Theoretical Approaches to Perception - Research Paper Example

? Cognitive Psychology Assignment Theoretical Approaches to Perception An example of bottom-up perception can be seen as the view of a wiggling shape across the floor. The motion that stimulates the optic nerves and creates observation of the shape initiates the process of perception. Template matching theory would allow the viewer to perceive the motion as a snake on the floor, the shape initiating a sense of what the object is that is moving across the surface (Sternberg & Mio, 2009). The pattern of the object in motion creates the perception of the nature of the object. The top down approach to perception can be seen as an individual perceives an object through prior knowledge. The construction-perception theory of the top down approach to perception suggests that knowledge informs the viewer on how to perceive what they experience (Goldstein, 2010). An example of this would be looking at a painting where the knowledge of how it is constructed, the materials, and the methods of perspective, affect the overall perception of the work. The work is constructed through the previous knowledge that the viewer brings to the experience. An integrated experience of perception can go back to the snake and be seen through the physiological approach to perception (Sternberg & Mio, 2009). The bottom up perception comes from seeing the shape and the movement that has formed a template and the top down perception comes from identifying the type of snake from previous information. Fear will sometimes take on the physiological response, as often cultural beliefs about what a snake means, experience through socialized responses as seen by others, and personal experiences, culminate in how an individual will respond. The body follows the perception, for example, if it sees a threat, releasing adrenaline and inspiring a reaction to minimize or eliminate the threat. References Goldstein, E. B. (2010). Sensation and perception. Belmont, Calif: Wadsworth Cengage Learning. Sternberg, R. J., & Mio, J. S. (2009). Cognitive psychology. Australia: Cengage Learning/Wadsworth. Class #1 Cognitive Psychology Assignment #2 Perception and Learning Learning and perception are joined for the way in which an individual perceives information and will create a path towards learning. As an example, mathematics is a subject that requires a certain method of learning, but often those who are very good at mathematics will discuss it in terms of ‘seeing’ the problem work itself out in their mind’s eye. They perceive math in a visual framework where those who don’t understand it as easily cannot make the same kind of mental connections. For those who are not geniuses, linguistics is the key to understanding math. According to Devlin (2006), “patterns of language can help or hinder our attempts to learn how to count and perform certain mathematical tasks” (p.230). In this case, what is heard through linguistic patterns informs the mind on how to perceive the information. As an example, Devlin (2006) uses adding fractions. In adding ? plus ?, the correct answer is not 2/6, but this is a common error because of the way in which the question is perceived from the linguistic patterns that frame the question. Examples of the connection between perception and learning can be observed through the condition of dyslexia. Davis and Braun (2010) state that disorientation is the key to understanding the perception of dyslexia, because the visual is not organized so that it can be interpreted as others would normally interpret information. This disorientation is central to understanding the idea of perception as it relates to learning. When someone who is dyslexic attempts to read, a typical problem is that they visually do not see the letters in the appropriate order. Therefore, the way in which they perceive the shapes creates a barrier to forming meaning for those shapes. Through the example of hearing with mathematics and in seeing with dyslexia, it is clear that how patterns emerge for the learner is crucial to gaining knowledge. References Davis, R. D., & Braun, E. M. (2010). The gift of dyslexia: Why some of the smartest people can't read-- and how they can learn. New York, N.Y: Penguin Group. Devlin, K. (2006). Math instinct: Why you're a mathematical genius (along with lobsters, birds, cats and dogs). New York, NY: Thunder's Mouth Press. Class #2 Interviewing and Observational Strategies Assignment #1 Information Gathering In any interview process, the gathering of information is the purpose for which the event of the interview has taken place. As an example, when a social worker gathers information from a client, they are seeking to “obtain a focused account of the individual, group, or community in terms of social functioning. The point of departure is the socially stressful situation for which the client might seek or is seeking the agency for help” (Kadushin & Kadushin, 2006, p.15). Depending on the nature of the interview, the approach may differ, but the point of the interview in almost any situation is to find the break between what is easily attained and what is the underlying potential or cause through which the interview might end with positive goals. Taking the example of the social worker further, observation of how the client behaves during the interview may be just as crucial as the answers that are provided. The client who comes in asking for help for one problem may need help from a very different avenue of inquiry. A woman who arrives with a blackened eye, as an obvious example, may need more than help with food assistance. Social cues that society has learned to interpret for different meanings will inform the interviewer on behaviors and the needs they represent. The problem that comes during any initial interview is that the observations made by two different interviewers might result in seeing two very different messages from the same behaviors from a client. Theories of observation in a clinical setting include naturalistic, self monitoring, and controlled. The naturalistic, as an example, tries to minimize bias by creating a scenario where the interviewer goes into the world of the client in order to observe their environment and how they interact in that space (Plante, 2011). In framing observations through theory can help to minimize bias in the interview process. Resources Kadushin, A., & Kadushin, G. (2006). The social work interview: A guide for human service professionals. New York: Columbia University Press. Plante, T. G. (2011). Contemporary clinical psychology. Hoboken, N.J: John Wiley & Sons. Class #2 Interviewing and Observational Strategies Assignment #2 Risk Assessment (RA) and Mental Status Examination (MSE) The role of the Risk Analysis and Mental Status Exam is to create conformity of meanings to assessments made about a client. Through an organized exam, the interviewer can create an assessment that is based on a series of criteria through which meaning has been assigned that has been identified through clinical sets of meanings outside of any bias that the interviewer might have. The use of this type of tool can help to eliminate biases that a clinician might have about the overall appearance and demeanor of the client. This type of organization provides a sense of stability in the initial assessment. A quick, organized assessment also will help to minimize any potential risk for or from the client. With this initial assessment in place, the client can be more quickly helped for their issues, which can mean the difference between prolonged suffering and relief from it (Dzigeielewski, 2010). The importance of the exam to the provision of help is defined by how quickly the real issues are grasped by the clinician. An example of a real issue might be the revelation of child abuse or neglect. Because of the seriousness of this issue and the effect that it has on the child, reporting any suspected child abuse or neglect is mandatory. Mandated reporting, however, is not without its criticism. An inaccurate initial assessment can lead to more problems for a family already in crisis where child abuse is not present but had been perceived as being present. Discrimination leads to inaccurate reporting on a regular basis, further burdening race relations and creating more esteem problems within the family. While mandatory reporting of risk factors helps to preclude violence that may occur, it can also impede the trust that has developed between the clinician and the client. While essential to prevention, mandatory reporting is not without its drawbacks. References Dziegielewski, S. F. (2010). DSM-IV-TR in action. Hoboken, N.J: John Wiley & Sons. Lau, K. J., Krase, K., & Morse, R. (2009). Mandated reporting of child abuse and neglect: A practical guide for social workers. New York: Springer Pub. Co. Read More