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Ch.5&6: Sensation & Perception

This article provides an in-depth explanation of the concepts of sensation, perception, learning, memory, thinking, language, and intelligence. It covers topics such as thresholds, perception illusions, classical and operant conditioning, memory models, problem-solving, language acquisition, and theories of intelligence.

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Ch.5&6: Sensation & Perception

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  1. Sensation Thresholds Vision Hearing Smell, Taste, Touch, and Pain Perception Top down vs bottom up Selective attention Illusions (visual capture) Gestalt Figure-ground Binocular cues Monocular cues Motion perception Constancies Deprivation vs Adaptation Perceptual Set Context Effects Ch.5&6: Sensation & Perception

  2. Thresholds • Absolute Threshold • Difference Threshold • Signal Detection Theory • Gustav Fechner • Similar to Weber’s law except mental intensity

  3. Transduction Accommodation Nearsighted vs. Farsighted Vision

  4. Young-Helmholtz Trichromatic Theory Opponent Process Feature Detectors Parallel processing Color and Processing

  5. Place Theory vs. Frequency Theory Conduction vs. Sensorineural hearing loss Hearing

  6. Pain: Gate-Control Theory Body Position: vestibular sense vs. kinesthesis Sensory interaction Other Senses

  7. Top Down vs. Bottom Up

  8. Inattentional Blindness Cocktail Party Effect Selective Attention

  9. Wundt-Jastrow Muller Lyer Visual Capture

  10. Gestalt

  11. Figure Ground

  12. Depth perception Retinal Disparity Convergence Binocular Cues

  13. Monocular Cues

  14. Phi Phenomenon Motion Perception

  15. Perceptual Constancy

  16. Deprivation & Adaptation • Deprivation: lose a sense and it is difficult to get back • Adaptation: (in vision only) can adjust to loss of depth perception

  17. Perceptual Set Perceptual Context Human Factors Perceptual Interpretation

  18. Ch.8: Learning • Classical Conditioning • Operant Conditioning • Observational Learning • Cognitive Learning

  19. US UR CS CR Acquisition Extinction Spontaneous Recovery Generalization Discrimination Classical: Pavlov

  20. Classical: Others • Watson: Baby Albert • Garcia: Aversion = • Rescorla: Strong Prediction = Stronger CR

  21. He built his ideas off of the law of effect (Thorndike) Shaping Overjustification Operant: Skinner

  22. Reinforcement (increases behavior) Positive Negative Continuous Partial/intermittent Punishment (decreases behavior) Positive Negative Reinforcement vs. Punishment

  23. Modeling Bobo doll Social: Bandura

  24. Latent Learning (Tolman) Cognitive maps Learned helplessness Cognitive

  25. Biological Predispositions • Helpful for survival: • Aversions- good to know food that is bad for you • Operant Shaping- tough to shape someone away from natural learning (attachment for example)

  26. Ch.9: Memory • Models of Memory • Encoding • Storage • Retrieval • Forgetting

  27. Encode Store Retrieve Sensory Short-Term Long-Term Models of Memory

  28. Encoding

  29. Types of Encoding • Rehearsal (Ebbinghaus- amount remembered = time on learning) • Spacing effect • Serial position (primacy and recency effect) • Von Restorff effect: 5 golden rings! • Mnemonics: MVEMJSUNP • Chunking, hierarchies- phone numbers, remembering presidents • Key word method: broca. . .boca • Pegword method: 1 is a bun. . . • Method of loci: objects around house • Self-reference effect: take the “Hajj” to go to dinner • Visual, Acoustic, and Semantic (semantic is most remembered!)

  30. Storage • Short Term (20-30 seconds) • Miller: magic number 7 • Long Term (unlimited) • Sensory • Iconic (remember what we see) • Echoic (remember what we hear)

  31. Other Types of Memory • Eidetic • photographic • Procedural • Riding a bike • State Dependent/Mood Congruent • Remember when we are in the same mood • Context Dependent • Remember when we are in the same context (setting) • Flashbulb • Car crash, 9/11

  32. Retrieval • Recall (fill-in-blanks) vs. Recognition (multiple choice) • Implicit (without conscious recall, riding a bike) • Explicit (conscious recall, info for a test)

  33. Forgetting • Amnesia • Retrograde: can’t remember before crash • Anterograde: can’t remember after crash • Interference • Proactive: difficulty remembering new info • Retroactive: difficulty remembering old info • Memory Construction (Loftus) • How an event is framed can lead to incorrect memory • Schemas can lead to incorrect memory construction • Repression, absent mindedness, blocking

  34. Thinking Concepts Problem Solving Impediments to Problem Solving Apes Language How we learn/Structure Ch.10: Thinking/Language

  35. Concepts • Concept- mental image • Prototype- best example (superman)

  36. Problem Solving • Algorithm- rubric’s cube • Heuristics- trial and error • Insight- ah ha!

  37. Impediments • Fixation (wheel of fortune) • Functional Fixedness (screwdriver to hammer in nail) • Mental Set (O T T F F S) • Representativeness Heuristics (poetry reader) • Availability Heuristics (letter “K”) • Framing (salesmen) • Bias • Confirmation Bias (support what you already know) • Belief Perseverance (still believing 9/11 is a conspiracy)

  38. Kohler Thinking/insight in apes Sultan (ape) story Apes

  39. How We Learn • Chomsky- Language Acquisition Device • Phoneme • Bat (3) • Morpheme • Unprepared (3) • Syntax • Adjectives before nouns • Overgeneralization • Yesterday, I goed to the store.

  40. Ch.11: Intelligence • Theories • Testing Intelligence • Extremes • Good Tests

  41. One General Intelligence Spearman Multiple Intelligences Gardner Triarchic Theory Sternberg Main Theories

  42. Other Theories • Fluid vs. Crystallized • Fluid: solve problems quickly (declines with age) • Crystallized: retained info (increases with age) • Emotional Intelligence • Works off of Gardner

  43. Testing Intelligence • Binet- developed 1st intelligence test • Terman- developed Stanford-Binet which calculates IQ • IQ: mental age ÷ chronological age x 100 • Wechsler- developed modern intelligence tests • WISC and WAIS

  44. Extremes • Gifted • Mental Retardation • IQ below 70 • Down Syndrome • Caused by extra chromosome • Savant • Mentally retarded but excel in one area

  45. Good Tests • Standard: same limits/instructions (looking for normal bell curve) • Reliable: consistent results • Valid: measures or predicts what it is supposed to • Content and predictive validity

  46. Achievement vs. Aptitude • Achievement- what you have learned • Aptitude- predict future performance

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