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113 Cards in this Set
- Front
- Back
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sensation
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how we take in external world through our senses (light waves, acoustic pressure, air-heat or cold, smell, eyes)
parietal,temporal lobe (advanced seeing and hearing) |
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perception
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process through which sensations are experienced (experience is of a unified whole-active process)and interpeted
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perceptual organization (need for meaning)
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brain is wired to make sense of ambigious stimulus,look for regularity and form associations, boundries are subjective.
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size constancy
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as things change size we assume their size change is due to changes in movement, despite fact that retinal image is changing interpert size of subjects to stay the same (visual cues due to depth)
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space constancy
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as objects move we do assume there are many different objects but space occuppied is same
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color constancy
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dim lightings/changes in envoronment interpret the color to be the same
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make interpetations based on context
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ambigious word with more then one meaning automatically interpret meaning of word based on context, can process a large amount of info even in a difficult context
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baby perception video
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prefers mothers voice when in womb and when sucking, at 2-3 months react sto surprise, smile of assimilation-shild learning who family are-habituation reduction in babies response to repeated stimuli
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gestalt principles
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in order to make sense of the world we see it as coherent, even more so then it is
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pragnanz
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figures are perceieved as simplist shapes possible (one rectangle on top of another rectangle is percieved as two rectangles rather then weird shape)
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similarity
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similar elements grouped together (rows, columns of shapes)
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continuity
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seen as following the smoothest path-continuous form
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proximity
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things that are nearer are grouped together
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closure
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supply missing elements to close or complete a form, percieve a shape as a full figure even though gaps are present. ......
hard to ignore these tendencies bc our brain focuses on the whole |
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perception
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perception is an active and onstructive process. we do not produce what is really out there, we do not percieve external reality, but we have subjective constructions that are not neccessarily accurate*do not experience/percieve reality, we INTERPRET it-neurons
represent what is in outside world. relys on both bottom up and top down processing |
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bottom up
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act of sensation, relies on info from the stimuli, sensory signals from outside world. cognitive neural systems in brain taking in info. data driven. we'd be robots without top down
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top down
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conceptualy driven, relies on higher level cognitive processes (concepts, expectations, memory) our knowledge, expectations and th econtext influence what we perceieve. what we store in our brains effect what/how we interpret. fill in the gaps automatically even if we cant see whole object
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properties of attention
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attention=concentration of mental activity
-limited amount/capacity -voluntary (selective/filter) -involuntary (automatic/arousal) -vigilance (monitering outside enviroment and focusing on aspects of environment that are most important to us) -awareness (consciousness) |
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techniques to study attention
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-EEG brain recordings
-evoked potentials (ERP) -eye movements (face recognition) -pupil dilation -response time -heart rate and other phsyiological factors -memory/self report |
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what draws attention in infants
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changes in color, shape, movement, voice, phonemes (changes in letter sound-tick/tack), novelty (new stimulus)
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in adults
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sensitive to all in infants as well as other arousing input (interesting, excited, imoportant, unexpected) based on our interpetations, outside of our control, automatically detect changes and what is different
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selective nature of attention
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depends on task, arousal, interest, importance. we can direct our attention at will
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dichotic listening task
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tasks while shadowing (repeating aloud a particular msg that is said), two ppl talk at same time-effortful task, not very good memory for monotone speech
*info not attended to is not blocked out entirely but it is not extensively processed as well) |
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info not processed by dichotic task
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repeated word, language shift from german to english-magority is not processed, but dont completely block out unattended chanel we are not shadowing
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info processed from unattended channel by dichotic task
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change in pitch/gender of voice, name (cocktail party effect), same msg in both ears, follow meaning, conditioned words (elicit physiological response of shock in ppl who have been conidtioned so )-constantly moinitering envrinoment for key words
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properties illustarted by dichotic listening
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attention is selective, attention has limited capacity, focused attention comes at a cost (cognitively effortful, not completely absorbing complete environment, could ignore important stimulus when focusing on something else
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stroop effect
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interference between meaning and ink color-hard to say color of word when it is associated with word color of a different meaning
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stroop test and automaticity
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limited amount of attentional resources divided among tasks it depends on the difficulty of the task-low level tasks and automatic ones more likley to take our attention.
