Class 7 - Sensation and Perception Flashcards
1
Q
Sensation
A
The ENCODING of physical energy from the environment
2
Q
Perception
A
the DECODING of sensations (selection, organization, interpretation)
3
Q
Psychophysics
A
The study of how physical stimuli are translated into a psychological experience
4
Q
What are some of the different types of stimuli that we can detect?
A
Sound
Light
Weight
Proprioception aka Kinesthesis - known the location of your limbs
5
Q
Visual Pathway
A
Optic Chiasma, role of rods and cones
6
Q
Motor and Sensory Regions of the brain
A
Frontal lobe - motor cortex and motor association area (where voluntary movement is controlled)
Prefrontal Cortex - makes sense of what we experience
Broca’s area - produces speech
Auditory association area
Wernicke’s Area - processing and understanding written or spoken speech
visual cortex - process visual imagery
Parietal lobe - understand position of limbs (proprioception) and feel what is happening with the body - thalamus located here
7
Q
Broca’s Aphasia
A
Non-fluent aphasia
Broken speech, cannot produce speech but still understand it
8
Q
Broca’s Aphasia
A
Non-fluent aphasia
Broken speech, cannot produce speech but still understand it
9
Q
Wernicke’s Aphasia
A
Fluent Aphasia
Cannot understand speech, but can still speak
Person says things that don’t make sense and cannot follow conversation
10
Q
Agnosia
A
Inability to process sensory information
ex. face blindness
11
Q
Visual Agnosia
A
Face blindness (Prosopagnosia) - cannot recognize people’s faces
12
Q
Frontal Lobe
A
Planning, Concentration, Problem solving, Personality, Senses of Smell, Language Production (Broca’s area), Speech, Voluntary movement, Emotional Reactions
13
Q
Parietal Lobe
A
Taste, Body Awareness, Touch and Pressure
14
Q
Temporal Lobe
A
Hearing, Language comprehension (Wernicke’s area), Facial Recognition (face blindness indicates damage to temporal lobe)
15
Q
Occipital Lobe
A
Visual Processing
16
Q
Cerebellum
A
Movement, Coordination, Balance, Motor Memory (procedural memory)
17
Q
Kinesthesis/Proprioception
A
Allows us to sense the position of our limbs in space as well as detect bodily movements
18
Q
Mechanoreceptors
A
Detect mechanical disturbances like pressure or distortion
19
Q
Proprioceptors
A
Respond to physical disturbances in the body
20
Q
Muscle spindles detect…
A
Muscle stretch
21
Q
Golgi Tendon Organs detect…
A
Tension in the tendons
22
Q
Joint Capsule Receptors detect…
A
Pressure, tension, and movement in the joints
23
Q
Thermoreceptors
A
Communicate information about heat
24
Q
Nociceptors
A
Communicate information about pain
25
Left Brain Hemisphere Domain
Analytical, logical, detail oriented, ordered sequencing, rational thought, verbal, cautious, planning, math/science, right visual field, right side motor skills
26
Right Brain Hemisphere Domain
Emotional reasoning/processing, intuitive thought, holistic, random sequencing, emotional thought, non-verbal, adventurous, impulsive, creative (artists and musicians), imagination, left visual field, left side motor skills
27
Corpus callosum
connects 2 hemispheres of the brain for communication; severing this helps treat seizures
28
Weber's Law
The size of the just noticeable difference is a constant proportion of the original stimulus value;
applies to more weak rather than strong stimuli
29
Just Noticeable Difference for Light Intensity
8% difference perceived in humans
30
Just Noticeable Difference for Sound Intensity
0.3% difference perceived by humans
31
Just Noticeable Difference for Weight
2% difference perceived by humans
32
Signal Detection Theory
A method for quantifying a person's ability to detect a given stimulus (the "signal") amidst other, non-important stimuli ("noise")
33
Signal Detection Theory - Stimulus Present + Response Present
Hit
34
Signal Detection Theory - Stimulus Present + Response Absent
False Positive - Type I Error
35
Signal Detection Theory - Stimulus Absent + Response Present
Miss - False Negative - Type II Error
36
Signal Detection Theory - Stimulus Absent + Response Absent
Correct Rejection
37
Signal Detection Theory - Stimulus Absent + Response Absent
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Type I Error
False Alarm - thinking something is there when it's not
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Type II Error
Miss - Missing something that is there
40
Detecting the stimulus requires
1. Aquiring information
2. applying criteria
41
2 types of Noise that can interfere with he subjects accuracy in detecting stimuli
1. External noise - anything outside the subject (ex. strong cologne, air conditioner)
