This document provides an overview of sensation and perception. It begins by defining sensation as detecting information from our environment and perception as interpreting sensory information. It discusses bottom-up and top-down processing, as well as selective attention. Later sections cover specific senses like vision, hearing, touch, taste and smell. For vision, it explains the parts of the eye and how light is transduced into neural signals. For hearing, it discusses the parts of the ear and theories of pitch perception. It also addresses thresholds, adaptation, and localization of sounds. The document aims to help students understand the key concepts of sensation and perception.

1. Sensation and Perception
AP Psychology
Mr. Aguiar

2. Section 1: Sensing Our World
•
Learning Goals:
– Students should be able to answer the following:
1. What are sensation and perception?
2. What do we mean by bottom-up and top-down processing?
3. How are we affected by selective attention?
Mr. Burnes
2

3. Sensation vs. Perception
• Sensation
• Detecting information from our environment
• Perception
• The process of selecting, organizing and
interpreting information from our senses
• Bottom-Up Processing
• Using small components and building up
• Top-Down Processing
• Using the larger components and breaking
down
• Aoccdrnig to rscheearch at Cmabrigde
Uinervtstiy, it deosn't mttaer in waht oredr the
ltteers in a wrod are, the olny iprmoetnt tihng
is taht the frist and lsat ltteer be at the rghit
pclae.We raed the wrod as a wlohe.
3

4. Top Down vs. Bottom Up
4

5. Top Down vs. Bottom Up Processing
5

6. Top Down vs. Bottom Up Processing
6

7. Top Down vs. Bottom Up Processing
7

8. Sensation-to-Perception Process
8

9. Selective Attention (11 million/40
ratio)
Perceptions about objects change from moment to
moment. We can perceive different forms of the
Necker cube; however, we can only pay attention
to one aspect of the object at a time.
ACCIDENTS
80% of crashes involve
driver distraction
Calling on a cell phone4x more at risk
Talking to a person in
the car1.6x more at risk
Texting23x more at risk
Necker Cube
9

10. Inattentional Blindness
• Inattentional blindness refers
to the inability to see an object
or a person in our midst.
Simmons & Chabris (1999)
showed that half of the
observers failed to see the
gorilla-suited assistant in a ball
passing game
• 50% of people don’t notice
• Cocktail Party Effect
– Ability to attend to one
voice at a party or
restaurant
10

11. Change Blindness
Change blindness is a form of inattentional blindness in which twothirds of individuals giving directions failed to notice a change in the
individual asking for directions. (Change Deafness also occurs on the
phone- 40% of people failed to notice a change in the voice)
11

12. Choice Blindness
• When photos are switched of people we think are attractive we
will defend our choice, even when it is not the original choice
• 87% fail to notice the switch, although 84% would claim to
notice in a hypothetical experiment
12

13. The Stroop Effect
• Say the COLOR (not the word) as fast as you
can.

14. Section 1: Sensing Our World
•
Reflect on Learning Goals:
– Students should be able to answer the following:
1. What are sensation and perception?
2. What do we mean by bottom-up and top-down processing?
3. How are we affected by selective attention?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Mr. Burnes
Little
Little
Understanding
Understanding
14

15. Section 1: Test Your Knowledge
Which of the following terms best explains why you
didn‘t hear your Mom tell you to take out the trash
while you were intensely watching the World Series
game on TV?
A)Change Blindness
B)Selective Attention
C)Selective Hearing
D)Choice Blindness

16. Section 2: Thresholds
•
Learning Goals:
– Students should be able to answer the following:
1. What are absolute and difference thresholds, and do stimuli below
the absolute threshold have any influence?
2. What is the function of sensory adaption?
16

17. Sensory Thresholds
• Absolute Threshold
– The minimum stimulation needed to detect a stimuli
(50% of the time)
– Examples of Absolute Thresholds
• Vision: Light from a candle 30 miles away on a dark
night
• Hearing: Ticking of a watch from 20 feet away
• Smell: One drop of perfume in a small apartment
• Taste: One teaspoon of sugar in 2 gallons of water
• Touch: The wing of a fly on your cheek from .4
inch away
17

