ΨMETEA VALLEY

PSYCHOLOGYAP

Sensation & Perception Unit Guide

Essential Questions • What is the difference between sensation and perception, and how are they related? • What are the basic sensory concepts of thresholds and adaptation? • How is sensory information transformed and delivered to the brain? • How do individual factors influence perception? • How do the eyes receive, process, and transform light signals? • What are the theories that explain our sensation and perception of color? • What are the gestalt perceptual principles? • How do monocular and binocular depth cues help us perceive 3D and motion? • How do perceptual constancies help us create meaning from sensory signals? • How do restored vision, sensory restriction, and perceptual adaptation contribute to our understanding of perception? • How do ears process sound waves and contribute to the perception of pitch and sound location? • How do the other senses work [touch, pain, taste, smell, & body position and movement? • How do our senses interact?

Key Terms, Concepts and Contributors

MODULE 16: Sensation Perception Bottom-up processing Top-down processing Selective attention Cocktail party effect Inattentional blindness Change blindness Transduction Psychophysics Absolute threshold Signal detection theory Subliminal Priming Difference threshold [JND] Weber’s law Sensory adaptation MODULE 17: Perceptual set Extrasensory perception Parapsychology KEY CONTRIBUTORS: Gustav Fechner Ernst Weber David Hubel Torsten Wiesel

MODULE 18: Wavelength Hue Intensity Saturation Cornea Pupil Iris Lens Retina Acuity Accommodation Myopia [nearsightedness] Hyperopia [farsightedness] Rods Cones Optic nerve Blind spot Fovea Optic chiasm Bipolar cells Ganglion cells Feature detectors Parallel processing Young-Helmholtz trichromatic theory Opponent-process theory After-image effect Visual cliff Binocular cues

MODULE 19: Gestalt Figure-ground Grouping Proximity Continuity Closure Depth perception Visual cliff Binocular cues Retinal disparity Monocular cues Relative height Relative size Interposition Relative motion Linear perspective Light and shadow Phi phenomenon Perceptual constancy Color constancy Brightness [lightness] constancy Shape constancy Size constancy Moon illusion Sensory deprivation Perceptual adaptation

MODULE 20: Audition Sound wave Frequency Pitch Decibels Hertz Outer ear Middle ear Hammer Anvil Stirrup Ear drum Round window Oval window Inner ear Cochlea Basilar membrane Organ of Corti/Hair cells Semicircular canals Sensorineural hearing loss Conduction hearing loss Cochlear implants Place theory Frequency theory MODULE 21: Touch Pain Nociceptors Gate-control theory Phantom limb Taste Basic tastes Smell/Olfaction Olfactory nerve Olfactory bulb Kinesthesia Vestibular sense Sensory interaction Embodied cognition

Name: ______________________

Directions: Create a storyboard or comic strip that demonstrates your understanding of thresholds and adaptation and includes ALL of the following concepts: absolute threshold, difference threshold, signal-detection theory, & sensory adaptation.

Use your imagination, but also depict the concepts in meaningful and accurate ways.

DO YOU HEAR WHAT I HEAR? Name: HEARING WEBQUEST Date: AP PSYCHOLOGY Period:

How We Hear http://tinyurl.com/nxcu3tb

1. Watch the video above and fill out the diagram of the ear. Make sure it’s labeled corrected with the following parts: outer ear, middle ear, inner ear, ear canal, eardrum, hammer, anvil, stirrup, and cochlea.

2. Give a two sentence summary of how hearing works.

3. What lobe of the brain does the video refer to that processes the auditory information received by the ears?

Hearing Vocabulary Essentials http://tinyurl.com/zt6wcz8

1. Explain amplitude in relation to what we hear.

2. Explain pitch in relation to what we hear.

3. In the space below, show high / low amplitude waves along with high / low pitch waves. (Hint: Image searching on Google will be your best friend )

High Amplitude Waves Low Amplitude Waves

High Pitch Waves Low Pitch Waves

Now create and compare two sets of waves: a quiet and low sound of thunder compared to a high and loud mouse screech.

