国外Advanced Cognitive Psychology课程课件-othermemory
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Cognitive Psychology
Inductive Reasoning
Confirmation Bias: “The Earth is flat” Confirmation bias leads to the following test: It appears flat Falsification leads to the following test: If one sails westward for long enough they will arrive back home from the east
Cognitive Psychology
Lecture 7: Reasoning October 08 John Toner
Reasoning
Studying the human memory system involves questions about how we acquire and retain knowledge Problem Solving and Reasoning research investigates what we do with this knowledge Reasoning involves using knowledge within systems of formal logic
The 2-4-6 task
Tweney (1980) carried out tests on a variation of the 2-4-6 task. They were instructed to find two rules rather than just one One rule called DAX, was “three ascending numbers” (i.e. Wason’s original rule) The other rule, called MED, was any other triple (i.e. does not obey the DAX rule).
Introduction to Cognitive Psychology 认知心理学 英文课件
• “Pressing Alt-Tab switches me between applications, and I know that Windows uses STM… Let’s propose a model of Windows where it stores which apps are open in STM, and when a user hits Alt-Tab, it switches between open apps.”
What is Cognitive
Psychology?
• Metaphor: mind = Windows
– Behaviorists:
• “What happens when I press Alt-Tab? Cool! It switched to my last open application!!” But how does that work?
– We will learn about categorization and invariant representation
– Neurobiologists:
• “Check this out, the harddrive and the RAM are both connected to the motherboard!” But what does that mean?
– Cognitive Psychologists:
What we are aware of…
The complexities of cognition are usually hidden from our consciousness.
The Magic of Cognition
What is Cognitive
Psychology?
• Metaphor: mind = Windows
– Behaviorists:
• “What happens when I press Alt-Tab? Cool! It switched to my last open application!!” But how does that work?
– We will learn about categorization and invariant representation
– Neurobiologists:
• “Check this out, the harddrive and the RAM are both connected to the motherboard!” But what does that mean?
– Cognitive Psychologists:
What we are aware of…
The complexities of cognition are usually hidden from our consciousness.
The Magic of Cognition
国外社会心理学2课件1
• Abraham Maslow • Carl Rogers
• Emphasized the human potential, the ability of each person to become the best person he or she could be.
• Self-actualization - achieving one’s full potential or actual self.
LO 1.1 Definition and goals of psychology
What is Psychology?
• Psychology - scientific study of behavior and mental processes.
• Behavior - outward or overt actions and reactions. • Mental processes - internal, covert activity of our minds.
• Wundt’s student; brought structuralism to America.
• Margaret Washburn
• Titchener’s student; first woman to earn a Ph.D. in psychology.
• Structuralism died out in early 1900s.
The Science of Psychology
Chapter 1
Chapter 1 Learning Objective Menu
• • • • • • • • • • • • • • • • LO 1.1 LO 1.2 LO 1.3 LO 1.4 LO 1.5 LO 1.6 LO 1.7 LO 1.8 LO 1.9 LO 1.10 LO 1.11 LO 1.12 LO 1.13 LO 1.14 LO 1.15 LO 1.16 Definition and goals of psychology Structuralism and functionalism Early Gestalt, psychoanalysis, and behaviorism Modern perspectives Skinner, Maslow, and Rogers Psychiatrist, psychologist, and other professionals Psychology is a science; steps in scientific method Naturalistic and laboratory settings Case studies and surveys Correlational technique Experimental approach and terms Placebo and the experimenter effects Conducting a real experiment Ethical concerns in conducting research Principles of critical thinking Apply critical thinking to a real world example
• Emphasized the human potential, the ability of each person to become the best person he or she could be.
• Self-actualization - achieving one’s full potential or actual self.
LO 1.1 Definition and goals of psychology
What is Psychology?
• Psychology - scientific study of behavior and mental processes.
• Behavior - outward or overt actions and reactions. • Mental processes - internal, covert activity of our minds.
• Wundt’s student; brought structuralism to America.
• Margaret Washburn
• Titchener’s student; first woman to earn a Ph.D. in psychology.