18. Sensory Thresholds
•
Difference Threshold
– Minimum difference between two stimuli required for
detection 50% of the time
– Also called Just Noticeable Differences
– Weber’s Law: Two stimuli must differ by a constant minimum
percentage in order to be noticed (revised by Fetchner)
• In other words- it must be out of proportion
• Example: Lights must differ in intensity by
8%
• Another way to look at it: 1$ makes a
difference to 10$, but not to 1000$. (its
proportional)
•
Subliminal Messages
– “Drink more Coke” & “Eat more Popcorn”
– Info processed just below surface of thresholds can influence
minor decision making
– Conclusion: subliminal adverting does not work
18

19. Signal Detection Theory
• Hit or miss in detection of stimuli
when we are uncertain
• Ability to detect stimuli based on:
•
•
•
•
•
Person’s experience
Expectations
Motivation
Level of Fatigue
States that fear increases your
sensitivity to even small pain
because of the anticipation of pain
You
Recognize it
You Miss it
STIMULUS
PRESENT
Hit
Miss
STIMULUS
NOT
PRESENT
False
Alarm
Correct
Rejection
19

20. Sensory Adaptation
• Our diminishing sensitive to unchanging stimulus
• Keep things novel, so we pay attention
• Examples
– you blast your music in the car, but fail to notice how
loud it is
– Jumping into a pool seems cold at first, but you
eventually get comfortable
20

21. Section 2: Thresholds
•
Reflect on Learning Goals:
– Students should be able to answer the following:
1. What are absolute and difference thresholds, and do stimuli below
the absolute threshold have any influence?
2. What is the function of sensory adaption?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Little
Little
Understanding
Understanding
21

22. Section 2: Test Your Knowledge
1.
2.
Danny sometimes mistakenly hears his mom call him from the other room
of their house. What term would be used to explain this phenomenon?
A. Sensory Adaptation
B. Weber’s Law
C. Selective Hearing
D. Signal Detection Theory
A person with normal vision being able to see a candle flame 30 miles
away on a clear dark night is an example of:
A. Difference Threshold
B. Signal Detection Theory
C. Absolute Threshold
D. Sensory Adaptation
22

23. Section 3: Vision- Part I
•
Learning Goals:
– Students should be able to answer the following:
1. What is the energy that we see as visible light?
2. How does the eye transform light energy intro neural messages?
23

24. Vision & Energy
• Light Characteristics
1. Hue (color)
– the dimension of color determined by the
wavelength of the light
2. Wavelength
– Different wavelengths of light
3. Intensity
– Amount of energy in a wave determined by
amplitude. It is related to brightness
24

25. Parts of the Eye
•
•
•
•
Cornea: Protective tissue of the lens
Iris: Colored muscle that controls pupil dilation & regulates the
amount of light entering the eye
Lens: Focuses the light rays on the retina
Retina: Contains sensory receptors (rods and cones)
Blind
Spot
25

26. Functions of the Retina
•
Retina
– The light sensitive part of the eye
– Light Image Transduction:
1. Rods/Cones
2. Bipolar Cells
3. Ganglion Cells
4. Optic Nerve
26

27. Other Parts of the Eye
•
Optic Nerve
– Carries neural impulses from the eye to the thalamus
to the occipital lobes
•
Blind Spot
– Point where the optic nerve leaves the eye (no
receptor cells present)
•
Fovea
– Central point of the retina which contains more cones
than rods
27

28. Foveal Vision
28

29. Section 3: Vision- Part I
•
Reflect on Learning Goals:
– Students should be able to answer the following:
1. What is the energy that we see as visible light?
2. How does the eye transform light energy intro neural messages?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Little
Little
Understanding
Understanding
29

30. Section 4: Vision- Part II
•
Learning Goals:
– Students should be able to answer the following:
1. How does the brain process visual information?
2. What theories help us understand color vision?
30

31. Parallel Processing in the Brain
•
•
Parallel Processing
– We process several aspects of stimulus simultaneously
– Synchronized Brain Waves
The brain divides a visual scene into subdivisions such as color,
depth, form and movement all at once
31

32. Hubel & Wiesel’s Experiment
• Some cells in the visual cortex respond only to certain
types of visual information, for example, a diagonal
line moving up and down (Like Hands On a Clock).
• These cells are called feature detectors.
32

