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Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 1: Introduction to Perception

Sensation and Perception 11e Bruce Goldstein, Laura Cacciamani (Instructor's Manual All Chapters, 100% Original Verified, A+ Grade) (Lecture Notes Only)

Instructor Manual Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 1: Introduction to Perception

Table of Contents Purpose and Perspective of the Chapter..................................................................................... 2 Cengage Supplements .................................................................................................................. 2 Chapter Objectives ........................................................................................................................ 2 Key Terms ....................................................................................................................................... 3 What’s New in This Chapter .......................................................................................................... 5 Chapter Outline ............................................................................................................................. 5 Activities and Assignments ........................................................................................................... 6 Appendix ........................................................................................................................................ 8 Generic Rubrics ......................................................................................................................................... 8 Standard Writing Rubric ............................................................................................................................ 8 Standard Discussion Rubric ....................................................................................................................... 9

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 1: Introduction to Perception

Purpose and Perspective of the Chapter Why did early computer scientists think they would be able to create a computer capable of human-like perception within a decade or so, when it has actually taken over 60 years, and we still aren’t there yet? One answer to this question is that perception—the experiences that result from stimulation of the senses—is something we usually accomplish so easily that we often don’t even give it a second thought. Perception seems to “just happen.” We open our eyes and see a landscape, a campus building, or a group of people. But the reality, as you will appreciate after reading this book, is that the mechanisms responsible for perception are extremely complex. Throughout this book, we’ll see many more examples illustrating how complex and amazing perception is. Our goal is to understand how humans and animals perceive, starting with the detectors—located in the eyes, ears, skin, tongue, nose, and mouth—and then moving on to the “computer”—the brain. We want to understand how we sense things in the environment and interact with them. In this chapter, we will consider some practical reasons for studying perception, how perception occurs in a sequence of steps, and how perception can be measured.

Cengage Supplements The following product-level supplements provide additional information that may help you in preparing your course. They are available in the Instructor Resource Center. • • • • •

Instructor Manual Test Banks PowerPoint Presentations Transition Guide Educator’s Guide

Chapter Objectives The following objectives are addressed in this chapter: 01.01

Explain the seven steps of the perceptual process.

01.02

Differentiate between “top-down” and “bottom-up” processing.

01.03

Describe how knowledge can influence perception.

01.04

Understand how perception can be studied by determining the relationships between stimulus and behavior, stimulus and physiology, and physiology and behavior.

01.05

Explain “absolute threshold” and “difference threshold” and the various methods that can be used to measure them.

01.06

Describe how perception above threshold can be measured by considering five questions about the perceptual world.

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 1: Introduction to Perception

01.07

Understand the importance of the distinction between physical stimuli and perceptual responses.

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Key Terms Absolute threshold: The smallest stimulus level that can be detected Action: The final behavioral response (Step 7) that involves motor activities in response to a stimulus Bottom-up processing (data-based processing): Processing that is based on the stimuli reaching the receptors Categorize: To place objects into categories Cerebral cortex: A 2-mm-thick layer of the brain that contains the machinery for creating perceptions, as well as other functions, such as language, memory, emotions, and thinking Classical psychophysical methods: The three methods for measuring a threshold: the method of limits, the method of constant stimuli, and the method of adjustment Difference threshold: The smallest difference between two stimuli that enables us to tell the difference between them Distal stimulus: A stimulus that is distant, or out in the environment Electromagnetic spectrum: A band of energy ranging from gamma rays at the short-wave end of the spectrum to AM radio and AC circuits on the long-wave end Frontal lobe: Receives signals from all of the senses, and plays an important role in perceptions that involve the coordination of information received through two or more senses Grating acuity: The smallest width of lines that participants can detect Knowledge: Any information that the perceiver brings to a situation, such as prior experience or expectations Magnitude estimation: The mathematical formulas relating physical intensity and perceptual magnitude for brightness Method of adjustment: The participant adjusts the stimulus intensity continuously until they can just barely detect the stimulus Method of constant stimuli: Stimulus intensities are presented in random order, rather than in descending or ascending order Method of limits: Stimuli is presented in either ascending order (intensity is increased) or descending order (intensity is decreased)

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 1: Introduction to Perception

