Full Test Bank Spatial Vision From Spots To Stripes Ch.3 - Updated Test Bank | Sensation & Perception 6e Wolfe by Jeremy Wolfe. DOCX document preview.

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Full Test Bank Spatial Vision From Spots To Stripes Ch.3

Chapter 3: Spatial Vision: From Spots to Stripes

Test Bank

Type: multiple choice question

Title: Chapter 03 Question 01

1. The difference in illumination between a figure and its background is known as

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.1 Explain the concepts of spatial frequency and contrast and how they relate to sinusoidal and square wave gratings.

Bloom’s Level: 1. Remembering

a. contrast.

b. definition.

c. visual angle.

d. surround.

e. brightness.

Type: multiple choice question

Title: Chapter 03 Question 02

2. During a foggy day, what aspect of visual acuity has been reduced?

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.1 Explain the concepts of spatial frequency and contrast and how they relate to sinusoidal and square wave gratings.

Bloom’s Level: 3. Applying

a. Spatial frequency

b. Contrast

c. Visual angle

d. Resolution

e. Orientation

Type: multiple choice question

Title: Chapter 03 Question 03

3. Spatial frequency refers to the

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.1 Explain the concepts of spatial frequency and contrast and how they relate to sinusoidal and square wave gratings.

Bloom’s Level: 2. Understanding

a. flicker rate of a grating.

b. distance between the observer and a grating.

c. amount of contrast in a room.

d. contrast threshold.

e. number of cycles of a grating per unit of visual angle.

Type: multiple choice question

Title: Chapter 03 Question 04

4. The spatial frequency of a stimulus is measured in

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.1 Explain the concepts of spatial frequency and contrast and how they relate to sinusoidal and square wave gratings.

Bloom’s Level: 2. Understanding

a. Snellen units.

b. angles per degree.

c. cycles per second.

d. degrees per second.

e. cycles per degree.

Type: multiple choice question

Title: Chapter 03 Question 05

5. The _______ function describes how spatial frequency and contrast interact to make a grating more or less visible.

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.1 Explain the concepts of spatial frequency and contrast and how they relate to sinusoidal and square wave gratings.

Bloom’s Level: 1. Remembering

a. spatial frequency

b. contrast sensitivity

c. spatial layout

d. grating positioning

e. visual angle

Type: multiple choice question

Title: Chapter 03 Question 06

6. Visual angle is a measure of the

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.2 Explain how visual angle relates to both the size of an object and its distance from the observer.

Bloom’s Level: 2. Understanding

a. actual size of an object.

b. perceived size of an object.

c. angle between the observer and an object.

d. object’s contrast divided by its spatial frequency.

e. size an object takes up on the retina.

Type: multiple choice question

Title: Chapter 03 Question 07

7. Which manipulation would cause the visual angle of a balloon to increase?

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.2 Explain how visual angle relates to both the size of an object and its distance from the observer.

Bloom’s Level: 3. Applying

a. Moving the balloon farther away

b. Rotating the balloon

c. Inflating the balloon

d. Deflating the balloon

e. Inverting the balloon

Type: multiple choice question

Title: Chapter 03 Question 08

8. The smallest spatial detail that can be resolved at 100% contrast is known as

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 1. Remembering

a. sharpness.

b. spatial frequency.

c. acuity.

d. visual angle.

e. phase.

Type: multiple choice question

Title: Chapter 03 Question 09

9. Eye doctors specify acuity in terms like “20/20,” but vision scientists prefer to talk about the smallest _______ of a cycle of a grating that one can perceive.

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 2. Understanding

a. sine wave

b. segment

c. visual angle

d. viewing distance

e. width

Type: multiple choice question

Title: Chapter 03 Question 10

10. If somebody has 20/100 vision, this means

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 3. Applying

a. they see at 20 feet what a person with normal vision sees at 100 feet.

b. they see at 100 feet what a person with normal vision sees at 20 feet.

c. they see only 20/100 (or 1/5th) as well as a person with normal vision.

d. only 20 out of 100 people have vision as poor as theirs.

e. only 20 out of 100 people have vision better than theirs.

Type: multiple choice question

Title: Chapter 03 Question 11

11. _______ is the smallest amount of contrast required to detect a pattern.

