Date post: | 13-Dec-2014 |
Category: |
Technology |
Upload: | marina761 |
View: | 828 times |
Download: | 2 times |
Psyc 317 001: Cognitive Psyc 317 001: Cognitive PsychologyPsychology
James Thompson, PhDAssistant Professor
Dept of Psychology
2
Today’s agendaToday’s agenda
• Introductions• Syllabus• What is cognitive psychology?
3
About MeAbout Me
• BA (Hons) in Psychology
• PhD in Cognitive Neuroscience– Swinburne University of
Technology, Melbourne, Australia
• Postdoctoral Fellowship in MRI– Dept of Radiology, WVU
4
About MeAbout Me
Melbourne
5
How to Contact MeHow to Contact Me
• Call me JIM
• Office: DK 2056
• Email: [email protected]
• Telephone: 703-993-9356
6
How to Annoy MeHow to Annoy Me
7
About Me: My ResearchAbout Me: My Research
• Cognitive Neuroscience– The neural basis of cognition
• Visual Recognition of Human Movement– How you do recognize and
interpret the actions of other people
8
About Me: My ResearchAbout Me: My Research
9
About Me: My ResearchAbout Me: My Research
• Functional Magnetic Resonance Imaging (fMRI)
• Event-Related Potentials (ERPs)
10
Functional MRI (fMRI)Functional MRI (fMRI)
11
Functional MRI (fMRI)Functional MRI (fMRI)
12
Teaching: A two-way Teaching: A two-way streetstreet
• My responsibilities– Encourage discussion, hold in-class
activities and demonstrations– Research questions I don't know– Teach and speak at a comfortable pace
• Your responsibilities– Participate in class, ask questions– Give me constructive criticism and let me
know if I speak too fast, mumble, etc.– Connect in-class concepts with the
outside world
13
About YouAbout You
• Name• Major/year in college• What is the best/worst place
you have been for a holiday?• What you hope to gain from
this course– OK to say that you’re taking it
because it’s required
14
SyllabusSyllabus
• Office Hours: Tues 10:30-11:30 or by appointment
• Website: http://hfac.gmu.edu/people/jthompsz/
15
Syllabus: Check your GMU Syllabus: Check your GMU e-mail!e-mail!
• I will often be communicating with you via your GMU e-mail - check it!
• Also be sure to empty your mailbox
• If you miss an announcement because you missed an e-mail, it’s not my problem
16
Syllabus: TextbookSyllabus: Textbook
• Goldstein, E. B. (2008). Cognitive Psychology: Connecting Mind, Research and Everyday Experience (2nd Edition). Belmont, CA: Wadsworth.
17
Syllabus: GradingSyllabus: Grading
• Standard scale:– A (100-90)– B (89-80)– C (79-70)– D (69-60)– F (below 59)
• There will be a curve on the final grade
18
Syllabus: GradingSyllabus: Grading
• BEST 3 out of 4 non-cumulative exams– Each exam is worth 20%– Multiple choice & short essay
• 1 article review & lit search– Worth 30%
• Class discussion/participation– Worth 10%– Ask questions, make comments!
19
Syllabus: Make-Up Syllabus: Make-Up ExamsExams
• Make-ups exams will be given after the date of the scheduled exam– Need excuse written by doctor,
lawyer, judge, etc.
20
Article SummaryArticle Summary
• Summarize a cognitive psychology research article– Must clear article with me first!
• 3 pages– Research question– Independent & dependent variables– Results– Conclusions
21
Article SummaryArticle Summary
• 2 pages– Relate the research question &
findings to a “real world” example•You•Friend•Someone from a book, TV, or movie
22
Article SummaryArticle Summary
• Literature Search– Keywords
•PsychINFO•PubMed
– 5 relevant articles•Print list from PsychINFO or PubMed•Attach to summary
23
Article SummaryArticle Summary
24
Article SummaryArticle Summary
25
Article SummaryArticle Summary
26
Syllabus: Extra CreditSyllabus: Extra Credit
• Use Sona Systems to sign up for experiments– http://gmu.sona-systems.com/
• Can earn up to 3% on your final grade
• Each Sona credit is worth 0.5%– Want 3% extra credit? Get 6 credits.– You only got 3 credits? You get 1.5%.