Neural processing: The changes in signals that occur as they are transmitted through the maze of neurons Oblique effect: People see vertical or horizontal lines better than lines oriented obliquely Occipital lobe: The primary receiving area for vision in the brain Parietal lobe: The primary receiving area for the skin senses—touch, temperature, and pain Perceived magnitude: A value assigned by the participant to each intensity of stimuli Perception: The complex processes that involve higher-order mechanisms such as interpretation and memory that involve activity in the brain Perceptual process: The journey from stimuli to responses by seven steps Phenomenological report: Describing what is out there Physiology–behavior relationship: The relationship between physiological responses and behavioral responses Primary receiving area: The area where electrical signals created through transduction are often sent in the cerebral cortex of the brain Principle of representation: Everything a person perceives is based not on direct contact with stimuli but on representations of stimuli that are formed on the receptors and the resulting activity in the person’s nervous system. Principle of transformation: Stimuli and responses created by stimuli are transformed, or changed, between the distal stimulus and perception. Proximal stimulus: A stimulus that is “in proximity” to the receptors Psychophysics: A measurement of the relationships between the physical (the stimulus) and the psychological (the behavioral response) Rat–man demonstration: A demonstration that shows how recently acquired knowledge can influence perception. Reaction time: The time between presentation of a stimulus and the person’s reaction to it Recognition: Placing an object in a category Sensation: Simple “elementary” processes that occur right at the beginning of a sensory system Sensory receptors: Cells specialized to respond to environmental energy Stimulus–behavior relationship: The relationship between stimuli and behavioral responses, such as perception, recognition, and action

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 1: Introduction to Perception

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Standard Discussion Rubric Criteria Participation

Contribution Quality

Etiquette

Meets Requirements Submits or participates in discussion by the posted deadlines. Follows all assignment. instructions for initial post and responses. 5 points Comments stay on task. Comments add value to discussion topic. Comments motivate other students to respond. 20 points Maintains appropriate language. Offers criticism in a constructive manner. Provides both positive and negative feedback. 5 points

Needs Improvement Does not participate or submit discussion by the posted deadlines. Does not follow instructions for initial post and responses. 3 points Comments may not stay on task. Comments may not add value to discussion topic. Comments may not motivate other students to respond. 10 points Does not always maintain appropriate language. Offers criticism in an offensive manner. Provides only negative feedback. 3 points

Incomplete Does not participate in discussion. 0 points

Does not participate in discussion. 0 points

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Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 2: Basic Principles of Sensory Physiology

Instructor Manual Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 2: Basic Principles of Sensory Physiology

Contents Purpose and Perspective of the Chapter..................................................................................... 2 Cengage Supplements .................................................................................................................. 2 Chapter Objectives ........................................................................................................................ 2 Key Terms ....................................................................................................................................... 3 What’s New in This Chapter .......................................................................................................... 5 Chapter Outline ............................................................................................................................. 5 Activities and Assignments ........................................................................................................... 6 Appendix ........................................................................................................................................ 6 Generic Rubrics ......................................................................................................................................... 6 Standard Writing Rubric ............................................................................................................................ 6 Standard Discussion Rubric ....................................................................................................................... 8

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 4: The Visual Cortex and Beyond

Organization and Clarity

Grammar and Spelling

and comprehensively addresses all questions in the assignment. 15 points The assignment presents ideas in a clear manner and with strong organizational structure. Coverage of facts, arguments, and conclusions are logically related and consistent. 10 points

The assignment has two or fewer grammatical and spelling errors. 5 points

addresses some or all questions in the assignment. 8 points The assignment presents ideas in a mostly clear manner and with a mostly strong organizational structure. Coverage of facts, arguments, and conclusions are mostly logically related and consistent. 7 points The assignment has three to five grammatical and spelling errors. 3 points

address the questions in the assignment. 0 points

Incomplete Does not participate in discussion. 0 points

The assignment does not present ideas in a clear manner and with strong organizational structure. Coverage of facts, arguments, and conclusions are not logically related and consistent. 0 points The assignment is incomplete or unintelligible. 0 points

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Standard Discussion Rubric Criteria Participation

Contribution Quality

Etiquette

Does not participate in discussion. 0 points

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Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 05: Perceiving Objects and Scenes

Instructor Manual Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 05: Perceiving Objects and Scenes

