This document discusses perceptual sets and how they influence perception. It defines a perceptual set as a readiness to perceive stimuli in a particular way based on expectations. Perceptual sets can enhance perception if expectations are correct, but can also lead to misinterpretation of stimuli if expectations are incorrect. Perceptual sets are influenced by context, expectancy, motivation, and cultural factors. Several studies are described that demonstrate how these factors shape what people perceive when presented with ambiguous images or stimuli.

1. PERCEPTUA
L SETS

2. PERCEPTUAL SET
A READINESS TO
PERCEIVE STIMULI
IN A PARTICULAR
WAY ONLY.

3. EG.-SOMEONE WITH AN AVID INTEREST IN
UFOS MIGHT READILY INTERPRET UNUSUAL
CLOUD FORMATIONS AS A FLEET OF ALIEN
SPACECRAFT.

4. PERCEPTUAL SET
PERCEPTUAL SET CAN:
ENHANCE VISUAL PERCEPTION BY CORRECTLY
ANTICIPATING(AN EXPECTATION FOR SOMETHING
GOOD) A STIMULUS HENCE INTERPRETING IT MORE
QUICKLY.
LEAD TO MISINTERPRETATION OF A STIMULUS BY
INCORRECT ANTICIPATION OR EXPECTATION.

5. Perceptual set can
be influenced by:
CONTEXT
EXPECTANCY
MOTIVATION
CULTURAL FACTORS

6. Perceptual Set - CONTEXT
 THE SETTING IN WHICH THE STIMULUS OCCURS.
 THE SAME STIMULUS MAY BE PERCEIVED
DIFFERENTLY DEPENDING ON THE
CIRCUMSTANCES IN WHICH IT OCCURS.
 IF WE ALWAYS SEE INFORMATION IN A
PARTICULAR CONTEXT, THIS CAN CREATE AN
EXPECTANCY THAT IT WILL NEVER BE SEEN IN
ANOTHER CONTEXT.

7. Bruner & Minturn,
1955
 BRUNER & MINTURN,
1955 ILLUSTRATED HOW
EXPECTATION COULD
INFLUENCE SET BY SHOWING
PARTICIPANTS AN AMBIGUOUS
FIGURE '13' SET IN THE CONTEXT
OF LETTERS OR NUMBERS.
 THE PHYSICAL STIMULUS '13' IS
THE SAME IN EACH CASE BUT IS
PERCEIVED DIFFERENTLY
BECAUSE OF THE INFLUENCE
OF THE CONTEXT IN WHICH IT
APPEARS. WE EXPECT TO SEE A
LETTER IN THE CONTEXT OF
OTHER LETTERS OF THE
ALPHABET, WHEREAS WE
EXPECT TO SEE NUMBERS IN
THE CONTEXT OF OTHER
NUMBERS.

10. Perceptual Set
expectancy
THE EXPECTATION ABOUT WHAT WE MIGHT PERCEIVE
IN A GIVEN SITUATION ALSO INFLUENCES OUR
PERCEPTION.
STRONG TENDENCY TO SEE WHAT WE EXPECTS TO SEE
EVEN WHEN THE RESULTS DON’T ACCURATELY
REFLECTS EXTERNAL REALITY.
EXAMPLE-IF A MILKMAN DELIVERS YOU MILK DAILY AT
8.AM, ANY KNOCKING AT THE DOOR AROUND THAT
TIME IS LIKELY TO BE PERCEIVED AS THE PRESENCE OF
THE MILKMAN EVEN IF IT IS SOMEONE ELSE.

11. Bugelski and
Alampay, 1961
 A STUDY BY BUGELSKI AND ALAMPAY, 1961 USING THE 'RAT-MAN'
AMBIGUOUS FIGURE ALSO DEMONSTRATED THE IMPORTANCE OF
EXPECTATION IN INDUCING SET. PARTICIPANTS WERE SHOWN
EITHER A SERIES OF ANIMAL PICTURES OR NEUTRAL PICTURES PRIOR
TO EXPOSURE TO THE AMBIGUOUS PICTURE. THEY FOUND
PARTICIPANTS WERE SIGNIFICANTLY MORE LIKELY TO PERCEIVE THE
AMBIGUOUS PICTURE AS A RAT IF THEY HAD HAD PRIOR EXPOSURE
TO ANIMAL PICTURES.

