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Psychology 2a > Perception > Flashcards

Perception Flashcards

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1
Q

What type of theory is Gregory’s?

A

Top-down theory of perception

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2
Q

What type of theory is Gibson’s?

A

Bottom-up direct theory of perception

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3
Q

Primary cues in perception

A

Not dependent on experience

Work on the fact we have binocular vision

  • Convergence
  • Retinal disparity
  • Accommodation (only monocular cue)
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4
Q

Convergence

A

Primary cue

Work on the fact we have binocular vision

Muscles of eye contract and pull eyes inwards when we focus on a item near to us

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5
Q

Retinal disparity

A

Primary cue

Work on the fact we have binocular vision

Eyes are about 6cm apart so receive slightly different information

Brain combines two images in a process called stereopsis

Uses this new stereoptic image to judge depth - greater disparity of image between eyes, closer it is

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6
Q

Stereopsis

A

Process that combines the images received from each eye into a single stereoptic image

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7
Q

Accommodation

A

Only monocular primary cue

Lens change shape depending on whether the viewed object is nearby or far away

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8
Q

Secondary cues in perception

A

Most of the monocular cues classed as secondary cues

Depend on learning and experience

One example is texture gradient

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9
Q

Gibson and Walk

A

Visual cliff experiment - black and white checked material

36 infants, 6-14 months old

Found that infants wouldn’t cross the ‘drop’ to mothers

If they toppled over near the edge they showed a fear reaction

Concluded that infants had an innate awareness of depth

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10
Q

Gibson’s theory of perception

A

Bottom-up direct

Believed that information from the eyes lead directly to perception

Perception is innate

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11
Q

Gregory’s theory of perception

A

Top-down

Constructivist

Perception is based on learning and schemas

Unconscious process

We hypothesise about what we see

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12
Q

Hudson

A

Showed a 2D image of a man (foreground) pointing a spear at a antelope (foreground) with a elephant in the gap between them in the background to different African cultures

When asked what the man was pointing his spear at they said the elephant

Didn’t’ understand depth cues like overlap that we use in Western culture to perceive depth in photos

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13
Q

Optic array (Gibson)

A

The structure of light in the environment

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14
Q

Movement (Gibson)

A

Even when body is still, eyes keep moving

This gives you lots of visual information about positions of objects and surfacesrather than what you would get without movement

Calls the way light structure changes as you move the ambient optic array

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15
Q

Invariant information (Gibson)

A

Used to gauge distance, depth and orientation of objects

Some features of the ambient optic array invariant and don’t change:

  • Horizon ratio
  • Optic flow patterns
  • Texture gradient
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16
Q

Texture gradient (Gibson)

A

Elements of object coarse and far apart - close to observer

Elements of object smooth and close together - far from observer

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17
Q

Optic flow patterns (Gibson)

A

Created as elements in the environment pass around us

Gibson thought whole visual field was more important than individual objects

Provided information of speed, direction and altitude to pilots in Gibson’s study

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18
Q

Horizon ratio (Gibson)

A

Extent of which an object is above horizon compared with extent it is below 2 objects of the same hight on a flat surface will have the same horizon ratio

Doesn’t change with distance from observer

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19
Q

Affordances (Gibson)

A

We automatically know the use of an object when we see it

So a tribesman from a forest theoretically should know how to use a pen from first glance

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20
Q

Main elements of Gibson’s theory of perception

A

Optic array

Movement

Invariant information

Affordances

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21
Q

AO2 for Gibson’s theory

A

Gibson and Walk

Hudson (against)

Gibson’s study into WWII pilots

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22
Q

AO2 for Gregory’s theory

A

Müller-Lyre illusion

Duck/rabbit illusion

Hudson

Johanson (lights)

Diener (APT/aPt)

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23
Q

Johanson

A

Participants watched film

Man with flashing lights attached to major joints on body in a darkened room

Couldn’t tell what he was until he started moving

Required schema of how people move to tell what the lights were attached to

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24
Q

Diener

A

Misplaced size constancy

Pair of letters (APt and aPt)

Participants perceived the second ‘P’ as lower-case and smaller

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25
Q

Main elements of Gregory’s theory

A

Perceptual set

Size constancy

Hypothesise

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26
Q

Gregory’s perceptual set

A

How the influence of expectation affects our perception

Made up of:

  • Previous experience
  • Context
  • Motivation
  • Emotion
27
Q

How schemas affect perception (Gregory)

A

Schema’s vary between individuals

Can interpret stimulus different ways because of this

28
Q

How context affects perception (Gregory)

A

The environment the stimulus is in

Same stimulus may be interpreted in different ways in different environment

29
Q

How motivation affects perception (Gregory)

A

We see what we want to see

If we’re hungry we may interpret ambiguous stimuli as food

30
Q

How emotion affects perception (Gregory)

A

Our emotions may affect the way we perceive other’s facial expressions or emotions

31
Q

Illusions (Gregory)

A

These occur because we hypothesise about what we are seeing and these case we get it wrong, or keep changing between 2 equally plausible hypothesise

Rabbit/duck Müller-Lyre illusion

32
Q

Size constancy (Gregory)

A

Familiar objects have a constant size

We use this to tell when things get closer or further away as we know they can’t change size

33
Q

AO3 of Gregory

A

Lab work (artificial stimuli)

Scientific (can be replicated)

Does explain optical illusions (but over-emphasises on making mistakes - very rare occurrence)

