FSHD 117 Exam 2 Study Guide

FSHD 117 Exam 2 Study Guide...............

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FSHD 117 Exam 2 Study Guide
Lifespan Human Development (University of Arizona)

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FSHD 117 – Study Guide #2

Perception Across the Life Span – Day 10

· Understand the difference between sensation and perception
Sensation:
– Stimulus input through our sensory (nervous) system.
– Sensation is felt/smelled/seen etc. but not given a name (observation)
Perception:
– Our interpretation of what we sense.
· What is habituation and dis-habituation; be able to identify and apply
Habituation
– The tendency of individuals to attenuate (get used to) a stimulus.
– When we habituate we start to ignore a stimulus.
– Car alarms
Dishabituation
– Renewed interest in a previously boring stimulus.
– No longer exposed and then re-introduced-weird feeling

· Know the two types of testing infant perceptual abilities (preferential looking, evoked
potentials etc.); be able to apply.
• Preferential Looking
– The tendency of infants or individuals to prefer the appearance of one object over
another.
– What they look at the longest/most appealing
• Evoked Potentials
– Use of physiological measures to test infant responses to stimuli.
– Hook up eeg and devices to head to see dif brain activities in all 5 dif senses
– EX: Which smell sparks greatest brain activity
· Know the visual preferences in younger children and pattern perceptions.
VISUAL PREFERENCES
• He found that infants preferred to look at patterns rather than at color or brightness.
• Prefer human faces real rather than drawn faces
• Fantz also found that 2-day-old infants look longer at patterned stimuli than a
single-colored discs

PATTERN PERCEPTIONS
• Infants prefer patterns to dull stimuli:
– Light-dark transitions
– Contours demark boundaries
– The human face
– Attractive faces (symmetrical) to faces that are not symmetrical

· Understand what depth perception, size constancy, cross modal perception,
dimensional perception; be able to identify and apply.

DEPTH PERCEPTION
• As early as crawling age- develop depth perception
SIZE CONSTANCY
– The ability to recognize that an objects size does not change as a function of
distance.
– Indicates infant ability to perceive depth and distance.
CROSS MODEL PERCEPTION
• The ability to relate and integrate information about two or more sensory
modalities, such as vision and hearing.
• Food does not taste as good when you are sick

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DIMENSIONAL PERCEPTION
3D 4D?

· Understand what the “visual cliff” experiment is (video provided in class); understand what it
is measuring/testing.
• Gibson and Walk conducted the classic “visual cliff” experiment in 1960 to assess how
early infants could perceive depth.

·
Know the main deficits among older adults in relation to sensation and perception (know
table 6.2 on page 197, 7th edition blue book).
• It seems that it is important to stimulate our sensory receptors early in life.
• If not leads to deficit in ability to perceive info
• As we age:
• Our pupil shrinks, letting less light through.
• slows our ability to adapt to low light
• Our lens becomes stiffer.
• limiting our ability to focus especially on close stimuli (presbyopia)
• Macular degeneration increases
• blurs vision as we age
Perception and Cognition Across the Life Span – Day 11
· Understand the difference between cognition and meta-cognition are; be able to apply.
• Our cognitive abilities are our ability to think.
– This can mean solving problems or self-reflection.
• Meta-cognition is our ability to think about thinking.

· Know Piaget’s Keys (organization, adaptation, assimilation etc.); be able to identify
examples.
• Organization
• - we systematically organize new info to fit our emerging schemas (scripts or plans for
how we think things work
• Adaptation
– Adjusting to the demands of the environment/situation
• Assimilation
– Incorporating new info into their existing knowledge
– Slide into existing knowledge
• Accommodation
– Adapting one’s existing knowledge to new info.
– If we have to change schema

· Be able to apply and understand Piaget’s 4 stages (sensorimotor, preoperational, concrete
operations, and formal operations.); at what ages do these stages most commonly occur;
describe each one, and be able to understand their key terms and tasks of each stage (e.g.,
object permanence, hypothetical deductive reasoning, lack of conservation, egocentrism, etc.).
• During the Sensorimotor stage: (birth-2)
– Object permanence- children develop midway though this stage/understanding
a object exists even if I cannot see it- need to master this before moving on.
– A not B error- look for something in the last place they saw even if its moved
somewhere else and they know its not there
– Emergence of the use of symbols.
• We use language and other symbols to represent the physical reality
of the world.
• During the Preoperational stage: (2-7)
– Lack of conservation- kids lack ability to conserve number or mass- changing
size doesn’t change amount