Meaning and Importance of Perception

PERCEPTION is subjective in interpretation as brought about by experiences. A particular object can mean differently for varied individuals . One thinks It is positive, the others negative, to some nothing at all, or they are unaware of the stimulus. Perception is the whole system by which stimuli affect whatever is the cognition and the behavior of the individual automatically responding to the stimuli.

GESTALT PRINCIPLES OF BASIC PERCEPTUAL ORGANIZATIONThe primary objective of any perceptual process is to separate different patterns or elements from their back-ground. This system enables an individual to determine or define the objects in a perplexed environment. Matter of varied measurement in both quantity and quality are identified as isolate, basic objects from other objects. It can be distinguished by its size, shape, color moving or stationary in space , arranged in dimensional word, and even in the movement of biological body.

GESTALT GROUPINGGroup is when certain elements or objects are put together forming a whole pattern according to the following principles:

• Proximity-is the grouping of elements perceived as belonging together – closet to each other.• Similarity-is the group of same elements with each other perceived to belong to a group.• Continuity-is the grouping of various elements organized to create a form.• Closure-is completing the missing or unfinished form of pattern to complete an element.• Orientation-is the grouping of like elements within a group with different elements.

Simplicity (Law of Pragnanz)-is the grouping of elements into feature easiest to understand. Stimulus is perceived in simplest term rather than in a complex way.

FIGURE AND GROUNDThe figure and ground has differentiation. Primarily, the feature of the figure is a unified entity of perception, an organized group of stimuli (contour). It possesses shape/consistency, the feature lies in front of the ground, and always against the back ground.

CONSTANCY- is the capacity to perceive stable properties belonging to objects even if they are change in their feature. One’s perception of objects or events is always the same even though they are differentiations brought about by variations of conditions in the in the environment. Once a stimulus is identified, it remains constant in perception despite great changes in size, shape, texture, color and brightness.

Size constancy-perceives stimulus to be the same inspire of a difference in the size of the retinal images. Two objects of equal size where in one object is placed farther in the foreground is visualized as smaller as projector in the retinal image.

Shape Constancy-is similar to the theory of size constancy, although this is the term of the contour of objects. A change in position can bring oput of different perception.

Texture Constancy-Texture constancy reveals the true nature or property of an object. If the object closer or nearer, the details or feature will be visualized. if the same object is seen farther, it will look smoother and the details cannot be seen.

Color Constancy-of the same object vary in accordance with light illumination. The lighting of an object appear difference but its true color remains the same. A bright lightning on a hue will make the color appear lighter and less lightning will make the color appears darker.

Brightness Constancy-is contrary of the theory of color constancy, where in the hue change in variation of lightning. In bright illumination, the hue neutrals color will not change in its constancy.

TYPES OF PERCEPTION

A. VISUAL PERCEPTIONDepth perception are influenced by the following factors:

1. Superimposition (depth factor or relative position) – may be shown by making near objects appear in front and covering up all or parts of distant objects

2. Linear perspective - is shown by the convergence of parallel lines as they become more distant so that the lines of a railroad track appear to meet at the distant horizon.

3. Gradients of texture in a collection of items as they become more distant also provide for depth cues.

4. Lack of clarity or the presence of haze also conveys depth. This is similar to the play of light and shadows upon parts of objects producing characteristic brightness differences upon object exposed and unexposed to light. This may also be attributed to aerial perspective.

5. Relative movement of near and far objects. As one gazes out of a moving vehicle, the very rapid, almost blurred movements of near object as compared to the slower movements of far objects provide clues to depth.

6. Eye convergence when both eyes are looking at close stimulus with the accompanying change in the accommodation of the lenses and the retinal disparity gives clues to depth

B. Auditory Perception

Sound Localization or the perception of sound direction is dependent of the sound source and the separation of the two ears. The clues to sound localization include the following binaural cues:

1. Time difference- sound waves arriving at one side of the ear is detected as coming from that direction.

2. Intensity difference- sounds more intense in one direction are perceived as coming from that direction.

3. Phase difference- the pressure of a sound wave at any part, place or movement.

4. Learning experiences – through learned localizations, we turn towards the source of sounds familiar to us we turn upward for airplane , backward to someone calling from behind.

5. Echoes and distortions in an enclosed place familiar to us. For instance, the quality and strength of echoes in a familiar hallway gives us a clue as to the direction of sound.

C. TACTUAL PERCEPTIONLocal signs allow us to make appropriate responses to the corresponding stimuli. For example, if someone pinches our left arm while our eyes are closed, we can readily tell that it is our left and not our right arm that was pinched.

D. OLFACTORY AND GUSTATORY PERCEPTION

sensitivity to gustatory stimulus varies according to point of application and temperature of the substances. For example, sweet is most felt at the tip of the tongue. The strength of the sensation also varies with the temperature of the substances.

DEVELOPMENT PERCEPTION

David Bohm describes that development of perception in the appendix of the book The Special Theory of Relativity. That book itself was too difficult for me to read, but as I heard him mention that appendix in an interview, I wanted to read that and see if it would make sense to me.

Well, it did. I found it very interesting to follow the development of perception, that Bohm writes about the research of Jean Piaget.

• That research suggests that a young child views the world as a state of flux. The child does not see anything as permanent, he does not see cause and effect, he does not know things can be undone, he does not have our memory, he does not see itself different from the world, and so on. All that is coming into existence in a certain follow up.