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 1. Remembering

a. Spatial frequency

b. Visual acuity

c. Luminance threshold

d. Contrast threshold

e. Activation threshold

Type: multiple choice question

Title: Chapter 03 Question 12

12. Refer to the graph.

A dual Y axes graph depicts the contrast sensitivity function and the window of visibility. The horizontal axis measures the spatial frequency in cycles per degrees. The y-axis on the left measures the observer’s contrast sensitivity. The units on this axis are the reciprocal of the units on the y-axis on the right which measures the object’s contrast at the threshold. The graph shows a linear curve that is inverted u shaped and the region under the curve is shaded in yellow. Objects with a spatial frequency on the x-axis and contrast threshold on the right y-axis that fall in the yellow region are visible to the eye. Those objects that fall outside the yellow region are outside the window of visibility. The linear curve with the inverted u shape is depicted in a red line which denotes the contrast sensitivity function or C S F which is the threshold between seeing and not seeing.

What does the “visible” region in the graph refer to?

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 2. Understanding

a. Acuity

b. The visibility of any object whose spatial frequencies and contrasts fall within it

c. The degree to which one can see from a distance of 20 feet

d. The lowest contrast one can distinguish

e. The distance at which an eye chart should be readable to a normal observer

Type: multiple choice question

Title: Chapter 03 Question 13

13. Scientists study contrast sensitivity for sine wave gratings because

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.4 Describe Fourier analysis at a conceptual level.

Bloom’s Level: 2. Understanding

a. patterns of stripes with fuzzy boundaries are common in the real world.

b. the eye is especially sensitive to sine wave gratings.

c. sine wave gratings involve no shadows.

d. sine wave gratings are easy to study.

e. contrast sensitivity is easy to study.

Type: multiple choice question

Title: Chapter 03 Question 14

14. _______ is a mathematical procedure by which a signal can be separated into component sine waves at different frequencies. Combining these sine waves will reproduce the original signal.

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.4 Describe Fourier analysis at a conceptual level.

Bloom’s Level: 1. Remembering

a. Fourier analysis

b. Signal detection theory

c. Weber’s law

d. Fechner’s law

e. Stevens’ power law

Type: multiple choice question

Title: Chapter 03 Question 15

15. The distance required for one full cycle of a repeating waveform is its

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.4 Describe Fourier analysis at a conceptual level.

Bloom’s Level: 1. Remembering

a. phase.

b. sign.

c. amplitude.

d. wavelength.

e. angle.

Type: multiple choice question

Title: Chapter 03 Question 16

16. In a referee’s uniform, the number of white and black stripes per inch could be considered its

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.4 Describe Fourier analysis at a conceptual level.

Bloom’s Level: 3. Applying

a. phase.

b. spatial frequency.

c. amplitude.

d. wavelength.

e. angle.

Type: multiple choice question

Title: Chapter 03 Question 17

17. Refer to the figure showing the responses (right) of an ON-center retinal ganglion cell to gratings of different spatial frequencies (left).

The illustration shows the response of on-center ganglion cells to gratings of different spatial frequencies. Illustration A shows a very low spatial frequency. In this case, the light from the bright bar in the grating falls on the inhibitory surround of the ganglions evoking a weak response. Illustration B shows a spatial frequency that is just right. In this case, the bright bar from the grating falls on the center and the dark bars fall on the inhibitory surround evoking a strong response. Illustration C shows a spatial frequency that is very high. In this case, the dark and bright stripes fall on the receptive field-center of the ganglion cells washing out the response and thus yield a weak response.

The retinal ganglion cell depicted is most responsive to which spatial frequency?

Feedback: Textbook Reference: 3.2 Retinal Ganglion Cells and Stripes

Learning Objective: 3.2.1 Explain how a retinal ganglion cell’s response to a sine wave grating depends on the grating’s spatial frequency.

Bloom’s Level: 2. Understanding

a. Low frequency (top)

b. Medium frequency (middle)

c. High frequency (bottom)

d. Both low and high frequencies (top and bottom)

e. All frequencies equally (top, middle, and bottom)

Type: multiple choice question

Title: Chapter 03 Question 18

18. Each retinal ganglion cell responds not only to spots of light but also to certain

Feedback: Textbook Reference: 3.2 Retinal Ganglion Cells and Stripes

Learning Objective: 3.2.1 Explain how a retinal ganglion cell’s response to a sine wave grating depends on the grating’s spatial frequency.

