Demo videos from our mantis 3D glasses paper

We uploaded 6 nice demo videos as Supplementary Material for our Scientific Reports paper. Unfortunately the links are currently broken (I have emailed) and in any case they are provided in a slightly clunky way where you have to download them. So I thought I would do a blog post explaining the videos here.

Here is a video of a mantis shown a 2D “bug” stimulus (zero disparity). A black disk spirals in towards the centre of the screen. Because the disk is black, it is visible as a dark disk in both eyes, i.e. it’s an ordinary 2D stimulus. The mantis therefore sees it, correctly, in the screen plane, 10cm in front of the insect. The mantis knows its fore-arms can’t reach that far, so it doesn’t bother to strike.

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Next, here’s a video of a mantis shown the same bug stimulus in 3D. Now the disk is shown in blue for the left eye and green for the right (bearing in mind that the mantis is upside down). Because the mantis’s left eye is covered by a green filter, the green disk is invisible to it – it’s just bright on a bright background, i.e. effectively not there, whereas the blue disk appears dark on a bright background.
This is a “crossed” geometry, i.e. lines of sight from each disk to the eye that can see it cross over in front of the screen, at a distance about 2.5cm in front of the insect. This is well within the mantis’s catch range, so the insect strikes out trying to catch the bug. You can sometimes see children doing the same thing when they see 3D TV for the first time!

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Here’s a slo-mo version recorded with our high-speed camera. Unfortunately the quality has taken a big hit, but at least you get to see the details of the strike…

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Sceptical minds (the best kind) might wonder if this is the correct explanation. What if the filters don’t work properly and there’s lots of crosstalk? Then, the mantis is seeing a single dark disk in our “2D” condition and two dimmer disks in our “3D” condition. Maybe the two disks are the reason it strikes, nothing to do with the 3D. Or maybe there’s some other artefact. As a control, we swapped the green and blue disks over, effectively swapping the left and right eye’s images. Now the lines of sight don’t intersect at all, i.e. this image is not consistent with a single object anywhere in space. Sure enough, the mantis doesn’t strike. Obviously, in different insects we put the blue/green glasses on different eyes, so we could be sure the difference really was due to the binocular geometry, not the colours or similar confounds.

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Here’s the figure from our paper which illustrates this geometry and also shows the results:

Fire and Light Yule Festival – with added science


re-enactor dressed as mediaeval monk, wearing anaglypd 3D glasses
Over the weekend, Kathleen and I, along with Stacey from the Institute of Neuroscience, Gordon Love from Durham University and colleagues from Northumbria University, helped deliver some science activities for the “Fire and Light Yule Festival at North Shields’ Old Low Light. This isn’t as I first assumed a lighthouse, but is a leading light – pilots would guide vessels safely into North Shields harbour by steering so as to keep the lamps on the High Light and the Low Light vertically aligned with one another. This kept them on a course which would avoid them grounding either on mudflats, or on the treacherous Black Midden rocks. So it’s a great example of an industrial application for light technology, and tied in well with the presentation by Prof Fary Ghassemlooy from Northumbria University on cutting-edge “li-fi” communication.

Stacey, Kathleen and I talked about how we see and perceive the world through light, with the help of some visual illusions and our ASTEROID 3D vision test. It was a great event and I’d like to do it again next year.

Definitions of relative disparity

I thought it might be useful to point out a property of relative disparity. One way is as Andrew Parker does in his 2007 review: Relative disparity = (alpha-beta) in the diagram below.

Parker2007figIn the special case where P is the fixation point, then alpha and beta are the retinal coordinates of the left and right images of Q, and the difference (alpha-beta) is the absolute disparity of the point Q.

If P is not the fixation point, (alpha-beta) is not the absolute disparity of Q, but it is still the relative disparity between the points P and Q.



In one of our papers, we used a slightly different definition which is probably less intuitive but is a handy way of looking at it:

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As the following diagram shows, these two definitions are actually the same:

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Parker (2007) says relative disparity = (alpha-beta).

Read et al (2010) says relative disparity = (y-x).

But look at the triangles. 180^o = x + z + alpha = y + z + beta. Thus, (alpha-beta) =(y-x) and the two definitions are identical.

 

 

 

 

 

COSYNE 2014

Over in Salt Lake City at the moment for the Computational and Systems Neuroscience meeting. I always enjoy this meeting a lot and find it very stimulating. Looking forward to hearing some good talks over the next few days.