33. Color Vision Theories
• Trichromatic (Young-Helmholtz)
• Because the retina contains three color sensors
(R, B, G) our brain combines information
to see various colors
• This helps to explain color blindness
• Opponent Processing
• Hering proposed that we process colors in the OP
cells in the retina and thalamus that can be over
stimulated to see afterimages
• Red - Green
• Blue - Yellow
• Black- White
33

34. Different Forms of Color Blindness
Trichromats - People who have
normal color vision.
Dichromats - People who are blind
to either red-green (most common)
or yellow-blue.
Monochromats - People who are
totally color blind. (Rare)
34

35. Section 4: Vision- Part II
•
Learning Goals:
– Students should be able to answer the following:
1. How does the brain process visual information?
2. What theories help us understand color vision?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Little
Little
Understanding
Understanding
35

36. Section 4: Test Your Knowledge
1. Where does transduction take place concerning vision?
(A) The Pupil
(B) The Retina
(C) The Thalamus
(D) The Occipital Lobe
2. Which theory of color BEST explains color blindness?
(A) Opponent Processing
(B) Wavelength Theory
(C) Place Theory
(D) Trichromatic Theory
36

37. Section 5: Hearing
•
Learning Goals:
– Students should be able to answer the following:
1. How does the ear transform sound energy into neural messages?
2. What theories help us understand pitch perception?
3. How do we locate sounds?
4. What are the common causes of hearing loss, and why does
controversy surround cochlear implants?
37

38. Hearing: Parts of the Ear
HEARING BY AGE
20,000 Hz- 18 & younger
17,000 Hz- 24 & younger
16,000 Hz- 30 & younger
15,000 Hz- 39 & younger
14,000 Hz- 49 & younger
12,000 Hz- 55 & younger
10,000 Hz- 60 & younger
8,000 Hz- Everyone
EAR PARTS
Outer Ear: Pinna. Collects sounds.
Middle Ear: Chamber between eardrum
and cochlea containing three tiny bones
(hammer, anvil, stirrup) that
concentrate the vibrations of the
eardrum on the cochlea’s oval window.
Inner Ear: Innermost part of the ear,
containing the cochlea, semicircular
canals, and vestibular sacs.
38

39. Parts of the Ear
•
Eardrum (Tympanic) Membrane
•
Three Bones (middle ear)
•
Cochlea
– Outer Ear Protection
– Smallest bones in the
human body
– Mechanical: Stirrup,
Hammer, Anvil
(Ossicles)
– Coiled, bony, fluidfilled tube in the inner
ear that transduces
sound vibrations into
auditory signals
– Much like the retina of
the eye
39

40. Theories of Hearing
•
Place Theory
– Different pitches are heard at different places in the
cochlea’s basilar membrane
•
Frequency Theory
– The rate of sounds matches the rate traveling up
the auditory nerve
40

41. Sound Localization
• We hear from two ears that are located on either side of our
head.
• One ear will pick up the sound .000027 times faster than the
other to help us find the sound.
41

42. Hearing Loss
• Conduction Hearing Loss
– Mechanical damage to tiny bones or
eardrum
– Can be improved by use of hearing aid
• Sensorineural Hearing Loss
– Most common type of deafness
– Nerve deafness due to damage in cochlea
or auditory nerve
– Sometimes can be fixed by cochlear
implant
42

43. Section 5: Hearing
•
Learning Goals:
– Students should be able to answer the following:
1. How does the ear transform sound energy into neural messages?
2. What theories help us understand pitch perception?
3. How do we locate sounds?
4. What are the common causes of hearing loss, and why does
controversy surround cochlear implants?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Little
Little
Understanding
Understanding
43

44. Section 5: Test Your Knowledge
1.
The general function of the bones in the middle ear is to:
(A) Convert the incoming sound from pounds per square
inch to decibels.
(B) Protect the cochlea
(C) Transfer sound information from the tympanic
membrane to the
oval window
(D) Provide information to the vestibular system
1.
_____ are the receptor cells for audition and ______ are receptor cells for vision.
(A) Olfactory cells; rods & cones
(B) Taste buds; hair cells
(C) Hair cells; rods & cones
(D) Proprioceptors; rods & cones
44

45. Section 6: Other Senses- Part I
•
Learning Goals:
– Students should be able to answer the following:
1. How de we sense touch and sense our body’s position and
movement? How do we experience pain?
45

