14. Basics of NLP. How does understanding of information or a situation arise?

Perception and presentation of information

Perception of information is an acquaintance with objects and phenomena that directly affect the reaction of the senses. Through the analysis of objects that influence a person’s subconscious or various senses, thanks to which he can have an idea about them. When perceiving information, all five organs of perception are involved: hearing, vision, smell, touch and taste.

Plus, life experience and knowledge that he received throughout time and his age are used. Information can be attributed to phenomena that may exist in nature or create a separate category. The perception of information is based on processes that directly interact with the psyche, they are as follows:

• thinking is based on what is seen or heard, but at the same time thinking and awareness of what he will have to face begins;
• speech, give a name to the object of perception;
• feelings, sensory reactions to various objects;
• will is when a person knows how to create the technique of perception himself.
• Presentation of information has several types using:
• text (words are made up of letters and sentences are made of words);
• numbers (mathematical solutions);
• sounds (oral speech);
• graphic elements (graphs, tables).

They are inseparable from each other, so you need to choose the information that you understand.

The perception of information should be in any form that is a reflection of reality or fiction. Because we live in the real world and we can experience an unreal world. Everything that passes through us, i.e. all information that we take for granted must be clearly understood and accepted as it will appear. But for each person, the information will be different, since we are all different people and live differently, and perceive everything differently. Individuality is the most important thing in the perception of information; each person will listen to what he needs, and will simply miss the rest.

Psychology of Perception: The Importance of Context

Let's start a little from afar: Californian psychologist, writer, former senior mathematician at the American strategic research center RAND Corporation Ralph Strauch, known for his work on the relationship between perception and reality (“The Reality Illusion,” “Reality/Illusion”), describes the acquisition of any experience as “the process of isolating and connecting together pieces of information from a continuous stream of perception of multidimensional images that we use to experimentally study the world around us.”

A well-known example of the optical illusion is “faces or a vase?” clearly demonstrates how using information from different fragments of the perceptual stream, we can form radically different ideas about the same object. But the experience of drawing up a picture of reality includes something more than simply selecting a part of the stream of perception on the use of which your individual idea of ​​​​the surrounding universe will be based. The experience of perception includes, as an integral part, the interpretation of selected information, carried out in a certain context (here we consider interpretation as giving certain meanings to the observed images).

So, the same information can be interpreted in completely different ways depending on the surrounding/related context. In the future, we will perceive the term context in accordance with the formulation of the short explanatory psychological and psychiatric dictionary as “the setting, frame or process in which events occur and meaning is provided for the content (content).”

• Visual perception and application of Gestalt principles in web design

A simple example of the dependence of the interpretation of a visual object on the context

Here's a simple example of the importance of context. The central graphic symbol can be read as the letter B or the number 13 depending on whether we read the characters as a column from top to bottom or as a row from left to right.

At first glance, this example is similar to the “face/vase” optical illusion mentioned above: both graphic symbols are ambiguous for perception and allow for double interpretation.

On closer examination, however, the mechanism of interpretation in the case of the sign “B/13” differs from the method of dual interpretation of the “face/vase” figure. Here's why: "switching" the perception of the letter B or the number 13 does not occur by assembling different visual images from different fragments of the perceptual stream.

The letter B and the number 13 are “collected” from the same equally perceived raw data. The difference in the perception of a symbol - a number in front of us or a letter - is determined by the surrounding context: when you read vertically, you interpret the symbol in the context of the letters A and C located from top to bottom and see the letter B. When you read horizontally, the same information is displayed graphically in the context of the numbers 12 and 14 is perceived as another number - 13.

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The principle of organizing perceived information

The “Virtual Triangle” illustrates another important principle of perception. Most participants in Ralph Strauch's seminars clearly saw a white triangle located above a black triangle and 3 black circles. The white triangle stands out so clearly that most observers believed that they could see its white edges against a white background - although objectively there are no edges (sides of the triangle) in sight.

When Strauch used this illustration in his seminars, it happened that listeners insisted that the white triangle was clearly a different shade of white from the background, and they were actually seeing 3 sides of the triangle. Another seminar participant claimed that the lecturer first drew guidelines for all three sides of the triangle and then erased them, but this listener, with his keen eye, discovered traces of erasures on the non-existent edges of the triangle.

The experience with the “virtual (imaginary) triangle” illustrates the principle of organizing perceived information, which was present in both previous examples, but was not so clearly manifested.

We do not perceive or assimilate incoming information directly. Instead, we form from it images that are familiar to us from previous experience. In reality, we use our experience as a set of ways of interpreting the information we select from the stream of perception, and we always prefer simpler, familiar interpretations to more complex explanations of observed images.

