EXPERIMENT NO.

6: THE MULLER- LYER ILLUSION

Title : The Muller- Lyer Illusion

Statement Of Problem:-
To study the effect of familiarity on the performance of Muller- Lyer illusion experiment.
To observe phenomenon of differential over correction as result of familiarity.
Introduction:
Illusion, a misrepresentation of a “real” sensory stimulus—that is, an interpretation
that contradicts objective “reality” as defined by general agreement. For example, a child
who perceives tree branches at night as if they are goblins may be said to be having an
illusion. An illusion is distinguished from a hallucination, an experience that seems to
originate without an external source of stimulation. Neither experience is necessarily a sign of
psychiatric disturbance, nor are both regularly and consistently reported by virtually
everyone.

The Nature of Illusions

Illusions are special perceptual experiences in which information arising from “real” external
stimuli leads to an incorrect perception, or false impression, of the object or event from which
the stimulation comes.

Types of Illusory Experiences

Stimulus-distortion illusions
This type of illusory sense perception arises when the environment changes or warps the
stimulus energy on the way to the person, who perceives it in its distorted pattern (as in the
case of the “bent” pencil referred to above).

Auditory phenomena
A common phenomenon is the auditory impression that a blowing automobile horn changes
its pitch as it passes an observer on a highway. This is known as the Doppler effect, for
Christian Doppler, an Austrian physicist, who in 1842 noted that the pitch of a bell or whistle
on a passing railroad train is heard to drop when the train and the perceiver are moving away
from each other and to grow higher when they are approaching each other. The sound heard is
also affected by factors such as a wind blowing toward or away from the person.

Another auditory illusion was described in 1928 by Paul Thomas Young, an American
psychologist, who tested the process of sound localization (the direction from which sound
seems to come). He constructed a pseudo phone, an instrument made of two ear trumpets, one
leading from the right side of the head to the left ear and the other vice versa. This created the
illusory impression of reversed localization of sound. While walking along the street wearing
the pseudo phone, he would hear footsteps to his right when they actually came from the left.

Optical phenomena
Numerous optical illusions are produced by the refraction (bending) of light as it passes
through one substance to another in which the speed of light is significantly different. A ray
of light passing from one transparent medium (air) to another (water) is bent as it emerges.
Thus, the pencil standing in water seems broken at the surface where the air and water meet;
in the same way, a partially submerged log in the water of a swamp gives the illusion of being
bent.

Rainbows also result from refraction. As the sun’s rays pass through rain, the droplets
separate (refract) the white light into its component colours. As rays of white light from any
source pass through a prism, they are refracted to give the appearance of a spectrum of
colour, as in the rainbow of a summer morning. Another illusion that depends on atmospheric
conditions is a mirage, in which, for example, the vision of a pool of water is created by light
passing through layers of air above the heated surface of a highway. In effect, cooler layers of
air refract the sun’s rays at different angles than do less-dense strata of heated air, giving the
appearance of water where there is none; nearby objects may even appear to be reflected in it.
Under certain conditions, elaborate mirages that look like cities, forests, or “unidentified
flying objects” may appear on the horizon, or ships in a nearby body of water may appear to
be plying the sky of a desert.

Mirage
A mirage in a desert in Africa resembles a shimmering pool of water. The illusion is caused
by the refraction (bending) of light in layers of air above the desert's hot surface.
Perceiver-distortion illusions
Some illusions are related to characteristics of the perceiver, namely the functioning of the
brain and the senses, rather than to physical phenomena that distort a stimulus. Many
common visual illusions are perceptual: they result from the brain’s processing of ambiguous
or unusual visual information. Other illusions result from the aftereffects of sensory
stimulation or from conflicting sensory information. Still others are associated with
psychiatric causes.

Visual perceptual illusions

When an observer is confronted with a visual assortment of dots, the brain may group the
dots that “belong together.” These groupings are made on the basis of such things as observed
similarity (e.g., red versus black dots), proximity, common direction of movement, perceptual
set (the way one is expecting to see things grouped), and extrapolation (one’s estimate of
what will happen based on an extension of what is now happening).

Closure (a term used in Gestalt psychology) is the illusion of seeing an incomplete stimulus
as though it were whole. Thus, one unconsciously tends to complete (close) a triangle or a
square that has a gap in one of its sides. While a person watches a movie, closure occurs to
fill the intervals between what are really rapidly projected still pictures—giving the illusion
of uninterrupted motion.

The Müller-Lyer illusion is based on the Gestalt principles of convergence and divergence:
the lines at the sides seem to lead the eye either inward or outward to create a false
impression of length. The Poggendorff illusion depends on the steepness of the intersecting
lines. As obliqueness is decreased, the illusion becomes less compelling. In the Zöllner
illusion, the cross-hatching disturbs the perception of parallel lines. A figure seen touching
converging lines, as in the Ponzo illusion, seems larger than another figure of the same size
placed between the lines where they are farther apart. In a related experience, linear
perspective creates the illusion that parallel lines or contours (such as railroad tracks)
converge as they recede from the viewer.

