Meaning and Importance of Perception Types of Perception Development Perception

2. Meaning and Importance
of Perception

3. PERCEPTION is subjective in interpretation as brought about by
experiences. A particular object can mean differently for varied
individuals . One thinks It is positive, the others negative, to some
nothing at all, or they are unaware of the stimulus. Perception is the
whole system by which stimuli affect whatever is the cognition and the
behavior of the individual automatically responding to the stimuli.
GESTALT PRINCIPLES OF BASIC PERCEPTUAL ORGANIZATION
The primary objective of any perceptual process is to separate different
patterns or elements from their back-ground. This system enables an
individual to determine or define the objects in a perplexed
environment. Matter of varied measurement in both quantity and
quality are identified as isolate, basic objects from other objects. It can
be distinguished by its size, shape, color moving or stationary in space ,
arranged in dimensional word, and even in the movement of biological
body.

4. GESTALT GROUPING
Group is when certain elements or objects are put together forming a
whole pattern according to the following principles:
• Proximity
-is the grouping of elements perceived as belonging together – closet to
each other.
• Similarity
-is the group of same elements with each other perceived to belong to a
group.
• Continuity
-is the grouping of various elements organized to create a form.
• Closure
-is completing the missing or unfinished form of pattern to complete an
element.
• Orientation
-is the grouping of like elements within a group with different
elements.

5. Simplicity (Law of Pragnanz)
-is the grouping of elements into feature easiest to understand.
Stimulus is perceived in simplest term rather than in a complex way.
FIGURE AND GROUND
The figure and ground has differentiation. Primarily, the feature of the
figure is a unified entity of perception, an organized group of stimuli
(contour). It possesses shape/consistency, the feature lies in front of
the ground, and always against the back ground.
CONSTANCY- is the capacity to perceive stable properties belonging to
objects even if they are change in their feature. One’s perception of
objects or events is always the same even though they are
differentiations brought about by variations of conditions in the in the
environment. Once a stimulus is identified, it remains constant in
perception despite great changes in size, shape, texture, color and
brightness.

6. Size constancy
-perceives stimulus to be the same inspire of a difference in the
size of the retinal images. Two objects of equal size where in one
object is placed farther in the foreground is visualized as smaller
as projector in the retinal image.
Shape Constancy
-is similar to the theory of size constancy, although this is the
term of the contour of objects. A change in position can bring
oput of different perception.
Texture Constancy
-Texture constancy reveals the true nature or property of an
object. If the object closer or nearer, the details or feature will be
visualized. if the same object is seen farther, it will look
smoother and the details cannot be seen.

7. Color Constancy
-of the same object vary in accordance with light
illumination. The lighting of an object appear
difference but its true color remains the same. A bright
lightning on a hue will make the color appear lighter
and less lightning will make the color appears darker.
Brightness Constancy
-is contrary of the theory of color constancy, where in
the hue change in variation of lightning. In bright
illumination, the hue neutrals color will not change in
its constancy.

9. A. VISUAL PERCEPTION
Depth perception are influenced by the following
factors:
1. Superimposition (depth factor or relative position) –
may be shown by making near objects appear in
front and covering up all or parts of distant objects
2. Linear perspective - is shown by the convergence
of parallel lines as they become more distant so that
the lines of a railroad track appear to meet at the
distant horizon.
3. Gradients of texture in a collection of items as they
become more distant also provide for depth cues.

10. 4. Lack of clarity or the presence of haze also conveys
depth. This is similar to the play of light and shadows
upon parts of objects producing characteristic
brightness differences upon object exposed and
unexposed to light. This may also be attributed to
aerial perspective.
5. Relative movement of near and far objects. As one
gazes out of a moving vehicle, the very rapid, almost
blurred movements of near object as compared to the
slower movements of far objects provide clues to
depth.
6. Eye convergence when both eyes are looking at close
stimulus with the accompanying
change in the accommodation of the lenses and the
retinal disparity gives clues to depth

11. B. Auditory Perception
Sound Localization or the perception of sound
direction is dependent of the sound source and the
separation of the two ears. The clues to sound
localization include the following binaural cues:
1. Time difference- sound waves arriving at one side
of the ear is detected as coming from that
direction.
2. Intensity difference- sounds more intense in one
direction are perceived as coming from that direction.

12. 3. Phase difference- the pressure of a sound
wave at any part, place or movement.
4. Learning experiences – through learned
localizations, we turn towards the source of
sounds familiar to us we turn upward for
airplane , backward to someone calling from
behind.
5. Echoes and distortions in an enclosed place
familiar to us. For instance, the quality and
strength of echoes in a familiar hallway gives
us a clue as to the direction of sound.

13. C. TACTUAL PERCEPTION
Local signs allow us to make appropriate
responses to the corresponding stimuli. For
example, if someone pinches our left arm while
our eyes are closed, we can readily tell that it is
our left and not our right arm that was pinched.
D. OLFACTORY AND GUSTATORY PERCEPTION
sensitivity to gustatory stimulus varies
according to point of application and
temperature of the substances. For example,
sweet is most felt at the tip of the tongue. The
strength of the sensation also varies with the
temperature of the substances.

14. DEVELOPMENT
PERCEPTION

15. David Bohm describes that development of
perception in the appendix of the book The
Special Theory of Relativity. That book itself
was too difficult for me to read, but as I heard
him mention that appendix in an interview, I
wanted to read that and see if it would make
sense to me.
Well, it did. I found it very interesting to follow
the development of perception, that Bohm
writes about the research of Jean Piaget.

