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AQA GCSE Psychology Perception exam
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Sensation || - || correct || answer || ✔ Information || that || we || receive || through || our || senses. Perception || - || correct || answer || ✔ When || we || receive || sensory || information || and || how || we || interpret/make || sense || of || it. Depth || Cue || - || correct || answer || ✔ Source || of || information || from || the || environment || that || assists || perception || of || how || far || away || objects || are || and || therefore || perceive || depth Monocular || Depth || Cue || - || correct || answer || ✔ A || way || of || detecting || depth/distance || using || just || one || eye. || This || allows || us || to || judge || distance || well, || but || not || perfectly. Height || in || Plane || - || correct || answer || ✔ How || high || the || object || appears || in || the || image. || Objects || higher || up || in || the || visual || field || appear || further || away. Relative || Size || - || correct || answer || ✔ How || large || an || object || appears || in || an || image. || Smaller || objects || in || the || visual || field || appear || further || away.
Occlusion || - || correct || answer || ✔ When || one || object || seems || to || cover || part || of || another || object. || Objects || that || obscure || (hide) || or || are || in || front || of || others || appear || to || be || closer. Linear || Perspective || - || correct || answer || ✔ When || straight || lines || are || angled || so || they || would || converge || (come || together) || at || a || point || on || the || horizon. || This || point || is || known || as || the || vanishing || point, || useful || if || we || want || to || show || distance || in || a || landscape. Binocular || Depth || Cue || - || correct || answer || ✔ A || type || of || depth || cue || that || provides || information || about || distance || using || two || eyes. Convergence || - || correct || answer || ✔ Our || brain || detects || the || differences || in || our || eye || muscles. || We || focus || our || eyes || differently || in || order || to || see || closer || objects, || to || how || we || focus || them || to || see || objects || that || are || further || away. || The || brain || detects || the || differences || in || the || muscles || and || uses || it || as || a || cue || for || distance. Retinal || Disparity || - || correct || answer || ✔ Comparing || the || images || received || by || the || eyes. || If || something || is || close || to || us, || there || is || quite || a || difference || in || what || each || eye || sees || - || the || left || and || the || right || eye || view || slightly || different || images. || If || something || is || further || away, || there || will || be || less || of || a || difference || between || the || two || images. Motion || parallax || - || correct || answer || ✔ the || way || that || the || visual || field || changes || with || movement, || with || close || objects || seeming || to || move || more || than || objects || further || away. Inference || - || correct || answer || ✔ a || CONCLUSION || reached || on || the || basis || of || past || experience || of || knowledge.
The || Ponzo || Illusion || - || correct || answer || ✔ A || visual || illusion || caused || by || MISINTERPRETATION || OF || DEPTH || CUES. || The || slanted || lines || resemble || train || tracks || and || so || our || brains || perceive || the || top || horizontal || line || as || being || further || away || and || therefore || longer, || when || in || fact || the || two || horizontal || lines || are || the || same || length. The || Müller-Lyer || Illusion || - || correct || answer || ✔ A || visual || illusion || caused || by || MISINTERPRETATION || OF || DEPTH || CUES. || The || arrow || heads || on || the || end || of || the || lines || make || the || left || line || appear || to || be || longer || than || the || right. || When || the || arrows || point || inwards || it || creates || the || appearance || of || an || inside || corner || of || a || room, || and || therefore || pointing || away || from || us. || When || the || arrows || point || outwards, || the || line || appears || to || be || the || outside || corner || of || a || building || and || therefore || pointing || towards || us. || This || creates || the || illusion || that || the || right || line || is || longer || than || the || left. Rubin's || Vase || - || correct || answer || ✔ A || visual || illusion || caused || by || AMBIGUITY. || There || is || not || enough || information || in || the || image || for || use || to || know || if || we || are || looking || at || the || sides || of || two || faces || or || the || outline || of || a || vase. The || Kanizsa || Triangle || - || correct || answer || ✔ A || visual || illusion || caused || by || FICTION. || The || gaps || in || the || lines || and || circles || creates || the || illusion || that || there || is || a || triangle || there, || but || there || isn't. The || Ames || Room || - || correct || answer || ✔ A || visual || illusion || caused || by || SIZE || CONSTANCY. || We || look || at || this || and || see || a || normal || shaped || room, || and || therefore || the || people || in || it || seem || to || be || very || tall || and || very || small. || Actually || the || room || is || misshaped || to || create || the || illusion || that || the || two || people || are || of || equal || distance || from || the || viewer, || when || actually || the || smaller || person || is || further || away.
