Perception - summary of chapter 2 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Cognitive Psychology 
Chapter 2
Perception


Introduction

Perception is our sensory experience of the world.
The set of processes that organize sensory experience into an understanding of our surrounding world.

Gives insight of who properties of the physical world are transformed into our mental wold and informs our understanding of behaviors like navigation and recognition.

Perception is standing in the continuum between sensation (where physical energy is transformed into brain signals) and cognition (where mental representations of the world and our goals are used to reason and plan behavior.
How physical properties of the world are represented mentally.

Perceptual information is essential to inform us about our surroundings and guide our interactions with the physical and social world.
Visual illusions provide clear evidence that our perceptual systems do not always faithfully represent the physical world.

Somatic perception: perception of the body through touch and sensing the orientation of limbs in space.

Fundamental concepts

From physical world to perceptual representation

The essential problem of perception is that the physical world is ‘out there’ and our mental word is inside our head.

Inverse-problem.
Describes why even for the best sensory organs perception cannot typically guarantee a faithful representation of the physical world.

There are fundamental ways that information is lost in the sensory encoding of the physical world.

So

The fidelity of our mental representations of the physical world cannot wholly depend upon the incoming information. It must depend upon the ability of perceptual processes to use assumptions about the structure of the world to analyze incoming sensory information in a way that we can overcome the inverse problem to build plausible interpretations of what is out there.

Our perceptual systems have evolved effective principles to overcome theoretical limitations to the processing of perceptual information.

Principles and theories of perception

To tackle the inverse problem, we focus on how best to characterize the flow of information in the fully developed perceptual system and what principles might be at work or organize this information.

The flow of information: bottom-up and top-down processing

A fundamental distinction in perceptual processing is whether we achieve and understanding of the world through bottom-up or top-down mechanisms.
Bottom-up: the original sensory input is transformed in an uninterrupted cascade of transformations feeding forward the information, one transformation following the other until the final representation is obtained.

Also known as data-driven processing.
Characterized by perceptual mechanisms that can independently create increasingly complex representations.

Top-down processing.
Involves connections between the higher levels and the lower ones.

There are feedback connections that mediate the transformations with higher-level information.
It is critical that we start out with some expectation of what we are looking for, and this knowledge exerts influence on lower-level processes that will interact with the processing of colour, shape and texture.

At the extremes:

  • Bottom-up holds that what we experience is an inevitable consequence of what sensation strikes our eyes, ears or skin.
  • Top-down holds that this perception will be substantially changes by what we expect to experience.

Perceptual organization: likelihood principle

The direction of information flow is one aspect of information processing and another is how the incoming data is transformed.

The likelihood principle.
The preferred organization of a perceptual object or event will be the one which is most likely.

The likelihood that an object or event will occur is important for the perceptual processing of that object/event.

Something additional is necessary for us to infer the properties of the world.
The likelihood principle suggests a statistical view is appropriate for evaluating our perceptual input to determine what we are experiencing.

From a Bayesian point of view: perception is an inference problem: what is the most likely event responsible for my perception?
For vision this becomes: given the image on my retina, what is the most likely scene to have caused it?
Three components involved in answering this question:

  • The likelihood that represents all the uncertainty in the image. The larger the number of scenes consistent with the image, the larger the uncertainty.
  • The prior. Represents the knowledge one has about the scene before even looking at the image. The stronger the prior, the less one is subject to the uncertainty of the likelihood.
  • The decision rule. Depends on the task and the objectives of the observer, one might be interested in finding the most likely interpretation given all the information available, or instead explore randomly one of the possible interpretations every time the same image is presented. The decision rule adds flexibility to the general framework to model behavior.

Information processing approach

Ecological psychology hold that perception works in a largely bottom-up fashion by exploiting regularities in the visual world that are termed invariant.
Invariants in vision are properties of the three-dimensional object being viewed that can be derived from any two-dimensional image of the object.

Direct perception: (also termed event perception and ecological perception) is the bottom-up process by which objects and their function are recognized.
For any information-processing device to be completely understood it must be understood at three different levels.

The generality of this three-level approach was influential in opening boundaries between researchers working on computer vision, visual psychology and the physiology of vision.

