ࡱ> }|7 uLbjbjUU -n7|7|ZHl        86L O`" _______c f_ _#   `###   _# _##%2X  _ 0b#  !\2_`0O`$]f#f_#      CHAPTER 6 PERCEPTION KEY CONCEPTS psychophysics the study of the translation of physical stimuli into psychological experience threshold the level at which the weakest possible stimulus is detected signal detection becoming aware of external and internal signals subliminal perception the detection of signals below the threshold of awareness sensory adaptation a decline in sensitivity owing to prolonged sensory stimulation selective attention the capturing of only certain stimuli shape perception the recognition of objects as distinct from the environment Gestalt laws the perception of objects as whole structures, not separate parts pattern recognition the perception of patterns and forms in objects depth perception three-dimensional perception movement the motion of objects in the environment perceptual constancy the stable perception of objects from various viewpoints extrasensory perception a persons sixth sense illusions incorrect perception of sensory information person perception forming perceptions of other people impression formation the integration of various pieces of information about a person attribution subjective explanations of the behaviour of other people perceptual shortcuts the formation of perceptions based on limited information self-fulfilling prophecy our expectations direct others behaviour, which in turn confirms our expectations stereotypes the attribution of traits to people based on their group affiliation halo effect a general impression based on limited information contrast effects when comparing people influences our perceptions of them projection the tendency to attribute ones characteristics to other people in-group and out-group dynamic having favourable perceptions of people belonging to ones own group in comparison to those belonging to another group prejudice negative attitudes held towards members of a group discrimination unfair behaviour towards members of a specific group CHAPTER SYNOPSIS Perception is a selective and essentially subjective process by which people give meaning to their environment, for example to obtain and process information in the work context. This chapter focuses on how objects and people are perceived, and the factors that enhance and hinder accurate perception. 6.1 Introduction Perception is a process by which people understand reality. Perception helps people to recognise objects and scenes in their environment, to interpret this information, and to extract meaningful and useful representations of the world from it. Perception is not possible without sensation. Perception is both an innate and a learned process. The aim of this chapter is to show how various aspects of perception influence human behaviour in general and in the work context. 6.2 Psychophysics Psychophysics involves the study of how physical stimuli are translated into psychological experience. Issues and concepts that have been studied in psychophysics involve thresholds, the just-noticeable difference, signal-detection theory, subliminal perception and sensory adaptation. 6.2.1 Thresholds The weakest detectable stimulus for any given sense is a threshold. A threshold is the dividing point between energy levels that do and do not have a detectable effect. 6.2.2 The just-noticeable difference A just-noticeable difference is the smallest difference in the quantity of stimulation between stimuli that senses can detect. Webers Law states that the size of a just-noticeable difference is in a constant proportion to the size of the initial stimulus. 6.2.3 Signal detection Signal-detection theory proposes that the detection of stimuli (such as patterns and forms in objects) involves problem-solving based on two categories of mental processes, namely bottom-up and top-down processes. Bottom-up processes register and integrate sensory information while top-down processes interpret existing knowledge and impressions. 