27
Syllabus: Honor codeSyllabus: Honor code
• Refer to University Catalog for complete explanation
• Just don’t cheat
28
Tricks of the tradeTricks of the trade
• The first exam is the hardest– Hardest material– Don’t know what to expect
• I like being in communication– I am constantly checking my e-
• ASK QUESTIONS
29
One last piece of adviceOne last piece of advice
• From student feedback:– “I read the book and came to class.
I did fine.”
• That’s my goal: read the book, come to class, and you’ll do well!
Lecture 1: Introduction & Lecture 1: Introduction & HistoryHistory
Psyc 317: Cognitive Psyc 317: Cognitive PsychologyPsychology
31
OutlineOutline
• Introductions• Syllabus• What is cognitive psychology?
32
What is cognition? What is cognition? (book (book definition)definition)
• Cognition comprises the mental processes that are involved in:– Perception– Attention– Memory– Problem solving– Reasoning– Decision making
33
Why should you care?Why should you care?
• Many of you may be interested in clinical, school, or social psychology
• Many of these fields study personality
• What is personality at the lowest level?– How we perceive things– How/what we remember– How we make decisions– etc.
• These are all based in our cognition
34
Why else should you Why else should you care?care?
• Billions of neurons to create the smartest animals on the planet
• But we don’t know how it works!
• “The three-pound enigma.”
35
The complexity of The complexity of cognitioncognition
• Walking to class today– Memory - Remembering what building
class is in– Perception & attention - Looking at a
campus map to find the building– Language - Asking someone for directions– Reasoning - Finding the best route to get
to the room
• It all seems so automatic!
36
Automaticity can get in Automaticity can get in the waythe way
• Example: Stroop effect
• Instructions: Read the words on the next slide out loud
• Example:WATERAPPLE
37
StroopStroop
38
Stroop effectStroop effect
•Instructions: Read the ink color on the next slide out loud and ignore the word
•Example:GLASSBOOK
39
StroopStroop
40
Deconstructing the Deconstructing the Stroop effectStroop effect
• Reading is highly automatic– We generally learn color naming
first
• Cannot stop reading even after lots of practice!
• So cognition is pretty automatic– Right?
41
Sometimes your eyes Sometimes your eyes can lie…can lie…
42
The Flash-Lag effectThe Flash-Lag effect
• An object is flashed at the same instant that a moving object arrives at same position
• Perceived to spatially lag the moving object– Moving objects processed more
slowly than static objects?– Or, do we make predictions of where
a moving object will be?
43
What is cognition? What is cognition? (simple (simple definition)definition)
• The behind the scenes functioning of the mind– How the mind creates behaviors
that are similar to all people– How the mind creates behaviors
that are not similar to all people (individual differences)
44
Cognitive Science: The big Cognitive Science: The big picturepicture
• Cognitive science: The study of the mind, approached from many disciplines
COGNITIVE SCIENCE
Cognitive PsychJust one piece of the picture
45
Disciplines of cognitive Disciplines of cognitive sciencescience
• Psychology: Scientific study of behavior produced by the mind
• Neuroscience: Studies the anatomy, physiology, and biochemistry of the brain
• Philosophy: How our mind constructs reality, questions of consciousness
• Linguistics: Scientific study of origins and development of language
46
Applications: Human Applications: Human factorsfactors
• Human factors: Designing systems within the limits of human cognition– Don’t overload memory– Don’t make words hard to see
• Real-world examples– Medical technology– Three Mile island– Early fighter planes
47
Applications: Artificial Applications: Artificial IntelligenceIntelligence
• Artificial intelligence: The development of technology that performs functions similar to human thought
• Relates to philosophy– What is consciousness?– How does our brain create
consciousness?
48
OutlineOutline
• Introductions• Syllabus• What cognitive psychology is
49
History: Back in the day…History: Back in the day…
• Aristotle– 384-322 BC– Tabula rasa
(“blank slate”)– Structure of the
mind already in place?
