Sensation and Perception Textbook PDF, Eleventh Edition

 Eleventh Edition Sensation and Perception E. Bruce Goldstein...

 Eleventh Edition Sensation and Perception E. Bruce Goldstein University of Pittsburgh University of Arizona and Laura Cacciamani California Polytechnic State University Australia Brazil Canada Mexico Singapore United Kingdom United States Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Important Notice: Media content referenced within the product description or the product text may not be available in the eBook version. Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Sensation and Perception, © 2022, 2017, 2013 Cengage Learning, Inc. Eleventh Edition WCN: 02-300 E. Bruce Goldstein and Unless otherwise noted, all content is © Cengage. Laura Cacciamani ALL RIGHTS RESERVED. No part of this work covered by the copyright SVP, Higher Education & Skills Product: herein may be reproduced or distributed in any form or by any means, Erin Joyner except as permitted by U.S. copyright law, without the prior written VP, Higher Education & Skills Product: permission of the copyright owner. Thais Alencar Product Director: Laura Ross For product information and technology assistance, contact us at Associate Product Manager: Cazzie Reyes Cengage Customer & Sales Support, 1-800-354-9706 or support.cengage.com. Product Assistant: Jessica Witczak Learning Designer: Natasha Allen For permission to use material from this text or product, submit all Content Manager: Jacqueline Czel requests online at www.cengage.com/permissions. Digital Delivery Lead: Scott Diggins Director, Marketing: Neena Bali Library of Congress Control Number: 2021900075 Marketing Manager: Tricia Salata Student Edition: ISBN: 978-0-357-44647-8 IP Analyst: Deanna Ettinger IP Project Manager: Carly Belcher Loose-leaf Edition: ISBN: 978-0-357-44648-5 Production Service: Lori Hazzard, MPS Limited Cengage Art Director: Bethany Bourgeois 200 Pier 4 Boulevard Cover Designer: Bethany Bourgeois Boston, MA 02210 USA Cover Image Source: iStockphoto.com/ Chris LaBasco Cengage is a leading provider of customized learning solutions with employees residing in nearly 40 different countries and sales in more than 125 countries around the world. Find your local representative at www.cengage.com. To learn more about Cengage platforms and services, register or access your online learning solution, or purchase materials for your course, visit www.cengage.com. Printed in the United States of America Print Number: 01 Print Year: 2021 Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  To Barbara: It’s been a long and winding road, but we made it all the way to the 11th edition! Thank you for your unwav- ering love and support through all of the editions of this book. Bruce Goldstein I also dedicate this book to the editors I have had along the way, especially Ken King, who convinced me to write the book in 1977, and also those that followed: Marianne Taflinger, Jaime Perkins, and Tim Matray. Thank you all for believing in my book and supporting its creation. Bruce Goldstein To Zack, for supporting me through the winding roads of academia and listening to me ramble about research on many, many occasions. And to my mother, Debbie, for being my Sarah Williams life-long role model and demonstrating what it means to be a compassionate, persevering, independent woman. Laura Cacciamani Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  About the Authors E. BRUCE GOLDSTEIN is Associate Professor Emeritus of Psychology at the University of Pittsburgh and is affiliated with the Department of Psychology at the University of Arizona. He received the Chancellor’s Distinguished Teaching Award from the University of Pittsburgh for his classroom teaching and textbook writing. He received his bachelor’s degree in chemical engineering from Tufts University and his PhD in experimental psychology from Brown University; he was a postdoctoral fellow in the Biology Department at Harvard University before joining the faculty at the University of Pittsburgh. Bruce