46. Touch & Pain
• Touch Senses
• Warm, Cold, Pressure, Pain
• Pain
• Tells your body something
is wrong
• Phantom Sensations
• Amputees may experience
this because parietal lobe
neurons are still dedicated
to area of missing limb
46

47. Fun Facts: Touch Receptors
• Touch Senses
• Different pathways for
warm/cold
• Touching cold and pressure
spots yields a wet sensation.
• Touching warm and cold
together yields a hot sensation
• Gently stroking of a painful
spot produces an itching
sensation
• Stroking adjacent pressure
spots induces a tickle*
* Note: You can’t tickle
yourself
What do you
think this person
feels?
47

48. Gate Control Theory (Melzack & Wall, 1965)
• Gate Control Theory
• Small nerves in the spinal cord carry
pain, large nerves in the spinal cord
carry other sensations
• Only one type of nerve fiber can go
through the gate at a time
• Rubbing sore area may reduce
pain as interneurons in spinal cord
control the “gate of information”
• You can also close the pain gate
mentally: i.e.- Not feeling pain
while concentrating on other
things
48

49. Body Position & Movement
• The sense of our body parts’
position and movement is
called kinesthesis. (ex.
Movement while running
without thinking about the
body’s movement)
• The vestibular sense monitors
our balance. Vestibular sense
can tell if you are vertical or
horizontal. (ex. Spinning in a
chair makes you dizzy)
49

50. Section 6: Other Senses- Part I
•
Reflect on Learning Goals:
– Students should be able to answer the following:
1. How de we sense touch and sense our body’s position and
movement? How do we experience pain?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Little
Little
Understanding
Understanding
50

51. Section 7: Other Senses- Part II
•
Learning Goals:
– Students should be able to answer the following:
1. How do we experience taste?
2. How do we experience smell?
51

52. Taste as a chemical sense
•
Basic Chemical Tastes
– Also known as gustatory sense
– Sweet, Sour, Bitter, Salty, Umami
– Taste may be based on survival (bitter food is
toxic)
– Taste receptors reproduce every two weeks
– Taste sensitivity decreases with age
Sweet
Sour
Salty
Bitter
Umami
(Fresh
52
Chicken)

53. Smell as a Chemical Sense
•
Chemical Sense or Olfactory Sense
•
Smell involves the detection of molecules
•
Scents play an important role in attachment
•
Smell & Memory
•
Because smell runs close to the limbic system,
it ties closely to memory pathways
•
We have a hard time describing a smell, but
can relate to personal stories
•
Herz’s Brown University Study
1. Students played an impossible game in a
scented room
2. The same students were then given a complex
(not impossible task)
3. The same scent was pumped into the
experimental room and the students gave up
easily
53

54. Smell: Age & Gender
• Ability to identify smell peaks during early
adulthood, but steadily declines after that.
Women are better at detecting odors than men
54

55. Sensory Interaction
• Sensory Interaction
• Smell + Texture + Taste = Flavor
• Visual Capture
• Vision dominates all senses when
conflicts appear
• McGurk Effect
• Hear one syllable while seeing
another lipped causes us to interpret a
third
• Synesthesia
• Rare disorder in which people
combine senses
55

56. Section 7: Other Senses- Part II
•
Reflect on Learning Goals:
– Students should be able to answer the following:
1. How do we experience taste?
2. How do we experience smell?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Little
Little
Understanding
Understanding
56

57. Mini FRQ Review
Jimmy is a contestant on a game show where people
must run an oddly-shaped maze with obstacles in a
dimly-lit building as fast as they can. Explain how the
following terms would affect Jimmy’s performance in
running the maze.
• Kinesthesis
• Retina
• Hippocampus
57

58. Section X: Perceptual Organization
•
Learning Goals:
– Students should be able to answer the following:
1. How did the Gestalt psychologists understand perceptual
organization?
2. How do figure-ground and grouping principles contribute to our
perceptions?
58

59. Perception Review
The process of selecting, organizing, and
interpreting sensory information, which enables
us to recognize meaningful objects and events.
Old Lady or Young Woman
59

