# PWR-069 — Depth perception: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 27 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — An exact A5-card construction sheet. Set A: A1 draw a 4 cm red square covering the left 1 cm of a 4 cm blue circle (red nearer; overlap); A2 reverse which shape covers the other (blue nearer; overlap); A3 draw two otherwise identical black circles, 4 cm and 2 cm diameter (larger circle intended nearer; relative size); A4 draw two rails 12 cm apart at the bottom converging to 3 cm apart at the top and place identical 1.5 cm squares low and high between them (lower square intended nearer; linear perspective); A5 use a 2 cm red square that covers a 1 cm edge of a 5 cm blue circle (overlap says red nearer while relative size says red farther; cue conflict). Set B repeats those five structures with triangle/hexagon shapes, left/right positions exchanged and new colours.; A folded key naming the relations above plus two cue-removal companions: A1-crop hides the overlap edge while preserving visible areas of both shapes, and A4-crop hides the converging rail edges. The learner predicts stay, weaken or reverse before each companion is shown. A separate unscored shadow example shows two identical balls, one with an attached ground shadow and one with its shadow displaced, solely to learn the shadow label; it has no keyed near/far answer.; Fixed display/print size, distance, lighting and ordinary correction.; Trial sheet for answer, cue, confidence and symptoms. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Stereopsis can sometimes be recovered in selected adults, but depth perception is larger than binocular disparity. Depth perception uses binocular disparity, motion, overlap, size, perspective and other cues. The safe fixture teaches cue analysis in flat images: choose the nearer object, name the cue, check the key and compare a cue-conflict image. It does not measure stereopsis or justify driving claims. The learner verifies cue use by predicting what would happen if overlap, relative size or perspective were removed from the image, which makes the depth judgment explainable rather than intuitive. Target outcome: The learner classifies near/far relations in two novel image sets and correctly identifies the dominant pictorial cue and cue-conflict errors. ### Authority and setup conditions - Use images only; no stairs, catching, pouring or real distance judgement is tested. - Keep screen/print size, distance and correction fixed. - Define the allowed cue labels with examples. - New double vision, eye misalignment or sudden depth difficulty needs professional assessment. ### Required or supplied materials - An exact A5-card construction sheet. Set A: A1 draw a 4 cm red square covering the left 1 cm of a 4 cm blue circle (red nearer; overlap); A2 reverse which shape covers the other (blue nearer; overlap); A3 draw two otherwise identical black circles, 4 cm and 2 cm diameter (larger circle intended nearer; relative size); A4 draw two rails 12 cm apart at the bottom converging to 3 cm apart at the top and place identical 1.5 cm squares low and high between them (lower square intended nearer; linear perspective); A5 use a 2 cm red square that covers a 1 cm edge of a 5 cm blue circle (overlap says red nearer while relative size says red farther; cue conflict). Set B repeats those five structures with triangle/hexagon shapes, left/right positions exchanged and new colours. - A folded key naming the relations above plus two cue-removal companions: A1-crop hides the overlap edge while preserving visible areas of both shapes, and A4-crop hides the converging rail edges. The learner predicts stay, weaken or reverse before each companion is shown. A separate unscored shadow example shows two identical balls, one with an attached ground shadow and one with its shadow displaced, solely to learn the shadow label; it has no keyed near/far answer. - Fixed display/print size, distance, lighting and ordinary correction. - Trial sheet for answer, cue, confidence and symptoms. ## 1. Learn the cue labels Review overlap, relative size, perspective and shadow with one obvious example each. Why: Naming the cue separates reasoning from a vague depth feeling. Success check: The learner matches all four cue labels to examples. Accessible alternative: Complete “Review overlap, relative size, perspective and shadow with one obvious example each.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The learner matches all four cue labels to examples.” Allow spoken, pointing or switch answers without time pressure. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Lock the image setup Record device/print, image size, distance, lighting and correction. Why: Scaling and viewing conditions can alter pictorial cues. Success check: The same setup can be reproduced. Accessible alternative: A spoken or tactile version of “Record device/print, image size, distance, lighting and correction.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Depth perception. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The same setup can be reproduced.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Choose nearer before checking For one image, state which named object appears nearer. Why: A committed relation is needed before explanation or feedback. Success check: One near/far answer is recorded. Accessible alternative: A spoken or tactile version of “For one image, state which named object appears nearer.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Depth perception. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “One near/far answer is recorded.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Name the supporting cue State the visible feature used, such as one shape blocking another or converging lines. Why: A correct answer for the wrong reason may not transfer. Success check: The answer includes one observable cue. Accessible alternative: A spoken or tactile version of “State the visible feature used, such as one shape blocking another or converging lines.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Depth perception. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The answer includes one observable cue.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Reveal and compare Check both relation and cue against the key, preserving the original response. Why: Feedback should correct the specific inference, not only mark right/wrong. Success check: The missed cue is named on every error. Accessible alternative: Replace spoken or audio cues with visible text, captions or haptic timing while keeping the same sequence and success check. Describe non-target image content aloud while leaving the tested depth cue for the learner to judge. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Use a cue-conflict image Compare an image where size and overlap suggest different relations and state which cue you trust and why. Why: Conflicts reveal that depth is constructed from multiple signals. Success check: The learner identifies the conflict rather than forcing certainty. Accessible alternative: A spoken or tactile version of “Compare an image where size and overlap suggest different relations and state which cue you trust and why.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Depth perception. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The learner identifies the conflict rather than forcing certainty.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Retest novel scenes After a delay, classify unfamiliar scenes with the same cue labels and no feedback first. Why: Novel images test the cue method rather than picture memory. Success check: No baseline image appears in the retest. Accessible alternative: Replace spoken or audio cues with visible text, captions or haptic timing while keeping the same sequence and success check. Allow spoken, pointing or switch answers without time pressure. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Run a cue-removal check For one answered image, cover or crop the feature named as the main cue without changing the objects themselves. Predict whether the near–far answer should stay, weaken or reverse, then inspect the edited companion image. Why: If the judgment survives removal of the claimed cue unchanged, another cue may actually be driving the answer. Success check: The learner predicts the effect before viewing the companion and can name the cue that remains after the edit. Accessible alternative: A spoken or tactile version of “For one answered image, cover or crop the feature named as the main cue without changing the objects themselves. Predict whether the near–far answer should stay, weaken or reverse, then inspect the edited companion image.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Depth perception. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The learner predicts the effect before viewing the companion and can name the cue that remains after the edit.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.