AP Sensation Perception

Sensing Our World
• Learning Goals:
– Students should be able to answer the following:
1. What are sensation and perception?
2. What do we mean by bottom-up and top-down processing?
3. How are we affected by selective attention?
2
Rating Student Evidence
4.0
Expert
I can teach someone else about, sensation and
perception, dual processing and selective
attention. In addition to 3.0 , I can demonstrate
applications and inferences beyond what was
taught
3.0
Proficient
I can analyze sensation and perception, dual
processing and selective attention, and
compare/contrast the Aspects of the learning
goal.
2.0
Developing
I can identify terms associated sensation and
attention), but need to review this concept more.
1.0
Beginning
I don’t understand this concept and need help!

CNS Ignoring Light The Eye Seeing
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e n s a t i o n
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Touch/Pain Movement Perception Gestalt Depth cues
Illusions
Activation of
receptors in
various sense
organs

Method
by
which
sensations
are
organized
and
interpreted
e r c e p t i o n

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Sensation vs. Perception
• Bottom-Up Processing
• Using small components and
building up
• Top-Down Processing
• Using the larger components and
breaking down (guided by
experience and expectations)
5
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wrod are, the olny iprmoetnt tihng is
taht the frist and lsat ltteer be at the
rghit pclae.We raed the wrod as a
wlohe.

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Bottom-Up Processing
• Also called feature
analysis.
• We use the
features on the
object itself to
build a perception.
• Takes longer than
top-down but is
more accurate.

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Top-Down Processing
• We perceive by filling
the gaps in what we
sense.
• I _ant ch_co_ate ic_
cr_am.
• Based on our
experiences and
schemas.
• If you see many old
men in glasses, you are
more apt to process a
picture of an old man
(even when you may be
in error).

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He’s Back…

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Top Down vs. Bottom Up
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Top Down vs. Bottom Up Processing
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Selective Attention (11 million/40 ratio)
Selective attention- the focusing of conscious
awareness on a particular stimulus.
Perceptions about objects change from moment to
moment. We can perceive different forms of the
Necker cube; however, we can only pay attention
to one aspect of the object at a time.
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ACCIDENTS
80% of crashes involve driver
distraction
Calling on a cell phone-
4x more at risk
Talking to a person in the car-
1.6x more at risk
Texting-
23x more at risk
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Selective Attention

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Inattentional Blindness
• Inattentional blindness-failing to
see visible objects when our
attention is directed elsewhere.
• Simmons & Chabris (1999) showed
that half of the observers failed to
see the gorilla-suited assistant in a
ball passing game
• 50% of people don’t notice
• Cocktail Party Effect
– Ability to attend to one voice at
a party or restaurant
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Awareness Test

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Change Blindness
Change blindness-failing to notice changes in the environment
This is a form of inattentional blindness in which two-thirds of
individuals giving directions failed to notice a change in the
individual asking for directions.
(Change Deafness also occurs on the phone- 40% of people failed to
notice a change in the voice)
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Change Blindness

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Sensation-to-Perception Process
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Transduction-conversion of one form of
energy into another.

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Psychophysics
Psychophysics-the study of relationships between the
physical characteristics of stimuli, such as their
intensity, and our psychological experience of them.
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Stroop Effect

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Section 1: Test Your Knowledge
Which of the following terms best explains why you
didn‘t hear your Mom tell you to take out the trash
while you were intensely watching the World Series
game on TV?
A)Change Blindness
B)Selective Attention
C)Selective Hearing
D)Choice Blindness

Learning Goals:
1. What are sensation and perception?
2. What do we mean by bottom-up and top-down processing?
3. How are we affected by selective attention?
25
4.0
Expert
I can teach someone else about, sensation and
attention. In addition to 3.0 , I can demonstrate
taught
3.0
Proficient
I can analyze sensation and perception, dual
processing and selective attention, and
goal.
2.0
Developing
I can identify terms associated sensation and
attention), but need to review this concept more.
1.0
Beginning

• Learning Goals: Thresholds
1. What are absolute and difference thresholds, and do stimuli below the absolute
threshold have any influence?
2. What is the function of sensory adaption?
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4.0
Expert
I can teach someone else about absolute thresholds
and the function of sensory adaptation. In addition to
3.0 , I can demonstrate applications and inferences
beyond what was taught
3.0
Proficient
I can analyze about absolute thresholds and the
function of sensory adaptation, and compare/contrast
the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with absolute
thresholds and the function of sensory adaptation, but
need to review this concept more.
1.0
Beginning