has published papers on a wide variety of topics, including retinal and cortical physiology, visual attention, and the perception of pictures. He is the author of Barbara Goldstein Cognitive Psychology: Connecting Mind, Research, and Everyday Experience, 5th Edition (Cengage, 2019), The Mind: Consciousness, Prediction and the Brain (MIT Press, 2020), and edited the Blackwell Handbook of Perception (Blackwell, 2001) and the two-volume Sage Encyclopedia of Perception (Sage, 2010). He is currently teaching the following courses at the Osher Lifelong Learning Institute, for learners over 50, at the University of Pittsburgh, Carnegie-Mellon University, and the University of Arizona: Your Amazing Mind, Cognition and Aging, The Social and Emotional Mind, and The Mystery and Science of Shadows. In 2016 he won “The Flame Challenge” competition, sponsored by the Alan Alda Center for Communicating Science, for his essay, written for 11-year-olds, on What Is Sound? (see page 286). LAURA CACCIAMANI is Assistant Professor of Cognitive Neuroscience in the Department of Psychology and Child Development at California Polytechnic State University, San Luis Obispo. She received her bachelor’s degree in psychology and biological sciences from Carnegie Mellon Uni- versity and her MA and PhD in psychology with a minor in neuroscience from the University of Arizona. She completed a two-year postdoctoral fellowship at the Smith-Kettlewell Eye Research Institute while also lec- turing at California State University, East Bay before joining the faculty at Cal Poly. Laura’s research focuses on the neural underpinnings of object perception and memory, as well as the interactions between the senses. She has published papers that have used behavioral, neuroimaging, and neurostimulation techniques to investigate these topics in young adults, Nesrine Majzoub older adults, and people who are blind. Laura is also passionate about teaching, mentoring, and involving students in research. iv Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Brief Contents 1 Introduction to Perception 3 2 Basic Principles of Sensory Physiology 21 3 The Eye and Retina 39 4 The Visual Cortex and Beyond 67 5 Perceiving Objects and Scenes 89 6 Visual Attention 123 7 Taking Action 149 8 Perceiving Motion 175 9 Perceiving Color 197 10 Perceiving Depth and Size 229 11 Hearing 263 12 Hearing in the Environment 291 13 Perceiving Music 311 14 Perceiving Speech 335 15 The Cutaneous Senses 357 16 The Chemical Senses 389 Appendix A The Difference Threshold 417 B Magnitude Estimation and the Power Function 418 C The Signal Detection Approach 420 Glossary 426 References 445 Name Index 472 Subject Index 483 v Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Contents Chapter 1 Chapter 2 Introduction to Perception 3 Basic Principles of Sensory Physiology 21 1.1 Why Read This Book? 5 1.2 Why Is This Book Titled Sensation and 2.1 Electrical Signals in Neurons 21 Perception? 5 Recording Electrical Signals in Neurons 22 1.3 The Perceptual Process 6 METHOD | The Setup for Recording From a Single Neuron 22 Distal and Proximal Stimuli (Steps 1 and 2) 7 Basic Properties of Action Potentials 23 Receptor Processes (Step 3) 7 Chemical Basis of Action Potentials 24 Neural Processing (Step 4) 8 Transmitting Information Across a Gap 25 Behavioral Responses (Steps 5–7) 9 2.2 Sensory Coding: How Neurons Represent Knowledge 10 Information 27 DEMONSTRATION | Perceiving a Picture 10 Specificity Coding 27 1.4 Studying the Perceptual Process 11 Sparse Coding 29 The Stimulus–Behavior Relationship (A) 11 Population Coding 29 The Stimulus–Physiology Relationship (B) 12 TEST YOuRSELF 2.1 30 The Physiology–Behavior Relationship (C) 13 2.3 Zooming Out: Representation in the Brain 30 TEST YOuRSELF 1.1 13 Mapping Function to Structure 30 1.5 Measuring Perception 13 METHOD | Brain Imaging 31 Measuring Thresholds 14 Distributed Representation 33 METHOD | Determining the Threshold 14 Connections Between Brain Areas 33 Measuring Perception Above Threshold 15 METHOD | The Resting State Method of Measuring Functional METHOD | Magnitude Estimation 16 Connectivity 34 Something to Consider: Why Is the Difference Something to Consider: The Mind–Body Problem 35 Between Physical and Perceptual Important? 