Table of Contents Purpose and Perspective of the Chapter..................................................................................... 2 Cengage Supplements .................................................................................................................. 2 Chapter Objectives ........................................................................................................................ 2 Key Terms ....................................................................................................................................... 3 What’s New in This Chapter .......................................................................................................... 6 Chapter Outline ............................................................................................................................. 6 Activities and Assignments ........................................................................................................... 7 Appendix ........................................................................................................................................ 9 Generic Rubrics ......................................................................................................................................... 9 Standard Writing Rubric ............................................................................................................................ 9 Standard Discussion Rubric ..................................................................................................................... 10

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 6: Visual Attention

Etiquette

other students to respond. 20 points Maintains appropriate language. Offers criticism in a constructive manner. Provides both positive and negative feedback. 5 points

motivate other students to respond. 10 points Does not always maintain appropriate language. Offers criticism in an offensive manner. Provides only negative feedback. 3 points

Does not participate in discussion. 0 points

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Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 7: Taking Action

Instructor Manual Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 7: Taking Action

Table of Contents Purpose and Perspective of the Chapter..................................................................................... 2 Cengage Supplements .................................................................................................................. 2 Chapter Objectives ........................................................................................................................ 2 Key Terms ....................................................................................................................................... 3 What’s New in This Chapter .......................................................................................................... 4 Chapter Outline ............................................................................................................................. 4 Activities and Assignments ........................................................................................................... 5 Appendix ........................................................................................................................................ 8 Generic Rubrics ......................................................................................................................................... 8 Standard Writing Rubric ............................................................................................................................ 8 Standard Discussion Rubric ....................................................................................................................... 9

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 8: Perceiving Motion

Instructor Manual Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 8: Perceiving Motion

Table of Contents Purpose and Perspective of the Chapter..................................................................................... 2 Cengage Supplements .................................................................................................................. 2 Chapter Objectives ........................................................................................................................ 2 Key Terms ....................................................................................................................................... 3 What’s New in This Chapter .......................................................................................................... 4 Chapter Outline ............................................................................................................................. 5 Activities and Assignments ........................................................................................................... 5 Appendix ........................................................................................................................................ 8 Generic Rubrics ......................................................................................................................................... 8 Standard Writing Rubric ............................................................................................................................ 8 Standard Discussion Rubric ....................................................................................................................... 9

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 8: Perceiving Motion

Purpose and Perspective of the Chapter Perhaps the most dramatic way to illustrate the importance of motion perception to daily life (and survival) comes from case studies of people who, through disease or trauma, suffer from damage to parts of the brain responsible for perceiving and understanding movement. When this happens, a person is said to suffer from a condition called akinetopsia or “motion blindness,” where motion is either very difficult or impossible to perceive. The most famous and well-studied case of akinetopsia is a 43-year-old woman known as L.M. (Zihl et al., 1983, 1991). Without the ability to perceive motion following a stroke, L.M. was unable to successfully complete activities as simple as pouring a cup of tea. As she put it, “the fluid appeared to be frozen, like a glacier,” and without the ability to perceive the tea rising in the cup, she had trouble knowing when to stop pouring. Her condition caused other, more serious problems, as well. It was difficult for her to follow dialogue because she couldn’t see the motions of a speaker’s face and mouth, and people suddenly appeared or disappeared because she couldn’t see them approaching or leaving. Crossing the street presented serious problems because, at first, a car might seem far away, but, then, suddenly and without warning, it would appear very near. Thus, her disability was not just a social inconvenience but enough of a threat to the woman’s well-being that she rarely ventured outside into the world of moving—and sometimes dangerous—objects.

Instructor Manual Test Banks PowerPoint Presentations Transition Guide Educator’s Guide

Chapter Objectives The following objectives are addressed in this chapter: 08.01

Describe five different functions of motion perception.

08.02

Understand the difference between real motion and illusory motion and what research has revealed about the relation between them.

08.03

Describe how we perceive motion both when we move our eyes to follow a moving object and when we keep our eyes steady as an object moves across our field of view.

08.04

Understand the multiple neural mechanisms that explain motion perception.

