On the one hand, the psychology of perception is connected to the senses themselves (sight, hearing, etc.), and on the other hand to the sensory data received. The constancy and repetitiveness of stimuli, the way they are represented, and their reciprocal relationships are perceived to different degrees by the sensory organs. Each individual learns about the world through these organs, but what we discern not only depends on our previous experiences, but also on our needs. The surrounding things create spheres of stimuli to which we react as a whole, often without considering the component parts. For example, we perceive a picture or a melody, not flecks of colour or individual notes. Similarly, we place our experiences within a framework of time and space, so it is natural for us to accept the cause-and-effect relationship between our pressing a switch and a light coming on. Perceptual identification develops in a child precisely through this constancy and repetition of events, which is responsible for our awareness of the permanent qualities and functions of individual objects. We acquire our perception of the world intellectually. Hence, when we turn our attention from one thing to another, we believe that what we are looking at stays where it is, or if it is moving, that it continues to move; in other words, the object behaves as we think it should.