Pearson Edexcel · GCSE · Psychology

    Course version: 1PS0 · Version from Sept 2017

    Perception - 8.2 Studies: *8.2.1 Haber and Levin (2001) The Independence…

    Full specification wording

    Topic 8: Perception - 8.2 Studies: *8.2.1 Haber and Levin (2001) The Independence of Size Perception and Distance Perception

    Haber and Levin (2001) aimed to investigate whether size and distance perception are independent.

    Checked against the Pearson Edexcel 1PS0 specification (opens in a new tab) on .

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    Study notes

    From the checked teaching notes for this specification point.

    The idea

    Haber and Levin (2001) aimed to investigate whether size and distance perception are independent. The procedure involved nine male college students in a field experiment. Participants estimated the distance and size of 15 objects placed at various distances across a large field. Objects were categorised as having a familiar size (e.g. a door), an unfamiliar size but familiar shape, or an unfamiliar size and shape. The findings showed that distance estimates were most accurate for objects with a familiar size. They concluded that size and distance perception are not independent; familiarity with an object's size acts as a cue for distance. Strengths include high ecological validity, while weaknesses include a small, unrepresentative sample.

    What earns the marks

    • State the aim: to investigate the independence of size and distance perception.
    • Describe the procedure: nine male participants estimated the size and distance of 15 objects in a field.
    • State the findings: distance estimates were most accurate for objects with a familiar size.
    • Explain a weakness: the sample of nine male college students lacks population validity.

    Common mistakes and how to put them right

    • Stating that size and distance perception are completely independent.

      Put it right: Explain that the study concluded they are not independent, as familiar size aids distance perception.

    • Forgetting the specific object categories.

      Put it right: The three categories (familiar size, unfamiliar size but familiar shape, and unfamiliar size and shape).

    • Claiming the study lacked ecological validity.

      Put it right: Recognise that as a field experiment, it had high ecological validity compared to artificial laboratory studies.

    Exam tips

    • Memorise the sample size of nine male students as a key point for evaluating population validity.
    • Clearly distinguish between the three categories of objects used in the procedure to demonstrate detailed knowledge.
    • Use this study to support extended answers about how top-down processing and past experience influence perception.

    Try the lesson

    The start of the Topic 8: Perception - 8.2 Studies: *8.2.1 Haber and Levin (2001) The Independence of Size Perception and Distance Perception lesson, made from checked teaching notes for this specification point.

    Have a go first

    What was the main aim of Haber and Levin's (2001) study on perception?

    Listen

    Haber and Levin (2001) aimed to investigate whether size and distance perception are independent. The procedure involved nine male college students in a field experiment. Participants estimated the distance and size of 15 objects placed at various distances across a large field. Objects were categorised as having a familiar size (e.g. a door), an unfamiliar size but familiar shape, or an unfamiliar size and shape. The findings showed that distance estimates were most accurate for objects with a familiar size. They concluded that size and distance perception are not independent; familiarity with an object's size acts as a cue for distance. Strengths include high ecological validity, while weaknesses include a small, unrepresentative sample. A strong answer earns marks for these points. State the aim: to investigate the independence of size and distance perception. Describe the procedure: nine male participants estimated the size and distance of 15 objects in a field. State the findings: distance estimates were most accurate for objects with a familiar size. Explain a weakness: the sample of nine male college students lacks population validity. A common slip: Stating that size and distance perception are completely independent. Instead, explain that the study concluded they are not independent, as familiar size aids distance perception. Exam tip: Memorise the sample size of nine male students as a key point for evaluating population validity.

    See it

    A top-down flowchart. It starts with the aim: to investigate whether size and distance perception are independent. An arrow leads to the procedure: nine male college students in a field experiment. An arrow leads to participants estimating the distance and size of 15 objects. An arrow leads to object categories, which branch into three: familiar size; unfamiliar size but familiar shape; and unfamiliar size and shape. All three branches lead to the findings: distance estimates were most accurate for familiar size. An arrow leads to the conclusion: size and distance perception are not independent.
    It shows the aim, procedure, the three object categories, the findings and the conclusion of the Haber and Levin (2001) study.

    Label the diagram

    Some boxes have lost their names. Pick the right name for each number.

    The diagram again, with 3 boxes numbered instead of named. A top-down flowchart. It starts with the aim: to investigate whether size and distance perception are independent. An arrow leads to the procedure: nine male college students in a field experiment. An arrow leads to participants estimating the distance and size of 15 objects. An arrow leads to object categories, which branch into three: familiar size; unfamiliar size but familiar shape; and unfamiliar size and shape. All three branches lead to the findings: distance estimates were most accurate for familiar size. An arrow leads to the conclusion: size and distance perception are not independent.

    • 1Box 1

    • 2Box 2

    • 3Box 3

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