par Kolinsky, Régine ;Morais, Jose
Référence Behavioral and brain sciences, 22, 3, page (381-382)
Publication Publié, 1999
Article révisé par les pairs
Résumé : 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 his point: they provide a way to observe task dissociations which support he discontinuity hypothesis, but they show that the scope of visual cognition in our visual experience is often underestimated.

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