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Psychology > Perception > Flashcards

Perception Flashcards

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1
Q

Perception

A

Organisation and interpretation of our sensory information by the brain in order to understand the world around us

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2
Q

Sensation

A

The information we receive through our senses

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3
Q

Binocular depth cues

A

Cues only detected when both eyes are used

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4
Q

Convergence

A

How hard the eye muscles need to work to view objects

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5
Q

Height in plane

A

Objects higher in the visual field appear further away

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6
Q

Linear perspective

A

When parallel lines converge to give distance

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7
Q

Monocular depth cues

A

Perceptual cues that can be detected with one eye

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8
Q

Occlusion

A

Objects obscured are further away

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9
Q

Relative size

A

Refers to the fact that smaller objects in the visual field appear further away

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10
Q

Retinal disparity

A

Left and right eye view slightly different images. The size of the difference give slightly different images

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11
Q

Visual constancies

A

Our ability to see an object as the same even if the actual image received by the idea has changed, for example if we get closer to it or move around it

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12
Q

Visual cues

A

Visual information from the environment about movement, distance and so on

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13
Q

Ambiguity

A

Images can be perceived in more than one way

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14
Q

Ambiguity

A

Images can be perceived in more than one way

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15
Q

Fiction

A

When a figure is perceived even though it is not part of the image (kanizsa triangle)

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16
Q

Misinterpretation of depth cues

A

Some visual illusion rely in misinterpreted depth cues in order for it to ‘work’. The brain seem linear perspective in the picture, creating the impression of distance and mistakenly applies the rule of size constancy

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17
Q

Size constancy

A

The brains ability to perceive familiar objects as the same size, despite changes in the size of the image on the retina

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18
Q

Visual illusions

A

The unconscious mistakes of perception

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19
Q

Direct theory

A

The argument that the rich information in the visual array is all the brain needs to perceive the world around it

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20
Q

Motion parallax

A

Types of monocular depth cue that provides the brain with important information to do with movement. Objects that are far away appear to move more slowly as we move than objects close to us

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21
Q

Nature

A

Refers to the aspects of behaviour that is inherited

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22
Q

Constructivist theory

A

We make sense of the world around us by building our perceptions based partly on the incoming data and partly using clues from what we know about the world

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23
Q

Inference

A

Taking info in front of you and drawing a conclusion about what it means based on what you already know

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24
Q

Nurture

A

Refers to aspects of behaviour that are acquired through experience

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25
Q

Sensation

A

Physical stimulation of the 5 senses by sense receptors

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26
Q

Perception

A

Brain interpreting and organising the sensory information

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27
Q

Difference between sensation and perception

A

Sensation is the detection of the stimulus, perception is the interpretation of what it all means

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28
Q

Visual cues

A

Info about movement

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29
Q

Constancies

A

Seeing object as the same from different angles and distances

30
Q

Binocular depth cues

A

Retinal disparity - difference between the view of the left and right eye gives the brain info about depth and distance

Convergence - eyes point closer together when am object is close. Muscles work harder to know depth and distance Convergence

31
Q

Monocular depth cues

A

Height in plane - objects higher up appear further away

Relative size - small objects appear further away

Occlusion - of an object obscured another, the one behind is further away

Linear perspective - parallel limestone appear closer as they become more distant

32
Q

Ponzo illusion

A

Misinterpreted depth cue, perceive horizontal line higher up as longer

33
Q

Muller lyer illusion

A

Misinterpreted depth cue, two vertical lines the same length. Line with outgoing fins appears longer

34
Q

Rubin’s vase

A

Ambiguous figure, face and vase. Both pictures are correct. Brain alternates between both optiosn

35
Q

Ames room

A

Misinterpreted depth cue, room shape of a trapezoid, people seem as different sizes even though they are the same

36
Q

Size constancy

A

Objects perceived as constant size despite size on retina changing the distance

37
Q

Misinterpreted depth cues

A

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

38
Q

Ambiguous figure

A

Two possible interpretations of image brain can’t decide which one is correct
Eg. Necker cube, Rubin’s vase

39
Q

Fiction

A

See something which is not there
Eg. Kamizsa triangle

40
Q

Necker cube

A

Ambiguous image. One face appears on top, then a different one. Brain alternates between the two

