This document discusses various topics related to perception and attribution. It begins by defining perception as the ability to be aware of one's surroundings through the senses. It then discusses several factors that determine perceptual organization, including figure-ground relationships, grouping, closure, proximity, and similarity. The document also covers visual perception, perceptual errors in social judgments, and attribution theory, including internal vs. external attribution and Kelley's covariation principle.

1. PERCEPTUAL
ORGANIZATION
REPORTED BY: LYDIA M. LLIDO

4. PERCEPTION
• ability to see, hear, or become aware of something
through the senses.
• State of being aware through the senses.
• A way of understanding or interpreting something; a
mental impression.

5. PERCEPTION BLOCKING
• When exposed to a large number of stimuli
simultaneously, people may often block various stimuli, as
they get stressed out.
• This is because the body cannot cope up with so many
stimuli at the same time. The people thus, blocks out
various stimuli from their awareness.

6. FACTORS THAT DETERMINE PERCEPTUAL
ORGANIZATION:
1. Figure-ground
2. Perceptual Grouping
3. Closure
4. Proximity
5. Similarity
6. Perceptual Constancy
7. Perceptual Context

7. A. FIGURE-GROUND
• Once perceived, objects stand out against their
background. This can mean, for instance, that perceptions
of something as new can stand out against the
background of everything of the same type that is old.

8. B. PERCEPTUAL GROUPING
• Grouping is when perceptions are brought together into
a pattern.

9. C. CLOSURE
• Tendency to try to create wholes out of perceived parts.
Sometimes this can result in error, through, when the
perceiver fills in unperceived information to complete the
whole.

10. D. PROXIMITY
• Perceptions that are physically close to each other are
easier to organize into a pattern or whole.

11. E. SIMILARITY
• Similarity between
perceptions promotes a
tendency to group
them together.

12. F. PERCEPTUAL CONTEXT
• People will tend to organize perceptions in relation to
other pertinent perceptions, and create a context out of
those connections.

13. • Each of these factors influence how the person perceives
their environment , so responses to the environment can
be understood by taking the perceptual process into
account.

14. VISUAL PERCEPTION
• Ability to interpret the surrounding environment by
processing information that is contained in visible light.
The resulting perception is also known as eyesight, sight,
or vision.
• In order to receive information from the environment,
people are equipped with sense organs like eye, ear,
nose.

15. VISUAL PERCEPTUAL PROCESSING
• Visual discrimination
• Visual figure ground
• Visual closure
• Visual memory
• Visual sequential memory
• Visual form constancy
• Visual spatial skills

16. VISUAL PERCEPTUAL PROCESSING
• Visual discrimination – ability of the child to be aware of
the distinctive features of forms including shape,
orientation, size, and color.
• Visual figure ground – ability to distinguish an object from
irrelevant background information.

17. VISUAL PERCEPTUAL PROCESSING
• Visual closure – ability to recognize a complete feature
from fragmented information.
• Visual memory – ability to retain information over short
period of time.
• Visual sequential memory –ability to perceive and
remember a sequence of objects, letters, words, and
other symbols in the same order as originally seen.

18. VISUAL PERCEPTUAL PROCESSING
• Visual form constancy – ability to recognize objects as
they change size, shape, or orientation.
• Visual spatial skills – these skills allow you to develop
spatial concepts such as right and left, front and back,
and up and down as they relate to their body and objects
in space.

19. SOCIAL PERCEPTION
• The study of how people form impressions of and make
inferences about other people.
• People learn about others’ feelings and emotions by
picking up on information gathered from their physical
appearance, and verbal and nonverbal communication.
• Socially competent people look up other people to make
good decisions about how to behave socially.

20. PERCEPTUAL ERRORS
• 1. Central tendency
• 2. Contrast error
• 3. Different from me
• 4. Halo effect
• 5. Horn effect
• 6. Initial impression
• 7. latest behavior
• 8. Lenient or generous
rating
• 9. Performance dimension
error
• 10. Same as me
• 11. Status effect
• 12. Strict rating
In the workplace the process of making evaluations, judgments or ratings of the
performance of employees is subject to a number of systematic perception errors.
They are the following:

21. PERCEPTUAL ERRORS
• Central tendency – appraising everyone at the middle of
the rating scale
• Contrast error – basing an appraisal on comparison with
other employees rather than on established performance
criteria.
• Different from me – giving a poor appraisal because the
person has qualities or characteristics not possessed by
the appraiser.

22. PERCEPTUAL ERRORS
• Halo effect – appraising an employee undeservedly on one
quality (e.g performance) because s/he is perceived highly by
the appraiser on another quality (e.g attractiveness).
• Horn effect – the opposite of halo effect. Giving someone a
poor appraisal on one quality (attractiveness) influences poor
rating on someone’s other quality.
• Initial impression – basing an appraisal on first impressions
rather than on how the person has behaved throughout the
period to which appraisal relates.

23. PERCEPTUAL ERRORS
• Latest behavior – basing an appraisal on the person’s
recent behavior.
• Lenient or generous rating – most common, being
consistently generous in appraisal mostly to avoid
conflict.
• Performance dimension error – giving someone a similar
appraisal on two distinct but similar qualities, because
they happen to follow each other on the appraisal form.

24. PERCEPTUAL ERRORS
• Same as me – giving a good appraisal because the
person has the same qualities or characteristics possessed
by the appraiser.
• Status effect – giving those in higher level position
consistently better appraisals than those in lower level
jobs.
• Strict rating – being consistently harsh in appraising
performance.

25. ATTRIBUTION

26. ATTRIBUTION
• Process through which individuals link behavior to its
causes to the intentions, dispositions and events that
explain why people act the way they do.
• Internal attributes – behavior is being caused by
something inside the person.
• External attributes – cause of behavior is because of the
situation, not the person.

27. PRINCIPLE OF COVARIANCE by Harold Kelley
• An attribution theory in which a person tries to explain
others’ or her certain behavior through multiple
observations such as:
• 1. CONSENSUS
• 2. CONSISTENCY
• 3. DISTINCTIVENESS

28. 3 FORMS OF CAUSAL BELIEF:

29. Kelly proposed that we are
more likely in dispositional
attribution if consensus is
low, consistency is high,
and distinctiveness is low

30. People recalling past experience and look
for either:
• Multiple Necessary Causes – Both A and B are necessary to produce
a given effect
-Example: if an athlete wins a marathon (effect), we reason that he or
she must be very fit (cause A), AND highly motivated (cause B).
• Multiple Sufficient Causes – Either cause A or cause B suffices to
produce a given effect.
-Example: if an athlete fails a drug test (effect), we reason that he or
she may be attempting to cheat (cause A) OR may have been tricked
into taking a banned substance (cause B).
-EITHER one cause is enough to attribute to the effect.

32. ATTRIBUTION BIASES
• When individuals make an assumption about others
without having all the data they need to be accurate.

34. Thank you!