• Structuralism died out in early 1900s.
The Science of Psychology
Chapter 1
Chapter 1 Learning Objective Menu
• • • • • • • • • • • • • • • • LO 1.1 LO 1.2 LO 1.3 LO 1.4 LO 1.5 LO 1.6 LO 1.7 LO 1.8 LO 1.9 LO 1.10 LO 1.11 LO 1.12 LO 1.13 LO 1.14 LO 1.15 LO 1.16 Definition and goals of psychology Structuralism and functionalism Early Gestalt, psychoanalysis, and behaviorism Modern perspectives Skinner, Maslow, and Rogers Psychiatrist, psychologist, and other professionals Psychology is a science; steps in scientific method Naturalistic and laboratory settings Case studies and surveys Correlational technique Experimental approach and terms Placebo and the experimenter effects Conducting a real experiment Ethical concerns in conducting research Principles of critical thinking Apply critical thinking to a real world example
最新第十章 认知心理学 认知心理学(cognitive psychology有【精选ppt】幻灯片课
几个代表 人物
赫伯特·西蒙-----是一个传奇式的人物,很难用一个具 体的头衔来形容他:他1943年获得了美国芝加哥大学 政治学博士学位,但现在,他却在卡内基一梅隆大学 任计算机和心理学教授。那么,他就是一个计算机学 家和心理学家吗?也不完全正确。事实上,他在1978年 获得了诺贝尔经济学奖(世界上第一位获奖的心理学家)。 他的研究领域横跨了心理学、计算机科学和经济管理 学。他传奇式地将这几个领域的研究整合到了一起, 并在每一个领域都取得了专门从事该领域的人都难以 企及的成就。除诺贝尔经济学奖外,他还获得了美国 心理学会杰出贡献奖(1969年),美国心理学会终身贡献 奖(1993年),计算机领域的国际最高奖项——图灵奖 (1975年)以及其他大大小小数不清的奖项。
2、英剑桥大学的心理学家布鲁德本特运用信息加工观 点处理人的知觉、注意以及信息通道等心理学问题, 开创了信息论在心理学中应用的先例。
(三)计算机科学或人工智能研究的影响
1、计算机科学对信息加工理论的形成提供了技术工具、
描述性的语言和有关计算理论方面的基础,对其形成 和发展起到了决定性的作用。
2、图灵的图灵机(Turing machine)和图灵检验(Turing test) 及西蒙和纽厄尔的人工智能研究,促进了认知心理学 的发展,从六十年代后期开始,信息加工认知心理学 逐步成为心理学发展中的主流。
1949年西蒙应邀来到卡内基—梅隆大学,先是 任行政学与心理学教授(1949~1955),后来 任计算机科学与心理学教授终生。西蒙作为该 大学工业管理研究生院的创办人之一,开创了 组织行为和管理科学两大学术领域的研究,承 担了组织理论家、管理科学家和商学院行政管 理者的工作,他指导并帮助该研究生院成为美 国最好的商学院之一。西蒙不仅执教于著名大 学,也活跃于企业界、行政机构及多种顾问公 司。他对管理学上组织理论的研究有独特的见 地,不但是专业研究的先锋,更是行为科学的 代表性学者。
国外认知心理学课件1-CogPsychLecture_1
Course Completion
Class presentation
– Short: 10 mins, 10 - 15 slides – Everyone expected to read the article over the course of the week – Presentation should simply summarise the main methods (where relevant) and arguments of the article
What do cognitive psychologists study?
Memory Decision Making
Attention
Learning Cognitive Development Emotion Language Mental Imagery
Perception
Neurobiology Concept Formation Artificial Intelligence Problem Solving Animal Cognition
Phenomena like that shown in this video
/349186
Approaches to Cognitive Psychology
• Experimental Cognitive Psychology • Computational Cognitive Science • Cognitive Neuropsychology • Cognitive Neuroscience
• Does not look directly at brain function, but rather the explicit behavioural results of brain function. Thus we may miss something.
