cognition memory thinking_language

MemoryMemory

6.1 Information Processing• Learning Goals:

– Students should be able to answer the following:

1. How do psychologists describe the human memory system?

2. What information do we encode automatically? What information do we encode effortfully, and how does the distribution of practice influence retention?

3. What effortful processing methods aid in forming memories?

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Rating Student Evidence

4.0 Expert

I can teach someone else about forming memories and encoding. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze forming memories and encoding, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with forming memories and encoding, but need to review this concept more.

1.0 Beginning

I don’t understand this concept and need help!

Alzheimer’sCues FormationForgettingFalseProblemsEyewitness

NetworksLTMSTMAttentionSensoryModels Processes

Facts or Falsehoods: Memory

1. Memory storage is never automatic, it always takes effort.2. When people go around a circle saying their names, their

poorest memories are for what was said by the person just before them.

3. Memory aids are no more useful than simple rehearsal of information.

4. Only a few people have photographic memory.5. Although our capacity for storing information is large, we are

still limited in the number of memories we can form.6. When people learn something while intoxicated, they recall it

best when they are intoxicated again.7. The hour before sleep is a good time to commit information to

memory.8. How confident eyewitnesses are about what they saw is an

important predictor of their accuracy.

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Memory- the persistence of learning over time through the encoding, storage and retrieval of information.

Pulling information from storage

“Holding on” to encoded information

Converting environmental & mental stimuli into memorable brain codes

Memory Concepts Information must be encoded, stored, and retrieved. Psychologists have offered several information-processing models of memory. One is connectionism, which views memories as emerging from interconnected neural networks.

Retrieval Storage

Encoding

Parallel processing- the processing of many aspects of a problem simultaneously

Theory# 1 Three-stage Processing Model of MemoryThe Atkinson-Shiffrin three-stage processing model states that we first record to- be-

remembered information as a fleeting sensory memory, from which it is processed into short- term memory, where we encode it through rehearsal for long-term

memory and later retrieval.

Three-stage Processing Model of Memory

Problems with the three-stage model

1. Some information skips the first two stages and enters long-term memory automatically.

2. Since we cannot focus all the sensory information in the environment, we select information (through attention) that is important to us.

3. The nature of short-term memory is more complex.

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Theory # 2: Working Memory Model (Baddeley) This is a newer and better understanding of short-term memory

because it emphasizes a more active role in the second processing stage in which information is rehearsed, new stimuli are associated

with existing memories, and problems are solved. The working-memory model includes the processing of incoming visual-spatial and

auditory information.

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• Developed by Alan Baddeley in the 1970s

• The key is the Central Executive

• Takes into account the complexities of memory

How We Encode (Acquire Information)Automatic processing occurs without our awareness and without interfering with our thinking about other things. Some forms of processing, such as learning to read or drive, require attention and effort when we first perform them but with practice become automatic. Automatic processing occurs unconsciously; effortful processing requires attention and effort. For example, our memory of names will disappear unless we rehearse them.

Automatic Processing- Space: location of items- Time: sequence of the day’s events- Frequency: how many times things have happened

Effortful Processing- Maintenance Rehearsal:

- Simple Repeating keeps it STM- Elaborate Rehearsal:

- Thinking & Making connections to other learned ideas

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Serial Position Effect-is our tendency to remember the last and first items in a long list

• Primacy Effect– Recall items better at the beginning of the list– Better in the long run

• Recency Effect– Recall items better at the end of the list– Better in the short term

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1. TUV2. ZOF3. GEK4. WAV5. XOZ6. TIK7. FUT8. WIB9. SAR10. POZ11. REY12. GIJ

Better recall

Better recall

Poor recall

Created by the father of memory:Hermann Ebbinghaus (know his name!)

