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Cognitive neuroscienceThe Neural Mind
Contents and reading path

Chapter 2

Sensation, Perception and Action

  1. 2.1How does the world become an experience?
  2. 2.2From stimulation to nerve signals
  3. 2.3Vision and visual perception
  4. 2.4Hearing and the direction of sound
  5. 2.5When the senses work together
  6. 2.6The cup in a noisy café
  7. 2.7How does a movement take shape?
  8. 2.8Prediction, feedback and learning
  9. LabThe visual lab

Perception and motor learning – in preparation

Reading path
Coming chapters (planned content)
  1. 1. Introduction to Cognitive Neuroscience
  2. 3. Attention
  3. 4. Memory and Learning
  4. 5. Language
  5. 6. Thinking and Executive Functions
  6. 7. Decision-Making
  7. 8. Emotion and Motivation
  8. 9. Social Cognition
  9. 10. Metacognition and Consciousness
← Back to 2.3 Vision and visual perception

Chapter 2 · Optional lab

The visual lab

Realistic illustrations of the eye and retina, an interactive model of receptive fields and clickable maps of the visual pathways. No scores or assessments – explore for as long as it helps.

Visual processing

Why can light beside a point change a cell's response to that point?

We follow the response of a single ganglion cell. Through lateral inhibition, activity in one part of a circuit can reduce the response in neighbouring pathways. A receptive field describes where in the visual field stimulation can change the selected cell's activity. It includes regions that increase the response and regions that decrease it.

ON and OFF are parallel biological pathways with opposite contrast preferences. Here we compare two models of those pathways; a neuron does not change its biological identity when you switch.

Click the centre or surround, or adjust the light with the sliders. Follow how the contributions and the cell's model response change.

1Where does the light fall?

Centre: 50/100; Surround: 50/100. The centre and annular surround belong to the same cell's receptive field. The circle represents part of visual space and its retinal projection — not the cell's body or a separate receptor.Centre50Surround50ON · One selected cell
The centre and annular surround belong to the same cell's receptive field. The circle represents part of visual space and its retinal projection — not the cell's body or a separate receptor.

2How do the contributions combine?

Centre: +0.50; Pooled surround: −0.50; Centre + surround: 0.00. The arrows show how the centre and surround affect the selected cell in the model. Their contributions have opposite signs and add up to a contrast response. This is a functional sketch; individual synapses are not shown. Negative values denote suppressive contributions on the model's scale.Centre50 / 100Pooled surround50 / 100+0.50−0.50ΣOne selected cell · ON
The arrows show how the centre and surround affect the selected cell in the model. Their contributions have opposite signs and add up to a contrast response. This is a functional sketch; individual synapses are not shown. Negative values denote suppressive contributions on the model's scale.

The model's relative contrast response

0.00

Equal illumination in both regions: the opposing contributions cancel in the balanced model, even when both are dark.

The same centre, with and without the surround contribution

Centre contribution alone

+0.50

Centre + surround

0.00

The model: R_ON = (centre − surround) / 100 and R_OFF = −R_ON. It is balanced, so uniform light gives zero by construction — a property of the model, not a general physiological law. The model has no noise, time course or adaptation. The values are not measurements or firing rates.

Receptive fields and contrast enhancement

Centre–surround organisation contributes to contrast enhancement. Because light in the centre and light in the surround have opposing effects on the cell's response, differences between neighbouring parts of the visual field are emphasised. Imagine a light cup against a dark background. A receptive field near the cup's edge may receive more light in its centre than in its surround. The cell's response then provides information about a possible boundary between surfaces. It is the contrast in the nervous system's signals that is emphasised; the light from the cup does not change. Edges are one of several cues that work with colour, texture and context when we recognise an object.

When you look at the cup, each ganglion cell conveys information about part of the visual field. Many cells' receptive fields overlap, and different cell types process partly different properties in parallel. The pattern of activity across many cells therefore carries information both about where something happens in the visual field and about what changes there. An individual ganglion cell does not recognise the cup; its signals contribute to further processing.

The concept of a receptive field also applies to touch. Here it describes the area of skin that can influence a particular neuron's activity. The fields' size and their combined coverage of the skin help us understand how the nervous system can locate touch and distinguish details.

From the model to the retina

Photoreceptors influence ganglion cells through retinal circuits. Light hyperpolarises photoreceptors and reduces their glutamate release. Horizontal-cell feedback and feedforward influences help shape surround effects in the outer retina; amacrine circuits also contribute in the inner retina. This is not a simple chain in which neighbouring ganglion cells inhibit one another.

Centre–surround antagonism is a functional description. This subtraction is not a complete physiological mechanism, and not all ganglion cells have simple circular fields. It also does not by itself explain simultaneous contrast in section 2.1. Kuffler's classic recordings concern cats. Ströh and colleagues' mouse experiment shows that altered inputs to horizontal cells can change the surround of transient OFF-alpha ganglion cells — not that a single circuit explains every human receptive field.

Sources for the model and retinal explanation

Illustrations and models for learning; not measurements.