1. Thinking About Psychology The Science of Mind and Behavior 3e Charles T. Blair-Broeker & Randal M. Ernst PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2012

2. http://www.michaelbach.de/ot/

3. Biopsychology Domain

4. Sensation and Perception

5. Perception Module 07

6. Module Overview Gestalt Organizational Principles Depth Perception Perceptual Constancy Perceptual Set Illusions Click on the any of the above hyperlinks to go to that section in the presentation.

7. Perception The process of organizing and interpreting incoming sensory information.

8. Influences on Perception. What would guide your understanding / perception of a sensation?

9. Perceptual Sets Personal Needs Mood, Attitude, and Values Collective Perceptions Give personal examples of each…

10. 1. Perceptual Set - Mental sets or Drivers -Past experiences guide our perceptions -We get ready to perceive an event

11. 2. Personal needs (define want and need) -The more you want or need something the more strongly you perceive things that satisfy that need -Hunger, thirst… Others? -Motivation for focus -Non-bordomize/ bordomize

12. 3. Mood, attitude, and values -perception can be affected by feelings about the class, school, work, people… -attitude affect more deeply and permanently the way view the world values we respond to the kind of environment that agrees with our values… such as…(give examples)

13. Assignment Have fun/ Play Make a difference Be there Choose your attitude Document your “Fish Story”

14. 4. Collective perception - perception can be influenced by what others say they perceive -Collective ideas are trusted more than a persons individual perception. (Asch’s conformity study..see video)

15. Angry Eye Why does Jane Elliot feel a need to do this simulation? What lessons do her students learn from it? Relate this simulation to the concept of “Perception” Have you ever seen/been a blue eye? Give that example

16. Slide # 16

17. Gestalt Organizational Principles Module 07: Perception

18. Gestalt The “whole,” or the organizational patterns that we tend to perceive; the Gestalt psychologists emphasized that the whole is greater than the sum of its parts. By breaking experiences into their basic parts, something important is lost.

19. A Gestalt

20. Figure 7.8 Stimuli similar to those used by Kennedy (1983) to study the kinds of information universally recognized in drawings.

21. Gestalt Organizational Principles: Figure-Ground Relationships Module 07: Perception

22. Figure-Ground The organization of the visual field into objects (figures) that stand out from their surroundings (ground). The figure is the object(s) that stands out or draws one’s attention. The ground is the background.

23. Figure-Ground

24. Gestalt Organizational Principles: Grouping Principles Module 07: Perception

25. Grouping The perceptual tendency to organize stimuli into understandable units. Several principles of grouping include: –Similarity –Proximity –Closure –Continuity

26. Grouping - Similarity The tendency to place items that look similar into a group

27. Grouping - Proximity The tendency to place objects that are physically close to each other in a group

28. Grouping – Closure The tendency to look at the whole by filling in gaps in a perceptual field

29. Grouping – Continuity The tendency to perceive that movement of an object continues once it appears to move in a particular direction

30. Depth Perception Module 07: Perception

31. Depth Perception The ability to see in three dimensions and judge distance.

32. Visual Cliff A laboratory device for testing depth perception in infants and young animals. Infants are reluctant to crawl past the “edge” of the visual cliff Other animals had similar results. Suggests that depth perception, to some extend, is inborn

33. Visual Cliff

34. Depth Perception: Binocular Depth Cues Module 07: Perception

35. Binocular Cues Depth cues that require the use of both eyes.

36. Retinal Disparity A binocular depth cue resulting from slightly different images produced by the retina of the left and the retina of the right eye. Is most effective when the item is quite close to the person

37. Binocular Depth Cues: Finger Sausage

38. Convergence A binocular depth cue related to the tension in the eye muscles when the eyes track inward to focus on objects close to the viewer. The more tension in the eye muscle, the closer the object is Works best at close distances

39. Figure 7.10 The eyes must converge, or turn in toward the nose, to focus close objects.

40. Figure 7.25 Context alters the meaning of the middle figure.

41. Depth Perception: Monocular Depth Cues Module 07: Perception

42. Monocular Cues Depth cues that require the use of only one eye. Monocular depth cues include: relative size, relative motion, interposition, relative height, texture gradient, relative clarity, and linear perspective.

