1. Counting Beans Dr. Timothy Bender Psychology Department Missouri State University 901 S. National Avenue Springfield, MO 65897

2. Counting Beans In 1871, Jevons wanted to determine how many items he could perceive accurately in one brief glance at a stimulus. Specifically, he wanted to know how many items he could detect without consciously counting them. He assumed that the mind engaged in parallel processing of the number of objects, at least if the number was small enough. At that time, the estimates ranged from 4 to 6 items.

3. Counting Beans In order to study this question, Jevons would throw a handful of beans at a small box. He would then glance swiftly at the box and try to estimate how many beans were in the box. He then counted the actual number and recorded his estimate with the real number. He did this more than 1,000 times!

4. Counting Beans We will try something similar. However we first need to operationally define what a ‘glance’ will be. In this demonstration there are two glance times. Some occur for 167 milliseconds and some for 333 milliseconds. This will allow us to compare a short glance with a slightly longer glance.

5. Counting Beans Please prepare a response sheet consisting of the numbers 1 through 40 written on your paper.

6. Counting Beans For each of the next 40 slides you will see a + sign in the middle of the screen for about 1 second. That will be followed by an image of one or more beans. The image will appear for either 167 milliseconds or 333 milliseconds. Record the number of beans you think you saw. OPERATING HINT: To continue from trial to trial make sure your cursor is near one side of the slide before you click for the next stimulus.

7. Trial 1

8. Trial 2

9. Trial 3

10. Trial 4

11. Trial 5

12. Trial 6

13. Trial 7

14. Trial 8

15. Trial 9

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17. Trial 11

18. Trial 12

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21. Trial 15

22. Trial 16

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25. Trial 19

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31. Trial 25

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40. Trial 34

41. Trial 35

42. Trial 36

43. Trial 37

44. Trial 38

45. Trial 39

46. Trial 40

47. Counting Beans The following are the correct answers for the 167 millisecond slides. Count the number of times students were correct. Record those scores. 1. 2 beans7. 3 beans12. 7 beans22. 5 beans 2. 9 beans8. 6 beans15. 7 beans28. 8 beans 4. 9 beans9. 3 beans16. 5 beans29. 4 beans 5. 10 beans10. 4 beans17. 10 beans30. 8 beans 6. 1 bean11. 2 beans21. 1 bean40. 6 beans

48. Counting Beans The following are the correct answers for the 333 millisecond slides. Count the number of times students were correct for each number. Each student could be correct twice for each. Record those numbers. 3. 1 bean20. 5 beans27. 3 beans35. 7 beans 13. 2 beans23. 9 beans31. 3 beans36. 6 beans 14. 1 bean24. 9 beans32. 6 beans37. 4 beans 18. 2 beans25. 7 beans33. 10 beans38. 5 beans 19. 4 beans26. 8 beans34. 8 beans39. 10 beans

49. Counting Beans This table shows Jevons’ percentage correct when the actual number of beans ranged from 3 to 15. (Sorry about that 120 percent. I have no idea how to tell PowerPoint not to do that!)

50. Counting Beans Jevons felt that the number of items a person could perceive in a single glance probably would vary from person to person. However, his own data suggested that an estimate of from 4 to 6 items was likely. His own limit was between 4 and 5, which is very close to the estimate offered by Sperling (1960), based on data collected using the whole report method.

51. Counting Beans Jevons also tended to over-estimate the smaller numbers and under-estimate the larger ones.

52. Counting Beans If you compare the number of times students in class were correct to Jevons’ own data, you will probably find a similar curve. For small numbers, many students were correct. For larger numbers, very few students were correct.

53. Counting Beans Finally, if you compare the data for the 167 millisecond ‘glance’ with those from the 333 millisecond ‘glance,’ you might see better performance for the longer glance. It is possible that with the longer glance, you were able to group the larger sets of beans into smaller sets of 3, 4, or 5. In other words, you had time to engage in some basic chunking of the perceptual information.

54. Counting Beans Data such as these do not tell us how much information we can perceive in a single glance, but they do suggest that we can perceive small numbers of stimuli as a single unit and that we may not have to consciously count the stimuli in order to discriminate quantity.

55. References Jevons, W. S. (1871). The power of numerical discrimination. Nature, 3, 281-282. Sperling, G. (1960). The information available in brief visual presentations. Psychological Monographs: General and applied, 74, 1-29.