Hearing Theories https://explorable.com/theories-of-hearing

1. How does Place Theory explain how we hear sound? What is the problem with this theory?

2. How does Frequency Theory explain how we hear sound? What is the problem with this theory?

3. Which of the two theories is correct? Why?

Hearing Loss http://tinyurl.com/ycc8lra

1. Summarize conductive hearing loss and give two possible causes for this kind of hearing loss.

2. Summarize sensorineural hearing loss and give two possible causes for this kind of hearing loss.

3. Describe possible treatments for hearing loss.

4. BONUS: Based on what you read in the article, what type of hearing loss would be caused by ear buds?

An Unfair Spelling Test http://tinyurl.com/jpjls74

List and follow the directions. Fill out the table as you work.

Column A: High Frequency Hearing Loss Column B: Softer Sound / Normal Column C: With Hearing Aid

Ready for more demos…? Try these! http://www.noiseaddicts.com/2009/03/can-you-hear-this-hearing-test/ http://tonometric.com/adaptivepitch/ http://www.starkey.com/hearing-loss-simulator http://www.hearinglikeme.com/hearing-loss-simulator/

Name:_________________________________

TOUCH AND SOME OTHER STUFF

Use the following websites to help you answer the questions below: http://tinyurl.com/bobwdg4 https://faculty.washington.edu/chudler/pain.html 1. Identify and provide a brief explanation for the three sensations we feel. Be sure to include information about

receptors and parts of the brain involved in processing the sensations.

2. Explain the two ways that pain signals reach the brain.

3. What factors influence pain perception?

4. Correctly identify A and B in the Gate-Control Theory diagram.

TOUCH

5. In your own words, summarize the process of how the Gate-Control Theory works.

HANDS-ON Unbend your paperclip and straighten it out to form it into a skinny letter “U.” Ask your partner to close their eyes and gently press the two points of the “U” on different

areas of your partner’s skin: cheek, palm, forehead, forearm, upper arm, shoulder, calf Compare the distances required for a “I feel two points” response on different body regions. What part of the body is most sensitive? In other words, where on the body can 2 points be detected with the

smallest tip separation? Use the following links to help you answer the questions below: https://tinyurl.com/y7va3apd https://tinyurl.com/z8zhgex https://tinyurl.com/y92buoda In your own words, define each of the following terms and provide an original real world example for where you’d actually use each of these senses.

Proprioception: Kinesthesis: Vestibular Sense: Explain how the vestibular and proprioception senses are related and how they are unique. HANDS-ON Unipedal stance: This test is used for screening neurological disorders. Stand with one leg

in the air in a bent position for 30 seconds. Then, close your eyes. What happened when you closed your eyes? Why?

THE OTHER SENSES

Name:_________________________________

TASTE & SMELL: THE CHEMICAL SENSES

Use the following Prezi to help you answer the questions below: http://tinyurl.com/o54o4vm 1. What are the five different taste sensations? Draw a sketch of the tongue mapping the five primary tastes.

2. What are the names of the sensory receptors for taste (contain our taste buds)?

3. Explain how the process of taste works – from receptors to the brain.

4. Name 3 things that could influence your sensation of taste and explain how it works.

HANDS-ON Tell your partner to close their eyes and pinch their nose. Offer them one flavor of candy. Ask them to identify the flavor with their nose plugged. Can they correctly identify it? Offer another piece of candy and have your partner let go of their nose (but still have them keep their eyes

closed!). Are they able to identify the flavor correctly now? Explain how this illustrates the concept of sensory interaction.

TASTE

Use the following video clip and readings from the links below to help you answer the questions below: http://tinyurl.com/nf2f2qj https://faculty.washington.edu/chudler/chems.html 5. What are the sensory receptors for smell and where are they located?

6. Explain how smell is processed in the brain. Be sure to include all pertinent structures and their role in the process.

7. How does the sense of smell differ from the other senses (taste, touch, sight, hearing)?

HANDS-ON Ask your partner to close their eyes. Have him or her smell each container. Write down the number of the container and your partner’s guess about what’s inside.

Are the answers right?

SMELL

What is Your Perception of Metea Valley?

Your task is to create a visual presentation using pictures that you will take of things at Metea to demonstrate the following perceptual cues.

DAY 1

STEP 1: Use the resources provided to complete the perception notes sheet in your packet for each of the perceptual cues. STEP 2: Begin taking photographs

• Once your teacher has checked your notes sheet, you will get a special pass to explore Metea and begin taking your photographs.

