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Cognitive Psycho - 258 > Chapter 1 - Studying the Mind > Flashcards

Chapter 1 - Studying the Mind Flashcards

1
Q
  • The complexity of cognition

- Cognition involves:

A
  • perception
  • paying attention
  • remembering
  • distinguishing items from category
  • visualizing
  • understanding and production of language
  • problem solving
  • reasoning and decision making
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2
Q

-Cognition is not only

A

complex but it is also invisible

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3
Q

-a lot of times, we are not even aware of

A

inner workings of the mind

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4
Q

-indirect perception:

A

you cannot only rely on the stimuli itself (see diagrams in notes, rectangles may not be what they seem), our perception is not direct

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5
Q

-Cognitive Psychology

A
  • the branch of psychology concerned with the scientific study of the mind
  • cognition refers to the mental processes, such as perception, attention, and memory, that are what the mind creates
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6
Q

Thinking About the Mind:

-The mind:

A

– is involved in forming and recalling memories

– solves problems, considers possibilities, makes decisions

– helps us to survive and function normally

– is a symbol of creativity and intelligence

– creates representations of the world so we can act in it

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7
Q

Early Work in Cognitive Psychology

-Donders (1868)

A

measure how long it takes a person to decide

  • Reaction time (RT) experiment
  • measure interval between stimulus presentation and a person’s response to stimulus
  • Simple RT task: participant pushes a button quickly after light appears
  • Choice RT task: participant pushes one button if light is on right side, another if light is on left side
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8
Q

-On average the choice Donders’s reaction test takes someone about

A

100ms longer per reaction time

  • very simple task but it is very important because it proves that we can measure decision making due to the differences in reaction time depending on the task
  • we do have a method to measure, invisible mental processes
  • only the number of correct answers is recorded
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9
Q

Ebbinghaus: Memory and Forgetting

A
  • Ebbinghaus (1885/1913) read list of nonsense syllables aloud to determine number of repetitions necessary to repeat list without errors
  • after taking a break, he released the list
  • short break = fewer repetitions to relearn list
  • learned many different lists at many different retention intervals
  • CAK
  • DAX
  • LUH . . .
  • List 1 (10 repetition) 19 minutes (4 repetition)
  • List 2 (10 repetition) 30 days (8 repetition)
  • Savings = (original time to learn list) – (Time to relearn list after delay)
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10
Q

Wundt: Structuralism and Sensations

A
  • Wundt (1879) established first scientific psychology lab at University of Leipzig, Germany
  • Developed approach called structuralism:
  • overall experience is determined by combining basic elements of experience called sensations
  • Used method of analytic introspection:
  • participants trained to describe experiences and through processes in response to stimuli
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11
Q

William James’ Principles of Psychology

A
  • James was an early American psychologist who taught the first psychology course at Harvard University
  • Observations based on the functions of his own mind, not experiments
  • Considered many topics in cognitions, including thinking, consciousness, attention, memory, perception, imagination and reasoning
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12
Q

Watson and Behaviorism

A
  • john Watson noted two problems with analytic introspection method:
  • extremely variable results per person
  • results difficult to verify due to focus on invisible inner mental processes
  • Proposed a new approach called behaviorism
  • eliminate the mind as a topic of study
  • instead, study directly observable behavior
  • classical conditioning – pairing one stimulus with another, previously neutral stimulus, causes changes in the response to the neutral stimulus
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13
Q

-Watson’s “Little Albert” Experiment – Watson and Rayner (1920)

A
  • 9-month-old Albert became frightened by a rat after a loud noise was paired with every presentation of a rat
  • examined how paring one stimulus with another affected behavior
  • demonstrated that behavior can be analyzed without any reference to the mind
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14
Q

Classical Conditioning:

A
  • “Little Albert” experiment used classical conditions methods
  • Pair neutral event with an event that naturally produces some outcome
  • After parings, the “neutral” event now also produces the outcome
  • Watson’ s experiment was inspired by Pavlov’s research with dogs
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15
Q

-“Little Albert” experiment

A
  • behavior can be analyzed without any reference to the mind
  • examined how pairing one stimulus with another affected behavior
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16
Q

Skinner: Conditioning and Behaviorism

A
  • B.F. Skinner was interested in determining the relationship between stimuli and response
  • Operant Conditioning:
  • shape behavior by rewards or punishments
  • rewarded behavior more likely to be repeated
  • punished behavior was less likely to be repeated
  • Behaviorism’s approach was dominant from the 1940s through to the 1960s
17
Q