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Sensory Thresholds
• Absolute Threshold
– The minimum stimulation needed to detect a stimuli
(50% of the time)
– Examples of Absolute Thresholds
• Vision: Light from a candle 30 miles away on a
dark night
• Hearing: Ticking of a watch from 20 feet away
• Smell: One drop of perfume in a small
apartment
• Taste: One teaspoon of sugar in 2 gallons of
water
• Touch: The wing of a fly on your cheek from .4
inch away
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Signal Detection Theory
Signal detection theory-predicts how and when we
detect the presence of a faint stimulus, assuming
that our individual absolute thresholds vary with
our experiences, expectations, motivation, and level
of fatigue.
•Hit or miss in detection of stimuli when we are
uncertain
•Ability to detect stimuli based on:
• Person’s experience
• Expectations
• Motivation
• Level of Fatigue
• States that fear increases your sensitivity to even
small pain because of the anticipation of pain
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You
Recognize it
You Miss it
STIMULUS
PRESENT
Hit Miss
STIMULUS
NOT
PRESENT
False
Alarm
Correct
Rejection

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Sensory Thresholds
• Difference Threshold
– Minimum difference between two stimuli required for
detection 50% of the time
– Also called Just Noticeable Differences
– Weber’s Law: Two stimuli must differ by a constant
minimum percentage in order to be noticed (revised by
Fetchner)
• In other words- it must be out of
proportion
• Example: Lights must differ in intensity
by 8%
• Another way to look at it: 1$ makes a
difference to 10$, but not to 1000$. (its
proportional)
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Sensory Thresholds

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Sensory Thresholds
• Subliminal Messages
– Info processed just below surface of
thresholds can influence minor decision
making
– Drink more Coke” & “Eat more Popcorn”
– Conclusion: subliminal adverting does not
work direct but much of our information
processing occurs automatically, out of sight
and off the radar of our conscious mind
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Subliminal Messages (disclaimer)

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Sensory Adaptation
• Our diminishing sensitive to unchanging stimulus
• Keep things novel, so we pay attention
• Examples
– you blast your music in the car, but fail to notice how
loud it is
– Jumping into a pool seems cold at first, but you
eventually get comfortable
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Sensory Adaptation

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1. Danny sometimes mistakenly hears his mom call him from the other
room of their house. What term would be used to explain this
phenomenon?
A. Sensory Adaptation
B. Weber’s Law
C. Selective Hearing
D. Signal Detection Theory
2. A person with normal vision being able to see a candle flame 30 miles
away on a clear dark night is an example of:
A. Difference Threshold
B. Signal Detection Theory
C. Absolute Threshold
D. Sensory Adaptation
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Learning Goal:
1. What are absolute and difference thresholds, and do stimuli below the
absolute threshold have any influence?
2. What is the function of sensory adaption?
36
4.0
Expert
I can teach someone else about absolute thresholds
and the function of sensory adaptation. In addition to
3.0 , I can demonstrate applications and inferences
3.0
Proficient
I can analyze about absolute thresholds and the
function of sensory adaptation, and compare/contrast
2.0
Developing
I can identify terms associated with absolute
thresholds and the function of sensory adaptation, but
1.0
Beginning

Vision 1
• Learning Goals:
1. What is the energy that we see as visible light?
2. How does the eye transform light energy intro neural messages?
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4.0
Expert
I can teach someone else about how we see energy as
visible light and how transduction occurs in the eye. In
addition to 3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze about how we see energy as visible light and
how transduction occurs in the eye and compare/contrast
2.0
Developing
I can identify terms associated about how we see energy
as visible light and how transduction occurs in the eye,
but need to review this concept more.
1.0
Beginning

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Vision & Energy
• Light Characteristics
1. Hue (color)
– the dimension of color determined by the
wavelength of the light
2. Wavelength
– Different wavelengths of light
3. Intensity
– Amount of energy in a wave determined by
amplitude. It is related to brightness
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The Structure of the Eye

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Cornea = outer covering of the eye.

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Pupil = the adjustable opening in the center of the eye through
which light enters.