2. Internal noise - anything within the subject (ex. thoughts, stomach growling)
42
Receiver Operating Characteristic (ROC) Curve
A ROC curve is a graphical plot that tracks the hit rate vs. false alarm rate in order to graphically represent a receiver's (a person's) accuracy at a given task
More area under the curve means more accuracy
43
Four Stimulus Properties that need to be communicated to the central nervous system
1. Modality
2. Location
3. Intensity
4. Duration
44
Modality of Stimulus
The type of stimulus that is being detected; modality is communicated based on the type of receptor that is firing
45
Location of Stimulus
Communicated by the receptive field of the stimulus
46
Intensity of Stimulus
How strong the stimulus is; encoded by the rate of firing of action potentials
47
Duration of Stimulus
How long the stimulus is present
48
Role of Tonic Receptors
Fire throughout the duration of the stimulus but are subject to more habituation;
generate action potentials as long as the stimulus is present
49
Role of Phasic Receptors
Detects changes or phases in and out;
Fire only when the stimulus begins; these receptors communicate changes in stimuli
50
Feature Detection Theory
There are certain neurons to detect certain visual stimuli like shape, angles, or motion; explains that certain parts of the brain are activated for specific visual stimuli;
The visual cortex passes sensory information to the part of the brain responsible for the perception of that object;
Explains why people who've had strokes have visual processing missing
51
Parallel Processing
Occurs so that many aspects of a visual stimulus (shape, color, motion, depth) are processed simultaneously rather than in a step-wise fashion (serial processing);
Also occurs at the level of detail to abstraction
52
3 Stages of Perception
1. Stimulus
2. Electrochemical Processes
3. Experience and Action
53
Stimulus types
Environmental stimulus, Attended Stimulus, Stimulus on Receptors)
54
Electrochemical Process types
Transduction, Transmission, Processing
55
Experience and Action types
Perception, Recognition, Action
56
Bottom-Up Processing
Starts with information from our sensory receptors and builds up to a final product in our brain; this type of processing assumes that we start with the details and end with the final representation in our mind;
AKA structuralism
57
Top-Down Processing
Starts with a larger concept or idea and works down to the details; this type of processing assumes that we start with an idea about the final representation (which is influenced by our knowledge, experiences, and expectations), and work down to the sensory details in our mind;
AKA Gestalt Principles
58
Perceptual Organization
In order to transform sensory information into useful perceptions, we must organize it. We must perceive objects as being separate from their environments and having constant form. We must also be able to detect motion and perceive distance
59
Gestalt Psychology
Studies the predictable ways in which we organize sensory information ('parts') into a meaningful pattern ('whole') that we perceive
60
Gestalt Law of Closure
We see contours around an object to enclose it and give it a shape in our eyes
61
Gestalt Law of Continuation
Anything that appears to be a line will be perceived as an unbroken line, even if they are interrupted
62
Gestalt Law of Emergence
Objects emerge from an image even if they are not fully given shape
63
Gestalt Law of Figure/Ground
A figure appears among a background
64
Gestalt Laws of Grouping
ex. similarity, proximity
We group things together based on how they appear to us
65
Gestalt Law of Proximity
When objects are close together, we often perceive them as one thing
66
Gestalt Law of Similarity
When objects like similar, we group them together
67
Depth Perception aka Binocular Depth Cues
The ability to see objects in three dimensions despite the fact that images are imposed on the retina in only 2 dimensions. Depth perception allows us to judge distance
ex. retinal disparity and convergence
68
Retinal Disparity
The brain compares the images projected onto the two retinas in order to perceive distance; the greater the difference between the two images, the shorter the distance
ex. floating finger sausage
69
Convergence
The extent to which the eyes turn inward when looking at an object; the greater the angle of convergence or inward strain, the closer the object
70
Monocular Depth Cues
the depth cues that are dependent on information that is available to either eye alone
