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CognitiveCognitive PsychologyPsychologyDay #3 of 8
Roster:Please put a checkmark
t t
Handouts: Please pick up a copy of today’s
Mark Rafterhttp://www.canyons.edu/faculty/rafterm
next to your name or add your name.
Please take a look at theMultiple Intelligences
handout
p p py yhandouts for:
September 14, 2012
Topics for Day #3: Remembering Information Processing in our nervous system Limits in our ability to process information Intelligence:Intelligence:Fluid & Crystallized Intelligence & Multiple Intelligences Compare and contrast recognition vs. recall
The vulnerability of memory highlighted by two classic studies:classic studies: • Long-term memory of a common object & • The perils of eyewitness testimony
Prenatal Stages ofNeuronal Development
Proliferation 0-7 weeks Migration 8-15 weeks
Differentiation 16-25 weeks Continued 26 39 kDifferentiation 26-39 weeks
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Nature & Nurture(Genes & Environment)( )
Prenatal Neuronal Development & Teratogens (Protein Deficiency, Alcohol, Radiation)
Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. g, , , , , C(1972). Brain changes in response to experience. Scientific American, 226 (2), 22‐29.
ImpoverishedEnvironment
Fewer dendritesper neuronp
Slower learners
EnrichedEnvironment
More dendritesper neuron
Faster learners
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(fight, flight or freeze)Physiologically aroused
Energy output
(feed or breed)Physiologically relaxed
Energy conservation
(feed or breed)Physiologically relaxed
(fight, flight or freeze)Physiologically aroused
Energy conservation Energy output
Homeostasis&
Parasympathetic Overshoot
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Visual InformationVisual Information Processing
is bi-lateralizedfor 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.
12.
4.
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1. 2. 3.
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1. FrontalLobe
2. Parietal Lobe
3 O i it l3. OccipitalLobe
4. Temporal Lobe (not shown)
Cerebellum
Spinal Cord
1. FrontalLobe
2. Parietal Lobe
3. OccipitalLobe
Motor Cortex Somatosensory Cortex
4 TemporalCerebellum
4 Lobes of the Cerebral Cortex
4. TemporalLobe
Spinal Cord
Fluid IntelligenceGf
Crystallized IntelligenceGcGf
Capacity to think logically
Includes inductive & deductive reasoning
Analyze and solve
Gc Ability to use skills, knowledge, and experience
Demonstrated largely through one’s vocabulary y
problems in novel situations – independent of acquired knowledge
Quick Wit
and general knowledge Age‐related improvementAcquired & Accessible
Wisdom
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(Gc)
(Gf)
See the last slidein this presentation
for the answers.
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ShortTerm
Memory(STM)(STM)
LongTerm
MemoryMemory(STM)
See the last slidein this presentation
for the answers.
ShortTerm
Memory(STM)(STM)
LongTerm
MemoryMemory(STM)
From the book: “Post Secret”
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Anterior Cingulate Cortex
FluidIntelligence
FluidIntelligence
HippocampusCrystallized 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.
See the case ofBarbaraBarbara
in Chapter One* of
Mindsight:The New Science of
Personal Transformation
by Daniel Siegel, M.D.
Tost H , Meyer-Lindenberg A PNAS 2010;107:17071-17072
©2010 by National Academy of Sciences
(2011) New York:Bantam Books
*(pages 3-13)A Broken Brain, A Lost Soul
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Multiple Intelligences
VerbalMathematical SpatialM i l
Bodily‐kinesthetic Interpersonal IntrapersonalN t li tMusical Naturalist
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We will see:Six linesFour colors per line
Start at the top line and call outthe name of the colors, left to right.
Do not call out the shapes of the colorsDo not call out the shapes of the colors.Simply call out the names of the colors.
Let’s Let’s practice.practice.
On the next slide,start at the top line and call outh f h l l f i h
Let’s do this quickly!Let’s do this quickly!
the name of the colors, left to right.
…again we will see:Six linesFour colors per line
Start at the top line and call outthe name of the colors, left to right.
Do not call out the shapes of the colors
…the same colors
Do not call out the shapes of the colors.Simply call out the names of the colors.
Let’s Let’s practice.practice.
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On the next slide,start at the top line and call outh f h l l f i h
Let’s do this quickly!Let’s do this quickly!
the name of the colors, left to right.
SensoryMemory STM LTM
“BLUE”
“RED”
Mark Rafter
RED
The Stroop Color-Word Test
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“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)
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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
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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 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 Bower, G. H. (1981). Mood and Memory. American Psychologist, 36(2), 129‐148
Mood when Learning the List
Mood when Remembering
the ListSad Happy
Sad Good Memory Poor Memory
Happy Poor Memory Good Memory
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Memory forMemory for Memory forMemory for
ChildAttachment Type
Memory forMemory forGood EventGood Event
Memory forMemory forBad EventBad Event
Secure Very GoodVery Good Very PoorVery Poor
Insecure Very PoorVery Poor Very GoodVery Good
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SensoryMemory STM LTM
Mark Rafter (1‐25‐2011)
SensoryMemory STM LTM
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Arrow Number Type of Remembering
( ) A1 Data Driven (Bottom‐Up) Awareness2 Selective Attention (Top‐Down) Awareness3 Maintenance Rehearsal
(refresh information in STM)4 Elaborative Rehearsal
(associate new information with old)(associate new information with old)5 Selective (cued) Remembering6 Unintentional Intrusive Memory (LTM to STM)7 Producing Information from Memory
(Recall and Recognition)
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RecognitionRecognitionRecognitionRecognition&&
RecallRecall
Assume that some information is in LTM.“Do you recognize my face?”
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.”Yes, I recognize your face.or
(“No, I can not find the information in my LTM.”)“No, I do not recognize your face.”
SensoryMemory STM LTM
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“Yes!”
Assume the information is in LTM. P ‘ ’ f h i i i ll
“Do you recall my name?”
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.”)“Y i M k R ft ”“Your name is Mark Rafter.”
or(“I can not find the information in my LTM.”)
“No, I do not recall your name.”
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SensoryMemory STM LTM
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Mark Rafter (1‐25‐2011)
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“Rafter!”
After meeting someone new, if we see them again later, we may say:y y“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
& ld it d h d t hi h ld 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 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 faces48% accuracy for inkblots 33% accuracy for snowflakes
Better memory for concrete rather than abstract information 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.
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Remember the effect of Weapon Focus on memoryWeapon Focus on memory
Loftus, E. F. (1975). Leading questions and the eyewitness report. Cognitive Psychology 7 560 572Psychology, 7, 560‐572.
Loftus suggests memory is basedon two types of information:
What we perceive at the time of the eventand
what we find out after the event 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: 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
EstimatedCar Speed
40.8 mph 34 mph
Yes 16 7 6
…also, “Did you see any broken glass?”
Yes.I saw broken glass.
16 7 6
NoI didn’t see any.
34 43 44
They were also asked one of two other questions:
“Did you see a stop sign?”y p gor
“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 FiltersNot everything detected is stored
Unbiased InputEverything detected is stored
Af i f i i d i i Af i f i i d i i After information is stored it is reconstructed
After information is stored it is unaffected
Information is lostin 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!)unbiased. (High fidelity!)
Information that was not stored may be remembered.
Information that was not recorded, will not be reproduced.
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Please be mindful that periodically throughout the day
– about every 90 minutes –( d h ) iwe (and others) may experience
a temporary decrease in attention.Made more likely with fatigue,
h bi i dhabituation, andinternal distraction.
The End.
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this
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If the rectangles were placed one on top of the other, this is the word you would be able to read:
SEARCH
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SEARCH