Chapter 3 Flashcards
Figure ground perception
perceiving any object (the figure) as distinct from its surroundings (the ground).
Faces and goblet
Gestalt
In perception, the whole may exceed the sum of its parts.
Image of triangles
Under Gestalt
Proximity
Thanks to proximity, we group nearby figures together. We see not six separate lines, but three sets of two lines
Under Gestalt
Continuity
Through continuity, we perceive smooth, continuous patterns rather than discontinuous ones. This pattern could be a series of alternating semicircles, but we perceive it as two continuous lines—one wavy, one straigh
Under Gestalt
Closer
Using closure, we fill in gaps to create a complete, whole object. Thus, we assume that the circles on the le are complete but partially blocked by the (illusory) triangle. Add nothing more than little line segments to close off the circles and your brain may stop constructing a triangle.
Visual cliff
model of a cliff with a “drop-off” area that was actually covered by sturdy glass. They placed 6- to 14-month- old infants on the edge of the “cliff” and had one of the parents coax the infants to lean over the glass or crawl out onto it oMost infants refused to do so, indicating that they could perceive depth.
Retinal disparity
Because there is space between your eyes, each retina receives a slightly different image of the world. By comparing these two images, your brain can judge how close an object is to you.
Interposition
When an object blocks another, we assume that the blocking object is in a position between our eyes and the block object
Monocular clues
depth cues available to each eye separately
Relative height
Higher= further away
Perpetual consistency
Regardless of the viewing angle, distance, and illumination, we can identify people and things in less time than it takes to draw a breath.
Relative luminance
the amount of light an object reflects relative to its surroundings (FIGURE 18.21). White paper reflects 90 percent of the light falling on it; black paper, only 10 percent.
Shape consistency
we perceive the form of familiar objects, such as the door in FIGURE 18.22, as constant even while our retinas receive changing images of them
Perceptual adaption
But we humans adapt to distorting lenses quickly. Within a few minutes your throws would again be accurate, your stride on target. Remove the lenses and you would experience an a ereffect: At first your throws would err in the opposite direction, sailing off to the right; but again, within minutes you would readapt.
Frequency
Perception of pitch
Short wavelength: high pitched sound
Long wavelength: low pitch sound
Amplitude
Loudness
High amplitude: loud sound
Low amplitude: low sound
Classical conditioning
We learn to expect and prepare for significant events such as the arrival of food or pain (classical conditioning)
Link 2 stimulus to anticipate and event
Operant conditioning
We learn to repeat acts that bring rewards and to avoid acts that bring unwanted results
Cognitive learning
We learn new behaviors by observing events and people, and through language, we learn things we have neither experienced nor observed
Classic conditioning examples
We learn that a flash of lightning signals an impending crack of thunder; when lightning flashes nearby, we start to brace ourselves. We associate stimuli that we do not control, and we respond automatically
Operate conditioning examples
A) being polite B) getting a treat C) behavior straightened
Cognitive learning examples
Chimpanzees, for example, sometimes learn behaviors merely by watching other chimpanzees perform them. If one animal sees another solve a puzzle and gain a food reward, the observer may perform the trick more quickly. So, too, in humans: We look and we learn.
Neutral Stimulus
A stimulus which does not trigger a response
Unconditioned stimulus
A stimulus that triggers a natural response