Other Issues in EncodingNext-in-line Effect - Tend to not recall information of person before your turn in

line because you focus on our own performance

Spacing Effect (Distributed Guided Practice) - We retain information better when it is distributed over time - Spread out our learning (cramming = dump and forget)

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Spacing Effect• Ebbinghaus’s Forgetting Curve

How We Encode

- Visual Encoding (imagery) - Acoustic Encoding (sounds) - Semantic Encoding (meaning)

* We can recall information we can relate to ourselves (self-reference effect)

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Using Mnemonic Devices to Encode

MNEMONIC DEVICESMemory aids that use organizational devices or imagery to recall memories1. METHOD OF LOCI- Imagine walking through familiar locations and linking each place with what is

to be remembered; used by actors to remember lines (we will watch a video on this the last few minutes of class)

2. PEG-WORD- Remember a list through a jingle, both visual and acoustic (1- bun, 2- shoe, 3-

tree)3. ACRONYMS* HOMES = Huron, Ontario, Michigan, Erie, Superior• ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet4. CHUNKINGCluster information into familiar, manageable units, such as words into

sentences. Chunking occurs so naturally that we often take it for granted.

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Try to remember the following letters!

Good luck

GO!

•XIBMCIAFBICBSMTV

Ok Write it down

•Let’s see if you can remember these.

•Hopefully no false memories.

CHUNKING!

• Maybe it’s easier to remember them in chunks like this:

• X• IBM• CIA• FBI• CBS• MTV• Now instead of 16 items it’s only 6! NICE!

Encoding Test

• Recall as many presidents as you can in ANY order.

• 01 Washington, George (1789-1797)• 02 Adams, John (1797-1801)• 03 Jefferson, Thomas (1801-1809)• 04 Madison, James (1809-1817)• 05 Monroe, James (1817-1825)• 06 Adams, John Quincy (1825-1829)• 07 Jackson, Andrew (1829-1837)• 08 Van Buren, Martin (1837-1841)• 09 Harrison, William Henry (1841)• 10 Tyler, John (1841-1845)• 11 Polk, James Knox (1845-1849)• 12 Taylor, Zachary (1849-1850)• 13 Fillmore, Millard (1850-1853)• 14 Pierce, Franklin (1853-1857)• 15 Buchanan, James (1857-1861)• 16 Lincoln, Abraham (1861-1865)• 17 Johnson, Andrew (1865-1869)• 18 Grant, Ulysses S. (1869-1877)

19 Hayes, Rutherford Birchard (1877-1881) 20 Garfield, James Abram (1881)21Arthur, Chester Alan (1881-1885) 22 Cleveland, Grover (1885-1889) 23 Harrison, Benjamin (1889-1893) 24 Cleveland, Grover (1893-1897) 25 McKinley, William (1897-1901) 26 Roosevelt, Theodore (1901-1909)27 Taft, William Howard (1909-1913) 28 Wilson, Woodrow (1913-1921) 29 Harding, Warren Gamaliel (1921-1923) 30 Coolidge, Calvin (1923-1929)31 Hoover, Herbert Clark (1929-1933) 32 Roosevelt, Franklin Delano (1933-1945) 33 Truman, Harry (1945-1953) 34 Eisenhower, Dwight David (1953-1961) 35 Kennedy, John Fitzgerald (1961-1963) 36 Johnson, Lyndon Baines (1963-1969) 37 Nixon, Richard Milhous (1969-1974) 38 Ford, Gerald Rudolph (1974-1977) 39 Carter, James Earl Jr. (1977-1981 40 Reagan, Ronald Wilson (1981-1989) 41 Bush, George Herbert Walker (1989-1993) 42 Clinton, William Jefferson (1993-2001) 43 Bush, George Walker (2001-2009) 44 Obama, Barack Hussein (2009-present)



Summary Of Encoding

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Section Assessment

1. When a list of words is learned in order, the words most likely to be forgotten are those that are:(A) At the beginning of the list(B) At the end of the list(C) In the middle of the list(D) Hardest to pronounce(E) Easiest to spell

2. According to the information-processing (Atkinson-Shiffrin)

view of memory, the first process of memory involves: –Retrieval–Storage–Rehearsal–Encoding–Transfer

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Learning Goal:1. How do psychologists describe the human memory system?

2. What information do we encode automatically? What information do we encode effortfully, and how does the distribution of practice influence retention?

3. What effortful processing methods aid in forming memories?

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4.0 Expert

I can teach someone else about forming memories and encoding. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze forming memories and encoding, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with forming memories and encoding, but need to review this concept more.

