Chapter 2

1. Chapter 2 focuses on visual perception and how the brain functions to make sense of what is seen and how certain "features" (lines and curves, etc.) come together to make objects which then become known objects to our brain. Several theories discuss why and how we see objects either from their "features" of similarity or differences or by geons which form 3-D objects. Bottom-up processing is also discussed and how when we see and object, the information from that object begins with basic object information and is then passed up through the process to form a complex image which is then seen as the complete object. During top-down processing, we use our background knowledge to help us recognize the object and begin with the top, most complex thinking, and end with the basic understanding of what the object is (color, shape, size, etc). This top-down process is used during reading when readers use context clues to read meaningful words, yet both processes are working together to figure out the object. It is also used in object recognition but can become an issue if one fails to see that something has changed and was not able to recognize or see the change. The chapter also discusses face recognition and how one looks or perceives an entire face rather than just a certain feature of the face.
2. Chapter 1 discusses early Gestalt theory and how one sees the whole picture rather than each part that makes up the entire picture. Chapter 2 discusses that when one perceives an image, he/she is able to see the object as a whole made from certain patterns rather than a mass of chaotic lines going every direction in a blob. Chapter 1 also discussed the information-processing approach and discussed that when processing information through the brain, the information is passed through one phase at a time. This approach follows along the bottom-up and top-down processing. The two processing concepts discuss too that information is passed either up or down depending on the process in stages as well.
3. I am still unclear about background knowledge and how it fits into knowing an object. If a child is reading a story about animals and he/she comes to an unknown word, looks at the object and completes both top-down and bottom-up processing but is still unable to identify the animal or figure it out from the text "features" then the child ends up skipping it and might never know what the animal is unless down the road the student encounters it and someone tells them or they see it on television and it is spoken to them. How do we build their background knowledge so they understand and "know" the objects to run them down both processes to understand and recognize it and place its name with it?
4. The section discussing top-down processing and reading applys to my teaching when discussing word superiority effect. Context is important to my readers and is helpful when my students don't know a word so they skip it and come back to see if they can "figure it out." I need to make sure I choose meaningful text so my students are able to practice using context clues and that processing. This should also help my readers read more quickly because the letters are more meaningful when attached to meaningful words. The book says that this should allow readers to move more rapidly through the text.
5. The author uses multiple research studies to support the theories. I believe what is discussed because the author discusses the theory and gives "holes" the theorists are missing in their studies. For example, when discussing feature-analysis theory, the author uses Gibson's research to back foundational neuroscience research. Then, the author used Hubel and Wiesel's research to continue to give supporting research on the topic. The author then goes on to discuss the problems with the approach. Multiple researchers were used to support, yet the holes in the research were clearly given. I believe the info given in the chapter because I have multiple experiences that can show for each theory. But, like each theory, there are instances that show the opposing side of the theory.
6. Perception is important because it allows us to see how we process information. It allows us to see that there are problems with perception processing and we, as educators, must take into account that students might use different processing techniques to find the same outcome. It also helps us to become aware that there might be problems with visual processing and the brain. It is helping me to understand that my students are slower readers possibly because they are having visual processing problems that I need to allow extra time or techniques to help them read.
7. I can use this information when assessing all students with a running record. I can take into account the visual images they are using from the pictures, consider their background knowledge, and assess their answer given for the text. This allows me to discuss answers with the speech and language teachers to find if there are any major problems that they might need speech and language services. This is one assessment for proof that a student may have visual impairment.
8. I believe that student perceptions of written text or objects can easily, and cheaply be assessed by any classroom teacher. Simply keeping simple DRA, running records, and oral answers documented by the teacher would provide evidence. Most students are sent to a doctor now to assess visual perceptions so why not use the data from teachers to assess a student's situation and needs? Does it really matter what part of the brain is not functioning? We, as teachers, have proof that something is not working and that is what matters. Brain research is expensive and if we document the occurances we can easily assess what students need to help them and provide support and accomodations.