• You’re expected to come back with at least 6 photographs that your teacher can check for your understanding of the concepts.

○ You will need a different photograph for each cue. ○ If you waste this time and have no photographic evidence of your work after 25

minutes you will automatically lose 10 points! ○ Any cues you do not photograph during this time become homework, due

tomorrow. DAY 2

STEP 3: Create your presentation. You may use Google, Prezi, or another platform of your choice. Follow your teacher’s instructions for submitting your presentation.

Cues to use:

● Figure-ground ● Grouping ● Proximity ● Relative height ● Relative size ● Interposition ● Linear perspective ● Light and shadow ● Shape constancy ● Size constancy ● Texture gradient ● Bonus: Color Constancy (+1 pt)

Texture gradient

Relative size (of the desk)

“Wha

t is

You

r Pe

rcep

tion

of M

etea

Val

ley?

” N

ote

Shee

t U

se y

our

text

book

and

oth

er r

esou

rces

pro

vide

d by

you

r te

ache

r to

com

plet

e th

e fo

llow

ing

note

s sh

eet.

Onc

e th

is is

com

plet

e, s

how

you

r te

ache

r so

you

can

beg

in ta

king

pic

ture

s.

TERM

D

EFIN

ITIO

N

GES

TALT

A

pat

tern

, fig

ure,

form

, or

stru

ctur

e th

at h

as a

uni

form

org

aniz

atio

n; h

elps

us

perc

eive

thin

gs a

s or

gani

zed

who

les

Clo

sure

Con

tinu

ity

Figu

re-g

roun

d

Prox

imity

Sim

ilari

ty

DEP

TH P

ERC

EPTI

ON

A

bilit

y to

see

obj

ects

in 3

dim

ensi

ons,

alth

ough

imag

es s

trik

ing

retin

a ar

e 2-

dim

ensi

onal

; allo

ws

to ju

dge

dist

ance

Bi

nocu

lar

Cue

s D

epth

cue

s de

pend

ing

on u

se o

f tw

o ey

es

Retin

al d

ispa

rity

Mon

ocul

ar C

ues

Dep

th c

ues

avai

labl

e to

eith

er e

ye s

epar

atel

y Ph

i phe

nom

enon

Rela

tive

heig

ht

Rela

tive

mot

ion

Line

ar p

ersp

ectiv

e

Rela

tive

size

Ligh

t and

sha

dow

Perc

eptu

al

cons

tanc

y

Col

or c

onst

ancy

Text

ure

grad

ient

Name_____________________________

“Watch This” Video Guide

Directions: while watching this episode of Brain Games, apply the theories on perception that we have covered in class to the “games.” Be sure to explain how the theory is being demonstrated. THEORIES TO APPLY: USE OF SHADOWS; PHI PHENOMENON; COLOR CONSTANCY; PERCEIVING SHAPE; LINEAR PERSPECTIVE

THEORY EXPLANATION

Game #1

Game #2

Game #3

Game #4

Game #5

Game #6

Game #7

Game #8

Rubber hand illusion

Game #9

Sensa

tion

Ess

enti

als

If y

ou w

ere

an A

P Ps

ycholo

gy

student

an

d a

bout

to e

mb

ark

on a

tw

o-d

ay

test

to d

em

onst

rate

your

know

ledge o

f th

e

sense

s and h

ow

our

bra

ins

perc

eiv

e in

form

ati

on,

what

would

you w

ant

to k

now

??

Rig

ht

now

you

r ey

es a

re s

ensi

ng w

hat

is o

n t

his

paper

.

• Li

st t

he m

ost

import

ant

term

s fo

r yo

ur

sense

of

visi

on (

hin

t: t

hin

k about

part

s of

the e

ye a

nd b

rain

where

sig

ht

is

pro

cess

ed).

If

a p

art

has

an im

port

ant

funct

ion,

desc

ribe it

.

