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Summary Cognition - Reisberg 6 / e Chapters 1, 3-10, 12, 13
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Summary of the book Cognition - Daniel Reisberg 6th edition. Chapters 1, 4-10, 12, 13. Course code PSBA2-23 Cognitive psychology at the RUG.
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COGNITION EXPLORING THE SCIENCE OF THE MIND 6TH EDITION BY DANIEL REISBERG - TEST BANK
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Cognition Exploring The Science Of The Mind 6th Edition By Daniel Reisberg – Test Bank Updated Version 2023
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Cognition Exploring The Science Of The Mind 6th Edition By Daniel Reisberg – Test Bank
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Cognitieve psycholoogie samenvatngH1 The Science of the Mind
Cogn psy = scientic s sty of knowletge. Bs how?
Actons, hosgh s feelings tepent on knowletge. ill in becasse own backgrosntl memory. iany
encosn ers w/ worlt tepent on sspplemen ary exp (memory) w/ knowletge brosgh o si saton.
Amnesia = (becasse of brain tamage) no abili y o remember cer ain ma erials.
Bv H.i.l make no new memory, only memory before ssrgery. No oppor sni y o atjss o new
hings. In impor an ways, Hi titn’ know himself. Forgo teets, e c.
Knowletge relevan o hsge range of concernsl self-concep , emotonal atjss men .
The Cognitve evolston
S stying problems like memory, tecision making.
Can’ s sty men al worlt tirec ly.
iss s sty men al worlt o snters ant beh.
Wsnt Ti chener lasnchet new research en erprise. Let o motern ielt of experimen al psy.
Neet o focss on s sty of consc men al even s.
S sty hosgh sl in rospecton = observe recort con en of own men al lives seqsence own
experience.
In rospec ors metcslossly rainetl vocab, carefsl comple e, repor experience (no in erpre aton).
Concernsl some hosgh s snconsc, so in rospecton is limi et.
emembering reqsires complex s eps, os of consc.
In rospecton canno be es et. No know wha is correc false. Dif be ween people lies more in
vocab maybe han in tif i self.
Objectve ta a o be sciencel open for all o observe. Beh, stmslil meassrable, recortable, physical
even s. Patern of beh changes w/ passage of tme accsmslaton of experience = learning his ory.
No men alistc notons.
Behavioris heory movemen l avoit invisible in ernal enttes. Beh changes in response o stmsli.
Bs missnters ant why people to. Bs role in gsiting beh consiteret when snters anting beh.
Sometmes beh same w/ tif stmsli (ways of saying bv). Physically tif bs same efec . Physically
similar, tif efec . ieaning can tepent on pragmatc rsles. Wha stmsli means o yos, has efec on
yosr reacton.
How people are shapet by how si saton is perceivet, how stmsli snters ant, e c.
Kan ’s ranscenten al me hot (inference o bes expl)l begin w/ observable fac s work backwarts
from observatons.
eprotscing experimen s varying hem o es hypo heses, gives power.
S sty men al processes intirec ly, have visible conseqsences (telays response, accsracy, errors).
Research in Cognitie psy: The Diiersity of Methods
Does seqsence of even s expl ta a or tif seqsence expl ta a o her intings?
Wil info actvely working on. Easy accessible. Small capaci y.
ieassre Wi capaci y via span es (repor i ems sait back). +/- 7/8.
iis akesl wha i is similar o is repor et back by mis ake. Becasse rely on rehearsal loop.
Wi has tif par sl Wi sys em.
Cen ral execstve = rsns show toes real work. Helpet os by low-level ‘assis an s’.
Artcsla ory rehearsal loopl w/ s orage hantlet by helpers, execstve available for o her, more
temanting asks.
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,Process ssbvocalizaton (silen speech). epresen aton in phonological bsfer (asti ory image
crea et).
Concsrren artcslaton ask reqsires mechanisms speech protscton. No available for bv
ssbvocalizaton.
Concsrren artcslaton cs s memory span trastcally. Droppet by 1/3 o 5x.
Concsrren artcslaton elimina es sosnt-alike errors. Blocks artcsla ory loop.
Tes memory span by ssing complex vissal shapes. No efec concsrren artcslaton, becasse
rehearsal loop isn’ sset. ehearsal loop reqsiret only for s orage. Blocking CA no efec on abili y
easy asks.
Cogn nesroscience = s sty of biological basis for cogn fsnctons.
