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BCS 153-Cognition > Exam #3 > Flashcards

Exam #3 Flashcards

1
Q

What are concepts?

A

Constituents of thoughts

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2
Q

Functions of a concept (4)

A
  1. Simple categorization
  2. Complex categorization
  3. Linguistic meaning
  4. Components of cognitive states
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3
Q

Abstract concepts (3)

A
  1. Time
  2. Space
  3. Behavior (morality, kindness, violence)
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4
Q

Classical view of concepts

A
  • All members within a category share a set of features: binary distinction (belongs or does not)
  • Members are of same status
  • Clear-cut category boundary
  • Object in higher level of hierarchy contains all the features from everything below
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5
Q

Problems with classical view (4)

A
  • Not always easy to define features of category
  • What is object has features shared by two categories?
  • Typicality effect: not all members within category are of equal status
  • Features of members not necessarily correlated with each other
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6
Q

Typicality effect

A

Prototype of category: categorized faster and more accurately, retrieved first, learned before other exemplars in category, highest similarity threshold

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7
Q

Probabilistic view

A
  • Not all defining properties required
  • Based on weight of certain critical properties
  • Categorization determined by similarity threshold
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8
Q

Exemplar view

A
  • Categorization based on similarity between exemplar (in memory) and category
  • Allows for “fuzzy” boundaries
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9
Q

Example of concepts in classical view (defined with a set of features) (4)

A
  1. Physical state of object
  2. Even vs. Odd numbers
  3. Geometry figure
  4. Kinship systems
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10
Q

Categorization vs justification

A
  • Judging by age–> perceptual features–> identification procedure
  • Judging by defining feature (having a grandchild)–> core of concept
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11
Q

Category cohesiveness

A

Constraints for a category, to determine range, bad vs. good category, one feature implies the existence of another one

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12
Q

Constraints for a category

A
  • Classical view: defining features (can be too broad)
  • Probabilistic view: threshold category
  • Exemplar view: lack of constraints
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13
Q

Cognitive economy

A

Everything can’t have it’s own category, but they can’t all be in the same category either

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14
Q

What level has the highest number of common features among members?

A

Basic level

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15
Q

Cue validity

A

How likely it is for a member of a category to possess a particular feature of an object (cue)

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16
Q

Holistic proceessing

A

Quick initial response, look at it as a whole

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17
Q

Factors affecting holistic vs. component processing in categorization

A
  • Processing strategies
  • Feature/component salience (most prominent features)
  • Probability of feature being part of category
  • Target category frequency
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18
Q

One major difference between person and object concept

A

Mutual exclusivity: objects within the same level can be mutually exclusive, person concept not mutually exclusive

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19
Q

Why is category range hard to define with exemplars?

A

Exemplars don’t have constraints

20
Q

Smith & Minda (2002)-exemplar model

A

Subjects learn with only the set of exemplars they trained on= should be somewhat willing to call the prototype a member of the category because it is similar to the exemplars

21
Q

Smith & Minda (2002)- prototype model

A

Subjects always categorize by assuming there exists a prototype= people should be much more willing to call the prototype a member of the category than they are another moderately-distorted exemplar

22
Q

Exemplar-based similarity gradient graph

A

As distortion level increases, similarity rating stays mostly the same (flat typicality gradient)

23
Q

Prototype-based similarity gradient graph

A

The more similar to the prototype (7), the similarity rating goes up (linear)

24
Q

Kuhl experiment: category goodness rating

A
  • Higher rating based on item closer to prototype

- Discrimination worse for items surrounding prototype

25
Q

What cognitive processes are involved in object recognition (5)?

A
  1. Perception
  2. Attention
  3. Categorization
  4. Identification
  5. Memory retrieval
26
Q

Gestalt principles

A

We look at objects more holistically rather than just their parts

27
Q

View-invariant

A

There are features that are computed based on a large number of lower-level features, brain may have different cells tuned to different views of specific objects

28
Q

What is one problem in recognition?

A

Variability in input, generalization of one exemplar to another

29
Q

Face recognition and object recognition similarities (3)

A
  1. Both can be accounted for by recognition by components (RBC)
  2. Both have view-invariant features
  3. Similar 3D rendering of a face from a different view
30
Q

Consciousness

A

Mental capability

31
Q

Awareness

A

Actual experience from this mental capability

32
Q

What type of consciousness is episodic?

A

Autonoetic

33
Q

What type of consciousness is semantic?

A

Noetic

34
Q

What type of consciousness is procedural?

A

Anoetic

35
Q

Ebbinghaus’ classification of mental states (3)

A
  1. Recognizing and remembering a past event
  2. Involuntary reproduction of a mental state
  3. An effect of a past event on a subsequent event (priming)
36
Q

What type of consciousness do amnesiacs possess?

A

Noetic and anoetic but not autonoetic

37
Q

Tulving: synergistic ecphory

A

Assumes that your conscious experience of recalling info from memory is determines both by “knowing” and “remembering”

38
Q

Tulving hypothesis

A
  • More “remember” during free recall

- More “knowing” when need to be cued

39
Q

Tulving graph

A
  • Above curve: able to complete recall task
  • Below curve: fail to retrieve enough info to complete the task
  • Most autonoetic at bottom of curve (bottom right)
40
Q

How is autonoetic consciousness measured?

A

Paired associate learning task: category-instance (flower-rose)

41
Q

What type of memory is involved in a constant target?

A

LTM

42
Q

What type of memory is involved in a variable target?

A

Visual working memory, uses prefrontal cortex

43
Q

Woodman experiment results

A
  • Constant target: reaction and set times about the same because of use of LTM
  • Variable target: steeper slope because they had to use WM (more difficult)
44
Q

Downing experiment results

A
  • If WM guides selective attention= faster RT to probe on matched location
  • WM stronger in the motion task than in discrimination task
  • Slower RT to discrimination task than motion
45
Q

Why are there faster RT to probe on mismatched items?

A

Weak neural responses to repeated items passively registered= competitive disadvantage compared to mismatched item (oddball effect)

BCS 153-Cognition (2 decks)

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