Exam 3
Psychology 414 with Postle/rogers at University of Wisconsin - Madison
About this deck
By: Anonymous
Textbook:
Cognition: The Thinking Animal (3rd Edition)
Created: 2010-05-04
Size: 66 flashcards
Views: 138
Textbook:
Cognition: The Thinking Animal (3rd Edition)Created: 2010-05-04
Size: 66 flashcards
Views: 138
About StudyBlue
STUDYBLUE makes things that make you better at school.
Things like online flashcards with photos and audio.
Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“I have used this website for three exams, and I see a huge difference in my test results.”
Naj
Naj
Sign up (free) to study this.
World-Famous Card Sorting Task
demonstrates mental flexibility
if cannot switch rules - stuck in behavioral set - perseveration
Theories of Executive Control
Inhibition
- ex: Stroop A not B task
- frontal lobe inhibits which makes sense since children cant inhibit right away and frontal lobe takes longer to develop
- PFC not responsible for inhibition
- is a mechanism that helps you do right thing in unusual circumstances
- top-down control
Wisconsin General Testing Apparatus experiment with monkeys
monkeys given PFC damage
-prior to damage did better in dark but not by too much
-after damage did way way better in the dark because in the dark the responded normally
why? no lights = no distractor
Lateral PFC
Medial PFC
lateral: cold, calculating, logical
medial: personality; drive, temper
Phineas Gage
medial frontal lobe damage
complete personality change but calculating functions intact
Frontal Lobe Syndrome
-perseveration
-distractability
-inability to inhibit prepotent responses
-behavioral disinhibition
Deductive Reasoning
Inductive Reasoning
D: conclusions that follow with certainty from their premises
I: conclusions that follow probabilistically from their premises
Normative Model
Descriptive Model
NM: how people should reason
DM: how people do reason
Deductive Reasoning Expt
Wason Selection Task
conclusion: people generally bad at applying formal rules of logic
but if permission schema is introduced they do better
context matters
Bayes Theorem
-governing normative model for inductive reasoning
-provides means for a conditional probability
ex: diagnosed with disease
p(disease) = x
p(pos/disease) = x
p(pos/no disease) = x
prior probability
sensitivity
specificity (what all could trigger a pos response? Just the disease or other things?)
Experiments exploring if the mind is Baysian
Tversky & Kahnemann: no
- classic error: ignore base rate (ignore prior probability)
- confirmation bias, representativeness, availability
- how the problem is represented is very important
Definition of:
a problem
operators
p: initial state in which one begins and a goal state that is to be attained, plus a route taken through "problem space" to achieve goal state
o: actions that can change the current state into a new state
Kinds of Problems
Well-defined: where criteria for whether one has achieved the goal state are well-specified
ill-defined: where it is less obvious when a goal has been reached (ie writing a novel)
Problem Heuristics
-difference reduction
-means-end analysis
-working backwards
-changing representation
Difference Reduction (aka Hill-Climbing Strategy)
-for any particular state the operation that moves you closer to the final state is the one that is carried out
Means-End Analysis
-use of subgoals
-break down current diff betw initial state and goal into subgoals w/subdiff. Choose most imp diff and find operator to reduce it
Working Backwards
-v. similar to means-end except transformations of the goal state are considered first instead of transformations of initial state
-look at goal and work backwards
Changing Representation
-some problems easier to solve in concrete terms, others in abstract
-ex: checkerboard thing and monk climbing up and down mountain (use a graph)
General Problem Solver (GPS)
Newell and Simon
-computer program that uses means-end analysis
-made same errors as people do
-steps it took are good predictor of the steps a human would take to solve the same problem
Functional Fixedness
tendency to focus on only one potential function of an object
-problem of representation
Analogies
what factors contribute to recognition of useful analogies?
what are the basic steps in analogic reasoning?
-analogies help in understanding of new concepts
-Duncker tumor problem
fail to see connection
analogies help but the link must be clearly made b4 they are used
When are analogies bad for us?
Einstellung (attitudes)
develop rigid strategy for solving problems based on past experiences (functional fixedness)
Principles that underlie phenomenon of expertise?
-experts notice crucial aspects of situation rather than superficial ones
- experience drives expertise
-domain-specific
-no qualitatively diff ways of thinking, just benefit from exp
coarticulation
-articulations affected by more than one sound at a time
-each sound becomes more like the sound before and after it
Motor Theory of Speech Perception
Liberman and Mattingly: speech is percieved in terms of gestures
NATURE
born with ability to intuitively know how they are using motor articulators to speak
Categorical Perception
NURTURE
- identification predicts discrimination( if Pp cant tell the difference they say its the same sound)
-boundaries must be learned
Kuhl expt with chinchillas
Weber's Law
JND is proportional to magnitude of the stimulus
Phonological Categorization
Motor Theory view of categories
Auditorist view
MT: there are invariants and they are gestural (NATURE)
A: speech perception is grounded in general auditory and learning mechanisms (NURTURE)
- no acoustic invariants
- categories are multiply specified
- integration of probabilistic cues
Why is speech learning hard?
-lack of variance
-no clear indicators of word boundaries
-talker normalization
What is talker normalization?
-freq at which harmonics are amplified (formants) are dependent on length of vocal tract
-longer vocal tract = lower freq formants
-makes children's formants much diff than adult's
Theories of language production?
Behaviorist?
Chomskyan?
B: sentences constructed from transitional probabilities between words and correct behavior and sentences in response are reinforced
C: language is innate
Why study language?