• D

esc

ribe O

pponent-

Proce

ss T

heory

of

Colo

r V

isio

n (

don’t

forg

et

your

colo

rs):

• Youn

g-H

elm

holt

z Tri

chro

mati

c Theory

(d

on’t

forg

et

your

colo

rs):

Your

psy

chol

ogy

teac

her

just

rece

ntl

y gav

e y

ou d

irec

tions

to c

om

ple

te t

his

exe

rcis

e:

• W

hat

does

the c

och

lea lo

ok

like a

nd h

ow

does

it d

eal w

ith s

oun

d w

ave

s?

•

What

part

of

the e

ar

sends

info

rmati

on t

o t

he b

rain

for

pro

cess

ing a

nd w

hic

h lo

be d

oes

it g

o t

o?

•

Desc

ribe P

lace

Theor

y and it

s p

ros/

cons:

• D

esc

ribe F

requency

Theory

and it

s pro

s/co

ns:

• D

esc

ribe w

hy

people

wit

h c

onduct

ive d

eafn

ess

cannot

hear:

Now

, unfo

rtunat

ely

for

you

, w

hen

you

wal

ked in

to t

he c

lass

room

today

you

not

iced

a f

oul s

mell.

• W

hat

type o

f p

roce

ssin

g is

that

(bott

om

-up o

r to

p-d

ow

n)?

D

efine b

oth

. Is

it: o

Bott

om

-up

o

Top-

dow

n

•

What

part

of

the b

rain

pro

cess

es

that

foul s

mell

and w

here

does

it g

o in

the b

rain

(hin

t: it

’s n

ot

the s

am

e a

s th

e

oth

er

sense

s)?

•

Som

e p

eople

in c

lass

could

bare

ly t

ell

there

was

a b

ad s

mell

in a

ir 5

0%

of

the t

ime. T

he s

trength

of

this

sm

ell

does

not

meet

their

___

____

____

____

____

___

____

____

____

____

____

_?

•

And s

ince

we a

re o

n t

he t

opic

, w

hy

don’t

you g

o a

head a

nd d

efine JN

D (

and n

o,

this

is n

ot

the t

erm

fro

m a

bove

).

Whose

conce

pt

is JN

D?

This

tes

t m

ay s

eem

ove

rwhel

min

g, but

I pro

mis

e it

won

’t b

e p

hys

ical

ly p

ain

ful (

may

be ju

st e

moti

onal

ly).

• D

efine t

he g

ate

contr

ol t

heory

…

•

What

are

the f

our

sense

s of

touch

?

Ass

um

ing y

ou M

ISSED

a q

ues

tion

on t

his

exe

rcis

e, but

it W

AS p

rese

nt,

what

theo

ry a

m I

refe

rrin

g t

o?

Ok…

go a

head a

nd d

esc

ribe t

he t

heory

and f

our

part

s.

Terms for Extra Credit Flashcards:

Unit 3: Sensation and Perception Sensation Perception Bottom-Up Processing Top-Down Processing Selective Attention Inattentional Blindness Change Blindness Transduction Absolute Threshold Signal Detection Theory Subliminal Messages Difference Threshold Weber’s Law Sensory Adaptation Perceptual Set Extrasensory Perception (ESP) Wavelength Hue Pupil Iris Lens Retina Accommodation Rods Cones Optic Nerve Optic Chiasm Blind Spot Fovea Feature Detectors Parallel Processing Trichromatic Theory Opponent-Process Theory Gestalt Figure-Ground Grouping Depth Perception Visual Cliff Binocular Cues Retinal Disparity Monocular Cues Phi Phenomenon Perceptual Constancy Perceptual Adaptation Color Constancy Audition Frequency Pitch Middle Ear Cochlea Basilar Membrane Hair Cells Sensorineural Hearing Loss Conduction Hearing Loss Cochlear Implant Place Theory Frequency Theory Gate-Control Theory Vestibular Sense Sensory Interaction Kinesthesis Proprioception Papillae Olfactory Bulb Sensations of Touch Volley Principle

Pick 15 terms from the above list (or from the unit guide on the back of the packet cover) that you are least familiar/comfortable with and construct a flashcard including the following information:

1. On one side, define the term IN YOUR OWN WORDS. Try and keep the definition short, meaningful, and something that you can remember.

2. On the other side, draw a picture that demonstrates the term OR describe a personal example.

You may earn up to 5 points of extra credit for your 15 flashcards!

All flashcards must be turned in by the day of the unit assessment – no late flashcards will be accepted!