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DO NOW

DO NOW. Take a diagram from the front of the room. Fill in the blanks. Preview p. 26. Explain the difference between top-down and bottom-up processing. Provide two examples of top-down processing in the real world.

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DO NOW

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  1. DO NOW • Take a diagram from the front of the room. • Fill in the blanks.

  2. Preview p.26 • Explain the difference between top-down and bottom-up processing. • Provide two examples of top-down processing in the real world. • If you had to give up a sense, which one would it be? (sight, hearing, touch, taste, smell)

  3. Aoccdrnig to rscheearch at CmabrigdeUinervtisy, it deosn'tmttaer in wahtoredr the ltteers in a wrod are, the olnyiprmoatnttihng is taht the frist and lsatltteer be at the rghitpclae. The rset can be a toatlmses and you can sitllraed it wouthit a porbelm. Tihs is bcuseae the huamnmniddeos not raederveylteter by istlef, but the wrod as a wlohe.

  4. Sensation pp.209 -222 NB p.27

  5. Objective 7: What are the different levels of processing that occur as visual information travels to brain? • 6 million cones and 120 million rods relay information via bipolar and ganglion cells • Impulses travel along optic nerve  thalamus  visual cortex of brain • Feature detectors respond to specific features of visual stimulus • Supercells provide instant analysis (movement, angles, postures, etc)

  6. Objective 8: What is parallel processing? • Parallel processing: how the brain processes multiple sources of information simultaneously • Color, depth, movement, and form • Victims of brain damage give us incredible insight into the workings of the brain’s visual cortex. Dr. Ramachandran <3 • http://www.youtube.com/watch?v=RuNDkcbq8PY

  7. Objective 9: How do Young-Hemholtz and opponent-process theories help us understand color vision? • Young-Hemholtztrichromatic theory: there are three types of cones, each sensitive to a specific wavelength: red (long), green (medium), and blue (short)

  8. Objective 9: How do Young-Hemholtz and opponent-process theories help us understand color vision? • Opponent-process theory: color sensitive components of the eye are grouped in three pairs: red-green, blue-yellow, and black-white

  9. Objective 10: What is the importance of color constancy? • Color constancy: perceiving familiar objects as having consistent color, even if changing illumination alters wavelengths reflected by the object. • Our experience of color comes not just from the object, but from everything around it as well.

  10. Objective 11: How do we experience pressure waves as sound? • Our ears transform the vibrating air into nerve impulses, which our brain decodes as sounds. • Loudness (decibels)= amplitude • Pitch (Hertz) = frequency or wavelength • Prolonged exposure above 85 decibels produces hearing loss

  11. Objective 12: What are the three regions of the ear? What series of events triggers electrical impulses sent to the brain?

  12. Objective 13: What is the difference between place and frequency theory? How do these theories help us understand pitch perception? • Place theory: pitch depends on where vibrations stimulate the basilar membrane • High frequency triggers hairs cells on far end • Low frequency triggers hair cells on close end • Frequency-matching theory: vibrations of basilar membrane are determined by the frequency of vibrations • high frequency  large vibrations • Low frequency  small vibrations

  13. Objective 14: How do we pinpoint sounds? • The placement of our ears allows us to enjoy stereophonic (3-D) hearing

  14. Objective 15: What are the two types of hearing loss? Conduction hearing loss • Occurs when eardrum is punctured or damage to ossicles Sensorineural hearing loss • Occurs when hair cells located in the inner ear are damaged • Mostly permanent • Nerve deafness

  15. Objective 16: How do cochlear implants function? • Cochlear implant: helps convert sounds into electrical signals that could trigger auditory nerve to carry message to auditory cortex • Deaf culture • Helen Keller “found deafness to be a much greater handicap than blindness… Blindness cuts people off from things. Deafness cuts people off from people”

  16. Process p. 26 • If you had been born deaf, do you think you would want a cochlear implant? • Does it surprise you that most lifelong Deaf adults do not desire implants for themselves or their children?

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