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Iris = a ring of muscle tissue that forms the colored portion of the
eye around the pupil and controls the size of the pupil opening.
• The iris dilates/constricts in response to changing light intensity

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Lens = the transparent structure behind the pupil that changes
shape to help focus images on the retina.

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Retina = the light-sensitive inner surface of the eye, containing the receptor
rods and cones plus layers of neurons that begin the processing of visual
information.

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Blind Spot = the point at which the optic nerve leaves the eye,
creating a “blind” spot because no receptor cells are located there.

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Fovea = the central focal point in the retina, around which the
eye’s cones cluster.

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Optic Nerve = the nerve that carries neural impulses from the eye
to the brain.

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Foveal Vision
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Crash Course Vision
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Learning Goal:
1. What is the energy that we see as visible light?
2. How does the eye transform light energy intro neural messages?
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4.0
Expert
I can teach someone else about how we see energy as
visible light and how transduction occurs in the eye. In
3.0
Proficient
I can analyze about how we see energy as visible light and
how transduction occurs in the eye and compare/contrast
2.0
Developing
I can identify terms associated about how we see energy
as visible light and how transduction occurs in the eye,
but need to review this concept more.
1.0
Beginning

Vision 2
• Learning Goals:
1. How does the brain process visual information?
2. What theories help us understand color vision?
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4.0
Expert
I can teach someone else about the theories of
color vision In addition to 3.0 , I can demonstrate
taught
3.0
Proficient
I can analyze the theories of color vision, and
goal.
2.0
Developing
I can identify terms associated the theories of
color vision, but need to review this concept
more.
1.0
Beginning

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Parallel Processing in the Brain
• Parallel Processing
– We process several aspects of stimulus simultaneously
– Synchronized Brain Waves
• The brain divides a visual scene into subdivisions such as color,
depth, form and movement all at once
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• Feature Detectors-nerve cells in the
brain that respond to specific
features of the stimulus, such as
shape, angle, or movement.
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Hubel & Wiesel’s Experiment

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Hubel & Wiesel’s Experiment

Visual Information Processing
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Color Vision Theories
•Trichromatic (Young-Helmholtz)
• Because the retina contains three color
sensors (R, B, G) our brain combines
information to see various colors
• This helps to explain color blindness
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•Most colorblind people simply
lack cone receptor cells for one
or more of these primary colors.

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Colorblind Tests

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Color Vision Theories
•Opponent Processing
•Hering proposed that we process colors in
the receptor cells in the retina and thalamus
that can be over stimulated to see afterimages
• Red - Green
• Blue - Yellow
• Black- White
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Opponent-Process theory
The sensory
receptors come in
pairs.
• Red/Green
• Yellow/Blue
• Black/White
• If one color is
stimulated, the
other is inhibited.

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Afterimages

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After image

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Opponent-Process Theory Demo 1

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Trichromats - People who have
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Different Forms of Color Blindness
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normal color vision.
Dichromats - People who are blind
to either red-green (most common)
or yellow-blue.
Monochromats - People who are
totally color blind. (Rare)

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1. Where does transduction take place concerning vision?
(A) The Pupil
(B) The Retina
(C) The Thalamus
(D) The Occipital Lobe
2. Which theory of color BEST explains color blindness?
(A) Opponent Processing
(B) Wavelength Theory
(C) Place Theory
(D) Trichromatic Theory
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Learning Goal:
1. How does the brain process visual information?
2. What theories help us understand color vision?
75
4.0
Expert
I can teach someone else about the theories of
color vision In addition to 3.0 , I can demonstrate
taught
3.0
Proficient
I can analyze the theories of color vision, and
goal.
2.0
Developing
I can identify terms associated the theories of
color vision, but need to review this concept
more.
1.0
Beginning

Hearing
• Learning Goals:
1. How does the ear transform sound energy into neural messages?
2. What theories help us understand pitch perception?
3. How do we locate sounds?
4. What are the common causes of hearing loss, and why does controversy surround cochlear
implants?
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4.0
Expert
I can teach someone else about hearing, pitch perception,
sound localization and common causes of hearing loss. In
3.0
Proficient
I can analyze about hearing, pitch perception, sound
localization and common causes of hearing loss and
compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated about hearing, pitch
perception, sound localization and common causes of
hearing loss, but need to review this concept more.
1.0
Beginning

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The Stimulus Input:
Sound Waves
• Audition- the sense or act of hearing

