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• Cognitive Psychology is how we process information. The study of how people perceive, learn,
remember, and think about information.
• Cognition is our thoughts, perspective, and expectations. It consist of knowing remembering,
understanding, communication, and learning.
◦ We used cognition by forming Concepts and to be able to form concepts we used
prototypes.
◦ Cognition also works through problem solving.
• Ideas often involves a DIALECTIC – developmental process where ideas evolve overtime
through pattern of transformation.
Philosophical Antecedents
• Rationalist (Descartes)
◦ Acquire knowledge through thinking and logical analysis
◦ “Cogito, ergo sum” – “I think, therefore I am”
• Empiricist (Locke)
◦ Acquire knowledge via empirical evidence
◦ “Tabular Rasa” – “Blank Slate”
PHILOSOPHY – seeks to understand the general nature of many aspects of the world in part
thru introspection.
PHYSIOLOGY – seeks a scientific study of life sustaining functions in living matter primarily
through empirical methods.
GESTALT PSYCHOLOGY – states that we best understand psychological phenomena when
we view them as organized, structured wholes.
COGNITIVISM – the belief that much of human behavior can be understood in terms of how
people think.
Psychological Antecedents
• Structuralism (Wundt)
◦ What are the elementary contents (structure) of the human mind?
◦ Seeks to understand the structure (configuration of elements) of the mind and its perceptions
by analyzing those perceptions into their consistent components (affection, attention,
memory, sensation, etc.)
◦ He use the method of INTROSPECTION – deliberate looking inward at pieces of
information passing through conciousness
• Functionalism (James)
◦ How and why does the mind work?
◦ Seeks to understand what people do and why they do it.
◦ PRAGMATIST believed that knowledge is validated by its usefulness
• Associationism (Thorndike)
◦ How can events or ideas become associated in the mind?
◦ Associations may result from: Contiguity – associating things that intend to occur together
at the same time; Similarity – associating things with similar features or properties;
Contrast – associating things that show polarities.
◦ Satisfaction is the key to forming associations
◦ Law of effect
• Behaviorism (Pavlov)
◦ What is the revelation between behavior and environment?
◦ John Watson – father of radical behaviorism
◦ Focuses only on the relation between observable behavior and environmental stimuli
◦ Operant Condition by Skinner.
• Intelligence involves the capacity to learn from experience, using metacognitive processes to
enhance learning. It also involves the ability to adapt to the surrounding environment.
METACOGNITION – people’s understanding and control of their own thinking process.
CULTURAL INTELLIGENCE – understanding of cultural differences in terms of
intelligence.
Goals of Research
• Data gathering
• Data analysis
• Theory development
• Hypothesis formation
• Hypothesis testing
• Application to real world
Research Methods
• Controlled experiments – an independent variable is manipulated and the dependent variable is
measured
• Psychobiological research – study the relationship between cognitive performance and cerebral
events and structures
• Self reports – an individual’s own account of cognitive process
• Case studies – detailed study of a specific object
• Naturalistic observation – detailed studies of cognitive performance in everyday situations
• Computer simulations and artificial intelligence
IV – manipulated
In an Experiment… DV – outcome responses
• Manipulate the independent variable Control Variables – irrelevant
◦ Create experimental group variables that are held constant
◦ Create control group Confounding Variables – left
◦ Randomly assign participants uncontrolled
• Measure the dependent variable
◦ Same for all groups ECOLOGICAL ACTIVITY –
• Control all other variables degree to which findings in one
◦ Prevent confounds environmental context may be
considered relevant outside of
Typical Independent Variables that context
• Characteristics of the situation Cognitive Science – cross-
◦ Presence vs. absence of a stimulus disciplinary field
• Characteristics of the task
◦ Reading vs. listening to words for comprehension
• Characteristics of participants
◦ Age differences
Correlational Studies
• Cannot infer causation
• Simply measure variables of interest
• Nature of relationship
◦ Positive correlation
◦ Negative correlation
• Strength of relationship
◦ Determined by size of “r”
Psychobiological Studies
• Postmortem studies–Examine cortex of dyslexics after death
• Brain-damaged individuals and their deficits–Study amnesiacs with hippocampus damage
• Monitor a participant doing a cognitive task–Measure brain activity while a participant is
reciting a poem
Other Methods
• Self-reports
◦ An individual’s own account of cognitive processes
◦ Verbal protocol, diary study
• Case studies–In-depth studies of individuals
◦ Genie, Phineas Gage
Computers in Research
• Analogy for human cognition
◦ The sequence of symbol manipulation that underlies thinking
◦ The goal: discovery of the programs in human memory
• Computer simulations of artificial intelligence
◦ Recreate human processes using computers
Fundamental Ideas
• Data can only be fully explained with theories, and theories are insufficient without data – thus
creating the cycle of science
Theory
Data
Key Themes
• Nature vs. nurture
• Rationalism vs. empiricism
• Structures vs. processes
• Domain generality vs. domain specificity
• Validity of causal inferences vs. ecological validity
• Applied vs. basic research
• Biological vs. behavioral methods