1. Cognitive Approaches CEP 800 | 801| 822

2. June 26, 2003Koehler | Siebenthal | Yadav Cognitive Psychology The scientific study of human knowledge The scientific study of human knowledge Acquisition of knowledge Acquisition of knowledge Organization of knowledge Organization of knowledge Application of knowledge Application of knowledge

3. June 26, 2003Koehler | Siebenthal | Yadav Three Flavors Information Processing - A psychological theory Information Processing - A psychological theory Piaget’s Theory - A developmental theory Piaget’s Theory - A developmental theory Constructivism - An educational theory Constructivism - An educational theory

4. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Starts in the 1950s Starts in the 1950s In part, a reaction to the extremes of behaviorism In part, a reaction to the extremes of behaviorism A collaboration of computer scientists, psychologists, neurologists, and linguists A collaboration of computer scientists, psychologists, neurologists, and linguists

5. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Knowledge is a kind of INFORMATION, so Cognitive Psychology is the scientific study of how humans process (and react to) information Knowledge is a kind of INFORMATION, so Cognitive Psychology is the scientific study of how humans process (and react to) information There is a loose analogy to computers … given inputs (what we see, hear, smell, touch, etc.) what to do as output (what actions to take) ? There is a loose analogy to computers … given inputs (what we see, hear, smell, touch, etc.) what to do as output (what actions to take) ?

6. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Computers and Humans both: Computers and Humans both: Acquire information Acquire information Store (Organize) information Store (Organize) information Use (Apply) information Use (Apply) information This computer metaphor may help us to frame theories. This computer metaphor may help us to frame theories.

7. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Multiple levels of description Multiple levels of description Level of the brain and biology (hardware) Level of the brain and biology (hardware) Functional level like vision, memory, etc. (sub- systems) Functional level like vision, memory, etc. (sub- systems) Strategic level - strategies for solving math problems, reading, etc (software level) Strategic level - strategies for solving math problems, reading, etc (software level)

8. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Challenges to Behaviorism: Challenges to Behaviorism: Mental Phenomenal, our states and our processes are central in our experiences Mental Phenomenal, our states and our processes are central in our experiences They are not observable, they have no size, shape, or location They are not observable, they have no size, shape, or location Challenges of studying these phenomena Challenges of studying these phenomena They are not observable, they have no size, shape, or location They are not observable, they have no size, shape, or location Using the mind to study the mind Using the mind to study the mind How can we account for mental states and processes in a material universe governed by physical laws? How can we account for mental states and processes in a material universe governed by physical laws?

9. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Philosophers have wrestled with these issues throughout the ages (including the Greeks, Locke, Hume, Kant) Philosophers have wrestled with these issues throughout the ages (including the Greeks, Locke, Hume, Kant) The problem seemed so overwhelming to Descartes, that he needed a mind-body dualism to explain it. The problem seemed so overwhelming to Descartes, that he needed a mind-body dualism to explain it. That is, that the mind, and all it’s powers is a separate entity from the brain. That is, that the mind, and all it’s powers is a separate entity from the brain.

10. June 26, 2003Koehler | Siebenthal | Yadav Information Processing We reject behaviorist ideas because: We reject behaviorist ideas because: It only allows observable stimuli, responses, and their relations. It only allows observable stimuli, responses, and their relations. And disallows mentalistic phenomena. And disallows mentalistic phenomena.

11. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Wolfgang Kohler proved that all learning could not be explained by conditioning (1920s).

12. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Kohler worked with a chimp who connected two sticks together in order to reach a banana. The chimp didn’t learn this gradually through reinforced trials, but instead showed a flash of “insight” in solving the problem. This has been come to known as the “AHA! Experience”

13. June 26, 2003Koehler | Siebenthal | Yadav Information Processing E.C. Tolman, in the 1930s, showed that rats learned without reinforcements. E.C. Tolman, in the 1930s, showed that rats learned without reinforcements. Two sets of rats explored a maze. One set got food at the end (reinforcement), others did not (no reinforcement) and just explored the maze. Two sets of rats explored a maze. One set got food at the end (reinforcement), others did not (no reinforcement) and just explored the maze. Later food was put out for both groups, and both groups found the food as fast Later food was put out for both groups, and both groups found the food as fast That is, both groups of rats learned, the exploring group formed a representation (a map) of the maze! That is, both groups of rats learned, the exploring group formed a representation (a map) of the maze!

14. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Albert Bundura (1963) showed that much of learning is done by observation. Albert Bundura (1963) showed that much of learning is done by observation. Example: Children learn a lot just from watching other people Example: Children learn a lot just from watching other people We can learn this way without reinforcement We can learn this way without reinforcement I.E., something has changed “in there.” I.E., something has changed “in there.”

15. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Basic Theory Basic Theory People take inputs from the world People take inputs from the world They represent this information, with some correspondence to the external world. They represent this information, with some correspondence to the external world. There are mental processes that use these representations to make decisions (not the external phenomena, but our internal representations). There are mental processes that use these representations to make decisions (not the external phenomena, but our internal representations). These representations and processes can be studied (somewhat) separate from bilogical processes These representations and processes can be studied (somewhat) separate from bilogical processes

16. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Early Model Early Model

17. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Three types of memory - Three types of memory - Sensory - Our interface to the world Sensory - Our interface to the world Short term - what’s in our current conscious mind Short term - what’s in our current conscious mind Long term - Everything we can recall (and somethings we can’t) Long term - Everything we can recall (and somethings we can’t) Three processes - Three processes - Encode - (Represent) Encode - (Represent) Retain Retain Retrieve Retrieve

18. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Memory Memory Not everything is encoded. Encoding requires attention, of which we have a finite amount of. Not everything is encoded. Encoding requires attention, of which we have a finite amount of. The way in which information is represented differs according to strategies (list recall, mnemonic, etc). The way in which information is represented differs according to strategies (list recall, mnemonic, etc).

19. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Memory Studies: Memory Studies: Short term memory lasts about 10-30 seconds Short term memory lasts about 10-30 seconds People can simultaneous store/attend to 7 things. (7 +/- 2). People can simultaneous store/attend to 7 things. (7 +/- 2). If it is not further processed or rehersed (attended to), it will be lost. If it is not further processed or rehersed (attended to), it will be lost. Once stored in Long term memory, it is never lost, although it may be misplaced. Once stored in Long term memory, it is never lost, although it may be misplaced.

20. June 26, 2003Koehler | Siebenthal | Yadav Information Processing More classical studies More classical studies Given a long list of things to learn, people will more likely recall the first few items in the list, or the last few. Given a long list of things to learn, people will more likely recall the first few items in the list, or the last few. Stroop Task Stroop Task

21. June 26, 2003Koehler | Siebenthal | Yadav Stroop Task

22. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Types of knowledge Types of knowledge Declarative knowledge Declarative knowledge Facts, statements (e.g., “Columbus discovered America in 1492). Facts, statements (e.g., “Columbus discovered America in 1492). Procedural knowledge Procedural knowledge How to drive How to drive

23. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Researchers are interested in questions about how knowledge is represented. Researchers are interested in questions about how knowledge is represented. One example is a schema. One example is a schema.

24. June 26, 2003Koehler | Siebenthal | Yadav Bird Schema Type:animal Locomotion:flies* (default value) walks swims Communication:sings* squawks Size:small* medium large Habitat:trees* lands waters Food:insects* seeds fish Colors:Variable

25. June 26, 2003Koehler | Siebenthal | Yadav Information Processing Expertise is the organization of the knowledge, and the quality of the represention of knowledge, not the amount of knowledge per se. Expertise is the organization of the knowledge, and the quality of the represention of knowledge, not the amount of knowledge per se. Examples from Chess. Examples from Chess.

26. June 26, 2003Koehler | Siebenthal | Yadav Cognitive Psychology Information Processing - Just introduced Information Processing - Just introduced Constructivism - To be introduced soon by Aman Constructivism - To be introduced soon by Aman Piaget - To be introduced soon by Aman Piaget - To be introduced soon by Aman

27. June 26, 2003Koehler | Siebenthal | Yadav What to do about your Tech Matrix We recommend, but do not require, that you focus your efforts on constructivism, if you’d rather chose information processing or Piaget’s theory, go for it. We recommend, but do not require, that you focus your efforts on constructivism, if you’d rather chose information processing or Piaget’s theory, go for it. Explain the theory you chose, not all of them. Explain the theory you chose, not all of them.