6.2.4 Subliminal perception Subliminal perception involves the acquiring of sensory input without conscious awareness. This technique has been applied in the advertising field, but results are inconclusive regarding its effectiveness in influencing behaviour and performance. 6.2.5 Sensory adaptation Sensory adaptation is a gradual decline in sensitivity owing to prolonged stimulation. Sensory adaptation is automatic and informs people of environmental changes that may signal threats or unpleasantness. Sensory adaptation occurs in five categories of senses. Dark adaptation is when a person gets more sensitive to light in low illumination. Light adaptation is the process whereby a person becomes less sensitive to light in high illumination. The sense of hearing adapts to different levels of decibels. The sense of touch in the skin adapts to temperature and pain. The sense of balance helps us adapt to different bodily movements, positions and orientations in space through the proprioceptive system. The sense of smell/taste responds to different odours and tastes. 6.3 Visual perception Visual perception starts with a sensation, but is to a large extent influenced by experience, knowledge, cognition, a system of symbols and visual imaginary. 6.3.1 Selective attention Selective attention is where a persons attention only focuses on a small amount of stimuli while ignoring other aspects. Attention fluctuation takes place when people shift their attention from one stimulus to another, depending on what interests them. Although people control the focus of their attention, certain characteristics of stimuli can induce a sudden shift in attention. The Stroop effect illustrates the inability to ignore stimuli that people sometimes experience. Advertisers use these concepts to grab consumers attention. 6.3.2 Form perception Form perception enables a person to see the distinct borders and clear-cut shapes of objects. The Gestalt approach states that the two main visual components for perception are a figure (object) and the ground (background). The main premise of Gestalt is that the whole is worth more than the sum of the individual parts, which implies that the configuration of smaller parts are perceived as one meaningful unit. The Law of Prgnanz implies that people are able to perceive objects in the best possible form, or Gestalt. The following Gestalt laws enable meaningful perception: The Law of Proximity indicates that objects close to each other are perceived as a unit. The Law of Similarity demonstrates that similar objects are perceived as a unit. The Law of Continuity shows that people perceive smooth constant lines rather than broken lines. The Law of Closure indicates that a figure with gaps is perceived as a closed figure. The Law of Simplicity indicates that people organise elements in the easiest manner possible. The Law of Symmetry indicates that a stimulus situation is perceived as a balanced whole. The Law of Common Fate indicates that people perceive things that move or function in a similar manner as a unit. 6.3.3 Depth and distance perception Most of our visual activity involves looking at objects that are solid and have depth and distance dimensions. No single explanation for depth, distance, height and width perception exists. Cues involved in depth and distance perception are monocular (using one eye) and binocular (using two eyes). Monocular cues include size cues, linear perspective, texture gradient, atmospheric perspective, overlap, height and motion parallax. Binocular cues include convergence and retinal disparity. 6.3.4 Perception of movement Perceived movement occurs when the object perceived to be moving is actually stationary. The phenomenon by which the illusion of motion is created when non-moving stimuli are presented in rapid succession in such a way as to imitate real movement is called apparent movement, stroboscopic movement or the phi phenomenon. Induced movement takes place when a stationary object is seen against a moving background, and the object is perceived as moving. 