国外Advanced Cognitive Psychology课程课件-memory(summeredit)
Proactive Interference
Interference
A possible explanation for interference is that when given cue, information associated with cue interferes with other info also associated with cue
Sebrechts, Marsh, Seamon
Ss presented words sequentially and made a yes/no decision for each word presented or just read aloud depending on condition Countdown followed
Acoustic (shallow)
Long E sound? Is it animate? say the stimuli aloud
Semantic
Reading
Exp 1 regular B-P experiment Exp 2 “Surprise” memory test
Waugh & Norman
Proportion Correct
100
1 Cond.
4 Cond.
0 1 13
Number of items between target & probe
More about the number of items that interfered rather than decay over time
国外Advanced Cognitive Psychology课程课件-jdm
Influence of Context on JDM
Framing Effects
In a sample of 70 lawyers and 30 eБайду номын сангаасgineers,
how likely is it that Jack is an engineer?
The Problem
Judgment Processes are notoriously faulty Decisions are usually based on partial information The solutions to decisions are often ambiguous. Leads to the use of: Heuristics Rules of thumb Biases Stereotypic decisions
What is a decision?
Person must have a goal There must be many ways to satisfy the goal There is a set of options
Consideration set: Set of options being evaluated
1% difference in probability of outcomes in both situations so u(a) - u(b) = u($1k) - .89u($1k) - .10u($5k) - .01u($0) = .11u($1k) - .10u($5k) - .01u($0) and u(c) - u(d) = .11u($1k) + .89u($0) - .10u($5k) - .90u($0) = .11u($1k) - .10u($5k) - .01u($0) so you should either choose a and c, or b and d.
国外认知心理学课件7Lecture__Chapter_7
Causes of False Testimony
Misinformation in the form of questions asked of an eyewitness after an event can distort its recognition and recall. When questioned after a traffic accident, the verb used to describe the collision(contacted, hit, bumped, collided, smashed) determined speed estimates. Misinformation effects can be large. Poorly encoded details (e.g., was a stop sign or a yield sign?) are falsely recognized 80% of the time two weeks after receiving misleading information.
Causes of False Testimony
Selective encoding due to perceptual factors (poor visibility, rapid and unexpected events). Peripheral details, but not central features, are lost are under emotional duress.
Causes of False Testimony
Faces are encoded by a specialized module and well retained across decades. However, attending to a weapon instead can cause errors due to selective encoding. Lineups must include lures similar to the target to avoid false recognition. Sequential rather than simultaneous lineups also reduce false recognition. Face identification is poorest across racial and ethnic categories.
国外认知心理学课件.ppt
– permanent memories are coded by long-term synaptic changes (rate of presynaptic NT release, re-uptake, & postsynaptic dendritic sensitivity)
Compartmentalization vs. Mass Action
Phrenology - exact location specific, measured by bumps on the head
Compartmentalization - some functions,m such as motor activitiy, are associated with a specific area of the brain
Good for static measures, but not for rapidly changing cognitive functions
Functional MRI (fMRI)
New method, capable of high-resolution images of functional activity in the brain
parietal lobes - somatosensation, spatial perception
occipital lobes - vision
Brain & Cerebral Cortex
Topographical organization
one-to-one correspondence between a point or location in an external system, such as the retina, and a point or location in the brain
Compartmentalization vs. Mass Action
Phrenology - exact location specific, measured by bumps on the head
Compartmentalization - some functions,m such as motor activitiy, are associated with a specific area of the brain
Good for static measures, but not for rapidly changing cognitive functions
Functional MRI (fMRI)
New method, capable of high-resolution images of functional activity in the brain
parietal lobes - somatosensation, spatial perception
occipital lobes - vision
Brain & Cerebral Cortex
Topographical organization
one-to-one correspondence between a point or location in an external system, such as the retina, and a point or location in the brain
国外Advanced Cognitive Psychology课程课件-Problem solving
Characteristics of insight problems
• People initially have no idea how to solve the problem • There is no linear “feeling of warmth”
– There is no sense that one is getting closer to solving the problem.
