Introduction - Week 1 Flashcards
Bottom-Up Information
Initial interpretation of a proximal stimulus
Top-Down Information
Interpretation of information based upon historical contexts, conceptual knowledge, language, tropes, stereotypes, etc.
Attentional Blindness
Perception and attention go hand-in-hand. Sometimes we don’t always see things that are right in front of us.
Dual-Task Decrement
The use of perception and attention at the same time doesn’t always result in the successful completion of both tasks and in some cases can cause harm
(i.e. texting and driving)
Sustain Attention?
Overtime, ones attention declines in accordance with their performance.
(i.e. airport security)
Attention
What one is aware of/ looking for
Decision Making
Reaction time in interpreting a stimulus
Memory
Cognitive map; one’s use of past knowledge
Reasoning
Perspectives; both sides of the story
Language
Is a very influential tool; yet, can be provocative and controversial
First Step of Cognition
an information subset is first acquired through our sensory systems and then is reliably stored
Second Step of Cognition
the information is then manipulated, compares, and contrasted and then further expressed verbally or non-verbally
Dualism v. Monism
Dualism - the mind and brain are separate from one another
Monism - the mind and the brain are one
Wundt
Introspection!
the breakdown of complex experiences can be boiled down into simpler sensations and processes
Donders
Carried out the first psychological experiment.
Studied reaction time and/or mental chronometry
Simple v. Choice Reaction Time
the difference is the additional step of needing to interpret your reaction to the stimulus
(i.e. raising your hand)
James and Ebbinghaus
Mental Inferences!
looking at behavioral rates of success and failure
if you remember something in your distant past now, you’re likely to remember it forever
if not, memory decays overtime
Watson
Classical Conditioning!
UCS –> UCR
| |
CS –> CR
Skinner
Operant Conditioning!
Positive Reinforcement
- encouraging a positive outcome by adding a positive factor
Negative Reinforcement
- encouraging a positive outcome by removing a negative factor
Positive Punishment
-encouraging a positive outcome by adding in a conditional negative
Negative Punishment
-encouraging a positive outcome by removing a conditional positive
Chomsky
children will say things that they have never heard: “i gruble the blip”
or will misapply the rules that they have learned: “i holded the door open”
Tolman
Cognitive Map!
the understanding of the location of objects and things and where to find them no matter one’s start location
IBM computer
1) input
2) input processors
3) memory unit
4) arithmetic unit
5) output
Cherry and Broadbent
similar to the ibm!
1) input
2) selective filter
3) content analyzer
4) memory unit
5) output