The white triangle located above the black triangle and 3 black circles provides us with a simpler and more familiar explanation of the composition of the figures in question than the less familiar from previous experience of the strange looking circles with a missing sector. In the previous examples of “face/vase” and “B/13”, stereotypical interpretations of the visual data perceived by the observer formed their primary perception as familiar images. It is much easier to choose a familiar stereotype that matches the information received than to perceive it as a new, unique experience.

The formation of experience requires the individual to continuously unconsciously select information suitable for practical use and transform it into perceived and interpreted images (perceptual images), which form the personal experience of any person. The simple and understandable examples discussed above demonstrate some of the basic principles of perception that govern the selection of received information.

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The Bruner-Postman experiment and its unexpected results

Real situations in which information is perceived differ greatly in complexity from the simple exercises described above, since in practice a person is simultaneously exposed to many factors that influence his cognitive abilities. Below is an example of a perception situation that is quite difficult for the participants.

The video shows a classic experiment in the psychology of perception, first conducted by leading experts in the field of cognitive research Jerome Bruner and Leo Postman in the late 1940s.

Subjects were shown a sequence of successive playing cards over short, precisely measured intervals of time. At first, the cards changed too quickly for participants to confidently identify them. The display time was then increased until the subject could reliably identify most of the cards.

To the sequence of regular cards, “anomalous”, “wrong” cards were added, for example, the red six of spades, whose color did not correspond to the standard black “color” of this card suit. The purpose of the experiment was to determine how participants would react to "wrong" cards.

The results of the experiment were, without exaggeration, disconcertingly unexpected. When the presentation time was long enough for participants to identify most of the cards, but not long enough to allow them to look at them closely, subjects clearly identified the incorrect card as “very similar to...”.

The red six of spades was perceived as either a six of spades or a six of hearts, depending on which criterion—shape or color—was determining for the participant. If the display time was increased a little more, the subjects maintained the same identification as before, but they also experienced inexplicable anxiety and told the researchers something like: “It's the six of hearts, and I think that when I left the house this morning, I forgot to lock the front door.” "

Some participants saw something that did not exist in reality: black outlines around hearts on cards of the heart suit or gray icons of spades - the minds of observers began to "fail", tired of futile attempts to smooth out the obvious conflicts between the color and shape of the icons of an unfamiliar suit of an "anomalous" card. Eventually, when the display time of the card became long enough, most subjects came to terms with the harsh truth of life and saw the annoyingly “wrong” red six of spades.

However, some participants in the experiment remained at their point of view, refusing to see the “anomalous” map, or rather, to recognize its existence in reality.

The responses of the subjects obtained in Bruner and Postman's experiment reflect all the principles of perception illustrated in the first three examples. As in the case of the “virtual triangle,” viewers see something that coincides with their usual patterns (stereotypes) of perception. As in Case B/13, the context of the experiment—the presentation of playing cards of four standard suits—determines what exactly the participants see. As in the example with the faces and the vase, what subjects see depends on what they focus on: those focused on color see the red six of spades as a six of hearts, those focused on shape see a regular six of spades.

A new element that does not correspond to previously “accumulated” patterns of perception is filtered out and discarded by the viewer - this is how the brain seeks to avoid cognitive dissonance caused by the logical inconsistency of the observed object with already existing conceptual categories.

If you actually calmly look at the red six of spades, you will see nothing but the red six of spades. Those subjects who saw the six of hearts during the experiment subconsciously “turned off” the perception of the shape; those who saw the six of spades refused to perceive the real color of the suit icons.

Having made the wrong decision, some participants will stubbornly stick to it, even if they have enough time to consider the object of study in detail. Ralph Strauch repeated the Bruner-Postman experiment several times and found that some participants became so fixated on their initial choice that they could hold a red six of spades and see it as a six of hearts.

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Instead of a conclusion

In addition to some “academic value,” the material we have presented also has practical benefits for web marketers and designers: the power of context accompanying content posted on the Web should not be underestimated. Likewise, one should not neglect the established patterns of perception existing among the target audience: it is known that stereotypical landing pages and sites convert better.

High conversions to you!