• Each of these new sub-problems needs to be solved
Working backward
• Sometimes it is hard to solve a problem by starting at the initial state
– Many puzzles are intentionally designed to be hard to solve from the givens.
• How can the initial state be modified?
– Obstacles
• Something that stands between the initial state and the goal. • What would happen if one of these aspects were missing?
– Domain general heuristics for solving problems – Best for well-defined problems
• No real mechanisms for dealing with illdefined problems • Domain knowledge needed for this.
CognitivePsychologyII认知心理学[可修改版ppt]
6岁儿童和14岁少年在完成某项认知任务时,所使用的认知操作各是
什么? What are the cognitive operations used by 6 years old children and 14 years old children, while performing on a cognitive task,?
三、认知在心理系统中的地位
3. Status of Cognition in Psychology
1.认知与意识 The Cognition & Consciousness 2.认知与智力、思维的关系 The Relationship
between Cognition, Intelligence, & thinking
对词义的辨别速度是如何反映主体对信息的不同贮存方式的?Does the difference in storing of the main body of information affect in identifying the difference between memory?
婴儿是如何利用其关于自己母亲的心理表象去区别其他形象的?
How do babies use their mother's psychological representation to reflect between different images?
这种心理表象又是如何产生的?如何被不断精确化的?等等。How is this kind of psychological representation generated? How stantly accurate it is? And so on.
程序性知识的表征:用条件和动作来表征 (“如果……那么……”的产生式或产生式系统)
国外认知心理学课件5-Chapter 1
Learning Objectives
Challenges
of the Field History of the Field Modern Approaches to Studying the Mind Strategies for Successful Learning
Cognition and Cognitive Psychology
These early researchers were physiologists, physicists, and philosophers
Ebbinghaus
Learned lists of nonsense syllables (e.g., DAX, QEH) Why nonsense syllables?
Children say sentences they have never heard Incorrect grammar
Ebbinghaus
Learned lists of nonsense syllables (e.g., DAX, QEH) Why nonsense syllables? Repeated lists and noted how many repetitions it took to repeat the list with no errors; this was called __________ Waited a period of time and then relearned the list Computed a savings score
Wilhelm Wundt
国外认知心理学课件7Lecture_Chapter_1
Mental representation
An unobservable internal code for information. Mental images are one kind of mental representation. Other kinds are unconscious and abstract. Provide the basis for all cognitive abilities and knowledge about the world.
Core Concepts
Mental representation Stages of processing Serial versus parallel processing Hierarchical systems Cognitive architecture Memory stores Consciousness
Serial versus Parallel Processing
At a given stage of processing, cognitive operations may be either serial or parallel. Simultaneous operations are parallel not serial. Is retrieval from memory serial or parallel?
Method of Subtraction
Used to isolate the properties of a single stage of processing. Assumption of pure insertion: Control-Stages 1 and 2 Experimental-Stages 1, 2, and 3 Adding 3 does not affect 1 and 2
国外认知心理学课件2-CH1
– Method
• Various methods – experiment, observation
– Proponents
• Max Wertheimer, Wolfgang Kö hler
2. From Plato to Cognitive Psychology
2.2. Emergence of Cognitive Psychology
Karl Lashley (1890-1958)
– Psychobiological arguments against behaviorism – Playing piano
• On a behaviorist, stimulus-response account, an activity such as rapidly playing a correct sequence of notes from memory on an instrument would involve an associative chain of stimuli and responses • Such associative chains can not explain the behavior; input is never put into a a static system, but always into a system which is actively organized
• Behaviorists can not explain how children can produce novel sentences they never heard • Infinite number of sentences we can produce can not be learned by reinforcement – there must be a cognitive algorithmic structure in our mind underlying language
认知疗法基本理论教学用PPT课件
7
• 认知疗法治疗过程 ——一般分为四个过程 :
(1)建立求助的动机
(2)适应不良性认知的矫正
(3)在处理日常生活问题的过程中培养观念的竞 争,用新的认知对抗原有的认知
(4)改变有关自我的认知
-
8
➢认知疗法的分类
