{"id":4215,"date":"2018-09-18T17:46:04","date_gmt":"2018-09-18T21:46:04","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=4215"},"modified":"2018-09-18T18:12:11","modified_gmt":"2018-09-18T22:12:11","slug":"introduction-and-overview-learning-objectives","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/learning-objectives\/introduction-and-overview-learning-objectives\/","title":{"rendered":"Introduction and Overview Learning Objectives"},"content":{"rendered":"<p>Describe four different approaches to studying cognition<\/p>\n<h2>Experimental Cognitive Psychology<\/h2>\n<ul>\n<li>Behavioural data from controlled studies of normal subjects<\/li>\n<li>Reaction Times \u2013 time that elapses from the onset of a stimulus until a response<\/li>\n<li>Errors<\/li>\n<li>Process and representational format\n<ul>\n<li>Stage analysis \u2013 what are the sequence of steps for performing a task?\n<ul>\n<li>Donders (1868) \u2013 each stage receives information from the previous stage, transforms it, and sends it to the next stage<\/li>\n<li>Dual route model of reading\n<ul>\n<li>Stage 1: recognized the letters<\/li>\n<li>Stage 2: Access mental lexicon<\/li>\n<li>Stage 3: say the sound<\/li>\n<li>Time of stage 1 (vision) + time of stage 2 (mental process) + time of stage 3 (sound) = total amount of time<\/li>\n<\/ul>\n<\/li>\n<li>Coding analysis \u2013 what is the nature of a mental representation?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2>Cognitive Neuropsychology<\/h2>\n<ul>\n<li>Studies of individual brain damaged patients and people with various disorders<\/li>\n<li>Associations \u2013 the relationship formed between different things \u2013 able\/not able to do one thing, able\/not able to do another<\/li>\n<li>Dissociations \u2013 able to do one thing but not another<\/li>\n<li>Double Dissociations \u2013 occurs when one person can do one thing but not another, and another person can do the thing the first person couldn\u2019t, but can\u2019t do the thing they could<\/li>\n<\/ul>\n<h2>Cognitive Neuroscience<\/h2>\n<ul>\n<li>Maps brain functioning during behavioural tasks<\/li>\n<li>Neuroscience methods<\/li>\n<\/ul>\n<h2>Computational Cognitive Science<\/h2>\n<ul>\n<li>Develops computational models of cognition often to imitate results from experiments<\/li>\n<li>Computational (mathematical\/computer) models of cognition<\/li>\n<\/ul>\n<p>Describe top-down and bottom-up processing<\/p>\n<h2>Information Processing<\/h2>\n<ul>\n<li><u>Bottom-up processing <\/u>\u2013 processing that is directly influenced by environmental stimuli<\/li>\n<li><u>Top-down processing <\/u>\u2013 processing that is influenced by internal subject factors \uf0b7 Stimulus \u2013 processing \u2013 response<\/li>\n<\/ul>\n<p>How do reaction times and errors help us test models of information processing?<\/p>\n<ul>\n<li>General assumption for reaction time and information processing \u2013 the longer the response, the more processing is required\n<ul>\n<li>The longer the time, the more steps<\/li>\n<\/ul>\n<\/li>\n<li>Types of errors may give rise to the nature of the steps\n<ul>\n<li>Errors can indicate personal strategies of processing information (e.g. the way someone figures out how to multiply 8 by 3)<\/li>\n<li>Errors could also indicate developmental deficiencies<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Discuss with examples how association and dissociation logic can be used in cognitive neuropsychology to understand cognitive processing<\/p>\n<h2>Association<\/h2>\n<ul>\n<li>If I\u2019m good at one thing (e.g. quick at visual processing), I tend to be good at another (quick at recognizing faces)<\/li>\n<li>Another association \u2013 if I lose my ability to read, I also lose my ability to process faces<\/li>\n<li>Can\u2019t conclude that much as limited info\n<ul>\n<li>May be due to shared functions<\/li>\n<li>May be due to anatomical similarity of processing areas (i.e. easier to damage different functions in similar areas)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2>Dissociation<\/h2>\n<p>\uf0b7 After brain injury, patient X was able to read words, but not recognize faces \uf0b7 Conclusions:<\/p>\n<ul>\n<li>Perhaps there is a face processing module<\/li>\n<li>Perhaps faces are just harder to process than letters \u2013 hence the same amount of degradation might affect faces more than words<\/li>\n<\/ul>\n<h2>Double Dissociation<\/h2>\n<ul>\n<li>After a brain injury, patient X was able to read words, but not recognize faces, while patient Y was able to recognize faces, but not read words \uf0b7 Conclusions:\n<ul>\n<li>This suggests that there must be some aspect of processing that is not shared between the two tasks<\/li>\n<\/ul>\n<\/li>\n<li>Problems with DD logic:\n<ul>\n<li>Assumes everyone uses the same cognitive architecture \u2013 e.g. maybe person Y has a special face module and patient X doesn\u2019t<\/li>\n<li>Assumes that you can\u2019t build new pathways or modules<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Describe four different approaches to studying cognition Experimental Cognitive Psychology Behavioural data from controlled studies of normal subjects Reaction Times \u2013 time that elapses from the onset of a&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/learning-objectives\/introduction-and-overview-learning-objectives\/\">Continue Reading<span> Introduction and Overview Learning Objectives<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[106],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4215"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4215"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4215\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4215"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4215"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4215"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}