PY3VPM-Visual perception - more than meets the eye?

Module Provider: Psychology
Number of credits: 10 [5 ECTS credits]
Level:6
Terms in which taught: Autumn term module
Pre-requisites: PY2RM Research Methods and Data Analysis
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Dr David Field
Email: d.t.field@reading.ac.uk

Type of module:

Summary module description:

This module is delivered at University of Reading UK only. Visual experience usually feels like an accurate reflection of the real world, and some theories of visual perception begin with the assumption that the purpose of perception is to create an accurate representation of the world. This module will explore cases and examples where visual perception is biased or distorted, some examples being visual illusions, recent claims that a hill is seen as steeper when wearing a heavy backpack, or that a black and white photograph of a banana is perceived as slightly yellow. What is the adaptive value of these perceptual biases, if any? What can these exceptions to the rule tell us about how the brain processes visual information in everyday scenes?

Aims:

This module will introduce students to comparing, and thinking critically about, different theories of visual perception. It will enable them to read and evaluate empirical studies that claim to support or refute these theories; some vision science publications are relatively technical, and therefore some background knowledge to help with understanding them will be covered and tested in the module.

Assessable learning outcomes:

1. Familiarity with, and understanding of, the vocabulary and terminologies used in vision science.


2. Ability to critically evaluate empirical evidence in vision science, which will require deploying the vocabulary and terminology in 1 above.


3. Ability to discuss and compare some of the different underlying theoretical perspectives that inform empirical work in vision science.

Additional outcomes:
Students will gain experience from participating in evaluative discussions of research and theory in large and small groups. The module additionally provides an opportunity for students to improve either their essay-writing skills or their ability to present an argument in an oral presentation or equivalent format.

Outline content:

Week 1 will provide an overview of each of the topics covered in the modules and how they will be assessed. In weeks 1-2 I will review some basic concepts and findings in visual perception, and direct you towards further reading about these – this all acts as preparation towards the online coursework assessment that takes place in week 3. In the first part of week 4 I will provide further explanations on any topics where on average the class had poor performance in the online test. For the remainder of the module we will focus on specific findings that are examples of where visual perception is biased or distorted compared to reality, examining the plausibility of the evidence for this in each case, and asking why this might be the case. We will try to relate these examples to broad theories about visual perception, such as those of David Marr or James Gibson, or the more recent embodied theory of perception.

Brief description of teaching and learning methods:

Seminars involving lectures, interactive class discussions, small group activities.  Students will be expected to read a list of 1-3 articles before each seminar.

Contact hours:

	Autumn	Spring	Summer
Lectures			1
Seminars	14
Guided independent study:
Wider reading (independent)	20
Wider reading (directed)	25
Exam revision/preparation	30
Revision and preparation	10
Total hours by term	99	0	1
Total hours for module	100

Summative Assessment Methods:

Method	Percentage
Written exam	75
Written assignment including essay	25

Summative assessment- Examinations:

The 1.5-hour Summer Exam will require students to answer 1 essay question on topics covered in the module.

Summative assessment- Coursework and in-class tests:

The summative coursework assessment (25%), 1-hour Blackboard test. This test also fulfils a formative objective; one of the main challenges of teaching vision science to students is that the lack the background knowledge and don’t understand some of large amount of vision-science specific vocabulary. This makes it hard for them to read and evaluate articles. Therefore, the summative coursework will be a Blackboard-hosted one-hour test in the 3rd week of the module, composed of a mixture of multiple-choice and short-answer questions; these will be mainly factually focused. Test questions will be chosen to correspond to the specific bits of knowledge that will be needed to critically evaluate the articles we will be looking at in weeks 4-7 of the module; in this way, learning the material for the test will also act as preparation for the latter part of the module. In the first two weeks of the module, I will support the students in preparing for the test by giving them a reading list and a glossary of terms they should learn the meaning of; students will not be expected to locate further readings beyond the reading list.

The test will be made available on Blackboard for 3 days, and with a fixed completion time of 1 hour. Those with disability can be given extra time.  I will provide feedback on the test results at a general level in the 4th week of the module, e.g. discuss questions where a high percentage of the class answered incorrectly. 

Formative assessment methods:

See summative assessment coursework above.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

Overall mark of 40%

Reassessment arrangements:

Re-examination in August / September.

Additional Costs (specified where applicable):

Last updated: 16 September 2021