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Cognitive 2 > Perception of Action > Flashcards

Perception of Action Flashcards

1
Q

who created the ecological theory?

A

Gibson

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2
Q

summarise the ecological theory

A

visual info is rich. cog processing and internal representations to make sense of that info not needed. objects perceived as they really are. perception can be explained solely in terms of the environment

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3
Q

background to Gibson’s theory

A

worked with pilots in WW2. point of focus on runway remained stationary as they flew towards it.

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4
Q

what does optic flow provide detailed information on?

A

distance (from runaway) and speed

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5
Q

what is optic flow?

A

expansion/contraction of a scene (an optic tray that reaches the retina). appearance of objects as the observer moves past them

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6
Q

what is gradient of flow?

A

how much the scene expands on your retina gives you enough information to capture depth perception.

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7
Q

what does gradient of flow say the difference in flow is a function of?

A

distance from the observer

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8
Q

what is focus of expansion?

A

point in distance where there is no flow. you don’t need to ‘reconstruct’ the wold to judge where you are going, just use the mechanisms developed to detect FoE.

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9
Q

why does the structure of the optic array change as you move?

A

different intensities of light shining in different directions during movement; an every changing source of sensory information

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10
Q

how does optic flow differ from other cues?

A

determined by our own actions

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11
Q

what is affordance?

A

the ability to discern possibilities for action within the environment

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12
Q

changes in the flow of the optic array contain important information about what?

A

the type of movement taking place

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13
Q

flaws with Gibson’s ecological theory

A

head is not often stationary. reductionist (only environment). there is evidence that brain and LTM influences perception. only supports the nature side.

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14
Q

pros of Gibson’s ecological theory

A

high ecological validity. many applications. good explanation for perception when viewing conditions are clear. highlights richness of info in optic array.

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15
Q

what do Neo-Gibsonians believe and give an example of a researcher?

A

perceptual and action systems couple to interpret environmental constraints and produce skilled movement. eg. David Lee

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16
Q

example of Neo-Gibsonian research

A

Land and Lee. measured angle of steering wheel, speed, and direction fo gaze. drivers use other info as well as optic flow to determine their heading such as tangent point

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17
Q

where else do we look, aside from optic flow (bottom-up)?

A

areas within a scene which have a high proportion of relevant information (top-down)

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18
Q

what does Allport (1989) argue about what features we pay attention to?

A

we pay attention only to features in the environment that are relevant toward an intended action, thus vision and action are inextricably linked

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19
Q

if you know the size of an object, you can estimate…

A

its distance

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20
Q

if you note the change in size during approach you can estimate…

A

speed (the change in distance)

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21
Q

if you know the distance and speed then you can estimate…

A

the time until you reach the object -TTC

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22
Q

if you know the TTC, then you can…

A

prepare your behaviour

23
Q

calculation for TTC

A

distance to collision/approach speed

24
Q

what happens to the size of objects travelling toward us?

A

grow, and vice versa

25
Q

what happens to the TTC the faster an image is expanding?

A

the less TTC there is

26
Q

give an example of good TTC in the real world

A

fishing gannets - have to streamline wings at just the right moment

27
Q

what is motion perception used to infer?

A

self-motion, scene layout, object shape and social intention

28
Q

give an example of a monocular depth cue

A

segmentation of foreground from background. motion parallax.

29
Q

what is motion parallax?

A

as we move, objects that are closer to use move farther across our field of view than objects in the distance

30
Q

give an example of a binocular depth cue

A

compute the distance to various objects. things that are further away slide cross the retina more slowly

31
Q

what did the point-light walker stimulus study show, and who conducted it?

A

Johansson (1975). humans are able to perceive human motion and infer a person’s intentions from it.

32
Q

give an example of an important component related to understanding the intention of a target from body actions

A

motion smoothness

33
Q

smoothness of movement often perceived to signal…

A

an attractive, trustworthy, or competent person

34
Q

our ability to perceive biological motion may be based on what?

A

imitation

35
Q

who demonstrated the existence of ‘mirror neurons’ and in what species?

A

Gallese et al. (204) in area F5 of monkey premotor cortex

36
Q

describe a study that provides evidence for mirror neurons in humans

A

Calvino-Merino et al. (2004). stronger activation in premotor, parietal cortices and STS when expert dancers viewed movement they had been trained to perform and vice versa.

37
Q

what could be the purposes of mirror neurons?

A

help imitate the observed action; help understand another animal’s actions and react to them appropriately; link sensory perceptions and motor actions

38
Q

what can mirror neurons be associated with?

A

empathy and autism

39
Q

name 2 impacts of mirror neurones.

A

injured athletes continue to train without moving a muscle, and can help rehabilitate people whose motor skills have been damaged by stroke

40
Q

what is the purpose of processing rich visual information?

A

to safely negotiate a path to our destination

41
Q

what does dynamic information mean?

A

environmental information is not static

42
Q

describe the moving room paradigm

A

when wall moves forward/backwards: toddlers 12-18 months old fall, adults sway but do not fall. optic flow helps keep balance

43
Q

what does Patla (1998) argue regulates movement?

A

feedback control and feed-forward information to plan and adapt movement strategies

44
Q

what are the 3 requirements for successful walking according to Patla et al?

A

support the body against gravitational forces; keep the body balanced; adapt to changing environmental demands

45
Q

to walk around the environment, perceptual information must be integrated with what?

A

the motor demands required to move the body forward and keep it balanced

46
Q

summarise evidence for the bottom-up processing argument for perception of movement

A

Simion et al. (2008) found that new-borns preferred to look at a display showing biological motion (moving chickens) and looked longer at upright displays than inverted ones

47
Q

summarise evidence fr the top-down processing argument for perception of movement

A

Thornton et al. (2002); when a point-light display was masked by either a scrambled mask or a random mask, observers found it harder to identify the walker’s direction in the scrambled was condition

48
Q

summarise evidence for the ecological approach to perception of movement

A

structural cues: gender differences, men typically have broader shoulders/narrower hips compared to women. dynamic cues: men show relatively grater body sway with upper body compared to women and vice versa

49
Q

summarise DCD

A

movement skills below what would be expected given the person’s age and opportunity to practice. daily life significantly affected. prevalence 5-6% of children 5-11 yrs. difficulties handwriting, riding a bike, learning to drive, and negotiating the environment

50
Q

what are some problems that arise when walking with DCD?

A

difficulty integrating sensory information while walking (Wilmut et al., 2016); over-reliance on visual information (Smiths-Engelsmna et al. 2003)

51
Q

how do individuals with DCD walk on level ground?

A

children: shorter step length, longer in double support. trunk further forward. adults and kids more variable in walking patterns.

52
Q

how do individuals with DCD walk on uneven ground?

A

< walking speed, shortened and widened step to a greater extent. inclined their head and trunk more towards the ground

53
Q

describe the impacts of DCD

A

cycle of motor skills, self-esteem, participation in physical activity and health in children with DCD (Straker et al., 2011)

Cognitive 2 (7 decks)

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