Do you think, with the differences in the processing of sensory input, all of us experience the world (that is, colors and smells) differently? Is it possible that the perception of sensory input is different for every person?

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Questions To Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• Do you think, with the differences in the processing of sensory input, all of us experience the world (that is, colors and smells) differently? Is it possible that the perception of sensory input is different for every person? If this is the case, then how can we know if there is a problem with final integration?
• How does the brain process what we see in the world? Resources 
Suggested Resources 
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. 
Capella Resources 
Click the links provided to view the following resources: 
• Stroop Handout 1 . • Stroop Handout 2 . 
Show More 
Library Resources 
The following e-books or articles from the Capella University Library are linked directly in this course:
• Mueller, J. A., & Dollaghan, C. (2013). A systematic review of assessments for identifying executive function impairment in adults with acquired brain injury . Journal of Speech, Language, And Hearing Research , 56 (3), 1051–1064.
• Constantinidou, F., Wertheimer, J. C., Tsanadis, J., Evans, C., & Paul, D. R. (2012). Assessment of executive functioning in brain injury: Collaboration between speech-language pathology and neuropsychology for an integrative neuropsychological perspective . Brain Injury , 26 (13/14), 1549–1563. doi:10.3109/02699052.2012.698786
• Spitz, G., Ponsford, J. L., Rudzki, D., & Maller, J. J. (2012). Association between cognitive performance and functional outcome following traumatic brain injury: A longitudinal multilevel examination . Neuropsychology , 26 (5), 604–612. doi:10.1037/a0029239
• McDonald, S., Gowland, A., Randall, R., Fisher, A., Osborne-Crowley, K., & Honan, C. (2014, May 12). Cognitive factors underpinning poor expressive communication skills after traumatic brain injury: Theory of mind or executive function? Neuropsychology . Advance online publication. doi:10.1037/neu0000089
• Hegedish, O., & Hoofien, D. (2013). Detection of malingered neurocognitive dysfunction among patients with acquired brain injuries: A Word Memory Test study . European Journal of Psychological Assessment , 29 (4), 253–262. doi:10.1027/1015-5759/a000154
• Yungher, D., & Craelius, W. (2012). Improving fine motor function after brain injury using gesture recognition biofeedback . Disability and Rehabilitation: Assistive Technology , 7 (6), 464–468. doi:10.3109/17483107.2011.650782
• Mendez, M. F., Owens, E. M., Berenji, G., Peppers, D. C., Liang, L., & Licht, E. A. (2013). Mild traumatic brain injury from primary blast vs. blunt forces: Post-concussion consequences and functional neuroimaging . NeuroRehabilitation , 32 (2), 397–407.
• Yi, A., & Dams-O’Connor, K. (2013). Psychosocial functioning in older adults with traumatic brain injury . NeuroRehabilitation , 32 (2), 267–273.

 
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• Cooper, D. B., Chau, P. M., Armistead-Jehle, P., Vanderploeg, R. D., & Bowles, A. O. (2012). Relationship between mechanism of injury and neurocognitive functioning in OEF/OIF service members with mild traumatic brain injuries . Military Medicine , 177 (10), 1157–1160. doi:10.7205/MILMED-D-12-00098

Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.

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