Perceptual Development
Perceptual development: Cross cultural studies:
Depth perception-Forest dwellers-Kenge saw a distant buffalo as an insect. This shows the lack of experience with depth cues (Turnbull).
Pictorial cues-Hudson tested children in SA using 3D pictures (occlusion). European children by the end of primary school could use depth cues but the Bantu children couldn’t use depth cues well enough. These studies were carried out in 1960s and provide support for nurture approach-due to experience in different cultures so people have different perceptual abilities based on this. Learnt process.
However, Page repeated Hudson’s study post 1970s using different type of questioning, not what is nearer to the man but what is nearer to YOU? Children performed better.
Jahoda and McGurk tested texture gradient, linear perspective. Ppts had to rearrange a 3D model. Found that Scottish children better than Ghanaian children, older children were better and more depth cues available, better performance. Even though Scottish was better, all children showed high level.
So Hudson found experiences did matter, but Jahoda et al said didn’t.
Explanations:
-Hudson’s pictures showed lack of depth –e.g. silhouettes-epitomic
-Jahodah’s pictures showed more info about depth-3 pronged trident and so more 3D responses to Jahoda than Hudson-eidolic.
Methodological problems with studies:
-imposed etics-western techniques in non western cultures.
-understanding language-translator.
-groups tested may not represent culture.
-Natural exp-IV isn’t specifically manipulated so cant say causes change in DV. Can only say there is a link.
VISUAL CONSTANCIES:
-Shape constancy-Zulus in rural areas couldn’t see trapezoid window illusion but Zulus in urban areas could so experience leads to shape constancy.
Size constancy-Zulus cant see Muller-Lyer illusion-live in huts so aren’t familiar with corners of rooms and buildings-Gregory.
Biological perspective-Africans show high
Depth perception-Forest dwellers-Kenge saw a distant buffalo as an insect. This shows the lack of experience with depth cues (Turnbull).
Pictorial cues-Hudson tested children in SA using 3D pictures (occlusion). European children by the end of primary school could use depth cues but the Bantu children couldn’t use depth cues well enough. These studies were carried out in 1960s and provide support for nurture approach-due to experience in different cultures so people have different perceptual abilities based on this. Learnt process.
However, Page repeated Hudson’s study post 1970s using different type of questioning, not what is nearer to the man but what is nearer to YOU? Children performed better.
Jahoda and McGurk tested texture gradient, linear perspective. Ppts had to rearrange a 3D model. Found that Scottish children better than Ghanaian children, older children were better and more depth cues available, better performance. Even though Scottish was better, all children showed high level.
So Hudson found experiences did matter, but Jahoda et al said didn’t.
Explanations:
-Hudson’s pictures showed lack of depth –e.g. silhouettes-epitomic
-Jahodah’s pictures showed more info about depth-3 pronged trident and so more 3D responses to Jahoda than Hudson-eidolic.
Methodological problems with studies:
-imposed etics-western techniques in non western cultures.
-understanding language-translator.
-groups tested may not represent culture.
-Natural exp-IV isn’t specifically manipulated so cant say causes change in DV. Can only say there is a link.
VISUAL CONSTANCIES:
-Shape constancy-Zulus in rural areas couldn’t see trapezoid window illusion but Zulus in urban areas could so experience leads to shape constancy.
Size constancy-Zulus cant see Muller-Lyer illusion-live in huts so aren’t familiar with corners of rooms and buildings-Gregory.
Biological perspective-Africans show high