cognitivecognitive psychology psychology · mindsight: the new science of personal transformation...

9/14/2012

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CognitiveCognitive PsychologyPsychologyDay #3 of 8

Roster:Please put a checkmark

t t

Handouts: Please pick up a copy of today’s

Mark Rafterhttp://www.canyons.edu/faculty/rafterm

next to your name or add your name.

Please take a look at theMultiple Intelligences

handout

p p py yhandouts for:

September 14, 2012

Topics for Day #3: Remembering Information Processing in our nervous system Limits in our ability to process information Intelligence:Intelligence:Fluid & Crystallized Intelligence & Multiple Intelligences Compare and contrast recognition vs. recall

The vulnerability of memory highlighted by two classic studies:classic studies: • Long-term memory of a common object & • The perils of eyewitness testimony

Prenatal Stages ofNeuronal Development

Proliferation 0-7 weeks Migration 8-15 weeks

Differentiation 16-25 weeks Continued 26 39 kDifferentiation 26-39 weeks

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Nature & Nurture(Genes & Environment)( )

Prenatal Neuronal Development & Teratogens (Protein Deficiency, Alcohol, Radiation)

Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. g, , , , , C(1972). Brain changes in response to experience. Scientific American, 226 (2), 22‐29.

ImpoverishedEnvironment

Fewer dendritesper neuronp

Slower learners

EnrichedEnvironment

More dendritesper neuron

Faster learners

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(fight, flight or freeze)Physiologically aroused

Energy output

(feed or breed)Physiologically relaxed

Energy conservation

(feed or breed)Physiologically relaxed

(fight, flight or freeze)Physiologically aroused

Energy conservation Energy output

Homeostasis&

Parasympathetic Overshoot

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Visual InformationVisual Information Processing

is bi-lateralizedfor each eye.

Information from each eye is

registered in both hemispheres.

Information from each eye is

registered in both hemispheres.

= lesions in the visual pathway

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1. 2. 3.

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1. FrontalLobe

2. Parietal Lobe

3 O i it l3. OccipitalLobe

4. Temporal Lobe (not shown)

Cerebellum

Spinal Cord

1. FrontalLobe

2. Parietal Lobe

3. OccipitalLobe

Motor Cortex Somatosensory Cortex

4 TemporalCerebellum

4 Lobes of the Cerebral Cortex

4. TemporalLobe

Spinal Cord

Fluid IntelligenceGf

Crystallized IntelligenceGcGf

Capacity to think logically

Includes inductive & deductive reasoning

Analyze and solve

Gc Ability to use skills, knowledge, and experience

Demonstrated largely through one’s vocabulary y

problems in novel situations – independent of acquired knowledge

Quick Wit

and general knowledge Age‐related improvementAcquired & Accessible

Wisdom

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(Gc)

(Gf)

See the last slidein this presentation

for the answers.

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ShortTerm

Memory(STM)(STM)

LongTerm

MemoryMemory(STM)

See the last slidein this presentation

for the answers.

ShortTerm

Memory(STM)(STM)

LongTerm

MemoryMemory(STM)

From the book: “Post Secret”

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Anterior Cingulate Cortex

FluidIntelligence

FluidIntelligence

HippocampusCrystallized Intelligence

Regulatory circuits of social-emotional information processing. “Top-down” control of the amygdala (AMY) arises from the anterior cingulate cortex (ACG) and ventral medial prefrontal

cortex (vmPFC), with the latter being particularly important for the regulation of moral behaviors.

See the case ofBarbaraBarbara

in Chapter One* of

Mindsight:The New Science of

Personal Transformation

by Daniel Siegel, M.D.

Tost H , Meyer-Lindenberg A PNAS 2010;107:17071-17072

©2010 by National Academy of Sciences

(2011) New York:Bantam Books

*(pages 3-13)A Broken Brain, A Lost Soul

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Multiple Intelligences

VerbalMathematical SpatialM i l

Bodily‐kinesthetic Interpersonal IntrapersonalN t li tMusical Naturalist

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We will see:Six linesFour colors per line

Start at the top line and call outthe name of the colors, left to right.

Do not call out the shapes of the colorsDo not call out the shapes of the colors.Simply call out the names of the colors.

Let’s Let’s practice.practice.

On the next slide,start at the top line and call outh f h l l f i h

Let’s do this quickly!Let’s do this quickly!

the name of the colors, left to right.

…again we will see:Six linesFour colors per line

Start at the top line and call outthe name of the colors, left to right.

Do not call out the shapes of the colors

…the same colors

Do not call out the shapes of the colors.Simply call out the names of the colors.

Let’s Let’s practice.practice.

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On the next slide,start at the top line and call outh f h l l f i h

Let’s do this quickly!Let’s do this quickly!

the name of the colors, left to right.

SensoryMemory STM LTM

“BLUE”

“RED”

Mark Rafter

RED

The Stroop Color-Word Test

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“Dichotic Listening Task”A limited amount & a limited type of information is

processed from the unattended message:Memory of Ignored Message

Explicit Memory: Sex of the Speaker…and one’s own name

Implicit Memory: (horses)

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Chase, W.G. & Simon, H.A. (1973). The Mind’s Eye in Chess

When Testing Memory of Actual Board Game Positions

Masters are better than Beginners

Masters had both Crystallized (Gc) & Fluid (Gf)Wisdom & Wit

Beginners had only Fluid (Gf)Wit

When Testing Memory of Random Board Positions

Beginners are as good as or better than Masters

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Masters had only Fluid (Gf)Wit

Beginners had only Fluid (Gf)Wit

The Presence of a Weapon:Tooley V Brigham J C Maass A & Bothwell R K Tooley, V., Brigham, J. C., Maass, A., & Bothwell, R. K. (1987). Facial recognition: Weapon effect and attentional focus. Journal of Applied Social Psychology, 17(10), 845‐859