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Psychological Properties of Sound

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Psychological Properties of Sound
Timbre: Richness in the tone of the sound

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Hearing: Parts of the Ear
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EAR PARTS
Outer Ear: Pinna. Collects sounds.
Middle Ear: Chamber between eardrum
and cochlea containing three tiny bones
(hammer, anvil, stirrup) that
concentrate the vibrations of the
eardrum on the cochlea’s oval window.
Inner Ear: Innermost part of the ear,
containing the cochlea, semicircular
canals, and vestibular sacs.
HEARING BY AGE
20,000 Hz- 18 & younger
17,000 Hz- 24 & younger
16,000 Hz- 30 & younger
15,000 Hz- 39 & younger
14,000 Hz- 49 & younger
12,000 Hz- 55 & younger
10,000 Hz- 60 & younger
8,000 Hz- Everyone

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Transduction in the ear
• Sound waves hit the eardrum then anvil
then hammer then stirrup then oval
window.
• Everything is just vibrating.
• Then the cochlea vibrates.
• The cochlea is lined with mucus called
basilar membrane.
• In basilar membrane there are hair
cells.
• When hair cells vibrate they turn
vibrations into neural impulses which are
called organ of Corti.
• Sent then to thalamus up auditory
nerve. It is all about the vibrations!!!

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The Ear
The ear is divided into the outer, middle and inner ear.

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The Ear
The sound waves travel down the auditory canal to the eardrum.

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The Ear
Eardrum = tight membrane that vibrates when struck by sound
waves.

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The Ear
Eardrum

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The Ear
Bones of the middle ear = the hammer, anvil, stirrup which vibrate
with the eardrum.

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The Ear
Hammer

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The Ear
Anvil

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The Ear
Stirrup

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The Ear
Oval window = where the stirrup connects to the cochlea.

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The Ear
Cochlea = a coiled, body, fluid-filled tube in the inner ear through
which sound waves trigger nerve impulses.

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The Ear
Oval Window

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The Ear
Cochlea

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The Ear
Fluid in the cochlea

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The Ear
Hair cells in the cochlea

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The Ear
Auditory nerve = nerve which sends the auditory message to the
brain via the thalamus.

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The Ear
Nerve fibers

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The Ear
Auditory nerve

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The Ear
Neural impulse travels to the auditory cortex in the brain.

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Theories of Hearing
• Place Theory
– Different pitches are heard at different places in the
cochlea’s basilar membrane
• Frequency Theory
– The rate of sounds matches the rate traveling up the
auditory nerve matches the frequency of a tone, thus
enabling us to sense its pitch
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Sound Localization
• We hear from two ears that are located on either side of our
head.
• One ear will pick up the sound .000027 times faster than the
other to help us find the sound.
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Hearing Loss
• Conduction Hearing Loss
– Mechanical damage to tiny bones or
eardrum
– Can be improved by use of hearing aid
• Sensorineural Hearing Loss
– Most common type of deafness
– Nerve deafness due to damage in cochlea
or auditory nerve
– Sometimes can be fixed by cochlear
implant
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Coclear Implant

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1. The general function of the bones in the middle ear is to:
(A) Convert the incoming sound from pounds per
square inch to decibels.
(B) Protect the cochlea
(C) Transfer sound information from the tympanic
membrane to the oval window
(D) Provide information to the vestibular system
1. _____ are the receptor cells for audition and ______ are receptor cells for
vision.
(A) Olfactory cells; rods & cones
(B) Taste buds; hair cells
(C) Hair cells; rods & cones
(D) Proprioceptors; rods & cones
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Learning Goal:
1. How does the ear transform sound energy into neural messages?
2. What theories help us understand pitch perception?
3. How do we locate sounds?
4. What are the common causes of hearing loss, and why does controversy surround
cochlear implants?
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4.0
Expert
I can teach someone else about hearing, pitch perception,
sound localization and common causes of hearing loss. In
3.0
Proficient
I can analyze about hearing, pitch perception, sound
localization and common causes of hearing loss and
2.0
Developing
I can identify terms associated about hearing, pitch
perception, sound localization and common causes of
hearing loss, but need to review this concept more.
1.0
Beginning

Other Senses Part 1: Pain
• Learning Goals:
1. How de we sense touch and sense our body’s position and movement? How do
we experience pain?
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4.0
Expert
I can teach someone else about our body’s position
and movement; as well as the sensation of pain. In
3.0
Proficient
I can analyze about our body’s position and
movement; as well as the sensation of painand
2.0
Developing
I can identify terms associated with our body’s position
and movement; as well as the sensation of pain, but
1.0
Beginning

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Touch
• Receptors located in our
skin.
• Our sense of touch is
actually four senses—
pressure, warmth, cold,
and pain-that combine
to produce other
sensations, such as
“hot.”

