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Perception Flashcards

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1
Q

Gibson’s direct theory of perception

A

The environment gives us all the information we need.

Perception doesn’t draw on past experience (the influence of nature)

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2
Q

Gregory’s constructivist theory of perception

A

We use past experiences to make sense of the world.

Proposes that sensation and perception are not the same.

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3
Q

Sensation definition

A

Physical stimulation of the five senses processed by the sense receptors.

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4
Q

Perception definition

A

Brain interpreting and storing sensory information.

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5
Q

difference between sensation and perception

A

sensation is detecting a stimulus

perception is interpreting what it means.

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6
Q

Theories of perception

A

Perception theories differ, there is:

Gregory’s constructivist theory - sees the difference between perception and sensation.

Gibson’s direct theory - Gibson does not see the difference between perception and sensation.

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7
Q

Ponzo illusion

A

misinterpreted depth cue. Perceives horizontal line higher up as longer.

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8
Q

Muller-Lyer illusion

A

Misinterpreted depth cue. Two vertical lines the same length. Line with outgoing fins interpreted as longer.

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9
Q

Rubin’s vase

A

Ambiguous figure. Face and vase. Both are correct, brain switches back and forth from both.

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10
Q

Ames room

A

Misinterpreted depth cue. Room the shape of a trapezoid, people seen as different sizes even though they are the same.

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11
Q

binocular depth cues meaning

A

depth cues with two eyes

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12
Q

monocular depth cues meaning

A

depth cues with one eye

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13
Q

cues definition

A

information about movement, distance, etc

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14
Q

constancies definition

A

see an object as the same from different angles and distances.

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15
Q

Types of binocular depth cues

A

Retinal disparity and convergence

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16
Q

Retinal disparity meaning

A

difference between the view of the left and right eye gives informations to the brain about depth and distance.

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17
Q

Convergence meaning

A

Eyes point closer together when an object is close. Muscles work harder so know depth and distance.

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18
Q

types of monocular depth cues

A

Height in plane, relative size, occlusion and linear perspective.

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19
Q

Height in plane meaning

A

objects higher up appear further away.

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20
Q

Relative size meaning

A

smaller objects appear further away.

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21
Q

Occlusion meaning

A

If one object obscures another part of an object, it is seen as closer.

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22
Q

Linear perspective meaning

A

parallel lines appear closer as they become more distant.

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23
Q

size constancy meaning

A

objects perceived as a constant size despite size on the retina changing with distance.

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24
Q

fiction meaning

A

seeing something that is not there.

25
Q

misinterpreted depth cues meaning

A

Objects apparently in the distance scaled up by the brain to look normal size, causes visual illusions.

26
Q

Ambiguous figures meaning

A

two possible interpretations of the image, brain can’t decide which is correct.

27
Q

Gibson - sufficient information for direct proportion meaning

A

sensation and perceptions are the same.

The eyes detect everything we need without having to make interferences.

28
Q

Gibson - Optic flow patterns meaning

A

when moving, things in the distance appear stationary and everything else rushes past. Provides perceptual information about speed and distance.

29
Q

Gibson - motion parallax meaning

A

A monocular depth cue, when we are moving past them, closer objects appear to move faster than objects that are further away.

Provide perceptual information about speed and distance.

30
Q

Gibson - the influence of nature

A

perception is inborn not learned.

31
Q

Gregory - perception as a construction meaning

A

brain uses incoming information and information we already know to form a hypothesis/guess

32
Q

Gregory - Inference meaning

A

Brain fills in the gaps to create a conclusion about what is being seen.

33
Q

Gregory - Visual cues meaning

A

Visual illusions occur because of incorrect conclusions from visual cues.

34
Q

Gregory - Past experience, the role of nurture meaning

A

Perception is learned from experience.

The more we interact the more sophisticated our perception.

35
Q

Gibson’s theory - Evaluation points

A

Real-world meaning - research was on WW2 pilots, so relevant to daily life.

