Mapa mental

Chapter 3: Cognition, Language, Creativity

Geeta T Inglês

Conteúdo do mapa

COGNITION
- Cognition:
  - Use of imagery
    - Picturing sensory experience mentally
      - Same properties as actual object/image
        Same brain areas activated
        Mental Rotation: Metzler: rotating images takes more time
        We label classes by common characteristics (objects, ppl, events) - Focus/ignore on revelant/irre features
  - Concept learning: (Process of thinking)
    - Hull (1920) Created a stimulus-response association
      - We associate paricular response (concept) to a *variety of stimuli = define concept
      - Bruner 1956 Hypothesis + testing theory
        We guess what attributes are essential
        Problem: we take too long to think
        LANGUAGE:
        RULES/STRUCTURES OF Language: (MPPSS)
        #1.) Morephine: Smallest, meaningful unit in grammar (of language) e.g.: [Dog] vs. dog[s]
        #2.) Phonemes: Smallest unit of sound difference in meaning e.g.: rip vs. lip
        #3.) Pragmatics: Chracterics that figure out social meaning e.g.: Intonation
        #4.) Semantics: Meaning of words/sentences/ morephemes e.g.: I don't mind, "losing my mind" => word has 2 meanings.
        #5.) Syntax: Contruction of sentence through combination of words = phrases. e.g.: adjectives (before word)
        Development: Process of people communicating
        1st: Crying
        2.nd: (2-3 Months) cooing, vowel sounds
        3rd: (6 months) Babbling = phonemes
        4th: (8 months) Sounds from native language
        5th: (1 yr) Whole words
        6th: (18-20 months) 2 word sentences
        7th: (2 yr) 3++ sentences + telegraphic (removed necessary words)
        Overextension vs. Underextension: Use word for broad class *of objects/actions
        Grammar development: Child learned new grammar rules, after knows where to apply
        Ocerregulation errors: Children apply grammar rule where it doesn't apply e.g.: goes, comed,
        ANIMAL LANGUAGE:
        Animals can communicate with humans.
        -Washoe the chimpanzee taught sign language in 1967. -People said chimps just learned because of operant conditioning (rewards). But chimps used ASL by themselves.
        +
        -Bonobo "Kanzi" (1980) - Taught lexigrams (symbols) to talk by modelling mother.
        ***= LANGUAGE NOT UNIQUE TO HUMANS!***
        Theories of Language Develoment:
        1.) Learning Theory: -Bandura's view: environment. -Language is reinforced (punishments) -shape incorrect. -Imitation/modelling
        problem: -Telegraphic speech -Parents reward for content, not grammar
        2.) Nativist Position: -Chomsky -Born with "hard-wired language acquisition device "LAD" in brain.
        LAD: Has Universal grammar= innate in humans to learn princples in human languages
        True because kids make errors; e.g.: "I want my" or "my cookie"
        INTELLIGENCE TESTING:
        Intelligence Quotient (IQ)
        Kids: Mental age/chronological age x 100
        Adults: Deviation score (you vs others your age)
        Both: If IQ 100 = average.
        Distribution of IQ has normal bell curve (with the highest in the middle)
        Determining: 2% of scores over 130 - superior vs.
        2% of scores below 70 = DEVELOPMENTAL DISABLITY
        Flynn Effect: IQ scores raising over time. -Every decade average rate raises 3%
        -Stanford-Binet (1916) - Tested school children in France -Modern tests test 1 person at a time b/w 2-23
        MOTIVATION/EMOTION
        Motivation: Initiationa, diretion, internsity of behaviour to satify needs/ Desire & willingness to do something
        PROCRASTINATION: Lack of motivation; possible to change orientation
        OVERCOME:
        Concentrating on one task at a time
        Pioritize
        Divide tasks into smaller chunks
        Reward accomplishments
        Help from others
        Motivational Modes: #1.) Locomotion orientation: Action; less procrastination
        #2.) Assesment Orientation: Evaluation, more procrastination
        Theories iof motivation:
        1.) INSTINCT THEORY: We all motivated by innate,unlreaned tendencies.
        Instinct: Inherited patterns of responses to particular of stimuli
        *BUT our behviour too complex to be thought of as fixed.
        2.) Drive-Reduction Theory:
        Homeostasis: State of equilibrium.
        EATING:
        Primary Drives: Unlearned, biological needs (e.g.: thirst, hunger)
        Monitored by hypothalamus
        Controls food intake
        Stimulation of lateral hypothalamus = eating -Destroyed= stop eating for a while
        Ventromedial hypothalamus: Stimulation leads to stop eating.
        If destroyed= can't stop eating.
        Factors determining feeding:
        1.) Appeareance/taste/odor of good
        2.) Learned preferences/aversion
        3.) Psychological factors (fear, depression)
        4.) Satiety: Full sensation/ hunger pangs
        5.) Glucose levels
        6.) Homone Cholecystokinin CCK
        7.) Insulin/ glucagon
        8.) Hormone: leptin
        9.) Palatability: sweet/fat foods
        EMOTION
        Components of Emotion:
        1.) Behavioural: Act/behaviour performed when experiencing something
        2.) Physical: physciological: (internal) changes
        3.) Cognitive: Perception of situation/event
        Theories of Emotion:
        A.) Darwin: Emotions are survival value..
        B.) James Lange: Physiological arousal (physio component) = then feels emotion
        C.) Connon-Bard: Emotion and physio occur at the same time (e.g.: stimulus bear + emotion fear + physio = reaction behavioural
