Term
9.1
Adaptive control of thought (ACT) |
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Definition
A comprehensive model of cognition.
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Term
9.2
characteristic features |
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Definition
| The incidental or superficial features of a concept. |
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Definition
| Ideas or groups of ideas (tangible or intangible) that share specific common features or characteristics. |
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Definition
| The idea that complex cognitive functions can be understood in terms of the network of links among units. |
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Definition
| The essential, required features of a concept. |
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Definition
| The storage and organization of verbal and visual information of memory. |
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Definition
| A semantic organization model proposing that the concepts are represented in memory as independent units stored in spatial arrangements according to the degree and nature of their relationships. |
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Definition
| The smallest unit of information that is meaningful |
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Term
9.9
Semeantic feature-comparison model |
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Definition
| A model of semantic organization proposing that concepts are stored in memory as sets of semantic features distinguishable as either defining or characteristic features. |
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Term
9.10
Set-theoretical model |
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Definition
| A model of semantic organization proposing that concepts are represented in memory as information sets that include category examples and attributes. |
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Term
9.11
spreading activation model |
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Definition
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Term
10.1
Dual Coding Hypothesis |
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Definition
| Suggests that there are 2 codes and 2 storage systems -- one imaginal, the other verbal -- and that information may be coded and stored in either or both (principal work of Paivio) |
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Term
10.2
Conceptual propositional hypothesis |
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Definition
| proposes that both visual and verbal information are represented in the form of abstract propositions about objects and their relationships (Anderson, Bower and Pylyshyn) |
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Term
10.3
functional equivalency hypothesis |
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Definition
| imagery and perception employ similar process (Shepard and Kossylyn) |
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Term
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Definition
| patterns that are mirror images can be identified as the same through this process. |
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Term
10.5
Second order isomophism |
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Definition
| represents the relationship between external objects and internal representations of those objects is t hat is not a one-to-one kind. Objects are directly or structurally represented in our brains but the way internal works is similar to the way external relationships work. |
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Definition
| A picture or image based on spatial knowledge of a stiumulus or physical situation. |
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Definition
| The condition in which information from one sensory modality (such as auditory) is coded in another modality (such as visual) |
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Definition
| Imagery that evokes colors, shapes or anything that can be perceived. we can see when an object is not being viewed |
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Definition
| A brain area specialized for language production located along the inferior frontal gyrus. |
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Definition
| The ability to understand the meaning or importance of something. |
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Term
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Definition
| The underlying form of a sentence that holds information crucial to it's meaning. |
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Definition
| Vision that provides the greatest visual acuity and is restricted to a visual angle about 1 to 2 degrees |
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Definition
| A systematic means of communicating thoughts by the use of sounds and/or symbols |
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Term
11.6
Language Acquisition Device (LAD) |
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Definition
| A part of the human brain theorized by Noam Chomsky which allows humans to acquire language |
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Term
11.7
Lexical-decision task (LDT) |
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Definition
| A priming task in which a subject is shown a related word and asked to evaluate quickly whether a second string of letters makes a legal word or not. |
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Term
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Definition
| A person's knowledge of vocabulary. |
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Term
11.9
Linquistic-relativity hypothesis |
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Definition
| The hypothesis that proposes that perception of reality is determined by one's language history |
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Term
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Definition
| The scientific study of language |
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Term
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Definition
| The smallest unit of meaning in a language (e.g., a prefix or suffix) that is combined with other such units in various ways to create words. |
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Definition
| The form and structure of an organism |
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Definition
| The amount of information that can be perceieved during a brief presentation or within a specific area. |
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Definition
| The basic speech sound unit of a spoken language distinguishable by how it is produced (voiced unvoiced fricative or plosive) Phonemes are combined with other sound units to create words. |
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Definition
| The degree to which native speakers use particular grammatical processes, especially in word formation. |
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Definition
| Study of language as it relates to the human mind. |
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Term
11.17
reading comprehension |
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Definition
| The level of understanding of a passage or text. |
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Definition
| Typical frequency of a given occurrence of some behavior action |
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Definition
| The rapid eye movement occurring during reading and when viewing visual patterns. |
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Definition
| A cognitive framework of meaningfully organized conceptions. |
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Definition
| The portion of a sentence that can be analyzed and labeled by conventional parsing schemes. |
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Definition
| Rules that govern the combination of morphemes into larger linguistic units such as phrases and sentences. |
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Term
11.23
Transformational grammar |
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Definition
| Rules that change the linguistic structure of a sentence into another form while maintaining the semantic content. |
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Term
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Definition
| A region of the brain adjacent to the auditory projection area implicated in understanding word meanings. |
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Term
Q9.1a
Why do we make such an intense study of how knowledge is represented in our brains? |
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Definition
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Term
Q9.1b
How do words derive their vitality? |
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Definition
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Term
Q9.1c
How do we define knowledge for the purposes of cognitive studies? |
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Definition
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Term
Q9.2a
From the standpoint of the associationist approach, what is a conceptual hierarchy? |
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Definition
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Term
Q9.2b
How does being able to categorize and associate objects in our environment help us? (pg 254) |
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Definition
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Term
Q9.2c
What are semantic concepts? |
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Definition
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Term
Q9.2d
Set-theoretical model deals with semantic concepts. (how?) |
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Definition
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Term
Q9.2e
How does the semantic feature-comparison model different than the set-theoretical model? |
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Definition
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Term
Q9.3a
How does a semantic network model work? |
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Definition
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Term
Q9.3b
Can you draw a diagram to illustrate this concept? The best known of these models is the spreading activation model. Associations are important in this model. Why? |
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Definition
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Term
Q9.3c
The best known of these models is the spreading activation model. Explain. |
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Definition
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Term
Q9.3d
Associations are important in this model. Why? |
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Definition
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Q9.4a
How does Propositional Networks look at language representation differently? |
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Definition
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Term
Q9.4b
How is a proposition defined for the purpose of this model? |
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Definition
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Term
Q9.4e
What do they tell us? (Propositions) |
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Definition
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Term
Q9.4f
Propositions are used to as building blocks for HAM,what does HAM mean? |
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Definition
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Term
| Q9.4f,Propositions are used to as building blocks for HAM, which means what in this model? |
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Definition
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Term
Q9.4g(a)
An Example of HAM is |
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Definition
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Term
Q9.4g(b)
An Example of HAM is |
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Definition
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Term
| Q9.5a What is Comprehensive representation of memory (according to Anderson? |
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Definition
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Term
| Q9.5b What is adaptive thought control ? |
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Definition
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Term
| Q9.What three types of memory of memory are involved? |
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Definition
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| Q9.Explain 1 type of adaptive thought control |
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Term
| Q9.Explain each type and the role each plays. |
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| Q9.Explain each type and the role each plays. |
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| Q9.Explain each type and the role each plays. |
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| Q9.Explain each type and the role each plays. |
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| Q9.Explain each type and the role each plays. |
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Term
| Q9.Explain each type and the role each plays. |
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Definition
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