Card Set Information
1. Studies how we think and understand
2. Studies abilities that allow us to think and understand
3. Interdisciplinary approach
What are the tenets of Cognitive Science?
1. Mental Representations exist and can be studies scientifically
2. The mind can be modeled as a computer
3. Interdisciplinary approach
How we think and understand, and the abilities that allow us to think and understand.
Creates an association between a natural reaction to a stimulus and an arbitrary reaction to a stimulus.
States that human behavior is a series of learned associations. Developed by Watson and Skinner.
States that the mind is like a computer. In a computer there are rules and operations that guide tasks, therefore, the mind can be modeled with computational programming.
States that all knowledge is there from birth. Ex. reflexes
States that knowledge is gained through experience
Developed by Gardner
States that there are different intelligences, such as logical, musical, spatial, kinesthetic, etc.
: Some prized intelligences, Talent or Intelligence?
"Goal-Oriented Adaptive Behavior"
States that Intelligence is:
Things humans are good at
Ability to create routines
Ability to deal with new situations
A mental representation of an object or event and relevant knowledge
Class of similar things
Value of Categories and Concepts
1. Let's us relate new information to old information
2. Allows us to predict and infer
3. Let's us communicate and learn for indirect experiences
States that classification is hierarchical, in trees
All members share features necessary and sufficient (minimum and required to be included)
Members share features, but not every member must have every trait.
More traits>more typical, most typical>Prototype
States that categories are like scientific method.
Develop a hypothesis, gather data, revise hypothesis
Good for explaining ad hoc categories
Organized knowledge about routine events
Used to organize events
-Mental images are like visual perception of real images
-Perceptual information is encoded into modality-independent form
-Easier to write coding
Theory that mental images are processed by changing them into propositions
Ex. x=pineapple, y=platypus, y>x
When a person in a research project attempts to guess the nature of the study and acts accordingly, either to prove or disprove the hypothesis.
: Entire visual field
: 5 items
Short Term Memory
: Multiple formats
: 7 items +/- 2
: Depends on rehearsal
Chuncking allows you to store more items and increase STM capacity
: Earlier information interferes with later information
: Later information interferes with earlier information
: Where we remember the first information and not the last
: Where we remember the last information and not the first information
Long Term Memory
: Multiple Formats
: Knowing how to do things, like riding a bike
: -Semantic:Knowing facts, Episodic: Personal experiences
Accessing information stored in memory, relies on cues and associations
: Translated into mental representations
: Linking information to things already in LTM
: How something gets encoded depends on information available at the time of encoding. Retrieval easier if the same information is available.
Consolidation and State-Dependent Learning
: Memories become more stable and resistant to interference. Strengthening of associations happens at cellular level.
: Better performance if mood/chemical state is the same during recall as during encoding
Semantic Network Model
: Exciting one node spreads activation along network to other nodes.
: When something is made more active in your memory. (Bread primes butter). Can be measured.
3 states of information processing:
1. Sensory Inputs
2. Sensory Register (Attention)
3. Short Term Memory (Rehearsal)
4. Long Term Memory
: When you can't remember anything from before the injury
: When you can't remember anything after the injury, you can't make memories
Neither affects learned skills
: Unconscious orientation toward a stimulus, reflexive
: Conscious or voluntary orientation toward a stimulus
: Directing attention to a location
: Evaluation environment to determine location
: Locating stimulus
: Remaning oriented
: simultaneous performance of multiple attention-demanding tasks
: People miss change when it's slow/when distracted
: Hemineglect, Damage to Parietal lobe, Problem of consciousness, failure to notice a part of space.
Phonetics and Phonology
How sounds of a language are produced and which sounds the language has
Where the breaks in words are and which meanings go with which words.
What words mean
Semantic satiation: When words are repeated, they cease to have meaning
How words are put together to form sentences
When you say something, what inferences can be drawn from the saying of it
Prescriptive vs. Descriptive rules
Prescriptive: Things you should do
Descriptive: What is actually done
Relativity and Determinism
Relativity: FACT Language divides up the world differently, encoding different things
Determinism: HYPOTHESIS 1. Determines thought and perception, 2. Exerts some influence
Inability to produce or understand language
: Dysfluent aphasia
: Fluent aphasia
Running procedure involves re-running process that's part of process
Ex. S>NP VP
Intention to change another person's mental state via communicative signal
Meaningful motion of hands/body/arms
: glossable, from convention, not universal
: universal, occur with speech, iconic
Perceived similarity between two things
Commonalities between signed languages and gestures
Whole brain is involved in mental activity
Difference parts of the brain are involved with different abilities.
: Life Support
: Hypothalamus and Pituitary-Homeostais
: Coordinates motion
: Relays sensory information
: Motor control
Frontal Lobe, Temporal Lobe, Occipital Lobe, Parietal Lobe
Superior (Dorsal), Anterior, Inferior (Ventral), Posterior
: Firing, Electrical impulses that pass along axon to terminal buttons
Causes release of neurotransmitters from terminal buttons