Cogsci Exam #3
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| Cognitive psychology | show 🗑
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| How language contribute to study of mind | show 🗑
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| Mental representations → | show 🗑
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| To understand the mind → | show 🗑
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| Language “labels” | show 🗑
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| show | provide insight into thinking, decision making, etc
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| show | sentence strucuture
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| show | meaning behind words
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| show | Language is created by the mind → gets expressed → returns to the mind to be understood
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| show | broken grammar/ speech
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| show | word salad w/ no structure/ this relationship is broken/ mix up of words
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| show | 1. Linguistics
2. Psycholinguistics
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| Linguistics | show 🗑
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| show | study of language as its learned + used
- Language → shared symbolic system for communication
- Language evolves/ always evolving
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| Basic Units of Language (1) | show 🗑
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| show | Phonology= study of combination of phonemes in a language (how they can combine)
- EX: for “ough” → how many diff pronunciation (cough, through, tough, dough, ought, thought)
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| show | Morpheme= smallest unit of meaning
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| show | prefixes (re- means again) + suffixes (- ed means in the past) + articles (the) + conjunctions (and- connect words) + prepositions (of)
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| Content morphemes | show 🗑
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| show | Morphology= study of the combination of morphemes
- EX: talked (ed- past) (talk- content) → 2 morphemes
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| Basic Units of Language (5) | show 🗑
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| show | Sentences= combination of phrases
- Combine sentences= paragraphs
- Combine paragraphs= book
- Combine books= triology
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| Universal of Lang (1) | show 🗑
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| show | Semanticity= symbols become meaningful through use
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| Universal of Lang (3) | show 🗑
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| Prescriptive rules | show 🗑
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| show | governing actual language use → psycholinguist
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| Generative | show 🗑
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| show | used to communicate/ share thoughts/ ideas (mental representations)
→ Language provides the labels of these mental representations
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| show | Learning a language → acquiring a set of behavioral dispositions (set of ways to behave) --> through OC
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| Chomsky | show 🗑
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| show | don’t need a stimulus (can say whatever pops into your head) → independent of the stimulus asked
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| Language is historically unbound | show 🗑
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| Linguistic behaviors cannot be controlled | show 🗑
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| Language module= | show 🗑
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| Innate knowledge of grammar | show 🗑
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| H1 (hypothesis) | show 🗑
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| show | find the first occurrence of is following NP (noun phrase) and move it to the front
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| Arguments for Language Innateness 1 | show 🗑
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| Arguments for Language Innateness 2 | show 🗑
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| show | simply learned/ induce by listening/ exposed to language all the time without being taught
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| show | Uniformity
- Children acquire language through the SAME stages at approx. the SAME time → must be innately determined
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| Arguments for Language Innateness 4 | show 🗑
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| Arguments for Language Innateness 5 | show 🗑
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| Arguments for Language Innateness 6 | show 🗑
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| show | Against “language universals” → too diverse; 5000-8000 languages
- Universals cannot be independent of human culture → many cultures have diff labels for things (too diverse)
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| show | Against “poverty of stimuli proposal”
- Considerable evidence parents DO provide constant feedback → may not explicitly say why, but extract rules implicitly + extract those rules on one’s own
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| show | Against “innateness” of UG through genes/ natural selection
- Too short a time frame → evolution is slow process for enviro to select things for species to move forward
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| show | formal study of meaning of words, sentences, higher level discourse
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| show | try to define meaning, find self running in a circle
- EX: Meaning: something that is signified
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| show | Symbols that are inherently empty
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| show | Words mean diff things in various complex contexts
- EX: the diamond cut the glass (sharp) vs. the diamond reflected the sun (shiny)
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| show | Currently no good theory of grammar= no good theory of semantics
- EX: The cop raised his hand, and the car stopped
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| Language & Thoughts | show 🗑
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| show | is a single product of thinking
--> conceived in the mind
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| Lexicalizaed | show 🗑
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| show | words can be stringed together by grammar (conjugation of the verb)
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| Eventdentially | show 🗑
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| Mentalese | show 🗑
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| Language FORMS ideas | show 🗑
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| Lingusitic Relativity Hypothesis (Sapir Whorf Hypothesis) | show 🗑
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| Weaker form (1) | show 🗑
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| show | → language determines our perception of the world/ the language limits this perception (determine perception of the world)
→ language determines reality
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| show | linguistic relativity
→ language does NOT determine reality → OBJECTIVE reality exists
→ language only shapes/ influences how we perceive the world
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| show | (Sapir)- proposes that language only influences thoughts/ perception of reality
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| Stronger form (2) | show 🗑
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| show | language determines thoughts/ will determine reality
