cognitive approaches cep 800 | 801| 822. june 26, 2003koehler | siebenthal | yadav cognitive...

Cognitive ApproachesCognitive Approaches

CEP 800 | 801| 822CEP 800 | 801| 822

June 26, 2003 Koehler | Siebenthal | Yadav

Cognitive PsychologyCognitive Psychology

The scientific study of human knowledgeThe scientific study of human knowledge

Acquisition of knowledgeAcquisition of knowledge Organization of knowledgeOrganization of knowledge Application of knowledgeApplication of knowledge


Three FlavorsThree Flavors

Information Processing - A psychological Information Processing - A psychological theorytheory

Piaget’s Theory - A developmental theoryPiaget’s Theory - A developmental theory

Constructivism - An educational theoryConstructivism - An educational theory


Information ProcessingInformation Processing

Starts in the 1950sStarts in the 1950s In part, a reaction to the extremes of In part, a reaction to the extremes of

behaviorismbehaviorism A collaboration of computer scientists, A collaboration of computer scientists,

psychologists, neurologists, and linguistspsychologists, neurologists, and linguists



Knowledge is a kind of INFORMATION, so Knowledge is a kind of INFORMATION, so Cognitive Psychology is the scientific Cognitive Psychology is the scientific study of how humans process (and react study of how humans process (and react to) informationto) information

There is a loose analogy to computers … There is a loose analogy to computers … given inputs (what we see, hear, smell, given inputs (what we see, hear, smell, touch, etc.) what to do as output (what touch, etc.) what to do as output (what actions to take) ?actions to take) ?



Computers and Humans both:Computers and Humans both:

Acquire informationAcquire information Store (Organize) informationStore (Organize) information Use (Apply) informationUse (Apply) information

This computer metaphor may help us to This computer metaphor may help us to frame theories.frame theories.



Multiple levels of descriptionMultiple levels of description

Level of the brain and biology (hardware)Level of the brain and biology (hardware) Functional level like vision, memory, etc. (sub-Functional level like vision, memory, etc. (sub-

systems)systems) Strategic level - strategies for solving math Strategic level - strategies for solving math

problems, reading, etc (software level)problems, reading, etc (software level)



Challenges to Behaviorism:Challenges to Behaviorism: Mental Phenomenal, our states and our processes Mental Phenomenal, our states and our processes

are central in our experiencesare central in our experiences They are not observable, they have no size, shape, or They are not observable, they have no size, shape, or

locationlocation Challenges of studying these phenomenaChallenges of studying these phenomena

They are not observable, they have no size, shape, or They are not observable, they have no size, shape, or locationlocation

Using the mind to study the mindUsing the mind to study the mind How can we account for mental states and processes How can we account for mental states and processes

in a material universe governed by physical laws?in a material universe governed by physical laws?



Philosophers have wrestled with these Philosophers have wrestled with these issues throughout the ages (including the issues throughout the ages (including the Greeks, Locke, Hume, Kant)Greeks, Locke, Hume, Kant)

The problem seemed so overwhelming to The problem seemed so overwhelming to Descartes, that he needed a mind-body Descartes, that he needed a mind-body dualism to explain it.dualism to explain it. That is, that the mind, and all it’s powers is a That is, that the mind, and all it’s powers is a

separate entity from the brain.separate entity from the brain.



We reject behaviorist ideas because:We reject behaviorist ideas because: It only allows observable stimuli, responses, It only allows observable stimuli, responses,

and their relations.and their relations. And disallows mentalistic phenomena.And disallows mentalistic phenomena.



Wolfgang Kohler Wolfgang Kohler proved that all proved that all learning could not be learning could not be explained by explained by conditioning (1920s).conditioning (1920s).



Kohler worked with a chimp Kohler worked with a chimp who connected two sticks who connected two sticks together in order to reach a together in order to reach a banana. The chimp didn’t banana. The chimp didn’t learn this gradually through learn this gradually through reinforced trials, but instead reinforced trials, but instead showed a flash of “insight” in showed a flash of “insight” in solving the problem. This solving the problem. This has been come to known as has been come to known as the “AHA! Experience”the “AHA! Experience”


Information ProcessingInformation Processing E.C. Tolman, in the 1930s, showed that rats learned E.C. Tolman, in the 1930s, showed that rats learned

without reinforcements.without reinforcements.

Two sets of rats explored a maze. One set got food at Two sets of rats explored a maze. One set got food at the end (reinforcement), others did not (no the end (reinforcement), others did not (no reinforcement) and just explored the maze.reinforcement) and just explored the maze.

