objects: an electrophysiological account of face-specific processes in the human brain". NeuroReport.11(1): 69-74.
*Rossion, B., Gauthier, I, Goffaux, V., Tarr, M.J., Crommelinck, M. (2002). "Expertise training with novel objects leads to left lateralized face-like electrophysiological responses". Psychological Science. 13(3): 250-257.
*Gauthier, I., & Tarr., M. J. (2002). "Unraveling mechanisms for expert object recognition: Bridging Brain Activity and Behavior", JEP:HPP, 28(2): 431-446.
*James, T. W. & Gauthier, I. (2003). "Auditory and action semantic feature types activate sensory-specific perceptual brain regions". Current Biology, 13(20): 1792-6.
*Duchaine, B. C., Dingle, K., Butterworth, E. Nakayama, K. (2004). "Normal greeble learning in a severe case of developmental prosopagnosia". Neuron, 43(4): 469-73.
*Palmeri, T. J., Gauthier, I. (2004). "Visual Object Understanding". Nature Reviews Neuroscience, 5, 291-303.
*Gauthier, I., Behrmann, M. & Tarr, M. J. (2004). "Are Greebles like faces? Using the neuropsychological exception to test the rule". Neuropsychologia, 42(14): 1961-70.
*Rossion, B., Kung, C.C., Tarr, M. J. (2004). "Visual expertise with nonfacects leads to competition with the early perceptual processing of faces inteh human occipitotemporal cortex", PNAS, 42(14): 1961-70.
*Behrmann, M., Marrota, J., Gauthier, I., Tarr, M.J. & McKeef, T. J. (2005). "Behavioral change and its neural correlates in visual agnosia after expertise training". Journal of Cognitive Neuroscience, 17(4): 554-68.
*James, T.W., Shima, D.W., Tarr, M.J., & Gauthier, I. (2005). "Generating complex three-dimensional stimuli (Greebles) for haptic expertise training". Behavior Research Methods, Instruments, and Computers, 37(2): 353-8.
*Vuong, Qc, Peissig, JJ, Harrison, MC, Tarr, MJ (2005). "The role of surface pigmentation for recognition revealed by contrast reversal in faces and Greebles". Vision Research, 45(10): 1213-23.
*Wagar, B. M. & Dixon, M. J. (2005). "Past experience influences object representation in working memory". Brain and Cognition, 57: 248-256.
*Cox, D.D., Meier, P., Oertelt, N., & DiCarlo, J. J. (2005). "'Breaking' position-invariant object recognition". Nature Neuroscience, 8: 1145-1147.
*Bukach, C. M., Bub, D. N., Gauthier, I. & Tarr, M. J. (2006). "Perceptual expertise effects are not all or none: Local perceptual expertise for faces in a case of prosopagnosia". Journal of Cognitive Neuroscience, 18(1):48-63.
*Behrmann, M., Avidan, G., Leonard, G.L., Kimchi, R., Luna, B., Humphreys, K & Minshew, N. (2006). "Configural processing in autism and its relationship to face processing". Neuropsychologia, 44: 110-129.
*Lahaie, A., Mottron, L., Arguin, M., Berthiaume, C., Jemel, B., Saumier, D. (2006). "Face perception in high-functioning autistic adults: evidence for superior processing of face parts, not for a configural face-processing deficit". Neuropsychology, 20(1): 30-41.
*Wolley, A.W., Hackman, J.R., Jerde, T.E., Chabris, C.F., Bennett, S.L., Koslyn, S.M. (2007). "Using brain-based measures to compose teams: how individual capabilities and team collaboration strategies jointly shape performance". Soc. Neurosci. 2(2): 96-105.
*Hoffman, K.L., Ghazanfar, A.A., Gauthier, I., & Logothetis, N.K. (2008). "Category-specific responses to faces and objects in primate auditory cortex. Frontiers in Systems Neuroscience". doi:10.3389/neuro.06/002.2007.
*Scherf, K.S., Berhmann, M., Minshew, N., Luna, B. (2008). Atypical development of face and greeble recognition in autism. J. Child Psychol. Psychiatry. 49(8): 838-47.
*Richler, J.J., Tanaka, J.W., Brown, D.D. & Gauthier, I. (in press). Why does selective attention fail in face processing? Journal of Experimental Psychology: Learning, Memory, and Cognition.
*Richler, J.J., Bukach, C.M., & Gauthier, I. (in press). Context influences holistic processing of non-face objects in the composite task. Perception and Psychophysics.
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