18 TEST YOuRSELF 2.2 36 TEST YOuRSELF 1.2 19 THINK ABOUT IT  37 THINK ABOUT IT  19 KEY TERMS 37 KEY TERMS 19 vi Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Chapter 3 Chapter 4 The Eye and Retina 39 The Visual Cortex and Beyond 67 3.1 Light, the Eye, and the Visual Receptors 40 4.1 From Retina to Visual Cortex 67 Light: The Stimulus for Vision 40 Pathway to the Brain 68 The Eye 40 Receptive Fields of Neurons in the Visual Cortex 69 DEMONSTRATION | Becoming Aware of the Blind Spot 43 METHOD | Presenting Stimuli to Determine Receptive DEMONSTRATION | Filling in the Blind Spot 43 Fields 69 3.2 Focusing Light Onto the Retina 43 4.2 The Role of Feature Detectors in Perception 72 Accommodation 43 Selective Adaptation 72 DEMONSTRATION | Becoming Aware of What Is in Focus 44 METHOD | Psychophysical Measurement of the Effect of Refractive Errors 44 Selective Adaptation to Orientation 72 3.3 Photoreceptor Processes 45 Selective Rearing 74 Transforming Light Energy Into Electrical Energy 45 4.3 Spatial Organization in the Visual Cortex 75 Adapting to the Dark 46 The Neural Map in the Striate Cortex (V1) 75 METHOD | Measuring the Dark Adaptation Curve 46 DEMONSTRATION | Cortical Magnification of Your Finger 76 Spectral Sensitivity 49 The Cortex Is Organized in Columns 77 METHOD | Measuring a Spectral Sensitivity Curve 49 How V1 Neurons and Columns Underlie Perception TEST YOURSELF 3.1 51 of a Scene 78 TEST YOuRSELF 4.1 79 3.4 What Happens as Signals Travel Through the Retina 51 4.4 Beyond the Visual Cortex 79 Rod and Cone Convergence 51 Streams for Information About What and Where 80 DEMONSTRATION | Foveal Versus Peripheral Acuity 54 METHOD | Brain Ablation 80 Ganglion Cell Receptive Fields 55 Streams for Information About What and How 81 METHOD | Double Dissociations in Neuropsychology 81 Something to Consider: Early Events Are Powerful 59 Developmental Dimension: Infant Visual Acuity 60 4.5 Higher-Level Neurons 83 Responses of Neurons in Inferotemporal Cortex 83 METHOD | Preferential Looking 60 Where Perception Meets Memory 85 TEST YOuRSELF 3.2 62 THINK ABOUT IT  63 Something to Consider: “Flexible” Receptive Fields 86 KEY TERMS 64 TEST YOuRSELF 4.2 87 THINK ABOUT IT  87 KEY TERMS 87 Contents vii Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Chapter 5 Chapter 6 Perceiving Objects and Scenes 89 Visual Attention 123 DEMONSTRATION | Perceptual Puzzles in a Scene 89 6.1 What Is Attention? 124 5.1 Why Is It So Difficult to Design a Perceiving 6.2 The Diversity of Attention Research 124 Machine? 91 Attention to an Auditory Message: Cherry and Broadbent’s The Stimulus on the Receptors Is Ambiguous 91 Selective Listening Experiments 124 Objects Can Be Hidden or Blurred 93 Attention to a Location in Space: Michael Posner’s Precueing Objects Look Different From Different Viewpoints 94 Experiment 125 5.2 Perceptual Organization 94 METHOD | Precueing 125 The Gestalt Approach to Perceptual Grouping 94 Attention as a Mechanism for Binding Together an Object’s Gestalt Principles of Perceptual Organization 96 Features: Anne Treisman’s Feature Integration Theory 126 Perceptual Segregation 99 DEMONSTRATION | Visual Search 126 TEST YOuRSELF 5.1 102 6.3 What Happens When We Scan a Scene by Moving 5.3 Recognition by Components 102 Our Eyes? 127 5.4 Perceiving Scenes and Objects in Scenes 103 Scanning a Scene with Eye Movements 127 Perceiving the Gist of a Scene 103 How Does the Brain Deal with What Happens When the Eyes METHOD | Using a Mask to Achieve Brief Stimulus Move? 128 Presentations 104 6.4 Things That Influence Visual Scanning 130 Regularities in the Environment: Information for Visual Salience 130 Perceiving 105 DEMONSTRATION | Attentional Capture 130 DEMONSTRATION | Visualizing Scenes and Objects 106 The Observer’s Interests and Goals 131 The Role of Inference in Perception 107 Scene Schemas 131 TEST