Later food was put out for both groups, and both Later food was put out for both groups, and both groups found the food as fastgroups found the food as fast

That is, both groups of rats learned, the exploring That is, both groups of rats learned, the exploring group formed a representation (a map) of the maze!group formed a representation (a map) of the maze!



Albert Bundura (1963) showed that much of Albert Bundura (1963) showed that much of learning is done by observation.learning is done by observation.

Example: Children learn a lot just from watching other Example: Children learn a lot just from watching other peoplepeople

We can learn this way without reinforcementWe can learn this way without reinforcement

I.E., something has changed “in there.”I.E., something has changed “in there.”



Basic TheoryBasic Theory People take inputs from the worldPeople take inputs from the world They represent this information, with some They represent this information, with some

correspondence to the external world.correspondence to the external world. There are mental processes that use these There are mental processes that use these

representations to make decisions (not the external representations to make decisions (not the external phenomena, but our internal representations).phenomena, but our internal representations).

These representations and processes can be studied These representations and processes can be studied (somewhat) separate from bilogical processes(somewhat) separate from bilogical processes


Information ProcessingInformation Processing Early ModelEarly Model

Physical Signal

Sensory Processing

Sensory Information

registers

Short Term memory

Immediate behaviour

Intentional behaviour

Long Term memory

Maintenance Rehearsal

Elaborative Rehearsal



Three types of memory -Three types of memory - Sensory - Our interface to the worldSensory - Our interface to the world Short term - what’s in our current conscious mindShort term - what’s in our current conscious mind Long term - Everything we can recall (and somethings Long term - Everything we can recall (and somethings

we can’t) we can’t)

Three processes -Three processes - Encode - (Represent)Encode - (Represent) RetainRetain RetrieveRetrieve



MemoryMemory Not everything is encoded. Encoding requires Not everything is encoded. Encoding requires

attention, of which we have a finite amount of.attention, of which we have a finite amount of. The way in which information is represented The way in which information is represented

differs according to strategies (list recall, differs according to strategies (list recall, mnemonic, etc).mnemonic, etc).



Memory Studies:Memory Studies: Short term memory lasts about 10-30 secondsShort term memory lasts about 10-30 seconds People can simultaneous store/attend to 7 People can simultaneous store/attend to 7

things. (7 +/- 2).things. (7 +/- 2). If it is not further processed or rehersed If it is not further processed or rehersed

(attended to), it will be lost.(attended to), it will be lost. Once stored in Long term memory, it is never Once stored in Long term memory, it is never

lost, although it may be misplaced.lost, although it may be misplaced.



More classical studiesMore classical studies Given a long list of things to learn, people will Given a long list of things to learn, people will

more likely recall the first few items in the list, more likely recall the first few items in the list, or the last few.or the last few.

Stroop TaskStroop Task


Stroop TaskStroop Task



Types of knowledgeTypes of knowledge Declarative knowledgeDeclarative knowledge

Facts, statements (e.g., “Columbus discovered Facts, statements (e.g., “Columbus discovered America in 1492).America in 1492).

Procedural knowledgeProcedural knowledge How to driveHow to drive



Researchers are interested in questions Researchers are interested in questions about how knowledge is represented.about how knowledge is represented.

One example is a schema.One example is a schema.


Bird SchemaBird SchemaType: animal

Locomotion: flies* (default value)walksswims

Communication: sings*squawks

Size: small*mediumlarge

Habitat: trees*landswaters

Food: insects*seedsfish

Colors: Variable



Expertise is the organization of the Expertise is the organization of the knowledge, and the quality of the knowledge, and the quality of the represention of knowledge, not the amount represention of knowledge, not the amount of knowledge per se.of knowledge per se.

Examples from Chess.Examples from Chess.


Cognitive PsychologyCognitive Psychology

Information Processing - Just introducedInformation Processing - Just introduced

Constructivism - To be introduced soon by Constructivism - To be introduced soon by AmanAman

Piaget - To be introduced soon by AmanPiaget - To be introduced soon by Aman


What to do about your Tech What to do about your Tech MatrixMatrix

We recommend, but do not require, that We recommend, but do not require, that you focus your efforts on constructivism, if you focus your efforts on constructivism, if you’d rather chose information processing you’d rather chose information processing or Piaget’s theory, go for it.or Piaget’s theory, go for it.

Explain the theory you chose, not all of Explain the theory you chose, not all of them.them.

cognitive approaches cep 800 | 801| 822. june 26, 2003koehler | siebenthal | yadav cognitive...

Documents

information knowledge

information use

information store

kind of information

flavors information

educational theory slide

software level slide

biology hardware level