Visual Information Processing - Report Example

VISUAL INFORMATION PROCESSING s Introduction The ability to find meaning to what we have observed or seeing is referred to as visual information processing. In order to have a good visual information processing one must be able to quickly analyze and accurately process an image that is seen relate to past scenes and give meaning and finally store the information in the brain in visual memory for later recall. The ability to detect changes in the environment using visual memory is important for animals since it helps animals to respond to certain stimuli. This may be run away from predator, search for mate and search for food and shelter for most animals. Ironically, most of the image we see are processed in the retina of the eye before interpretation is done in the brain. This paper aims at studying visual information processing. The paper aims at tracing how an image is observed processed in the retina and taken to the brain via optic nerve for interpretation. It is however important that visual processing of information takes place very first. Visual pathway from the retina to the cortex I mages in the eyes are always inverted. When information is received in the eye, the process of reflection takes place and accommodation as well. Accommodation is necessary to shield and protect the eye against bright rays of light. On the other hand when the image received is too dark the eye will have to accommodate an extra light in order to be able to observe the image clearly. This process is assisted by the presence of cons and rods in the eye. Additionally, the eye consist of a lens that helps direct the image to the retina for processing. The image or the information perceived reaches the retina in an inverted manner. The retina is connected by optic nerve. The optic nerve connects to the cerebral cortex where visual information is detected and interpreted. The optic nerve contains the retina ganglion cells which all emerge to form the optic nerve fiber of the retina. The whole of this composition simply makes the optic disk. The optic disc contains four nuclei that all terminate in the brain and aid in the following processes. The lateral geniculate nucleuses of the thalamus are responsible for visual perception while the superior colliculus of the midbrain is responsible for the controls of the eye movements. The pretectum of the midbrain also is responsible for the control of the pupil which regulates the amount of light that comes into the eye (Vidyasagar, 2008). The last nuclei are the supra-chaismatic nucleus of the hypothalamus which is responsible for controlling the diurnal rhythms and hormonal changes of the eye. During the processing of the information or the image the spatial relationships of the retinal neurons usually remain the same throughout the visual system and this helps in the preservation of the retinotropic map something that is very important in visual memory. During this time the image is located in the retina in the upside down position and left right reserved. Moreover, the monocular visual fields of the two eyes together with the nasal hemiretina of the other eye project for themselves the image but in halves from the corresponding visual fields. This is what leads to the binocular visual field where the monocular visual fields present in the two eyes overlap partially leading to the formation of the binocular visual field (Miles, 2008). This is what leads to the development of the visual spatial skills. These skills are important in the development of the directional concepts such that a person can organize external visual space. For example, a person can move from right to left form up and down while relating to their body to the object in space. A person with poor visual spatial skills is more likely to suffer from poor athletic performance, lack of proper balance and coordination, may experience difficulties with rhythmic activities with cases of reversal of certain forms of letters such as d and b. such people are always observed working with one side of their body while avoiding to us the other side. We might be wondering the role that the eye play while swimming. There areas in the cortex that is responsible for dorsal stream. Various neurons located in the parietal association cortex and superior and middle temporal visual association cortex contains the important binocular receptive fields which are responsible for processing object movement. For this reason, these neurons are able to coordinate spatial orientation, binocular fusion and depth reception. Moreover, they play the important role of movement and location through detection of velocity of object in space. These neurons are believed to play an important role for children who are learning how to walk. It has been observed that most children will avoid void areas and would not certainly step on them since they can detect the velocity of their body in space. For this reason, most of the children learning to walk will hold on objects as they navigate their ways. Conditions impairing visual information processing Ironically, most people think that visual information processing has much to do with the sight and vision. However, this is not the case. Visual information disorder deals with the inability of the brain to process certain information and image. As already hinted in the paper poor spatial skills leads to failure in interpretation of information or images. For example, people may reverse the letters instead of writing or reading b they write d. other examples include use of word was instead of saw and vice versa. For the case of children suffering from this disorder, they will certainly have problems in setting out a page of wiring and also show signs of poor organization in space and time. Poor movement skills also apply as already hinted above. Another disorder that may affect visual information processing is the problem of visual word memory problems. Children with this disorder will show signs of abnormal behaviors during reading like frequent skipping of lines, squinting or rubbing one eye, may be moving their whole head instead of the ye while reading, and while writing the letters used to form words are usually not well sequenced. Such children may also face difficulties with automatic sight word recognition. Current trends in visual information processing A lot of research is being done regarding visual information processing especially for younger children. The aim of most researchers is to be able to identify difficulties in children who are unable to read and comprehend information properly. Most of the researchers are dwelling on how children can acquire visual spatial skills to enable them make judgments about the world in relation to theme by learning from infancy experiences basing on past experiences. Researchers have also widened their research and are also exploiting the visual analysis skills. Scientists are looking at ways in which students are able to recognize, recall and manipulate visual information. This may be in terms of shape size, position, and distance. Moreover, scientists are looking for means of ensuring that people develop visual analysis skills much as form perception which is the ability to differentiate and recognize certain forms. Moreover, the ability to visually process information with minimal cognitive effort has been identified as one important skill that relates to higher intelligent quotient levels. Scientists are also keen to study the area of visual motor skills which relates to eye hand coordination. Researchers have developed interest on this and are now studying on the effectiveness and the general ability to coordinate visual information skills with motor skills. For example, scientists have been researching on the abilities for children to catch a ball hold a pencil and also build with blocks. References Miles, F. (2008). The neural processing of 3-D visual information: evidence from eye movements. Eur. J. Neurosci, 10 (3): 811–22. Vidyasagar, T. (2008). Attentional gating in primary visual cortex: a physiological basis for dyslexia. Perception, 34 (8): 903–11. Read More