Perception and Attention

This course is intended as a general introduction to the psychology of perception and attention. We will study how we use sensory systems to build and confirm models of the world. Vision will be the only sensory system studied in some depth, although the general operating principles of other sensory systems will also be explained. In addition, the problems addressed will also refer us to philosophical issues, including the origins of knowledge.

Lectures.

1. Introduction to sensory systems
- Structure and classification of sensory systems
- Research techniques
- Operation general principles
- Perception and new technologies

2. Psychophysics of vision
- Sensory receptors
- Spatial summation and response to illumination
- Dark adaptation
- Spectral sensitivity
- Primary visual pathway
- Contrast sensitivity function
- Perception and prediction

3. Perception of colour
- Basic psychophysics of color
- Trichromatic theory
- Theory of opponent processes

4. Perception of movements
- Movement detectors
- Theory of corollary discharge

5. Space perception
- Monocular cues
- Binocular cues
- Constancy of size and depth

6. Attention and perceptual organization
- Gestalt principles of perceptual organization
- Theory of integration of features
- Attention based on objects

7. Selective attention
- Orientation reflex
- Perceptual saliency and visual search
- Visual control
- Covert attention
- Attention and eye movement
- Dysfunctions of visual attention

8. Sustained attention
- Vigilance
- Fluctuations and attentional lapsus
- Signal Detection Theory
- Attention deficits
- Attention and meditation


Interactive sessions (details of the arrangements for these sessions will be available during Week 1 on lecture room).


1. Psychophysics of color

2. Contrast psychophysics

3. Depth perception (3D)

4. Visual attention

Basic bibliography
Goldstein, B.E. (2006). Sensación y Percepción. Paraninfo (6ª edición)

Complementary bibliography
Arnheim, (1979). Arte y Percepción Visual. Madrid: Alianza.
Artigas, J. M. y otros (1995): Óptica fisiológica. Psicofísica de la visión. Madrid: Interamericana McGraw-Hill.
Botella, J. (1999). El estudio experimental de la atención. En E. Munar, J. Roselló y A. Sánchez-Cabaco (Coors.), Atención y percepción. Madrid: Alianza Editorial.
Comí, J. y Martínez, L. M. (2022). El cerebro ilusionista.
Crick, F. (1994). La búsqueda científica del alma. Madrid: Debate.
Eagleman, D. (2012). Incognito. Las vidas secretas del cerebro. Madrid: Anagrama.
Fuentes, L. y García Sevilla, J. (2008). Manual de Psicología de la atención. Una perspectiva neurocientífica. Madrid: Síntesis.
Koch, Ch. (2005). La consciencia. Barcelona: Ariel.
Luna, D. y Tudela, P. (2006). Percepción Visual, Madrid: Trotta. (2ª edición 2007, reimpresión corregida, 2011).
Macknik, S.L. y Martínez-Conde, S. (2013). Los engaños de la Mente. Madrid: Destino.
Palmer, S. E. (1999). Vision science. MIT Press.
Ramachandran, V.S. y Blakeslee, S. (1999). Fantasmas en el cerebro. Madrid: Debate.
Ramachandran, V.S. (2012). Lo que el cerebro nos dice. Madrid: Paidos.
Seckel, A. y Hofstadter, D.R. (2004). Masters of deception: Escher, Dalí & the Artists of Optical Illusion. Sterling Publishing Company.
Wolfe, J. M. (2019). Sensation and perception.



webs
www.michaelbach.de/ot/
www.purveslab.net. Laboratorio de Dale Purves (Universidad de Duke, USA). r
www.ilusionario.es
www.viperlib.com.

Competences of the program to which the subject contributes:

General Competences:

CB1 - That students have demonstrated knowledge and understanding in a field of study that part of the basis of general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will knowledge of the forefront of their field of study.
CB2 - Students can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study.
CB3 - That students have the ability to gather and interpret relevant data (usually within their field of study) to make judgments that include reflection on relevant social, scientific or ethical issues.
CB4 - That students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
CB5 - That students have developed those learning skills that are necessary for them to continue to undertake further studies with a high degree of autonomy.
CG1 - That students have the capacity to approach their professional and formative activity from the respect to the code of ethics of the psychologist, including, but not limited to, the principles of respect for and promotion of the fundamental rights of persons, equality between persons, the principles of universal accessibility and design for all and the democratic values and a culture of peace.