1、理性情绪疗法(Rational Emotive Therapy, RET) 2、贝克认知疗法( Beck Cognitive Therapy ) 3、自我指导训练(self-instructional training) 4、解决问题技术(problem-solving) 5、认知分析治疗(cognitive psychoanalysis therapy) 6、应激接种训练(stress-inoculation training)
-
11
RET 的基本理论观点
1、造成心理问题往往不是事件本身,而是个体对 事件的评价与解释。个体想法和解释改变了,情绪 和行为就会跟着改变。
2、人具有追求完美的倾向,在和别人进行比较时 常产生否定性自我评价,形成非理性思维(不合逻 辑),进而导致自我挫败Fra bibliotek行为。-
12
ABCDE 理论(理论核心) A:刺激性事件(Activating events); B:个体的信念系统(Belief system); C:情绪反应和行为后果( Emotional and Behavioral Consequence); D:与不合理的信念进行辩论(Disputing irrational beliefs):包括审视(Detecting)、界定
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9
认知疗法的发展趋势
目前,认知理论及认知治疗技术正逐步被广大临床心理工 作者及精神科医师所接受,它的技术方法亦不断得到充实和发 展。但仍存在一些争议。因此,认知疗法目前所面临的主要课 题有:
国外认知心理学课件7_Lecture__Chapter_11
Sentence Generation
Grammatical encoding refers to the selection of the lexical entries to be used from among those in the speakers vocabulary and to the assembly of a syntactic frame. Phonological encoding referes to the assembly of sound forms and the intonation to be executed during articulation.
Phonological Encoding
Failures of phonological encoding are common in the speech of young children (fis is spoken when fish is needed). Suprasegmental phonology provides the variations in intonation and pauses. Consider the difference in normal speech and the slow rate, high pitch, and large intonation changes of “motherese.”
Knowledge-Transforming
Content problems concern what to say and rhetorical problems concern how to say it. Children tell what they want to say about content but do not reflect on how to say it. Adults reflect on content and rhetorical problem spaces concurrently. They may transform knowledge as a result (i.e., changing what you think as a result of trying to express your thoughts). “How do I know what I think until I see what I say.” E. M. Forster
Introduction to Cognitive Psychology 认知心理学 英文课件
– We will learn about categorization and invariant representation
The Magic of Cognition
• The Stroop effect
– We have automatic reading routines – It is hard to stop well-practiced routines
from executing – This is the difference between experts and
novices
QuickTime?a nd a TIFF (Uncompressed) decompressor
are need ed to see this picture.
Complexity of Perception; Expectations
• Cognitive Psychology versus Behaviorism
– Behavioral Psych: how S maps onto R – Cognitive Psych: what happens in the mind – Both can use formulas to map S onto R – The difference is level of complexity
S Environment
R
Mind
What is Cognitive Psychology?
• Cognitive Psychology versus Neurobiology
– Neurobiology: how does the brain do it? – Cognitive Psych: how does the mind do it? – Both can use neurons to describe mind – The difference is behavior (the big picture)
The Magic of Cognition
• The Stroop effect
– We have automatic reading routines – It is hard to stop well-practiced routines
from executing – This is the difference between experts and
novices
QuickTime?a nd a TIFF (Uncompressed) decompressor
are need ed to see this picture.
Complexity of Perception; Expectations
• Cognitive Psychology versus Behaviorism
– Behavioral Psych: how S maps onto R – Cognitive Psych: what happens in the mind – Both can use formulas to map S onto R – The difference is level of complexity
S Environment
R
Mind
What is Cognitive Psychology?
• Cognitive Psychology versus Neurobiology
– Neurobiology: how does the brain do it? – Cognitive Psych: how does the mind do it? – Both can use neurons to describe mind – The difference is behavior (the big picture)
国外Advanced Cognitive Psychology课程课件-Intro
Cognitive psych can be seen as specifically stemming from two different approaches to the study of human nature
Philosophy
Plato, Aristotle, Hobbes, Locke, Kant but also elsewhere around the world
James’ pragmatism and the beginnings of functionalism (Darwin, Cattell, Galton, Hall)
Reaction to Wundt (or rather, Titchener’s interpretation of him)
How do cognitive processes work and what might be their purpose?
