Organizational behaviourSensory Perception & Cognition
Lecture 2
Sensory Perception and Cognition
What is reality? Its relative not absolute
Receptors Eye-electromagnetic energy, photoreceptors (primary visual cortex) Ear-air waves, mechanoreceptors (Auditory cortex) Tactile/haptic-tissue distortion, skin, (somatosensory cortex) Tongue-aromatic chemicals, mechanoreceptors, (organoleptic and olfactory cortex)
Sensory Store
Attention Mechanism
Various parts of memory that
hold unanalyzed receptor input.
The attention mechanism selects
and blocks perceptual
information for pattern recognition.
Visual/spatial, auditory, haptic, olfactory, organoleptic and
motoristic
Selection Perception recognition and interpretation.
Recognizes and determines which
information a person will use and
remember.
Long Term Memory
Heuristics, biases and
other influencing
mechanisms.
A working limited capacity memory carrying out the functions of rehearsal,
coding, decisions and strategies.
Long term storage memory where short term memory
retrieves and deposits information.
Output Responses
External Stimuli
Environmental energy Inputs
Psychotic, Behavioral and
Cognitive Distortion
Conversion of environmental
energy to neural impulses
(Arrows represent neural transmissions)
Temporary Working (Short Term) Memory
Pattern Recognition
Visual
Patterning Bias
Phonological
Also includes smell, taste and
sensations.
Where information is patterned and sequences in a way our mind
self organizes.
Perceptual Cognition
Mental Cognition Decision Making
Processes
Overview of the cognitive process
Out brain can only process one piece of information at
a time
Yellow Blue Orange Black Red Green Purple Yellow Red Orange Green Black Blue Red Purple Green Blue Orange
Try to say each colour ignoring what is written you will find a cognitive conflict between the word and the colour.
Neural Cell Structure
Feature Level
Letter Level Word level
Memory
Visu
al I
nput
Three cognitive strategies to determine the meaning of writing
• Teh tree fell dwon the side of teh hill
• Evrybody msut stduy to pass the exams
This is why we can still comprehend the sentences above
Emotions influence our decisions before reasoning, a leftover from our primal existence.
Is it rationality or emotion you that makes you decide to buy a car like
this?
Perceptual Information
Memory
Reasoning
Perceptual Biases (Discussed in
chapter)
Figure 4.5. Our Prior knowledge is made up of both truth and beliefs.
Knowledge Belief Truth
Imagination
Memory
Why do we buy fine fragrances?
Figure 1. The olfactory interpretation process from input to response.
Heaven Strategy (Dan Hill 2010)
Emotional Response
Response Rate
Negative Positive
Low
High
More negative/high
response
More positive/lower
response
More negative/lower
response
More positive/highe
r response
Mental Cognition
Working Memory Function Control
Maintains task goals in working memory, selects actions, maintains task information during distraction and suppresses irrelevant information.
Controlled attention of information blocks interference and prevents decay.
Activates retrieval of information from long term memory Encodes and sends information for storage in long term
memory Plays major role in logical reasoning and decision making
Working Memory Store
Interface between environment and long term memory Maintains information above the threshold Allows loss or decay of information below threshold
Long Term memory
Visual-spatial Processing
Phonological Processing
(Controlled Attention)
Running a 100m race
Warm up
Stretching
Jogging
“Run Throughs”
Fast sprints
Practice starts
Relax
Pre-Start
Fix Start Blocks Change shoes
Size up competitors
Take off track suit
Wait for call up Stand behind
blocks
Call up
Start
Attention
Whistle
Get on marks
Call to marks
Set position
Call to set
‘Explode off blocks’
Gun
Race
Accelerate hard first part
Run relax and coast
Final acceleration to finish line
Dip at line
Slow down
Script
A Metaphoric View of a Relational Memory Network.