1.0 Beginning


Storing Memories• Learning Goals:


1. What is sensory memory?

2. What are the duration and capacity of short-term and long-term memory?

3. How does the brain store memories?

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Rating Student Evidence4.0

ExpertI can teach someone else about sensory memory and the brain’s capacity for memory storage. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze sensory memory and the brain’s capacity for memory storage, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with sensory memory and the brain’s capacity for memory storage, but need to review this concept more.

1.0 Beginning




Sensory Memory

Iconic Memory-momentary sensory memory of visual stimuli, a photographic or picture-image memory lasting for a few tenths of a second.

Ecohoic Memory-momentary sensory memory of auditory stimuli

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Storage: Short-term Memory

WORKING/SHORT TERM MEMORY

- Lasts about 20-30 seconds with no interference

- Can hold on average 7 +/- 2 (Miller) bits of information

- Slightly better for hearing than seeing

- Slightly better for digits than letters

- Can retain about 4 chunks of information without rehearsal

- Chunking: remembering more by chunking things together:

1-9-4-1-1-8-1-2-1-9-9-3-2-0-0-4

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9 8 2

5 2 1

7 3 9



Short-Term Visual Memory TestYou Have 30 Seconds to Remember this list

in order:

2 1 6 9 6 4 6 1 5 1 9 9 7 2 5 2 4 6 8 0 1 2 9 6 1 6 0 8 9 4

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Results

• 4-9 = Average

• 10-19 = extraordinary

• 20-30 = brilliant

* Nancy Shulins, Memory Professor

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Storage & Brain Changes

Synaptic Changes- Long-Term Potentiation (LTP) refers to synaptic enhancement after learning. An increase in

neurotransmitter release or receptors on the receiving neuron indicates strengthening of synapse.Stress Hormones-Cortisol - Heightening emotions (stress-related or otherwise)

make for stronger memories. Continued stress may disrupt memory.

Hippocampus- Neutral center in the limbic system that processes

explicit memories.- Damage to the Left: verbal information- Damage to the Right: visual design & locationCerebellum- Neural center in the hindbrain that processes implicit memories.

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Biological Bases of Memory

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NetworksLTMSTMAttentionSensoryModels Processes 34

Flashbulb Memory

flashbulb memory- unique and highly emotional moment may give rise to a clear,

strong, and persistent memory. However, this memory is not free from errors.

President Bush being told of 9/11 attack.

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• Amnesia —severe memory loss

• Retrograde amnesia —inability to remember past episodic information; common after head injury

• Anterograde amnesia —inability to form new memories; related to hippocampus damage

• Korsakoff’s Syndrome – has both retrograde and Anterograde amnesia due to excessive use of alcohol

Biological Bases of Memory

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Storage: Types of Long-term Memory

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Having read a story once, people with hippocampus damage will read it faster the second time, but will not remember what they have read. Same thing happens for where is Waldo findings.

SemanticEpisodic

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Explicit Memories

• Episodic Memories– the portion of

declarative memory that stores personal experiences.

• Semantic Memories– stores the basic

meanings of words and concepts.

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Learning Goal:1. What is sensory memory?

2. What are the duration and capacity of short-term and long-term memory?

3. How does the brain store memories?

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ExpertI can teach someone else about sensory memory and the brain’s capacity for memory storage. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze sensory memory and the brain’s capacity for memory storage, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with sensory memory and the brain’s capacity for memory storage, but need to review this concept more.

1.0 Beginning


Take out a piece of paper…..• Name the seven

dwarves…..

Now name them…..


NetworksLTMSTMAttentionSensoryModels Processes40

WTF…

assassin, octopus, avocado, mystery, sheriff, climate

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Recall Versus Recognition

Recall• you must retrieve the

information from your memory

• fill-in-the blank or essay tests

Recognition• you must identify the

target from possible targets

• multiple-choice tests

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Explicit memory – Memory that has been processed with attention and can be consciously recalled; have to try and retrieve

How Do WeRetrieve Memories?

• Implicit memory – Memory that was not deliberately learned or of which you have no conscious awareness-retrieves automatically

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How Do WeRetrieve Memories?