The Person Carried:

A Tennis Racket A Hand Gun

Memory of the Person’s Face Good Memory Poor Memory

The Context of Mood:Bower G H (1981) Mood and Memory American Bower, G. H. (1981). Mood and Memory. American Psychologist, 36(2), 129‐148

Mood when Learning the List

Mood when Remembering

the ListSad Happy

Sad Good Memory Poor Memory

Happy Poor Memory Good Memory

64

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Memory forMemory for Memory forMemory for

ChildAttachment Type

Memory forMemory forGood EventGood Event

Memory forMemory forBad EventBad Event

Secure Very GoodVery Good Very PoorVery Poor

Insecure Very PoorVery Poor Very GoodVery Good

65


Mark Rafter (1‐25‐2011)


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Arrow Number Type of Remembering

( ) A1 Data Driven (Bottom‐Up) Awareness2 Selective Attention (Top‐Down) Awareness3 Maintenance Rehearsal

(refresh information in STM)4 Elaborative Rehearsal

(associate new information with old)(associate new information with old)5 Selective (cued) Remembering6 Unintentional Intrusive Memory (LTM to STM)7 Producing Information from Memory

(Recall and Recognition)

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RecognitionRecognitionRecognitionRecognition&&

RecallRecall

Assume that some information is in LTM.“Do you recognize my face?”

Present the complete information to the person.(My face is the complete information.)

The person searches to see if the same information is already stored in LTM.

The person answers either “Yes.” or “No.”(“Yes, I found that information in my LTM.”)

“Yes, I recognize your face.”Yes, I recognize your face.or

(“No, I can not find the information in my LTM.”)“No, I do not recognize your face.”


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“Yes!”

Assume the information is in LTM. P ‘ ’ f h i i i ll

“Do you recall my name?”

Present a ‘cue’ for the person to initiate recall. (My face is the cue)

The person searches through LTM for the associated information.(My name is the associated information)

The person retrieves the information into STM. The person then reproduces the information.

(“I have the information in my LTM.”)“Y i M k R ft ”“Your name is Mark Rafter.”

or(“I can not find the information in my LTM.”)

“No, I do not recall your name.”

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“Rafter!”

After meeting someone new, if we see them again later, we may say:y y“I remember you, but I can’t remember your name.”

More specifically, we mean: “I recognize your face, but I can’t recall your name.”

Recognition is easier and more accurate than Recall.

Nickerson (1965) showed subjects 600 pictures of various scenes and events, and tested retention at ,intervals from a day to a year later (in a new vs. old categorization task). Performance after 1 day = 92%, after one year = 63%.

Standing, Conezio & Haber (1970) presented 2560 color slides, 10 sec. each; subjects then saw pairs of

& ld it d h d t hi h ld new & old items and had to say which was old. Performance still at 90% a few days later.

Note: An OLD item is one that was in the original presentation set. A NEW item is one that was not in the original presentation set.

Goldstein and Chance (1971) used women's faces, magnified snowflakes, and inkblots; 14 items of each set, 3 sec each; recognition tested 2 days later with a new vs old sec. each; recognition tested 2 days later with a new vs. old decision task mixing the 14 items with 70 new ones (so chance = 14%). Performance per set was:

71% accuracy for faces48% accuracy for inkblots 33% accuracy for snowflakes

Better memory for concrete rather than abstract information Better memory for concrete rather than abstract information(a green Granny Smith apple rather than nutritious food)

Better memory for distinctive rather than typical information. (faces rather than snowflakes)

Note: An OLD item is one that was in the original presentation sequence. A NEW item is one that was not in the original presentation sequence.

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Remember the effect of Weapon Focus on memoryWeapon Focus on memory

Loftus, E. F. (1975). Leading questions and the eyewitness report. Cognitive Psychology 7 560 572Psychology, 7, 560‐572.

Loftus suggests memory is basedon two types of information:

What we perceive at the time of the eventand

what we find out after the event what we find out after the event. What we hear after an event can distort our memory. Leading questions can alter our memory of the event

and the testimony we give later.

After viewing a video of an accident involving two cars, subjects were asked one of two questions: subjects were asked one of two questions:

“How fast were the cars going when they smashed each other?”

or “How fast were the cars going when they hit each other?”

Response “…Cars Smashed” “…Cars Hit” No suggestion

EstimatedCar Speed

40.8 mph 34 mph

Yes 16 7 6

…also, “Did you see any broken glass?”

Yes.I saw broken glass.

16 7 6

NoI didn’t see any.

34 43 44

They were also asked one of two other questions:

“Did you see a stop sign?”y p gor

“Did you see the stop sign?”

Significantly more who were asked about the stop sign reported seeing it, although there never was a stop sign.

Biased Input FiltersNot everything detected is stored

Unbiased InputEverything detected is stored

Af i f i i d i i Af i f i i d i i After information is stored it is reconstructed

After information is stored it is unaffected

Information is lostin a systematic manner

Information is not lost.

More recent events will alter the accurate storage of earlier events

More recent recordings do not affect the accuracy of earlier recordings

Reproduction of the event is biased. Reproduction of the event is unbiased (High fidelity!)unbiased. (High fidelity!)

Information that was not stored may be remembered.

Information that was not recorded, will not be reproduced.

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Please be mindful that periodically throughout the day

– about every 90 minutes –( d h ) iwe (and others) may experience

a temporary decrease in attention.Made more likely with fatigue,

h bi i dhabituation, andinternal distraction.

The End.

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If the rectangles were placed one on top of the other, this is the word you would be able to read:

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