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Rubberhand Illusion
Illustrates that touch is not only a bottom-up
property of your senses but also a top-down
product of your brain and expectations.

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Rubberhand Illusion

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What do you
think this person
feels?
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Fun Facts: Touch Receptors
•Touch Senses
• Different pathways for
warm/cold
• Touching cold and pressure
spots yields a wet sensation.
• Touching warm and cold
together yields a hot sensation
• Gently stroking of a painful
spot produces an itching
sensation
• Stroking adjacent pressure
spots induces a tickle*
* Note: You can’t tickle yourself
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Body Position & Movement
• The sense of our body parts’ position
and movement is called kinesthesis.
(ex. Movement while running without
thinking about the body’s movement)
• The vestibular sense monitors our
balance.
• Vestibular sense can tell if you are
vertical or horizontal. (ex. Spinning in
a chair makes you dizzy)
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Kinesthetic Sense
• Tells us where our
body parts are.
• Receptors located
in our muscles and
joints.
Without the kinesthetic sense
you could not touch the button to
make copies of your buttocks.

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Vestibular Sense
• Tells us where our
body is oriented in
space.
• Our sense of
balance.
• Located in our
semicircular canals
in our ears.

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Touch & Pain
• Pain
• A neurochemical signal that tells
your body something is wrong
• (registers in the parietal lobe via
the sensory cortex)
• Phantom limb Sensations
• Amputees may experience this
because parietal lobe neurons are
still dedicated to area of missing
limb
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Pain
Understanding Pain: Biological Influences

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Pain
Understanding Pain: Biopsychosocial Approach

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Gate Control Theory (Melzack & Wall,
1965)
• Nociceptors- sensory receptors that detect
hurtful temperatures, pressures or
chemicals
• Gate Control Theory
• Small nerves in the spinal cord carry pain,
large nerves in the spinal cord carry other
sensations
• Only one type of nerve fiber can go
through the gate at a time
• Rubbing sore area may reduce pain as
interneurons in spinal cord control the
“gate of information”
• You can also close the pain gate
mentally: i.e.- Not feeling pain while
concentrating on other things
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Phantom Limb
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Controlling Pain

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Mini FRQ Review
Jimmy is a contestant on a game show where people
must run an oddly-shaped maze with obstacles in a
dimly-lit building as fast as they can. Explain how
the following terms would affect Jimmy’s
performance in running the maze.
• Kinesthesis
• Retina
• Hippocampus
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Learning Goal:
1. How de we sense touch and sense our body’s position and movement? How
do we experience pain?
123
4.0
Expert
I can teach someone else about our body’s position
and movement; as well as the sensation of pain. In
3.0
Proficient
I can analyze about our body’s position and
movement; as well as the sensation of painand
2.0
Developing
I can identify terms associated with our body’s position
and movement; as well as the sensation of pain, but
1.0
Beginning

Other Senses Part 2: Smell and Taste
• Learning Goals:
1. How do we experience taste?
2. How do we experience smell?
124
4.0
Expert
I can teach someone else about the experience of
taste and smell. In addition to 3.0 , I can demonstrate
applications and inferences beyond what was taught
3.0
Proficient
I can analyze and compare/contrast the Aspects of
the the experience of taste and smell.
2.0
Developing
I can identify terms associated the experience of
taste and smell but need to review this concept
more.
1.0
Beginning

Sweet Sour Salty Bitter Umami
Taste/Smell
(Fresh
Chicken)
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Taste as a chemical sense
• Basic Chemical Tastes
– Also known as gustatory sense
– Sweet, Sour, Bitter, Salty, Umami
– Taste may be based on survival (bitter food
is toxic)
– Taste receptors reproduce themselves every
two weeks
– Taste buds and taste sensitivity decreases
with age
125

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Evolutionary Perspective on Taste

