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Exam 2
| Term | Definition |
|---|---|
| what happens to visual-based neuronal activity beginning with the optic nerve, ending with V1 | Signals from the retina travel through the optic nerve To the optic chiasm and Lateral geniculate nucleus. Superior colliculus receives 10% of fibers from optic nerve and controls eye movement |
| Simple cortical cells | cells with side-by-side receptive fields |
| complex cells | are orientation sensitive stimulus and moving stimulus. |
| End-stopped cortical cells | fire to moving lines of a specific length or to moving corners or angles |
| feature detectors | simple, complex, and end-stopped cells fire in response to specific features of the stimulus, such as orientation or direction of movement, they are sometimes called feature detectors. |
| Describe the method used for selective adaptation to orientation, and discuss how the phenomenon is related to feature detector | · Neurons tuned to specific stimuli fatigue when exposure is long. Neural firing rates decrease. Selective means that only those neurons that respond to the specific stimulus adapt. |
| Grating stimuli the basic characteristics of gratings, including contrast and orientation | Measure contrast threshold at a number of orientations, adapt to a high-contrast grating. Remeasure contrast thresholds for same orientation as above. |
| Discuss why the dorsal stream has been labeled the "how" stream by describing research on patient D.F., . | · o Dorsal stream shows function for both location and for action |
| Describe the research by Ungerleider and Mishkin on the "what" and "where" pathways | Object discrimination problem Monkey is shown an object Then presented with two choice task Reward given for detecting the target object Landmark discrimination problem Monkey is trained to pick the food well next to a cylinder |
| Describe visual processing of complex stimuli, such as faces. | In addition to discovering neurons that respond to complex stimuli, researchers also found evidence that neurons that respond to similar stimuli are often grouped together in one area of the brain. |
| Describe the difference between simple cortical cells, complex cortical cells, and end-stopped cells. Explain why these cells are called "feature detectors." | Simple cells are side by side receptive fields Complex cells are moving stimulus. End-stopped cells are fire to moving line or to moving corners or angles. simple, complex, and end-stopped cells fire in response to features of the stimulus, |
| neural plasticity | refers to the fact that the response properties of neurons can be shaped by an animal’s or person’s perceptual experience. |
| Describe the methods, results, and conclusions of Gauthier et al.'s "Greeble" research. | MRI experiments show that training results in areas of the FFA responds to stimuli other than faces Greeble stimulus |
| · Discuss three reasons why object perception is challenging. | The stimulus on the receptors is ambiguous. can be hidden or blurred look different from different viewpoints. |
| Discuss the historical beginning of Gestalt psychology. | The whole is greater than sum of its parts. Perception is not built up from sensations is resulting perception |
| State, describe, and give examples of the Gestalt laws of perceptual organization | Pragnanz or law of simplicity- every stimulus is seen as simply as possible like the Olympic we see as many circles not as different shapes |
| Define figure-ground segregation, and identify the properties of figure-ground. | - determining what part of environment is figure so that it “stands out” from the background. Factors that determine which area is figure Elements located in lower part of displays units that are symmetrical |
| • Discuss the basic principles of and research support for the “recognition-by-components” model of object recognition | -objects are recognized by volumetric features called Geons theory proposes there are 36 Geons that combine to make all 3-d objects |
| Summarize research that shows the relationship between stimulus presentation and getting the “gist” of a scene. | despite this size and complexity, you can identify most scenes after viewing them for only a fraction of a second. This general description of the type of scene is called the gist of a scene. |
| • State the logic of studying lesions in the brain. | An animal is trained to perform a task A part of the brain is removed or destroyed The animal is retested to determine which abilities have been disrupted • The results reveal which portions of the brain are responsible for behaviors |
| • Understand the differences between structuralism and Gestalt perspectives | Structuralism: perception are created by combing elements called sensations. The gestalt the whole is independent than the parts. |
| • Physical regularities | regularly occurring physical properties |
| Semantic regularizes: | characteristics associated with functions of scenes |
| . Pragnanz | every stimulus is seen as simply as possible |
| Similarity | -similar things are grouped together |
| . Good continuation | connected points resulting in straight or smooth curves belong together. |
| Define physical and semantic regularities. Describe the methods, results, and conclusions of a study that investigated semantic regularities. | • Physical regularities: regularly occurring physical properties. Semantic regularizes characteristics associated with functions of scenes The study by Hollingworth: observers scene with or without a target object • where was objects in the scene? |
| Divided attention | we have limited capacity. Where we go back forth for attention |
| Selective attention | : we choose information that come store. |
| Iconic memory | when shown a list of letters briefly, only ½ of items could recalled. Were the subjects unable to see the letters or was the capacity to process them limited? |
| • Discuss the method and results of the Simons and Chabris study that supports the concept of inattentional blindness | Observers are shown short film of teams passing a basketball • Task is count number of passes, either a woman with umbrella or a person in gorilla suit walks through the teams. 48%of observers fail to report the woman or gorilla |
| Inattentional blindness | : failure to see a stimulus even though it is in full view |
| Change blindness | Difficulty detecting changes in scenes. |
| Attentional Blink: | : Similar to the physical blanking out of visual information during an eye blink. |
| • Discuss how precueing shows the link between attention and information processing. | Processing with an arrow indicated on which side a stimulus was likely to appear |
| • Explain how attention affects perception. Experiment by Carrasco et al. 2004) | Task was indicate orientation of bars with higher contrast. Small dot was flashed very quickly on one side before grating appeared |
| • Discuss Treisman’s feature integration theory: The basic principles, methodology, results, and the role of illusory conjunctions | Feature integration theory proposes that the processing of an object by the visual system occurs in two stages: the preattentive stage, which occurs rapidly, and the illusionary stage, |
| Illusory conjunctions | which used a stimulus display of four objects flanked by two black numbers, flashed this display onto a screen for one-fifth of a second, followed by a random-dot masking field designed to eliminate that might remain after the stimuli were turned off |
| • Discuss the differences between attention in autistic and non-autistic people | Even though people with autism can often solve reasoning problems that involve social situations, they cannot function when placed in an actual social situation. |
| 1. Describe the methods, results, and conclusions of the Posner (1980) study. How do the results support the notion that precueing is a link between attention and information processing | Posner’s observers kept their eyes stationary throughout the experiment, always looking at the +. They first saw an arrow cue indicating on which side of the target a stimulus was likely to appear. |
| Describe Sperling’s research on visual attention; be sure to include: (a) his hypothesis; (b) methods; and, (c) main findings. | • Sperling (1960)- investigated what he called Iconic memory when shown a list of letters briefly, only ½ of items could recalled. Were the subjects unable to see the letters or was the capacity to process them limited? |
| . Discuss differences in attention between autistic and non-autistic people from (a) the behavioral perspectives and (b) physiological perspectives | Another difference between how autistic and nonautistic observers direct their attention is related to the tendency of nonautistic people to direct their eyes to the place where a person is pointing. |
| common fate | things moving in same direction are grouped together |
| proximity | objects close to one principle are grouped together |
| meaningfulness | things form groups if they appear familar |
| common region | elements in the same region tend to be grouped together |
| uniform connectedness | connected region of visual properties are percerived as single unit |
| Synchrony | elements occuring at the same time are seen as belong together |
| rod-and-frame task performance in non-brain damaged people | which was used in one of these experiments. In this illusion, the two small lines inside the tilted squares appear slightly tilted in opposite directions, even though they are parallel vertical lines. |
| Selective rearing: | raising an organism in an environment that only contains certain types of stimuli |
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RosaD