Existing Schema
(Prior Knowledge)
New Experience
Created Interpretation
Experience unable to coordinate new
experience with existing schema
Modified Schema
Time
Use of metaphor to understand and solve problems
If solved will lead to reinforcement of existing schema
New feelings & emotions Present feelings & emotions
Learning
The cognitive process of learning
Experience introduces feeling & emotion to learning
The ongoing story construct
Concept
Potential Scenarios
Cognitive Tools
Environmental Information
Perc
eptu
al B
iase
s
Prior Knowledge
Personal Desires
Organizational Goals
New Knowledge
Developed Idea
1
2
3
4
+
+
Consistent with personal and organizational goals, in accordance with prior
knowledge, enhanced with new knowledge and developed and verified with various cognitive
tools.
Narrative
Visual Spatial
The Cognitive Thinking Process and Idea Evolution
Incr
easi
ng A
vaila
bilit
y
Increasing Usefulness
Word of Mouth
Media Reports
Data
Information
knowledge
Wisdom
Reasoning
Fallacies
Misconceptions
Abstract Inferences
Heuristics
Decision Making
Cognitive Biases Ideas
Strategy
Faulty or invalid premises
Experience Attribute
Substitution
Potential Creativity Process
(Circumvents logic &
perception)
Intuition
Summary of factors influencing our thinking
Narrative gives meaning – without narrative there is no meaning
Behavior
Influencers
“Who I am” “What I do”
Sense of self. ego, encoded
assumptions, beliefs and values.
Expectations, goals, self regulating restraints, etc.
The Psych
Personality Traits
Feedback
Out
com
es
Prior Knowledge
Wor
ld a
nd w
ork
expe
rienc
e, e
duca
tion,
cul
ture
, fam
ily u
pbrin
ging
, etc
.
Perc
eptio
n Alertness
Motivation
“How I feel”
Skills
Strategic Outlook Creativity
Propensity to Action
Talents and Abilities
Interpersonal
Personal Paradigms
A Trigger Situation
Motivational Trigger
Idea GAP
External event or internal feelings
Figure 3.32. The Potential Socio-psycho Factors that Influence Opportunity Discovery and Behavior.
Perfumer Excellence
Knowledge (vocabulary) of
odorous substances
Knowledge of potential strengths,
weaknesses and applications of
odorous materials
Knowledge of outstanding
fragrance creations within the domain
Practical knowledge & experience
Olfactory sensitivity
Time, patience, perseverance
Interest and passion
Imagination
Knowledge Base Emotion
Cognitive Skill Creativity Tool
Process & Product
Curiosity, enquiry and
experimentation
Figure 4.1. Creativity is Domain Specific: The elements of creativity for a perfumer
Field Dependence-Independence Perception
Embedded Figures Test (EFT) Witkin 1954, 1973, 1977
Raw materials
Transport
Production Transport
Warehouse
Supermarket
Community
Farm
Transport
Education
Research & Development
Management
Fossil Fuels Pollution
Power generation
Export/Import
Air Transport
Waste
Competition & Tension
Conflict
Government
Diversity
Economic Growth
Health Development Poverty &
Unhappiness
Consumption
Uncertainty
New Paradigms
Regulation
Do we view the environment as a system or focus on something?
What can you remember with once glimpse?