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Smell as a Chemical Sense
• Chemical Sense or Olfactory Sense
• Smell involves the detection of molecules
• Scents play an important role in
attachment
• Smell & Memory
• Because smell runs close to the limbic
system, it ties closely to memory pathways
• We have a hard time describing a smell,
but can relate to personal stories
• Herz’s Brown University Study
1. Students played an impossible game in a
scented room
2. The same students were then given a
complex (not impossible task)
3. The same scent was pumped into the
experimental room and the students gave
up easily
127

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Smell (olfaction)

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Smell: Age & Gender
• Ability to identify smell peaks during early
adulthood, but steadily declines after that.
Women are better at detecting odors than
men
129

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Sensory Interaction
•Sensory Interaction
• Smell + Texture + Taste =
Flavor
• Visual Capture
• Vision dominates all senses
when conflicts appear
•McGurk Effect
• Hear one syllable while
seeing another lipped causes
us to interpret a third
•Synesthesia
• Rare disorder in which
people combine senses
130

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Synesthesia

Learning Goal:
1. How do we experience taste?
2. How do we experience smell?
133
4.0
Expert
I can teach someone else about the experience of
taste and smell. In addition to 3.0 , I can demonstrate
applications and inferences beyond what was taught
3.0
Proficient
I can analyze and compare/contrast the Aspects of
the the experience of taste and smell.
2.0
Developing
I can identify terms associated the experience of
taste and smell but need to review this concept
more.
1.0
Beginning

Perceptual Organization
• Learning Goals:
1. How did the Gestalt psychologists understand perceptual organization?
2. How do figure-ground and grouping principles contribute to our perceptions?
134
4.0
Expert
I can teach someone else about, gestalt and figure
ground, and how they influence our perception In
3.0
Proficient
I can analyze gestalt and figure ground, and how they
influence our perception, and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated with , gestalt and figure
ground, and how they influence our perceptionbut need
to review this concept more.
1.0
Beginning

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Perception Review
The process of selecting, organizing, and
interpreting sensory information, which enables
us to recognize meaningful objects and events.
135
Old Lady or Young Woman

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Gestalt Psychology Preview

• Gestalt- an organized whole.
• Gestalt psychologists emphasized our tendency to integrate
pieces of information into meaningful wholes
• These principles are based on the idea that people have a
natural tendency to force patterns onto whatever they see.
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The Gestalt Principles
3.9 What are the Gestalt principles of perception?

If you are looking at the vase, then the
white part is the figure and the black
becomes the ground.
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Figure Ground Perspective
Figure–ground:
relationships refer to
the tendency to
perceive objects, or
figures as existing, on
some background.
138

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Figure Ground

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Proximity-the tendency to perceive objects that are close
to one another as part of the same grouping.

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Proximity: Extreme Sheep Art

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Similarity-the tendency to perceive things that look similar as being
part of the same group

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Closure is the tendency to complete figures that are incomplete.

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Continuity refers to the tendency to perceive
things as simply as possible with a continuous
pattern

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• Contiguity-the tendency to perceive two things that happen close
together in time as being related. Usually the first occurring event is
seen as causing the second event.

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Optical Illusions (for fun)
146

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147
anomalous motion illusion

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148
anomalous motion illusion

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anomalous motion illusion 149

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Hermann Grid (for fun)
150

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anomalous motion illusion 151

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152

Gestalt Psychology: Looking at the WHOLE.
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Gestalt Groupings Quick Review
153
Closure
Law of Common Fate
law of pragnanz

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Writings on the Wall

Learning Goal:
1. How did the Gestalt psychologists understand perceptual organization?
2. How do figure-ground and grouping principles contribute to our perceptions?
155
4.0
Expert
I can teach someone else about, gestalt and figure
ground, and how they influence our perception In
3.0
Proficient
I can analyze gestalt and figure ground, and how they
influence our perception, and compare/contrast the
Aspects of the learning goal.
2.0
Developing
I can identify terms associated with , gestalt and figure
ground, and how they influence our perceptionbut need
to review this concept more.
1.0
Beginning

Section 10 Depth Perception
• Learning Goals:
1. How do we see the world in three dimensions?
156
4.0
Expert
I can teach someone else about how we see the
world in three dimensions. In addition to 3.0 , I
can demonstrate applications and inferences
3.0
Proficient
I can analyze how we see the world in three
dimensions, and compare/contrast the Aspects
of the learning goal.
2.0
Developing
I can identify terms associated about how we see
the world in three dimensions, but need to
review this concept more.
1.0
Beginning

