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PSY 369: Psycholinguistics
Cognitive Psychology
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Cognitive Psychology It is the body of psychological experimentation that deals
with issues of human memory, language use, problem solving, decision making, and reasoning.
“Cognitive Psychology refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used.” Ulric Neisser (1967)
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Mind as computer analogy
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Mind as computer analogy Limitations of the analogy
Minds (Brains??) slow parallel analog trillions of
connections
Computers fast serial (mostly) digital few connections
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Computational theory of mind Brains and computers embody intelligence for
some of the same reasons
• Behave flexibly as a function of the environment
• Exhibit adaptive (rational goal directed) behavior
• Operate in real time • Operate in a rich detailed
complex environment• Perceive an immense amount
of changing detail
• Use vast amounts of knowledge • Control a motor system• Use symbol systems • Use language (both natural and
artificial) • Learn from the environment and
experience • Acquire capabilities through
development
The Demands of an Architecture of (Human) Cognition
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The ‘standard model’
Information ‘flows’ from one memory buffer to the next
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The sensory store
George Sperling (1960)
Full Report: I'm going to show you a bunch of letters, then I'll cue you to recall as many of letters as you can.
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RECALL
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Partial ReportI'm going to show you a bunch of letters, then I'll cue you (with a blue arrow) as to which row of letters I'd like you to recall. Immediately following the cue, write down as many letters as you can from that row.
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RECALL
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The sensory store
Typically the result of this experiment is: Full report: can report about 4.5 letters on
average Partial report: can typically report 4 letters
(that's100%) The partial report results suggest that all of the
information is there, the 4.5 average seen in the full report condition reflects the extremely rapid decay of the Sensory Store.
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The sensory store
Further support of this comes from a delay manipulation.
In this case you manipulate how much time passes between the stimuli and the recall cue.
If you delay by about 1/4 to 1/2 a second, the average reported drops to about 4.5, the same rate as in the Full report task.
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The sensory store Properties
sensory specific - one for vision, one for audition, etc.
high capacity extremely fast decay
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The ‘standard model’
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Short term memory I’ll read a list of words and ask you to recall them
Okay, now recall as many of the items as you can
Here is the list: CAT, SHACK, BOAT, CAR, PICTURE, ELEPHANT, MAP,
SWING, TACK, BEAR, BOX, DOOR, CHURCH, TREE, DOG, DENTIST, TRAIN, SNOW, SMOKE, RADIO
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Short term memory
The typical results items at the beginning of a list
is remembered well (primacy) items at the end of the list are
remembered well (recency)
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Short term memory Typical account:
Recency items recalled from STM Primacy items recalled from LTM
A variant of the task: Count backwards by threes before recall
Here is the list: MOUSE, BARN, SHIP, TRUCK, PHOTOGRAPH, GIRAFFE, SIGN,
SLIDE, PIN, DEER, BOTTLE, WINDOW, GARAGE, BUSH, FISH, DOCTOR, AIRPLANE, RAIN, FIRE, TELEVISION
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Short term memory
The typical result is that the longer you have to count backwards, the worse your memory for the letters.
The theory is that the counting backwards prevents the rehearsal of information in STM, so it decays away.
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Short term memory Increasing your STM span
Chunking Grouping information together into larger units
Dog cat mouse shoe sock toe couch pillow blanket Down flowers the by with chased yellow several girls a river
boy. A boy chased several girls with yellow flowers down by the
river. Notice that the previous two are the same words, but the syntax
allows for grouping into meaningful ‘chunks’
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Short Term Memory Properties
rapid access (about 35 milliseconds per item) limited capacity (7+/- 2 chunks; George Miller, 1956) fast decay, about 12 seconds (longer if rehearsed or
elaborated)
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The ‘standard model’
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Long term memory Organization
The Multiple Memory Stores Theory This theory suggests that there are different memory
components, each storing different kinds of information. Declarative
episodic - memories about events semantic - knowledge of facts
Procedural - memories about how to do things (e.g., the thing that makes you improve at riding a bike with practice.
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Long term memory How long do our memories last?
Ebbinghaus (1885/1913) He memorized non-sense
syllables. Memorize them until perfect
performance, Test to relearn the lists
perfectly. This was called the
"savings."
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Long term memory
Bahrick (1984) He has done a number of
studies asking people about memories for things (e.g., Spanish, faces of classmates, etc.) that they learned over 50 years past. He has found evidence that at least some memories stick around a really long time.
How long do our memories last?
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Long term memory How much can we remember?
Lots. To my knowledge there are no known limits to how much memory storage we have.
Perhaps the more important issue concerns questions about encoding and retrieval
Encoding - getting memories into LTM what gets in? Retrieval - getting memories out of LTM what gets out? exact
memories or reconstructed memories? Related to these issues are the theoretical construct of Attention.
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Long term memory Properties
Unlimited capacity Decay/interference, retrieval difficulty Organized
Associative networks (more on these next week)
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Working Memory