  • The computational theory
    The computational theory to understand the purpose of the computation and to demonstrate its appropriateness for the task at hand.
    Question: what is the purpose of a computation and why does it do what it does?
    In the broadest sense, the purpose of the perceptual processes are to keep us aware of our external world and support our adaptability to the changing world.
    This processes exist to ensure our survival.
  • Choice of representation
    The choice of representation for the input and output, and the algorithm to achieve the transformation between input and output.
    Our choice of representation will motivate the use of different algorithms to achieve addition.
    This level is an essential aspect of cognitive science.
    Although transformations are in one sense transformations of physical energy from one form to another, a fundamental view of cognitive science is to consider them as transformations from one information state to another. With this perspective we will model human behavior, and experience of the world, as the result of algorithms operating on representations of information.
  • Achieving the computations
    How to realize these computations (for example in a human or digital computer).
    The actual way in which the computations are achieved.
    Every organism or machine will have its own limitations imposed by the device performing the computations. These limitation introduce practical considerations on the second-level of what representation and type of algorithm is optimal to use but they will not impact the first-level computational theory of what is the goal of the computation.
    Thus, keeping this choice of device as a separate consideration allows us to discuss perception in terms of transforming incoming stimulus energy into appropriate representation of information without worrying about specific implementation.

The body and perception

Embodied cognition: holds that cognition is about the experiences arising from a perceptual system tightly linked to an action system rather than the manipulations of abstract representations.
What one perceptually experiences of the world is related not only to the perceptual input, but also to one’s purpose, physiological state and emotions.

Perceiving spatial layout combines the geometry of the world with behavioral goals and the costs associated with achieving these coals. But, this claim is controversial.

Six claims that form a basis for embodied cognition:

  • Cognition is situated
    It takes place in the real world and inherently involves perception and action
  • Cognition is time-pressure
    We need to evaluate our situation in the environment as quickly as it changes
  • We off-load cognitive work onto the environment
    Like organizing a hand of cards, we actively change our environment to reduce cognitive workload
  • The environment is a part of the cognitive system.
  • Cognition is for action
  • Off-line cognition is body based.
    The mind is grounded in mechanisms involving perception and action

This provides a basis for considering the essential role of perception (and action) in cognition.

Human perceptual systems

The systems that produce perceptual features (such as orientation, colour, motion, timbre, pitch and pressure). Features are important since the modeling of high-level perception and cognition is often focused on the information provided by particular features.
The human brain is just one particular implementation of an information-processing device.

The human brain exhibits a large degree of modularity in its arrangement of sensory processing areas for audio, video and somatosensory processing.

There are some instances where modularity appears violated and one of these cases is syneastesia.
Synaesthesia: an uncommon condition where stimulation of one perceptual modality results in experiencing a precept in a typically unrelated modality. For example, tasting a sound.

There is a degree of structural similarity across the visual, auditory and somatosensory systems.
The basic organization is a hierarchy from specialized receptors, through dedicated neural pathways to centers in the brain with specialized patterns of organization. →

These centers in the brain can either be found in the cortex for information requiring elaborate processing and conscious awareness, or in brain tissue at sub-cortical levels if the perceptual information is needed for immediate monitoring without conscious awareness.

Proprioception: the sense of how our limbs are positioned in space.
Vestibular sensation: the sense of balance and orientation in space.

 

Vision

Location of receptors

Eyes

Receptors

Cones, rods in retina

Pathway from receptor to cortex

Optic nerve → thalamus → cortex

Primary cortical receiving area/ organization

Visual cortex/ retinotopic

Perceptual features

Color, form, motion, orientation, distance/ depth

 

 

 

Audition

Location of receptors

Ears

Receptors

Inner hair cells, outer hair cells in organ or Corti on basilar membrane

Pathway from receptor to cortex

Auditory nerve → thalamus → cortex

Primary cortical receiving area/ organization

Auditory cortex/ tonotopic

Perceptual features

Loudness, pitch, timbre, distance

Somatoperception

 

Touch

Propioception

Vestibular

Location of receptors

Skin

Tendons, muscles

Semicircular canals or ears

Receptors

Meissner, Merkel, Riffini and Pacinian receptors in skin

Golgi tendon organs, muscle spindles

Hair cells in otolith organ

Pathway from receptor to cortex

Nerve fibers → spinal cord → thalamus → cortex

Nerve fibers → spinal cord → cerebellum → cortex

Nerve fibers → brainstem → nuclei

Primary cortical receiving area/ organization

Primary somatosensory cortex/ somatotopic

(Brodmann areas 1, 2, 3a and 3b)

Brodmann areas 2 and 3a of somatosensory cortex

No dedicated area

Perceptual features

Pressure, vibration

Force of muscles, joint angels

Body movement and body orientation

Visual system

The encoding of visual information begins in the retinas of the two eyes and is transmitted from there to the primary visual cortex.
This process follows the basic pattern of using specialized receptors to transform light energy to a neural signal that is sent to specific brain regions with a unique functional organization.