        D.) Schacter-Singer: Feel physio arousal then make cognitive assessment (e.g.: Suspension bridge scared men rated women higher.
        E.) Lazarus: All depends on cognitive appraisal (occurs first)
        CULTURE: -Displays rules *cultural ones* to dictate how & when to express emotions. Teens and boys no cry
        Brain Centers for emotion:
        1.) Preftronal cotrtex: anticipates consequences of action
        2.) Amygdala: Fear, intense emotions, idenity emotions
        3.) Hypothalamus: fight/flight response
        Experience Emotions:
        Facial Feedback Hypothesis: Muscle movements produce the corresponding emotion
        Lanzetta 1967: Group told not to show emotions had lower ratings of pain when hiding emotions
        Strack: 1988: Hold pen b/w teeth found cartoon funnier than lip group
        Forster, 2003: Preferred foods when nodding vs shooking head came on tv,;screen (moving)
        Emotion and rational thinking:
        Damasio: Amygdala greater influence on neocortex than vice versa.
        Neocortex: Rational thinking part
        Emotional response intrudes on thinking
        Which is good because it helps us make decisions; we need to feel the outcome
        If cortex-amygdala damaged: -Cognitive OK -No decisions made. -no emotional learning
        SOCIAL PSYCHOLOGY:
        How social conditions affect human beings
        Attributions: (How we link behaviour to a cause)
        1.) Situational: Attribute behaviour to external cause (our behaviour)
        2.) Dispositional: Attribute behvaiour to internal/personal trait
        ***WE TEND TO OVERESTIMATE DIS, UNDER SIT. ***
        Difference is because:
        a.) Where we focus our attention
        b.) Lack of info
        c.) Success and failure: -we take credit for positive outcomes -Deflect blame for bad "external causes"
        Genes and Body weight:
        Genes but environment involved too
        Producing LEPTIN is inhereted
        UP leptin, UP Body fat
        Metabolic rate: How fast body burns
        Set point theory: Maintain homostasis
        Eating Disorders:
        #1.) Anorexia Nervosa: -Overweight perspectives -Even when underweight -Starve
        #2.) Bulimia: Binge-eat. -Compensate for it -Laxatives,exercise, vomiting
        -Psycho Therapy -Cognitive Behavioural therapy (CBT), -Meds: Antidepressants, antipsycholocs, mood stabilizers
        -Psychotherapy -Family-based approach
        TREATMENT:
        3.) Arousal Theory:
        State of emotional, intellectual,physical activity.
        Maintain optimal level of arousal,
        individual differences considered
        Yerkes/Dodson Law: Performance best when arousal level is appropriate to task difficulty Performance increases with arousal, but only up to a point..
        Good test: (VSR)
        #1.) Reliability: Consistency-get same score each time
        #2.) Validity: Measures what it's supposed to measure
        #3.) Standardization: Admistered the same for everyone
        Do IQ tests prove failure/success?
        Correlation = positive, but it declines with age.
        a.) Elementary school: 0.6-0.7
        b.) HS: O.6-0.5
        c.) Uni: 0.4-0.5
        d.) Graduate S: 0.3-0.4
        INTELLIGENCE ALONE DOESN'T ACCOUNT FOR ACADAEMIC ACHIEVEMENT
        CULTURE FAIR TESTING:
        Most tests written by white middle class.
        Studies show: Asian-American-Hispanic-Black for intelligence level
        Trying to develop culture-fair unbiased tests. Difference is narrowing
        NATURE VS NURTURE: Genetics/Environment issue on Intelligence:
        1.) Genetic view: Believe people are born with fixed amount of i
        2.) Environmental view: Early intervention critical for I
        Things that ffect I thru environment:
        a.) Schooling
        Early intervention gives lot of effect, but then fades out
        Positive effects: do better in life; don't drop out
        b.) Familiy size/birth order:
        Smaller/earlier have higher IQ
        C.) Prenatal Fetal:
        Alchocol lowers IQ *Correlation
        Monozygotic twins (raised together) have similiar IQ
        Dyzygotic less smiliar.
        Even monozygotic twins are raised apart, still same IQ
        Adoption: IQ similiar to biological parents
        -*BTW WE CAN RAISE IQ.
        -FLUNN EFFECT NOT LIKELY OF GENETICS
        CONCLUSION: INTELLIGENCE DETERMINED THROUGH HEREDITARY AND ENVIRONMENT 50%, 50%
        PROTOYPE APPROACH: Rosch (1973): Categorizing average/typical case. Not single exisiting members/individual things.
        Exemplar approach: Typical/specific member of category based on experience, actually exists.
        STUDIES: Ask people to lsit typical examples; name familair ones/ expierienced ones. So we generalize (protype) and then use specific examples (exempler)
    - MODERN TYPES:
- Functional Fixedness:
  - Cognitive bias: limited to using object the way it is traditionally used
    - E.G.: Match stick. People didn't use candle box on wall. (candle, box, match)
- Creativity:
  - Abilitiy to produce orginal/appropriate/valuable (OVA) ideas/ generating many ideas in short time.
    - - Divergent thinking: Brainstorming- ideas generated randomly, unorganized. later reorganized + crititqued.

Informações

Descrição: Mapa Mental sobre Chapter 3: Cognition, Language, Creativity, criado por Geeta T em 09-11-2017.
Criado por: Geeta T
Visualizações: 3
Avaliação

Chapter 3: Cognition, Language, Creativity

Conteúdo do mapa

Informações

Fale Conosco

O que você acha do novo visual?