ex. relative size, interposition, relative clarity, texture gradient, relative height, linear perspective, light and shadow, relative motion
71
Relative Size
If objects are assumed to be the same size, the one that casts the smaller image on the retina appears more distant
ex. elk are same size, so bigger elk appears to be closer than smaller elk
72
Interposition
If one object blocks the view of another, we perceive it as closer
ex. if elk is blocking second elk, first one is closer
73
Relative Clarity
We perceive hazy objects as being more distant than sharp, clear objects
ex. field of flowers - distant flowers are hazy
74
Texture Gradient
Change from a coarse, distant texture to a fine, indistinct texture indicates increasing distance
ex. flower field - flowers in distance have indistinct texture
75
Relative Height
We perceive objects that are higher in the visual field as farther away
ex. train tracks - in an image train tracks get higher as the distance increases
76
Linear Perspective
Parallel lines appear to converge as distance increases. The greater the convergence, the greater the perceived distance
ex. train tracks - two rails that make up train track run parallel and get closer together as distance increases
77
Light and Shadow
Closer objects reflect more light than distant objects. The dimmer of the two identical objects will seem farther away
ex. row of windows - farther windows appear dimmer and like less light comes through
78
Relative Motion
As we move, stable objects appear to move as well. Objects that are near to us appear to move faster than objects farther away
ex. looking at trees from the window of a moving car
79
Perpetual Constancy
We perceive an object as unchanging even as the illumination, angle, and distance of the object changes
ex. shape constancy, size constancy, lightness constancy
80
Shape Constancy
Familiar objects are perceived as having constant form despite changes in the images that are projected onto our retina
ex. approaching cars appear to be the same shape
81
Shape Constancy
82
Size Constancy
We perceive objects as having constancy size even as the distance of the object changes
83
Lightness (Brightness) Constancy
We perceive objects as having constant brightness despite changes in illumination
84
Multi-Store Model of Memory
Sensory memory (iconic and acoustic memory) is given attention and is put into short-term/working memory
85
Broadbent Filter Model of Selective Attention
Aims to explain that in an otherwise distracting environment, we can focus on a single task;
A lot of information enters our sensory stores and some of that info makes it through the selective filter into our working memory and the other information is filtered out and decays
This theory explains why we are not constantly overwhelmed by all of the stimuli in our environment
Doesn't account for cocktail party effect
86
Cocktail Party Effect
Occurs when you filter out other conversations, until your name (or something equally salient) is mentioned, art which point you shift your attention to this other channel
87
Treisman Attenuation Model of Selective Attention
Aims to explain that in an otherwise distracting environment, we can focus on a single task, but DOES account for the cocktail party effect;
Some information not attended to can still be detected under the right conditions;
Accordingly, information not attended to does not decay (as in Broadbent's model), but rather it is "turned down" to a lower volume. Information from that channel is still processed, just not as consciously
88
Attenuating Filter
Weaken the signal/ turns down the volume of sensory information in an environment
89
Divided Attention
Multitasking
Successful multitasking depends upon a few factors such as task similarity, task difficulty, and task practice
90
Schema
A mental framework that allows us to organize our experiences/stimuli and respond to new experiences/stimuli
91
Assimilation
Interpreting new information based on our current schemas
92
Accommodation
Incorporate new information and experiences into our existing schemas
93
Piaget's Stages for Cognitive Development
1. Sensorimotor Stage
2. Pre-operational Stage
3. Concrete Operations Stage
4. Formal Operations Stage
94
Sensorimotor Stage of Piaget's Stages (Age Range, Description, and Milestones)
Age: 0-1.5/2 yrs
Description: no long term memory, don't form new memories that quickly, no object permanence, live in the here and now; Child experiences the world directly through senses and motor movement
Milestones: Must overcome object permanence and stranger anxiety
95
Pre-Operational Stage of Piaget's Stages (Age Range, Description, and Milestones)
Age: 2-6/7 yrs