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Visual Cliff Study
Gibson and Walk (1960)
Used a visual cliff to test depth perception in
infants and young animals. Their findings indicate
that human infants (crawling age) have depth
perception that is learned. Even certain newborn
animals show depth perception.
157

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Visual Cliff Study

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Binocular Cues
• Binocular Cues-a depth cue that requires the use
of both eyes
159

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Binocular Cues
• Retinal disparity: Images from the two eyes differ, so we
are able to better judge distance of two objects.
•
• Used in 3-D motion picture to mimic the offset eyes.
160
TRY THIS
Two eyes are better than one:
Close one eye an touch
two pencil tips together

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Binocular Cues
Convergence-in order to perceive depth properly,
your eyes must move slightly inward or converge.
In so doing, people are able to determine if objects
are close to them or far away.
161

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Binocular Cues: Stereogram
162

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Binocular Cues: Stereogram
163

Relative Size: If two objects are similar in size, we
perceive the one that casts a smaller retinal image to
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Monocular Cues
164
be farther away.

Interposition: If one object partially blocks our view
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Monocular Cues
165
of another, we perceive it as closer

Relative Height: We perceive objects higher in our
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Monocular Cues
166
field of vision as further away.

Texture Gradient: Fine textures indicate a close
object; course textures indicate an object is far away
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Monocular Cues
167

Relative Motion (motion parallax): When we are
moving, objects that are stable appear to move-objects
that are farther away move slower than
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Monocular Cues
168
closer objects

Light & Shadow: Nearby objects reflect more light
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Monocular Cues
169
to our eyes

Linear Perspective: Parallel lines converge in the
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Monocular Cues
170
distance

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Monocular Cue Review
171
How many monocular cues can you identify?

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Mini FRQ Review
Mr. Aguiar’s car breaks down on a long,
deserted highway with no cell service (sad).
In the distance he sees a gas station, but
knows it will be a long walk. Explain how
each of the following concepts helps him
determine it will be a long walk:
– Relative size
– Texture Gradient
– Linear Perspective
172

Learning Goal:
How do we see the world in three dimensions?
173
4.0
Expert
I can teach someone else about how we see the
world in three dimensions. In addition to 3.0 , I
can demonstrate applications and inferences
3.0
Proficient
I can analyze how we see the world in three
dimensions, and compare/contrast the Aspects
of the learning goal.
2.0
Developing
I can identify terms associated about how we see
the world in three dimensions, but need to
review this concept more.
1.0
Beginning

Perceptual • Learning Goals: Interpretation
1. What does research on sensory deprivation and restored vision reveal about the effects
of experience on perception?
2. How adaptable is our ability to perceive?
3. How do our expectations, contexts and emotions influence our perceptions?
174
4.0
Expert
I can teach someone else about the components of
perceptual interpretation In addition to 3.0 , I can
demonstrate applications and inferences beyond what
was taught
3.0
Proficient
I can analyze the components of perceptual
interpretation, and compare/contrast the Aspects of the
learning goal.
2.0
Developing
I can identify terms associated with components of
perceptual interpretation, but need to review this
concept more.
1.0
Beginning

Stroboscopic Motion and Phi Phenomenon
• Stroboscopic Motion: 24 still pictures flashing within
one second create the illusion of motion (example: flip
books and cartoons)
• Phi Phenomenon: Lights blinking next to each will
create the illusion of motion (neon or scrolling signs)
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175

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Shape Constancy
Perceiving objects as unchanging even as
illumination and retinal images change.
Perceptual constancies include constancies of
shape and size.
Shape Constancy 176

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Size Constancy
Stable size perception amid changing size of
the stimuli. We know the one car is just
farther away, but still the same size.
177

The moon appears larger
on the horizon because
of context effects make it look
farther away like the monster
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Size-Distance Relationship
The distant monster (below, left) and the top
red bar (below, right) appear bigger because
of distance cues.
178

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179

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180

The Ames room is designed to demonstrate the size-distance illusion.
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Ames Room
181

Lightness
constancy
-enables us to
perceive an
object as
having a
constant
lightness even
when the light
that falls on it
changes.
The color and brightness of square A and B are the same.
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Lightness Constancy
182

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Color Constancy
Objects will change color depending on the
CONTEXT of surrounding objects or colors
183
Color Constancy

Illusions provide good examples in understanding
how perception is organized. Studying faulty
perception is as important as studying other
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Muller-Lyer Illusion
184
perceptual phenomena.