50
Fast forward to the 1860sFast forward to the 1860s
• Franciscus Donders - measured the speed of thought– 1868
• Reaction time experiments
51
What is reaction What is reaction time?time?
• The time elapsed between some stimulus and the person’s response
• Typically measured in milliseconds• Considered a measure of difficulty
Time (ms)Space Bar
Person’s Reaction Time
52
Simple reaction timeSee light, press button
Choice reaction timeSee light, which button?
Donders’ SubtractionDonders’ Subtraction
53
Measuring the speed of Measuring the speed of thoughtthought
Stimulus:The light
Mind:Sees light
Response:Press button
Stimulus:The light
Mind:Sees light
Response:Press button
Mind:Which button?
Simple Reaction Time experiment:
Choice Reaction Time experiment:
*
54
Measuring the speed of Measuring the speed of thoughtthought
Simple Reaction Time experiment: 350 ms
Choice Reaction Time experiment: 500 ms-
150 ms
150 ms for the extra stage in choice RT:
150 ms to choose which button to press
Example:
55
What does this tell us? What does this tell us?
• Specifically:– How long it takes for the mind to
choose a response
56
What does this tell us? What does this tell us?
• Generally:– Mental responses cannot be
measured directly– Must infer mental processing
through behavior– Behavioral measures
•Reaction times•Accuracy/error rates
57
Discussion time!Discussion time!
• Has anyone thought of a potential flaw in this logic?
• Clue: Imagine cooking something and inserting a new step. What happens to the final recipe?
• The assumption of pure insertion
58
Hemholtz’s UnconsciousInference (1860s)(1860s)
59
What does this tell us?What does this tell us?
• Specifically:– How does our mind recognize
objects that are occluded by other objects?
– Some kind of automatic filling-in process•Object recognition: we’ll talk about
this in a few weeks
60
What does this tell us?What does this tell us?
• Generally:– Some of our perceptions are the
result of automatic processes beyond our control•Like reading the Stroop task
– Cognitive psychology can help to unmask the automatic processes
61
Foundations of Foundations of cognitioncognition
• These early researchers developed some basic principles:
• Donders: Mental processes must be inferred from behavior
• Hemholtz: Mental processes are automatic and often unseen
62
Willhelm WundtWillhelm Wundt
• 1832-1920• First
experimental psychology laboratory (Europe)– Leipzig,
Germany ~1879
63
Edward TitchenerEdward Titchener
• 1867-1927• Born in England• Studied in
Germany under Wundt
64
Structuralism Structuralism (Wundt and (Wundt and Titchener)Titchener)
• The study of the structure of the conscious mind
• Focus on the sensations, images, and feelings that are elements of consciousness
65
Conscious “structure” of an Conscious “structure” of an appleapple
RedColdCrispSweet
66
Wundt’s IntrospectionWundt’s Introspection
• How to study the mind?Introspection: “Self-observation”
• Subjects looks carefully inward and report on inner situations and experiences
• Example: Describe the experience of hearing a 5-note chord on the piano– Hear one sound or individual notes?
67
Wundt’s introspection Wundt’s introspection criteria criteria
1. The subject must know when the experience begins and ends• Subject is master of situation
2. The subject must maintain "strained attention”• Mind does not wander
68
Problems with Problems with structuralismstructuralism
• Observers were highly trained, but self-reports were not consistent across people
• How can psychologists draw clear conclusions when introspection produces such varied data?