Description:
Milestones:
96
Concrete Operations Stage of Piaget's Stages (Age Range, Description, and Milestones)
Age: 7-11 yrs
Description:
Milestones:
97
Formal Operations Stage of Piaget's Stages (Age Range, Description, and Milestones)
Age: 12- Adult
Description:
Milestones:
98
Fixation
Occurs when we have structured a problem in our mind a certain way, even if that way is ineffective, and are unable to restructure it; we are then unable to see the problem from a fresh perspective
99
Functional fixedness
A mental bias that limits our view of how an object can be used, based on how that object is traditionally used
100
Mental Set
Our tendency to approach situations in a certain way because that method worked for us in the past
101
Availability Heuristic
Occurs when we rely on examples that immediately come to mind when we are trying to make a decision or judgement. By relying on what is just available in our minds, rather than doing actual research, we can overestimate the probability and likelihood of something happening
102
Representativeness Heuristic
Occurs when we estimate the likelihood of an event by comparing it to an existing prototype that already exists/representation in our minds. Our prototype is what we think is the most relevant or typical example of a particular event or object
103
Intelligence
The ability to learn from experience and adapt to the environment
General intelligence represented by a 'g'
104
Social Intelligence
The ability to manage and understand people
105
Emotional Intelligence
The ability to monitor and discriminate emotions in order to guide thinking and action
106
Two Types of Intelligence
1. Fluid Intelligence
2. Crystallized Intelligence
107
Fluid Intelligence
Ability to reason abstractly, speed at which you can process info
108
Crystallized Intelligence
Accumulated knowledge and verbal skills
109
Two Mindsets regarding intelligence
1. Fixed
2. Growth
110
Fixed Mindset
Belief that intelligence and abilities are static
111
Growth Mindset
Belief that intelligence and abilities can be developed through effort
112
Language Development (4-6 Months)
Infants babble using all sounds
113
Language Development (6-9 Months)
Babbling becomes more focused, sounds narrow
114
Language Development (10-12 months)
First words develop
115
Language Development (18-24 Months)
Toddlers begin using 2-word phrases ("Me up" "Get milk")
116
Language Development (2-3 yrs)
Children begin using 3-word phrases in correct order with inflection
117
Language Development (4-5 yrs)
Children start speaking with accurate syntax
118
Language Development (5-7 yrs)
Children begin using and understanding more complex language
119
Language Development (9+ yrs)
Children understand almost all forms of language
120
Noam Chomsky's Nativist Theory
Proposes that infants are born with the innate ability to use language. According to this theory, human brains have evolved a language acquisition device that is innately capable of understanding universal grammar common to all human languages. All normally-developing humans will automatically learn language when exposed to it during a critical period that ends before puberty
121
BF Skinner's Behaviorist Theory of Language
Posits that language develops through the associative learning principle of classical and, more importantly, operant conditioning
122
Lev Vygotsky's Interactionist Theory of Language
Lies somewhere in between Skinner and Chomsky's theories; admits some innate ability and biological predispositions, but emphasizes social interactions and cognitive development as the most important factors (as expected from a symbolic interactionist theory)
123
Broca's Area
Associated with LANGUAGE PRODUCTION
124
Wernicke's Area
Associated with UNDERSTANDING WRITTEN AND SPOKEN LANGUAGE
125
Broca's Aphasia
Non-fluent aphasia with intact comprehension
Difficulty producing speech
126
Wernicke's Aphasia
Fluent aphasia with impaired comprehension
Difficulty understanding written and spoken language
127
Linguistic Relativity Hypothesis
This principle holds that the different structures and vocabulary of different languages strongly affect the thinking of those who use these languages. In particular, experimental evidence suggests that linguistic differences in categorization (e.g., color categories) can influence the categorical perception of the speakers of those languages
128
Linguistic Determinism
Stronger than Linguistic Relativity Hypothesis; Holds that language determines though and emotions/feelings, and linguistic categories limit and determine cognitive categories
AKA Sapir-Wharf Hypothesis
