On a typical day, many students travel to campus and have several regular
experiences (and if they don’t know, they likely have at one point).
Underlying most of these experiences is some perceptual process – often
unconscious and automatic – that allows them to make sense of the large amount of sensory information being detected at any given moment.
For this assignment, you will be presented with several common scenarios a student might find themselves in on campus, as well as a form of perceptual processing. Your task is to describe how each perceptual process could be involved in each
scenario. These are open-ended scenarios, and there is no single correct or best answer, just be sure you accurately describe how each perceptual process is contributing. Remember, the campus is a varied and often changing place,
with many things to see and hear, and many people to interact with – feel free to get creative! However, note that each answer does not need to be any
longer than two or three sentences.
Scenario 1: On the first day of the semester, a student is walking from their dorm to a classroom across campus.
a) How could top-down perceptual processing be involved in this scenario? [1 pt]
b) How could bottom-up perceptual processing be involved in this scenario? [1 pt]
Scenario 2: After reaching their classroom, the student attends a lecture there.
a) Pick one of the Gestalt principles described in the lecture (apparent movement, good continuation, the law of
pragnanz, and similarity), and describe how it could be involved in this scenario. [1 pt]
b) Pick a different Gestalt principle and describe how it could be involved in this scenario. [1 pt]
Scenario 3: Once their lecture is finished, the student has some time before their next class, and
decides to find a place to eat their lunch on campus.
a) How might the oblique effect or the
light-from-above assumption (pick one), which results from physical regularities in the environment, be involved in this scenario? [1 pt]
b) How might semantic regularities in the environment be involved in
this scenario? [1 pt]
Scenario 4: To energize themselves after lunch, and to learn more about the campus, the student decides to explore around and inside a few new buildings.
4) How might their movement facilitate their perception, and thus their understanding, of a new environment, either inside or outside a building? [2 pts]
Scenario 5: At the end of the day, the student decides they want to rent a book from the library. They walk there, enter the library, pick up a book, and bring it to the checkout desk.
a) How might the temporal lobe (or the “what pathway”) have been involved in this process? [1 pt]
b) How might the parietal lobe (or the “where pathway”) have been involved in this process? [1 pt]
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