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 8: Perceiving Motion

arguments, and conclusions are logically related and consistent. 10 points

Grammar and Spelling

The assignment has two or fewer grammatical and spelling errors. 5 points

Coverage of facts, arguments, and conclusions are mostly logically related and consistent. 7 points The assignment has three to five grammatical and spelling errors. 3 points

arguments, and conclusions are not logically related and consistent. 0 points

Incomplete Does not participate in discussion. 0 points

The assignment is incomplete or unintelligible. 0 points

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Standard Discussion Rubric Criteria Participation

Contribution Quality

Etiquette

Does not participate in discussion. 0 points

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Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 9: Perceiving Color

Instructor Manual Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 9: Perceiving Color

Table of Contents Purpose and Perspective of the Chapter..................................................................................... 2 Cengage Supplements .................................................................................................................. 2 Chapter Objectives ........................................................................................................................ 2 Key Terms ....................................................................................................................................... 3 What’s New in This Chapter .......................................................................................................... 6 Chapter Outline ............................................................................................................................. 7 Activities and Assignments ........................................................................................................... 7 Appendix ........................................................................................................................................ 9 Generic Rubrics ......................................................................................................................................... 9 Standard Writing Rubric .......................................................................................................................... 10 Standard Discussion Rubric ..................................................................................................................... 10

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 9: Perceiving Color

Standard Writing Rubric Criteria Content

Organization and Clarity

Grammar and Spelling

Meets Requirements The assignment clearly and comprehensively addresses all questions in the assignment. 15 points The assignment presents ideas in a clear manner and with strong organizational structure. Coverage of facts, arguments, and conclusions are logically related and consistent. 10 points

The assignment has two or fewer grammatical and spelling errors. 5 points

Needs Improvement The assignment partially addresses some or all questions in the assignment. 8 points The assignment presents ideas in a mostly clear manner and with a mostly strong organizational structure. Coverage of facts, arguments, and conclusions are mostly logically related and consistent. 7 points The assignment has three to five grammatical and spelling errors. 3 points

Incomplete The assignment does not address the questions in the assignment. 0 points

Incomplete Does not participate in discussion. 0 points

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Standard Discussion Rubric Criteria Participation

Contribution Quality

Etiquette

Does not participate in discussion. 0 points

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Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 10: Perceiving Depth and Size

Instructor Manual Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 10: Perceiving Depth and Size

Table of Contents Purpose and Perspective of the Chapter..................................................................................... 2 Cengage Supplements .................................................................................................................. 2 Chapter Objectives ........................................................................................................................ 2 Key Terms ....................................................................................................................................... 3 What’s New in This Chapter .......................................................................................................... 7 Chapter Outline ............................................................................................................................. 7 Activities and Assignments ........................................................................................................... 8 Appendix ...................................................................................................................................... 11 Generic Rubrics ................................................................................................................................... 11 Standard Writing Rubric .................................................................................................................... 11 Standard Discussion Rubric .............................................................................................................. 12

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 11: Hearing

organizational structure. Coverage of facts, arguments, and conclusions are logically related and consistent. 10 points

Grammar and Spelling

The assignment has two or fewer grammatical and spelling errors. 5 points

mostly strong organizational structure. Coverage of facts, arguments, and conclusions are mostly logically related and consistent. 7 points The assignment has three to five grammatical and spelling errors. 3 points

organizational structure. Coverage of facts, arguments, and conclusions are not logically related and consistent. 0 points

Incomplete Does not participate in discussion. 0 points

The assignment is incomplete or unintelligible. 0 points

[return to top]

Standard Discussion Rubric Criteria Participation

Contribution Quality

Etiquette

Does not participate in discussion. 0 points

[return to top]

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 12: Hearing in the Environment

Instructor Manual Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 12: Hearing in the Environment

Table of Contents Purpose and Perspective of the Chapter..................................................................................... 2 Cengage Supplements .................................................................................................................. 2 Chapter Objectives ........................................................................................................................ 2 Key Terms ....................................................................................................................................... 3 What’s New in This Chapter .......................................................................................................... 5 Chapter Outline ............................................................................................................................. 5 Activities and Assignments ........................................................................................................... 6 Appendix ........................................................................................................................................ 7 Generic Rubrics ......................................................................................................................................... 7 Standard Writing Rubric ............................................................................................................................ 7 Standard Discussion Rubric ....................................................................................................................... 7

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 14: Perceiving Speech

Instructor Manual Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 14: Perceiving Speech