AUTOMATICITY- brains are wired to read stimulus, reading is something so well processed that it doesnt take any real conscious intent |
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stroop test and parellel distributing model
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separate pathways for different types of activity in brain. one pathway activate by
1) name ink 2)read word when two pathways are activated at the same time, the task suffers with practive we can improve our divided attention and make thinsg more automatic |
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automaticity
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ability to preform task with little or no attentional involvement. with practice we minimize stroop interference
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spelke (1976)
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with practice we can take dictations while reading and maintain adequate hearing comprehension, after trainingtake dictations and reading is back to normal reading speed, can also write down a word and categorize-multitasking
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bottleneck theories (broadbent)
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multiple sensory input channels, there is a flap that closes a channel and filters for further processing
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Parallel Processing
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simultaneous along many levels, processing info in different systems/levels
AUTOMATIC-for easy tasks with familiar items 2 parts of brain tat simultaneously process where and wha of an object |
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Serial Processing
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one by one seaquential,
CONTROLED-for difficult tasks or unfamiliar items need to go slower |
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Feature Integration Model (Treisman)
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VISUAKL systems rely on both parallel and serial processing. we somtimes look at a scee using distributed attention(all parts of scene processed at same time) and other occassions we use focused attention (one iten in scene processed at a time) involves distributed and focused attention, which both form a continuum so that we frequently use a kind of attention that i ssomwhere between these extremes
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popout effect
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red x and blue O, certain things that are different stan dout, independent of many stimuli that are potentially competing for attention-rapid response time regardless of how many items
parellel-at brief glance we soak in all info serial-other distrators, each ietm adds to response time, -feature detectors encoded by feature maps-different things separately processed and grouped together |
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illusory conjuctions
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when overwhelemed by too many simultaneous tasks, we form an illusory conjuction, perhaps combing one objects shape with a nearby objects color.innappropiate conjuction of features, illusion of things joined together, errors are usally principled (use correct features, but miscombine wrong letter)
binding problem-how do we put back together separate features, important feautures of an object are not represented as a whole by visual system. |
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blindsight
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damage to visual cortex in occiptal lobe, which results in ppl being functionally blind, eyes work but deficit @ area of brain, see even though we dont know we can see
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subliminal perception
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stimuli presented below level of conscious awareness,
popularized claims unfounded, BUT can bias preferences, attitudes, repsponse time -hostile words effect our evaluation -semantic priming-word biases you to process semantically related things |
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unattended homophones
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table, sneaker, giraffe, fair, bear-words that sound alike, but are spelled differently, general interpetation on how it is spelled-some words have more predominant meaning
-dichotic listening task-with less likley meaning of word spelling task, ppl will spell different way, processing words not attended to |
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Mere exposure effect
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tend to prefer things that are similar to us, feels safer, preference for shape is one that way previously subliminally presented
-increases preference-advertisements positive assoc makes us more likley to buy product |
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techniques to study attention
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SPATIAL LOCALIZATION (PET, fMRI, lesion studies, single-cell recordings
TEMPORAL PRECISION (RT, ERP, animal single-cell recordings) LESION STUDIES (stroke, accident, chemical lesion) |
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posterior attention network (back of brain)
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Orienting network- orient towards location, visual search and location tasks (parietal cortex)
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visuospatial neglect syndrome
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damage to R parietal cortex in which patients ignore left side of space, attentional deficit, dress rigt but not left side of body, draw copies of pics but only on the right side-contralateral spatial neglect.
