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Perception Flashcards

(71 cards)

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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
Sensation
Physical stimulation of the 5 senses by sense receptors
26
Perception
Brain interpreting and organising the sensory information
27
Difference between sensation and perception
Sensation is the detection of the stimulus, perception is the interpretation of what it all means
28
Visual cues
Info about movement
29
Constancies
Seeing object as the same from different angles and distances
30
Binocular depth cues
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
Monocular depth cues
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
Ponzo illusion
Misinterpreted depth cue, perceive horizontal line higher up as longer
33
Muller lyer illusion
Misinterpreted depth cue, two vertical lines the same length. Line with outgoing fins appears longer
34
Rubin’s vase
Ambiguous figure, face and vase. Both pictures are correct. Brain alternates between both optiosn
35
Ames room
Misinterpreted depth cue, room shape of a trapezoid, people seem as different sizes even though they are the same
36
Size constancy
Objects perceived as constant size despite size on retina changing the distance
37
Misinterpreted depth cues
Objects apparently in the distance scaled up by the brain to look normal size, cause visual illusions. Eg. Ponzo
38
Ambiguous figure
Two possible interpretations of image brain can’t decide which one is correct Eg. Necker cube, Rubin’s vase
39
Fiction
See something which is not there Eg. Kamizsa triangle
40
Necker cube
Ambiguous image. One face appears on top, then a different one. Brain alternates between the two
41
Kanizsa triangle
Fiction. Contours crate am impression of a second triangle
42
Gibsons theory
The environment given us all the information we need N - not learned, born with
43
4 things Gibson said
Sufficient info for direct perception Optic flow patterns Motion parallax Influence of nature
44
Gibson - sufficient info for direct perception
Sensation and perception are the same thing The eyes detect everything we need without having to make inferences
45
Gibson - optic flow patterns
When moving, things in the distance appear stationary, and everything else rushes past. Provides perceptual info about speed and distance Convergence
46
Gibson - motion parallax
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
Gibson - the influence of nature
Perception is inborn not learned
48
Evaluate Gibson theory
+ 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
Gregory theory
We use past experiences to make sense of the world
50
4 things Gregory said
Perception is a construction Inference Visual cues Past experiences - role of nurture
51
Gregory - role of nurture
Perception is leaned from experiences The more we interact, the more sophisticated our perception
52
Gregory - visual cues
Visual illusions occur because if incorrect conclusions from visual cues
53
Gregory - Inference
Brain fills in gaps to create a conclusion about what is being seen
54
Gregory - perception as a construction
Brain uses incoming info and info from what we already know to create a hypothesis / guess
55
Evaluate Gregory theory
+ 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
Hudson study culture - results
Black and white schooled children more likely to perceive depth than unschooled
57
Hudson study culture - conclusion
Different cultures use depth cues differently, so have different perceptual sets
58
Hudson study culture - method
Black and white schooled and unschooled children showed a 2d drawing and asked whether the man elephant of antelope were nearer
59
McGinnies study emotion - method
Students showed neutral and taboo words which they had to say out loud, emotional arousal measured through gsr
60
McGinnies study emotion - results
Took longer to say taboo words and they caused the most emotional arousal
61
McGinnies study emotion - conclusion
Emotion affects perceptual set, in this case defenc e
62
Gilchrist and nesberg motivation - aim
To find out if food deprivation affects the perception of food
63
Motivation - method
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
Motivation - results
Food was perceived as brighter if they were more hungry
65
Motivation - conclusion
Sensitivity greater when we are food deprived. Hunger is a motivating factor
66
Motivation - evaluation
+ 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
Bruner and minturn expectation - aim
To find out if an ambiguous figure is seen differently when context is changed
68
Expectation - method
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
Expectation - results
Those who saw letters said b, visa versa for numbers
70
Expectation - conclusion
Shows expectation is affected by the context a figure is presented with
71
Expectation - evaluation
- 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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