69
OutlineOutline
• Introductions• Syllabus• What cognitive psychology is• History
– The first cognitive psychologists– The rise (and fall) of behaviorism– The rise of the new cognitive
psychology
70
BehaviorismBehaviorism
• A response to Wundt’s introspection
• The scientific study of observable behavior only
• Behaviorism is “antimentalistic”– Since mental processes can’t be seen,
they have no place in psychology
• Explanations like classical conditioning
71
John B. WatsonJohn B. Watson
• 1878-1958• Professor of
psychology• Founder of
behaviorism
72
B.F. SkinnerB.F. Skinner
• 1904-1990 • Professor of
psychology• Behaviorism
– Operant conditioning
– Positive and negative reinforcements
73
Classical conditioningClassical conditioning
If Unconditioned Stimulus If Unconditioned Stimulus Unconditioned Response Unconditioned Response (meat powder)(meat powder) (salivation)(salivation)
then pairthen pair
Conditioned stimulus with the unconditioned stimulusConditioned stimulus with the unconditioned stimulus (tone)(tone) (meat powder)(meat powder)
then eventuallythen eventually
Conditioned stimulus Conditioned stimulus conditioned response conditioned response(tone)(tone) (salivation)(salivation)
74
Operant conditioningOperant conditioning
It is possible for the animal to generate a response and for that response to have consequences:
Act cute --> Get pet Poop on rug --> Get scolded
75
Cracks in the behaviorist Cracks in the behaviorist frameworkframework
• 1960s: Criticisms of behaviorism• Behaviorism could not explain some phenomenon
• Critical periods/early learning• Language• Inability to override instinctual behavior
76
Problems with Problems with behaviorism: Critical behaviorism: Critical periodsperiods
• Critical period: A time when an animal is able to learn particular information rapidly and with little exposure– If the time window is missed, the
animal learns with greater effort or not at all
77
Critical periods Critical periods exampleexample
• Some birds follow the first large thing that they see when they are hatched - usually first large thing is mom
• The tendency to follow the first large thing has a critical period
• What happens if the first large thing is not mom?
78
Critical periods: Lorenz as Critical periods: Lorenz as mommom
Behaviorism Behaviorism cannot explain cannot explain critical periods!critical periods!
79
Problems with Problems with behaviorism: Languagebehaviorism: Language
• The behaviorist account of language (Skinner, 1957):
Children learn language through imitation and reinforcement. Appropriate speech is rewarded.
80
Criticism of behaviorist Criticism of behaviorist account of languageaccount of language
• The response (Chomsky, 1959):
Behaviorist accounts ignore that language is generative. This means that virtually everything you say and hear is novel. It can’t be the case that you understand it because of reinforcement in the past, because you’ve never heard it before.
81
Evidence that for non-Evidence that for non-behaviorist view of behaviorist view of languagelanguage
• Generativity of language (production of novel sentences)
• Overextension of grammar– “I hitted the ball.”– This is never spoken by adults
82
Problems with Problems with behaviorism: behaviorism: Instinct/Fixed ActionsInstinct/Fixed Actions
• The Misbehavior of Organisms (Breland & Breland, 1961):– Try to train raccoon to put two
coins in a piggy bank– Raccoon would instinctively rub
coins together, like they would with shellfish
– No amount of reward would cause extinction of the rubbing response
83
OutlineOutline
• Introductions• Syllabus• What cognitive psychology is• History
– The first cognitive psychologists– The rise (and fall) of behaviorism– The rise of the new cognitive
psychology
84
The rise of something The rise of something new…new…
• Information processing approach– The mind processes information
as it comes into the brain
• Rebirth of cognitive psychology parallels development of computers
85
Cognition and Cognition and ComputationComputation
COGNITION• Perception• Attention• Memory• Problem
solving• Reasoning• Decision
making
COMPUTATION• Input from
many sources• Processing
(memory, software)
• Output to many sources
86
Allen Newell and Herbert Allen Newell and Herbert SimonSimon
• 1927-1992• Computer science &
artificial Intelligence
• 1916-2001• Economics & mathematics• Nobel Prize in economics
for decision making
87
The mind as computer?The mind as computer?
Computer hardware diagram:
Can we apply boxes and arrows to the mind?
88
Early IP experiment: Early IP experiment: attentionattention
• Example: Cherry’s (1953) attention experiments– String of words presented to
each ear– Subjects attend to one ear only– Unattended stream is not
remembered
89
The mind as computer?The mind as computer?
(Flow diagram of how attention works)
Block diagram of mental processes:
90
The End.The End.
• Next class: Methods of cognitive psychology!
• How do we measure behavior?• How do we measure the brain?• Is artificial intelligence going to
take over the world?