Sensory illusions
Many sensory illusions may be described as the aftereffects of the stimulation, or
overstimulation, of the senses. Sensitivity in any of the senses may be measured as the just-
perceptible intensity (threshold, or limen) of the appropriate stimulus. The smallest detectable
stimulus is called the absolute threshold, while the smallest detectable change in the intensity
of a stimulus is called the difference threshold. Such thresholds can serve as points of
reference, or anchors, against which subsequent stimuli are judged or perceived. Yet sensory
anchors fluctuate within the same individual under different conditions, and in some cases
they can mislead a person about the properties of subsequent stimuli. For example, two
successive stimuli may be identical but nevertheless give the illusion of being different.
This illusion may be explained in part by a “fading trace” theory, proposed by Gestalt
psychologists. The theory suggests that a physical trace (in the form of temporarily excited
nerve cells) of an original stimulus remains in the brain even after that stimulus stops and that
this trace influences the estimate or appreciation of a subsequent stimulus.
The strength of the trace, also called an aftereffect, and the speed of its disappearance vary
greatly in individual cases. People who are field dependent (that is, who tend to observe a
field in its totality) are said to show weaker aftereffect traces. Conversely, field-independent
subjects (those who, by selective attention, are more likely to consider a specific stimulus
apart from its context) show stronger aftereffects.

Colour illusions
The normal human eye can detect about 130 gradations of colour in the visible
spectrum (as in the rainbow), about 20 barely noticeable differences within a given colour,
and about 500 variations of brightness. However, when two spots of equally bright light are
observed in close succession, the first intensity may seem brighter. The first light may be said
to serve the function of brightness adaptation (or adjustment) in the eye; therefore, the second
light will fall on a partly adapted and therefore less sensitive retina. In a brief time, such
excitement in the retina (or even in the brain) tends to subside, or fade. As a result of the
fading traces of excitement, various hues of a given colour may appear to be lighter or darker
when looked at successively.
Contrast-colour phenomena also may result from such fading traces. A successive
contrast occurs when, after one has stared at a red surface, a green surface looks much
brighter. As one enters a dark room from bright sunshine, the room at first seems quite dark
by contrast. A simultaneous contrast occurs when an area of brightness is seen against a less
intense or a more intense background. If a gray patch of paper is placed on a black
background, it looks whiter than it did before; if placed on a white background, it looks
darker.
Weight illusions
The felt perception of differences in weights received experimental attention in 1899, when
experiments indicated that a second weight feels either heavier or lighter than an immediately
preceding identical weight. This illusion results partially from the expectancy of the person
doing the lifting. Having lifted the first weight, the subject is “set” for a certain effort on the
next try. If the second weight is lifted quickly and easily, it will feel lighter than the first; if it
comes up more slowly, it will feel heavier. Expectancy, or set, is also often invoked in efforts
to explain the size-weight illusion, in which a large cardboard box feels lighter than a smaller
box even though both weigh the same.

Olfactory phenomena
Smell (olfactory) discrimination is influenced by any odour to which the olfactory structures
already have adapted. Receptors in the nose, however, adapt quickly and cease to respond to
a particular stimulus. This effect is called olfactory fatigue. Thus, an odour that is strong at
first will gradually become imperceptible, as happens when one becomes unaware of the
smell of one’s own body. There also may be present the phenomenon of masking; this is a
decrease in sensitivity to one odour after exposure to another (for example, a strong-smelling
disinfectant).

Loudness illusions
The human ear typically serves to distinguish between about 1,500 levels of pitch. For
loudness, differential-threshold studies reveal about 325 separately perceived levels in the
region of greatest auditory sensitivity (about 1,000 to 4,000 cycles per second). For humans,
the number of discriminable tones is in the hundred thousand. Yet when two sounds are heard
in close succession, the intensity or loudness of the second is judged by comparing it with the
first. Thus, a murmur may sound loud when compared to a whisper, or a “deafening” noise
may make all other sounds inaudible. The steady hum of an electric fan may help to diffuse
the noises of traffic outside and thus improve the discrimination of sounds in the room.

Tactile illusions
The skin contains numerous “spots” that respond selectively either to cold or to warmth but
generally not to both. It can happen, however, that a very warm stimulus will produce a
sensation of cold when placed on a spot that responds to cold. Thus, when a warm stimulus is
perceived as cold, the illusion is called paradoxical cold.

Hypothesis:
1) Familiarity with the phenomenon of illusion in Muller- Lyer illusion experiment will lead
to the overestimation of the standard.
2) Ex-PSE( point of subjective equality) will increase from first to second session due to
feedback in between two sessions.
3) CE ( constant error) will change from negative to positive material, Muller- Lyer illusion
board- there are two lines on the board or with feather ends (>−−<).This is a variable line.
There is a line with an arrow end (<−−>)Which is the standard line. The scale is given on
the back side of the board so that the estimation of the line can be read.

