Transcript Basic cognition lecture

What is Cognition?
The processes of thinking, perceiving and reasoning
How does our brain use sensory information to
create meaning?
Representation of the world?
Cracking the code for representation?
A
B
B
Mental Rotation Studies (Meltzer & Shepard
1974)
Target
A
People respond faster to A
Than to B.
Processing Takes time
Processing takes effort
B
“The black box”
SENSORY IMPUT
LEARNING
Touch
Attention
Taste
Memory
See
Reasoning
Smell
Communication
Hear
Step 1
Step 2
Step 3
Schema theory: Dating example
The Information Processing System
Executive Control Processes
learn
(save)
Sensory Perception
Memory
Working
Memory
Long-term
memory
retrieve
(activate memory)
Work SpaceTemporary Storage
Permanent
Storage
Sensory Memory
 The
five senses
 Large capacity
 Short duration
 Role of attention
Working Memory
 Capacity
=5
 Articulatory loop
 Duration =5 to 20 seconds
 Rehearsal can increase duration
 Maintainence rehearsal
 Elaborative rehearsal
 Forgetting
 Interference
 Decay
Schema theory: Dog example
A Schema Fit for a Dog..
cold
nose
Mammal
has...
Is a
is...
warm
blooded
Ears
mouth
produces..
Bark
has...
.
is.
Small
Legs
has
..
is...
Big teeth
are
Cute
Annoying
Dangerous
Activated Dog Schema
cold
nose
Mammal
has...
Is a
is...
warm
blooded
Ears
mouth
produces..
Bark
has...
.
is.
Small
Legs
has
..
is...
Big teeth
are
Cute
Annoying
Dangerous
Schema Theory
► Schemata
are organized networks of
knowledge that you use to make sense of the
world.
► Smallest unit of meaning in thinking:
Analogous to a concept.
► Give coherence to information by influencing
your:
 Ability to pick useful strategies.
 Ability to remember relevant facts that go with the
current problem.
dog
Are Schemas different?
 Experts
Have larger schemas
 Experts
have better organized schema
Physics problems
Long Term Memory
 Storage
takes
more time &
effort
 Unlimited
capacity
 Retrieval may be
troublesome
Contents of Memory
 Visual,
codes
verbal, or a combination of
Images
Schema
Story grammar
Event schema / script
 Episodic
memory
 Procedural memory
Are Schemas different?
 Experts
Have larger schemas
 Experts
have better organized schema
Physics problems
Types of Memory
Conditional
When should
I use the Area
Formula?
Declarative
Airplanes
have wings
Procedural
How to
give a
presentation
L. Rogien: BSU
LTM Storage Strategies
 Elaboration
 Organization
 Context
 Levels
of
Processing
Rug
pistol
Ship
Meal
Trash
Auto
Fun
Mole
Floor
Hold
Drum
Red
Carpet
Gun
Boat
Food
Junk
Car
Sun
Hole
Door
Old
Some
Bed
Meaning Related
Sound Related
Importance of Schema
Chunking: grouping pieces of information to improve memory.
Ex. You can remember more letters if you think of them
as words.
Allow both top down and bottom up processing of information
Top down: Deductive reasoning: applying a rule to information
Ex. House
Bottom up: Inductive reasoning: using information to generate a rule
How do we create schema?
► Concept
formation
 Example classifying objects
► Children
often over generalize
 Point to elephant and say “dogee!”
 Children have to develop schema to aid their
working memory in doing tasks (Case, 1985).
Encoding and Retrieval
Schemata in memory can be effected at two main
points:
•
Encoding: as the concept is being
learned.
Ex. Our research experiment in class..
•
Retrieval: as the concept is being
recalled.
Ex. Dating question…
What were your hypotheses?
► What
do you think happened?
Immediate recall of words using “story” or
“repeat” strategies
12
10
8
6
Words
remembered
4
2
0
Story
Repeat
Errors of “repeat” and “story” participants
on delayed recognition task
1
Errors
0.5
0
Repeat
Story
Items recalled from verbal presentation
12
# of
Times
recalled
10
8
6
4
2
0
Words
Items recalled from verbal presentation
12
10
# of
Times
recalled
8
6
4
2
0
Words
Said another way….
Descriptive Statistics
Words
BEGINING
MIDDLE
END
Valid N (listwise)
Words
N
5
10
11
5
5
Minimum
3.00
.00
4.00
Maximum
11.00
8.00
8.00
Mean
7.6000
4.0000
5.6000
Std.
Deviatio
2.96
3.00
2.19
So what does this task show us?
Working memory is being overloaded….
You are able to rehearse the first part of the list
more than the middle part of the list
Some of the first items may reach long term memory
The last part of the list is still hanging around in
working memory
People forget things in recognizable patterns…
So how do we use schema to help us
learn?
Meta Cognition: The ability to think about your own
thinking.
-Evaluate your reasoning: does the
activity make sense to you?
-What do you do when stuck?
-Plan different study times so you can
develop multiple encodings of the
concept.
What else can we use?
LTM Storage Strategies



Elaboration
Organization
Levels of Processing
Context
Use context effectively:
-Be sensitive to your surroundings
-Emotional state: be positive, relaxed
Reduce test anxiety: encoding
negative assumptions about your ability.
How would you plan to study for a test
based on this chapter?
► Avoid
massed practice: use distributed
practice
► Use elaborative memory techniques:
emphasize meaning.
► Study calmly and take the test in a
relaxed manner too.