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CEP 909 - Remember?

CEP 909 - Remember?. October 3, 2002. Whirlwind overview of Long-term Memory (Ashcraft Chpt 5 & 6). Several types of Long-Term Memory Procedural Episodic Semantic. Procedural memory. Not covered in book Automatic, Non-Conscious Examples Driving a car Swinging a Tennis Racket

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CEP 909 - Remember?

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  1. CEP 909 - Remember? October 3, 2002

  2. Whirlwind overview of Long-term Memory (Ashcraft Chpt 5 & 6) • Several types of Long-Term Memory • Procedural • Episodic • Semantic CEP 909 - Cognition and Technology

  3. Procedural memory • Not covered in book • Automatic, Non-Conscious • Examples • Driving a car • Swinging a Tennis Racket • The process of Reading text CEP 909 - Cognition and Technology

  4. Procedural Memory • Follows “Power Law of Learning” CEP 909 - Cognition and Technology

  5. Episodic Memory • How to make something more memorable? (ENCODING) • Rehersal • “Processing” • Mnemonic • Associations CEP 909 - Cognition and Technology

  6. Episodic Memory • How we forget things • Decay • Interference • Retrieval Cues • Gist (meaning) vs. details (e.g., memorize “seat” … recall of “chair” more likely than “heat”). CEP 909 - Cognition and Technology

  7. Semantic Memory • How do we store concepts, ideas, and facts? • Collins and Quillian CEP 909 - Cognition and Technology

  8. Semantic Memory • Matches data on how long it takes people to respond to questions like: • “Is a robin a mammal?” • “Does a dog have skin?” • Time to respond is predicted by the number of nodes between the two concepts in the grap CEP 909 - Cognition and Technology

  9. Semantic Memory • Problems emerged with this model. • Anybody? Does a Penguin have feathers? Vs. Does a robin have feathers? (Should take the same amount of time to answer in the Collins and Quillian model). CEP 909 - Cognition and Technology

  10. Look at this CEP 909 - Cognition and Technology

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  21. Semantic Memory • Newer version • Duplicate Features • Distance between nodes for strength of association CEP 909 - Cognition and Technology

  22. Semantic Memory • How does recall work? • Why is “priming”? • Why/how does it work? CEP 909 - Cognition and Technology

  23. Did you see this? CEP 909 - Cognition and Technology

  24. Did you see this? CEP 909 - Cognition and Technology

  25. Concept Formation • Seems to build concepts from individual incidents • Leading to prototypes • Not platonic -- that is, they are constructed • E.g., no pre-existing concept or node in memory for “good movie for 8 year old boys” CEP 909 - Cognition and Technology

  26. Retrospective Recall • Collins and Loftus • Showed participants movie of a car crash • Asked some participants: • “How fast was the car going when it bumped into the other car”? • Others were asked: • “How fast was the car going when it smashed into the other car”? • What do you think they found? CEP 909 - Cognition and Technology

  27. Break Time CEP 909 - Cognition and Technology

  28. Searle - Chinese Room • His argument: no matter how intelligent-seeming a computer behaves and no matter what programming makes it behave that way, since the symbols it processes are meaningless (lack semantics) to it, it's not really intelligent. It's not actually thinking. Its internal states and processes, being purely syntactic, lack semantics (meaning); so, it doesn't really have intentional (i.e., meaningful) mental states. • Two Truths: • Brain causes Mind • Symbols (Syntax) does not suffice for Semantcs CEP 909 - Cognition and Technology

  29. Searle - Chinese Room • So, who here agrees with Searle? CEP 909 - Cognition and Technology

  30. Group Brainstorming • Share your work • Pick new questions for this week CEP 909 - Cognition and Technology

  31. In class activity • Get in pairs • Go to http://www.pbs.org/digitaldivide/ • One is the experimenter, the other is the subject. • Subject’s job is to learn as much as possible about the issues surrounding the digital divide • Experimenters job is to record enough information to share/reproduce/study the subject’s navigation. CEP 909 - Cognition and Technology

  32. In Class Activity (Cont) • Now work in pairs to come up with a representation of the subject’s traversal of the web-site. • Write it on the board. CEP 909 - Cognition and Technology

  33. Next Week - You • Readings • Ashcraft - Semantic Memory • Hauser - Chinese Room Rebuttals • Assignment: Analyze the transcripts of the War of the Ghosts story. Characterize findings, support with examples. CEP 909 - Cognition and Technology

  34. War of the Ghosts • Story: “One night, two young men from Egulac went down to the river to hunt seals” • Recall: • Two men working by water. Foggy day • A guy was walking in the forest with his friends. • Two men from a village were in a canoe on a river. • Two men go down to the sea in Egaluc. CEP 909 - Cognition and Technology

  35. Group Assignment • The same as last week, only on your new topic: • Suggest potential differences in your assigned area between hypertext and linear text conditions • Suggest potential methodology to assess the differences you identify • Turn in to yahoo group • Bring copies to class CEP 909 - Cognition and Technology

  36. Matt’s Assignment • Hyper-linked civil war site • Grade all that homework CEP 909 - Cognition and Technology

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