Based on materials from somatic.com, image source wikiart
14-07-2015

Types of perception

Each person perceives the same information the way he needs. Some people can read one page and immediately retell it, while others, on the contrary, will read it and not remember anything. And if you read any text out loud to them, then they can easily reproduce it. Therefore, due to these differences, there are four types of people:

1. Visual learners are those people for whom information will be perceived through vision. They have an excellent memory for new material. They remember pictures and texts well and reproduce them easily. Such people talk very loudly, constantly gesticulate and are very fond of their appearance and image;
2. Auditory learners are people who prefer to hear rather than watch. Good memory for spoken information, as they know how to listen. Communication is pleasant because there is a large baggage of words. Persuasion is their strong point. Time is spent listening to your favorite music or just relaxing;
3. Kinesthetic learners are people who perceive information through the senses of smell, touch and taste. They need to touch, feel and taste everything. The main activity is an active lifestyle;
4. Discrete people are those people who are in direct contact with the organs of perception. They perceive information from a thinking point of view. The most important senses are visualization and sound effects. But each age thinks in its own way, and only then, when adulthood comes, these people begin to reflect and discover new knowledge of the world around them.

Note 1

The main point when perceiving information should have a characterizing feature that will help to understand and accept the information in the form in which the interlocutor presents it. But for it to be understandable, you need to correctly formulate your thoughts and present them correctly to others in order to avoid misunderstanding.

Types of understanding useful to humans

Bandler identifies the three most useful types of understanding:

1. The first type of understanding allows us to justify everything that happens with our participation and gives us a justification for why we act this way and not otherwise.
2. The second type of understanding is based on receiving pleasant sensations from the event.
3. The third type of understanding allows you to apply important and common sound combinations of words (expressions) in relation to behavior.

If you base your understanding on existing experience, you won't be able to learn anything new and won't be able to change your behavior. Therefore, we will highlight the most important, in our opinion, type of understanding - the one that forces us to actively act.

The role of information in communication

People with each type must correctly approach the person with whom they want to share and perhaps listen to their opinion. Visual people evaluate their interlocutor by appearance. If suddenly there is the slightest flaw in the appearance of the interlocutor, then the information of interest will become dull and uninteresting. He will simply stop perceiving it. You need to approach a visual person with the correct facial expressions, be able to speak quickly and at the same time complement everything with gestures and show pictures. Visual learners will understand that information if they read and see it in the graphs.

When having a conversation with an auditory learner, you need to have a stock of words that are reproduced very often by them. Auditory learners pay attention to the conversation of the interlocutor, whose voice should be pleasant, measured and calm. The audio will not even listen to someone who has a hoarse throat, since this sound will not be pleasant. And the most important thing is that these people cannot tolerate it when there is a note of squeak in their voice. This makes them irritable. The most important source of information perception is oral form.

Kinesthetic learners like to perceive information in a cozy room with a pleasant smell. To fully understand and accept the essence of the information, they need a tactile method of communication. There is no need to rush to answer, as he needs to weigh everything and understand that he is on the right path. The mobility of these people does not always provide an accurate understanding and perception of information.

Discrete individuals understand information in a rational mode, i.e. For them, facts will be important in a conversation, and it is better if they are scientific. These people really love information that will be presented in the form of numbers. But in order to accept new information, they need to think long and hard about everything.

Tactile sensations of a young child

A young child communicates with the world around him through tactile sensations, which are of great importance to him. Natural and very important actions of the baby will be an attempt to grab a rattle, touch the mother’s chest, touch an unfamiliar object with his legs or arms. Small palms and fingers set in motion the mechanism of mental activity, being very important organs.

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A small child touches objects, first accidentally, and then purposefully. The period of chaotic physical contacts is replaced by intentional and coordinated contacts, giving the baby significant information about the world around him, an idea of ​​which cannot be formed without tactile-motor perception.

The reason is that tactile-motor perception underlies sensory cognition. Experts say that the more subtle a baby’s tactile sensations are, the more accurately he compares, combines or distinguishes the objects around him.

To successfully organize thinking, Montessori believed, it is necessary to isolate one sense involved in perception. As a result, the child's attention will be focused on the isolated feeling that is being exercised. For example, when adults listen to music and want to concentrate on its performance, they involuntarily close their eyes, as if isolating their hearing.

From communicating with the mother, the child receives sensations, accumulates experience of tactile sensitivity, develops tactile perception, and this is a stimulus for mental activity.

Among the main types of sensations are sensations:

• skin,
• temperature,
• pain,
• taste,
• olfactory,
• visual,
• auditory.

Scientists have scientifically confirmed the fact that the functioning of the areas of the cerebral cortex that are responsible for speech depends on the development of finger movements. In order for tactile sensitivity to be developed in children with intellectual disabilities, a subject-spatial developmental environment with appropriate materials is necessary.

A fully organized tactile environment, through the development of tactile sensitivity, makes it possible to expand ideas about objects and objects of the surrounding reality.