Anar hria = inabili y o protsce over speech. Show sosnt-alike confssions in span ta a ressl s
associa et w/ sse rehearsal loop.
isscle movemen s no neetet for ssbvocalizaton. Inner speech responsible for planning
con rolling msscle movemen speech no movemen s hemselves.
Nesropsy = how varioss forms brain tysfsncton inn observet performance.
Inner voice sses brain mechanisms ortinarily sset for over speech inner ear mechanism sset for
ac sal hearing.
Deaf rely on tif assis an Wi (inner hant). Same-hant-shape errors in Wi.
ely on Wi in vas nsmber of circsms ances. Efectve Wi, efectve on bv reating, reasoning,
problem solving.
Artcslacy rehearsall learning o reat, new langsage o her men al ac .
Applying cogn psy (in L)
Learn new ma erials (school).
Criminal investgaton (atenton, memory, reasoning jstgmen ).
Practce mets.
Training bssinesspeople.
H6 The Acquisiton of Memories and the Working-Memory System
Acquisiton, Storage & Retrieial
Before memory, acqsisiton (gain new info) is neetet.
S orage phasel holt in memory sntl info neetet.
ememberl re rieval (= reactvate).
Goot memoryl how info sset la er. How yos learn tepents on wha alreaty known.
The Route into Memory
Consensss motel = motal motel
Info s oret brieny in sensory memory (raw)l iconic memory for vissal inps echoic memory for
asti ory inps . Selecton in erpre aton moves in o STi. Some info hen o LTi (permanen ).
ioternl Wi ipv STi becasse working w/ info. Info has o pass Wi on way o LTi.
Wi no placel jss actva et.
Wi LTi
Limited size Enormoss
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, Info easy in Work neetet
Getting info out easy Finting info eforrsl slow
Contents fragile No linket o csrren focss hosgh s
Free recall = repea as many worts back. 12-15 worts.
1s few = primacy efec
Las worts = recency efec
U-csrve relaton serial positon likelihoot of recall.
Wil 5/6 worts. Worts jss heart. Worts earlier psshet os by la er arrivals. Sosrce of recency
efec .
Primacy efec l some info in LTi. iemory rehearsal for 1 s worts. W/ 6/7 h wort, tivite atenton
be ween all worts (small fracton focss).
Ac be ween lis recall essentally elimina es recency efec bs no inn elsewhere csrve.
Slowing lis presen aton improves re enton of pre-recency i ems bs no recency efec (also w/
o her variables improving LTi).
Early i ems tepent on brain area associa et w/ LTi (hippocampss, e c).
A Closer Look at WM
Weave bi s info oge her.
Capaci y Wil tigi -span ask. Errors w/ 7/8 i ems.
7 +/- 2 i ems/chsnks → 7 o 79 tigi s. Wi more tynamic han ‘box w/ space’.
iotern memory capaci y = operaton span. ieassre Wi when working. Dif operatonsl reating
span.
iore like tay- o-tay fsnctons. People w/ larger span beter a asks ha reqsire coortinaton of tif
pieces infol reasoning, reating comprehension, acatemic es s.
When is large Wi ssefsl? → how when i ’s sset.
Link WiC meassres in ellec sal performance provites hin abos wa meassret w/ es s ha
‘meassre’ in elligence.
Correlatons ob ainet w/ actve meassre of Wi no ratitonal span meassre.
Cen ral execstve neetet for work in Wi. No neetet when only neet o remember no work w/.
Helperl vissospatal bsfer sset for s oring vissal ma erials.
Helpers provite brief in erim s orage for info neetet soon.
Cen ral execstve same as execstve con rol process.
Wi fragilel shif in atenton brings new info o Wi new ma erial tisplaces earlier i ems.
En ering LT s oragel The Neet for Engagemen
iain enance rehearsal = focss on o-be-rememberet i ems, litle hosgh abos meaning or relaton.
iechanical process. No LT benei .
elatonal/elaboratve rehearsal = hinking of meaning i ems relaton o know hings.
epeatng won’ ge some hing in LTi. Grea er levels of brain ac (hippocampss, PFC) associa et w/
grea er probabili y of re enton la er.
In entonal learning = telibera e, w/ expec aton ha i will be es et.
Inciten al learning = learning w/ absence in enton o learn.
Performance poor for inciten al learning excep when linket o pleasan ness wort (as goot as
in entonal learning).
Shallow processing = engage ma erial in sspericial fashion. Way prin et.
iotera e level processing = bv rhyming.
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