• I tried to distil the development into several steps, so I differentiated 16 stages. But there could just as well be more or less. There is no cut and dry separation, but for myself, I found it more clear to make a certain differentiation, in order to understand the development better.

Stage 1 – Functional aspects

This first stage is nothing more than inborn reflexes. These reflexes develop to fit different aspects of the environment. The environment gets recognised by functional aspects, like food to satisfy the hunger.

Stage 2 – Impulse followed by sensation

• The next stage is the development of the circular reflex. The circular reflex is an outgoing impulse followed by an incoming sensory impulse. This is the beginning of perception. Impulse followed by sensation.

• This circular reflex is carried along all further development. At a certain stage there is pleasure in the reflexes that are produced. The child does not yet understand the causal connection between the impulse and the sensation.

• He discovers that by doing something he gets a pleasant sensation that is recognizable. Recognition that a past event has been repeated comes first. The ability to call up this event in the memory comes only much later.

• At this stage there is only the knowledge that a certain impulse will lead to a certain pleasure.

Stage 3 – Permanence and coordination

• To recognize a similarity is necessary before seeing something as permanent in the flux of process.

• Another thing is being able to coordinate many different reflexes that are associated with a certain object.

• So at first there is no realisation that the object that the child sees, is the same as the object that he hears. But later on comes a coordination. And with that the understanding that he sees what he hears and grasps what he sees.

Stage 4 – Recognise patternsThere is still no notion of a permanent object. When he is presented with something familiar, he makes an abstraction of recognizable totalities of sensation.In the total flux of experience, he can now recognize a certain pattern. These combinations itself are experienced as totalities. The object is not recognized outside its normal context.

Stage 5 – Perceive out of normal contextWhen the child begins to follow a moving object with this eyes, he is able to recognize the invariance of its form, despite its movement. He is building up the reflexes to perceive objects apart from its normal context.

Stage 6 – Something can be undoneThe next step is the realisation that something can be undone by a second operation. But he still has no idea of a permanent object, that exists when he does not see it.He also does not see himself separate from the world. But he is building up the reflexes that are needed to see the difference.

Stage 7 – Cause and effectHe is now developing the notion of cause and effect.At first it is a kind of sympathetic magic, because there is still no difference between internal and external, and all aspects of his experience are still seen as a single totality.Later he begins to recognize other people, animals and objects as the cause of things that are happening.

Stage 8 – Coordinate visual with tactile and movementAt this time the notions of space and time are being built up. If the child handles objects and moves his body, he learns to coordinate his changing visual experiences with the tactile perceptions and bodily movements.

Stage 9 – Notion of permanent places and objectsAt this stage he discovers that he can always return to a place in many different ways. There is the notion of permanent places and permanent objects.

Stage 10 – Start of memoryThe child is gradually learning to call up images from the past, not just recognize something as familiar only as he sees it. Now true memory begins. With the difference between past and present. And later also future when he starts to form mental images of what he expects.

Stage 11 – Form an image of absent objectsThis point in development is crucial, as the child is able to form an image of an absent object.

Stage 12 – Form image with perceived and unperceived thingsNow he starts to form a mental image of the world, with both perceived and unperceived things. He is able to create or produce something.

Stage 13 – Distinction between self and world• This is the stage of distinction between the

self and the rest of the world. Until now there was only one field of experiencing. Because of the ability to create a mental map of the world (to imagine) he sees places that are occupied by permanent objects. And one of these objects is himself.

• Everything on the map falls into two categories, what is inside the skin and what is not. And now he forms the concept of a self, distinct from the rest of the world.

• The child does not know it is making a mental map of the world. They find it difficult to distinguish between what is imagined or remembered in thought and what is actually perceived through their senses. They may even think that other people see what they are thinking about.

Stage 14 – Mental map as realityAt this point the mental map is seen as reality. What we see often depends on what we know about it. So we learn to see the world through a certain structure of ideas. We react immediately to each new experience before we have time to think.That way we might believe that certain ways of perceiving the world cannot be otherwise. But in fact it was the way we discovered and build it ourselves when we were children. It often became habits that are only true in certain domains of experience.

Stage 15 – Translate perception into languageThe next stage is about translating the perception of the structure of the world in thought and language. But that is very confusing as the ideas and words often contradict what is perceived. And the learning is a gradual process, step by step

Stage 16 – Need for logical thoughtAnd finally he learns the need for logical thought. With the wish to reflect on the structure of the world, and to communicate with other people. But also when he wants to apply his ideas to a practical problem.This is a continuing process of development that builds up knowledge and understanding of the world. Mental images, ideas and words are getting a structure similar to the world as it is perceived.

From perception in a state of flux to the structure of a mental map

So the child begins with some kind of totality. A totality of sensation, perception and feeling. All in a sort of ongoing flow. No recognizable structure with permanent characteristics.The development of intelligence arises in a series of movements, which is how the child learns about the world. What he learns is always based on his ability to see certain kinds of relationship. A correspondence between what he sees and what he hears. Between cause and effect. The possibility of undoing certain things.The perception of some relationships is then followed by a corresponding mental image which functions as a kind of map. A map that represents the relationships.Very soon immediate perception takes on the structures of these maps and he is no longer aware that the map only represents what has been perceived before