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#1 : Basic concepts explaining the capabilities and limitations of sensory processes
#1 : Basic concepts explaining the capabilities and limitations of sensory processes
A. Explain the concepts of threshold, adaptation, and constancy.
A. Explain the concepts of threshold, adaptation, and constancy.
Devising demonstrations that illustrate threshold, adaptation, and constancy
Providing real-life examples of threshold, adaptation, and constancy
Describing classical examples of psycho-physical research
B. Describe the operation of sensory systems.
B. Describe the operation of sensory systems.
Identifying the physiological features common across all sensory systems (e.g., receptors, pathways to the brain, transduction)
Labeling a diagram of the parts of the eye and ear and explaining the role of each part
Explaining the operation of other sensory systems, such as taste and touch
Discussing how to protect sensory systems(e.g., avoiding prolonged loud voices)
C. List forms of energy for which we do and do not have sensory receptors
C. List forms of energy for which we do and do not have sensory receptors
Comparing the sensory capabilities of humans and other species, such as the echo-detection system in bats
Hypothesizing about system limitations, such as human limits related to sensing the spectrum of light
D. Relate knowledge of sensory processes to applications in areas such as engineering psychology, advertising, music, architecture, and so on
D. Relate knowledge of sensory processes to applications in areas such as engineering psychology, advertising, music, architecture, and so on
Analyzing advertisements for their use of sensory information
Finding examples of sensory principles in an area other than advertising, such as in music or textbooks
#2 : Interaction of the person and the environment in determining perception
#2 : Interaction of the person and the environment in determining perception
A. Explain Gestalt concepts and principles, such as figure-ground, continuity, similarity, proximity, closure, and so on.
A. Explain Gestalt concepts and principles, such as figure-ground, continuity, similarity, proximity, closure, and so on.
Finding examples of Gestalt principles
Constructing demonstrations of Gestalt principles
Explaining the significance of "the whole is greater than the sum of its parts"
B. Describe binocular and monocular depth cues.
B. Describe binocular and monocular depth cues.
Analyzing how three-dimensional viewers or random dot stereograms use stereopsis to create depth
Finding examples of monocular depth cues, such as linear perspective and relative size, in pictures, paintings, or photographs
C. Describe the influence on perception of environmental variables, motivation, past experiences, culture, and expectations.
C. Describe the influence on perception of environmental variables, motivation, past experiences, culture, and expectations.
Analyzing the factors that influence the validity of eyewitness testimony (e.g., framing of questions, cross-racial identification problems)
Hypothesizing why students from different schools disagree about an official's call in a football game
Comparing perceptions of school violence in urban, suburban, and rural communities from the standpoint of race/ethnicity, class, or gender
Hypothesizing about how perceptual principles may relate to stereotypes and prejudice
Describing cross-cultural studies that illustrate cultural similarities and differences in perception
Discriminating between bottom-up and top-down processing and how those interact when we encounter new stimuli
#3 Nature of attention
#3 Nature of attention
A. Explain what is meant by attention
A. Explain what is meant by attention
Finding examples of selective attention and divided attention
Identifying variables that draw attention to a particular event
Identifying variables that influence the ability to divide attention
Designing a demonstration that illustrates the difference between selective attention and divided attention, such as listening to a lecture while taking notes
Relating signal detection theory to an everyday example
B. Describe how attention differs for demanding versus simple tasks.
B. Describe how attention differs for demanding versus simple tasks.
Analyzing the amount of attention required for demanding versus simple tasks
Applying knowledge of attentional processes to design an ideal environment for homework
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