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Cog. Exam 3 part 1
| Question | Answer |
|---|---|
| factors in TLC | superordinate (general) concepts above subordinate (more specific) concepts -cognitive economy: concepts and their properties are stored at the highest level possible (space saving device//ex. store wings, but later associate w/ dove, birds, etc) |
| 3 major problems for TLC | further research showed that "frequency of occurrence" (experience) determines associative connections -1st time: Robin flies in yard, notice that Robin's fly -2nd time: already know they fly, now notice red breast *more each time//all link together |
| Results | further away a concept/property is in the hierarchy the longer RT, support TLC *longer to say a canary eats (3 steps), then can fly (2 steps) |
| cognitive economy | -a canary can sing -a canary can fly (2 steps) -a canary has skin |
| category size effect | -a canary is a canary -a canary is a bird (1 step) -a canary is an animal |
| Empirical test of TLC | -present sentences for confirmation and record reaction time (RT) *key for T/F, record RT |
| TLC: associative network | distance= time levels -distance is the exact same *refer to chart |
| Processing is a progressive search | ex. does a cricket have skin? *work through levels animal- mammal mammal- K9 k9- golden retriever |
| long term memory | Semantic- know George Washington was 1st prez, BUT don't know when I learned that Episodic- describe events |
| 1) cognitive economy incorrect | -properties are store redundantly *works only w/ computers -when do all connections break and migrate to high level....human brains have much more capacity than computers |
| Teachable Language Comprehender Model (TLC): 1 version | -computer program: chess playing program-universal translation program -structure/representation: conceptual hierarchy w/ concepts as NODES in an associative network (type) |
| If 2 things co-occur in Working Memory | then we will associate b/w them// the more often they co-occur, the stronger the link will be |
| key points to start | -human cognition is viewed as a computational system (brain is adding and subtracting) -semantic memory (knowledge) is the database for cognitive computations -concepts have traditionally been viewed as ABSTRACTIONS (tree pic in head) |
| 4th function | concepts aid in the creation of new knowledge (unique/capable) |
| 3rd function | concepts aid in the learning of other concepts (spread of activation analogous to spread of electricity) -the more you know about something, the easier it is to learn new things ex. Psych majors understand cogn psych more than English majors |
| 2nd function | concepts allow for efficient communication through inferences (provides platform for indirect learning) *pics in head may be different// but still a tree |
| 1st function | concepts allow the classification of equivalent things as a category (provides stability to our perceptual world) |
| Function of knowledge | -the mental representations of knowledge are concepts, and as such, concepts are fundamental aspects of intelligent behavior ex. understand trees then fly to Brazil and know what a tree is even if haven't seen kind before |
| goal | wanted to be able to say "The dog was running through the woods" wanted it to translate in every language, DIDNT WORK!! -different languages have different meanings for words lengths= associative ties b/w them |
| 3) Semantic Relatedness | -RT to "Cow is an animal" is faster than for "Cow is a mammal" -sparrow is a bird, than sparrow is an animal |
| 2) typicality effects | -robin is a more typical bird than a penguin. thus RT is faster for "Robin is a bird" then "Penguin is a bird" -chicken and turkey viewed more as dinner |
| Constructive/Reconstructive effects | -knowledge can aid and improve memory but it can also cause distortions and inaccuracies in memory -bc it is so flexible, can't trust human memory bc it adapts to what we want it to be -biased = good thing/ works better for us |
| Scripts | Schemata for temporally organized event sequences that have been well learned -going to doctor, grocery shopping, fast food *if people violate, it can throw us off *don't have to think very much, just go and do -mentally fatigued when moving to a new |
| Office Study | -recalled schema consistent items (desk, chair, etc.) but not inconsistent items (skull) says bookcase with books when really nik naks |
| Scene Schema | -spatially organized schema that refer to the physical or spatial relations of objects in space *some things are always the same, if changed can irritate people (remembering stuff that should be there, not actually is (TOP DOWN)) |
| Schema can aid | -the encoding of new info -making inferences -the retrieval of info, relevant to the current situation |
| Schema Theory | -a large body of organized info people have various concepts, events, or knowledge domains *relatively inflexible, we have diff schemas (ex. turn on biology schema in bio class) |
| The War of Ghosts | North Pacific Indian Folktale -transition from life to death -normalize and rationalize (add info) -if we couldn't rationalize, we omitted it *went from NP Indian Folktale to Western Civ Ghost Story w/ Ghosts and Indians |
| Propositional Network Theories | -the basic unit of knowledge is best represented as a proposition (the smallest unit possible) -propositional networks = associate networks with a proposition at each node Episode: Sam sells veggies to Guido who owns a restaurant (3 propositions) Sells |
| Priming | refers to the spread of activation that occurs when items are currently or have recently been attended |
Created by:
cario
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