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anterior attention network (frontal-executive)
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Executive network-sustained, selective attention , other executive functions, frontal areas and cinguilate gyrus (connects to parietal regions)
backward msg allows your brain to understand what that mmsg is-suggestions are capable of imposing order, we interpret something that is not really there "its fun to smoke marijuana"-consciousness-things that exists that we might not be aware of tied in with free will and abillity to direct our own behavior) |
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Atkinson & Shiffrin Box model of short term/working memory
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environmental input-->sensory registers-->short term memory (temporary/working memory control processes-->response output) <----> long term memory
-separate memory storage systems have different properties (different types of coding, duration and capacity) -serial processing of info |
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STM
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memory buffer or register that holds currently or recently attended information (passive storage)
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Working Memory
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mental workplace for retrieval and use of recent info to solve problems, reason, think and process (proccessing model)
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Brown Peterson Task
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rapid loss of stm. 3 items simultaneously presented, after 15 seconds distraction rapid loss of info due to distraction and passage of time
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interference
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distraction tasks requires attentions, short term memory occuppied counting task when supposed to be remembereing words, loss of memory due to what happens during time
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decay
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loss of memory due to passage of time
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type of distraction
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task matters, numbers vs words
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serial position effect
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high rate of recall at beginning and ending of list. position word appears on list is directly proportional to whether it is remembered
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primacy effect
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items will be better remebered that appeared at the beginning of the list over the middle ones, due to time given to rehearse these words-they become very stable
-longer presentation rate (taking a long time to say the word)helps extend primacy effect but not recency effect, bc not as much info given at end that we can quickly remember |
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recency effect
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items at end of list remebered over ones at middle, nothing interfering bc nothing somes after
-strong recency effect occurs over long variety of words |
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limited storage/processing capacity of stm (george miller)
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7+-2 units of info. there are a fixed number of slots regardless of whether they contain letters, words or sentences
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processing limitations and pronounciation time
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length of country names-shorter names remember more over longer ones, #s in diferent languages, the longer it takes to pronounce the word the less we will remebert
-->constraints in STM are more time based rather then slot based |
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wide variablity in memory span depending on item
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type and experience
-can practice, can chunck better and hence increase capacity (runner with digit span of 80, waiter, chess experts-domain specific) |
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higher verbal ability
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higher memory span related to verbal ability
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coding of info to help remember it
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1)verbal/acoustic codes
2)visual/spatial 3)sematic |
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release from pro-active interference
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older info iterferes with remebering new info-harder to learn new, release=declogging all that clogging that is going on
experiment-first trial ppl remeber 90% by 3rd trial only 30% (meats, veg, flowers, fruits) release when new category is introduced *suggests we are sensetive to meanings when attempting to rememeber words |
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Baddeleys Model of Working Memory
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phonological loop, visuaspatial sketchpad, episodic buffer, central executive
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phon
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stores and processed limited number os founds
l hem-(frontal, temporal) |
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visuospatial
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visual and spatial in fo for short period of time
R hem- (occ, frontal ,par) |
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episodic buffer
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combines info, actively manipulates info so we can interpret, solve problems and plan future activities (long term memory application of behavior)
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central executive
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integrates all or executive functions such as attention, planning coordinating, and also supresses irrelevant info (prefrontal, area 46)
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Levels of Processing Model (Craik & Lockhart)
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memory is a byproduct of perceptual and relective processes (daydreaming, thinking-aftermath changes neural mechanisms)
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Relation between memory retention and depth
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*memory retention is directly related to depth it was processed at.
Greater depth (greater degree of semantic or cognitive analysis and elaboration) --> More elaborate, longer lasting, stronger memory traceskey elements=elaborativeness and distinctiveness -remember things processed better at deeper levels |
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LOP Model
Structural Processing |
-most shallow level of processing
-superficial, phsyical attributes (target letter?font? color?) |
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Phonemic Processing
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-pattern/sound independent of meaning (rhyme? # of syllables?) take in as whole
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Semantic Processing
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meaning and associates (mean?noun? category? fit in sentence? associate?)
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Personal Reference
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-deepest level of processing
-what you think about object, how you feel |
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Effects of Orienting Tasks
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evidence for LOP model. orienting tasks effect memory for both verbal and nonverbal materials
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verbal materials
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better recognition and recall for words processed more deeply (self-reference effect)
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non-verbal materials
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better recognition of faces that were processed deeply (judging honesty) vs processing shallow (judging face features). remember faces thought about on a deeper level, even when each face is presented for same amount of time
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generation effect
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generate a word based on the meaning of another word (sea-ocean) remember better the word that we had to generate, more accurate and meaningful processing over stuff that we just saw
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serial position effect is due to
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maintenance-type 1, repeat words w/o further meaning (recency)
elaborative rehearsal-type 2, taps into existing knowledge to find meaning and association (primacy effect) |
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Tulvings encoding specificity principle
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retrieval is better if the retrieval context is like the encoding context, effectiveness of retrieval cue depends depends on its compatibility with item's original encoding.
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evidence of this principle can be seen through semantic conext of words
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reognition is usually better then recall but recall is better in following situation....ppl will not recognize words when th econtext is different, but they would be able to recall them. paired associations of words that are meant to think about word in certain way cued recall-strawberry jam-woul dnot remember jam if it was referred to the way in of a "traffic jam"
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Physical Context Effect
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(weak effects) physical conext in which we learn something-ppl recall slightly more words when tested in same room they encoded th einfo in-due to retrieval cues activated when in same initial context, comfort, personal expectations-holds true more for arbitrya things (test taking in real life very small differences
-writing down things underwater and land=interaction effect |
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eyewitness
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envisioning environmental context can help. eyewitnesses remember more when in original context, walking through elementary school-many visual cues
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state dependent memory
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physical memory state-recall is better if internal context at test matches that of at learning-alcohol, marijuana-impair memory overall but better to take test in the condition that you studied
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mood congruence
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better memory for stimuli consistent with current mood
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mood dependent memory
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better memory when mood at encoding matches mood at retrieval
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outshining hypothesis
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context cues help memory more so for info that is not well learned. context dependent learning more prominent on recall than o nrecognition tasks.