Nature

Deterministic

34
Q

AO3 of Gibson

A

Gender bias (WWII pilots)

Deterministic

Reductionist

Doesn’t explain optical illusions

Field work

Nature

Ethnocentric (Hudson)

35
Q

Müller-Lyre illusion (Culture differences)

A

Campbell et al

Showed illusion to different cultures including America, Africa and Philippines

Those brought up in built-up Western societies more susceptible to illusion

Led to the carpentered world hypothesis

36
Q

Carpentered world hypothesis

A

Westerns learn to interpret 2D drawings as 3D objects from early age

Leads to misplaced size constancy with Müller-Lyre as they think its’s the inside/outside corner of a room Inside is further so appears shorter, outside is closer so appears bigger

Those not from Western cultures not brought up like this so not affected

37
Q

Elements of Bruce and Young’s model

A

View centered descriptions

Expression independant descriptions

Expression analysis

Facial speech analysis

Directed visual processing

Person identity nodes

Name generation

Cognitive system

38
Q

Pathway for familiar faces name generation (Bruce and Young)

A

View centered descriptions

Expression independant descriptions

FRUs

PINs

Name generation

Cognitive system

39
Q

Imagine model for Bruce and Young

A

Look at pictures for answer

40
Q

Structural encoding

A

Bruce and Young

Constructs various representations and descriptions of faces

Made up of view-centred descriptions and expression-independant descriptions

41
Q

Expresion analsysis

A

Bruce and Young

Drawing conclsuions about an individuals emotional state from analysis of facial expressions

42
Q

Facial speech analysis

A

Bruce and Young

Use facial movement (especially lips) to understand speech

43
Q

Directed visual processing

A

Bruce and Young

Specific facial information is processed selectively

e.g. whether they have a beard

44
Q

FRUs

A

Bruce and Young

Facial recognition units

Stored structural description of familiar faces

45
Q

PINs

A

Bruce and Young

Stored information about known individuals

e.g. occupations, interests

46
Q

Name generation

A

Bruce and Young

Names are stored seperately from other information

47
Q

Cognitive system

A

Bruce and Young

Holds additional information which might help with recognition process

Deals with things like likelihood of seeing someone in place you are in

48
Q

View-centred descriptions

A

Part of structural encoding in Bruce and Young

Derived from perceptual input

49
Q

Young et al

A

22 people keeping diaries of everyday errors in person recognition

50
Q

Young et al results

A

1,008 errors recalled

20% of instances knew a lot about someone, but couldnt recall name

No cases of name known with no other information

  • Supports idea that naming is seperate process

People often reported feeling of familiarity but couldn’t recall information about person

  • FRUs activated but not the PINs
51
Q

What is prosopagnosia?

A

An inability to recognise faces

Can recognise a face as a face, but can not link it with other information like their name

52
Q

Supporting research for Bruce and Young’s model

A

Kurucz et al

Bruyer et al

Campbell et al

53
Q

Kurucz et al

A

Found prosopagnosia pateints who could identify some familiar faces

Unable to recognise facial expressions

Supports Bruce and Young’s theory of exression analysis running seperate to facial recognition

54
Q

Basics of Bruce and Young model

A

Face perception is a holisitic process

Involves several independant sub-processes working together

Found 8 components

  • These are linked sequentially or parrellel
55
Q

Bruyer et al

A

Found some prosopagnosia patients couldn’t identify any familair faces

Could recognise facial expressions

Opposite of Kurucz et al’s findings

Also supports Bruce and Young’s theory that expression analysis is independant of facial recognition

56
Q

McGurk and MacDonald

A

Showed participants the McGrurk illusion

Video of someone mouthing “ga”

Audio track of someone saying “ba”

Participants reported hearing “da”

57
Q

Campbell et al

A

Used McGurk illusion on 2 prosopagnosia sufferers:

D

  • Couldn’t recognise familiar faces, identify facial expressions or judge sex from face
  • Susceptable to McGurk illusion
  • Suggests speech analysis is a seperate process

T

  • Was not susceptable to McGurk illusion
  • Could not lip read but was able to identify facial expressions
58
Q

Bower

A

Looked at size constancy in infants

9 infants between six and nine weeks

Conditioned them to turn heads towards a 30cm cube that was 1m away with a reward of peek-a-boo

Made 3 conditions

59
Q

Bower’s conditions

A

Cube 1

  • 30cm cube (same size)
  • 3m from infant (3X the distance)
  • Produced retinal image of 1/3

Cube 2

  • 90cm cube (3X bigger)
  • 3m away (3X bigger)
  • Produce same retinal image as orginal cube

Cube 3

  • 90cm cube (3X bigger)
  • 1m away (same distance)
  • Produced retinal image 3X greater than original
60
Q

What Bower’s study actually was doing

A

Conditioned to look a 30cm cube 1m away

Cube 2 would give this exact same retinal image

However only cube 1 would have same size

If infants had size constancy they would look at cube 1 more than the other 2

61
Q

Bower’s results

A

Most head turns towards cube 1

  1. 58 head turns
  2. 22 head turns
  3. 54 head turns
62
Q

Bower’s conclusion

A

Size constancy is innate

63
Q

Slater et al

A

Supports Bower

Found size constancy in infants as young as 2 days old under certain conditions

64
Q

Issues with Bower’s study

A

Infants get bored very easily

Infants can’t understand instructions

Psychology 2a (3 decks)

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