YOuRSELF 5.2 109 Task Demands 132 5.5 Connecting Neural Activity and Object/Scene TEST YOuRSELF 6.1 133 Perception 110 6.5 The Benefits of Attention 133 Brain Responses to Objects and Faces 110 Attention Speeds Responding 133 Brain Responses to Scenes 113 Attention Influences Appearance 134 The Relationship Between Perception and Brain 6.6 The Physiology of Attention 135 Activity 113 Attention to Objects Increases Activity in Specific Areas Neural Mind Reading 114 of the Brain 135 METHOD | Neural Mind Reading 114 Attention to Locations Increases Activity in Specific Areas Something to Consider: The Puzzle of Faces 116 of the Brain 135 Developmental Dimension: Infant Face Attention Shifts Receptive Fields 136 Perception 118 6.7 What Happens When We Don’t Attend? 136 TEST YOuRSELF 5.3 120 DEMONSTRATION | Change Detection 137 THINK ABOUT IT  120 6.8 Distraction by Smartphones 138 KEY TERMS 121 Smartphone Distractions While Driving 138 Distractions Beyond Driving 139 6.9 Disorders of Attention: Spatial Neglect and Extinction 141 Something to Consider: Focusing Attention by Meditating 142 Developmental Dimension: Infant Attention and Learning Object Names 143 METHOD | Head-Mounted Eye Tracking 144 viii Contents Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  TEST YOuRSELF 6.2 145 Perceiving Objects 176 THINK ABOUT IT  145 Perceiving Events 176 KEY TERMS 146 Social Perception 177 Taking Action 178 Chapter 7 8.2 Studying Motion Perception 179 When Do We Perceive Motion? 179 Taking Action 149 Comparing Real and Apparent Motion 180 Two Real-Life Situations We Want to Explain 180 8.3 The Ecological Approach to Motion Perception 181 8.4 The Corollary Discharge and Motion Perception 181 TEST YOuRSELF 8.1 182 7.1 The Ecological Approach to Perception 150 8.5 The Reichardt Detector 182 The Moving Observer Creates Information in the 8.6 Single-Neuron Responses to Motion 183 Environment 150 Experiments Using Moving Dot Displays 184 Reacting to Information Created by Movement 151 Lesioning the MT Cortex 185 The Senses Work Together 152 Deactivating the MT Cortex 185 DEMONSTRATION | Keeping Your Balance 152 METHOD | Transcranial Magnetic Stimulation (TMS) 185 Affordances: What Objects Are Used for 152 Stimulating the MT Cortex 185 7.2 Staying on Course: Walking and Driving 154 METHOD | Microstimulation 185 Walking 154 8.7 Beyond Single-Neuron Responses to Motion 186 Driving a Car 155 The Aperture Problem 187 7.3 Finding Your Way Through the Environment 155 DEMONSTRATION | Movement of a Bar Across an Aperture 187 The Importance of Landmarks 156 Solutions to the Aperture Problem 187 Cognitive Maps: The Brain’s “GPS” 157 8.8 Motion and the Human Body 188 Individual Differences in Wayfinding 158 Apparent Motion of the Body 188 TEST YOuRSELF 7.1 159 Biological Motion Studied by Point-Light Walkers 188 7.4 Interacting with Objects: Reaching, Grasping, 8.9 Motion Responses to Still Pictures 190 and Lifting 160 Something to Consider: Motion, Motion, and More Reaching and Grasping 160 Motion 192 Lifting the Bottle 162 Adjusting the Grip 163 Developmental Dimension: Infants Perceive Biological 7.5 Observing Other People’s Actions 164 Motion 192 TEST YOuRSELF 8.2 194 Mirroring Others’ Actions in the Brain 164 THINK ABOUT IT  194 Predicting People’s Intentions 165 KEY TERMS 194 7.6 Action-Based Accounts of Perception 167 Something to Consider: Prediction is Everywhere 168 Chapter 9 Developmental Dimension: Infant Affordances 169 TEST YOuRSELF 7.2 171 Perceiving Color 197 THINK ABOUT IT  171 KEY TERMS 172 Chapter 8 Perceiving Motion 175 9.1 Functions of Color Perception 198 9.2 Color and Light 199 Reflectance and Transmission 200 Color Mixing 201 9.3 Perceptual Dimensions of Color 203 8.1 Functions of Motion Perception 176 TEST YOuRSELF 9.1 204 Detecting Things 176 Contents ix Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 9.4 The Trichromacy of Color Vision 204 10.5 The Physiology of Binocular Depth A Little History 204 Perception 243 Color-Matching Evidence for Trichromacy 205 10.6 Depth Information Across Species 244 