13.  RELATES TO ACTIVATING BEHAVIOUR THAT IS DIRECTED TOWARDS
ACHIEVING A PARTICULAR GOAL.
 THEY CAN BE INFLUENCED BY PHYSIOLOGICAL FACTORS (BODILY
FUNCTIONS EG. HUNGER) OR PSYCHOLOGICAL FACTORS
(INTERESTS OR AMBITIONS).
Perceptual Set
MOTIVATION

14. Sandford,
1936
 SANDFORD, 1936 DEPRIVED PARTICIPANTS OF
FOOD FOR VARYING LENGTHS OF TIME, UP TO
4 HOURS, AND THEN SHOWED THEM
AMBIGUOUS(HAVING A DOUBLE MEANING)
PICTURES. PARTICIPANTS WERE MORE LIKELY
TO INTERPRET THE PICTURES AS SOMETHING TO
DO WITH FOOD IF THEY HAD BEEN DEPRIVED
OF FOOD FOR A LONGER PERIOD OF TIME.

15. Perceptual Set
CULTURAL FACTORS
 HOW OUR PERCEPTION IS SHAPED BY OUR CUSTOMS, TRADITIONS
BELIEFS AND VALUES.

16. GREYORG & GOMBRICH,1973
 Most AMERICANS AND
EUROPEANS IDENTIFIED
THE IMAGE AS A
WINDOW.THEY TEND TO
SEE THE FAMILY IN A
DWELLING SETTING.
 BUT WHEN THE SAME
PICTURE WAS SHOWN TO
THE EAST AFRICAN THEY
ALL PERCEIVED AS A BOX
THAT THE WOMAN WAS
BALANCING OVER THEIR
HEAD. FOR THEM THE
FAMILY WAS SITTING
OTSUIDE UNDER A TREE.

17. INTRODUCTION
TO
LEARNING

18. NATURE OF LEARNING
 ANY RELATIVELY PARMANENT CHANGE IN BEHAVIOUR
OR BEHAVIOURAL POTENTIAL (BEHAVIOR POTENTIAL IS
THE POSSIBILITY THAT A PARTICULAR RESPONSE WILL
OCCUR AT A GIVEN TIME AND PLACE IN RELATION TO ITS
LIKELY REINFORCEMENT)PRODUCED BY EXPERIENCE.
 SOME CHANGES OCCURS DUE TO USE OF DRUGS OR
FATIGUE.SUCH CHANGES ARE TEMPORARY.HENCE THEY
ARE NOT CONSIDERED LEARNING.
 CHANGES DUE TO PRACTICE AND EXPERIECES WHICH
ARE RELATIVELY PARMANENT ARE CONSIDERED AS
ILLUSTRATIVE OF LEARNING.

19. FEATURES OF
LEARNING
 LEARNING ALWAYS INVOLVES SOME KIND OF EXEPERIENCE.
EG. ONE LEARNS THAT IF THE BELL RINGS IN THE HOSTEL AFTER SUNSET . THEN
DINNER IS READY TO BE SERVED.REPEATD EXPERIENCE OF SATISFACTION AFTR
DOING SOMETHING IN SPECIFIED MANNER LEADS TO FORMATION OF HABIT.
 SOMETIMES A SINGLE EXPERIENCE CAN LEAD TO LEARNING.
EG. A CHILD STRIKES A MATCHSTICK ON THE SIDE OF THE MATCHBOX AND GETS
HIS/HER FINGER BURNT.SUCH AN EXPERIENCE MAKES THE CHILD LEARN TO BE
CAREFUL WHILE HANDLING MATHCHBOX IN FUTURE.
 BEHAVIOURAL CHANGES THAT OCCURS DUE TO LEARNING ARE RELATIVELY
PAREMANENT.
EG.WHEN THE CHILD IN THE ABOVE MENTIONED EXAMPLE WILL USE MATCHBOX,
WILL ALWAYS BE CAREFUL.

20. TYPES OF LEARNING
 CLASSICAL LEARNING
 OPERANT LEARNING
 OBSERVATIONAL LEARNING
 COGNITIVE LEARNING