Bloom’s Level: 3. Applying

a. fields of uniform gray.

b. circles of uniform gray.

c. squares of uniform gray.

d. patterns of stripes.

e. motion directions.

Type: multiple choice question

Title: Chapter 03 Question 19

19. Refer to the figure.

The response of on-center ganglion cells to different phases is depicted. Illustration A shows the case when the light bars fall on the receptive-field center and the dark bars fill the surround of the ganglion cells. In this case, the ganglion cells respond strongly. Illustration B shows the case when the grating phase is shifted by 90 degrees. Half of the receptive-field center is filled by a light bar and the other half is filled by a dark bar. The case is the same with the surround as well. In this case, there is no change in response from the resting rate. Illustration C shows the case when the grating phase is shifted by 180 degrees. In this case, the dark bar falls on the receptive-field center and the light bars fall on the surround. This produces a negative response. Illustration D shows the case when the grating phase is shifted by 270 degrees. This is similar to the shifting of the grating phase by 90 degrees. Half of the receptive-field center is filled by a light bar and the other half is filled by a dark bar. In this case, the cell produces no response.

The retinal ganglion cell pictured here would respond most strongly to which of the phases of the sine wave grating?

Feedback: Textbook Reference: 3.2 Retinal Ganglion Cells and Stripes

Learning Objective: 3.2.2 Explain how a retinal ganglion cell’s response to a sine wave grating depends on the grating’s phase.

Bloom’s Level: 3. Applying

a. A

b. B

c. C

d. D

e. The ganglion cell would respond equally well to all of these.

Type: multiple choice question

Title: Chapter 03 Question 20

20. The axons of retinal ganglion cells synapse in the two

Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus

Learning Objective: 3.3.1 Identify the parts of the lateral geniculate nucleus, including the different types of cells and the information they carry.

Bloom’s Level: 1. Remembering

a. magnocellular layers.

b. parvocellular layers.

c. cortexes.

d. koniocellular layers.

e. lateral geniculate nuclei.

Type: multiple choice question

Title: Chapter 03 Question 1

21.Which neurons are found in the lateral geniculate nucleus (LGN)?

Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus

Learning Objective: 3.3.1 Identify the parts of the lateral geniculate nucleus, including the different types of cells and the information they carry.

Bloom’s Level: 2. Understanding

a. Magnocellular only

b. Parvocellular only

c. Koniocellular only

d. Magnocellular and parvocellular only

e. Magnocellular, parvocellular, and koniocellular

Type: multiple choice question

Title: Chapter 03 Question 22

22. If two objects appear near each other in the world, they will also be processed by cells near each other

Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus

Learning Objective: 3.3.2 Describe how locations in the visual field are mapped onto the different layers of the lateral geniculate nucleus.

Bloom’s Level: 3. Applying

a. on the retina only.

b. in the LGN only.

c. in striate cortex only.

d. in the LGN and striate cortex only.

e. on the retina, in the LGN, and in the striate cortex.

Type: multiple choice question

Title: Chapter 03 Question 23

23. Topographical mapping is the

Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus

Learning Objective: 3.3.2 Describe how locations in the visual field are mapped onto the different layers of the lateral geniculate nucleus.

Bloom’s Level: 2. Understanding

a. layout of the brain.

b. guide to the structures of the brain.

c. orderly mapping of the world in the LGN and visual cortex.

d. simultaneous mapping of two objects in the visual system.

e. mapping of gyri and sulci in the brain.

Type: multiple choice question

Title: Chapter 03 Question 24

24. The right visual field projects to the _______ half of each eye and then is analyzed by the LGN in the _______ hemisphere.

Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus

Learning Objective: 3.3.2 Describe how locations in the visual field are mapped onto the different layers of the lateral geniculate nucleus.

Bloom’s Level: 4. Analyzing

a. left; left

b. left; right

c. right; left

d. right; right

e. upper; lower

Type: multiple choice question

Title: Chapter 03 Question 25

25. Refer to the figure.

Topographic mapping of the eyes into the brain. Illustration A shows the left and right eye viewing the letters A, B, C, D, E, and F. Letters A, B, and C are in the left visual field. Letters D, E, and F are in the right visual field. The letters from A to F as they fall on the retinas in the left and right eye are depicted. The mapping of the visual field in the different layers in the left lateral geniculate nucleus and the right lateral geniculate nucleus is also depicted. The mapping of the letters F, E, and D as they are visualized in the six layers of the left lateral geniculate nucleus is described below. The letters F, E, and D from the right eye in layer 1. The letters F, E, And D from the left eye in layers 2 and 3. The letters F, E, and D from the right eye in layer 4. The letters C, E, and D from the left eye in layer 5. The letters F, E, and D from the right eye in layer 6. The mapping of the letters C, B, and A as they are visualized in the six layers of the right lateral geniculate nucleus is described below. The letters C, B, and A from the left eye in layer 1. The letters C, B, and A from the right eye in layers 2 and 3. The letters C, B, and A from the left eye in layer 4. The letters C, B, and A from the right eye in layer 5. The letters C, B, and A from the left eye in layer 6.

