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| interdisciplinary study (philosophy, psychology, linguistics, artificial intelligence, robotics, and neuroscience) of the mind, which is viewed as an information processor. |
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| to the processing of information by a person’s psychological functions. |
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| a form of learning. Two stimuli are repeatedly paired, so much that the one that didn’t elicit a response at first begins to. |
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| study of behavior. Arose because certain people thought thoughts were too vague and complex to be studiedobjectively and scientifically |
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| Information processing approach to mind |
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Cognitive Psychology is a science that refers to the processes in which sensory input is transformed, reduced, elaborated, stored, recovered, and used. It explores all the ways the human mind can process information. Two assumptions of this approach:a. a. Information processing is sequential (into in one stage must be processed before it can be output to the next stage).
b. Processing in one stage is independent of the processing that goes on in the other stages. |
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| the belief that a large amount of knowledge is innate or “built into” an organism. Noam Chomsky is the main propagator of this idea. |
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| Counters nativism. Says knowledge is acquired through experience. |
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| Gardner’s theory of multiple intelligences |
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| Gardner decided that simple intelligence was not enough to describe the cognitive abilities of humans. For example, a child’s ability in math might be stronger than another child’s ability. 8 types of intelligence: spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential. |
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| Sternberg’s theory of intelligence |
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| proposed the triarchic theory of psychology. This says that intelligence is how well an individual deals with environmental changes throughout their lifespan. Sternberg’s theory comprises three parts: componential, experiential, and practical. |
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| an idea that represents a class of items that have been grouped together. |
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| A mental category is based on similarities that items may have. However, categories are not concrete in that they are in a group based on a single characteristic; categories are “fuzzy”, so one item may be more representative of the category than another item. |
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| Value of categories/concepts |
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a. – Relate new information to known
b. – Predict & draw inferences
c. – Communicate: learn from indirect experience |
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| type of categorization in which all members share features. However, some items are more “typical” than other items in the group. |
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| Necessary and sufficient features |
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| features are necessary to putting an item in a category |
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| members have features that are characteristic. |
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| Principle of Family Resemblance |
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| while group members share features, there is no one defining feature. |
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| Basic, superordinate, and subordinate level |
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| Basic level is the one we learn as children; it’s the level we learn first, and it is the easiest to visualize. Superordinate is less specific than the basic level, and subordinate is more specific. |
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| Knowledge-based Categorization |
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| categories work like theories: we form a hypothesis, collect information about it through our experiences, and then revise the hypothesis as needed. |
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| – organized information about routine events. The work because concepts are organized in a network, and the activation of one concept activates knowledge associated with another concept. |
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| When we can see in our minds the concepts we’ve created. |
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| Symbolic vs. non-symbolic theories of mental imagery |
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| Symbolic means that perceptual information gets recoded into modality-independent form. It’s amodal. Non-symbolic means that perceptual information keeps perceptual form. Mental images are like visual perception of real images. There is perceptual modality. |
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| images are converted into propositional code. A proposition is a unit of meaning that can take a truth value (in other words, a true false question). |
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| – this is when participants in an experiment form an interpretation of what the experiment is supposed to be doing and change their behavior according to what they think is the right reaction. |
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| a short term repository of incoming sensory information |
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| the place where visual information is stored. Can store up to 12 items for about 250 milliseconds |
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| auditory information. Lasts about a few seconds longer than iconic memory. |
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| aka working memory. Lasts quite a bit longer than sensory memory, and can hold 7 items, give/take 2. |
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| when you group items into a single, meaningful whole. |
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| information learned earlier interferes with information learned later |
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| information learned later interferes with info learned earlier. |
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| Primacy and Recency Effects of Interference |
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| the idea that if a person were to read a long list of items, they would either remember the first few (primacy) or the last few (recency) |
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| Braddeley's Working Memory Model |
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| original model of Baddeley was composed of three main components; the central executive which acts as supervisory system and controls the flow of information from and to its slave systems: the phonological loop, the visuo-spatial sketchpad, and the episodic buffer. The slave systems are short-term storage systems dedicated to a type of content. |
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| Procedural Long-term Memory |
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| memory of a skill (how to ride a bike) |
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| Declarative Long-term Memory |
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| memory for facts and knowledge and arises with conscious recall |
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| Episodic Long-term Memory |
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| memory for personally experienced events |
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| Semantic Long-term Memory |
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| memory for facts and the type of knowledge one learns in school |
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| Implicit and Explicit Memory |
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| implicit memory is the type of memory that one would use for tasks without consciously recalling information. Explicit memory is the type that one consciously recalls to aid in a task. |
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| act of accessing needed data and making it available for use. |
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| process by which info is taken into LTM and converted into a usable form |
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| process by which information is linked to information already in LTM |
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| How something gets encoded depends on info available at that time. Retrieval easier if same info available |
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| State and Mood dependent Learning |
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| if you are in a chemically altered state or a certain mood when you learn information, you perform better on tests if you are in that state/mood. |
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| memories become more stable and resistant to interference |
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| exciting one node will spread activation along the network to other nodes |
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| making something more active in memory. For example, bread primes butter |
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| says that memory is a sequence of 3 stages: sensory memory, working memory, and long term memory |
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| Amnesia - Retrograde and Anterograde |
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Retrograde – lose memories up until time of injury
Anterograde – cannot form new memories |
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| Category of attention: voluntarily focusing on something |
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| Category of Attention: when you orient yourself towards a stimulus unconsciously |
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| Orienting, searching, detecting, vigilance |
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| simultaneous performance of several tasks |
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| Not noticing a change in the environment, usually occurs with gradual changes |
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| also called hemineglect. Results from damage to parietal lobe, and results in failure to notice part of space |
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| famous linguist known for his theory of nativism |
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| how sounds of a language are produced |
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| which sounds a language has |
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| where the breaks in words are, what meanings go with which words |
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| how words are put together to form a sentence |
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| What a sentence means. Satiation (repetition) causes a word to temporarily lose meaning for a listener. |
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| when you say something, what inferences can be drawn from the saying of it |
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| Information processing approach to language |
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| each component takes a certain input and delivers a certain output. This model is appealing because components can be studied separately from each other. They can be implemented on a computer more easily. Components can be studied independent of environment, interaction between people, and non-verbal behavior. |
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