Whether memories are implicit or explicit, successful retrieval

depends on how they were encoded and how they are

cued

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Retrieval Cues

Stimuli that are used to bring a memory to consciousness or into

behavior• Priming – Technique for retrieving memories by providing cues that stimulate a memory without awareness of the connection between the cue and the retrieved memory

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Priming

Which of the following words you had previously seen:

twilight, assassin, dinosaur, mystery

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ch_ _ _ _ nk o _ t _ _ _ us

_ _og _ y _ _ __ l _ m _ te

Priming

Fill in the blanks of some of these words :

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Priming

While you did not actively try to remember “octopus” and “climate”

from the first list, they were primed in the previous slide, which made

them easier to identify in this taskAnswers: chipmunk

octopus boogeyman

climate

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More Retrieval Cues

CONTEXT EFFECTS* Context Dependent MemoryBeing in a place to recall memories Students do better on tests if they study in the

same place they take the test. Eyewitness goes back to where they saw the crime occur.

MOOD & MEMORY* State Dependent MemorySame emotional/Physical state of when the

memory was first stored. (Drunks losing keys)

MOOD CONGRUENT MEMORY* Happy memories are easier to retrieve when

a person is happy. (same goes for negative memories)

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Fire Truck

truck

red

fire

heatsmoke

smellwater

hose

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The Context Matters!!!

• Flashbulb Memories

• Mood Congruent Memory

• State Dependent Memory

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• Memory Priming Experiment

• 2 groups

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Group A

• You are going to look briefly at a picture and then answer some questions about it. The picture is a rough sketch of a poster for a costume ball. Do not dwell on the picture. Look at it only long enough to “take it all in” once. After this, you will answer YES or NO to a series of questions.

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Group B

• You are going to look briefly at a picture and then answer some questions about it. The picture is a rough sketch of a poster for a trained seal act. Do not dwell on the picture. Look at it only long enough to “take it all in” once. After this, you will answer YES or NO to a series of questions.

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Memory Priming

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In this picture was there…

1. A car?2. A man?3. A woman?4. A child?5. An animal?6. A whip?7. A sword?8. A man’s hat?9. A ball?10. A fish?

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Conclusion

• Top Down processing – you go beyond the sensory information to try to make meaning out of ambiguity in your world

• What you expect (your experiences and your perceptual set) drives this process

• Your memory was primed, so you saw what you were meant to see

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Section Assessment

1. Complete this analogy: Fill-in-the-blank test questions are to multiple-choice questions as:

(A) encoding is to storage(B) storage is to encoding(C) recognition is to recall(D) recall is to recognition

2. In an effort to remember the name of the classmate who sat behind her in fifth grade, Martina mentally recited the names of other classmates who sat near her. Martina's effort to refresh her memory by activating related associations is an example of:

–Priming–Déjà vu –Encoding–Relearning

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Learning Goal:1. How do we get information out of memory?

2. How do external contexts and internal emotions influence memory retrieval

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ExpertI can teach someone else about memory retrieval. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze memory retrieval, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated memory retrieval. but need to review this concept more.

1.0 Beginning


Forgetting Theories• Learning Goals:


1. Why do we forget?

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4.0 Expert

I can teach someone else about forgetting. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze forgetting, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with forgetting, but need to review this concept more.

1.0 Beginning




Failureto

properlystore

informationfor

futureuse

orget

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How quickly do we forget?LO 6.10 Why do we forget?

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Where Forgetting Can Occur

• Click to add Text



Sensory

STM LTM

Encoding Failure

RehearsalFailure

TraceDecay

RetrievalInterference

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Which penny is real?

• Encoding failure - the failure to pay attention to and process information into STM

Sensory

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Rehearsal Failure

• Rehearsal Failure- failure to effectively connect new information with prior knowledge due to poor elaboration

STM

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Trace Decay

• Memory trace - physical change in the brain that occurs when a memory is formed– Decay - loss of

memory due to disuse

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Retrieval Problems: Interference

• Information learned EARLIER interferes with information learned LATER

Proactive Interference

• Information learned LATER interferes with information learned EARLIER

Retroactive Interference

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Memory Retrieval Example

• Example: Student studies French FIRST, then Spanish– Spanish

interferes with French test

– French interferes with Spanish test

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Remembering Interference

• P roactive is when the

• O ld affects the new• R etroactive is when

the• N ew information

affects the old



Repression

Repression-

• psychoanalytic theory, the basic defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories.

