PSYC 301 1st Edition Lecture 5Chapter 3Outline of Last Lecture I.Building blocks of the nervous systemII.How neurons communicate & Process InformationIII.Lobes of the Cerebral CortexIV.Localization of Function (LOC)V.Distribution processing in the brainVI.Method: Brain ImagingVII.Method: Event-Related Potential (ERP)VIII.Representation of the brainOutline of Current Lecture – The next 3 chaptersI.Perception, Attention, Short-Term and Working MemoryII.Questions to considerIII.Bottom-up & Top-down processingCurrent LectureI. We started off lecture today talking about the next topics we will be discussing inlecture. Chapter 3 is perception, chapter 4 is attention, and chapter 5 is short-term and working memory. Professor Haynes asked us why the text book author would choose to put the chapters in this particular order…i. First we have to perceive a stimulus in our waking moments (tactile information, auditory information, visual information, etc.). We have to conceptualize these external and internal stimuli, and pay attention to them in order for them to be placed into our memory.ii. Some examples of things that we discussed in class today to learn about how this is how we perceive and use attention in our everyday experiences…- Your attention is limited; you don’t want to spread it too thin. Attention is like fuel; you have to decide how to spend it because there is a point where you have no more to give. - Practice and expertise determines how much of your attention fuel you have to use. “Auto-Piolet”- you have done things so many times and become so familiar with it that it becomes part of your routine. These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Tying your shoes- after several years you and I could probably carry ona conversation or answer questions while tying our shoe laces, but if you ask a kid who is just learning how to tie his shoes he won’t be able to. He has to give his full attention to the task at hand.- Driving to work- professor Haynes gave an example of when she droveto her parents’ house this past holiday season. The first part of her drive is the same direction as heading into work. When merging on to i65, to go to work she exits on the south ramp, but to go to her parents that weekend she needed to exit north. Being in the routine of traveling that route to work multiple times a week, she accidently exited south.II. Why can two different people experience different perceptions in response the exact same stimulus?a. If you don’t perceive something you can’t give attention to it and remember it. Two people can have the same experience but don’t remember the same information about it. The way one perceived the experience and how they gave attention to it can affect the memory of the event.b. Example: two customers in a gas station are standing right next to each other in line when a robbery takes place. When asked what happened both customers had a different recollection of the event.III. How long does the brain become tuned to respond best to things likely to appearin the environment?IV. How does perception depend on a person’s knowledge about characteristics of the environment?V. Are there neurons in the visual system that might help us understand other peoples actions?VI. The Complexity of Perceptiona. Bottom-up Processing- the incoming of raw data and the energy registering on receptors. (Perception may start with the senses)i. Kkb. Top-Down Processing- a person’s knowledge, experience, and expectations. (Perception may start with the brain)i. Fig. 3.12 in book: how top-down processing effects our perception1. Your initial impression of the scene is different from your impression after you gain knowledge about the painting from the book. ii. Fig 3.17 in book: only once you know what the picture is of, from the description, can you perceive it differentlyVII. Professor gave an auditory example in class. She asked if anyone spoke a 2nd language fluently, one girl could speak Bosnian. No one else in the class new how to speak this language. She asked her to say one long sentence, and had her repeat it to see if we could count the number of words or hear and pauses in-between the words.a. A stream of speech comes to us compartmentalized; we perceive pauses and breaks in the words. b. We process top-down and perceive spaces that aren’t really therec. Our perceptual system imposes information