Standard Area: Sensation and Perception

Standard Area: Sensation and Perception
CONTENT STANDARDS
After concluding this unit, students understand:
1. Basic concepts explaining the capabilities and limitations of sensory processes
2. Interaction of the person and the environment in determining perception
3. Nature of attention

Content Standards With Performance Standards and Suggested Performance Indicators
CONTENT STANDARD 1: Basic concepts explaining the capabilities and limitations of sensory processes
Students are able to (performance standards):
1.1 Explain the concepts of threshold, adaptation, and constancy.
Students may indicate this by (performance indicators):
• Devising demonstrations that illustrate threshold, adaptation, and constancy
• Providing real-life examples of threshold, adaptation, and constancy
• Describing historical examples of psychophysical research

1.2 Describe the operation of sensory systems.
Students may indicate this by (performance indicators):
• 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

1.3 List forms of energy for which we do and do not have sensory receptors.
Students may indicate this by (performance indicators):
• Comparing the sensory capabilities of humans and other species, such as the echo-detection system in bats
• Speculating about system limitations, such as human limits related to sensing the spectrum of light

1.4 Relate knowledge of sensory processes to applications in areassuch as engineering psychology, advertising, music,architecture, and so on.
Students may indicate this by (performance indicators):
• 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

CONTENT STANDARD 2: Interaction of the person and the environment in determining perception
Students are able to (performance standards):

2.1 Explain Gestalt concepts and principles, such as figure-ground, continuity, similarity, proximity, closure, and so on. Students may indicate this by (performance indicators):
• Finding examples of Gestalt principles
• Constructing demonstrations of Gestalt principles
• Explaining the significance of "the whole is greater than the sum of its parts"

2.2 Describe binocular and monocular depth cues.
Students may indicate this by (performance indicators):
• 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

2.3 Describe the influence on perception of environmental variables, motivation, past experiences, culture, and expectations.
Students may indicate this by (performance indicators):
• Analyzing the factors that influence the validity of eyewitness testimony (e.g., framing of questions, cross-racial identification problems)
• Speculating 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
• Speculating about how perceptual principles may relate to stereotypes and prejudice
• Describing cross-cultural studies that illustrate cultural similarities and differences in perception

CONTENT STANDARD 3: Nature of attention
Students are able to (performance standards):
3.1 Explain what is meant by attention. Students may indicate this by (performance indicators):
• 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

3.2 Describe how attention differs for demanding verses simple tasks.
Students may indicate this by (performance indicators):
• Analyzing the amount of attention required for demanding versus simple tasks
• Applying knowledge of attentional processes to design an ideal environment for homework