METHOD | Color Matching 205 TEST YOuRSELF 10.1 246 Measuring the Characteristics of the Cone Receptors 205 10.7 Perceiving Size 247 The Cones and Trichromatic Color Matching 206 The Holway and Boring Experiment 247 Color Vision with Only One Pigment: Monochromacy 207 Size Constancy 250 Color Vision with Two Pigments: Dichromacy 208 DEMONSTRATION | Perceiving Size at a Distance 250 TEST YOuRSELF 9.2 210 DEMONSTRATION | Size–Distance Scaling and Emmert’s 9.5 The Opponency of Color Vision 210 Law 250 Behavioral Evidence for Opponent-Process Theory 210 10.8 Illusions of Depth and Size 252 METHOD | Hue Cancellation 211 The Müller-Lyer Illusion 252 Physiological Evidence for Opponent-Process Theory 211 DEMONSTRATION | The Müller-Lyer Illusion with Books 253 Questioning the Idea of Unique Hues 213 The Ponzo Illusion 254 9.6 Color Areas in the Cortex 213 The Ames Room 254 TEST YOuRSELF 9.3 214 Something to Consider: The Changing Moon 255 9.7 Color in the World: Beyond Wavelength 215 Color Constancy 215 Developmental Dimension: Infant Depth DEMONSTRATION | Adapting to Red 216 Perception 257 Lightness Constancy 220 Binocular Disparity 257 Pictorial Cues 257 DEMONSTRATION | The Penumbra and Lightness METHOD | Preferential Reaching 258 Perception 222 TEST YOuRSELF 10.2 259 DEMONSTRATION | Perceiving Lightness at a Corner 222 Think About It 259 Something to Consider: We Perceive Color from Key Terms  259 Colorless Wavelengths 223 Developmental Dimension: Infant Color Vision 225 Chap ter 11 TEST YOuRSELF 9.4 226 Think About It 226 Hearing 263 KEY TERMS 227 Chapter 10 Perceiving Depth and Size 229 11.1 Physical Aspects of Sound 264 Sound as Pressure Changes 264 Pure Tones 265 METHOD | Using Decibels to Shrink Large Ranges of Pressures 266 10.1 Perceiving Depth 229 Complex Tones and Frequency Spectra 267 10.2 Oculomotor Cues 231 11.2 Perceptual Aspects of Sound 268 DEMONSTRATION | Feelings in Your Eyes 231 Thresholds and Loudness 268 10.3 Monocular Cues 231 Pitch 270 Pictorial Cues 231 Timbre 271 Motion-Produced Cues 234 TEST YOuRSELF 11.1 271 DEMONSTRATION | Deletion and Accretion 234 11.3 From Pressure Changes to Electrical Signals 272 10.4 Binocular Depth Information 236 The Outer Ear 272 The Middle Ear 272 DEMONSTRATION | Two Eyes: Two Viewpoints 236 The Inner Ear 273 Seeing Depth with Two Eyes 236 Binocular Disparity 238 11.4 How Frequency Is Represented in the Auditory Disparity (Geometrical) Creates Stereopsis (Perceptual) 240 Nerve 276 The Correspondence Problem 242 Békésy Discovers How the Basilar Membrane Vibrates 276 x Contents Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  The Cochlea Functions as a Filter 277 Interactions in the Brain 307 METHOD | Neural Frequency Tuning Curves 278 Echolocation in Blind People 307 The Outer Hair Cells Function as Cochlear Amplifiers 278 Listening to or Reading a Story 308 TEST YOuRSELF 11.2 279 TEST YOuRSELF 12.2 309 11.5 The Physiology of Pitch Perception: The Cochlea 280 Think About It 309 Key Terms  309 Place and Pitch 280 Temporal Information and Pitch 281 Problems Remaining to Be Solved 281 Chapter 13 11.6 The Physiology of Pitch Perception: The Brain 282 Perceiving Music 311 The Pathway to the Brain 282 Pitch and the Brain 282 11.7 Hearing Loss 284 Presbycusis 284 Noise-Induced Hearing Loss 284 Hidden Hearing Loss 285 Something to Consider: Explaining Sound to 13.1 What Is Music? 311 an 11-Year Old 286 13.2 Does Music Have an Adaptive Function? 312 Developmental Dimension: Infant Hearing 286 13.3 Outcomes of Music 313 Thresholds and the Audibility Curve 286 Musical Training Improves Performance in Other Areas 313 Recognizing Their Mother’s Voice 287 Music Elicits Positive Feelings 313 TEST YOuRSELF 11.3 288 Music Evokes Memories 313 THINK ABOUT IT  288 KEY TERMS 288 13.4 Musical Timing 314 The Beat 315 Meter 315 Chapter 12 Rhythm 316 Hearing in the Environment 291 Syncopation 316 The Power of the Mind 317 13.5 Hearing Melodies 319 Organized Notes 319 Intervals 319 Trajectories 320 Tonality 320 TEST YOuRSELF 13.1 321 12.1 Sound Source Localization 292 13.6 