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Visual perception images (organisation & interpretation)
- 2. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 3. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 4. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 5. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 20. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 21. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 22. Depth Perception
- 23. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 24. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 25. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 26. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 27. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 35. Visual Illusions
- 36. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 37. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 38. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 39. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 40. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 41. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 42. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 43. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 44. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 45. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
- 46. Nelson Psychology VCE Units 1 & 2: Teacher Resource CD 9780170185202 © Cengage Learning Australia 2009
Notas del editor
- Figure-groundWe see these objects as figures against the background.
- ClosureHere, gaps are closed to make a complete figure.
- SimilarityIn these examples, organisation depends on similarity of colour and/or shape.
- ProximityNotice how differently a group of six or nine objects can be perceptually organised, depending on their spacing.
- Figure 3.24 a Are the centre dots in both figures the same size? b Context alters the meaning of the middle. (Adapted from Bruner & Minturn, 1955)
- Figure 3.24 a Are the centre dots in both figures the same size? b Context alters the meaning of the middle. (Adapted from Bruner & Minturn, 1955)
- Figure 3.16 Pictorial cue:Linear perspective
- Figure 3.16 Pictorial cue: Relative size
- Figure 3.16 Pictorial cue: Interposition
- Figure 3.16 Pictorial cue: Texture gradient
- Figure 3.16 Pictorial cue: Height in visual field
- Figure 3.21 Necker’s cube.
- Visual illusion 1: Is the diagonal a straight line? Check it with a ruler.
- Visual illusion 2:Is this a drawing of a staircase descending from upper left to lower right, or is it a view from under a staircase from lower right to upper left?
- Visual illusion 3:Are these lines parallel? Cover some of the slash marks to see.
- Visual illusion 4:Which line is larger: the horizontal or the vertical line?
- Visual illusion 5:Notice how the background distorts the square.
- Visual illusion 6:Which shape is larger?
- Visual illusion 7:Which column is shortest? Which is longest?
- Figure 3.29 The Müller-Lyer illusion. Which of the horizontal lines is the longer?
- Figure 3.31 The Ames room. From the front, as shown in a and b, the room looks normal; the actual right-hand corner is very short and the left-hand corner is very tall. The diagram in c shows the shape of the room and reveals why people appear to ‘grow’ as they cross towards the nearer, shorter right-hand corner. The floor plan in d shows people’s actual positions in the Ames room in relation to the viewer.
- Figure 3.31 The Ames room. From the front, as shown in a and b, the room looks normal; the actual right-hand corner is very short and the left-hand corner is very tall. The diagram in c shows the shape of the room and reveals why people appear to ‘grow’ as they cross towards the nearer, shorter right-hand corner. The floor plan in d shows people’s actual positions in the Ames room in relation to the viewer.