cognitive psychology - college of the canyons...2 selective attention (top-down) awareness 3...
TRANSCRIPT
Roster: Please put a checkmark
next to your name or add your name.
Please take a look at the Multiple Intelligences
handout
Handouts: Please pick up a copy of today’s
handouts for:
September 14, 2012
Cognitive Psychology
Mark Rafter http://www.canyons.edu/faculty/rafterm
Topics for Day #3: Remembering Information Processing in our nervous system
Limits in our ability to process information
Intelligence: Fluid & Crystallized Intelligence & Multiple Intelligences
Compare and contrast recognition vs. recall
The vulnerability of memory highlighted by two
classic studies:
• Long-term memory of a common object &
• The perils of eyewitness testimony
Proliferation 0-7 weeks
Migration 8-15 weeks
Differentiation 16-25 weeks
Continued
Differentiation 26-39 weeks
Prenatal Stages of
Neuronal Development
Nature & Nurture (Genes & Environment)
Prenatal Neuronal Development & Teratogens (Protein Deficiency, Alcohol, Radiation)
Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain changes in response to experience. Scientific American, 226 (2), 22-29.
Impoverished Environment
Fewer dendrites
per neuron
Slower learners
Enriched Environment
More dendrites
per neuron
Faster learners
(fight, flight or freeze)
Physiologically aroused
Energy output
(feed or breed)
Physiologically relaxed
Energy conservation
(feed or breed)
Physiologically relaxed
Energy conservation
(fight, flight or freeze)
Physiologically aroused
Energy output
Homeostasis
&
Parasympathetic Overshoot
Visual Information
Processing
is bi-lateralized
for each eye.
Information from
each eye is
registered in both
hemispheres.
Information from
each eye is
registered in both
hemispheres.
= lesions in the visual pathway
1. 2. 3.
4.
4.
1.
2.
3.
1. 2. 3.
4.
4.
1.
2.
3.
1. Frontal Lobe
2. Parietal Lobe
3. Occipital Lobe
4. Temporal Lobe
(not shown)
Cerebellum
Spinal Cord
4 Lobes of the Cerebral Cortex
1. Frontal Lobe
2. Parietal Lobe
3. Occipital Lobe
4. Temporal Lobe
Motor Cortex Somatosensory Cortex
Cerebellum
Spinal Cord
Fluid Intelligence
Gf
Capacity to think logically
Includes inductive & deductive reasoning
Analyze and solve problems in novel situations – independent of acquired knowledge
Quick Wit
Crystallized Intelligence
Gc
Ability to use skills, knowledge, and experience
Demonstrated largely through one’s vocabulary and general knowledge
Age-related improvement
Acquired & Accessible Wisdom
(Gc)
(Gf)
See the last slide
in this presentation
for the answers.
Short
Term
Memory
(STM)
Long
Term
Memory
(STM)
See the last slide
in this presentation
for the answers.
Short
Term
Memory
(STM)
Long
Term
Memory
(STM)
From the book: “Post Secret”
Anterior Cingulate Cortex
Fluid
Intelligence
Fluid
Intelligence
Hippocampus
Crystallized Intelligence
Regulatory circuits of social-emotional information processing. “Top-down” control of the
amygdala (AMY) arises from the anterior cingulate cortex (ACG) and ventral medial prefrontal
cortex (vmPFC), with the latter being particularly important for the regulation of moral behaviors.
Tost H , Meyer-Lindenberg A PNAS 2010;107:17071-17072
©2010 by National Academy of Sciences
See the case of
Barbara
in Chapter One* of
Mindsight:
The New Science of
Personal
Transformation
by Daniel Siegel, M.D.
(2011) New York:
Bantam Books
*(pages 3-13)
A Broken Brain, A Lost Soul
Multiple
Verbal
Mathematical
Spatial
Musical
Intelligences
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalist
We will see:
Six lines
Four colors per line
Start at the top line and call out the name of the colors, left to right.
Do not call out the shapes of the colors.
Simply call out the names of the colors.
Let’s practice.
Let’s do this quickly!
On the next slide,
start at the top line and call out
the name of the colors, left to right.
…again we will see:
Six lines
Four colors per line
Start at the top line and call out the name of the colors, left to right.
Do not call out the shapes of the colors.
Simply call out the names of the colors.
Let’s practice.
…the same colors
Let’s do this quickly!
On the next slide,
start at the top line and call out
the name of the colors, left to right.