Theory struggles to explain visual illusions - perceptions are seen as accurate but illusions trick the brain, so the theory is incomplete.

Support for the role of nature - Gibson and Walk showed that few infants crawl off of a visual cliff, which shows that they are born with depth perception.

36
Q

Gregory’s theory - evaluation points

A

Support of research in different cultures - people interpret visual cues differently (e.g., Hudson’s study) showing experience effects perception.

Visual illusions - Gregory’s theory used 2D illusions which are artificial, so don’t apply to the real world.

37
Q

Culture definition

A

social world we live in (culture) affects what our senses pick up.

38
Q

Hudson’s study method

A

Showed 2D pictures to black and white school children, schooled and unschooled.

Children were asked what was nearer the man, the elephant or the antelope?

39
Q

Hudson’s study aim

A

To find out whether different cultures perceive depth cues in 2D images differently.

40
Q

Hudson’s study results

A

Black and white schooled participants more likely to see depth than unschooled participants.

White schooled participants more likely to perceive depth than black schooled participants.

41
Q

Hudson’s study conclusions

A

Different cultures use depth cues differently, so have a different perceptual set.

42
Q

Hudson’s study evaluation points

A

Cross-cultural research - language differences could’ve made method used unclear, so validity is affected.

Problems with the method - The way the pictures were represented ay have confused participants, affecting findings.

Poor design - Early cross-cultural studies were poorly designed (no control group) causing findings to lack validity.

43
Q

factors affecting perception

A

emotion, expectation, culture and motivation.

44
Q

McGinnie’s study aim

A

to know if anxiety-provoking things are noticed more than neutral things.

45
Q

McGinnie’s study method

A

Students shown natural and ‘taboo’ words. Had to say word out loud.

Emotional arousal measured through GSR.

46
Q

McGinnie’s study results

A

Took longer to say taboo words. Taboo words gave bigger change in GSR.

47
Q

McGinnie’s study conclusion

A

Emotion affects perceptual set, in this case perceptual defence.

48
Q

McGinnie’s study Evaluation points

A

Objective measurement - GSR is a scientific measurement to measure emotion, better than rating scales.

Embarrassment not defence - delayed recognition may just be embarrassment not perceptual defence.

49
Q

Gilchrist and Nesburg study aim

A

To find out if food deprivation affects the perception of food.

50
Q

Gilchrist and Nesburg study method

A

Hungry (no food for 20 hours) and not hungry participants shown a slide of a meal. Had to adjust light level of slide shown.

51
Q

Gilchrist and Nesburg study results

A

Perceived food as brighter the longer the participant was deprived of food.

52
Q

Gilchrist and Nesburg study conclusion

A

Sensitivity greater when deprived of food.

Hunger is a motivating factor that affects perception of food.

53
Q

Gilchrist and Nesburg study evaluation points

A

Support from similar studies - Sandford’s study found similar results which strengthens the validity of the conclusions.

Ethical issues - depriving people of food causes discomfort, a case of physical harm.

Not like everyday life - It is difficult to draw conclusions from a study that is inconsistent.

54
Q

Bruner and Minturn’s study aim

A

to find out if an ambiguous figure is seen differently if context is changed.

55
Q

Bruner and Minturn’s study method

A

Participants shown a sequence of either numbers or letters with an ambiguous figure in the middle.

56
Q

Bruner and Minturn’s study results

A

Those who saw letters said B.

Those who saw numbers said 13.

57
Q

Bruner and Minturn’s study conclusions

A

Shows expectation if affected by by the context the figure is presented.

58
Q

Bruner and Minturn’s study evaluation points

A

Artificial task - Ambiguous figures are designed to trick perception, so task lacks validity.

Independent groups design - Participant variables may have caused the difference in results not expectation.

Real-world application - The study can explain the sometimes serious mistakes people make in the real world.

Psychology (7 decks)

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