Cognitive Psychology - College of the Canyons...2 Selective Attention (Top-Down) Awareness 3...

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Roster: Please put a checkmark

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Please take a look at the Multiple Intelligences

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Handouts: Please pick up a copy of today’s

handouts for:

September 14, 2012

Cognitive Psychology

Mark Rafter http://www.canyons.edu/faculty/rafterm

Topics for Day #3: Remembering Information Processing in our nervous system

Limits in our ability to process information

Intelligence: Fluid & Crystallized Intelligence & Multiple Intelligences

Compare and contrast recognition vs. recall

The vulnerability of memory highlighted by two

classic studies:

• Long-term memory of a common object &

• The perils of eyewitness testimony

Proliferation 0-7 weeks

Migration 8-15 weeks

Differentiation 16-25 weeks

Continued

Differentiation 26-39 weeks

Prenatal Stages of

Neuronal Development

Nature & Nurture (Genes & Environment)

Prenatal Neuronal Development & Teratogens (Protein Deficiency, Alcohol, Radiation)

Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain changes in response to experience. Scientific American, 226 (2), 22-29.

Impoverished Environment

Fewer dendrites

per neuron

Slower learners

Enriched Environment

More dendrites

per neuron

Faster learners

(fight, flight or freeze)

Physiologically aroused

Energy output

(feed or breed)

Physiologically relaxed

Energy conservation

(feed or breed)

Physiologically relaxed

Energy conservation

(fight, flight or freeze)

Physiologically aroused

Energy output

Homeostasis

Parasympathetic Overshoot

Visual Information

Processing

is bi-lateralized

for each eye.

Information from

each eye is

registered in both

hemispheres.

Information from

each eye is

registered in both

hemispheres.

= lesions in the visual pathway

1. 2. 3.

1. Frontal Lobe

2. Parietal Lobe

3. Occipital Lobe

4. Temporal Lobe

(not shown)

Cerebellum

Spinal Cord

4 Lobes of the Cerebral Cortex

1. Frontal Lobe

2. Parietal Lobe

3. Occipital Lobe

4. Temporal Lobe

Motor Cortex Somatosensory Cortex

Cerebellum

Spinal Cord

Fluid Intelligence

Capacity to think logically

Includes inductive & deductive reasoning

Analyze and solve problems in novel situations – independent of acquired knowledge

Quick Wit

Crystallized Intelligence

Ability to use skills, knowledge, and experience

Demonstrated largely through one’s vocabulary and general knowledge

Age-related improvement

Acquired & Accessible Wisdom

See the last slide

in this presentation

for the answers.

Memory

See the last slide

in this presentation

for the answers.

Memory

From the book: “Post Secret”

Anterior Cingulate Cortex

Intelligence

Hippocampus

Crystallized Intelligence

Regulatory circuits of social-emotional information processing. “Top-down” control of the

amygdala (AMY) arises from the anterior cingulate cortex (ACG) and ventral medial prefrontal

cortex (vmPFC), with the latter being particularly important for the regulation of moral behaviors.

Tost H , Meyer-Lindenberg A PNAS 2010;107:17071-17072

See the case of

Barbara

in Chapter One* of

Mindsight:

The New Science of

Personal

Transformation

by Daniel Siegel, M.D.

(2011) New York:

Bantam Books

*(pages 3-13)

A Broken Brain, A Lost Soul

Multiple

Verbal

Mathematical

Spatial

Musical

Intelligences

Bodily-kinesthetic

Interpersonal

Intrapersonal

Naturalist

We will see:

Six lines

Four colors per line

Start at the top line and call out 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.

Let’s do this quickly!

On the next slide,

start at the top line and call out

the name of the colors, left to right.

…again we will see:

Six lines

Four colors per line

Start at the top line and call out 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.

…the same colors

Let’s do this quickly!

On the next slide,

start at the top line and call out

the name of the colors, left to right.

Sensory Memory STM LTM

Mark Rafter

“BLUE”

“RED”

The Stroop Color-Word Test

“Dichotic Listening Task”

A limited amount & a limited type of information is

processed from the unattended message:

Memory of Ignored Message

Explicit Memory: Sex of the Speaker

…and one’s own name

Implicit Memory: (horses)

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

When Testing Memory of Actual Board Game Positions

Masters are better than Beginners

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

Beginners had only Fluid (Gf) Wit

When Testing Memory of Random Board Positions

Beginners are as good as or better than Masters

Masters had only Fluid (Gf) Wit

Beginners had only Fluid (Gf) Wit

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), 845-859

The Person Carried:

A Tennis Racket

A Hand Gun

Memory of the Person’s Face

Good Memory

Poor Memory

The Context of Mood:

Bower, G. H. (1981). Mood and Memory. American Psychologist, 36(2), 129-148

Mood when Learning the List

Mood when Remembering

the List

Good Memory

Poor Memory

Good Memory

Child Attachment Type

Memory for

Good Event

Memory for

Bad Event

Secure Very Good Very Poor

Insecure Very Poor Very Good

Mark Rafter (1-25-2011)

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)

Recognition

Recall

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.”

“Do you recognize my face?”

“Yes!”

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.”

“Do you recall my name?”

“Rafter!”

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.

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.

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

Remember the effect of Weapon Focus on memory

Loftus, E. F. (1975). Leading questions and the eyewitness report. Cognitive Psychology, 7, 560-572.

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.

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?”

Response “…Cars Smashed” “…Cars Hit” No suggestion

Estimated Car Speed

40.8 mph 34 mph

Yes. I saw broken glass.

16 7 6

No I didn’t see any.

34 43 44

…also, “Did you see any broken glass?”

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.

Biased Input Filters Not everything detected is stored

Unbiased Input Everything detected is stored

After information is stored it is reconstructed

After information is stored it is unaffected

Information is lost in a systematic manner

Information is not lost.

More recent events will alter the accurate storage of earlier events

More recent recordings do not affect the accuracy of earlier recordings

Reproduction of the event is biased.

Reproduction of the event is unbiased. (High fidelity!)

Information that was not stored may be remembered.

Information that was not recorded, will not be reproduced.

Please be mindful that periodically throughout the day

The End.

If the rectangles were placed one on top of the other,

this is the word you would be able to read:

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Cognitive Psychology - College of the Canyons...2 Selective Attention (Top-Down) Awareness 3...

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