Cognitive Psychology. Mark Rafter Information Processing
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1 Cognitive Psychology Mark Rafter Roster: Please put a checkmark next to your name or add your name. Photographs: I ll talk about these. Handouts: Please pick up a copy of today s handouts for: Information Processing August 31, 2012
2 (Other OLLI courses will meet as usual next Friday.) We will meet again in two weeks.
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4 Our Website
5 1. The Information Processing model: Structures & Functions 2. Processing Information: Encoding, Storing & Retrieving 3. The central role of Attention and factors that affect attention 4. Habituation & Dishabituation 5. Information Processing in the Nervous System
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7 Perception is a function of the person s use of internalized concepts to comprehend the external stimuli in the environment. Demonstration: (Remember when Mark did a number on Cynnie s back?) The touch is peripheral. The language codes are central.
8 Different sensations (different patterns of energy) may result in the same perception. (the sound)
9 Different sensations (different patterns of energy) may result in the same perception. Color Constancy Shape Constancy Size Constancy
10 The same sensation may result in different perceptions.
11 The same sensation may result in different perceptions.
12 The same sensation may result in different perceptions.
13 The same sensation may result in different perceptions.
14 The same sensation may result in different perceptions.
15 The same sensation may result in different perceptions.
16 The same sensation may result in different perceptions.
17 First Class Right after Breakfast Moon Banana Third Class Right before Lunch Banana Moon
18 First Class Right after Breakfast Moon Banana Third Class Right before Lunch Banana Moon
19 First Class Right after Breakfast Moon Banana Third Class Right before Lunch Banana Moon
20 Bottom-up Processing refers to the influence of the physical energy (the stimulus) on the process of perception. These are more universal, stimulus-driven (environmentally-driven) perceptions.
21 Top-down Processing refers to the influence of higher level processes (long-term memory associations) on the process of perception. These are more ideosyncratic, conceptually-driven (persondriven) perceptions. examples will follow
22 Psychological Factors that influence perception Needs Billboards for food/lodging & Expectations Waiting & Your friend on the telephone Beliefs Seeing a UFO Values The 1990 Pepsi can Is it Good or Bad? Culture Kenge of the BaMuti tribe (1961) Prior Experience The face of reality
23 Perception guides our thoughts, emotions, and our overt behavior at every moment. & Perception is affected by our thoughts, emotions, and overt behavior at every moment.
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30 1. The Information Processing model: Structures & Functions 2. Information: Encoding, Storing & Retrieving 3. The central role of Attention and factors that affect attention (Psychological & Developmental)
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33 Each of these three Containers has a capacity to contain an amount of information. a duration of time it can contain the information. Sensory Memory STM LTM Sensory Memory STM LTM CAPACITY Very large chunks Unlimited DURATION Very brief ½ - 2 seconds 30 seconds A Very Long Amount of Time Sperling, 1960 Miller, 1956 Loftus & Palmer (1974)
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37 R O Q K L T W B I M U P
38 once more, with a Partial Report procedure. George Sperling (1960). The Following DISPLAY of letters will be presented for 50 msec and after seeing the display you recall the letters you remember 50 milliseconds = 0.05 OR 1/20 seconds
39 R O Q K L T W B I M U P
40 Whole Report = if recalled immediately a random 4 items correct on the average Partial Report = if cued immediately a complete row correctly recalled Partial Report = if cued ½ to 1 second later 0 to 1 item correctly recalled
41 R O Q K L T W B I M U P
42 R O Q K L T W B I M U P Whole Report = if recalled immediately a random 4 items correct on the average Partial Report = if cued immediately a complete row correctly recalled Partial Report = if cued ½ to 1 second later 0 to 1 item correctly recalled
43 R W I M Whole Report = if recalled immediately a random 4 items correct on the average Partial Report = if cued immediately a complete row correctly recalled Partial Report = if cued ½ to 1 second later 0 to 1 item correctly recalled
44 R O Q K L T W B I M U P Whole Report = if recalled immediately a random 4 items correct on the average Partial Report = if cued immediately a complete row correctly recalled Partial Report = if cued ½ to 1 second later 0 to 1 item correctly recalled
45 R O Q K L T W B I M U P Whole Report = if recalled immediately a random 4 items correct on the average Partial Report = if cued immediately a complete row correctly recalled Partial Report = if cued ½ to 1 second later 0 to 1 item correctly recalled
46 R O Q K L T W B I M U P Whole Report = if recalled immediately a random 4 items correct on the average Partial Report = if cued immediately a complete row correctly recalled Partial Report = if cued ½ to 1 second later 0 to 1 item correctly recalled
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48 Each of these three Containers has a capacity to contain an amount of information. a duration of time it can contain the information. Sensory Memory STM LTM Sensory Memory STM LTM CAPACITY Very large chunks Unlimited DURATION Very brief ½ - 2 seconds 30 seconds A Very Long Amount of Time Sperling, 1960 Miller, 1956 Loftus & Palmer (1974)
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50 Attention Count how many times the players in the white shirts pass the basketball.