6.3.5 Perceptual constancy Constancy is the tendency for qualities of objects to appear the same, despite changes in the way people view the objects. This takes place in the form of size, shape, and lightness and colour constancy. 6.3.6 Illusions An optical illusion involves an apparently inexplicable discrepancy between the appearance of the stimulus and its physical reality. Illusions owing to distortion of physical processes include mirages. Illusions related to cognitive processes fall into two categories: illusions of size and illusions of shape or area. The moon illusion is an example of an area illusion. 6.4 Factors influencing perception 6.4.1 The perceiver Perception is subjective and subjective factors involve attitudes, preferences, interests and expectations. Subjective perception can be transformed as social or cultural factors change. 6.4.2 The perceived objects characteristics Characteristics in the object being observed can affect what is perceived. Attributes such as the motion and sounds of objects can influence the way people see them. Peoples attributes, however, are also coloured by the perceivers subjectivity. 6.4.3 The situation Human behaviour can seldom be interpreted without considering the context in which it occurs. 6.5 Extrasensory perception Extrasensory perception is a persons sixth sense, where something is perceived without a basis in sensation. Pre-recognition, clairvoyance, telepathy and psychokinesis are forms of ESP or psi, as it is often now called. Most psychologists are sceptical regarding the existence of psi. 6.6 Interpersonal perception Interpersonal perception takes place when impressions are formed of other individuals. Our first impression of others might be incorrect, but it will form a basis on which lasting impressions will be established. Person perception is complex for three reasons: Some behaviour is unobservable. People guess what other peoples intentions and motives are. People often try to manipulate others impressions of them. 6.6.1 Impression formation Impression formation occurs when people continually shape their opinions of others and then act on these opinions. Several shortcuts are used when judging others and these help to form quick and accurate perceptions for making predictions. These shortcuts are discussed below. 6.6.1.1 Schemas A schema is a generalised idea regarding a frequently encountered object, event or person. Once a schema has been formed, it influences both what people perceive and remember. Role schemas are concerned with how people in particular positions, jobs or roles should behave. 6.6.1.2 The primacy effect The primacy effect is the tendency for early information to be considered more important than later information. A by-product of the primacy effect is the self-fulfilling prophecy whereby ones expectations about someone lead that person to act in ways that confirm the original expectation. 6.6.1.3 Effects of physical appearance Studies reveal that peoples judgements of others are usually influenced by their physical attractiveness. Desirable characteristics are more often ascribed to good-looking people than to less good-looking individuals. 6.6.1.4 Stereotypes Stereotypes are widely held beliefs that people have certain characteristics because of their membership in a particular group. Most stereotypes are based on a persons sex or on peoples membership of ethnic or occupational groups. Stereotyping is a normal cognitive process that saves the time and effort required to understand people individually. Stereotypes ignore diversity in social groups and lead to inaccurate perceptions. 6.6.1.5 The halo effect When a general impression is made based on a single characteristic of an individual, a halo effect is present. 6.6.1.6 Contrast effects Contrast effects are present when a person is not evaluated in isolation, but in comparison to other individuals who have been previously encountered. Therefore, contrast effects may also distort perceptions. 