Download presentation
Presentation is loading. Please wait.
1
IB Psych 12.06.16 Today’s Agenda: 3.2-3.3 Review
Turn in: SAQ Intro Anderson & Pichert Take out : Planner Writing Implement Notes Today’s Learning Outcome: Outline principles that define the cognitive level of analysis Explain how principles that define the cognitive level of analysis may be demonstrated in research Evaluate schema theory with reference to research studies Today’s Agenda: Review Get the book and make notes about the CLOA. HW: SAQ Anderson & Pichert (1978) Aim Method Results Conclusion
2
3.2 Principles of CLOA Mental processes can and should be studied scientifically. Testable theories—information processing… Lab experiments, brain imaging studies… What are the benefits? What are the drawbacks? Mental representations guide behavior. Behaviorism more of a mechanism for stimuli and responses No interference between the two… Cognitive Psych How do we “represent” our world in our memory? Schemas organize our knowledge Hardware/Software? Perception and reality… (Not specifically in your text…)Cognitive processes are influenced by social and cultural factors. People remember according to what “makes sense to them”. Bartlett (1932) “War of the Ghosts” Serial (telephone game) vs. Repeated Production (same person reconstructing numerous times)
3
3.2 Principles of CLOA Is the red dot on the near or far corner?
How are you determining this? “Our experience of the world—how we see it, remember it, and imagine it—is a mixture of stark reality and comforting illusion.”
4
Just one theory of knowledge organization…
3.3 Schema Theory Just one theory of knowledge organization… Is any experience you have truly “new”?
5
3.3 Schema Theory Scripts: Self-Schema Social Schema
Is any experience you have truly “new”? Scripts: Self-Schema Social Schema (unchanging order of things…routine) (perhaps how we see ourselves) (perhaps how we see, and group others.)
6
3.3 Schema Theory Studies Bartlett (1932): War of the Ghosts
Anderson and Pichert (1978): Robbing or Buying the House Bransford and Johnson (1972): Washing Machine Bransford and Franks (1971): Levels of Sentences
7
3.3 Schema Theory Studies If the balloons popped, the sound wouldn’t be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying, since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course, the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem is that a string could break on the instrument. Then there could be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face to face contact, the least number of things could go wrong.
8
3.3 Schema Theory Studies If the balloons popped, the sound wouldn’t be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying, since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course, the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem is that a string could break on the instrument. Then there could be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face to face contact, the least number of things could go wrong.
Similar presentations
