Lecture 8

Question 1

Autopoietic

Answer 1

Self-making, embodied approach.
Their structure functions to afford to seek out conditions that promote and protect their self-organization.
The mind functions to process information to afford higher cognition.

Question 2

Exaptation

Answer 2

Bottom-up and top-down processes

Question 2

Logos multi-machine: Vervaeke, Lilicrap, Richards

Answer 2

The approach where the line between development and function is erased.

Question 3

Logos

Answer 3

A study/process by which you ration out your resources.
The brain is a logic machine and logistical in nature.

Question 4

Formative principle

Answer 4

Fundamental process of finding patterns that make sense (learning), that afford intelligent interaction with the world.
Self-organizing via pattern making.

Question 5

Logos: Organization via dynamic development

Answer 5

The organization is in terms of both relevance and truth.
Self-organizing, autopoesis are central features.
Circular causation and feedback loops are crucial.
Timing of operations is crucial, where function has to fit into where the processing is within its cyclical phases.
A sensitive dependence on initial conditions, small differences in initial conditions produce disproportional developmental changes.

Question 6

Multi-machine

Answer 6

It is capable of complexification, generating emergent functions, going through qualitative change,

Question 7

Intrinsic internal conflict

Answer 7

Machines often don’t work well together.

Question 8

Specialized and overarching machines

Answer 8

Parts of the brain are specific for a certain function and overarching machines try to coordinate them together (frontal lobe).

Question 9

Microgenetic technique

Answer 9

Development occurs in a stepwise fashion.
By conducting repeated experiments over a series of days or weeks to capture the crucial period of change in cognitive processes.

Question 10

Process theory

Answer 10

Repeated experiments over a series of time allow in on processes driving the change and allow to get the machinery of change.

Question 11

Microgenetic technique: disadvantage

Answer 11

It has a poor ability to deal with the bigger picture and give an integrated account of what is going on in development.

Question 12

Path of change

Answer 12

A sequence of events and levels of change

Question 13

Rate of change

Answer 13

How quickly or slowly a cognitive skill is acquired.

Question 14

Breadth of change

Answer 14

When a new competency is acquired, how broadly or narrowly is it applied.
Different areas of the brain might gain competence while others don’t.

Question 15

Variability in patterns of change

Answer 15

Variability of implementation of a function.

Question 16

Sources of change

Answer 16

Causes of change.

Question 17

Working memory

Answer 17

A higher-order relevance filter.
Its bottleneck works as selection relevance where positive filtration/framing has a limitation on the quantity of information it can process.

Question 18

Mneomic strategies

Answer 18

Co-opting the fact that WM is a relevance filter.
Improves memory into LTM and can be used through WM when needed.

Question 19

Meta-memory

Answer 19

Awareness and knowledge of both functions of limitations of your own memory

Question 20

Inferential and procedural competence

Answer 20

Increase of both.

Question 21

Mneomic strategies: Rehearsal

Answer 21

Repeating materials creates massive redundancy allowing us to get things through bottlenecks yet loses efficiency.
Trains only recognition memory, requiring cues for recall.
Kids use rehearsal first, redundancy is intrinsic to the system.

Question 22

Mneomic strategies: Organization

Answer 22

Chunking, trying to make pieces of information maximally co-relevant.
The relevance function of WM allows this information to pass bottleneck.
Inaccurate due to reconstruction of memory where memory changes or you misremember.

Question 23

Mneomic strategies: Elaboration

Answer 23

Organization of chunks so it lines up with the reconstructive nature of memory.
Transfer-appropriate processing, where memory is organized similarly to its demand

Question 24

Utilization deficiency

Answer 24

The strategy adopted will soon degrade in performance as no procedural memory of the strategy remains, leaving no resources for the material you’re studying using the strategy.

Question 25

Social modeling

Answer 25

A committed long-term imitation of people who perform better.
Children and monkeys have to copy adults to get candy. It will become apparent that the last sequence provides candy but only the monkey will change its behavior and children will keep imitating adults.

Question 26

Inferential strategies

Answer 26

The ability to derive implications and implicatures from information.

Question 27

Implications

Answer 27

Logical deduction

Question 28

Implicature

Answer 28

Drawing out what is conveyed beyond what people are saying, filling in the gap, and going beyond what you are saying.
The assumption that you gave relevant information required for others to fill in relevant details.

Question 29

Compression

Answer 29

Relying on others to unpack implications and implicature.
The more compression, the less information you carry around and the more intelligently you can use it.