Cross-Disciplinary Skills

CT1 - Capacity for synthesis.
CT2 - ability to solve problems and skills in decision-making
CT3 - Capacity for teamwork and collaboration with other professionals
CT4 - Capacity of self-criticism
CT5 - Communication skills.
CT6 - Capacity development and up-to-date maintenance of competencies, skills and knowledge of the profession


Specifics

CE1 -The student is able to demonstrate knowledge and understanding of the functions, features, contributions and limitations of various theoretical models of psychology.
CE2 - Demonstrate knowledge and understanding of the basic laws of the different psychological processes
CE4 - Demonstrate knowledge and understanding of the biological underpinnings of human conduct and the psychological functions.
CE9 - To be able to identify the most relevant traits of individuals, groups, organizations and
contexts by using appropriate psychological techniques and instruments.
CE11 - Know select and manage own and specific instruments of the psychology and techniques
CE14 – To know psychological reports in different fields of action, targeted to recipients and other professionals

EXPOSITIVE CLASSES (LECTURES) for introducing and explaining the main theoretical topics of the program using the appropriated available resources. A total of 24 sessions of one hour each are programmed.

INTERACTIVE CLASSES (WORKSHOPS) to actively work the contents related to the techniques and instruments for evaluating the perceptual and attentional processes. A total of 10 sessions of an hour and a half each, are programmed. The work done in these sessions must be presented orally and/or through a written report.
Times in which these two types of sessions will take place can be found on the notice board of the faculty or school website

AUTONOMOUS WORK: Together with lecture attendance, students should spend some time to read supplementary materials, to write reports concerning interactive classes and to study the contents of the program. A total of 67'5 hour are needed.

INDIVIDUAL GUIDANCE: teachers will be available for individual guidance to solve doubts and any queries related to the program content.
Manuel J. Blanco (Despacho 2 Módulo B): m.blanco@usc.es, 881813708. Monday and Tuesday, 9 - 12 h.
Dolores Ponte (Despacho 42 Módulo A): dolores.ponte@usc.es, 881813710. Tuesday and thursday, 9 - 12 h.

University’s Virtual Campus: slide shows and classroom presentations and their summaries will be available for the students at the USC Virtual Campus. Supplementary required materials for study will be also available, when necessary, through the same virtual tool.

The content covered in the interactive sessions will be evaluated through the reports prepared (with a weighting of 15%) and it will take into account the correction of the collected data and their interpretation as well as the correct presentation of the work will be evaluated.

Reports corresponding to non-attended interactive classes will not be accepted for evaluation.

Once finalized the content of the course will be a test of formative assessment, which will include questions related to the topics covered in the expository sessions (will be weighted at 70%) including contents worked on in the interactive sessions (will be weighted at 15%). This test will consist of two parts: one with several short questions and the other will be a multiple-choice test (several alternative answers, one of them correct).


The final grade will be as follows: evaluation test grade + report grade. Those students who do not pass the course through the continuous evaluation will have the opportunity to pass it in the final exams set by the center. The completion/submission of any of the tests implies the incorporation to the evaluation process, so it will entail a final grade of the subject even in the case of not attending the final exam.

For the cases of fraudulent realization of exercises or tests will be of application the collected in the "Normativa de avaliación do rendemento académico dos estudantes e de revisión de calificacións".

This subject comprises 4.5 credits, which have an equivalence of 112.5 working hours with the following estimated distribution:

- Attendance to lectures = 24 hours (24 classes x 1 hour).
- Attendance to interactive classes = 15 hours (10 classes x 1.5 hours)
- Tutoring of course activities = 2
- Time dedicated to evaluation = 4 hours

Autonomous work of the students:
- Work dedicated to the study of the different topics: 2 hours of study per class x 24 classes = 48 hours.
- Work dedicated to group work: 19.5 hours (13.5 hours of report writing, 6 hours of preparation of the interactive sessions).

Students are advised to work in a sustained manner on this subject throughout the term.
At the beginning of the course we will provide a complete guide of study which contains everything relevant to the subject as well as a provisional distribution of the development of the different activities which are planned. It is essential that each student consults the guide periodically.

All those students who have the right to be excused from attendance will be able to do a detailed follow-up of the expository contents through the teaching materials provided on the virtual campus. On the other hand, they will also be provided with the material corresponding to the interactive sessions so that they can work on them individually without prejudice with respect to their classmates. This ensures that the acquisition of knowledge and skills will be like those achieved by the rest of the students in the subject.

Regarding the evaluation, these students must take the tests in person on the same date as their classmates without the possibility of changing the evaluation modality.