Analysis Of A Study On Psychology

This experiment was conducted by surveying ninety-six people, 48 males and 48 females, to complete a short survey. The survey asked them if they were color blind and whether they were male or female. They were then given five color cards (blue, green, pink, purple and yellow) and ordered the sample colors from their favorite to least favorite on a scale of 1-5.

In experiment 1, participants were instructed to press a key to determine if the stimulus was red, blue, yellow, or green. On the second half of the experiment, the stimulus appeared in grey with only one colored letter which was positioned randomly. Error rates for the experiment were below 2.5% for each condition, which is quite low. Experiment 2 was the same as experiment 1 except that there were 114 data collections instead of 288 and there were 36 practice trials instead of 72. According to experiment 1 and 2 it is suggested that the effect of

It may be that a genetic predisposition to perception exists, but that situational factors also have to be in place for it to develop.

1. Form hypothesis: Do you think you will react more quickly to sights or sounds? Explain why.

The purpose of the study was to measure the effect that the Flicker Paradigm had on visual perception. The Flicker Paradigm causes a distraction while there is a change made in the image. It was designed to test how long the groups took to react to a change in the visual field. The test is meant to show that the disturbance in the visual field made it much more challenging for the viewer to notice any changes that were made in the image. The hypothesis stated that the experimental group, the group using the Flicker Paradigm, would take longer to notice the change in the visual field than the control group, which had no flicker between the altered images. This is because the disturbance in the visual field caused the brain to miss the change that was made to the image because the information was deemed as unimportant. The majority of the perceived changes occurred in the background of the scene, and were considered minor in reference to the whole scene. This was proven true from the data collected, and coincided with previous tests. (Rensink, R. A. 2000). The data in tables 1.1 and 1.3 shows the individual participant data for the test with a flicker for both tests one and two. Tables 1.2 and 1.4 represent the individual results for the tests with no flicker, or the control group. Graphs 1.1 and 1.2 showed the relationship between the time taken to recognize alterations in the images. The data was taken from the average time to recognize the change from all

ABSTRACT: The aim of this paper is to defend a broad concept of visual perception, according to which it is a sufficient condition for visual perception that subjects receive visual information in a way which enables them to give reliably correct answers about the objects presented to them. According to this view, blindsight, non-epistemic seeing, and conscious visual experience count as proper types of visual perception. This leads to two consequences concerning the role of the phenomenal qualities of visual experiences. First, phenomenal qualities are not necessary in order to see something, because in the case of blindsight, subjects can see objects without experiences phenomenal

16. The participant population will consist of undergraduate students currently enrolled in psychology courses at Valdosta State University. Approximately 20 participants will perform the experiment. All participants will be at least eighteen years of age. Students will be asked to voluntarily participate in this experiment. If a participant refuses to participate in the experiment then he or she will not be bothered again.

In previous research, it has been claimed that that ordinary perceivers operate under a grand illusion of perception, and illusion that can be unmasked by change blindness and inattentional blindness. Change blindness and inattentional blindness are phenomena relating to the inability to notice particular stimuli within our visual field, a sort of lapse in our visual system. Change blindness is when a person fails to notice a change within their visual scene because the change occurs during a moment when the intake of visual stimuli is disrupted. Similar to change blindness, inattentional blindness is characterized by the failure to notice a fully visible, but unexpected object because attention is engaged in another object, task, or event. Cohen

Experiments using real world situations also demonstrated change blindness by people. Surprisingly, the age of the participants reflected in how they noticed the changes. This was depending on if the experimenters had almost their same age, especially to younger participants. Additionally, familiar scenarios causes earlier attention to a changed property, for example, drug users seeing pictures of drug

They begin by testing forty undergraduates, the control group, and sixty-one law enforcement officers, the experiment group, to determine if there is a difference in observation skills and change blindness rates. The two groups were in two separate testing sessions. The groups were shown a 2 minute, 44 second video clip from a police officer’s dashboard camera, where the driver exits his car and then the driver and the police officer leave the frame. When the driver and the police officer re-enter the frame, the driver is replaced by another man, very physically different from driver 1, in different clothing from driver 1. Upon completion of the film, the participants completed both open-ended questions, multiple-choice questions, as well as rating their confidence of their

Alice’s visual acuity and colour perception were both in the high ranges and contrast sensitivity was normal. Both the quandrantanopia and visual anomalies were no longer present. Her visuospatial perceptual skills were tested with the Birmingham Object Recognition Battery of tests (Riddoch & Humphreys, 1993); she was able to discriminate line size, length, orientation and position of gap normally.

Experiments aimed to prove the existence of extrasensory perception (ESP) have always been flawed. The beginning of lab-oriented testing under parapsychology began in the 1930s, when J.B. Rhine used Zener cards to help determine whether subjects have extrasensory powers by correctly guess above chance level. Zener cards consisted of twenty-five cards, five of each with different design printed on the face. The procedure conducted by Rhine included arranging the cards in random sequence, taking each card from the deck and showed face-down, and then the subject had to identify the design on each card. Results that were much higher or much lower than chance were considered evidence of ESP. Statistically, odds of correctly identify each

The observation activity that we completed relates to the Information Processing Theory in which the differences in what we observed occurred because of our differences in selective attention. As partners, we both had an intentional focus on the stimuli around us but we perceived the stimuli through different senses. Most of A’va’s observations were visual while Hanna’s were auditory. The activity also differed in the ways that things caught our attention. Many of A’va’s observations stemmed from personal significance while Hanna’s were more abstract. Recognizing Janet Jackson’s voice in the café and being able to identify the Starbucks orders (due to being some of A’va’s favorites) allowed A’va to have more details in her observations. Personal

Discrimination tests offer the sensory practitioner the opportunity to answer speedy yes or no questions regarding sample differences. In any case, the method used ought to be appropriate for the situation at hand. In practice, it is not possible for the sensory practitioner to know or applied all the methods available in their day to day practice. An attempt has been made in this experiment to cover as numerous of the commonly known and used methods and highlight both their theoretical and practical applications and limitations to aid in the choices as to which method to utilize in each situation. Generally, some methods have practical applications for all situations when the attribute of intrigued is unknown, for example the triangle test

Psychological research may be undertaken on a subset of society; however the importance of the results may have an effect way beyond the group tested. The value of psychological research varies and the same results can be used in different ways by different groups of society.