We view the world through field dependence or independence
Left Hand Side
Sequential processing, A to b to C Looks at facts and detailed information Splits the world into concrete and
identifiable categories Logical cause and effect reasoning Linear thinking from task to task Follows on pre-existing fixed rules Maths and science Statistically inclined Systematic appraisal Thinks in words and language Utilizes the concept of time, past and
present Objective reality based Logically strategizes Splits things apart Knows Acknowledges Reality based Realistic Safety, risk adverse
Right Hand Side
Holistic processing, big picture orientated
Visual and spatial Looks at the whole rather than pieces Analogic: sees similarities and
resemblances Feelings and emotional thought Philosophy and religion Thinks in images Transformative Intuitive Looks for relationships, patterns, makes
associations Looks for unbounded connections Lumps things together: connector Imagination Present and future orientated Looks at possibilities Uses symbols and images Believes Appreciates Fantasy based Impetuous Adventurous, risk taker
Ways to Develop Left and Right Hemisphere Skills
Left Hemisphere Skills Right Hemisphere Skills1. Step by step planning 1. Using metaphors & of your work and life activities analogies to describe things 2. Reading philosophy 2. Taking off your watch3. Establishing timetables when you are not working for all your activities 3. Listening to music4. Using and working with 4. Suspending your a computer program initial judgment of ideas, people TV shows etc 5. Recording your hunches, feelings, and intuitions and calculating their accuracy 6. Detailed fantasizing and visualising things and situations in the future 7. Drawing faces, caricatures and landscapes
The Four Part Brain
1. Sensory2. Visual
3. Rational
4. Emotional
New Ideas Unknown Opportunities
Developing Strategies Solving Problems
Surrounding Environment
“Domain” &“Field”
Environmental Factors conducive
to creativity
Environmental Factors that
hinder creativity
Motivational Trigger
Internal Influencing Factors
Focus & Attention Creative Sensitivity Energy Emotion Curiosity Empathy Confidence Discipline Interest Passion
Prior Knowledge
Perception
Patterning
Patterned Thinking Processes
Creative Product
Applied Thinking Tools,
Manifestations & Elaborations Domain & Field
Acceptance/ Rejection
Memory Heuristics
Belief Imagination
Fantasy Experience
Tacit Knowledge
Awar
enes
s
Source of intelligence &
Thinking Processes
(Self Organizing System)
The concept of creative intelligence
Personality
Thinking
Feeling
Sens
ation
Intuition
Introversion
Extroversion
Extroversion Introversion
Expressive, outgoing, energized by things, people and events, act or speak before they think, share information easily, prefer the company of others, easily distracted, have a lot of friends, uninhibited, like working in groups, easily approachable, like meeting new people, develop ideas through discussion.
Quiet, shy, energized by ideas, feelings and impressions, think before they speak, reluctant to share information, prefer to be left alone, can concentrate well, have a small close group of friends, inhibited socially, like to work alone, prefer to keep to themselves, ideas come from thinking alone.
Thinking Feeling
Value facts and figures, look for the truth, use logic and reasoning to make decisions, driven by rationality, notice wrong reasoning and illogical thinking in arguments, speak their mind, firm with people, use justice in speaking with others, can be seen as cold and heartless, impersonal, objective, critical, prefers a logical impersonal atmosphere, thick-skinned.
Value harmony, use personal feelings in making decisions, passionate about issues, empathetic with people, merciful, takes things personally, subjective, prefers a warm friendly atmosphere, thin-skinned.
Sensation Intuition
Focused on the physical world, live by their senses, concrete, interested in ‘what is’, realistic, practical, understands details and particulars, sees only the obvious, down to earth, uses words literally, lives in the present, needs evidence and facts, traditional and simple, sees the trees instead of the forest.
Focused on the mental or spiritual world, uses hunches and gut feeling, abstract, interested in what can be, idealistic, imaginative, understands meaning and generalities, looks beyond the surface, head in the clouds, deep thinker, uses metaphors, analogies and hidden meanings, lives in the future, speculative and theoretical, original and complex, and sees the big picture.
Table 3.20. Some Traits and Characteristics of the Ego-Functions.
