1.

Sensation refers to the process where our sensory receptors receive and detect information from our
surroundings, whereas perception is the process of organizing and interpreting those sensory signals to
give meaning to the information. The five major differences between sensation and perception are:

- Sensation involves the physical detection of stimuli, while perception involves the interpretation of
those stimuli.

- Sensation happens first, before perception, and is a prerequisite for perception.

- Sensation is automatic and not under conscious control, while perception involves conscious
processing.

- Sensation is based on the physical characteristics of the stimuli, while perception is influenced by
factors such as attention, context, and expectations.

- Sensation is relatively constant across individuals, while perception can vary depending on individual
differences, experiences, and cultural background.

Examples of sensation and perception include feeling the warmth of the sun on your skin (sensation)
and interpreting it as a pleasant sensation (perception), seeing a red apple (sensation) and interpreting it
as a ripe fruit (perception), and hearing a noise (sensation) and interpreting it as a warning signal
(perception).

2. Factors affecting sensation and perception include the intensity, duration, and complexity of stimuli,
the sensory receptors involved, the attention and focus of the individual, and contextual factors such as
emotions and expectations. For instance, a bright light might be perceived differently depending on the
time of the day, the person's emotional state, or the purpose of the light (e.g. a warning signal or a
decorative element). Perception can also be influenced by past experiences, personal biases, and
cultural background.

3. Principles of sensation and perception include:

- Weber's Law: the smallest detectable difference between two stimuli is proportional to the magnitude
of the stimuli.

- Signal detection theory: the ability to detect a stimulus depends on both the intensity of the stimulus
and the individual's response criterion.
- Gestalt principles: the brain organizes sensory information into meaningful patterns and wholes,
following principles such as similarity, proximity, continuity, and closure.

- Bottom-up processing: perception starts from the sensory input and works up to higher-level
processing.

- Top-down processing: prior knowledge, expectations, memory, and other cognitive factors influence
perception from the top-down.

4. The stage memory model proposed by Atkinson and Shiffrin suggests that memory is composed of
three stages: sensory memory, short-term memory, and long-term memory. Sensory memory is a brief
storage of sensory stimuli, lasting only a fraction of a second, which allows for the detection and
retention of information from the environment. Short-term memory is a temporary storage of
information (around 20 seconds) that helps with the manipulation and processing of the information
before it is either transferred to long-term memory or forgotten. Long-term memory is the permanent
storage of information that can last for days, months, or even years. It is divided into explicit (conscious)
and implicit (unconscious) memory.

5. Different theories of forgetting include decay theory (memory fades with the passage of time),
interference theory (new and old memories interfere with each other), Motivated forgetting theory (we
forget things because they are unpleasant or disturbing), and encoding failure theory (memory loss is
due to failure to encode or process information).

6. Different theories of motivation include drive reduction theory (motivation arises from the need to
alleviate physiological tension), incentive theory (motivation is driven by the desire for rewards or
incentives), self-determination theory (motivation originates from the desire for autonomy,
competence, and relatedness), and arousal theory (motivation arises from the need for stimulation or
arousal).

7. Different theories of emotion include James-Lange theory (emotions are the result of bodily reactions
to stimuli), Cannon-Bard theory (emotions and bodily reactions occur simultaneously and
independently), Schachter-Singer two-factor theory (emotions are the result of cognitive appraisals of
bodily reactions in a particular context), and the facial-feedback theory (emotions are influenced by
facial expressions and bodily postures).
8. Life skills refer to a set of abilities and competencies that enable individuals to cope with, adapt to,
and thrive in different life situations. Examples of life skills include problem-solving, decision-making,
communication, leadership, time management, and stress management. These skills are typically
learned through practice, feedback, and reflection, and are essential for personal growth, career
success, and well-being.

9. Self-concept refers to an individual's perception of themselves, including their traits, abilities, and
identity. Self-awareness refers to the ability to recognize and understand one's own thoughts, emotions,
and behaviors. Self-esteem refers to an individual's evaluation of their own worth and value. Self-
confidence refers to a sense of trust in one's own abilities and judgment. Emotional intelligence refers to
the ability to recognize and manage one's own emotions, as well as the emotions of others. Anger
management refers to the strategies and skills used to handle and express anger in a healthy and
constructive manner. All of these concepts are important for personal growth, relationships, and well-
being, and can be illustrated with real-life examples such as a person learning to assert their needs in a
relationship or managing their anger in a work setting.

10. Time management refers to the ability to manage one's time effectively and efficiently, by
prioritizing tasks, setting goals, and using strategies such as scheduling, delegation, and focus. Study
skills refer to the strategies and techniques used to improve learning and academic performance, such
as note-taking, summarizing, and active engagement. Test anxiety refers to the subjective feeling of fear
or apprehension associated with taking tests or exams, which can interfere with performance. Coping
mechanisms for test anxiety can include relaxation techniques, cognitive restructuring, and preparation
strategies such as practicing or seeking help from a tutor.

11. Intercultural diversity refers to the differences and similarities between people from different
cultural backgrounds, including values, beliefs, customs, and communication styles. Diversity
management refers to the strategies and practices used to promote diversity and inclusion in
workplaces and society, such as cultural sensitivity training, affirmative action, and intergroup dialogue.
Effective diversity management recognizes the benefits of diversity, such as innovation and creativity,
and aims to reduce discrimination and prejudice based on race, gender, sexual orientation, religion, or
other social identities.