TITLE Factors affecting perception motivation 14 February 2022

TITLE: Factors affecting perception – motivation 14 February 2022 Last lesson What is meant by the term ‘emotion’? How does it affect our perceptual set? Last year How can interference affect our memories? Last month Last week What is culture and how does it affect our perceptual set. Provide an example in your response. How can we apply Piaget’s theory of cognitive development to education? R DL If you were going to conduct a study to investigate how interference can affect memory, how would you do it? What task would you get your participants to do? LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

How does this picture make you feel? LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Key term Perceptual set – the tendency for our brain to notice some aspects of the environment more than others. To be ‘set’ means to be fully prepared, anticipating what is coming so that we can act effectively Your motivation can influence what you pay attention to and what you ignore Motivation refers to the forces that ‘drive’ our behaviour – this can impact on our perceptual set LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Perceptual set and motivation What motivates you to eat food? LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Perceptual set and motivation Wanting something increases its attractiveness and we notice it more For example, being hungry is a powerful motivator. Hunger makes us seek food and changes the way we perceive food. LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Which picture is more appealing? LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Experiment Answer these questions as accurately as you can 1) When did you last eat? 2) What did you last eat? LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Experiment Rate the following pictures of food 1 = very appealing 2= fairly appealing 3= not very appealing 4 = not at all appealing LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Perceptual set and motivation Supporting research • Gilchrist & Nesberg (1952), found participants who had gone without food for long periods were more likely to rate pictures of food as brighter. • This effect did not occur with non-food pictures. This is a named study and you will need to know this in detail LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Gilchrist & Nesberg (1952) results Beginni ng After 6 After hours 20 hours Control 76 volts 75. 5 76 group Hungry group 75. 5 volts 76. 5 78 Extension: What do these findings suggest? Write a conclusion of their investigation LO: To describe and explain Gilchrist & Nesberg’s study of motivation. Create a graph showing the results of the experiment

Key study: Gilchrist and Nesburg (1952) Aim: To find out how _____________ affects perception Method: 26 ____________ students volunteered to take part in this study. They were then randomly allocated to either the experimental or the control group. The ___________group went without food for 20 hours. The control group had their _________meals during the 20 hours. The participants were told that they would see a set of pictures on the _______ for 15 seconds and then after this time the screen would be turned off. After 15 seconds, they were told that they would see the pictures again but that they would look ___________. They were asked to adjust the brightness to make the picture the _______ as before. Participants were told that this was a matching exercise. The pictures were meals: A T-bone steak Fried _____ Hamburger ______ Participants were tested at the ____________ of the study (just after their lunchtime meal), after 6 hours, and after 20 ________ Results: The control group showed little ___________ in their memory of the brightness of the pictures as time went on. However, as the experimental group became__________, they judged the pictures to be _________ Difference same spaghetti beginning chicken different experimental brighter hungrier hours university screen normal motivation

Q 1. The participants in Gilchrist & Nesberg’s study had to: a. b. c. d. Identify taboo words Fill in a questionnaire Adjust the brightness of a light Eat some chocolate cake. LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Q 2. Gilchrist & Nesberg’s participants thought the study was about: a. b. c. d. Matching pictures Motivation Perceptual set Brightness. LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Q 3. Depriving people of food is an ethical issue because: a. b. c. d. Participants did not give their consent It may spoil the results of the study The study lacks control It causes participants some discomfort. LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Q 4. The participants in Bartlett’s study transformed the story to make it: a. b. c. d. Interesting More complex More familiar Longer. LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Q 5. A major influence on reconstructive memory is: a. b. c. d. The time it takes to recall something Our level of intelligence Our social and cultural expectations The position of events in a story. LO: To describe and explain Gilchrist & Nesberg’s study of motivation.

Let’s think about what we have learnt today. 1. Tell me something new that you have learnt today. 2. What knowledge/skills have you used today from previous lessons? LO: To describe and explain Gilchrist & Nesberg’s study of motivation.