1. BCCO PCT #4 PowerPoint Texas Commission On Law Enforcement ADVANCED INSTRUCTOR COURSE # 1017 UNIT TWO

2. “It has been said that man is a rational animal. All my life I have been searching for evidence which could support this.” - Bertrand Russell PERCEPTION

3. The student will be able to define Perception. The student will be able to list the factors that affect perception. The student will be able to discuss how perception and cognitive learning influence each other The student will be able to define Perception. The student will be able to list the factors that affect perception. The student will be able to discuss how perception and cognitive learning influence each other Learning Objectives

4. The student will be able to discuss how social environment determines Perception Learning Objectives Another good Reason why Bridesmaids Should not Wear strapless dresses

6. Class Exercise In Ten Words or Less, Describe the Following: An Italian Man An English Butler A Maine Lobster Fisherman A Midwest Farmer A California Girl A Louisiana Shrimp Fisherman In Ten Words or Less, Describe the Following: An Italian Man An English Butler A Maine Lobster Fisherman A Midwest Farmer A California Girl A Louisiana Shrimp Fisherman

7. PARIS in the the SPRING

8. The interpretation of sensory information based on past experiences. Perception is:

9. The process by Which we receive and interpret information from the world around us. The process by Which we receive and interpret information from the world around us. Perception is:

10. Perception is reality For most people

11. “We see what we want to see, according to what we believe we know about it at the time.” James Burke, The Day the Universe Changed

12. What do you see?

16. As humans, we are incapable of perceiving “true” reality because of our sensory and cognitive processes

17. However we must remember there is a distinction between appearances and reality

19. If one can understand how the world is perceived and experienced by another person, then one can predict that person’s behavior

20. We perceive things as complete or unified. We tend to “fill in” the missing parts. A great deal of what we “perceive” is actually inferred. Principle of Closure

24. Various factors influence “what” and “how” we perceive our environment Receptors – our sensory system provides the means for getting information The Brain – interprets information sent by the body’s receptors Learning, Emotion, & Motivation – may differ from culture to culture; Severe emotional trauma; related to our motives Receptors – our sensory system provides the means for getting information The Brain – interprets information sent by the body’s receptors Learning, Emotion, & Motivation – may differ from culture to culture; Severe emotional trauma; related to our motives

25. Perception is a circular process, from the sensors to the brain back to sensors and so on All we know about the environment is what we have perceived Perception is a circular process, from the sensors to the brain back to sensors and so on All we know about the environment is what we have perceived

26. Active mental process of acquiring, remembering, and using knowledge Evidenced by change in knowledge, making change in behavior possible Not directly observable Active mental process of acquiring, remembering, and using knowledge Evidenced by change in knowledge, making change in behavior possible Not directly observable Cognitive Learning Theory

27. Each student processes information differently This difference must be recognized to ensure retention Each student processes information differently This difference must be recognized to ensure retention

28. External and environmental experiences enhance and detract from the cognitive learning process Perception impacts cognitive learning in the same way Perception is itself an active, information seeking process You cannot know anything about the environment except as you perceive or have perceived it External and environmental experiences enhance and detract from the cognitive learning process Perception impacts cognitive learning in the same way Perception is itself an active, information seeking process You cannot know anything about the environment except as you perceive or have perceived it

29. In what we learn In how we remember the past In what we think about the future In what we learn In how we remember the past In what we think about the future PERCEPTION PERCEPTION makes us selective:

30. what we perceive ignore Our social environment determines what we perceive (and ignore) and the way in which we cognitively process that information

31. People see what they expect (want) to see, and society is the source of those expectations

32. Those expectations are derived from what is learned through interacting with each other and direct personal experiences

33. Culture causes us to rank our sensory data Culturesociety Culture and society differences are reflected in may different ways different perceptions These different perceptions create boundaries Culture causes us to rank our sensory data Culturesociety Culture and society differences are reflected in may different ways different perceptions These different perceptions create boundaries

34. First and last impressions The contrast effect Self-esteem at stake Personal needs Ego-enhancing biases & illusions of control False consensus bias - “Just” world” First and last impressions The contrast effect Self-esteem at stake Personal needs Ego-enhancing biases & illusions of control False consensus bias - “Just” world” In addition to culture and society, perception is biased by:

35. Many factors influence our perception, our perception ultimately influences our ability to learn

36. I can make you rise or fall I can make you a success or a failure. I can work for you or against you. I control your feelings and actions. I can make your heart sing with happiness. I can make you rise or fall I can make you a success or a failure. I can work for you or against you. I control your feelings and actions. I can make your heart sing with happiness. I am your Master

37. I can make you wretched, dejected or morbid. I can make you angry or resentful. I can make you lonely, discouraged or depressed. I can make you sick and listless. I can be a shackle, heavy and burdensome. I can make you wretched, dejected or morbid. I can make you angry or resentful. I can make you lonely, discouraged or depressed. I can make you sick and listless. I can be a shackle, heavy and burdensome.

38. I can be a prism’s hue, dancing, bright and colorful. I can be nurtured and grown to be beautiful. I can never be removed, only replaced. I am your Attitude …….. your Perception. I can be a prism’s hue, dancing, bright and colorful. I can be nurtured and grown to be beautiful. I can never be removed, only replaced. I am your Attitude …….. your Perception. I am your Master

39. Questions?

40. Federal Bureau of Investigation: Instructor Development Course, April 1999 Perception, Attention, Learning, and Memory; National Institute of Mental Health A Sociological Social Psychology: Social Factors Shaping Perception and Decision-Making; http://www.trinity.edu/-mkearl/socpsy-5.html Perception; http://www.a2zpsychology.com/a2z%20guide/perception.htm Study Guide for Educational Psychology, 7 th ed.; Anita Woolfolk, Elizabeth Mowrer-Popiel, Prentice Hall, 1999 Cognitive Learning and Memory, Doug Harris, 1995 An Odyssey in Learning and Perception, Eleanor J. Gibson, A Bradford Book, The MIT Press, Cambridge, MA, 1991 Federal Bureau of Investigation: Instructor Development Course, April 1999 Perception, Attention, Learning, and Memory; National Institute of Mental Health A Sociological Social Psychology: Social Factors Shaping Perception and Decision-Making; http://www.trinity.edu/-mkearl/socpsy-5.html Perception; http://www.a2zpsychology.com/a2z%20guide/perception.htm Study Guide for Educational Psychology, 7 th ed.; Anita Woolfolk, Elizabeth Mowrer-Popiel, Prentice Hall, 1999 Cognitive Learning and Memory, Doug Harris, 1995 An Odyssey in Learning and Perception, Eleanor J. Gibson, A Bradford Book, The MIT Press, Cambridge, MA, 1991 Bibliography