There are so many ways to define personality
The External World
The Conscious World
The Personal Unconscious
The Collective Unconscious
Anima/Animus (opposite sex qualities)
The Shadow (Denied and Suppressing Psychic Material)
Archetypes
The Persona (Self Image)
The Ego Consciousness
The Transcended Self
Patterning
Usually seen as one
Jung’s personality Archetypes
Ego Concept
Sense and view of the world & reality
Inner drive - aggressive/destructive - sensitive/appreciative
Obtainment strategies Libidinal love for outside
world/internal world Self confidence Responsibility Accountability Drive/Courage
Influences Attention
Personality Situation/Life Experience
Capacity to Synthesize
Motivation
Thoughts
Feelings & Emotions
Desires
Discipline
External Stimuli
Filter Mechanism
Defense Mechanisms
The role of ego in cognition
Wisdom (emotion & experience)
Cognitive processing (creativity)
Multiple Intelligences
Thinking Typologies
General Intelligence
(Memory & I)
The basis of our skills and abilities used alone or
supplement other thinking typologies (our most primitive type of thinking) – wider than
Gardner’s MI
Mainly developed academic learning which creates formal knowledge. This formal knowledge can supplement other thinking typologies as it is fairly useless on its own. – left hemisphere
Based on experience, awareness, reflection, mixed emotion and imagination, very intuitive based thinking. Useful for strategic and visionary thinking and solving problems based on past patterns. Can be and is influenced by G and MI – more right hemisphere but uses both
Frontal lobe and coordinated right/left hemisphere thinking. Can be greatly enhanced using specific cognitive tools that can be learned. Can be supplemented by other thinking typologies. Heavy use imagination/metaphor/symbolic. Problem solving & creating new ideas
Instinctive
Solution
Knowledge
Application Co
nnec
tive
Fluid
ity
Mem
ory
Emoti
ve
Empathy ExerciseSome people don’t realize we are doing destructive things that hurt others
[67]. Sometimes this hurt can lead to grave and serious illness. If we switch our self from the usual “I am” to a different viewpoint, i.e., the feeling of being superior, equal, or inferior to another, from one of these viewpoints we can generate new sets of emotions. For example, if we take a superior view point to others we may generate intensive highhandedness. If we view others as equals we may generate feelings of jealousy and competitiveness, and if we view others from an inferior position, we may generate feelings of jealousy and envy. This helps us see the perspectives of our false sense of ourselves and the source of our behaviours. If we can substitute humility for our emotions (humility does not mean subservience or inferiority), we can see our relationships without the emotional intensities that existed before. We can see our inter-connectiveness, how our actions hurt people, and how we stray from our innate morality.
Listening Exercise• The simple act of listening shows how we sometimes wander through life with a low
level of awareness. How many times when someone is speaking to you, are you preoccupied with other things? How often do we daydream when others are speaking? How often do you believe that what you think is right and what the other has to say is not worth listening to? How often are you just waiting for an opportunity to espouse what you think? How often are you just thinking of rebuttals, arguments against what a person is saying rather than actually listening to the content of what they are actually saying? How often are you making judgments about the person speaking or what they are saying? How often are you looking for an opportunity to disagree, agree, or run away? How often are you evaluating and comparing what a person is saying against what you believe? How often do you fail to seek clarification about something you don’t understand? Do you try and control the interaction by trying to dominate the conversation? Our listening habits usually show that our level of personal awareness is low and we are influenced by so much of our own emotion just in the act of listening to someone. This is at the cost of seeing new perspectives and exercising our ability to empathize with others.
• The ability to listen effectively is a powerful tool in developing awareness, empathy, humility, and consequently understand new perspectives. Listening is much more than hearing, it involves being attentive to what others say, observing emotion, behaviour and body language, facial expressions, and fighting off our own internal distractions that lessen of ability to listen. Listening requires much more discipline, attention, and concentration than we expect. Think about it, how much self discipline do we need to really effectively listen to someone? Once we have achieved the discipline, attention, and concentration really needed to listen, we realize how powerful a tool listening is in understanding what a person has to say, and from where emotionally a person is saying it. Listening skills can be developed and refined through active and reflective listening techniques, where the listener repeats, paraphrases and reflects upon what the speaker is saying as a means of clarifying the message that the speaker is intending to convey to us [92].