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transfer-appropiate processing (roediger)
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best kind of processing depends on the task-semantic processing will work best if trying to remember meaning later.
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Tulving Model of Memory
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perceptual representation, stm, ltm-episodic, semantic, procedural
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episodic
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autobiographical, conscious recollection of personal happenings and events (remembering)
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semantic
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facts, knowledge, general info devoid of context in which info was acquired (knowing that...)
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procedural
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skills, knowing how...to ride a boke (cognitive-chess, soduku and motor skills-habits) skipping, playing piano, difficult to describe how to do these things
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LTM-explicit (Schacter)
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available to conscious recollection, episodic, sematic, procedural
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implicit
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not available to conscious recollection(motor and cognitive skills, habits, priming, also called declarative and non declarative)
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declarative
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factual info, explicit memory
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procedural memory
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actions, perceptual memory, conditioned
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Patient H.M. distinction between episodic and procedural memory
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Patient HM-bilateral medial temporal lobe and hippocampal lobectomey. severe epilepsy occuring in temporal lobe-loses ability to form new episodic memories (apnesia-anterograde amnesia) point of surgery on impaired, but intact procedural memory-able to learn new skills
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Medialtemporal lobe & hippocapus
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consolidation of memories, binding=coherent whole, gluing back pieces, damage to this section can lead to both retorgrade and anterograde amnesia
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retrograde amnesia
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can't remeber prior events. ti epimpact min.hrs/days depending on impact of brain damage
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anterograde amnesia
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after damage cant remember
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intense stress and hippo
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prolonged stress floods hippo-fight and flight-situation of arousal too much stress consolidates hipp
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HM and other MTL anterograde amnesia
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no forming of new episodic memories
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intact
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iq, perception, language, stm span (but moment you are distracted you dont remember)motor learning (procedural, old episodic memories
-aware of the fact that hes ill becomes semantic knowledge -can aquire new semantic knowledge-would not know how he learned but could aquire new patterns, as a result of this the love his has for his wife could lessen |
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impaired
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profound anterograde amnesia, some retro right before damage
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patient KC
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profound episodic memory deficits (anterograde and retrograde) but semantic memory intact (damage in frontal/parietal lobe)knows many things about world, can answer qs, knows things about oneself but pt of view is that of an observer-not personal, no sens eof recollectiv ememory can remember how to play chess but no memory of ever okaying with his friends before.
-many amnesiacs can learn new semantic info but cannot form new episodic memories |
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correlational evidence
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ability to recall personal episodes is not strongly correlated with ability to recall factual info
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Brain activity and semantic retrieval
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L frontal, anterior cingulate, posterior regions
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episodic retrieval
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R frontal (indirect retrieval processes to trace memories-does not mean memories are stored here)
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LOP
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deeper levels of processing associated with frontal areas
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verbal materials
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left frontal (language
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self reference effect
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remebering things related to self- both left (verbal) and right (episodic areas)
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role of frontal lobes in memory
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higher level executive processes are required for many memory retrieval tasks (memories are not stored there per se)
-frontal patients are esp impaired on free recall tasks then on recognition. greater impairment on source memory (where our memories come from) -any task/planning/ccordination/retrieval |
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video-patient with frontal lobe damage
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-law student-stroke-used to be confident, take charge, outgoing---no longer has capacity to apply knowledge, loses ability to problem solve, capacity to plan for future is capacity unique to humans, integreatiooonn
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Parallel distributed processing approach (McCelland & rumelhart)
how we store memories... |
thought is computational, memory is not a place in th ebrain, memories are distributed throughout, not serial processing but a pattern of activation
remembering=activation of constellation of neurons -input units-weights-output units-different neurons highlighted when we rember different aspects of memory |
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memory search
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processing occurs in parallel and distributed fasion, nodes are activated which exhibits or inhibits connected nodes, info is content-adressable, learning=strengthening by co-activation
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