I’m a tumor, I’m a tumor• Sometimes referred to as Motivated Forgetting

• Most often reported in sexual abuse cases• Mr. Aguiar and the invisible ninja battles…• Limited support for this theory

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3 Sins of Forgetting

• Absent-mindedness—inattention to details leads to encoding failure (our mind is elsewhere as we lay down the car keys).

• Transience—storage decay over time (after we part ways with former classmates, unused information fades).

• Blocking—inaccessibility of stored information (seeing an actor in an old movie, we feel the name on the tip of our tongue but experience retrieval failure—we cannot get it out).

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3 Sins of Distortion

• Misattribution—confusing the source of information (putting words in someone else’s mouth or remembering a dream as an actual happening).

• Suggestibility—the lingering effects of misinformation (a leading question—“Did Mr. Jones touch your private parts?”—later becomes a young child’s false memory).

• Bias—belief-colored recollections (current feelings toward a friend may color our recalled initial feelings).

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Learning Goal:Why do we forget?

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4.0 Expert

I can teach someone else about forgetting. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze forgetting, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with forgetting, but need to review this concept more.

1.0 Beginning


Nearpod homework tonight for misinformation in memory:

Misinformation In Memory• Learning Goals:


1. How do misinformation, imagination and source amnesia influence our memory construction?

2. What is the controversy related to claims of repressed and recovered memories?

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4.0 Expert

I can teach someone else about misinformation in memory. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze misinformation in memory, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with misinformation in memory, but need to review this concept more.

1.0 Beginning




Misinformation & Imagination Effects

Misinformation Effect: Incorporating misleading information into one’s memory of an event.

Eyewitness reconstruct their memorieswhen questioned about the event.

Group A: How fast were the cars going when they hit each other?

Group B: How fast were the cars going when they smashed into each other?

A week later they were asked: Was there any broken glass? Group B (smashed into) reported more broken glass that Group A (hit).

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Dr. LoftusMemory Research Guru

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Imagination Effect

• Repeatedly imagining nonexistent actions and events can create false memories– Occurs partly because visualizing something and

actually perceiving it activate similar brain areas– Pathological liars can beat lie detectors

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Source Amnesia

Source Amnesia• attributing to the wrong source an event we have experienced,

heard about, read about, or imagined. (Also called source misattribution.)

• Examples: may claim you scored a 31 on your ACT but it was actually your brother; you recognize someone but have no idea where you’ve seen them

• Source amnesia, along with the misinformation effect, is at the heart of many false memories.

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Memory Construction

• So what has research shown about memory?– Eyewitness testimony is often very effective in court cases but also often WRONG

– Memories recovered through hypnosis no longer admissible in court

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Memory Construction (cont.)

– Dating partners who fall in love overestimate their first impressions of one another (“it was love at first sight”) while those who break up underestimate their earlier liking (“we never really clicked”)

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Memory Construction (cont.)

– Police are trained to ask less suggestive, more effective questions and not to lead witnesses

– Children’s recollection of sexual abuse can be prone to error due to leading questioning (kids are also more suggestible than adults)

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Factors Affecting the Accuracy of Eyewitnesses:

• Recollections are less influenced by leading questions if possibility of memory bias is forewarned

• Passage of time leads to increase in misremembering information

• Age of the witness matters• Confidence in memory is not a sign of accuracy

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Rehearsal

• Maintenance rehearsal- a type of memory rehearsal that is useful in maintaining information in short term or working memory.

This is not an effective way of having information processed and transferred into long term memory. This type of rehearsal usually involves repeating information without thinking about its meaning or connecting it to other information. This is why the information is not usually transferred to long term memory

• Elaborative rehearsal -a type of memory rehearsal that is useful in transferring information into long-term memory

This type of rehearsal is effective because it involves thinking about the meaning of the information and connecting it to other information already stored in memory. It goes much deeper than maintenance rehearsal

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Learning Goal:1. How do misinformation, imagination and source amnesia influence our

memory construction?

