cognition and language
TRANSCRIPT
![Page 1: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/1.jpg)
Cognition
& Language
Dr. Irene Karayianni
![Page 2: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/2.jpg)
Cognitive Psychology
thinking language memory Problem solving
knowing reasoning judging Decision making
![Page 3: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/3.jpg)
Thinking and reasoning
![Page 4: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/4.jpg)
Mental images
![Page 5: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/5.jpg)
Concepts: Categorizing the World
![Page 6: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/6.jpg)
Syllogistic reasoning
• Premise 1 All professors are mortal.
• Premise 2 Dr. Rivera is a professor.
• Conclusion Therefore, Dr. Rivera is mortal.
• Premise 1 All professors are mortal.
• Premise 2 Professor Rivera is a professor.
• Conclusion Therefore, all professors are Dr. Rivera.
![Page 7: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/7.jpg)
Algorithms and heuristics
algorithm heuristic
representativeness
heuristic
availability
heuristic
![Page 8: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/8.jpg)
Searching for AI
![Page 9: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/9.jpg)
Problem solving
![Page 10: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/10.jpg)
Steps of problem solving
![Page 11: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/11.jpg)
Step 1
Preparation: Understanding and Diagnosing
New
problem
Familiar
problem
Well defined
problem
Ill defined
problem or or
Pay
attention to
restrictions
Spend less
time in
preparation
straightforward
judgments
Unclear nature
of problem
Info required to
solve it is not
obvious
![Page 12: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/12.jpg)
Step 1
Preparation: Understanding and Diagnosing
Kinds of problems: arrangement problems
![Page 13: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/13.jpg)
Step 1
Preparation: Understanding and Diagnosing
Kinds of problems: inducing structure
![Page 14: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/14.jpg)
Step 1
Preparation: Understanding and Diagnosing
Kinds of problems: transformational
![Page 15: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/15.jpg)
![Page 16: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/16.jpg)
Step 1
Preparation: Understanding and Diagnosing
Representing and organizing the problem
![Page 17: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/17.jpg)
Step 2
Production: generate solutions
direct solution stored in LTM Trial and error
![Page 18: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/18.jpg)
Step 2
Production: generate solutions
heuristics
Means-end analysis Work backwards – focus on goal
Forming sub-goals
Divide problems into their parts
![Page 19: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/19.jpg)
Step 2
Production: generate solutions
Insight: sudden awareness
![Page 20: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/20.jpg)
Step 3
Judgment: evaluating solutions
![Page 21: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/21.jpg)
Barriers to Solutions: Why Is Problem Solving
Such a Problem?
Functional fixedness
![Page 22: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/22.jpg)
Barriers to Solutions: Why Is Problem Solving
Such a Problem?
Inaccurate evaluation of solutions
Confirmation bias
![Page 23: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/23.jpg)
Creativity and Problem Solving
![Page 24: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/24.jpg)
Increasing critical thinking & creativity
• Redefine problems. We can modify boundaries and assumptions by rephrasing a problem at either a more abstract or a more concrete level.
• Use subgoals. By developing subgoals, we can divide a problem into intermediate steps. This process, known as fractionation, allows us to examine each part for new possibilities and approaches, leading to a novel solution for the problem as a whole.
• Adopt a critical perspective . Rather than passively accepting assumptions or arguments, we can evaluate material critically, consider its implications, and think about possible exceptions and contradictions.
• Consider the opposite. By considering the opposite of a concept we’re seeking to understand, we can sometimes make progress. For example, to define “good mental health,” it may be useful to consider what “bad mental health” means.
• Use analogies . Analogies provide alternative frameworks for the interpretation of facts and help us uncover new understanding.
• Think divergently . Instead of the most logical or common use for an object, consider how you might use the object if you were forbidden to use it in the usual way.
• Use heuristics . Heuristics are cognitive shortcuts that can help bring about a solution to a problem. If the problem has a single correct answer and you can use or construct a heuristic, you can often find the solution more rapidly and effectively.
• Experiment with various solutions . Don’t be afraid to use different routes to find solutions for problems (verbal, mathematical, graphic, even dramatic). For instance, try to come up with every conceivable idea you can, no matter how wild or bizarre it may seem at first. After you’ve come up with a list of solutions, review each one and try to think of ways to make what at first appeared impractical seem more feasible.
![Page 25: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/25.jpg)
Language
![Page 26: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/26.jpg)
Grammar: Language’s language
phonology, syntax, semantics
Phonemes: fat, fate
“John kidnapped the boy”
“John, the kidnapped boy”
“The boy kidnapped John
![Page 27: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/27.jpg)
Developing language: babble
![Page 28: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/28.jpg)
Developing language: production of language
Telegraphic speech Overgeneralization
![Page 29: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/29.jpg)
Developing language: language acquisition
Learning Theory Approaches: Language as a Learned Skill
language acquisition follows the principles of reinforcement and conditioning
Nativist Approaches: Language as an Innate Skill
humans are born with an innate linguistic capability that emerges primarily
as a function of maturation. All the world’s languages share a common
underlying structure called a universal grammar
Interactionist Approaches: combination of the above
we have the hardware that allows us to develop language, and exposure to
language in our environment allows us to develop the software to
understand and produce language
![Page 30: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/30.jpg)
The influence of language on thinking
linguistic-relativity hypothesis: language is the cause of certain ways of thinking;
language shapes and may determine the way people in a specific culture perceive
and understand the world.
Vs.
thought produces language
![Page 31: Cognition and language](https://reader030.vdocument.in/reader030/viewer/2022032616/55a604681a28abf60b8b462a/html5/thumbnails/31.jpg)
Do animals use language?
Kanzi: https://www.youtube.com/watch?v=jKauXrp9dl4