Visual System Worksheet
Week 3 Visual System WorksheetComplete the University of Phoenix Material: Visual System Worksheet.
Visual System Worksheet
The visual system is the part of the central nervous system which gives organisms the ability to process visual detail as sight, as well as enabling the formation of several non-image photo response functions. It detects and interprets information from visible light to build a representation of the surrounding environment. The visual system carries out a number of complex tasks, including the reception of light and the formation of monocular representations; the buildup of a nuclear binocular perception from a pair of two dimensional projections; the identification and categorization of visual objects; assessing distances to and between objects; and guiding body movements in relation to the objects seen. The psychological process of visual information is known as visual perception, a lack of which is called blindness. Non-image forming visual functions, independent of visual perception, include the pupillary light reflex (PLR) and circadian photoentrainment.
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This article mostly describes the visual system of mammals, humans in particular, although other “higher” animals have similar visual systems (see bird vision, vision in fish, mollusc eye, and reptile vision).
1. _____ Bill perceived the cover of his book was red even though the light changed in the various rooms in which he read the book.
_____ Mary damaged her cerebral cortex and now perceives the world in black, white, and grey.
_____ Phyllis wears only various shades of purple. Her clothes are many different types of purple, but she only wears ___________ of purple.
_____ The shade of achromatic color stays the same regardless of how much sunlight is reflected.
_____ You go to a lecture and the topic seems to focus on blue-yellow and red-green perception of color. The lecture is likely discussing ______________.
_____ The afterimage is a red heart. This means the image was _____________.
_____ Each receptor mechanism is sensitive to different elements of the spectrum and suggests we need various wavelengths for normal color vision. This is the _____________.
_____ Which color deficiency is likely a genetic transmission?
_____ Monochromats do not have functioning ___________.
_____ Red and blue paints are mixed and the result is purple. This shows the ____________.
_____ There are basic colors, but the ability to perceive a large number of colors depends on _____________, _____________, and _________________.
L____ The edge of an illuminated e-reader next to a dark room is called __________.
A. Saturation B. Hues C. Color Constancy D. Cones
E. Green F. Subtractive Color Mixture G. Opponent Process Theory of Color Vision
H. Reflectance Edge I. Cerebral Achromatopsia J. Wavelength
K. Dichromatism L. Lightness Constancy M. Intensity
N. Young-Helmoltz Theory of Color Vision
In 200 to 300 words, describe the role of Gestalt principles in perceptual organization. Explain how these principles help us organize our world.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.