College aantekeningen

Cognitive psychology part notes from lectures and book (syllabus)

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Vrije Universiteit Amsterdam (VU)

These notes are for the cognitive part of biological cognitive psychology. They include a combination of the lectures of R. Godijn and his syllabus (9 chapters) that he wrote himself. There are a lot of visuals to remember the materials better. (tip: memorize the names of the researchers to use th...

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Geupload op 7 februari 2024
Aantal pagina's 36
Geschreven in 2023/2024
Type College aantekeningen
Docent(en) D. van 't ent en r. godijn
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Introduction Biological & Cognitive psychology
Lecture 1, chapter 1
 Cognitive psychology  study of the mind
o Functional explanations: process models
o Interaction of these processes
 Biological psychology  study of biological basis of the mind
o Focus on brain processes: structural models
o Interaction of brain areas

Historical foundations (cognitive psychology)

 Late 19th century
o Studying psychology  how do we study the mind?
o Wilhelm wundt (father of experimental psychology)
 1979: first experimental psychology lab
 Studied structure of the mind
 Method: Introspection
 Subjects get trained to look into their mind and report what they
observed
 20th century: John Watson’s criticism
o Extreme variable results from person to person
o Results difficult to verify
 Invisible inner mental processes
o John Watson: Behaviourism
 Eliminate the mind as a topic of study, instead, directly observe behaviour
 Interest in 1913-1950 shifted from content of consciousness to:
 How behaviour shaped by experience
 How reaction to environment
 How change in behaviour after learning relation between stimuli
 How behaviour changes through reward and punishment etc
 Studies
o Ivan Pavlov (classical conditioning)
 Dog can be conditioned to produce saliva(unconditioned stimulus) when bell
rings (conditioned stimulus)
o Watson: Little Albert (classical conditioning)
 Conditioned a child to fear a rat,
 loud noise (unconditioned stimulus)  fear (unconditioned
response)
 rat (conditioned stimulus)  fear (conditioned response)
o Burrhus Skinner (late 1930) (operant conditioning)
 Skinner box
 With reward  more likely to repeat behaviour
 Language acquisition
 reinforcement and rewarding if its correct
 Criticism: Chomsky
o Humans have an innate (biological) ability to learn language

,  This does not rely on reinforcement
o Chomsky’s view suggest behaviourisms has its limitation in
understanding human behaviour
o Edward Tolman(1948): cognitive map (spatial navigation)
 Rats learned their way around a maze
 This was not a behavioural response but mental map
 Downfall behaviourism
o Limitations of reinforcements as driving force behind our behaviour
 Cloud Shannon (1948)
o A mathematical theory of communication
o Computers: input  processing  output
o Mind: perceive the world (input)  process  use info to interact with our
environment (output)
o Cognitive revolution
o This study is different of behaviourisms thinking
 Broadbent’s (1958) filter moder of attention
o Selective listening to speech
 Subjects listen to separate messages (one on left ear, other on right ear)
o Non-repeated message not processed in terms of meaning
 Later research shows processed to some extent
o Attention has capacity limit
o This study different of behaviourist way of thinking
 Saul Sternberg (1966) short-term storage
o Memory task
 Subjects had to remember set of
digits
 Each trial a digit was presented and
subject had to determine quickly if it
was one of the digits in the set they remembered
 Results: mean reaction time increases linearly
 Evidence that all items in short-term memory are serially scanned before a
decision is made

Short History (Biological psychology)
 Charles Darwin evolution theory
o Mental processes and brain regions evolved with specific function
 Each species occupies specific niche and its nervous system has evolved to
be successful in this niche
o Survival and reproduction
o 2 techniques that were used to by 19 th century psychologists that helps us
understand the human nervous system  ablation method and electrical
stimulation
 Effect of electrical stimulation
o 17th century Luigi Galvani discovered that the electrical stimulation of a nerve of a
frog can make a muscle contract
 Also possible in PNS and CNS
o Fritsch & Hitzig  electrical stimulation different parts of a dog

, o Electrical stimulation only for animals because it requires removal of skull
 But if patient agrees it can be done  Wilder Penfield and his collegue
performed on epileptic patients to control epileptic seizures
 With this it was possible to create functional maps of the brain
regions, in particular the sensory and motor parts.
o Electrical stimulation is useful for understanding brain functions, but it relies on a
form of introspection (relying on subjects report of experience)
 Ablation method
o Pierre Flourens developed the ablation method
 Taking a part of the brain and observe its effect
 E.g. removing cerebellum resulted that balance and moto coordination were
affected
o Study by Mishkin and Ungerleider (early 1980s)
 Removed posterior parietal cortex or inferior temporal cortex in monkeys
and had to do one of the two tasks
 Landmark discrimination task
 Monkey had to learn food was placed in covered foodwell that was
closest to an object
 Spatial processing is needed
 object discrimination task
 single object and food was placed underneath
 identify processing is needed
 result: ablation of posterior parietal cortex impaired performance only in
landmark discrimination task and ablation of inferior temporal cortex
impaired performance only impaired performance on object discrimination
task
 inferior temporal cortex important for identify processing
 posterior parietal cortex important for spatial processing
o this method is invasive therefore only for animals
 but we can compare in situations such as patients with brain damage
 e.g. Damage in Broca‘s Area  expressive aphasia
 e.g. damage in Wernicke’s Area  receptive aphasia
o language impairment
 ablation can be used for epileptic patients when seizures become so
frequent and interfere with everyday functioning
 patient Henry Molaison got a large part of medial temporal lobe billaterly
removed
 consequences were dramatic:
o memory loss and could no longer form new long-term
memories
 limitations of this study:
o precise extent of damage not entirely certain (unless
examined postmortem)
o if there are more regions damaged or partially damaged 
it is not easy to determine functions
o always be careful of generalizing (there are many factors like
and disease history)

, speed of information processing

 Herman Helmontz 19th century
 Conducted on frog
o Response time of the muscle contraction depend on where the nerve the current
was applied  the closer to the muscle, the shorter the reaction time
 Donders substraction method
o Reaction time Go/nogo task – reaction time simple task = duration of stimulus
discrimination (estimate of the duration of the discrimination process)
o Method:
 Create 2 identical tasks
 Measure RT
 Substract RT’s
o Problems: depends on assumptions about stages
o Strong assumption about stages being independent

Towards cognitive neuroscience

 Mental processes are the result of activity in the nervous system
 Long time dominance of body and min dualism now the mind is what the brain does
 There are many technological developments
o fMRI, event related potentials, EEG etc

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