Sensory Memory STM LTM
Mark Rafter
“BLUE”
“RED”
The Stroop Color-Word Test
“Dichotic Listening Task”
A limited amount & a limited type of information is
processed from the unattended message:
Memory of Ignored Message
Explicit Memory: Sex of the Speaker
…and one’s own name
Implicit Memory: (horses)
Chase, W.G. & Simon, H.A. (1973). The Mind’s Eye in Chess
When Testing Memory of Actual Board Game Positions
Masters are better than Beginners
Masters had both Crystallized (Gc) & Fluid (Gf) Wisdom & Wit
Beginners had only Fluid (Gf) Wit
When Testing Memory of Random Board Positions
Beginners are as good as or better than Masters
Masters had only Fluid (Gf) Wit
Beginners had only Fluid (Gf) Wit
The Presence of a Weapon:
Tooley, V., Brigham, J. C., Maass, A., & Bothwell, R. K. (1987). Facial recognition: Weapon effect and attentional focus. Journal of Applied Social Psychology, 17(10), 845-859
The Person Carried:
A Tennis Racket
A Hand Gun
Memory of the Person’s Face
Good Memory
Poor Memory
The Context of Mood:
Bower, G. H. (1981). Mood and Memory. American Psychologist, 36(2), 129-148
Mood when Learning the List
Mood when Remembering
the List
Sad
Happy
Sad
Good Memory
Poor Memory
Happy
Poor Memory
Good Memory
64
Child Attachment Type
Memory for
Good Event
Memory for
Bad Event
Secure Very Good Very Poor
Insecure Very Poor Very Good
65
Sensory Memory STM LTM
Mark Rafter (1-25-2011)
Sensory Memory STM LTM
Mark Rafter (1-25-2011)
1 5
3
7
4
6
2
7
Arrow Number
Type of Remembering
1 Data Driven (Bottom-Up) Awareness
2 Selective Attention (Top-Down) Awareness
3 Maintenance Rehearsal (refresh information in STM)
4 Elaborative Rehearsal (associate new information with old)
5 Selective (cued) Remembering
6 Unintentional Intrusive Memory (LTM to STM)
7 Producing Information from Memory (Recall and Recognition)
Recognition
&
Recall
Assume that some information is in LTM. Present the complete information to the person.
(My face is the complete information.) The person searches to see if the same information is
already stored in LTM. The person answers either “Yes.” or “No.”
(“Yes, I found that information in my LTM.”) “Yes, I recognize your face.”
or (“No, I can not find the information in my LTM.”)
“No, I do not recognize your face.”
“Do you recognize my face?”
Sensory Memory STM LTM
Mark Rafter (1-25-2011)
1 5
3
7
4
6
2
7
“Yes!”
Assume the information is in LTM. Present a ‘cue’ for the person to initiate recall.
(My face is the cue) The person searches through LTM for the associated information.
(My name is the associated information) The person retrieves the information into STM. The person then reproduces the information.
(“I have the information in my LTM.”) “Your name is Mark Rafter.”
or (“I can not find the information in my LTM.”)
“No, I do not recall your name.”
“Do you recall my name?”
Sensory Memory STM LTM
Mark Rafter (1-25-2011)
1 5
3
7
4
6
2
7
“Rafter!”
After meeting someone new, if we see them again later, we may say: “I remember you, but I can’t remember your name.”
More specifically, we mean: “I recognize your face, but I can’t recall your name.”
Recognition is easier and more accurate than Recall.
Nickerson (1965) showed subjects 600 pictures of various scenes and events, and tested retention at intervals from a day to a year later (in a new vs. old categorization task). Performance after 1 day = 92%, after one year = 63%.
Standing, Conezio & Haber (1970) presented 2560 color slides, 10 sec. each; subjects then saw pairs of new & old items and had to say which was old. Performance still at 90% a few days later.
Note: An OLD item is one that was in the original presentation set. A NEW item is one that was not in the original presentation set.
Goldstein and Chance (1971) used women's faces, magnified snowflakes, and inkblots; 14 items of each set, 3 sec. each; recognition tested 2 days later with a new vs. old decision task mixing the 14 items with 70 new ones (so chance = 14%). Performance per set was:
71% accuracy for faces 48% accuracy for inkblots 33% accuracy for snowflakes
Better memory for concrete rather than abstract information (a green Granny Smith apple rather than nutritious food)
Better memory for distinctive rather than typical information. (faces rather than snowflakes)
Note: An OLD item is one that was in the original presentation sequence. A NEW item is one that was not in the original presentation sequence.
Remember the effect of Weapon Focus on memory
Loftus, E. F. (1975). Leading questions and the eyewitness report. Cognitive Psychology, 7, 560-572.
Loftus suggests memory is based on two types of information:
What we perceive at the time of the event and
what we find out after the event. What we hear after an event can distort our memory. Leading questions can alter our memory of the event
and the testimony we give later.
After viewing a video of an accident involving two cars, subjects were asked one of two questions:
“How fast were the cars going when they smashed each other?”
or “How fast were the cars going when they hit each other?”
Response “…Cars Smashed” “…Cars Hit” No suggestion
Estimated Car Speed
40.8 mph 34 mph
Yes. I saw broken glass.
16 7 6
No I didn’t see any.
34 43 44
…also, “Did you see any broken glass?”
They were also asked one of two other questions:
“Did you see a stop sign?” or
“Did you see the stop sign?”
Significantly more who were asked about the stop sign reported
seeing it, although there never was a stop sign.
Biased Input Filters Not everything detected is stored
Unbiased Input Everything detected is stored
After information is stored it is reconstructed
After information is stored it is unaffected
Information is lost in a systematic manner
Information is not lost.
More recent events will alter the accurate storage of earlier events
More recent recordings do not affect the accuracy of earlier recordings
Reproduction of the event is biased.
Reproduction of the event is unbiased. (High fidelity!)
Information that was not stored may be remembered.
Information that was not recorded, will not be reproduced.
Please be mindful that periodically throughout the day
The End.
1
4
5
If the rectangles were placed one on top of the other,
this is the word you would be able to read:
SEARCH
this
.
.