43. Figure 7.14 (a) Linear perspective. (b) Relative size. (c) Light and shadow. (d) Overlap. (e) Texture gradients. Drawings in the top row show fairly “pure” examples of each of the pictorial depth cues. In the bottom row, the pictorial depth cues are used to assemble a more realistic scene.

44. Monocular Depth Cues – Relative Size Using the perceived size of a familiar object to determine depth The larger the object appears, the closer the object is to the viewer

45. Monocular Depth Cues – Relative Motion A person who is moving can determine depth by focusing on a distant object. Objects further away than the object of focus will appear to move in the same direction as the subject is moving. Objects closer than the object of focus will appear to move in the opposite direction.

46. Monocular Depth Cues – Interposition Method of determining depth by noting that closer objects partially obstruct the more distant objects Also called “overlap”

47. Monocular Depth Cues – Relative Height Method of determining depth by noting that distant objects appear higher in your field of vision than do closer objects

48. Monocular Depth Cues – Texture Gradient Method of determining depth by noting that distant objects have a smoother texture than nearby objects

49. Monocular Depth Cues – Relative Clarity Method of determining depth by noting that distant objects are less clear than nearby objects Tends to work outdoors

50. Monocular Depth Cues–Linear Perspective Method of determining depth by noting that parallel lines appear to converge in the distance The lines appears to eventually merge on the horizon.

51. Perceptual Constancy Module 07: Perception

52. Perceptual Constancy Perceiving the size, shape, and lightness of an object as unchanging, even as the image of the object on the retina of the eye changes. The understanding that objects usually remain the same

53. Perceptual Constancy: Size Constancy Module 07: Perception

54. Size Constancy A person’s understanding that as an object moves further or closer to them its actual size stays the same As an object appears to become larger we realize it is getting closer, not bigger. As an object appears to become smaller we realize it is moving farther away, not getting smaller.

55. Size Distance Relationship

60. Perceptual Constancy: Shape Constancy Module 07: Perception

61. Shape Constancy The understanding that an object’s shape remains the same even though the angle of view makes the shape appear changed

62. Shape Constancy

63. Perceptual Constancy: Lightness Constancy Module 07: Perception

64. Perceptual Set Module 07: Perception

65. Perceptual Set A mental predisposition to perceive something one way and not another. Example of top-down processing Influence of the “power of suggestion” (subliminal perception) Guided by schemas: concepts or mental frameworks that organize and interpret information

66. Perceptual Set

67. Illusions Module 07: Perception

68. Illusions Misinterpreting sensory stimuli Help researchers understand how sensation and perception normally works

69. Müller-Lyer Illusion

70. Most people think segment AB equals BC. In reality AB is much longer than BC.

71. Müller-Lyer Illusion

72. Ames Room Illusion

74. Ames Room Illusion: Secret Revealed

75. Gestalt Closure Illusion Our brain fills in the gaps to create a perceived whole

76. Light Illusions Using light and shadows to form an illusion of depth. We assume the light comes from above

77. Slide # 77 Extrasensory Perception (ESP) The ability to gain information by some means other than the normal senses Paranormal phenomena and parapsychology

78. Slide # 78 The “Sixth Sense” The major focus includes the following: Telepathy, clairvoyance, precognition, and psychokinesis

79. Slide # 79 Telepathy Communication of thoughts from one mind to another that occurs without the use of our known senses

80. Slide # 80 Clairvoyance The ability to perceive objects and events without using the senses

81. Slide # 81 Precognition and Psychokinesis Precognition: the ability to foretell the future Psychokinesis: the ability to move objects through mental effort alone

82. The End

83. Teacher Information Types of Files –This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint. Animation –Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible. Adding slides to this presentation –Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

84. Teacher Information Domain Coding –Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards. Scientific Inquiry Domain Biopsychology Domain Development and Learning Domain Social Context Domain Cognition Domain Individual Variation Domain Applications of Psychological Science Domain Key Terms and Definitions in Red –To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

85. Teacher Information Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at korek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations.korek@germantown.k12.wi.us Kent Korek Germantown High School Germantown, WI 53022

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