11/6 Cognition and Language

Inside out on cognition and language.

Lecture on thinking and language acquisition

11/4 Unit 3 Exam and Module 34-36 Homework

Unit 3 Exam and Module 34-36 Homework

Module 34-36  Things to Know:

Definitions:

cognition                     concepts          prototypes       creativity        convergent thinking           

divergent thinking      algorithms      heuristics        insight             confirmation bias

fixation                       mental set       intuition          representative heuristic

availability heuristic  belief perserverance               framers

language                     Phonemes       Morphemes     Grammar        babbling stage

one-word stage           two-word stage                       telegraphic speech

critical period             Aphasia           Broca’s Area   Wernicke’s Area       

linguistic determinism                                  

What are the five components of creativity?  p. 357-358

What are four ways to boost your own creativity? p. 359

Why do we fear the wrong things? p. 366

What is the relationship between language and thinking, and what is the value of thinking in images? p. 379-382

11/2 Memory Review

Mod 31 Vocab Quiz

1. Rhymes, mental pictures, and associations that are used to help remember something are called______.

a. relearning b. recall c. reconstructive processes            d. mnemonics

2. Being better able to remember NCAA, and FBI rather than XNC, AAF, and BIX is an example of ___.

a. iconic memory                      b. hierarchies                     c. chunking                         d. explicit memories

MATCHING

a. shallow processing               b. deep processing            c. Spacing Effect                d. automatic processing    e. effortful processing

ab. working memory ac. sensory memory          ad. long-term memory      ae. iconic memory        bc. echoic memory

3. The immediate, very brief recording of information in the memory system that comes from our senses.
4. A momentary sensory memory of auditory stimuli; words can still be recalled within 3 or 4 seconds
5. The process of implicit memory production, that includes such things as space, time and frequency.
6. This type of processing encodes semantically and lets us know the full meaning of words.
7. This type of processing encodes at the basic level; such as the words sounds or letters.
8. This goes along with distributed practice to illustrate the best way to try to learn something new.
9. Sperling did an experiment to show that this type of memory allows for stimuli to be retained for a very short time (a few tenths of a second), even if we can’t see it anymore.
10.  If information passes from working memory to this stage, it can be retrieved for long durations, up to our total lifetime.
11. The Atkinson-Shiffrin model was based on trying to form declarative memories; that is encoding that requires attention and conscious effort.
12. Short-term memory is also called this to underscore the process of uploading and downloading information that is necessary for us to be efficient.

WRITTEN RESPONSES

13. Explain the 3 things that are automatically processed by our memory.
14. Explain what the 3 processes of memory entail.
15. Summarize why using personal analogies and making something personal improves memory.

Five in Five for Module 32
Explain what a cheap memory enhancer is for all people.

What are flashbulb memories and describe one from your life.

What are the 3 r's of memory?

Explain the issue of state and context dependent memory.

How do retrieval cues and priming help us to remember?





Module 33 Things to Know:

anterograde amnesia
retrograde amnesia
Herman Ebbinghaus--The forgetting curve
Interference--proactive and retroactive
positive transfer
repression
misinformation effect
source amnesia (source misattribution)
deja vu
What are the 7 ways from p. 353 to improve your memory?



Exam on Wednesday

10/30 Strive for 5 and Memory

Memory Yellow Wkst.---Distributed in Class

Strive for 5 Wkst. Mod. 31-33 (p. 185-188)

10/28 Learned Helplessness and Intro to Memory

Learned Helplessness Wkst.

AP Psychology                                                                     Name __________________________

—Learning and Memory                                                   Date ____________   Per. __________

This lesson is designed as both a group project and individual project.  Each individual should answer the questions on the packet, while working together with their group to discuss the responses.

Motivation

Internal systems

There are many systems and theories of motivation .  But what if we look deeper? What are the internal structures that lead to us acting (as opposed, perhaps, to not acting). Here are the key systems involved:

·     Beliefs: are 'assumed truths' on which our understanding of the world is founded.

·     Emotions: are the fundamental internal systems that kick us into action.

·     Extrinsic Motivation: Driven by external factors.

·     Goals: that we set ourselves to achieve our needs.

·     Interest: those things that attract our attention.

·     Intrinsic Motivation: Driven by internal factors.