60. What are we actually seeing according to Gestalt Principles?
The Necker Cube Revisited
60

61. Optical Illusions (for fun)
61

62. Optical Illusions (for fun)
anomalous motion illusion
62

63. Optical Illusions (for fun)
anomalous motion illusion
63

64. Optical Illusions (for fun)
anomalous motion illusion
64

65. Hermann Grid (for fun)
65

66. Optical Illusions (for fun)
anomalous motion illusion
66

67. Optical Illusions (for fun)
67

68. Perceptual Organization
•
•
When vision competes with our
other senses, vision usually wins – a
phenomena called visual capture.
– Example: When sound comes
from behind us at a movie
theater, we perceive it as coming
from the screen in front of us.
– Example: When watching a first
person view of a roller coaster,
we can get nauseated
– Example: The rubber hand
illusion
Vision captures our other senses!
68

69. Figure Ground Perspective
Organization of the
visual field into
objects (figures) that
stand out from their
surroundings
(ground).
If you are looking at the vase, then the
white part is the figure and the black
becomes the ground.
69

70. Gestalt Groupings
Gestalt Psychology: Looking at the WHOLE.
Closure
Law of Common Fate
law of pragnanz
70

71. Section X: Perceptual Organization
•
Reflect on Learning Goals:
– Students should be able to answer the following:
1. How did the Gestalt psychologists understand perceptual
organization?
2. How do figure-ground and grouping principles contribute to our
perceptions?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Little
Little
Understanding
Understanding
71

72. Section X: Test Your Knowledge
1. Hold your writing instrument in front of your face and focus
past it so that this question is easily read. What is the figure
and what is the ground in your vision?
– Hold up 3 fingers if you could easily answer this question.
– Hold up 2 fingers if you think you got the answer.
– Hold up 1 finger if you don’t know.
1. Watching a football game, young Johnny thought that the
two halves were actually two different games because they
were split between a halftime. Which Gestalt grouping best
explains Johnny’s top-down processing error?

73. Section X: Depth Perception
•
Learning Goals:
– Students should be able to answer the following:
1. How do we see the world in three dimensions?
73

74. Visual Cliff Study
Gibson and Walk (1960) suggested that human
infants (crawling age) have depth perception that
is learned. Even certain newborn animals show
depth perception.
74

75. Binocular Cues
• Retinal disparity: Images from the two eyes differ, so we
are able to better judge distance of two objects.
• Used in 3-D motion picture to mimic the offset eyes.
TRY THIS
Two eyes are better than one:
Close one eye an touch
two pencil tips together
75

76. Binocular Cues
Convergence: Neuromuscular cues. When two
eyes move inward (towards the nose) to see near
objects and outward (away from the nose) to see
faraway objects. The more we have to strain our
eyes the closer the image is to our face.
76

77. Binocular Cues: Stereogram
77

78. Binocular Cues: Stereogram
78

79. Monocular Cues
• Relative Size: If two objects are
similar in size, we perceive the
one that casts a smaller retinal
image to be farther away.
• Interposition: If one object
partially blocks our view of
another, we perceive it as closer
• Relative Clarity: Hazy objects
appear farther away than near
objects
• Texture Gradient: Fine textures
indicate a close object; course
textures indicate an object is far
away
79

80. More Monocular Cues
•Relative Motion (motion parallax):
When we are moving, objects that
are stable appear to move- objects
that are farther away move slower
than closer objects
•Light & Shadow: Nearby objects
reflect more light to our eyes
Linear
Perspective:
Parallel lines
converge in the
distance
80

81. Monocular Cue Review
How many monocular cues can you identify?
81

82. Section X: Depth Perception
•
Reflect on Learning Goals:
– Students should be able to answer the following:
1. How do we see the world in three dimensions?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Little
Little
Understanding
Understanding
82

83. Mini FRQ Review
Mr. Burnes’ car breaks down on a long,
deserted highway with no cell service. In the
distance he sees a gas station, but knows it will
be a long walk. Explain how each of the
following concepts helps him determine it will
be a long walk:
– Relative size
– Texture Gradient
– Linear Perspective
83

84. Section X: Perceptual Interpretation
•
Learning Goals:
– Students should be able to answer the following:
1. What does research on sensory deprivation and restored vision reveal
about the effects of experience on perception?
2. How adaptable is our ability to perceive?
3. How do our expectations, contexts and emotions influence our
perceptions?
84