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Perceptual Adaptation
You have the ability to adapt to distortion goggles
rather quickly. Usually in a couple of hours to
days. Some animals can never adapt.
190

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Inverted Vision

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Culture and Perception
192

Half the class close your eyes while the other half looks at an image:
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Perceptual Set
A mental predisposition to perceive one thing
and not another. What you see in the center
picture is influenced by flanking pictures.
193

Other examples of perceptual set.
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Perceptual Set
194
(a)Loch ness monster or a tree trunk;
(b)Flying saucers or clouds?
(c) The face on mars because of perceptual schema

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Eye & Mouth Schemas
195

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Eye & Mouth Schemas
196

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Motivation and Emotion influence
Perception
•Walking destinations look farther
way when fatigued
•Hills look steeper when carrying a
heavy backpack
•Targets seem father away when
throwing a heavy object
•When you are driving you hate
pedestrians, when you are a
pedestrian you hate drivers
197
If you are rewarded
for seeing a farm
animal, you will see a
farm animal

Learning Goal:
1. What does research on sensory deprivation and restored vision reveal about
the effects of experience on perception?
2. How adaptable is our ability to perceive?
3. How do our expectations, contexts and emotions influence our perceptions?
198
4.0
Expert
I can teach someone else about the components of
perceptual interpretation In addition to 3.0 , I can
demonstrate applications and inferences beyond what
was taught
3.0
Proficient
I can analyze the components of perceptual
interpretation, and compare/contrast the Aspects of the
learning goal.
2.0
Developing
I can identify terms associated with components of
perceptual interpretatio, but need to review this concept
more.
1.0
Beginning

Human Factors and ESP
• Learning Goals:
1. What are human factors?
2. What are the claims of ESP, and what have most research psychologists
concluded after putting these claims to the test?
199
4.0
Expert
I can teach someone else about human factors
and the claims of ESP. In addition to 3.0 , I can
demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze human factors and the claims of
ESP, and compare/contrast the Aspects of the
learning goal.
2.0
Developing
I can identify terms associated with human
factors and the claims of ESP, but need to review
this concept more.
1.0
Beginning

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What are Human Factors?
•Human
factors/ergonomics- is the
study of how to make
machines and objects
interface better with
humans based on
perception.
•Examples:
• Car Stereo Controls
• Oven/Stove Knobs
200

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More Human Factors
201

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Is There Extrasensory Perception?
• Perception without sensory input is called
extrasensory perception (ESP).
• 98% of scientists do not believe in ESP.
• According to a survey conducted in 2007 50% of
Americans acknowledge some kind of belief in ESP.
• 65% of those surveyed stated that they have never
used a psychic or medium.
202

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Claims of ESP
Paranormal phenomena include astrological
predictions, psychic healing, communication
with the dead, and out-of-body experiences, but
most relevant are telepathy, clairvoyance, and
precognition.
203

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Testable Claims of ESP?
1. Telepathy: Mind-to-mind communication.
One person sending thoughts and the other
receiving them.
2. Clairvoyance: Perception of remote events,
such as sensing a friend’s house on fire.
3. Precognition: Perceiving future events,
such as a political leader’s death.
204
“Visions of psychics that
help the police solve
crimes are no more
accurate than guesses”
None of these claims
have been reproducible
in a laboratory setting

Learning Goal:
1. What are human factors?
2. What are the claims of ESP, and what have most research psychologists
concluded after putting these claims to the test?
205
4.0
Expert
I can teach someone else about human factors
and the claims of ESP. In addition to 3.0 , I can
demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze human factors and the claims of
ESP, and compare/contrast the Aspects of the
learning goal.
2.0
Developing
I can identify terms associated with human
factors and the claims of ESP, but need to review
this concept more.
1.0
Beginning

• Leave the classroom and find real-world
examples for at least three of the monocular
depth cues listed below. DRAW your
examples and be prepared to share. Be
back in 5 minutes.
1. Linear perspective
2. Relative size
3. Overlap
4. Aerial perspective
5. Overlap
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AP Sensation Perception

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