·     Needs: are the pre-programmed drivers that evolution has given us.

·     Values: are the social rules that we live by that enable our tribal societies to function.

Now read p 297-301 and answer the following questions:

1.     What is motivation?

2.     How does drive theory motivate us to act?

3.     What is an activity that you engage in that has both intrinsic and extrinsic motivators.

Learned Helplessness Theory

 Description

How we attribute the events that occur in our lives has a significant effect on our attitudes and efforts in improving our lot. In particular there are three types of belief affect us:

·     Stable or unstable cause: If we believe that events are caused by factors which do not change, we assume that it is not worth us trying to change them. So if I believe my success is based on an unchangeable ability, it will seem that it is not worth my trying to improve myself.

·     Internal or External cause: We can believe that events are caused by ourselves or something outside of ourselves. If I assume a serious car crash was my fault, I will be less likely to drive again than if I attribute it to a greasy road.

·     Global or Specific cause: If we believe that events are caused by a large number of factors then we feel we can do less to change things than if we see few and specific causes.

Research

Seligman rang a bell whilst shocking a restrained dog. He then allowed it to move out of the way and rang the bell again. The dog did not move! What it had learned was not that ringing a bell means pain, but that it is futile trying to get away from shocks. 

Example

If a poor test result is attributed to a lack of intrinsic capability as evidenced by many past failures, then we are likely to reduce our efforts, be more depressed and view ourselves in an ever-fading light.

Using it

To build influence, make and encourage attributions about other people so they learn helplessness and become dependent on you.

To help people become less helpless, show them what is happening. Help them make attributions that lead to positive actions and 'learned confidence'.

 

 

Defending

Positively seek unstable, external and specific causes that mean you can change your world. Guard against friends and others who push you into dependence.

Now read  p. 297-301 on learned helplessness in the textbook and answer the following question:

4.     (3pts) As a group, discuss and give an example of learned helplessness in the “real world” that you have personally witnessed or have been involved in.

 

Attribution Theory

Description

We all have a need to explain the world, both to ourselves and to other people, attributing cause to the events around us. This gives us a greater sense of control. When explaining behavior, it can affect the standing of people within a group (especially ourselves).

When another person has erred, we will often use internal attribution, saying it is due to internal personality factors. When we have erred, we will more likely use external attribution, attributing causes to situational factors rather than blaming ourselves. And vice versa. We will attribute our successes internally and the successes of our rivals to external ‘luck’.

When a football team wins, supporters say ‘we won’. But when the team loses, the supporters say ‘they lost’.

Our attributions are also significantly driven by our emotional and motivational drives. Blaming other people and avoiding personal recrimination are very real self-serving attributions. We will also make attributions to defend what we perceive as attacks. We will point to injustice in an unfair world.

We will even tend to blame victims (of us and of others) for their fate as we seek to distance ourselves from thoughts of suffering the same plight.

We will also tend to ascribe less variability to other people than ourselves, seeing ourselves as more multifaceted and less predictable than others. This may well because we can see more of what is inside ourselves (and spend more time doing this).

In practice, we often tend to go through a two-step process, starting with an automatic internal attribution, followed by a slower consideration of whether an external attribution is more appropriate. As with Automatic Believing, if we are hurrying or are distracted, we may not get to this second step. This makes internal attribution more likely than external attribution.

Research

Roesch and Amirkham (1997) found that more experienced athletes made less self-serving external attributions, leading them to find and address real causes and hence were better able to improve their performance.

Using it

Beware of losing trust by blaming others (i.e. making internal attributions about them). Also beware of making excuses (external attributions) that lead you to repeat mistakes and leads to Cognitive Dissonance in others when they are making internal attributions about you.

Defending

Watch out for people making untrue attributions.

Now Read p. 754-756 in your textbook and answer the following:

5.     (2 pts)  Give an example where you have committed a fundamental attribution error and felt like a jerk.

6.     (2pts)  Give an example of a self-serving bias that you have used.

 Intro to Memory

10/26 Pop Quiz and Social Learning

Unit 3 Trading Card Due.

Pop Quiz on Learning

10/23 Operant Conditioning

Operant Conditioning and Cognitive Effects on Operant Conditioning

Trading Card for Unit 3 is assigned.