In the figure, the right LGN contains information from the

Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus

Learning Objective: 3.3.2 Describe how locations in the visual field are mapped onto the different layers of the lateral geniculate nucleus.

Bloom’s Level: 3. Applying

a. left visual field.

b. right visual field.

c. right eye.

d. left eye.

e. magnocellular layer.

Type: multiple choice question

Title: Chapter 03 Question 26

26. Each of the following are different names for the same structure except

Feedback: Textbook Reference: 3.4 The Striate Cortex

Learning Objective: 3.4.1 Describe the major anatomical features of striate cortex, including its location and connection to other areas in the visual processing pathway.

Bloom’s Level: 2. Understanding

a. area V1.

b. primary visual cortex.

c. LGN.

d. striate cortex.

e. area 17.

Type: multiple choice question

Title: Chapter 03 Question 27

27. Cortical magnification is the _______ devoted to a specific region in the visual field.

Feedback: Textbook Reference: 3.4 The Striate Cortex

Learning Objective: 3.4.2 Explain the concept of cortical magnification.

Bloom’s Level: 2. Understanding

a. topographical map

b. amount of cortical area

c. amount of blood

d. number of photoreceptors

e. amount of retinal area

Type: multiple choice question

Title: Chapter 03 Question 28

28. Which object would have the most neurons responding to it in striate cortex, and why?

Feedback: Textbook Reference: 3.4 The Striate Cortex

Learning Objective: 3.4.2 Explain the concept of cortical magnification.

Bloom’s Level: 3. Applying

a. An object in the periphery, because the periphery has greater cortical magnification than the fovea.

b. An object in the periphery, because the fovea has greater cortical magnification than the periphery.

c. An object in the fovea, because the periphery has greater cortical magnification than the fovea.

d. An object in the fovea, because the fovea has greater cortical magnification than the periphery.

e. An object in the periphery, because objects in the fovea are not processed by the striate cortex.

Type: multiple choice question

Title: Chapter 03 Question 29

29. If you look into somebody’s eyes, which part of their face is being processed by the fewest cells in striate cortex, based on the principles of topographic mapping and cortical magnification?

Feedback: Textbook Reference: 3.4 The Striate Cortex

Learning Objective: 3.4.2 Explain the concept of cortical magnification.

Bloom’s Level: 3. Applying

a. Chin

b. Nose

c. Mouth

d. Eyebrows

e. Eyes

Type: multiple choice question

Title: Chapter 03 Question 30

30. The deleterious effect of clutter on peripheral object recognition is known as

Feedback: Textbook Reference: 3.4 The Striate Cortex

Learning Objective: 3.4.3 Define the concept of visual crowding.

Bloom’s Level: 2. Understanding

a. clutter induced blindness.

b. lateral agnosia.

c. horizontal masking.

d. visual noise.

e. visual crowding.

Type: multiple choice question

Title: Chapter 03 Question 31

31. Suppose you are looking for your friend’s face in a crowd. Due to visual clutter, it will be hardest to identify her if she is standing

Feedback: Textbook Reference: 3.4 The Striate Cortex

Learning Objective: 3.4.3 Define the concept of visual crowding.

Bloom’s Level: 3. Applying

a. by herself and is in your central vision.

b. between two people and is in your central vision.

c. by herself and is in your peripheral vision.

d. between two people and is in your peripheral vision.

e. between three people and is in your central vision.

Type: multiple choice question

Title: Chapter 03 Question 32

32. Hubel and Wiesel uncovered some important properties of the _______ of neurons in the striate cortex.

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.1 Describe the receptive field properties of striate cortex cells.