Of nature and nurture

I’m no geneticist, but I was interested to see the recent comments on the heritability of academic performance. I thought it demonstrated the sorry lack of understanding of these things in the media and general public (including me), and I was disappointed in the quality of the debate.

A government advisor, Dominic Cummings, wrote a report in the course of which he stated that “70% of cognitive capacity is genetic, beside which the quality of teaching pales into insignificance”. This got a lot of comment, e.e.g from Polly Toynbee in the Guardian. Toynbee does make clear that she doesn’t understand genetics, and seeks advice from genetics Prof Steve Jones. I eagerly heard a discussion of this on the BBC Radio 4 programme “Inside Science” between Profs Jones and Plomin, hoping they would give a clear explanation of what exactly heritability is which would help people like me.

For example, Toynbee says at one point, “Wealth is considerably more heritable than genes”. This is obvious true in an everyday interpretation of the word – you can will your millions to your children, but you can’t guarantee they’ll inherit your striking red hair. But in the scientific definition of the word, nothing is more heritable than genes. I felt this demonstrated the confusion, and this is where we really needed a nice BBC science programme to go into these issues.

Despite the august guests, I felt they didn’t really rise to the occasion. I’m no expert, but I find it helpful to realise that when we talk about heritability, we’re not talking about a fixed quantity, like the mass of the electron. It depends on the context. It may be 70% in Britain now, but it might have been 20% in the past and 90% in Finland. If you just consider one school where the kids come from similar backgrounds, the heritability may be close to 100% – there are bright kids and dimmer kids even within the same family, and it’s just how they are. But if you look between schools, comparing privileged vs deprived kids, you might find the variation between kids in each group is swamped by the large difference between the groups, indicating almost no heritability and an overwhelming effect of the environment.

The closest the discussion got to this was a throw-away comment by Steve Jones: “If everyone stopped smoking, lung cancer would be a genetic disease”. I thought this was an important point which should have been pursued: if we could arrange things so that every child could get the best possible education to enable them to achieve their potential, academic performance would be 100% genetic.

Finally,as far as I remember, no one stated that heritability has nothing to say about the importance of teaching quality, class size, resources and so on. If we find academic performance is 100% genetic, that indicates variation in these factors is not affecting results: children are receiving the same opportunities. But they may not be receiving the best opportunities.

As I said above, I’m not a geneticist, so I’d welcome any correction if I’ve got the wrong end of the stick anywhere in the above…

Mantis migration

Thanks everyone who came along to help Lisa and me move our mantids across to their new home in the dedicated insect facility down the road. Especially Nick and Mike, who probably didn’t imagine when they came to the UK to do a MSc in Computer Games Engineering that this would involve transporting predatory insects! Although Nick — how about doing us a giant mantis in stereoanamorphic perspective? How scary would that be?

Psychtoolbox MakeTexture

I was just having a problem with MakeTexture in Psychtoolbox. I like to use
PsychImaging(‘AddTask’, ‘General’, ‘NormalizedHighresColorRange’);
so that black=0 and white=1, not 255. This makes my code transfer easily to high-bit-depth devices like my DATAPixx. But I was having a problem that MakeTexture would only work with the 0-255 colour range. Argh what a pain! But thankfully googling revealed that this was my mistake.

“— In psychtoolbox@yahoogroups.com, “IanA” wrote:
Answering my own question, I realised after I posted it that MakeTexture
requires a bitdepth passed to it explicitly, and then the normalised range works
as expected. I had expected the default (0) to follow the window itself, but
reading the documentation properly 😉 see the default is 8bit.
Ian

So I just needed to do
tex=Screen(‘MakeTexture’, window, imageMatrix,[],[],1);
instead of
tex=Screen(‘MakeTexture’, window, imageMatrix);
and it all worked. Love Psychtoolbox!

Mantid photos

Lisa’s been taking more fab photos of the mantids. They are so cool!

Fantastic close-up of a mantis that has jumped onto the CRT!


Mantid striking at image on computer screen


Eyeball to eyeball




Here are some photos showing our experimental set-up.

Mantis watching simulated bug on the CRT


Close-up of mantis watching a simulated bug on a CRT


Top-down view. You can see the mantis leaning out to the right to try and pursue the bug.