[原版英文书pdf]Cognitivepsychologystudyguide

1、 (press control & click here)Key terms and concepts AccessibilityAlgorithms Artificial intelligence Availability Cognitive dissonance Cognitive map Context-dependant- forgetting - memoryConvergent problems Divergent problems Elaborative rehearsal Fundamental attribution error Goal state Heuristi

2、c Information processing Initial stateInsight Language Learning Long-term memory Maintenance rehearsal Memory Mental sets Mnemonics Operator Proactive interferenceProblem solving Proactive interference Problem solving Recall RecentringRecognition Reconstruction Retroactive interference Sensory memor

3、y Short- term memory Cognitive Psychology Study Guide (Glassman)Perception and cognitionLearning and memory Learning as information gathering Memory as retention learning Recall, recognition, relearningBasic model of memorySensory input, rehearsal.Forgetting Forgetting in STM (displacement)Forgettin

4、g in LTM (Loss) Memory as reconstruction Eye witness testimony Improving memory Organization Method of lociRecodingProblem solving Problem solving as information processing (Artificial intelligence) Stages of problem solving3 step methodConvergent problemsGestalt Theory Problem solving and informati

5、on gathering Algorithms Heuristics Divergent problems The formation of problem solving skills Language Learning Language learning Of apes and languageLanguage and thinking The cognitive view point in other areas Attitudes and cognitive dissonanceConflict between behavior and belief or two beliefs At

6、tribution theory and emotionsEmotionsArtificial intelligence Studies Wolfgang Kohler- Insight study Used apes to prove that people and some animals use insight learning.Edward Tolman- Cognitive maps Used rats to prove the existence of cognitive maps. Shepard and Metzler 1971- Visual memory study Sub

7、jects were asked to make comparisons pairs of three- dimensional shapes. The time required to compare the shapes correlated with the amount of rotation to match the two shapes. This proves that the subjects used something like visual images Jenkins and Dallenbach 1924-Interference studyRecall was te

8、sted for two groups, one group went to sleep and the other group went along their daily business. After the same time interval passed the group that went to sleep recalled better than the other group because sleeping caused less interference.Godden and Baddeley 1975- Context-dependant memory Scuba d

9、ivers were tested either above or under water, as expected, changing environments between learning and testing impaired memory.Tulving and Thompson 1971- Context-dependant memory On a recognition task, the items broom, stove, and iron appeared. Given the different context, subjects failed to recogni

10、ze iron as one of the words they had learned. Bartlett 1932- Reconstruction Bartlett read a story based on Native American legends to his subjects. While the subjects tried to stay faithful to the story, minor details tended to be forgotten. Points that were central to the story line were exaggerate

11、d. They typically made changes that were consistent with the Native American beliefs were not consistent with their beliefs.Loftus 1980; Loftus and Hoffman1989- Courtroom testimony In one case, individuals watched a tape of a car accident. Later, they were questioned about what happened, in the way

12、a courtroom witness is. During the interrogation half were asked how fast the car was going when it hit the other car and the other half were asked how fast the car was going when it smashed. When smashed was used the estimates were higher. New details were also added like broken glass.McCloskey and

13、 Zaragoza 1985- memory test Shown slides, then asked for the information. When given the chance to chose between misleading and original information. The misleading was chosen.Yates 1966- memory Systematic study of techniques for aiding memory.Gardener and Gardener 1969- Apes and Language Taught ape

14、s American Sign Language. Shows apes have the same language capacity we do. Valins 1966- arousal Providing false information about arousal. Carmichael et al. 1932- perception Subjects were given a simple line figures to remember, along with a word cue. Later, they were asked to draw each figure when

15、 give the appropriate cue. Ex. Figure: The verbal cue given to different subjects either glasses or barbell for the example figure above. Later, the drawings produced tended to be distorted in ways that reflected the word cue. E.g. adding a solid line for barbell and adding extensions for glasses .t

16、his study showed that perception and memory are interrelated. Newell et al. 1958; Newell and Simon 1972- Think- aloud protocols Individuals were asked what they were doing and thinking as they worked on problems. Bruner et al. 1956- types of strategies Bruner and his colleges at Harvard identified t

17、wo broad strategies wholist and scanning. Wholist- based on adopting tentative solutions which accounts for all the known information, and modifying this solution to the extent the new information requires. Scanning- based on adopting a series of possible answers, each unconnected to the last.Harlow 1949- learning to learnWorking with primates, he found they have problem solving behavior.Bloom 1981- counterfactual argumentsBloom found that Chinese had more difficulty than American English speaker in understanding arguments involving counterfactual statem