Not All Psychologists Abandoned the Mind

A
  • Tolman (1938) trained rats to find food in a four-armed race
  • When a rate was placed in a different arm, it went to the specific arm where it previously found food
  • Tolman believed that the rat had created a cognitive map, a pre presentation of the maze in its mind
  • the map helped the rat navigate to a specific arm despite starting the maze from a different spot
  • rejected the behaviorists perspective for the rat’s actions
18
Q

The Decline of Behaviorism

-a controversy over language acquisition

A
  • Skinner (1957) – Verbal Behavior
  • children imitate speech they hear
  • correct speech is rewarded
  • Chomsky (1959)
  • argued that children do not only learn language though imitation and reinforcement
  • children say things they have never heard before and therefore cannot be imitating
  • children say things that are incorrect and have not been rewarded for
  • language must be determined by inborn biological programs
19
Q

Studying the Mind Again

-to understand complex cognitive behaviors

A
  • measure observable behaviors
  • make inferences about underlying cognitive ability
  • consider what this behavior says about how the mound works
20
Q

The Rebirth of the Study of the Mind

A

-the decade of the 1950s is generally recognized as the beginning of the cognitive revolution – a shift in psychology from the behaviourists focus on stimulus – response relationships to an approach whose main thrust was to understand the operation of the mind

21
Q

Paradigms and Paradigm Shifts

A

-Kuhn defined a scientific Revolution as a shift from one paradigm to another, there a paradigm is a system of ideas that dominate science at a particular time (Dyson, 2012). A scientific revolution therefore involves a paradigm shift

22
Q

The Cognitive Revolution: Information Processing

A

-shift form behaviorists stimulus – response relationships to an approach that attempt to explain behavior in terms of the mind

23
Q

-Information-processing approach

A
  • way to study the mind based on insights associated with the digital computer
  • stages that operation of the mind occurs in stages
24
Q

The Cognitive Revolution

A
  • Early Computers (1950s) – processed information in stages
  • how much information can the mind absorb?
  • attend to just some income in information?
25
Q

Attention and Flow Diagrams

A
  • Cherry (1953) built in James’ idea of attention
  • present message A in left ear and message B in right ear
  • subjects could understand details of message A despite also hearing B
  • Broadbent (1958) developed a flow diagram to show what occurs as a person directs attention to one stimulus
  • unattended information does not pass-through filter
26
Q

-Cherry (1953) – “Dichotic Listening”

A
  • Present message A in left ear
  • message B in right
  • to ensure attention, shadow one message
  • Participants were able to focus only on the message they were shadowing
  • attended message would be overshadowing the unattended message
27
Q

-Broadbent (1958) – Flow Diagram

A
  • flow diagram representing what happens as a person directs attention to one stimulus
  • unattended information does not pass through the filter
28
Q

Artificial Intelligence and Information Theory

-Artificial Intelligence

A
  • “making a machine behave in ways that would be called intelligent if a human were so behaving” (McCarthy et al., 1955)
  • Newell and Simon created the logic theorist program that could created proofs of mathematical theorems in living logic principles
29
Q

The Evolution of Cognitive Psychology

A
  • Since the continue revolution in the 1950s and 1960s, the field of psychology continued to evolve in the decade that followed
  • from perception to higher level of cognition
  • more study of the physiology of mental processes
30
Q

Memory: A higher Mental Process

A
  • Arkinson and Shiffrin (1968) developed a 3-stage model of memory:
  • sensory memory (less than 1 second)
  • short term memory (a few seconds, limited capacity)
  • long term memory (long duration, high capacity)
31
Q

-Tulving (1972, 1985) divided long-term memory into 3 components

A
  • Long term memory:
  • Episodic – life events
  • Semantic – facts
  • Procedural – physical actions
32
Q

-neuropsychology studies

A

behavior of people with brain damage

33
Q

-electrophysiology studies

A

electrical responses of the nervous system including brain neurons

34
Q

-Brain imaging

A
  • positron emission tomography (PET)
  • functional magnetic resonance imaging (fMRI)
  • both technologies show which brain areas are active during specific episodes of cognition

Cognitive Psycho - 258 (13 decks)

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