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What is Cognition?

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. A. B. Mental Rotation Studies (Meltzer & Shepard 1974 ). A.

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What is Cognition?

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  1. 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?

  2. A B

  3. A B

  4. Mental Rotation Studies (Meltzer & Shepard 1974) A People respond faster to A Than to B. Processing Takes time Processing takes effort B Target

  5. Black ? ? ? ? box “The black box” SENSORY IMPUT LEARNING Touch Taste See Smell Hear Attention Memory Reasoning Communication Step 1 Step 2 Step 3

  6. Schema theory: Dating example

  7. The Information Processing System ExecutiveControl Processes learn (save) Working Memory Long-term memory Sensory Memory Perception retrieve (activate memory) Work Space- Temporary Storage Permanent Storage

  8. Sensory Memory • The five senses • Large capacity • Short duration • Role of attention

  9. Working Memory • Capacity = 5 • Articulatory loop • Duration =5 to 20 seconds • Rehearsal can increase duration • Maintainence rehearsal • Elaborative rehearsal • Forgetting • Interference • Decay

  10. Schema theory: Dog example

  11. A Schema Fit for a Dog..

  12. Activated Dog Schema

  13. 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

  14. Are Schemas different? • Experts Have larger schemas • Experts have better organized schema • Physics problems

  15. Long Term Memory • Storage takes more time & effort • Unlimited capacity • Retrieval may be troublesome

  16. Contents of Memory • Visual, verbal, or a combination of codes • Images • Schema • Story grammar • Event schema / script • Episodic memory • Procedural memory

  17. Are Schemas different? • Experts Have larger schemas • Experts have better organized schema • Physics problems

  18. Types of Memory When should I use the AreaFormula? Conditional Declarative Airplanes have wings How to give a presentation Procedural L. Rogien: BSU

  19. LTM Storage Strategies • Elaboration • Organization • Context • Levels of Processing

  20. 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

  21. 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

  22. 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).

  23. 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…

  24. What were your hypotheses? • What do you think happened? ?

  25. Words remembered Story Repeat Immediate recall of words using “story” or “repeat” strategies

  26. Errors Repeat Story Errors of “repeat” and “story” participants on delayed recognition task

  27. # of Times recalled Words Items recalled from verbal presentation

  28. # of Times recalled Words Items recalled from verbal presentation

  29. Words Words 10 Said another way….

  30. 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…

  31. 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.

  32. What else can we use? LTM Storage Strategies ·Elaboration ·       Organization ·       Levels of Processing Context

  33. Use context effectively: -Be sensitive to your surroundings -Emotional state: be positive, relaxed Reduce test anxiety: encoding negative assumptions about your ability.

  34. 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.

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