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| Perception | show 🗑
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| Field of sensation + perception | show 🗑
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| show | 1. Don’t see things that are THERE
2. See things are NOT there
3. See things that are IMPOSSIBLE or CANNOT BE
4. See things that are AMBIGUOUS
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| show | a basic property of an object
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| Analysis of features | show 🗑
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| Visual Segregation | show 🗑
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| Gestalt psychology | show 🗑
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| Extracting Depth for 3D Representation of World | show 🗑
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| show | (sensation of) eye converging on an object
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| show | External image falls on doff parts of the retina
Creating different retinal images; superimposed in the occipital lobe
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| show | closer objects blocks out farther object
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| show | parallel lines appear to converge in distance
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| show | roughness of a surface; closer surface stands out
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| Object Recognition | show 🗑
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| Geons have 3 properties | show 🗑
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| show | can always tell one geon from another
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| show | can be identified from different angles/ rotation
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| show | can be identified when incomplete
- Visual noise= picture may not be finished, but can still be recognized
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| Face Recognition (2 systems) | show 🗑
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| show | specalizing in the recognition if an object’s parts (features/ geons) (eyes, nose, ears, eyebrows → no problem recognizing)
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| Holistic configurational system | show 🗑
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| show | The fusaform face area of temporal lobe
More difficult to detect feature when upside down
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| Bottom-up processing | show 🗑
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| Top-down processing | show 🗑
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| show | process of perceiving basic shape/ size of an object
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| Object recognition | show 🗑
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| show | inability to reach out/ grab objects
- Damage to parietal lobe
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| show | inability to perceive motion
- Series of snapshots
- Damage to temporal-parietal cortices
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| Agnosia | show 🗑
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| show | inability to recognize faces
- Can recognize objects
- Damage to fusaform face area of temporal lobe
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| Neglect syndrome | show 🗑
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| Illusions | show 🗑
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| show | Concentration of mental effort on sensory events (from environment) + mental events
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| Complex tasks | show 🗑
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| Selective Attention | show 🗑
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| show | the failure to notice a fully visible stimulus right in the visual scene
- Primary task captures your attention → another OBVIOUS object is NOT noticed
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| Change blindness | show 🗑
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| Auvray & O'Regan (2003) | show 🗑
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| show | Gorilla + basketball video- 15 passes/ gorilla passes by through circle
- 50% subjects missed gorilla
--> inattention blindness
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| show | Monkey business- 16 passes (white + black shirts), gorilla passes through, curtains change color, player leaves
--> inattention blindness
--> lower % when expecting gorilla to see anything else
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| show | Who-dun-it (21 things changed)
--> change blindess
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| show | finite “pool” of attention → focuses across all things/ use attention for multiple things
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| Attention is distributed across different activities | show 🗑
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| show | 1. Available capacity
2. Allocation policy
3. Enduring dispositions
4. Momentary intentions
5. Possible Activities
6. Evaluation of demands on capacity
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| show | pool of available attention
- Filled by level of arousal → physiological activation
- moderate arousal= best → too low (tired) or too high (anxious)
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| show | affect capacity → feed into it or decrease it
- EX: enough sleep= increase attention, not enough sleep= decrease attention
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| Miscellaneous manifestations | show 🗑
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| Allocation Policy | show 🗑
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| show | automatic influences requiring attention
- Something captures your attention instantly/ can’t ignore it
- EX: sudden movement or new event
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| show | conscious decision to attend to something
- Specific goal(s) of the moment --> it is an impulse that pops in
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| Possible Activities | show 🗑
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| Evaluation of Demands on Capacity | show 🗑
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| Memory | show 🗑
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| 3 memory processes | show 🗑
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| Encoding | show 🗑
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| Storage | show 🗑
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| Capacity | show 🗑
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| Duration | show 🗑
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| show | formed of stored memory
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| show | getting information out
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| show | Proposed that there are 3 memory sub-systems that are arranged in stages
Also known as a mulit-store model
Uses information process approach
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| show | associated w/ visual system
- duration= 0.5-1 sec
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| Echoic memory | show 🗑
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| show | competition of past vs. current information
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| show | current info what is being learned now interfers with what have been learned in the past
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| proactive interference | show 🗑
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| AVOID interferences (spacing effect) | show 🗑
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| show | info in LTM is there
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| show | can you get it
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| show | a reminder of the info (words, images, objects, situations)
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lils33
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