2. What is the controversy related to claims of repressed and recovered memories?

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4.0 Expert

I can teach someone else about misinformation in memory. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze misinformation in memory, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with misinformation in memory, but need to review this concept more.

1.0 Beginning


ThinkingThinking

Thinking and Problem Solving• Learning Goals:

– Students should be able to answer the following:1. What are the functions of concepts?2. What strategies assist our problem solving? What is creativity and what fosters

it? 3. What are the obstacles to problem solving?

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ExpertI can teach someone else about problem solving In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze problem solving, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with problem solving, but need to review this concept more.

1.0 Beginning


Mental

activity

for

organizing,

understanding

and

communicating

ognition

AnimalI.Q.

GardnerIntelligence

HeredityTermanDelayBiasWechsler

CreativityA.I.ProblemsConcepts Cognition

Concepts

• Concept – idea that represents category of objects, events or activities

SUPERORDINATE

BASIC LEVEL

SUBORDINATE

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AnimalI.Q.

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Concepts

• Formal concepts - defined by specific rules or features

• Natural concepts - form as result of real world experience (fuzziness)

• Prototype - example of concept that closely matches defining characteristics

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AnimalI.Q.

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Concepts v. Prototypes

• Concept: The mental grouping of similar objects, events, ideas, or people. There are a variety of chairs but their common features define the concept of a chair.

• Prototype: Best example of a concept– we form concepts with mental images or typical

examples (prototypes). For example, a robin is a prototype of a bird, but a penguin is not.

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AnimalI.Q.

GardnerIntelligence



Types of Thinking

• Convergent Thinking: Deliberate, purposeful thinking that is useful for solving problems with only one correct solution

• Divergent Thinking: also known as creative thinking, it follows no set plan and is more useful for solving problems that have multiple solutions in different directions.

• Metacognition: Thinking about thinking. Example: thinking about your strategy to solve an algebra problem

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AnimalI.Q.

GardnerIntelligence



Problem-Solving

• Problem solving – cognition used to reach goal by thinking/behaving in certain ways– Trial and error – one

possible solution after another tried until successful

– Algorithms – specific steps for solving certain problems

– Heuristics – guess based on experience (“rule of thumb”)

7.2 What are the methods people use to solve problems and make decisions?

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AnimalI.Q.

GardnerIntelligence



Problem Solving

• Algorithms: Methodical, logical rules or procedures that guarantee solving a particular problem.– Algorithms, which are very time consuming, exhaust

all possibilities before arriving at a solution. Computers use algorithms.

S P L O Y O C H Y GIf we were to unscramble these letters to form a word

using an algorithmic approach, we would face 907,208 possibilities.

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AnimalI.Q.

GardnerIntelligence



Insight & Incubation

• Insight: involves a sudden novel realization of a solution to a problem. Humans and animals have insight.– Example: Wolfgang Kohler & Sultan

the Ape• Incubation Effect: Walking away

from the problem only to have insight set in

• Brain imaging and EEG studies suggest that when an insight strikes (the “Aha” experience), it activates the right temporal cortex

• The time between not knowing the solution and realizing it is 0.3 seconds.

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AnimalI.Q.

GardnerIntelligence



Problem-Solving Barriers

Functional fixedness - thinking about only most typical functions of objects

Mental set - persist using past problem-solving patterns

• Confirmation bias – search for evidence that fits beliefs while ignoring evidence not fitting beliefs

7.3 Why does problem solving sometimes fail and what is creative thinking?

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AnimalI.Q.

GardnerIntelligence



Working Backwards

• Working Backwards is another way to solve problems like this one:

The water lilies on the surface of a small pond double in area every 24 hours. From the time the first water lily appears until the pond is completely covered takes 60 days. On what day is half the pond covered in water lilies?

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AnimalI.Q.

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Problem Solving Examples

1. How can you physically stand behind your father while he is standing behind you?

2. What occurred on the 6th of May, 1978 at 12:34PM?

3. Can you translate this: Y Y U R Y Y U B I C U R Y Y 4 M E

4. A man bought a horse for $60 and sold it for $70. Then he bought the same horse back for $80 and sold it again for $90. How much money did he make in the horse business?

