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Paper 1- Psychology > perception > Flashcards

perception Flashcards

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1
Q

what are the 2 depth cues?

A

monocular and binocular

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2
Q

what is a depth cue

A

they help us understand distance and depth

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3
Q

what are visual cues

A

visual info from the environment about movement and distance

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4
Q

what is a monocular depth cue

A

cues that require the use of only one eye

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5
Q

what are visual constancies

A

our ability to see an object as the same even if the actual image received has changed e.g get closer or different angle

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6
Q

what is retinal disparity

A

the way that the left and right eye view slightly different images- the size of the difference gives the brain info about depth and distance

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7
Q

what are the 5 monocular depth cues

A
  1. height in plane
    2.relaive size
  2. occlusion
    4.linear perspective
    5.texture gradient
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8
Q

what is height in plane

A

things further away often appear higher up

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8
Q

what is relative size

A

things that are closer seem to be larger- the more distant the object is the smaller the image will be on your retina

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9
Q

what is occlusion

A

objects that are covering up another object appear to be closer

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10
Q

what is linear perspective

A

straight lines seem to be pointing towards a single point on the horizon(vanishing point)

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11
Q

what is texture gradient

A

when an object is more distant it take in less detail of the texture

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12
Q

what are binocular depth cues

A

cues that are only detected when both eyes are used

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13
Q

what are the 2 binocular depth cues

A
  1. convergence
  2. retinal disparity
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14
Q

what is convergence

A

the muscles work harder when looking at things that are closer this muscle movement provides our brain with info about depth and distance

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15
Q

what is retinal disparity

A

comparing the different images received by the 2 eyes- if something is closer there is quite a difference but the further away there is less

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16
Q

what is the numonic used to remember the 2 binocular depth cues

A

Cats(convergence)
Meow(muscles)
Rats(retinal disparity)
Don’t (difference)

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17
Q

what is the aim of the Bruner and Minturns study of expectation

A

to see whether pp interpretations of an ambiguous figures was affected by the context it was shown in

18
Q

what were the results of the study of expectation on perceptual set

A
  • the groups that saw a sequence of letters were more likely to say it was B
    -the group that saw numbers were more likely to say 13
    -those who saw either produced mixed results
19
Q

what was the conclusion of the study of expectation

A
  • suggests expectation is important influence on perceptual set
    -by changing the context the info is presented with, it is possible to change the info percieved
20
Q

what was the method for the study of expectation

A
  1. letters were flashed up very quickly then increased by 20 mili seconds each time. pp were asked to draw the figure as soon as they saw it
    - half of pp were shown 4 letter than stimulus, numbers than stimulus, then mix
    - other pp shown numbers first, then letter, then mixed
    - the stimulus in the middle was always the same
21
Q

what was the sample for the study of expectation

A

24 students

22
Q

was the expectation study a lab study

A

yes

23
Q

what was the design of the study of expectation

A

independent groups design

24
Q

name 3 strengths of Bruner and Minturns study for expectation

A
  • reliability- lab experiment which eliminated extraneous variables, well controlled
  • supporting evidence- a study showing a ambiguous “rat-man”, those who saw faces before perceived it as a face( what people are expecting to see is often what they do)

-the study can explain errors people make, supports the idea context and expectation in perception helps understand errors in judgement(application to real life)

25
Q

name 2 weaknesses of the study of expectation

A
  • low in validity- ambiguous figure is not something we see every day so can lead to invalid results, it may be unfamilarity that affected the perception
  • low in genrelisability- 24 student pp a small limited sample, less represenstitive of entire population
26
Q

what was the aim of gilchrist and nesbergs study of motivation

A

to find out what effect food deptivation would have on the perception of food related pictures- see if motivation affected perception

27
Q

were pp told the true aim in the study of motivation

A

no- told it was an excerise on matching pictures

28
Q

what was the method for the study of motivation

A
  1. pp were shown 4 slides with food on for 15 seconds
  2. after each slide, the projecter turned off for 15 seconds then turned on again but dimmer
  3. the pp were asked to adjust the lighting of the pic so it looked the same as before
  4. pp were tested at beginning, after 6 hrs and 20 hrs
29
Q

what was the sample for the study of motivation

A
  • experimental group of 26 pp volunteered to go without food and water for 20 hrs
  • control group who had normal meals
  • pp were randomly assigned condition
30
Q

what was the design for the study of motivation

A

independents group deign

31
Q

what were the results for the study of motivation

A

food deprived pp made the pictures brighter than they were- did not occur in control group

32
Q

what were the conclusions for the study of motivation

A
  • suggested hunger was a motivating factor that affects perception(food deprivation make the pictures look more appealing
33
Q

name 3 strengths for the study of motivation

A
  • validity- other studies have found pp without food are more likely to see and ambigous figure as food thi supports their study and increases validity
  • real validity as the pp were really hungry so it was realistic measure of hunger as a motivating factor
  • reliability- took place in a controlled lab, timing and images were controlled ensuring no extraneous variables were present
34
Q

name 3 weaknesses for the study of motivation

A
  • drepiving people of food is not ethical- pp gave informed consent but may not have realised how hard it would be and feel like they couldn’t quit
  • validity- not realistic of everyday life as pp were asked to judge pictures not real food, effects how far the results can be genrelised to everyday life
  • low in genrelisability- sample is 26 pp all from university so may not be representitive of hunger being a motivating factor to be applied to whole population
35
Q

what does Gregorys constructivist theory of perception say (3)

A
  • strongly suggests perception develops from nurture
  • believes we use past experiences to interpret the world around us
  • argues we construct te world around us by making guesses based on our past
36
Q

what does Gregorys constructivist theory of perception say about inferences

A

a lot of what we perceive is incomplete and ambiguous so our brain will fill in the gaps using infrences/ conclusions, it is mostly correct

37
Q

what does Gregorys constructivist theory of perception say about perceptual hypotheses

A

we make reasonable guesses on what is most likely to be

38
Q

which theory does Gregorys constructivist theory contrast

A

Gibsons theory

39
Q

what is a perceptual hypothesis

A

the most probable explanation for the visual info we recieve

40
Q

what does Gregorys constructivist theory of perception say about visual cues

A
  • when making infrences with visual cues, usually our perception is accurate
  • sometimes we interpret cues wrong
    e.g visual illusions this happens when our brain draws on the wrong conclusion
41
Q

what does Gregorys constructivist theory of perception say about past experiences( role of nurture)

A
  • says out understanding of visual cues is learned from experience
  • our perception becomes more sophisticated as we grow up and interact with the world
  • cultural back ground and the way we are raised can influence the way we see things
42
Q

name 3 strengths of Gregory’s constructivist theory of perception

A
  • supporting evidence, suggests interpretations we make of the sensations we receive are affected by past experiences
  • supporting evidence, the muller lyer illusion was not percieved by people who live in round houses- suggests illusions can occur because of culutural differences
  • prior knowledge was said to be important and is supported, found pp were better at estimating sizes of objects when they were familliar
43
Q

name 2 weaknesses of Gregory’s constructivist theory of perception

A
  • does not explain unusual illusions od perception, therefore gibsons theory might be better used as it explains everyday perception better
  • cannot explain how perception starts, lots of studies show babies have some perceptual abilities from birth which shows not all perception is the result of nurture- it may be innate

Paper 1- Psychology (5 decks)

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