Visual || constancies || - || correct || answer || ✔ How || the || brain || perceives || objects || as || being || the || same || (constant). || There || are || three || visual || constancies: || Size, || Shape || and || Colour. Shape || constancy || - || correct || answer || ✔ Our || brains || understand || that || objects || maintain || the || same || shape || even || if || our || view || of || them || changes. || A || cup || seen || from || above || and || from || the || side || has || a || different || shape || from || each || angle, || but || we || know || that || it || is || still || a || cup || and || hasn't || changed || its || shape, || so || our || perspective || of || it || doesn't || change || - || stays || constant. Colour || constancy || - || correct || answer || ✔ Our || brains || understand || that || colours || don't || change || just || because || it || is || in || the || light || or || the || shadow. Gibson's || Direct || Theory || of || Perception || - || correct || answer || ✔ Gibson || believed || that || the || brain || receives || enough || information || from || the || senses || to || be || able || to || form || perceptions. || He || said || that || perception || is || innate || and || this || was || demonstrated || by || the || Visual || Cliff || study || showing || that || a || baby || as || young || as || 6 || months || old || won't || step || off || an || apparent || cliff || as || they || can || see || that || there || is || a || drop. || Gibson || also || stated || that || we || use || motion || parallax || to || judge || distance || and || that || perception || is || a || Bottom || Up || process. Evaluation || of || Gibson's || Direct || Theory || of || Perception || - || correct || answer || ✔ STRENGTHS: || Supported || by || the || Visual || Cliff || study, || showing || that || babies || as || young || as || 6 || months || have || depth || perception. || We || are || active || in || our || environments || and || that || movement || helps || us || to || judge || distance || is || realistic || as || we || are || rarely || static || in || our || environment. || WEAKNESSES: || not || supported || by || illusions, || that || are || able || to || trick || us || based || on || how || we || understand || the || world || and || our || experiences || in || it. || Studies || by || Bruner || and || Minturn, || and ||
Bruner || and || Minturn's || Study || - || correct || answer || ✔ AIM: || To || investigate || whether || expectations || affect || perception. || METHOD: || Participants || were || shown || a || sequence || of || letters, || a || sequence || of || numbers, || then || a || sequence || of || mixed || numbers || and || letters, || after || each || sequence || the || participants || were || shown || the || test || stimulus. || The || test || stimulus || was || an || ambiguous || figure || that || could || be || seen || as || either || a || letter || 'B' || or || the || number || '13'. || Counterbalancing || was || used. || The || participants || were || asked || to || draw || what || they || saw. || RESULTS: || Most || of || the || participants || drew || an || open || figure || like || a || 13 || when || they || were || expecting || to || see || a || number, || and || closed || figure || like || a || B || when || they || were || expecting || to || see || a || letter. || When || they || were || expecting || a || letter || or || a || number || this || gave || mixed || RESULTS. || CONCLUSION: || The || researchers || concluded || that || the || participants' || expectations || had || directly || affected || how || they || interpreted || the || stimulus || figure. Evaluation || of || Bruner || and || Minturn's || study || - || correct || answer || ✔ STRENGTHS: || It || was || a || laboratory || experiment, || it || was || well || controlled || and || easy || to || replicate, || increasing || the || reliability || of || the || findings. || Supports || Gregory's || Constructivist || theory || of || Perception, || that || states || that || experience || influences || perception. || WEAKNESSES: || Only || a || few || participants || that || were || all || from || a || similar || background, || therefore || these || findings || can't || be || generalised || to || the || wider || population. || The || study || does || not || reflect || a || real || life || situation || and || so || lacks || ecological || validity. Gilchrist || and || Nesberg's || Study || - || correct || answer || ✔ AIM: || Gilchrist || and || Nesberg || wanted || to || investigate || how || motivation || affects || perception. || METHOD: || Participants || volunteered || to || go || for || 20 || hours || without || any || food, || and || to || only || drink || water. || They || were || randomly || allocated || to || be || in || one || of || two || groups: || one || which || actually || went || without || food, || and || the || other, || a || control || group, || which || had || their || normal || meals || during || the || 20 || hours. || Participants || were || asked || to || look || at || a || series || of || photos || of || food, || each || photo || was || shown || twice. || This || was || at || the || start || of || the || study, || after || 6 ||
hours || and || after || 20 || hours. || The || second || time || the || participant || was || shown || the || photo, || the || researcher || had || adjusted || the || brightness || of || the || photo || and || the || participant || was || asked || to || change || it || back || to || its || original || brightness || using || a || handle || on || the || monitor. || RESULTS: || after || 20 || hours, || the || participants || that || had || not || eaten || and || were || therefore || hungry, || made || the || greatest || adjustments || to || the || brightness || of || the || photo. || This || shows || their || memory || of || the || original || photo || was || brighter || than || it || really || was. || CONCLUSION: || Hunger || can || affect || the || way || that || we || perceive || images || of || food, || which || suggests || that || motivation || affects || perception. Evaluation || of || Gilchrist || and || Nesberg's || study || - || correct || answer || ✔ STRENGTHS: || It || has || ecological || validity || because || the || participants' || hunger || was || real. || It || took || place || in || a || laboratory || and || so || was || carefully || controlled. || WEAKNESSES: || Being || shown || photos || and || adjusting || the || brightness || does || not || reflect || a || real || life || situation || and || so || the || study || lacks || ecological || validity. || Participants || were || volunteers || and || so || they || knew || they || were || taking || part || in || a || study, || therefore || their || behaviour || might || not || have || been || natural.