16. • That research suggests that a young child views
the world as a state of flux. The child does not
see anything as permanent, he does not see
cause and effect, he does not know things can
be undone, he does not have our memory, he
does not see itself different from the world, and
so on. All that is coming into existence in a
certain follow up.
• I tried to distil the development into several
steps, so I differentiated 16 stages. But there
could just as well be more or less. There is no
cut and dry separation, but for myself, I found it
more clear to make a certain differentiation, in
order to understand the development better.

17. Stage 1 – Functional aspects
This first stage is nothing more than
inborn reflexes. These reflexes
develop to fit different aspects of the
environment. The environment gets
recognised by functional aspects, like
food to satisfy the hunger.

18. Stage 2 – Impulse followed by sensation
• The next stage is the development of the circular reflex.
The circular reflex is an outgoing impulse followed by an
incoming sensory impulse. This is the beginning of
perception. Impulse followed by sensation.
• This circular reflex is carried along all further
development. At a certain stage there is pleasure in the
reflexes that are produced. The child does not yet
understand the causal connection between the impulse
and the sensation.
• He discovers that by doing something he gets a pleasant
sensation that is recognizable. Recognition that a past
event has been repeated comes first. The ability to call up
this event in the memory comes only much later.
• At this stage there is only the knowledge that a certain
impulse will lead to a certain pleasure.

19. Stage 3 – Permanence and
coordination
• To recognize a similarity is necessary before
seeing something as permanent in the flux of
process.
• Another thing is being able to coordinate many
different reflexes that are associated with a
certain object.
• So at first there is no realisation that the object
that the child sees, is the same as the object
that he hears. But later on comes a
coordination. And with that the understanding
that he sees what he hears and grasps what
he sees.

20. Stage 4 – Recognise patterns
There is still no notion of a permanent object. When
he is presented with something familiar, he makes an
abstraction of recognizable totalities of sensation.
In the total flux of experience, he can now recognize
a certain pattern. These combinations itself are
experienced as totalities. The object is not
recognized outside its normal context.
Stage 5 – Perceive out of normal context
When the child begins to follow a moving object with
this eyes, he is able to recognize the invariance of its
form, despite its movement. He is building up the
reflexes to perceive objects apart from its normal
context.

21. Stage 6 – Something can be undone
The next step is the realisation that something can be
undone by a second operation. But he still has no idea
of a permanent object, that exists when he does not
see it.
He also does not see himself separate from the world.
But he is building up the reflexes that are needed to
see the difference.
Stage 7 – Cause and effect
He is now developing the notion of cause and effect.
At first it is a kind of sympathetic magic, because there
is still no difference between internal and external, and
all aspects of his experience are still seen as a single
totality.
Later he begins to recognize other people, animals and
objects as the cause of things that are happening.

22. Stage 8 – Coordinate visual with tactile and
movement
At this time the notions of space and time are
being built up. If the child handles objects and
moves his body, he learns to coordinate his
changing visual experiences with the tactile
perceptions and bodily movements.
Stage 9 – Notion of permanent places and
objects
At this stage he discovers that he can always
return to a place in many different ways. There is
the notion of permanent places and permanent
objects.

23. Stage 10 – Start of memory
The child is gradually learning to call up images from the
past, not just recognize something as familiar only as he
sees it. Now true memory begins. With the difference
between past and present. And later also future when
he starts to form mental images of what he expects.
Stage 11 – Form an image of absent objects
This point in development is crucial, as the child is able
to form an image of an absent object.
Stage 12 – Form image with perceived and
unperceived things
Now he starts to form a mental image of the world, with
both perceived and unperceived things. He is able to
create or produce something.

24. Stage 13 – Distinction between self and world
• This is the stage of distinction between the self and
the rest of the world. Until now there was only one
field of experiencing. Because of the ability to create
a mental map of the world (to imagine) he sees
places that are occupied by permanent objects. And
one of these objects is himself.
• Everything on the map falls into two categories,
what is inside the skin and what is not. And now he
forms the concept of a self, distinct from the rest of
the world.
• The child does not know it is making a mental map
of the world. They find it difficult to distinguish
between what is imagined or remembered in
thought and what is actually perceived through their
senses. They may even think that other people see
what they are thinking about.

25. Stage 14 – Mental map as reality
At this point the mental map is seen as reality.
What we see often depends on what we know
about it. So we learn to see the world through a
certain structure of ideas. We react immediately
to each new experience before we have time to
think.
That way we might believe that certain ways of
perceiving the world cannot be otherwise. But in
fact it was the way we discovered and build it
ourselves when we were children. It often
became habits that are only true in certain
domains of experience.

26. Stage 15 – Translate perception into language
The next stage is about translating the perception of
the structure of the world in thought and language. But
that is very confusing as the ideas and words often
contradict what is perceived. And the learning is a
gradual process, step by step
Stage 16 – Need for logical thought
And finally he learns the need for logical thought. With
the wish to reflect on the structure of the world, and to
communicate with other people. But also when he
wants to apply his ideas to a practical problem.
This is a continuing process of development that
builds up knowledge and understanding of the world.
Mental images, ideas and words are getting a
structure similar to the world as it is perceived.

27. From perception in a state of flux to the structure of a
mental map
So the child begins with some kind of totality. A totality of
sensation, perception and feeling. All in a sort of ongoing
flow. No recognizable structure with permanent
characteristics.
The development of intelligence arises in a series of
movements, which is how the child learns about the world.
What he learns is always based on his ability to see certain
kinds of relationship. A correspondence between what he
sees and what he hears. Between cause and effect. The
possibility of undoing certain things.The perception of some
relationships is then followed by a corresponding mental
image which functions as a kind of map. A map that
represents the relationships.Very soon immediate perception
takes on the structures of these maps and he is no longer
aware that the map only represents what has been perceived
before