Bloom’s Level: 2. Understanding

a. photoreceptors

b. neurotransmitters

c. axons

d. dendrites

e. receptive fields

Type: multiple choice question

Title: Chapter 03 Question 33

33. Which stimulus would a striate cortex neuron respond to most vigorously?

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.1 Describe the receptive field properties of striate cortex cells.

Bloom’s Level: 3. Applying

a. An oriented bar of light

b. A filled circle of light

c. A spot of light surrounded by a ring of darkness

d. A spot of darkness surrounded by a ring of light

e. A spot of darkness on a field of light

Type: multiple choice question

Title: Chapter 03 Question 34

34. A neuron that allows the passage of some frequencies and blocks the passage of others is a

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.1 Describe the receptive field properties of striate cortex cells.

Bloom’s Level: 2. Understanding

a. selector cell.

b. ganglion cell.

c. filter.

d. bipolar cell.

e. contrast cell.

Type: multiple choice question

Title: Chapter 03 Question 35

35. Which term refers to the fact that striate cortex neurons tend to respond more strongly to stimuli presented in one eye as compared to the other?

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.1 Describe the receptive field properties of striate cortex cells.

Bloom’s Level: 1. Remembering

a. Cortical magnification

b. Ocular dominance

c. Filtering

d. End stopping

e. Orientation tuning

Type: multiple choice question

Title: Chapter 03 Question 36

36. The tendency of neurons in striate cortex to respond optimally to certain orientations and less to others is known as

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.2 Describe the concept of orientation tuning in striate cortex cells.

Bloom’s Level: 1. Remembering

a. spatial frequency.

b. spatial selection.

c. orientation tuning.

d. cortical magnification.

e. orientation agnosia.

Type: multiple choice question

Title: Chapter 03 Question 37

37. Refer to the figure.

A model illustrating the hypothesis by Hubel and Wiesel that the cells in the lateral geniculate nucleus are lined up in a row and feed into the elongated, linear arrangement of the striate cortex receptive fields in the striate cortex cells. The illustration shows a row of lateral geniculate nucleus cells that are connected individually to a striate cortex cell. The linear arrangement of striate cortex receptive fields in the striate cortex cells is shown alternatively with connections to the cells in the lateral geniculate nucleus.

This figure shows

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.2 Describe the concept of orientation tuning in striate cortex cells.

Bloom’s Level: 3. Applying

a. how images end up on the retina.

b. the firing patterns of four cells.

c. how cortical simple cells get their orientation tuning.

d. how simple cells and complex cells interact.

e. how magnocellular and parvocellular cells interact.

Type: multiple choice question

Title: Chapter 03 Question 38

38. A _______ cell is a neuron whose receptive field does not have clearly defined excitatory and inhibitory regions.

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.3 Compare and contrast the receptive field properties of simple and complex cells in striate cortex.

Bloom’s Level: 1. Remembering

a. complex

b. simple

c. stop

d. ganglion

e. blob

Type: multiple choice question

Title: Chapter 03 Question 39

39. ________ is the phenomenon in which a striate cortex neuron responds most strongly when a bar of light fills its receptive field rather than being either smaller than the receptive field or extending beyond it.

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.4 Predict the responses of simple and complex striate cortex cells to various stimuli.

Bloom’s Level: 2. Understanding

a. Cortical magnification

b. End stopping

c. Ocular dominance

d. Filtering

e. Orientation tuning

Type: multiple choice question

Title: Chapter 03 Question 40

40. Refer to the figure.

End stopping in simple and complex cells of the striate cortex. The illustration shows an end-stopped cortical neuron and a stimulus in the form of a small bar in the center of the receptive field. The stimulus gets bigger and bigger in successive images until it extends out of the receptive field. The neurons fire less when the stimulus does not reach the outside edge of the receptive field or it if extends beyond the receptive field. The neurons fire properly only if the stimulus is of the right length.

What phenomenon does the figure demonstrate?

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.4 Predict the responses of simple and complex striate cortex cells to various stimuli.

Bloom’s Level: 2. Understanding

a. Cortical magnification

b. Ocular dominance

c. Filtering

d. End stopping

e. Orientation tuning

Type: multiple choice question

Title: Chapter 03 Question 41

41. Hubel and Wiesel concluded that neurons with similar orientation preferences were arranged in _______ that extended vertically through the cortex.

Feedback: Textbook Reference: 3.6 Columns and Hypercolumns

Learning Objective: 3.6.1 Describe the organization of orientation selective neurons into columns in striate cortex.

