The whole
is different.

What your eye is doing

Nearby elements read as a group. Short gaps gather the dots into neighborhoods; the larger gap separates them.

What your eye is doing

Shared appearance creates a visual family. Mint circles and orange squares form families even when they are interleaved.

What your eye is doing

The mind completes missing boundaries. Interrupted arcs imply complete circles without drawing their whole outlines.

What your eye is doing

We tend to follow a smooth path through an intersection. Two crossing routes preserve their direction; follow each route through the crossing.

What your eye is doing

We separate a foreground figure from its surrounding ground. Read the light central vase, then the dark profiles on either side. The shared edges support two readings.

What your eye is doing

Elements moving together tend to belong together. The mint travelers move in one rhythm; the orange travelers move in the opposite direction.

What your eye is doing

An enclosing boundary groups what is inside it. Each tinted enclosure collects its contents, even when their spacing is similar across the boundary.

What your eye is doing

A visible link can make separate objects read as one unit. Thin bridges explicitly bind dots into pairs; look for the pairs before the separate dots.

What your eye is doing

Balanced counterparts can organize into a single form. Matching left and right contours share a vertical axis and read as a balanced whole.

What your eye is doing

We tend toward a simple, stable organization of a complex image. Three overlapping circles are an economical reading of many intersecting arcs. This is an illustration of good form, not a measurement of perception.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Similarity. Alternating mint circles and orange squares form two visual families.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Closure. Broken circular contours ask the eye to complete each ring.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Closure. Broken circular contours ask the eye to complete each ring.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Good continuation. Crossing routes preserve straight continuations behind the islands.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Good continuation. Crossing routes preserve straight continuations behind the islands.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Good continuation. Crossing routes preserve straight continuations behind the islands.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Common region. Tinted, bordered enclosures gather each island’s contents.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Symmetry. The right island reflects the left across the centerline (motion can temporarily disturb the balance).

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Symmetry. The right island reflects the left across the centerline (motion can temporarily disturb the balance).

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Symmetry. The right island reflects the left across the centerline (motion can temporarily disturb the balance).

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Symmetry. The right island reflects the left across the centerline (motion can temporarily disturb the balance).

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Symmetry. The right island reflects the left across the centerline (motion can temporarily disturb the balance).

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Symmetry. The right island reflects the left across the centerline (motion can temporarily disturb the balance).

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Common region. Tinted, bordered enclosures gather each island’s contents.
• Symmetry. The right island reflects the left across the centerline (motion can temporarily disturb the balance).

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Connectedness. Bridges and stems add explicit links to the dot network.
• Symmetry. The right island reflects the left across the centerline (motion can temporarily disturb the balance).

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Prägnanz / good form. Three complete overlapping circles offer a simpler reading than a collection of separate arcs.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Prägnanz / good form. Three complete overlapping circles offer a simpler reading than a collection of separate arcs.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Prägnanz / good form. Three complete overlapping circles offer a simpler reading than a collection of separate arcs.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Prägnanz / good form. Three complete overlapping circles offer a simpler reading than a collection of separate arcs.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Prägnanz / good form. Three complete overlapping circles offer a simpler reading than a collection of separate arcs.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Prägnanz / good form. Three complete overlapping circles offer a simpler reading than a collection of separate arcs.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Common region. Tinted, bordered enclosures gather each island’s contents.
• Prägnanz / good form. Three complete overlapping circles offer a simpler reading than a collection of separate arcs.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Connectedness. Bridges and stems add explicit links to the dot network.
• Prägnanz / good form. Three complete overlapping circles offer a simpler reading than a collection of separate arcs.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Symmetry. The right island reflects the left across the centerline (motion can temporarily disturb the balance).
• Prägnanz / good form. Three complete overlapping circles offer a simpler reading than a collection of separate arcs.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Similarity. Alternating mint circles and orange squares form two visual families.
• Closure. Broken circular contours ask the eye to complete each ring.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Similarity. Alternating mint circles and orange squares form two visual families.
• Good continuation. Crossing routes preserve straight continuations behind the islands.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Closure. Broken circular contours ask the eye to complete each ring.
• Good continuation. Crossing routes preserve straight continuations behind the islands.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Closure. Broken circular contours ask the eye to complete each ring.
• Good continuation. Crossing routes preserve straight continuations behind the islands.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Similarity. Alternating mint circles and orange squares form two visual families.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Closure. Broken circular contours ask the eye to complete each ring.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Closure. Broken circular contours ask the eye to complete each ring.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Similarity. Alternating mint circles and orange squares form two visual families.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Closure. Broken circular contours ask the eye to complete each ring.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Closure. Broken circular contours ask the eye to complete each ring.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Similarity. Alternating mint circles and orange squares form two visual families.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Closure. Broken circular contours ask the eye to complete each ring.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Closure. Broken circular contours ask the eye to complete each ring.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Common region. Tinted, bordered enclosures gather each island’s contents.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Similarity. Alternating mint circles and orange squares form two visual families.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Closure. Broken circular contours ask the eye to complete each ring.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Closure. Broken circular contours ask the eye to complete each ring.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Good continuation. Crossing routes preserve straight continuations behind the islands.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Figure–ground. Dark islands and a central dark diamond become figures against a light oval ground.
• Common fate. The two islands move in opposing rhythms; each island’s contents travel together.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Proximity. Dots contract into tight clusters inside each island.
• Common region. Tinted, bordered enclosures gather each island’s contents.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Similarity. Alternating mint circles and orange squares form two visual families.
• Common region. Tinted, bordered enclosures gather each island’s contents.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.

How to read this composition

• Closure. Broken circular contours ask the eye to complete each ring.
• Common region. Tinted, bordered enclosures gather each island’s contents.
• Connectedness. Bridges and stems add explicit links to the dot network.

Cues can reinforce or compete. These labels describe intended cues—not proof that other perceptual principles are absent.