41
Q

Kanizsa triangle

A

Fiction. Contours crate am impression of a second triangle

42
Q

Gibsons theory

A

The environment given us all the information we need

N - not learned, born with

43
Q

4 things Gibson said

A

Sufficient info for direct perception

Optic flow patterns

Motion parallax

Influence of nature

44
Q

Gibson - sufficient info for direct perception

A

Sensation and perception are the same thing

The eyes detect everything we need without having to make inferences

45
Q

Gibson - optic flow patterns

A

When moving, things in the distance appear stationary, and everything else rushes past. Provides perceptual info about speed and distance Convergence

46
Q

Gibson - motion parallax

A

A monocular depth cue

When we are moving past then, closer objects appear to move faster than objects further away

Provides perceptual information about speed and distance

47
Q

Gibson - the influence of nature

A

Perception is inborn not learned

48
Q

Evaluate Gibson theory

A

+ Real world meaning - based on WWII pilots so relevant to everyday life

  • theory struggles to explain visual illusions - perception is seem as accurate but illusions tricks the brain, so theory is incomplete

+ support for the role of nature - Gibson and walk showed few infants crawl off a visual cliff, so are born with depth perception

49
Q

Gregory theory

A

We use past experiences to make sense of the world

50
Q

4 things Gregory said

A

Perception is a construction

Inference

Visual cues

Past experiences - role of nurture

51
Q

Gregory - role of nurture

A

Perception is leaned from experiences

The more we interact, the more sophisticated our perception

52
Q

Gregory - visual cues

A

Visual illusions occur because if incorrect conclusions from visual cues

53
Q

Gregory - Inference

A

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

54
Q

Gregory - perception as a construction

A

Brain uses incoming info and info from what we already know to create a hypothesis / guess

55
Q

Evaluate Gregory theory

A

+ support from different cultures research - people interpret visual cues differently ( hudsons study ) showing experience affects perception

  • visual illusions - Gregory research used 2d visual illusions which are artificial, so theory may not apply to real world
56
Q

Hudson study culture - results

A

Black and white schooled children more likely to perceive depth than unschooled

57
Q

Hudson study culture - conclusion

A

Different cultures use depth cues differently, so have different perceptual sets

58
Q

Hudson study culture - method

A

Black and white schooled and unschooled children showed a 2d drawing and asked whether the man elephant of antelope were nearer

59
Q

McGinnies study emotion - method

A

Students showed neutral and taboo words which they had to say out loud, emotional arousal measured through gsr

60
Q

McGinnies study emotion - results

A

Took longer to say taboo words and they caused the most emotional arousal

61
Q

McGinnies study emotion - conclusion

A

Emotion affects perceptual set, in this case defenc e

62
Q

Gilchrist and nesberg motivation - aim

A

To find out if food deprivation affects the perception of food

63
Q

Motivation - method

A

Hungry (no food for 20 hours) and not hungry people were shown a slide of a meal, and they had to adjust the light to the level of the slide previously shown

64
Q

Motivation - results

A

Food was perceived as brighter if they were more hungry

65
Q

Motivation - conclusion

A

Sensitivity greater when we are food deprived. Hunger is a motivating factor

66
Q

Motivation - evaluation

A

+ support from similar studies, expectation, strengthening the validity of the results

  • ethical issues depriving people of food causes discomfort, a case of physical harm
  • not like everyday life, pupils judged pictures rather than real food so it may not apply to the real world
67
Q

Bruner and minturn expectation - aim

A

To find out if an ambiguous figure is seen differently when context is changed

68
Q

Expectation - method

A

Pupils shown either sequence of letters or a sequence of numbers. They then saw the ambiguous figure and were asked whether the middle item was a b or 13

69
Q

Expectation - results

A

Those who saw letters said b, visa versa for numbers

70
Q

Expectation - conclusion

A

Shows expectation is affected by the context a figure is presented with

71
Q

Expectation - evaluation

A
  • artificial talk. Ambiguous figures are designed to trick people, decreasing validity
  • independent groups, pupils variables may have caused the difference in results not expectation

+ real world application, the study can explain why sometimes serious mistakes are made in the world

Psychology (4 decks)

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