Table of Contents Purpose and Perspective of the Chapter..................................................................................... 2 Cengage Supplements .................................................................................................................. 2 Chapter Objectives ........................................................................................................................ 3 Key Terms ....................................................................................................................................... 3 What’s New in This Chapter .......................................................................................................... 5 Chapter Outline ............................................................................................................................. 5 Activities and Assignments ........................................................................................................... 6 Appendix ........................................................................................................................................ 8 Generic Rubrics ......................................................................................................................................... 8 Standard Writing Rubric ............................................................................................................................ 9 Standard Discussion Rubric ....................................................................................................................... 9

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 14: Perceiving Speech

Purpose and Perspective of the Chapter Although we perceive speech easily under most conditions, beneath this ease lurks processes as complex as those involved in perceiving the most complicated visual scenes. One way to appreciate this complexity is to consider attempts to use computers to recognize speech, a process called automatic speech recognition (ASR). Attempts to create ASR systems began in the 1950s, when Bell Laboratories designed the “Audrey” system, which could recognize single spoken digits. Many decades of work, combined with vastly improved computer technology, culminated in the introduction of ASR systems like Apple’s Siri, Amazon’s Alexa, and Google’s Voice, which do a good job of recognizing spoken commands. However, Siri, Alexa, and Voice notwithstanding, the performance of modern ASR systems ranges from very good, under ideal conditions, when ASR can create printed transcriptions of spoken language with as high as 95 percent accuracy (Spilleet al., 2018), to not so good, under less-than-ideal conditions. For example, Adam Miner and coworkers (2020) had a person listen to a recording of a two-person conversation in which the microphone was not optimally placed and there was noise in the room. Despite the microphone placement and the noise, the person was able to create an accurate written transcription of the conversation. However, when an ASR device created a transcript from the same recording, it made mistakes such as identifying words incorrectly, missing words, and inserting words that weren’t said, so that only 75 percent of the words were correct. Other experiments have shown that ASR systems make errors when confronted with accents and non-standard speech patterns (Koenecke et al., 2020). Thus, while ASR has come a long way since the 1950s, 70 years of development has resulted in computer speech recognition systems that still fall short of human listeners, who can perceive speech even when confronted with phrases they have never heard, and under a wide variety of conditions, including the presence of various background noises, variations in pronunciation, speakers with different dialects and accents, and the often chaotic give-and-take that routinely occurs when people talk with one another (Huang et al., 2014; Sinha, 2002). This chapter will help you appreciate the complex perceptual problems posed by speech and will describe research that has helped us begin to understand how the human speech perception system has solved some of these problems.

Instructor Manual Test Banks PowerPoint Presentations Transition Guide Educator’s Guide

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 16: The Chemical Senses

Instructor Manual Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 16: The Chemical Senses

Instructor Manual: Goldstein, Sensation and Perception, 978-0-357-44647-8; Chapter 16: The Chemical Senses

Purpose and Perspective of the Chapter Although smell and taste are often thought of as “minor” senses, the effect of losing smell and taste argues otherwise, as this loss is associated with dramatic effects on a person’s quality of life (Croy et al., 2013). In a study of the experiences of 9,000 COVID patients who had lost their senses of smell and taste, many said that they not only lost the pleasure of eating, but also the pleasure of socializing, and reported feeling isolated and detached from reality. People who have lost smell and taste, both from COVID and other causes, not only become unmotivated to eat, which can lead to health problems (Beauchamp & Mennella, 2011), but also become more prone to hazardous events, such as food poisoning or failure to detect fire or leaking natural gas. In one study, 45 percent of people with anosmia had experienced at least one such hazardous event, compared to 19 percent of people with normal olfactory function (Cameron, 2018; Santos et al., 2004).

Instructor Manual Test Banks PowerPoint Presentations Transition Guide Educator’s Guide

Chapter Objectives The following objectives are addressed in this chapter: 16.01

Describe the structure of the taste system and how activity in this system is related to taste quality.

16.02

Describe genetic research on individual differences in taste.

16.03

Describe the following aspects of basic olfactory abilities: detecting odors, identifying odors, individual differences in olfaction, and how olfaction is affected by COVID-19 and Alzheimer’s disease.

16.04

Describe how olfactory quality is analyzed by the mucosa and olfactory bulb.

16.05

Understand how odors are represented in the cortex.

16.06

Understand the connection between olfaction and memory.

16.07

Describe what flavor is and how it is related to taste, olfaction, cognition, and satiation.

16.08

Describe multimodal interactions between the senses.