Module Title and Code
PS1207 Perception
Lecturer(s)
Dr. Annalisa Setti
Contact Hours
One semester: 22 lectures; 103 hours independent study
ECTS Value
5 ECTS (= 125 hours of student time)
Rationale and Aims
This module is designed to introduce students to the field of human perception
and the principles underlying perceptual processing within the main sensory
systems. The approach of the module is based on cognitive neuroscience and
will provide a foundation knowledge of the physiological structure of the main
sensory organs and the associated brain structures, and also an overview of the
functional properties of each of these sensory systems. Students will have
knowledge of perception from low-level processing, such as stimulus detection, to
more higher-level processing such as object or person recognition. The module
aims to provide an integrated approach to the study of human perception from
physiological, behavioural and neuropsychological research.
For whom is the module intended?
JF,SF,SH/TSM, Higher Diploma in Psychology Years 1 & 2
How does it fit in to the academic programme?
This is one of the core foundation areas of the discipline of psychology and is
also required to be covered by the professional accreditation body, Psychological
Society of Ireland.
Is it mandatory or optional?
Mandatory
Are there prerequisites?
No.
From a teaching point of view, what are the intentions of the lecturer?
To orient students to the field of perception as a whole and to introduce them to
the core topics in the discipline.
Course Content
1. Introduction to perception
2. Methods in measuring perception
3. Physiology of visual system
4. Visual processing
5. Physiology of auditory system
6. Auditory processing
7. Physiology of somatosensory system
8. Tactile and haptic processing
9. Perceptual development
10. Motion detection
11. Motion recognition
12. Feature recognition
13. Object recognition
14. Face perception and person recognition
15. Perceptual disfunction
16. Perceiving attractiveness in faces
17. Scene perception and recognition
18. Visual search
19. Attention and perception
20. Attention and change blindness
21. Neurological disorders in perception
22. Major theoretical approaches to perception
Indicative Resources
Required text(s)
Goldstein, E.B. (2007).
publishers
Sensation and Perception, 8th edition, Wadsworth
Supplementary texts
Bruce V, Young A. Face Perception. London: Psychology Press, 2012.
Humphreys, G. & Bruce, V. (1989) Visual Cognition. Psychology Press.
Palmer, S. (1999). Vision Science. MIT Press
Other readings are given as the module progresses and supporting additional
reading resources are made available to students in the School resource room.
Learning Outcomes
On successful completion of this course, students will be able to:
 describe the development of the structure and function of major sense organs
and major sensory areas in human cortex;
 discuss and evaluate major approaches involved in our understanding of
object, face and scene pereption;
 discuss how neurological conditions provide insight into normal perceptual
processes;
 discuss and evaluate major theoretical approaches on the role of attention on
perception;
 discuss and evaluate how motion is perceived;
 outline and understand major/key issues in developmental perception;
Methods of Teaching and Student Learning
The format of lectures is conventional but students are encouraged to ask
questions and to engage the lecturer in discussion where practicable.
Inclusive curriculum: Each lecture and any supporting and accompanying
documentation is posted on our school website to facilitate independent study
and self-paced learning.
Methods of Assessment
There is a written examination in the annual session that constitutes 100% of the
assessment of this module. The exam is 2hours in duration and students are
required to answer two questions discursively. Students are given very detailed
guidelines in their handbook as to grading criteria for degree classes.
Evaluation
All modules are evaluated by students by means of CAPSL survey requested by
the School and all feedback is noted and incorporated in module design where
appropriate for delivery of the module in subsequent years.
Feedback is also delivered via student representatives at the School’s once a
term staff-student meetings, at School Committee meetings and at the
Committee for Undergraduate Teaching & Learning meetings.