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Section Assessment

• Using the handouts and games provided by the instructor, students will work in groups to solve various brain teasers and puzzles.

• Students should be able to discuss with the instructor how the problem-solving terms relate to solving the brain teasers and puzzles.

• Complete the problem-solving analysis on the back.

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Learning Goal:1. What are the functions of concepts?

2. What strategies assist our problem solving? What is creativity and what fosters it?

3. What are the obstacles to problem solving?

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ExpertI can teach someone else about problem solving In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze problem solving, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with problem solving, but need to review this concept more.

1.0 Beginning


Heuristics and Framing• Learning Goals:


1. How do heuristics, overconfidence, and belief perseverance influence our decisions and judgments?

2. What is framing?

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4.0 Expert

I can teach someone else about heuristics and framing. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze about heuristics and framing, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with about heuristics and framing, but need to review this concept more.

1.0 Beginning


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How do we make decisions using heuristics?

• Heuristics are simple, thinking strategies that allow us to make judgments and solve problems efficiently. Heuristics are less time consuming, but more error-prone than algorithms. (AKA- Rules of Thumb or Shortcuts)– Representativeness Heuristic: Judging the

likelihood of things or objects in terms of how well they seem to represent, or match, a particular prototype.

– Which would you pick for a six question T/F Test?

1. T T T T T T2. T T T F F F 3. T F F T T F 98

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• Representativeness Heuristic (con’t)– Tom W. is of high intelligence, although lacking in true creativity. He has a

need for order and clarity, and for neat and tidy systems in which every detail finds its appropriate place. His writing is rather dull and mechanical, occasionally enlivened by somewhat corny puns and by flashes of imagination of the sci-fi type. He has a strong drive for competence. He seems to feel little sympathy for other people and does not enjoy interacting with others. Self-centered, he nonetheless has a deep moral sense."

– Which major is Tom?• Psychology• Biological Sciences (Pre-Med)• Education/Teaching• Business/Management• Engineering

Most Popular Majors1. Psychology2. Business3. Biosciences4. Education9. Engineering

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• Availability Heuristic– Estimating the likelihood of events

based on their availability in memory.– Is it safer to fly or drive?– 2002-2004

• 34 deaths by plane• 128,000 by car

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• Overconfidence

the tendency to be more confident that correct – to over-estimate the accuracy of our beliefs and judgments.

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At a stock market, both the seller and the buyer may be confident about their decisions on a stock.

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CreativityA.I.ProblemsConcepts Cognition 102

Belief Bias

The tendency of one’s preexisting beliefs to distort logical reasoning by making invalid

conclusions.

God is love.Love is blind

Ray Charles is blind.Ray Charles is God.

Anonymous graffiti

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Belief Perseverance

clinging to one’s initial conceptions after the basis on which they are formed has been discredited.•If you see that a country is hostile, you are likely to interpret their ambiguous actions as a sign of hostility (Jervis, 1985).Intuition

an effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning.

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Decision Making

• Framing Effect: Decisions and judgments may be significantly affected depending upon how an issue is framed. “5% fat or 95% fat free”

Doctors may use framing effect to help patients elect to do surgeries

Other Framing:Condoms have a 95% success rate in stopping HIV infections.(90% college students rate condoms as effective)Condoms have a 5% failure rate (4% rate condoms as effective)

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Section Assessment

1. Breast cancer has recently received a great deal of attention in the news. This may lead us to believe that breast cancer is a much bigger risk of death than is heart disease, which would not be the case. This overestimation of risk effect is an example of:

(A) Representativeness heuristic

(B) Availability heuristic

(C) Stereotyping

(D) Confirmation bias

2. A math student consistently tries to answer a problem using the same solution, but is unable to generate any new approaches to the problem. This is best illustrated by:

(A) A Mental Set

(B) Overgeneralization

(C) The Framing Effect

(D) Metacognition

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Learning Goal:1. How do heuristics, overconfidence, and belief perseverance influence our

decisions and judgments?

2. What is framing?

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4.0 Expert

I can teach someone else about heuristics and framing. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze about heuristics and framing, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with about heuristics and framing, but need to review this concept more.