Wundt and the founding of scientific psychology
His experimental introspection was not the unstructured self-observation used by earlier self(and some later) philosophers/“psychologists”
Historical Roots
Plato
Reality in abstract forms, physical world composed of imperfect copies Rationalist approach to understanding
Using logic to understand the world
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Retrospective/Prospective memory
Retrospective memory
Memory for the past Everything we’ve been talking about up until this point
Prospective memory
Memory for future events, or how we remember to do things at a later time Memory for the execution of delayed intentions Everyday memory Example: Pick up groceries on the way home after work
Challenger explosion 25% provided outright inconsistencies the next day vs. ~3 years later
Schmolck, Buffalo, Squire 2000 O.J.atic events
Memory for traumatic events
Despite all that, some memories have seemingly been discovered, and then corroborated independently in some fashion
Ross Cheit (molested by choir counselor, taped confession of counselor) Frank Fitzpatrick (abused by priest, corroborated by others)
Underestimate prior knowledge
Memory for traumatic events
Prospective studies
Identify individuals on the basis of known trauma histories (so no false memories) and test current recollections of abuse Again some individuals report no memory of event
Best performance
Suggests binding the cue to the action may be most important part of PM process (Guynn, McDaniel, Einstein 2001)
Retrospective/Prospective memory
Voluntary/Involuntary retention
Covers much of the same ground as conscious/nonconscious memory Some memories are actively ‘searched’ for Other times there is recollection without effort
Retrospective survey studies
Questionnaires given to those who’ve experienced some traumatic event A number of respondents claim a time period when they did not remember their trauma
Voluntary/Involuntary retention
Voluntary Deliberate willful retention May reflect automatic processes
Trying to remember some event but doing so because of some priming from the environment
Flashbulb Memories
Highly vivid memory for the details of an event and the setting Evolutionarily adaptive
Good to remember important events that could ensure survival later
Is the distinction necessary? Descriptively, the distinction denotes two very different memory experiences Remains to be seen if it involves different processes
Memory for traumatic events
Can traumatic memories that have been ‘recovered’ be authentic? Some suggest the term ‘discovered’ memories to remain neutral whether memory is true/false or event occurred Studies have shown that: Individuals can remember, even with great detail, things that did not happen (alien abductions, satanic ritual) Participants can be induced to recall things that never happened to them (e.g. lost in the mall [Loftus & Pickrell]) A variety of psychotherapeutic techniques can produce false memories (repeated retrieval attempts, hypnosis, dream interpretation) Therapists that use such techniques are more likely to induce ‘discovered’ memories and have patients that ultimately retract
Involuntary May have conscious recollection of automatically retrieved information Unaware of source (though may determine later) Example: Stupid 80s song gets stuck in your head seemingly out of nowhere
Press a key
Event-based vs. Time-based cues
The cue and action
How reminders can help Guynn, McDaniel, Einstein (1998)
Reminded of cue Reminded of action to be performed Reminded of both
’Nuff said? Problem
No independent corroboration of the trauma People can unknowingly exaggerate their prior degree of forgetting
Memory for traumatic events
Accurate for the most part but not immune to forgetting Two questions: Can they be forgotten completely? Can they be recovered?
Memory for traumatic events
Prospective memory
Basic lab paradigm (Einstein & McDaniel, 1990)
When one sees a target word displayed in some task (e.g. pleasantness rating) perform some action
Is it a special type of memory? How accurate?
Flashbulb Memories
Special mechanism
Seem so much better than other memories
Brown & Kulik (1977)
JFK Vivid and detailed recall 13 years later
Retrospective case studies Similar evidence (and easier to corroborate), but also similar problem of exaggerated forgetting Schooler
Individuals reported they’d forgotten it at a time when they’d reported it to others Forgot-it-all-along effect
Limitations
Asked to report on individual instances of abuse, however one of many repeated instances may be forgotten May forget one but remember other instances of abuse