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Subjective constancy or perceptual constancy is the perception of an object or quality as constant even though our sensation of the object changes. [1] While the physical characteristics of an object may not change, in an attempt to deal with the external world, the human perceptual system has mechanisms that adjust to the stimulus.
The MIT Encyclopedia of the Cognitive Sciences explains the illusion as an effect of "size and shape constancy [which] subjectively expand[s] the near-far dimension along the line of sight." [4] It classifies Shepard tables as an example of a geometrical illusion, in the category of an "illusion of size." [4]
However, this definition and theory of biological basis is not universally accepted. There are many conflicting theories of personality in the fields of psychology, psychiatry, philosophy, and neuroscience. A few examples of this are the nature vs. nurture debate and how the idea of a 'soul' fits into biological theories of personality. [1]
Visual object recognition refers to the ability to identify the objects in view based on visual input. One important signature of visual object recognition is "object invariance", or the ability to identify objects across changes in the detailed context in which objects are viewed, including changes in illumination, object pose, and background context.
Form perception is the recognition of visual elements of objects, specifically those to do with shapes, patterns and previously identified important characteristics. An object is perceived by the retina as a two-dimensional image, [1] but the image can vary for the same object in terms of the context with which it is viewed, the apparent size of the object, the angle from which it is viewed ...
Object permanence is the understanding that whether an object can be sensed has no effect on whether it continues to exist.This is a fundamental concept studied in the field of developmental psychology, the subfield of psychology that addresses the development of young children's social and mental capacities.
For conservation of solid quantity, the task designed to assess children involves two lumps of clay. The researcher first rolls the two lumps into the same shape. Then the researcher stretches out one of the balls into a long shape. The researcher asks the child whether the two clay shapes have the same amount of clay or a different amount.
Shaping sometimes fails. An oft-cited example is an attempt by Marian and Keller Breland (students of B.F. Skinner) to shape a pig and a raccoon to deposit a coin in a piggy bank, using food as the reinforcer. Instead of learning to deposit the coin, the pig began to root it into the ground, and the raccoon "washed" and rubbed the coins together.