1.0 Beginning


Language• Learning Goals:

– Students should be able to answer the following:1. What are the structural components of a language? 2. What are the milestones of language development? 3. How do we learn language? 4. What is the relationship between language and thinking?

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4.0 Expert

I can teach someone else about thinking and language. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze thinking and language, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with thinking and language, but need to review this concept more.

1.0 Beginning


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Language Structures

• Phonemes: The smallest distinct sound unit in a spoken language. For example: t, ch (40 in the English lang.)

• Morpheme: The smallest unit that carries a meaning. It may be a word or part of a word. (Ex. –ed, un-, s)

• Grammar: is the system of rules in a language that enable us to communicate with and understand others.– Syntax: consists of the rules for combining words

into grammatically sensible sentences– Semantics: is the set of rules by which we derive

meaning from morphemes, words, and sentences.

The future of language?: (Jeet, Jew) 108

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Stages of Language Development

Pre-Linguistic Stage: Cooing and Babbling (3 months- 12 months)

Holophrastic Stage: One-word (12 months)

Telegraphic Stage: Two Word (age 2)

Complete Sentences: 2 Years +

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Learning Language with Age

Vocabulary By Age

18 months: 501st grade: 10,0005th grade: 40,000

“Fast-mapping” helps in adding words to about age 7.

FACTS OF LANGUAGE-Babbling before 8 months occurs with multiple language syllabus, after 8 months they only babble in their native language.-Deaf babies babble with their hands.-The sensitive period of language tends to occur between birth and age 7.-Children who hear a second language before age 7 generally don’t speak with an accent.

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Language Development Theories

1. Operant Learning: Skinner (1957, 1985) believed that language development may be explained on the basis of learning principles such as association, imitation, and reinforcement.

2. Inborn Universal Grammar: Noam Chomsky (1959, 1987) opposed Skinner’s ideas and suggested that the rate of language acquisition is so fast that it cannot be explained through learning principles, and thus most of it is inborn. Language Acquisition Device. Chomsky says that all children need to learn language is to be introduced to it

Based on the ideas above, answer the following:1.Who views language from the nature perspective? Nurture Perspective?2.In a debate, who would argue the point, “ Children make up new sentences without hearing them first”3.In a debate, who would raise the question, “How does the LAD work, where is it located?”

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Thinking and Language

• Linguistic Determinism: Whorf (1956) suggested that language determines the way we think. For example, he noted that the Hopi people do not have the past tense for verbs. Therefore, the Hopi cannot think readily about the past.

• Some cultures count: 1, 2, many…

When a language provides words for objects or events, we can think about these objects more clearly and remember them. It is easier to think about two colors with two different names (A)

than colors with the same name (B)112

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Explaining Language Development

Statistical Learning and Critical Periods: • Well before our first birthday, our brains are

discerning word breaks by statistically analyzing which syllables in hap-py-ba-by go together.

• These statistical analyses are learned during critical periods of child development.

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Language & Age

Learning new languages gets harder with age.

AnimalI.Q.

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Chomsky’s Language Structures

• Surface Structure: The actual words, symbols or signs (phonemes, morphemes and syntax)

• Deep Structure: The meaning of the words (semantics)

• More Flaws in Grammar:– “Jack The Giant Killer”– “Astronaut takes blame for gas in

spacecraft.”– “Stolen painting found by tree.”– “Safety experts say school bus

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Flaws in Semantics and Syntax

• Grammar Flaws– Can we eat Grandma?– He eats shoots and leaves.– Try our hotdogs. None

like them. – Can’t sleep, come to our

informational meeting.

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Developmental Language Flaws

• Overextensions– ‘Ball’ is used to describe anything round like the

moon.• Underextensions

– ‘Doll’ might describe only their doll but not other dolls

• Overregularizations– overuse of rules that do not fit– ‘Goed’ or ‘hitted’

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Language Flaws: Lost in Translation

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Learning Goal:1. What are the structural components of a language?

2. What are the milestones of language development?

3. How do we learn language?

4. What is the relationship between language and thinking?

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4.0 Expert

I can teach someone else about thinking and language. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze thinking and language, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with thinking and language, but need to review this concept more.

1.0 Beginning