6.6.1.7 Projection The tendency to attribute ones own characteristics to other people is known as projection. This can distort perceptions about others because people are not perceived as they are. 6.6.1.8 The in-group and out-group dynamic The in-group and out-group dynamic refers to the tendency to see people differently, depending on whether they are members of ones group or not. The homogeneity effect implies that members of the out-group are not only seen as different to those of the in-group, but that they are also seen as being more similar to each other and interchangeable with each other. The social-identity theory explains that group membership contributes to peoples self-esteem and, as a result, perceptual distortions occur. 6.6.1.9 Selectivity in person perception When judging others, people tend to do so selectively, according to their own schemas, interests and attitudes. Selective perception enables them to speed-read others, but there is the possibility of inaccurate impressions and the confirmation of their negative expectations of others. Figuring out people is not only about creating an impression of their characteristics, but also about making judgements about why they behave as they do. 6.6.2 Attribution When observing others, people create attributes to explain why they act in a particular manner. Attributions are made because of a need to predict the future and exert some control over events. Understanding why things happen places people in a better position to achieve their goals. People can explain the behaviour of others using situational attribution or dispositional attribution. People are more likely to make attributions when unusual events catch their attention or when events have personal consequences for them. Attribution is process consisting of three steps: perceiving behaviour, believing it was intentional, and making a decision about the causes of the behaviour. 6.6.2.1 Types of attribution People attribute two kinds of causes to peoples behaviour: internal attributions are based on causes of behaviour within the person external attributions are based on causes of behaviour outside the person, in the environment. People also apply these two types of attributions to themselves. Determining whether the cause of behaviour is internal or external depends on three factors: consensus, distinctiveness and consistency. 6.6.2.2 Attributional errors and biases Attributional errors and biases can result in inaccurate judgements of whether the cause of behaviour is internal or external. Sometimes these biases cause people to make erroneous internal or external attributions. The following are some attributional errors and biases: The fundamental attribution error is the tendency in people to overestimate internal factors and to underestimate situational factors in explaining behaviour. The actor-observer effect occurs when ones bias shifts, depending on whether one is observing others behaviour or explaining ones own. Blaming the victim occurs when people try to explain unfortunate events that occur to others. A possible reason for blaming the victim is that it protects others from the notion that bad things could just as easily happen to them. The self-serving bias is a tendency to distort attributions about ones own behaviour to make oneself look good. People manipulate their attributions to protect their self-esteem. 6.6.3 Prejudice and discrimination Prejudice consists of negative attributes held towards members of a group. Prejudice includes three components: beliefs, emotions and behavioural dispositions. Prejudice can lead to discrimination, which involves unfair behaviour towards the members of a group. 