Creating Emotions 321 Binaural Cues for Sound Localization 293 Structural Features Linking Music and Emotion 322 Spectral Cues for Localization 294 Expectancy and Emotion in Music 323 METHOD | Studying Syntax in Language Using the 12.2 The Physiology of Auditory Localization 296 Event-Related Potential 323 The Jeffress Neural Coincidence Model 296 Physiological Mechanisms of Musical Emotions 325 Broad ITD Tuning Curves in Mammals 297 Cortical Mechanisms of Localization 298 Something to Consider: Comparing Music and 12.3 Hearing Inside Rooms 299 Language Mechanisms in the Brain 327 Perceiving Two Sounds That Reach the Ears at Different Evidence for Shared Mechanisms 327 Times 300 Evidence for Separate Mechanisms 327 Architectural Acoustics 301 Developmental Dimension: How Infants Respond to TEST YOuRSELF 12.1 302 the Beat 329 12.4 Auditory Scene Analysis 302 Newborns’ Response to the Beat 329 Simultaneous Grouping 303 Older Infants’ Movement to the Beat 329 Sequential Grouping 303 Infants’ Response to Bouncing to the Beat 329 METHOD | Head-Turning Preference Procedure 330 Something to Consider: Interactions Between Hearing and Vision 306 13.7 Coda: Music Is “Special” 330 The Ventriloquism Effect 306 TEST YOuRSELF 13.2 331 The Two-Flash Illusion 306 THINK ABOUT IT  331 Understanding Speech 306 KEY TERMS 331 Contents xi Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Chapter 14 Mechanoreceptors 358 Pathways From Skin to Cortex and Within the Cortex 359 Perceiving Speech 335 Somatosensory Areas in the Cortex 361 15.2 Perceiving Details 362 METHOD | Measuring Tactile Acuity 363 Receptor Mechanisms for Tactile Acuity 363 DEMONSTRATION | Comparing Two-Point Thresholds 364 Cortical Mechanisms for Tactile Acuity 364 15.3 Perceiving Vibration and Texture 365 Vibration of the Skin 365 14.1 The Speech Stimulus 336 Surface Texture 366 The Acoustic Signal 336 DEMONSTRATION | Perceiving Texture with a Pen 367 Basic Units of Speech 337 TEST YOuRSELF 15.1 368 14.2 Variability of the Acoustic Signal 338 15.4 Perceiving Objects 368 Variability From Context 338 DEMONSTRATION | Identifying Objects 368 Variability in Pronunciation 339 Identifying Objects by Haptic Exploration 368 14.3 Some History: The Motor Theory of Speech The Cortical Physiology of Tactile Object Perception 369 Perception 340 15.5 Social Touch 371 The Proposed Connection Between Production and Sensing Social Touch 371 Perception 340 The Social Touch Hypothesis 371 The Proposal That “Speech Is Special” 340 Social Touch and the Brain 372 TEST YOuRSELF 14.1 342 Top-Down Influences on Social Touch 372 14.4 Information for Speech Perception 342 Motor Processes 342 Pain Perception The Face and Lip Movements 343 15.6 The Gate Control Model of Pain 373 Knowledge of Language 344 15.7 Top-Down Processes 374 The Meaning of Words in Sentences 345 Expectation 375 DEMONSTRATION | Perceiving Degraded Sentences 345 Attention 375 DEMONSTRATION | Organizing Strings of Sounds 346 Emotions 376 Learning About Words in a Language 346 TEST YOuRSELF 15.2 376 TEST YOuRSELF 14.2 347 15.8 The Brain and Pain 376 14.5 Speech Perception in Difficult Brain Areas 376 Circumstances 347 Chemicals and the Brain 377 14.6 Speech Perception and the Brain 349 15.9 Social Aspects of Pain 378 Something to Consider: Cochlear Implants 351 Pain Reduction by Social Touch 379 Developmental Dimension: Infant-Directed The Effect of Observing Someone Else’s Pain 379 Speech 353 The “Pain” of Social Rejection 380 TEST YOuRSELF 14.3 354 Something to Consider: Plasticity and the Brain 382 THINK ABOUT IT  355 Developmental Dimension: Social Touch in Infants 383 KEY TERMS 355 TEST YOuRSELF 15.3 385 THINK ABOUT IT  385 Chapter 15 KEY TERMS 386 The Cutaneous Senses 357 Chapter 16 The Chemical Senses 389 Perception by the Skin and Hands 15.1 Overview of the Cutaneous System 358 16.1 Some Properties of the Chemical Senses 390 The Skin 358 16.2 Taste Quality 390 xii Contents Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Basic Taste Qualities 391 Something to Consider: The Community of the Connections