| 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 |
