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Lesson Plans
Psychology, 6th Edition ©2000
by Wade, Tavris
Weeks 8–9
Chapter 6: Sensation and Perception
Performance Objectives:
- Explain the concepts of threshold, adaptation, and constancy.
- Describe the operation of sensory systems.
- List forms of energy for which we do and do not have sensory receptors.
- Explain Gestalt concepts and principles.
- Describe binocular and monocular depth cues.
- Describe the influence on perception of environmental variables, motivation, past experiences, culture, and expectations.
- Explain what is meant by attention.
Resources:
- Chapter 6: Sensation and Perception—pp. 178–233
- Study Guide and Practice Tests—pp. 151–182
- Instructor's Resource Manual—pp. 171–210
- Test Bank—pp. 123–146
Pacing Guide:
- Our Sensational Senses—day 1
- Vision—days 2 and 3
- Hearing—day 4
- The Other Senses—days 5 and 6
- Perceptual Powers: Origins and Influence—day 7
- Puzzles of Perception—days 8 and 9
- Block Scheduling
Combine Our Sensational Senses and Hearing into one block. Vision gets its own block, as do The Other Senses and Puzzles of Perception. If you don't want to give Perceptual Powers: Origins and Influence one-half of a block, try to fit it in with Puzzles of Perception.
Key Words:
- sensation, p. 179
- perception, p. 179
- sense receptors, p. 180
- psychophysics, p. 182
- absolute threshold, p. 182
- difference threshold, p. 183
- signal-detection theory, p. 184
- sensory adaptation, p. 185
- sensory deprivation, p. 186
- selective attention, p. 187
- hue, p. 188
- brightness, p. 188
- saturation, p. 188
- complexity of light, p. 188
- retina, p. 189
- rods, p. 189
- cones, p. 189
- dark adaptation, p. 190
- ganglion cells, p. 190
- optic nerve, p. 190
- feature detectors, p. 190
- trichromatic theory, p. 192
- opponent-process theory, p. 193
- negative afterimage, p. 193
- figure and ground, p. 194
- Gestalt principles, p. 195
- binocular cues, p. 196
- convergence, p. 196
- retinal disparity, p. 196
- monocular cues, p. 196
- perceptual constancy, p. 197
- perceptual illusion, p. 198
- audition, p. 200
- loudness, p. 200
- pitch, p. 201
- frequency (sound wave), p. 201
- timbre, p. 201
- cochlea, p. 202
- basilar membrane, p. 203
- auditory nerve, p. 203
- gustation, p. 204
- papillae, p. 204
- taste buds, p. 204
- olfaction, p. 206
- gate-control theory, p. 209
- neuromatrix theory, p. 209
- kinesthesis, p. 210
- equilibrium, p. 210
- semicircular canals, p. 210
- visual cliff, p. 212
- perceptual set, p. 214
- subliminal perception, p. 215
- ESP, p. 217
- parapsychology, p. 218
Critical Thinking Questions:
- How does the eye differ from a camera?
- Why can't we describe something as a reddish green?
- As a friend approaches, her image on your retina grows larger, yet you see her as the same size. Why?
- Why are perceptual illusions so valuable to psychologists?
- Do babies see the world the way adults do?
- Why are most psychologists skeptical about ESP?
Troubleshooting Tips:
- Consider reviewing brain/neuronal activity before diving into this chapter. A student with a weak background in biological bases of behavior may struggle without assistance.
- This chapter is given nine class days, but the study of optical illusions may require an additional day.
End-of-Chapter Activity:
Living With Pain (student edition, pp. 219–220)