Cognitive Psychology. Mark Rafter Multiple Intelligences

Transcription

1 Cognitive Psychology Mark Rafter Roster: Please put a checkmark next to your name or add your name. Multiple Intelligences Handouts: Please pick up a copy of today s handouts for: September 21, 2012

2 Class Three: Friday, September 14th Remembering Leftovers: - Compare and contrast recognition vs. recall and illustrate the vulnerability of memory with two classic studies: - Long-term memory of a common object & The perils of eyewitness testimony (Nickerson and Adams) (Elizabeth Loftus) Class Four: Friday, September 21st Forgetting - Compare and contrast three forms of forgetting (a) decay, (b) interference, (c) amnesia - Identify the "seven sins of memory" (Daniel Schacter)

3 Jill Bolte Taylor's stroke of insight (18:42) Sarah Jayne Blakemore "The mysterious workings of the adolescent brain (14:26)

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5 Sensory Memory STM LTM Mark Rafter ( )

6 3 4 2 Sensory Memory STM LTM Mark Rafter ( )

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)

8 Recognition & Recall

9 Do you recognize my face? 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.

10 3 4 2 Sensory Memory STM LTM Yes! Mark Rafter ( )

11 Do you recall my name? 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.

12 3 4 2 Sensory Memory STM LTM Rafter! Mark Rafter ( )

13 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.

14 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.

15 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 set. A NEW item is one that was not in the original presentation set.

16 Please rely on your own memory for this RECOGNITION task. Array

17 Nickerson, R.S., and Adams, J.J. (1979). Long-term memory for a common object. Cognitive Psychology, 11, A B C D E F G H I J K L M N O

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19 Loftus, E. F. (1975). Leading questions and the eyewitness report. Cognitive Psychology, 7,

20 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. Subjects viewed a video of an accident involving two cars.

21 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? also, Did you see any broken glass?

22 Cars Smashed Estimated speed 40.8 mph 16 saw broken glass. 34 didn t see any broken glass. Cars Hit Estimated speed 34 mph 7 saw broken glass. 43 didn t see any broken glass. After the video no collision suggestion was given 6 saw broken glass. 44 didn t see any broken glass.

23 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.

24 Biased Input Filters Not everything detected is stored After information is stored it is reconstructed Information is lost in a systematic manner More recent events will alter the accurate storage of earlier events Reproduction of the event is biased. Information that was not stored may be remembered. Unbiased Input Everything detected is stored After information is stored it is unaffected Information is not lost. Recent recordings do not affect accuracy of earlier recordings Reproduction of the event is unbiased. (High fidelity!) Information that was not recorded, will not be reproduced.

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26 Chase, W.G. & Simon, H.A. (1973). The Mind s Eye in Chess

27 When Testing Memory of Actual Board Game Positions Masters are better than Beginners

28 Masters had both Crystallized (Gc) & Fluid (Gf) Wisdom & Wit Beginners had only Fluid (Gf) Wit

29 When Testing Memory of Random Board Positions Beginners are as good as or better than Masters

30 Masters had only Fluid (Gf) Wit Beginners had only Fluid (Gf) Wit

31 Recall the color names

32 We will see: Six lines Four colors per line Start at the top line and call out (recall) 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.

33 On the next slide, start at the top line and call out the name of the colors, left to right. Let s do this quickly!

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35 again we will see: Six lines Four colors per line Start at the top line and call out (recall) 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.

36 On the next slide, start at the top line and call out the name of the colors, left to right. Let s do this quickly!

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39 Sensory Memory STM LTM BLUE RED The Stroop Color-Word Test Mark Rafter

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42 Dichotic Listening Task A limited amount & a limited type of information is processed from the unattended message:

43 Memory of Ignored Message Explicit Memory: Sex of the Speaker and one s own name Implicit Memory: (horses)

44 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), The Person Carried: A Tennis Racket A Hand Gun Memory of the Person s Face Good Memory Poor Memory

45 The Context of Mood: Bower, G. H. (1981). Mood and Memory. American Psychologist, 36(2), Mood when Remembering the List Mood when Learning the List Sad Happy Sad Good Memory Poor Memory Happy Poor Memory Good Memory

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47 Child Attachment Type Memory for Good Event Memory for Bad Event Secure Very Good Very Poor Insecure Very Poor Very Good 47

48 Note: This was as far as we progressed on Friday, September 21 st. The End. Note: We ll continue to proceed on Friday, September 28 th.