Between Taste Quality and a Substance’s Senses 411 Effect 391 Correspondences 412 16.3 The Neural Code for Taste Quality 391 Influences 412 Structure of the Taste System 391 Developmental Dimension: Infant Chemical Population Coding 393 Sensitivity 413 Specificity Coding 394 TEST YOuRSELF 16.3 415 16.4 Individual Differences in Taste 396 THINK ABOUT IT  415 TEST YOuRSELF 16.1 397 KEY TERMS 415 16.5 The Importance of Olfaction 397 16.6 Olfactory Abilities 398 appendix Detecting Odors 398 Identifying Odors 398 A The Difference Threshold 417 DEMONSTRATION | Naming and Odor Identification Individual Differences in Olfaction 398 398 B Magnitude Estimation Loss of Smell in COVID-19 and Alzheimer’s Disease 399 and the Power Function 418 16.7 Analyzing Odorants: The Mucosa and Olfactory Bulb 400 C The Signal Detection The Puzzle of Olfactory Quality 400 Approach 420 The Olfactory Mucosa 401 A Signal Detection Experiment 420 How Olfactory Receptor Neurons Respond to Odorants 401 The Basic Experiment 421 METHOD | Calcium Imaging 402 Payoffs 421 The Search for Order in the Olfactory Bulb 403 What Does the ROC Curve Tell Us? 422 TEST YOuRSELF 16.2 404 Signal Detection Theory 423 16.8 Representing Odors in the Cortex 405 Signal and Noise 423 How Odorants Are Represented in the Piriform Cortex 405 Probability Distributions 423 How Odor Objects Are Represented in the Piriform The Criterion 423 Cortex 406 The Effect of Sensitivity on the ROC Curve 424 How Odors Trigger Memories 407 Glossary 426 16.9 The Perception of Flavor 408 DEMONSTRATION | Tasting With and Without the Nose 408 References 445 Taste and Olfaction Meet in the Mouth and Nose 408 Name Index 472 Taste and Olfaction Meet in the Nervous System 408 Flavor Is Influenced by Cognitive Factors 410 Subject Index 483 Flavor Is Influenced by Food Intake: Sensory-Specific Satiety 410 Contents xiii Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Methods Determining the Threshold 14 Neural Mind Reading 114 Magnitude Estimation 16 Precueing 125 The Setup for Recording From a Single Neuron 22 Head-Mounted Eye Tracking 144 Brain Imaging 31 Transcranial Magnetic Stimulation (TMS) 185 The Resting State Method of Measuring Functional Microstimulation 185 Connectivity 34 Color Matching 205 Measuring the Dark Adaptation Curve 46 Hue Cancellation 211 Measuring a Spectral Sensitivity Curve 49 Preferential Reaching 258 Preferential Looking 60 Using Decibels to Shrink Large Ranges of Pressures 266 Presenting Stimuli to Determine Receptive Fields 69 Neural Frequency Tuning Curves 278 Psychophysical Measurement of the Effect Studying Syntax in Language Using the Event-Related of Selective Adaptation to Orientation 72 Potential 323 Brain Ablation 80 Head-Turning Preference Procedure 330 Double Dissociations in Neuropsychology 81 Measuring Tactile Acuity 363 Using a Mask to Achieve Brief Stimulus Presentations 104 Calcium Imaging 402 xiv Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Demonstrations Perceiving a Picture 10 Perceiving Lightness at a Corner 222 Becoming Aware of the Blind Spot 43 Feelings in Your Eyes 231 Filling in the Blind Spot 43 Deletion and Accretion 234 Becoming Aware of What Is in Focus 44 Two Eyes: Two Viewpoints 236 Foveal Versus Peripheral Acuity 54 Perceiving Size at a Distance 250 Cortical Magnification of Your Finger 76 Size–Distance Scaling and Emmert’s Law 250 Perceptual Puzzles in a Scene 89 The Müller-Lyer Illusion with Books 253 Visualizing Scenes and Objects 106 Perceiving Degraded Sentences 345 Visual Search 126 Organizing Strings of Sounds 346 Attentional Capture 130 Comparing Two-Point Thresholds 364 Change Detection 137 Perceiving Texture with a Pen 367 Keeping Your Balance 152 Identifying Objects 368 Movement of a Bar Across an Aperture 187 Naming and Odor Identification 398 Adapting to Red 216 Tasting With and Without the Nose 408 The Penumbra and Lightness Perception 222 xv Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Preface by Bruce Goldstein A long, long time ago, Ken King, the psychology editor of Wadsworth Publishing