Bottom-up processing is the process of 'sensation', whereby the input of sensory information from the external environment is received by our sensory receptors. Perception is how our brains choose, organize, and interpret these sensations.
Bottom-up processing can be defined as sensory analysis that begins at the entry-level—with what our senses can detect. This form of processing begins with sensory data and goes up to the brain's integration of this sensory information.
Bottom-up attention is a sensory-driven selection mechanism that directs perception toward a subset of the stimulus that is considered salient, or attention-grabbing.
So, bottom-up processing is data-driven, and your perception of what it is that you're looking at directs your cognitive awareness of the object. So, in contrast, top-down processing basically uses your background knowledge, so uses your background knowledge to influence perception.
bot·tom-up ˈbä-təm-ˈəp. : progressing upward from the lowest levels (as of a stratified organization or system) bottom-up management.
Define bottom-up processing. Involves processing information by starting with the individual elements of a visual stimulus and gradually building up a final representation and interpretation (Grivas, et al, 2006).
The bottom-up approach is being utilized when off-the-shelf or existing components are selected and integrated into the product. An example would include selecting a particular fastener, such as a bolt, and designing the receiving components such that the fastener will fit properly.
Bottom-up processing is the analysis that begins at the sensory receptors and works up to the brain. Conversely, top-down processing is the analysis guided by higher level mental processes as the brain perceives based on expectation and experience.
Bottom-up refers to the way it is built up from the smallest pieces of sensory information. Top-down processing, on the other hand, refers to perception that is driven by cognition. Your brain applies what it knows and what it expects to perceive and fills in the blanks, so to speak.
Top-down processing of language happens when someone uses background information to predict the meaning of language they are going to listen to or read.
What Is Top-Down Processing? In top-down processing, perceptions begin with the most general and move toward the more specific. These perceptions are heavily influenced by our expectations and prior knowledge. 1 Put simply, your brain applies what it knows to fill in the blanks and anticipate what's next.
Kinchla and Wolfe (1979) concluded that visual perception does not proceed strictly bottom-up or top-down, but “middle-out.” They suggested that the visual system uses the information most readily available in the context of, for example, a particular stimulus size and viewing distance.
Attention can be categorized into two distinct functions: bottom-up attention, referring to attentional guidance purely by externally driven factors to stimuli that are salient because of their inherent properties relative to the background; and top-down attention, referring to internal guidance of attention based on ...
Sustained Attention: The ability to attend to a stimulus or activity over a long period of time. Selective Attention: The ability to attend to a specific stimulus or activity in the presence of other distracting stimuli. Alternating Attention: The ability to change focus attention between two or more stimuli.
One classic example of top-down processing in action is a phenomenon known as the Stroop effect. In this task, people are shown a list of words printed in different colors. They're then asked to name the ink color, rather than the word itself.
On the contrary, the theory of reading utilizing the bottom-up reading model involves a step-by-step mastery of reading components so that the student eventually becomes literate. This theory relies on direct and explicit instruction of the five components of reading throughout early childhood education.
The initial focus for early literacy is the instruction of the basic or foundational skills necessary for life-long mastery of literacy and the components of reading.
Whole-Language Approach. One of the popular reading theories is the whole-language theory. This approach suggests that if students are immersed in words, books and language-rich environments, they will naturally make meanings of words and learn to read. This theory does not utilize specific and direct literacy instruction.
One effective way to ensure students have the necessary reading skills is for teachers to know if students are below level or on level for their age group. Additionally, to better differentiate reading instruction, teachers also need to know three additional levels for each student: instructional level, frustration level ...
Fluency – The ability to read with proper speed and expression without errors. Fluent readers read in the way that they speak. Reading Comprehension – The ability to recall events, characters and the main idea of a story or passage after it is read.
Learning to read is one of the most critical skills students must obtain during early childhood education. Reading skills set the foundation for overall academic success. There are several ways to approach reading instruction, and educators often rely on several reading theories.
The complete process of reading has five main components. In order for students to become fully literate, the following concepts must be mastered:
Why? Gibson theorized that no learning is necessary to perceive stimuli. The process from looking at stimuli to analyzing it is a direct line. As the visual stimuli moves from the retinas in the eyes to the visual cortex in the brain, we begin to move deeper and deeper into an analysis of what we are seeing.
James J. Gibson developed the theory of bottom-up processing, and his work has significantly impacted the world of psychology, behaviorism, and neurology.
This is a reductionist theory. Reductionism is the idea that we break down big ideas into their most basic parts. (This is the opposite of holism, which looks at the “big picture” ideas first.) When you apply this idea to the nature vs. nurture debate, it is clear that Gibson takes the side of nature.
Many professional therapists use the second approach in tests and assessments. These are called “bottom-up assessments” because they resemble the bottom-up process.
While it may feel like we interpret road signs, make assumptions, or read images automatically, there is some work that goes into bottom up processing. Of course, these skills get much faster as we interact with the world around us!