51 Break
52 Data Driven Attention (Bottom Up) Selective Attention Divided Attention Sustained Attention Sensory Adaptation (olfactory) Habituation a decrease in attention to repeated stimulation (thalamus regulated) Dishabituation an increase in attention to a change in stimulation (The Novelty Effect)
53 Data Driven Attention (Bottom Up) Sensory Memory STM LTM Mark Rafter
54 Selective Attention Sensory Memory STM LTM Mark Rafter
55 Sustained Attention X Sensory Memory STM LTM Mark Rafter
56 Sensory Adaptation
57 Habituation in the Thalamus
58 Response intensity/duration a decrease in response to repeated stimulation. Stimulus
59 Response intensity/duration a decrease in response to repeated stimulation X X X X X X X X X X O O O O O O O O Stimulus Person #1 Person #2
60 Response intensity/duration a decrease in response to repeated stimulation X X X X X X X X X X O O O O O O O O Stimulus Person #1 Person #2
61 Response intensity/duration a decrease in response to repeated stimulation Habituation to X Habituation to O X X X X X X X X X X O O O O O O O O Stimulus Dishabituation to O Person #1 Person #2
62 Response intensity/duration a decrease in response to repeated stimulation X X X X X X X X X X O O O O O O O O Stimulus Person #1 Person #2
63 Response intensity/duration and intelligence. X X X X X X X X X X O O O O O O O O Stimulus Person #1 Person #2
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68 an increase in response to a change in stimulation. The Novelty Response The Orienting Response a decrease in response to repeated stimulation.
69 a decrease in response to repeated stimulation Person #1 Person # X X X X X X X X X X O O O O O O O O
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71 Attentional networks in the Prefrontal Cortex Reticular Activating System in the brainstem
72 Top-Down Attention in the Prefrontal Cortex Bottom-Up Attention in the brainstem
73 Sensory Memory STM LTM Mark Rafter
74 Effortful Processing vs. Automatic Processing
75 Effortful Processing vs. Automatic Processing The Task Read the noun and say the corresponding verb. DOG?
76 Effortful Processing vs. Automatic Processing The Task Read the noun and say the corresponding verb. DOG Bark
77 Effortful Processing vs. Automatic Processing The Task Read the noun and say the corresponding verb. DOG Bark DUCK?
78 Effortful Processing vs. Automatic Processing The Task Read the noun and say the corresponding verb. DOG DUCK Bark Quack
79 Effortful Processing vs. Automatic Processing The Task Read the noun and say the corresponding verb. DOG DUCK Bark Quack COW?
80 Effortful Processing vs. Automatic Processing The Task Read the noun and say the corresponding verb. DOG DUCK COW Bark Quack Moo
81 Effortful Processing vs. Automatic Processing The Task Read the noun and say the corresponding verb. DOG DUCK COW Bark Quack Moo FISH?
82 Broca s Area Language Production Wernicke s Area Language Comprehension
83 Effortful Processing vs. Automatic Processing This is the cover image on the book by Posner, M.I., & Marcus, E.R. (1994). Images of mind. New York: W. H. Freeman.
84 Effortful Processing vs. Automatic Processing New Task Old Task (after 15-min) Read the noun and say the corresponding verb. DOG DUCK Bark Quack
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87 (Other OLLI courses will meet as usual next Friday.) We will meet again in two weeks. The End
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