6.6.3.1 The development of prejudice The psychological explanations of prejudice fall into the following categories: Direct intergroup conflict occurs when members of two groups compete for something. The authoritarian personality concerns those people who strongly believe in obedience and respect for authority. Individuals with this type of personality believe that only one right or wrong answer exists. Perceptions of those in authority are accepted as correct. According to the socio-cultural learning approach, prejudice is learned through socialisation. Therefore, parents, friends and the media can influence socio-cultural learning in children. Cognitive processes such as assimilation and contrast are associated with social categorisation. Assimilation makes one see people in ones own group as being more similar than they actually are. One also tends to see people in other groups as being more different than they really are. 6.6.3.2 The influence of perception in the formation of prejudicial and discriminatory attitudes Peoples perceptions, which are manifested in their attitudes, have a direct influence on the activities associated with prejudice, stereotypes and discrimination. The xenophobic attacks of 2008 show how categorising people can be followed by discrimination and violence. 6.6.3.3 Reducing prejudice and discrimination Education can be used to change the cognitive perceptions of people, which form the basis of attitudes. The affective component, however, is often ignored. Intergroup contact can reduce prejudice and discrimination if those involved have equal status, if the contact is intimate and if mutual co-operation and interdependence are fostered by the situation. It is also stated that individuals of majority and minority groups should interact, form personal relationships and commit themselves to reducing prejudice and discrimination. Other essential aspects of a programme for the reduction of prejudice include the establishment of a co-operative community, the constructive resolution of conflict, and the promotion of civil values. Legislation that forces people not to discriminate might change attitudes since people tend to act according to what is expected of them. 6.7 Summary and conclusion Sensation and perception allow people to perceive reality in a unique way. Perceptual phenomena explain variations in peoples everyday experiences and inaccurate perceptions. Social scientists and human-resources practitioners use perceptual psychology and practices to influence attitudes and prejudices amongst individuals. PAGE  PAGE 10 %&3(cwCQ >T 1G : ! 4 o { U `  1 2  !AT$'A5CJOJQJ\^JaJ5CJOJQJ^J5CJOJQJ\^JaJCJOJQJ^JOJQJ^JaJM%&dD ?2! # p x$da$$a$ ZLtL V    1 2   !?AST$%&'@$a$$a$x@A. $ & F `a$$a$!!##$$*&N&e&!'O'H(^(((()**++,,-.-...S/{/X0n0o02 2$2=2>2222333c444666s887;T;U;=-=.=>>CJOJQJ]^JCJOJQJ\^J5CJOJQJ\^JaJ5CJOJQJ\^JCJOJQJ^J56CJOJQJ\]^JI9G !!!!####$$$$(&*&N&$a$ $ & F `a$N&O&d&e& '!'O'P'G(H(](^((((())**!+A+~+++++,,$ & Fa$$a$,,-..-...R/S/z/{/W0X0Y0Z0n0o01"2$2=2>222223333$a$3b4c4446666r8s8t8886;7;T;U;;;9<:<==-=.=>>>$ & Fa$ $ & F@& a$$a$>>`>>>h?{?O@e@A)A0BUBVBBBBCD8DDDVGGGG"H5HeJrJJ KKYLZL[LaLbLcLeLfLlLmLoLpLqLtLuL0J%mHnHu0J% j0J%U5CJOJQJ\^JaJ5CJOJQJ\^JCJOJQJ^JCJOJQJ\^J.>h?O@AA(A)A0BUBVBBBDDEEBFCFUGVGGG!H"HeJfJ$ & F hh^ha$$ ha$$a$$ & Fa$fJJJ KKKKXLYLZLcLdLeLqLrLsLtLuL$h]h$&`#$$a$+0P/ =!"#$%& i@@@ Normal1$7$8$H$_HaJmH sH tH @@@  Heading 1$$@&a$5CJ\aJR@R  Heading 2$$dh@&a$5CJOJQJ\^JaJd@d  Heading 3&$$ `@ @&^@ `a$5CJOJQJ\^JaJB@B  Heading 4$<@&5CJ\aJF@F  Heading 5 <@&56CJ\]aJ<@<  Heading 6$@&CJOJQJ^JB@B  Heading 7$@&6CJOJQJ]^JB@B  Heading 8$@&5CJOJQJ\^JH @H  Heading 9 $$@&a$5CJOJQJ\^J<A@< Default Paragraph Font`O` @san serif txtd1$7$8$9DH$B*CJaJmH phsH fOf sans serif textd1$7$8$9DH$B*CJOJQJ^JaJph^O^ footnote bold italic&5CJOJQJ\^JaJmH sH tHzO"z poem info indent&$d1$7$8$9DH$^a$!B*CJOJQJ^JaJphtHO2 body txt indent.$ d1$7$8$9DH$^a$!B*CJOJQJ^JaJphtHOB footnote bold italics(d1$7$8$9DH$^`'56B*CJOJQJ^JaJphtHOR body number italics0 d1$7$8$9DH$^`$B*CJOJQJ]^JaJphtHbObb scene bold italics1$7$8$H$56OJQJ^JmH sH tHOr footnot bold italics(d1$7$8$9DH$^`'56B*CJOJQJ^JaJphtHrOr turn to italics$d1$7$8$9DH$a$$6B*CJOJQJ^JaJphtH`O` turn to headdw1$7$8$9DH$B*OJ QJ ^J phtH,O, Level 1  & F@&,O, Level 2  & F@&<B@< Body Text$a$CJOJQJ^J@Q@@ Body Text 35CJOJQJ\^JXR@X Body Text Indent 20^`0CJOJQJ^JLS@L Body Text Indent 3x^CJaJ4P@4  Body Text 2 dx8O8 List Paragraph !