Bloom’s Level: 2. Understanding

a. horizontal tracks

b. branches

c. rows

d. tangles

e. columns

Type: multiple choice question

Title: Chapter 03 Question 42

42. A _______ is a 1-mm block of striate cortex containing two sets of columns, each covering every possible orientation (0–180 degrees), with one set preferring input from the left eye and the other set preferring input from the right eye.

Feedback: Textbook Reference: 3.6 Columns and Hypercolumns

Learning Objective: 3.6.2 Explain the receptive field properties of hypercolumns in striate cortex.

Bloom’s Level: 1. Remembering

a. V1 module

b. hypercolumn

c. CO blob

d. simple cell

e. complex cell

Type: multiple choice question

Title: Chapter 03 Question 43

43. _______ is an enzyme used to reveal the regular array of CO blobs, which are spaced about 0.5 mm apart in the primary visual cortex.

Feedback: Textbook Reference: 3.6 Columns and Hypercolumns

Learning Objective: 3.6.3 Describe the receptive field properties of CO blobs in striate cortex.

Bloom’s Level: 1. Remembering

a. Chromophore

b. Rhodopsin

c. Cytochrome oxidase

d. Carbon dioxide

e. Carbon monoxide

Type: multiple choice question

Title: Chapter 03 Question 44

44. Which aspect of a visual stimulus do neurons in CO blobs process?

Feedback: Textbook Reference: 3.6 Columns and Hypercolumns

Learning Objective: 3.6.3 Describe the receptive field properties of CO blobs in striate cortex.

Bloom’s Level: 1. Remembering

a. Blur

b. Orientation

c. Spatial frequency

d. Motion

e. Color

Type: multiple choice question

Title: Chapter 03 Question 45

45. The diminishing response of a sense organ to a sustained stimulus is referred to as

Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode

Learning Objective: 3.7.1 Describe the selective adaptation procedure.

Bloom’s Level: 2. Understanding

a. constant stimulation.

b. response decrease.

c. adaptation.

d. accommodation.

e. convergence.

Type: multiple choice question

Title: Chapter 03 Question 46

46. The tilt aftereffect is the perceptual illusion of tilt, produced by

Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode

Learning Objective: 3.7.2 Predict the tilt aftereffect that would be experienced after adapting to an oriented grating.

Bloom’s Level: 2. Understanding

a. adapting to a pattern of a given orientation.

b. changing the direction of gaze.

c. tilting the head.

d. constantly moving the head.

e. spinning in circles for 30 seconds.

Type: multiple choice question

Title: Chapter 03 Question 47

47. No single neuron receives input from both eyes until the

Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode

Learning Objective: 3.7.2 Predict the tilt aftereffect that would be experienced after adapting to an oriented grating.

Bloom’s Level: 2. Understanding

a. LGN.

b. primary visual cortex.

c. parietal lobe.

d. magnocellular layer.

e. parvocellular layer.

Type: multiple choice question

Title: Chapter 03 Question 48

48. Spatial frequency channels are often referred to as

Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode

Learning Objective: 3.7.3 Describe the concept of spatial frequency channels in human vision.

Bloom’s Level: 2. Understanding

a. a set of simple cells.

b. a set of complex cells.

c. orientation tuned cells.

d. filters.

e. pattern analyzers.

Type: multiple choice question

Title: Chapter 03 Question 49

49. If a movie projector is out of focus and the images on the screen are blurry, which spatial frequencies are missing?

Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode

Learning Objective: 3.7.3 Describe the concept of spatial frequency channels in human vision.

Bloom’s Level: 3. Applying

a. Low frequencies

b. High frequencies

c. Horizontal frequencies

d. Vertical frequencies

e. Diagonal frequencies

Type: multiple choice question

Title: Chapter 03 Question 50

50. In a line drawing of an object, which spatial frequencies are least represented?

Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode

Learning Objective: 3.7.3 Describe the concept of spatial frequency channels in human vision.

Bloom’s Level: 3. Applying

a. Low frequencies

b. High frequencies

c. Horizontal frequencies

d. Vertical frequencies

e. Diagonal frequencies

Type: multiple choice question

Title: Chapter 03 Question 51

51. What term describes a phase in the life span during which abnormal early experience can alter normal neuronal development?

Feedback: Textbook Reference: 3.8 The Development of Vision

Learning Objective: 3.8.1 Explain the concept of a critical period in visual development.