Co., knocked on the door to my office at the University of Pittsburgh, came in, and proposed that I write a textbook titled Sensation and Perception. This led me to begin writing the first edition of Sensation and Per- book was popular, largely because of my decision to present not just facts, but also to present the story and reasoning be- hind the facts. The producers of Star Wars had no idea, when they released their first movie, that it would give birth to a franchise that is ception in 1977, the year Star Wars made its debut in theaters and still alive today. Similarly, I had no idea, when the first edition when the first mass-market personal computer was introduced. of Sensation and Perception was published, that it would be the While Luke Skywalker was dealing with Darth Vader and first of 11 editions. was working to master the Force, I was dealing with under- The book you are reading was, in a sense, born as the first standing the perception literature and was working to pres- edition was being written in 1977. But a lot has happened since ent the results in this literature as a story that would be both then. One indication of this is the graph in Figure P.2, which interesting to students and would help them understand how plots the number of references in this edition by decade. Most perception works. of the references to the left of the dashed line appeared in the How do you tell a story in a textbook? This is a problem I first edition. The ones to the right were published after the first grappled with when writing the first edition, because while the edition. textbooks available at that time presented “the facts,” they did Another measure of the evolution of this book is pro- so in a way that wasn’t very interesting or inviting to students. vided by the illustrations. The first edition had 313 illustra- I decided, therefore, that I would create a story about percep- tions. Of these, 116 have made it all the way to this edition tion that was a narrative in which one idea followed from (but transformed from black and white into color). This edi- another and that related the results of research to everyday tion has 440 illustrations that weren’t in the first edition, for experience—a story describing both the historical background a total of 556. behind scientific discoveries and the reasoning behind scien- But enough history. Most users of this book are probably tific conclusions. The result was the first edition of Sensation more interested in “what have you done for the book lately?” and Perception, which was published in 1980 (Figure P.1). The Returning to illustrations, 90 of the illustrations in this edition 406 410 400 Number of references 300 200 198 117 100 80 57 26 34 13 17 0 Before 1940 1950 1960 1970 1980 1990 2000 2010 2020 1940 Decades Figure P.2 The number of reference citations in this edition, by decade. For example, 1970 includes all references dated from 1970 to 1979. This means that all of the references to the right of the dashed vertical line appeared 1980 or after, and so were Figure P.1 The cover of the first edition of Sensation and Perception in editions after the first edition. The line on the right is dashed (1980), which featured a reproduction of the painting Vega-Nor 1960, by because it connects to 2020, which includes references only from Victor Vasarely, from the Albright-Knox Art Gallery, Buffalo, New York. 2020 and the beginning of 2021, not a whole decade. xvi Copyright 2022 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  are new since the 10th edition. There’s much more that’s new expanded in this edition. This feature, which appears at since the 10th edition when it comes to content, which I’ll get the end of chapters, focuses on perception in infants and to shortly. But first, one of the most important things about young children. this edition is that it still contains the popular content and teaching features that have been standbys for many editions. These features are as follows: The following feature provides digital learning opportu- niti