^&O"& _"0^`0RC@2R Body Text Indent#$@ ^@ a$CJOJQJ^J, @B, Footer $ !&)@Q& Page NumberuHn%&dD ?2!#pV   1 2 ! ? A S T $ % &'@A.9G ("*"N"O"d"e" #!#O#P#G$H$]$^$$$$$%%&&!'A'~'''''((()**-*.*R+S+z+{+W,X,Y,Z,n,o,-".$.=.>.....////b0c0002222r4s4t4446777T7U77798:899-9.9>::h;O<==(=)=0>U>V>>>@@AABBCBUCVCCC!D"DeFfFFF GGGGXHYHZHeHqHrHvH 00000000000000000000000000000000(000000000000000000000000000000000000000000000000 0 0 0 0 0 0 000000000000000000000000000000000000000000 0 0 00000000000000000000000000000000000000000000000000000 0 0000000 0 0 0 00000000 0 0 0 000000000000000000000@0@$0@$0 0 >>uL*/4 @N&,3>fJuL+-.012356tL, !!8@0(  B S  ?4:x%%%%%%:*:>>"D,DZHsHvH&3dk ?I2<!%#+pzV_  y  V"Y"(#+#O$R$**---.0.k0n077778>;>AAGGZHsHvH333333333333333333333333333333333333333333  (")"O#O#$$y+{+44P7S70>0>>>YGGHHWHWHYHYHvHBarend|C:\Documents and Settings\Barend\My Documents\LISA\LISA WERK 2012\Wednesday\2012 IOP1501\Su 6 Perception\SU 6 Lisa NOtes.docC8r08fN i7$A #"hpw'!J"  d7&NkB" 6z.:F4 iA-Bp QXBT>JPCfz% ],ϬgaN=gt"F lL Mml0^`0.0^`0)0^`05.h^`OJ QJ ^J o(hHoh^`OJ QJ ^J o(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^J o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^J o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJ QJ ^J o(hHoh^`OJQJo(hHhpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJ QJ ^J o(hHohPP^P`OJ QJ o(hHhh^h`OJQJo(hH88^8`OJ QJ ^J o(hHo^`OJ QJ o(hH  ^ `OJQJo(hH  ^ `OJ QJ ^J o(hHoxx^x`OJ QJ o(hHHH^H`OJQJo(hH^`OJ QJ ^J o(hHo^`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^J o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^J o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^J o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hH@ 0^`0OJQJo( ^`OJ QJ o(o pp^p`OJ QJ o( @ @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o PP^P`OJ QJ o(hhh^h`OJQJo(hHh88^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^J o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hH hh^h`OJQJo(88^8`OJPJQJ^Jo(- ^`OJ QJ o(   ^ `OJQJo(   ^ `OJ QJ o(o xx^x`OJ QJ o( HH^H`OJQJo( ^`OJ QJ o(o ^`OJ QJ o(hhh^h`OJQJo(hHh88^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^J o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^J o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hH^`OJQJo(hH^`OJ QJ ^J o(hHopp^p`OJ QJ o(hH@ @ ^@ `OJQJo(hH^`OJ QJ ^J o(hHo^`OJ QJ o(hH^`OJQJo(hH^`OJ QJ ^J o(hHoPP^P`OJ QJ o(hH 0^`0OJPJQJ^Jo( 88^8`OJ QJ o(o ^`OJ QJ o(   ^ `OJQJo(   ^ `OJ QJ o(o xx^x`OJ QJ o( HH^H`OJQJo( ^`OJ QJ o(o ^`OJ QJ o(hhh^h`OJQJo(hHh88^8`OJ QJ ^J o(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJ QJ ^J o(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJ QJ ^J o(hHoh^`OJ QJ o(hHp0p^p`0o()  ^ `. L ^ `L.xx^x`.HH^H`.L^`L.^`.^`.L^`L.hhh^h`OJQJo(hH88^8`.L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.hiTigaA-Bz.F lMml=g% ]QXB7$A F4'!JJPC7& kB"#NC8rTi0.i1)i2Pi3i4i5i6 i7i0.i1i28i3li4i5i6i7                                                                                 M|o                                  4H                 $[                          YHvH@uH@@Unknown Gz Times New Roman5Symbol3& z ArialMHelveticaNeueLTStd-CnHelveticaNeueLT Std CnSMHelveticaNeueLTStd-BdYMHelveticaNeueLTStd-RomanKMMinionPro-RegularSMHelveticaNeueLTStd-LtAMSpumoniLPStd[MMotterCorpusStd-Condensed?5 z Courier New;Wingdings"qh&Pw ;B20CI 2qHX-CHAPTER 3  THE BIOLOGICAL BASIS OF BEHAVIOURjfkm-mBarendOh+'0|  8 D P\dlt.CHAPTER 3 THE BIOLOGICAL BASIS OF BEHAVIOUR.0HAPjfkm-m fkmNormal Barend 31eMicrosoft Word 9.0L@- @B[@P+b#w ;՜.+,0 hp  jfkm-mCI .CHAPTER 3 THE BIOLOGICAL BASIS OF BEHAVIOUR Title  !"#$%&'()*+,-./012345679:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijkmnopqrsuvwxyz{~Root Entry F0b#1Table8fWordDocument-nSummaryInformation(lDocumentSummaryInformation8tCompObjjObjectPool0b#0b#  FMicrosoft Word Document MSWordDocWord.Document.89q