Bloom’s Level: 1. Remembering

a. Impressionable era

b. Sensitive phase

c. Ontologically sensitive era

d. Critical period

e. Delicate span

Type: multiple choice question

Title: Chapter 03 Question 52

52. _______ is a developmental disorder characterized by reduced spatial vision in an otherwise healthy eye, even with proper correction for refractive error.

Feedback: Textbook Reference: 3.8 The Development of Vision

Learning Objective: 3.8.2 Describe how visual acuity and contrast sensitivity develop in early life.

Bloom’s Level: 1. Remembering

a. Astigmatism

b. Anisometropia

c. Strabismus

d. Amblyopia

e. Hyperopia

Type: multiple choice question

Title: Chapter 03 Question 53

53. _______ is a misalignment of the two eyes such that a single object in space is imaged on the fovea of one eye and on the nonfoveal area of the other (turned) eye.

Feedback: Textbook Reference: 3.8 The Development of Vision

Learning Objective: 3.8.2 Describe how visual acuity and contrast sensitivity develop in early life.

Bloom’s Level: 2. Understanding

a. Astigmatism

b. Anisometropia

c. Strabismus

d. Amblyopia

e. Hyperopia

Type: multiple choice question

Title: Chapter 03 Question 54

54. _______ is a condition in which the two eyes have different refractive errors.

Feedback: Textbook Reference: 3.8 The Development of Vision

Learning Objective: 3.8.2 Describe how visual acuity and contrast sensitivity develop in early life.

Bloom’s Level: 2. Understanding

a. Astigmatism

b. Anisometropia

c. Strabismus

d. Amblyopia

e. Hyperopia

Type: multiple choice question

Title: Chapter 03 Question 55

55. Which experimental technique is used to determine which stimuli infants can and cannot see?

Feedback: Textbook Reference: 3.8 The Development of Vision

Learning Objective: 3.8.3 Describe the experimental methods used to study vision in infants.

Bloom’s Level: 2. Understanding

a. Signal detection

b. Method of constant stimuli

c. Preferential looking paradigm

d. Method of adjustment

e. Method of limits

Type: multiple choice question

Title: Chapter 03 Question 56

56. If an infant looks longer at a striped square than a gray square, what does that indicate?

Feedback: Textbook Reference: 3.8 The Development of Vision

Learning Objective: 3.8.3 Describe the experimental methods used to study vision in infants.

Bloom’s Level: 3. Applying

a. The infant’s visual acuity is high enough that they can perceive the stripes, and they are attracted to low contrast images.

b. The infant’s visual acuity is high enough that they can perceive the stripes, and they are attracted to high contrast images.

c. The infant’s visual acuity is too low to perceive the stripes, but they do not like to look at gray squares.

d. The infant’s visual acuity is high enough that they can perceive the gray square, and they are repelled by gray squares.

e. You can’t learn anything about infant perception based on where they like to look.

Type: essay/short answer question

Title: Chapter 03 Question 57

57. Describe two ways that visual acuity can be measured.

Feedback: Visual acuity may be measured either in terms of visual angle or in terms of the Snellen test. In terms of visual angle, acuity is concerned with the number of cycles per degree of visual angle of a grating that a person can perceive. The Snellen test conceptualizes visual acuity in terms of the distance (in feet) at which the person being tested can read letters from a chart over the distance at which a person with normal vision can read the same chart. Thus “20/20 vision” means being able to read letters at a chart 20 feet away the same way that somebody with normal vision can read them, and “20/15 vision” means being able to read the chart from 20 feet away when a person with normal vision must be only 15 feet away to read the chart.

Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 03 Question 58

58. Why do vision scientists study sine wave gratings?

Feedback: One reason is that sine wave gratings consist of fuzzy stripes and there are many fuzzy stripes in real world images, such as trees in a forest, books on a bookshelf, or the edges of shadows. Another reason is that the human visual system seems to break down images into patterns of sine wave gratings of different orientations, a process called Fourier analysis.

Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See?

Learning Objective: 3.1.4 Describe Fourier analysis at a conceptual level.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 03 Question 59

59. What is the difference between simple and complex cortical neurons in primary visual cortex?

Feedback: Simple cells respond best to oriented bars of light and can be described as having ON and OFF regions in their receptive fields. Complex cells also respond to oriented bars of light, but they will respond equally well to bars of light or shadow (i.e., both ON and OFF patterns within their receptive fields). Additionally, complex cells may respond to oriented bars moving in a particular direction or to bars of light whose edges end within the cell’s receptive field (“end stopping”).

Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.3 Compare and contrast the receptive field properties of simple and complex cells in striate cortex.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 03 Question 60

60. What is a “hypercolumn” in primary visual cortex?

Feedback: A hypercolumn is a patch of visual cortex, roughly 1-mm cubed, that contains cells that respond to edges of every possible orientation and spatial frequency, for both eyes. Each hypercolumn contains all of the neurons needed to analyze all possible orientations and spatial frequencies from a small patch of the visual world.

Textbook Reference: 3.6 Columns and Hypercolumns

Learning Objective: 3.6.2 Explain the receptive field properties of hypercolumns in striate cortex.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 03 Question 61

61. Describe the receptive field properties of retinal ganglion cells, LGN cells, and V1 cells. In what ways are they similar and in what ways are they different? How do the response properties of the cells change from retina to LGN to V1?

Feedback: Retinal ganglion cells and LGN cells have circular, center-surround receptive fields. These cells have an OFF and an ON region, either in the form of ON-center/OFF-surround or OFF-center/ON-surround. V1 cells have receptive fields in the shape of oriented bars or, more accurately, Gabor patches. V1 simple cells have distinct ON and OFF areas whereas complex cells do not. Receptive fields of V1 neurons have more complicated response properties than the retinal ganglion and LGN cells do, in addition to being a different shape.

Textbook Reference: 3.5 Receptive Fields in Striate Cortex

Learning Objective: 3.5.3 Compare and contrast the receptive field properties of simple and complex cells in striate cortex.

Bloom’s Level: 5. Evaluating

Type: essay/short answer question

Title: Chapter 03 Question 62

62. Describe how selective adaptation works and why it is useful for studying visual perception.

Feedback: Selective adaptation occurs when an observer is exposed to a particular type of stimulus for some time (e.g., staring at a patch of stripes tilted to the right). After a short time (about 30 seconds), otherwise neutral stimuli seem to take on the opposite property of the adapting stimulus (e.g., a patch of vertical stripes will seem to tilt slightly to the left, a tilt aftereffect). The simple explanation is that the neurons that code the property in the adapting stimulus “get tired” and thus do not respond as strongly when a neutral stimulus is seen. A more sophisticated explanation is that properties of the world are represented by populations of neurons, and that when a subset of the neurons is exposed to a stimulus they adapt to it. Adapted neurons do not respond as strongly as unadapted stimuli, so the population code from the neurons ends up being biased in the opposite direction as the adapted property. Selective adaptation is a useful area of study because if a property can show adaptation effects, then there must be neurons coding the property. Further, if adaptation can transfer from one eye to the other, then that tells us something about the location in the nervous system for the cells that were adapted (i.e., those cells are in V1 or later, where information from the two eyes first comes together).

Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode

Learning Objective: 3.7.1 Describe the selective adaptation procedure.

Bloom’s Level: 5. Evaluating

Type: essay/short answer question

Title: Chapter 03 Question 63

63. Describe the development of contrast sensitivity in infants and how it might be affected by developmental disorders such as amblyopia, strabismus, or anisometropia.

Feedback: Amblyopia is a disorder in which one eye has reduced spatial vision even with proper correction (i.e., glasses or contact lenses). Strabismus is a misalignment of the two eyes such that a single object projects to non-corresponding points on the two retinas. Anisometropia is a condition in which the two eyes have two different refractive errors, such as one being far-sighted and the other being near-sighted. Any of these three conditions may interfere with normal visual development because the visual system is receiving impaired input, which negatively influences how the brain matures. The brain has critical periods of development during which it must receive the proper stimulation in order for neurons to mature normally. If the input is impaired during the critical period, then certain abilities such as stereo vision might not develop properly. Typically, early intervention can correct impairments in vision and allow development to proceed normally.

Textbook Reference: 3.8 The Development of Vision

Learning Objective: 3.8.1 Explain the concept of a critical period in visual development.

Bloom’s Level: 4. Analyzing

Document Information

Document Type:
DOCX
Chapter Number:
3
Created Date:
Aug 21, 2025
Chapter Name:
Chapter 3 Spatial Vision From Spots To Stripes
Author:
Jeremy Wolfe

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