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gcse psychology > perception > Flashcards

perception Flashcards

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1
Q

perception

A

how we interpret or make sense of the sensory information that we receive

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2
Q

sensation

A

the information that we receive through our sense

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3
Q

binocular depth cue

A

a way of detecting depth or distance, which requires two eyes in order to work

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4
Q

depth cue

A

a feature of an image which indicates distance

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5
Q

convergence

A

a form of depth perception which uses how eye muscles focus on an image

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6
Q

convergence explanation

A

Convergence works by detecting differences in our eye muscles. Our eyes focus differently when we see things that are closer compared to how they focus when things are further away. The brain detects the differences in how these muscles are working and use this as a cue to perceive distance.

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7
Q

retinal disparity

A

a form of depth perception which compares the images from two eyes side by side

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8
Q

retinal disparity explanation

A

Retinal disparity. The difference between the sensory information received through each eye which is the result of the slightly different angles they have of the world. The more disparity the closer an image/object is.

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9
Q

monocular depth cue

A

a way of detecting depth or distance, which will work with just one eye

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10
Q

the monocular depth cues examples

A

occlusion, linear perspective, height in plane, relative size

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11
Q

height in plane

A

how high the object appears in the image

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12
Q

linear perspective

A

when straight lines are angled so that they would come together at a point on the horizon

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13
Q

relative size

A

how large an object appears in an image

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14
Q

occlusion

A

when one object seems to cover part of another object

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15
Q

visual illusion

A

a visual perception which is wrong or misinterprets what is actually there in reality

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16
Q

reasons our brain is tricked by illusions

A

misinterpreted depth cues, ambiguity, fiction, size constancy

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17
Q

ambiguity

A

having more than one possible meaning or interpretation

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18
Q

fiction

A

the perception of an object or movement that is not present in the stimulus

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19
Q

size constancy

A

keeping our original perception of the size of an object, even when the information received by the eyes changes

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20
Q

misinterpreted depth cues

A

when a depth cue is used inappropriately

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21
Q

visual illusions examples

A

the necker cube, the ponzo illusion, the müller-lyer illusion, the ames room, rubin’s vase, the kanizsa triangle

22
Q

examples of misinterpreted depth cues

A

ponzo illusion (linear perspective), müller lyer illusion (relative size)

23
Q

examples of ambiguity

A

rubin’s vase (two people or a vase), the necker cube (flips between different versions)

24
Q

examples of fiction

A

the kanisza triangle (shapes around it suggest a triangle)

25
Q

examples of size constancy

A

ames room (our brain used to rooms being square)

26
Q

gibson’s direct theory of perception

A

stated that sensation and perception are the same. we don’t need past experiences to judge depth distance and movement, only what is already in our visual field.

  1. optic flow pattern, when moving towards a fixed point it stays stationary while everything else rushes past us
  2. motion parallax, the way that the visual field changes with movement, with close objects seeming to move more quickly than objects that are further away
  3. influence of nature, we don’t need to learn how to perceive, our abilities are innate.
27
Q

motion parallax

A

the way that the visual field changes with movement, with close objects seeming to move more quickly than objects that are further away

28
Q

inference

A

a conclusion reached on the basis of past experience or knowledge

29
Q

nature

A

the idea that our characteristics and behaviour are inherited

30
Q

visual cliff experiment

A

evidence from experiments on infants which show that they are able to perceive depth. in the experiment the fact that babies of 6-12 months old were able to perceive depth is evidence that we are born with this ability and supports gibson’s theory

31
Q

evaluation of gibson’s

A

+ visual cliff experiment
+ theory has real world meaning,research was based on pilots in WW2

  • struggles to explain visual illusions, theory states that we always perceive accurately but illusions involve misperception
  • there are studies that demonstrate that our expectations affect our perception
32
Q

gregory’s constructivist theory of perception

A

proposed that we perceive based on our past experiences. we make sense of the world around us by building our perceptions based partly on incoming information and what we know about the world.

  • inference
33
Q

evaluation of gregory’s

A

+ research supporting it. e.g a study done showed that people in non-western cultures don’t fall for the muller-lyer illusion

  • research that contradicts it, the visual cliff experiment
34
Q

constructivist theory

A

the idea that our perception is built up from our prior knowledge and experience

35
Q

nurture

A

the idea that our characteristics and behaviour are influenced by our environment

36
Q

factors influencing perception

A
  • culture
  • emotion
  • motivation
  • expectation
37
Q

culture

A

a group of people who share similar customs, beliefs and behaviour

38
Q

expectation

A

the beliefs we have about what we are going to experience

39
Q

innate

A

inborn or inherited, not learned

40
Q

perceptual set

A

a state of readiness to perceive certain kinds of stimuli rather than others

41
Q

motivation

A

the drives and needs that cause a person to act in a particular way

42
Q

emotion

A

the moods or feelings that a person experiences

43
Q

gilchrist and nesberg’s need and perceptual change study aim and study design

A

to investigate how motivation affects perception.

laboratory experiment

44
Q

gilchrist and nesberg’s method

A

26 uni students volunteered to go 20 hours without any food, and to only drink water. they were randomly allocated to be in one of two groups: one which actually went 20 hours without food, and the other, a control group, which had their normal meals during the 20 hours.

they were shown 4 slides of a meal for 15 seconds each. after each slide was shown, each picture would be shown again but this time dimmer. the participants had to turn a knob to adjust the brightness of the picture to match the original

they were tested at the beginning of the study, after 6 hours, and after 20 hours

45
Q

gilchrist and nesberg’s results

A

the control group showed little difference in their memory of the brightness of the picture as time went on. but as the experimental group became hungrier, they judged the pictures to be brighter.

46
Q

gilchrist and nesberg’s conclusion

A

hunger can affect the way that we perceive images of food, which suggests that motivation affects perception

47
Q

gilchrist and nesberg’s evaluation

A

+ standard procedure, easy to replicate
+ ecological validity as the experiment involves hunger
+ similar studies with the same results

  • ethical issues of depriving them of food
  • cannot generalize results, very few participants all students of similar age
48
Q

bruner and minturn’s perceptual set study aim and study design

A

to investigate how expectations can direct perception

laboratory experiment

49
Q

bruner and minturn’s method

A

24 student participants were asked to take part in an experiment on recognising numbers and letters. they were split into two groups using independent measures design.

The test stimulus was a broken ‘B’, meaning it could be seen as either a B or the number 13. this was shown to participants after they were flashed a series of either letters, numbers, or a mix very quickly.

The first group was shown the series in the order of letters first, then numbers, then a mix (they were shown the test stimulus after each series). The second group was shown the series in the order of numbers first, then letters, then a mix.

50
Q

bruner and minturn’s results

A

most participants drew the number 13 when they were expecting a number to come up, and the letter B when they were expecting a letter to come up. When they were expecting either a letter or a number they produced mixed results

51
Q

bruner and minturn’s conclusion

A

the researchers concluded that the participants’ expectations had directly affected how they interpreted the stimulus figure.

52
Q

evaluation of bruner and minturn’s

A

+ standardised procedure so could be easily replicated and used counterbalancing to eliminate order effect

+ supports gregory’s theory that perception is influenced by prior knowledge

  • unrepresentative sample cannot be generalised
  • low ecological validity as the task and setting were artificial
  • participants were volunteers

gcse psychology (7 decks)

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