-may be one way humans are different
-has become major battleground for nature vs nurture and learning vs cognition
-of all areas of cog psych, has easiest application
What is language?
-verbal communication
-system of symbols and rules for generating verbal communications
Behaviorist View of Language
SKINNER
NURTURE
-by the time are competent adult, have learned complex chains
-a lot of work done with animals (shaping and habits)
Chomskyan View of Language
NATURE
-learning principles cannot explain language
-language is hierarchical
-language is a syntactic structure and a grammar
The Cognitive Approach
-language competence: knowledge of language rules, can figure out what are nouns, verbs, etc, to tell between active and passive sentences, statements and questions, and negation, and need transformation rules
Transformation Rules
-language starts with a message you intend to convey (deep structure of the message)
-use grammar to create "kernal" struture
-any further req transformations (active, ?, negation) are done
-end up wit surface structure
Why is Chomsky believed to have been wrong?
-few of his predictions worked out
-he didnt consider potential learning algorithms
-humans are much better learners than he gave them credit for
What about Chomsky's predictions dont work?
complexity vs frequency
-deep structure -> kernal -> surface
-should take more time and be more diff to read passive negated questions
modular vs interactive
-structure and meaning are interacting at the same time, not one without the other
ambiguous sentences follow word probabilities not syntactic regularities
How are infants (humans) smarter than we thought?
have to learn:
- sounds of own language
- segmentation
- hierarchical structure
- words and word segmentation
- meanings
How do we learn meanings?
What are the inferential rules to learn words?
-whole object constraint
-taxinomic/shape bias
-mutual exclusivity bias
What are gestures?
spontaneous body movements produced when speaking
-most produced with hands and arms
-most closely synchronized with speech
Two kinds of gestures?
conventional
- socially agreed upon form and meaning
- often used in place of speech
- spontaneously created when speaking
- so not have standards of form
- used to indicate, convey info, emphasize, and regulate interaction
Types of Gestures
representational gestures
- depict semantic content of speech
- related to speech metaphorically or iconically
- motorically simple gestures linked to rhythm of speech
- used to refer to objects or locations
- used metaphorically or literally
When do people gesture?
-whenever they talk
conversation, narrative monologue, problem explanation, instructional settings
How do gestures support communication?
1. facilitate language comprehension
- help most when speech is ambiguous
- speakers intend them to be seen
- expt: children learning about symmetry
- child pointing at bottle saying baby = baby's bottle
Are gestures always for the listener?
-communicative effects are minimal
-gesture even when listeners cant see our hands
-even the blind gesture
What do gestures do for the speaker?
-access vocabulary
-help learners keep mental images activated/ decay more slowly
-lightens demands on working memory
-may increase or decrease cognitive load
Mismatches
-when speech and gesture do not overlap
-ex: conservatione expt and equivalence problems
-simultaneous activation of multiple ideas -> instability -> openness/readiness for learning
-info expressed in gesture is accessible only to gesture not to speech
Gesture as simulated action
Tower of Hanoi expt
gesture grounds thought in action
Broca's area aphasia
-Broca's area controls speech production
-cant speak with apahsia but can still understand
-no paralysis
-aka productive aphasia
Wernicke's area aphasia
-loss of ability to understand speech
-can speak but not sensibly
-aka receptive aphasia
Link between aphasia and agnosia?
aphasia is to language as agnosia is to vision
Verbal STM may be nothing more than hijacking the speech system to hold words
expt with TMS of MTG and pSTG
reults:
MTG (Wernicke) = nonword reading
pSTG = word reading
shifts of attention may be nothing more than motor plans
monkeys FEF
stimulated same circuits that monkey use to move eyes and it just shifted attention
Prefrontal Cortex
-apex of cognitive control
-perhaps just a more complex version of motor control
-can think in terms of perception and action as varying degrees of abstraction
Abstract Levels of Motor Function
ex: handwriting
-maybe cog psych is really about perception and action
The Basal Ganglia
acts as a gate that allows motor responses to go through and reach threshold
-cognitive controls when this gate opens and closes (selects which actions to engage in)
objective of perception?
to guide adaptive behaviors?
perception only exists to guide movements
The role of attention?
attention - motor preparation
-role of acting on environment seems to be critical for consciousness
-subthreshold intent to make a movement produces a shift in attention
cortical color blindness
achromatopsia
-cannot experience color in any way
-has not lost full consciousness, only a piece
Same as with Clive losing sense of continuity
pattern discrimination protocol
activity in cortex predicts percept
-increased in activity with yes and false alarms
TMS of V1 and V5
V1 saw stationary phosphene
V5 saw moving phosphene
need to stimulate V1 second to block motion caused by stimulating V5
person falling asleep expt
awake: TMS -> activation bounces around
asleep: TMS -> activation stays in the one spot
it is the activations that create conscious awareness
How do infants learn to segment words and determine their meanings?
-stress of syllables
-transitional probabilities
About this deck
By: Anonymous
Textbook: Cognition: The Thinking Animal (3rd Edition)
Created: 2010-05-04
Size: 66 flashcards
Views: 138
Textbook:
Cognition: The Thinking Animal (3rd Edition)Created: 2010-05-04
Size: 66 flashcards
Views: 138
About StudyBlue
STUDYBLUE makes things that make you better at school.
Things like online flashcards with photos and audio.
Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“I have used this website for three exams, and I see a huge difference in my test results.”
Naj
Naj