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SIU PSYC 310 - Intro to Cognitive Psychology
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PSYC 310 1st Edition Lecture 1Outline of Last Lecture I. Introduction to Cognitive Psychology (Brief Overview)Outline of Current Lecture I. The MindII. First Cognitive PsychologistsIII. The Rise of Behaviorism& It’s Push BackIV. Cognitive RevolutionV. ResearchCurrent LectureI. The Minda. Creates and controls mental functions and processes; it’s a system that creates representations of the world so that we can act within it to achieve our goals; the mind is not a “thing”, but the resulting consciousness of the underlying functions/processes.b. Cognition – Involves: Perception, Attention, Memory, Representation of Knowledge, Language, Problem-solving, Reasoning & Decision-making which all include hidden processes that we may not be aware of.II. First Cognitive Psychologistsa. Donders (1868) : Mental chronometry – measuring how long a cognitive process takes. i. Reaction Time Experiment, Manipulated variables to see how RT changes. Simple RT task and Choice RT task.ii. Vocab. Inferb. Helmholtz (~1860s) : Unconscious Inference, assumptions are based on experience with that environment - we infer much of what we know about the worldc. Ebbinghaus (1885) : Early Memory Research, Read list of nonsense syllables aloud many times to determine number of repetitions necessary to repeat list without errors. EX: ZOK, DAP, BOH, VAM, ALD, HIJ, VUT. (Forgetting Curve)d. Wundt (1897) : First Psychology Laboratory (University of Leipzig, Germany) i. Approach: Structuralism – experience is determined by combining elements of experience called sensationsThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.ii. Method: Analytic Introspection – participants trained to describe experiences and thought processes in response to stimulie. John Watson : Identified 2 Problems with Analytic Introspectioni. One. Extremely variable results from person to personii. Two. Results were difficult to verify (invisible inner mental processes)iii. He proposed new idea: Behaviorism.1. Eliminate the mind as a topic of study.2. Study directly observable behavior.3. Behavior can be affected by external variables, so no need to appeal to internal ones.f. Pavlov (1890s) & his dogs = Classical Conditioning (discovered while researching dogs’ digestion)i. Pair a neutral event with an event that naturally produces certain behaviorii. After many pairings, the “neutral” event now also produces that behavior by itselfIII. The Rise of Behaviorism& It’s Push Backa. Watson (1920) “Little Albert” experimenti. Classical conditioning of fear response -> 9 month old became frightened by a rat after a loud noise was paired with every presentation of the ratii. Behavior can be analyzed without any reference to the mindiii. Demonstrated how pairing one stimulus with another affected behaviorb. Skinner (1950s) Interested in determining the relationship between stimuli and response.i. Operant Conditioning – shape behavior by rewards (reinforcements) or punishments. Behavior that is reinforced will likely be repeated. The opposite happens with punishments.ii. Argued that children learn language through operant conditioning since they imitate what parents/family say.c. Chomsky (1959)i. Argued children do not only learn language through imitation and reinforcement because children say things they have never heard and they speak in grammatically incorrect ways though they have not been rewarded for it.ii. Said there must be innate programming allowing for inquisition of language rules.d. Tolman (1938) : trained rats to find food in a four-armed racei. Two Competing Interpretations:1. Behaviorism predicts that the rats learned to “turn right to find food”2. Tolman believed that the rats had created a “cognitive map” ofthe maze and were navigating to a specific arm3. Measured Behavior, but inferred mental processesIV. Cognitive Revolutiona. To understand complex cognitive behaviors:i. Measure observable behaviorii. Make inferences about underlying cognitive activityiii. Consider what this behavior says about how the mind worksb. Information-processing approach – A way to study the mind created from insights associated with the digital computerc. Early Computers (1950s)i. Input -> Input Processor -> Memory Unit -> Arithmetic unit -> Outputd. Cherry (1953)i. Dichotic Listening – Present message A in left ear, Present message B in right ear. To ensure attention, shadow (repeat aloud) one message.ii. Participants were able to focus only on the message they were shadowing and did not remember the other messagee. Broadbent (1958)i. Flow Diagram representing what happens as a person directs attention to one stimulus, unattended information does not pass through the filter. Input -> -> -> -> Filter -> Detector -> To MemoryV. Researcha. Behavioral Approach – measures relationship between stimuli and behaviorb. Physiological Approach – measures relationship between physiology and behavior (Both approaches contribute to understanding of cognition)i. EX: Memory Consolidation1. Memory for recent events is fragile2. If processing is disrupted, recent memories can fail to be consolidated3. New information can interfere with memory consolidation – retroactive interferencea. BEHAVIORAL APPROACH: Muller &Pilzecker (1900) had participants learn 2 lists of wordsi. Independent Variable – One group learned the second list immediately after the first. -> The other group experienced a 6-minute delay between learning the lists.ii. Dependent Variable – Memory (recall) for the first list of words. -> The delay group remembered more words.b. BEHAVIORAL APPROACH: Gais et al (2006) studied the effect of sleep on memory consolidation.i. Independent Variable: One group learned a list of words shortly before going to sleep. The other group learned it many hours before goingto sleep.ii. Dependent Variable: Memory (forgetting) for the list of words measured two days later.iii. The group that went to sleep sooner forgot less.c. PHYSIOLOGICAL APPROACH: Gais et al (2007) recorded brain activity using fMRI in a task like the one just describedi. Brain activity at encoding and retrieval ii. Focused on the hippocampus (known to be involved in formation of new memories)iii. Results: Sleep group showed more hippocampalactivity during retrieval than encoding. Awake group showed less hippocampal activity during


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