Variables:
Independent variables - Familiarity
Dependent variables - Over estimation

Material-
Muller- Lyer illusion board, wooden screen, prearrange data sheet.

Design of the experiment:

1) In the first session 40 readings by taken, 20 readings where standard to left. out of 20
readings, 10 readings increasing( from inside to outside) ,10 readings decreasing( from
outside to inside).
2) Then keeping the standard to right, 20 readings were taken, out of these 10 readings were
increasing and 10 reading by decreasing.
3) After completion of 40 reading mean PSE will be calculated for each column. the
explanation about Illusion and feedback about first session will be given to the subject.
4) In the second session of the experiment again 40 readings are taken, XX readings keeping
standard to right and 20 readings keeping standard to left .

Precaution:
1) The Muller- Lyer should be adjusted with the subjects eye level.
2) One subject starts increasing or decreasing the length do not allow to go to the opposite
direction.
3) Give explanation of the illusion with reference to the result after 1st session.

Procedure:
1) After making necessary arrangements call the subject inside the cubicle.
2) Ask him to sit comfortably and establish rapport
3) Adjust muller- Lyer board with subjects eye level.
4) Follow the plan and precautions to start the experiment by giving following instructions.

Instructions:
This is a fixed line( pointing to the arrowed line) and this is a line whose length can be
varied(pointing to the feather line).
Your task is to adjust this variable line so that its length will be equal to the fixed
standard line. If you feel that line the shorter slowly increase the length of the line tell you
feel it is equal to the fixed line and then stop. once you increase or decrease, you can't go in
the opposite direction. Therefore do it slowly and carefully.
Continue the task as per given direction and precautions. After first session, give
feedback to the subject and then continue the second session as per plan

Introspective report:
The subject liked the experiment because it was a very easy task for him he enjoyed doing it.
When I gave him the feedback he got surprised when he knew about his performance and the
effect of illusion that has occurred.

Discussion:
This experiment is to study the effect of familiarity on the performance of Muller Lyer
illusion experiment to observe the phenomenon of differential overcorrection as a result of
familiarity.

I established a rapport with the subject and then gave him the instructions when he fully
understood the instructions I started the first session of the experiment.

In the first session point of subjective equality (PSE) was calculated. It was _____. Then the
following calculations were also done they are as follows:
PSE (left) = ______
PSE (right) = ______
Constant error was _____ which indicate that he underestimated the line.
Standard error (SE) was _____
PSE (in) (decreasing) = _____
PSE (out) (increasing) = _____
Space movement error (SME) = _____

When the first session was completed I explained him his results. I calculated the mean. He
underestimated the line and then I gave him feedback and I told him the length of the line is
16 cm and he drew a line of _____cm. Then I started the second session and after some
calculations the results were:
PSE (left) = ______
PSE (right) = ______
The calculations shows that he improved his performance and measured more accurately the
line that the first session. In the second session:
Constant error was _____ which show more accuracy.
Standard error (SE) was _____
PSE (in) (decreasing) = _____
PSE (out) (increasing) = _____
Space movement error (SME) = _____

These calculations show that after giving the feedback about his previous performances and
the theme of illusions of the subject improved his performance and created more accurate
lines.

Conclusion:
In the case of my subject PSE improved from the first session to the second session due to
feedback between 2 sessions and constant error changed so hypothesis is accepted.
References:
1. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our
capacity for processing information. Psychological Review, 63 (2): 81–97.
2. Sternberg, R. J. (1999). Cognitive psychology (2 nd ed.). Fort Worth, TX: Harcourt Brace
College Publishers.

Observation table:
Session-I

Trials M1 M2 M1 M2
Standard to Right Standard to left
In (A) Out (B) In (A) Out (B)
1
2
3
4
5
6
7
8
9
10
Total
Mean

Session-II

Trials M1 M2 M1 M2
Standard to Right Standard to left
In (A) Out (B) In (A) Out (B)
1
2
3
4
5
6
7
8
9
10
Total
Mean
Session -I Session-II
1 Total Mean PSE Total Mean PSE
= M1+M2+M3+M4 = M1+M2+M3+M4
4 4
= =

= =
2 PSE(L) PSE(L)
 = M3+M4 = M3+M4
2 2
= =

= =
3 PSE(R) PSE(R)
= M1+M2 = M1+M2
2 2
= =

= =
4 Constant Error (CE) Constant Error (CE)
= x PSE-Standard Line = x PSE-Standard Line
= =
= =
5 Standard Error Standard Error
= PSE(L)- PSE(R) = PSE(L)- PSE(R)
2 2
= =

= =

6 PSE(in) PSE(in)
= M1+M2 = M1+M2
2 2
= =

= =
7 PSE(out) PSE(out)
= M2+M4 = M2+M4
2 2
= =

= =
8 Space Movement Error(SME) Space Movement Error(SME)
 = PSE(out)- PSE(in) = PSE(out)- PSE(in)
2 2
= =

= =

Session-I Session-II
x PSE= x PSE=
CE= CE=
SE= SE=
SME= SME=