85. Stroboscopic Motion and Phi Phenomenon
• Stroboscopic Motion: 24 still pictures flashing within one
second create the illusion of motion (example: flip
books and cartoons)
• Phi Phenomenon: Lights blinking next to each will create
the illusion of motion (neon or scrolling signs)
85

86. Shape Constancy
Perceiving objects as unchanging even as
illumination and retinal images change. Perceptual
constancies include constancies of shape and size.
Shape Constancy
86

87. Size Constancy
Stable size perception amid changing size of
the stimuli. We know the one car is just farther
away, but still the same size.
87

88. Size-Distance Relationship
The distant monster (below, left) and the top
red bar (below, right) appear bigger because of
distance cues.
The moon appears larger
on the horizon because
of context effects make it look
farther away like the monster
Ponzo Illusion
88

89. Size-Distance Relationship
89

90. Ames Room
The Ames room is designed to demonstrate the size-distance illusion.
90

91. Lightness Constancy
The color and brightness of square A and B are the same.
91

92. Color Constancy
Objects will change color depending on the
CONTEXT of surrounding objects or colors
Color Constancy
92

93. Perceptual Adaptation
You have the ability to adapt to distortion goggles
rather quickly. Usually in a couple of hours to
days. Some animals can never adapt.
93

94. Testing Perceptual Adaptation
94

95. Muller-Lyer Illusion
Illusions provide good examples in understanding
how perception is organized. Studying faulty
perception is as important as studying other
perceptual phenomena.
95

96. Culture and Perception
96

97. Perceptual Set
A mental predisposition to perceive one thing
and not another. What you see in the center
picture is influenced by flanking pictures.
Half the class close your eyes while the other half looks at an image:
97

98. Perceptual Set
Other examples of perceptual set.
(c)
(a)Loch ness monster or a tree trunk;
(b)Flying saucers or clouds?
(c) The face on mars because of perceptual schema
98

99. Eye & Mouth Schemas
99

100. Eye & Mouth Schemas
100

101. Motivation and Emotion influence Perception
If you are rewarded for
seeing a farm animal,
you will see a farm
animal
• Walking destinations look farther
way when fatigued
• Hills look steeper when carrying a
heavy backpack
• Targets seem father away when
throwing a heavy object
• When you are driving you hate
pedestrians, when you are a
pedestrian you hate drivers
101

102. Section X: Perceptual Interpretation
•
Reflect on Learning Goals:
– Students should be able to answer the following:
1. What does research on sensory deprivation and restored vision reveal
about the effects of experience on perception?
2. How adaptable is our ability to perceive?
3. How do our expectations, contexts and emotions influence our
perceptions?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Little
Little
Understanding
Understanding
102

103. Section X: Human Factors and ESP
•
Learning Goals:
– Students should be able to answer the following:
1. What are human factors?
2. What are the claims of ESP, and what have most research
psychologists concluded after putting these claims to the test?
103

104. What are Human Factors?
• Human factors is the study
of how to make machines
and objects interface better
with humans based on
perception.
• Also know as ergonomics
• Examples:
• Car Stereo Controls
• Oven/Stove Knobs
104

105. More Human Factors
105

106. Is There Extrasensory Perception?
Perception without sensory input is called
extrasensory perception (ESP). A large percentage
of scientists do not believe in ESP.
106

107. Claims of ESP
Paranormal phenomena include astrological
predictions, psychic healing, communication with
the dead, and out-of-body experiences, but most
relevant are telepathy, clairvoyance, and
precognition.
107

108. Claims of ESP
1. Telepathy: Mind-to-mind communication.
One person sending thoughts and the other
receiving them.
2. Clairvoyance: Perception of remote events,
such as sensing a friend’s house on fire.
3. Precognition: Perceiving future events, such
as a political leader’s death.
“Visions of psychics that help the police
solve crimes are no more accurate than
guesses”
108

109. Section X: Human Factors and ESP
•
Learning Goals:
– Students should be able to answer the following:
1. What are human factors?
2. What are the claims of ESP, and what have most research
psychologists concluded after putting these claims to the test?
Good
Good
Understanding
Understanding
Fair
Fair
Understanding
Understanding
Little
Little
Understanding
Understanding
109