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3.1 Cognitive Level of Analysis: Cognitive Processes

3.1 Cognitive Level of Analysis: Cognitive Processes. Principles that define the cognitive level of analysis. 1 st Principle. Memory is not infallible. 1. Mental processes guide behavior Bottom –up processing (from the sensory system)

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3.1 Cognitive Level of Analysis: Cognitive Processes

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  1. 3.1 Cognitive Level of Analysis: Cognitive Processes

  2. Principles that define the cognitive level of analysis 1st Principle Memory is not infallible • 1. Mental processes guide behavior • Bottom –up processing (from the sensory system) • Top-down processing (in the mind, via pre-stored information in the memory) • Output (in the form of behaviour) • Dweck- mindset determines behavior • Memory • Reconstructive nature • False memories • Perception • Process that interprets and organizes information to produce some meaningful experience of the world. • Necker Cube pg. 68

  3. 2nd Principle 3rd Principle • The mind can be studied scientifically • experimental method (artificial??) • daily context • Case studies • Technology • fMRI • Cognitive processes are influenced by social and cultural factors. • Schema • Mental representation of knowledge • What did Bartlett say about schema, culture, and memory? • Memory Distortions

  4. Be A Thinker Pg. 69 Will It Ever be possible to develop robots that can think like humans?

  5. A theory of a cognitive process: Schema Theory Schema theory: theory about information processing Cognitive schema: networks of knowledge, beliefs, expectations about particular aspects of the world. Assumption: Human processing is influenced by what we know (schema). Can you give an example of this? How is this related to distortions?

  6. Schema Theory and Memory Processing • Memory Processes • Encoding: transforming sensory information into meaningful memory • Storage: creating a biological trace of the encoded information in memory • Retrieval: using stored information

  7. Evaluation of Schema Theory • What are the positive aspects and limitations of schema theory? • Pros • Helps understanding how people • Categorize, interpret, make inferences • have memory distortions • Have “social schemas” (prejudice, stereotyping)

  8. Cons • Not Clear • How are schemas acquired? • How do they actually influence cognitive processes? • Too vague to be useful (opinion)

  9. A model of memory: the working memory model • Atkinson and Shiffrin (1968) • Multi-store model: • Sensory Memory (modality specific) • Short-term Memory (needs attention, rehearsal) • Long-term Memory (needs encoding) • Can you explain the Multi-store model?

  10. The Working Memory Model(Baddeley and Hitch) 1974 • Based on Multi-store model • The Central Executive (controlling system that coordinates the “slave systems”) • Limited capacity • Modality free (can process any sensory information)

  11. Attention control • Most important function of CE. • Automatic level • habit, controlled by environmental stimuli. Ex. Cycling to school • Supervisory attention level • Emergencies • New situations that require different strategies • Ex. Approaching car while cycling

  12. Episodic Buffer • Temporary and passive display store until the info is needed. • Processing takes place elsewhere • Ex. Recalling the details of a landscape

  13. The Phonological Loop • Articulatory control system (inner voice) • Holds information in a verbal form • Ex. Repeating a phone # to yourself • Holds words ready as you prepare to speak • Phonological store (inner ear) • Holds speech-based material in a phonological form.

  14. Visuospatial Sketchpad • Inner eye • Visual and spatial information from • Sensory memory • LTM

  15. Evidence of working memory • Working memory widely accepted • Dual-task techniques where participants are asked to perform: • Cognitive task that uses most of capacity of working memory. (telling a story) • Second cognitive task (memorizing list of #) • If both tasks interfere with each other • They use same component in STM

  16. Evidence of working memory (cont.) • Baddeley and Hitch (1974) • Dual-task memory experiment • Findings: • Evidence that STM has more than one unitary store • Working memory doesn’t easily breakdown with another concurrent task.

  17. Evaluation of the working memory model • More satisfactory explanation of storage and processing than STM of multi-store model. • Active storage and processing • Useful in understanding a wide range of tasks • Ex. Reading comprehension and mental arithmetic • Multi-tasking

  18. Pickering and Gathercole (2001) pg. 75 • Working memory and early learning • Working Memory Test and Battery for Children • What did they find? How useful? • What other studies analyze working memory and its implications for learning? • Holmes et al. (2008) Math and visual patterns test • Eysenck (1988) Intelligence linked to working memory

  19. Long Term Memory System • Explicit/Declarative Memories • Semantic Memories (general knowledge) • Episodic Memories (personal experience) • Hippocampus important • Implicit/Non-declarative Memories • Procedural memories (skills, habits, “knowing how”) • Emotional memories • Amygdala • Hard to forget, Post-traumatic stress disorder

  20. Brain damage and Memory • Case of Clive Wearing • What insight did we gain from his case? • Episodic and semantic memory lost • Implicit memory OK • Emotional memory OK • Evidence of Distributed memory system • Case of HM • Inability to form new memories • MRI Scanner

  21. Cultural Factors in Cognition • What new societal factors in the modern age are affecting our cognitive abilities? • How do children learn the basics of culture?

  22. Cross-cultural research • What role does schooling play on remembering? • Cole and Scribner (1974) • US vs. Liberian children • How was schooling a factor? • Chunking • Narrative • Rogoff and Wadell (1982) Mayan Children • Memory linked to relevance to daily lives

  23. Reliability of Cognitive Process: Memory • How reliable is memory? • Reconstructive nature of memory • Processing to “make sense” of world • What were Freud’s views on memory? • Repression • What is a criticism of “retrieving” memories by therapists? • False Memory Syndrome Foundation

  24. Empirical Testing of Reliability of Memory • Bartlett- Remembering (1932) • Serial Reproduction • What were some characteristics of the changed story? • Shorter • Story remained coherent (yet distorted) • Story became more conventional • Describe Bartlett’s conclusions? • Schema and Imaginative Recostruction

  25. Loftus and Car Crash Experiment • What did Loftus test? • Results and conclusions? • Criticisms?

  26. Technology and Cognitive Research • Discuss why the PET scan is particularly useful for Alzheimers detection. • How do MRI’s work?

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