Towards the center of each retina is a region known as the fovea that contains an abundance of receptors known as cones that encode color and high-resolution spatial form information.
Surrounding the cones are receptors known as rods that encode motion and low-resolution form information.

Cones → coloured light and fine image detail

Rods → Effective in low levels of light and sense motion

The mapping of visual information from retina to cortex follows a systematic retinotopic organization that preserves spatial order (neighboring regions in the retina are represented in neighboring region in cortex).
The right visual world ends up in the left half of the brain’s primary visual cortex and vice versa.

The center of the visual flied, the fovea with its abundance of high spatial resolution cones, has a disproportionate amount of visual cortex dedicated to processing the incoming visual information.

From the primary cortex, there are two primary pathways for visual processing that lead into the occipital cortex and beyond.

  • The ventral stream.
    From visual cortex to the temporal lobe.
    It is specialized for determining what objects are.
  • The dorsal stream.
    From visual cortex towards parietal cortex.
    Specialized in determining where objects are.

A more complete understanding is available if we divide the dorsal, action stream, into two separate components of planning and control.

  • Planning: the inferior parietal lobe
  • Control: the superior parietal lobe

It is possible to localize brain areas within the ventral and dorsal streams that are responsible for representing particular visual features.

Auditory system

The encoding of auditory information begins within a special structure in the ear known as the cochlea and is transmitted from there to a part of the brain knows as primary auditory cortex.
The cochlea contains a band of nervous tissue known as the basilar membrane (a stiff structural element located in the inner ear which contains specialized fluids as well as the hair cells) on which hair cells are located . These hair cells move in response to sound pressure to transduce vibration into a nervous signal to be sent along the auditory nerve.

The perceive pitch of a sound depends on the frequency of the sound pressure vibrations and one way that pitch is encoded is that different sections of the basilar membrane are sensitive to different pitches of sound.

  • The basilar membrane near to the base of the cochlea encode high-frequency sound
  • Aspects at the apex of the cochlea encode low frequency.
    In the primary auditory cortex this segregation of pitches is preserved with pitches of similar frequencies neighboring each other. This is a tonotopic map.
    Additional mechanism for pitch encoding exploits the fact that firing rates in the auditory nerve can vary
  • Higher pitch sounds creating higher-frequency firing rates
    Firing rates vary with perceived loudness.

The secondary auditory cortex.
Includes the important speech perception region (Wernicke’s area) has been found to be sensitive to patterns of timing.

Most sounds we hear contain a complex mixture of sound amplitudes and frequencies and decoding this information requires precise timing.

Somatopercception systematic

The somatoperception system is a combination of several different subsystems including propriocepion, vestibular sensation and touch.
Proprioception and vestibular sensation give us a sense of the position of our limbs relative to our body and our body in space.

The processing of touch begins in specialized receptors in the skin, which project pathways of neurons to the brain.
These pathways terminate in a portion of the brain called the primary somatosensory cortex (SI), located next to the central sulcus (a major anatomical landmark on the brain that forms the boundary between parietal cortex and frontal cortex.). the organization of this region is somatotopic with local regions of cortex dedicated to specific body parts.

A further organizing principle of the somatosensory system:; the subdivision of processing specialization that run in strips along the length of the primary somatosensory cortex.
These different strips can be identified by the anatomic convention of brain areas defined by Brodmann areas. This division includes area 3A, which involves proprioception and area 3B, which involves simple representations of touch.
Areas 1 and 2 show sensitivity to more complex features (like particular skin simulation in area 1 and particular shapes in area 2). Brain regions adjacent to the primary somatosensory cortex such as the secondary somatosensory area (SII) and the posterior parietal cortex, have been shown to be involved in further elaboration of somatosensory representations.

Multisensory integration

Each different source of information n has its own particular strengths and weaknesses and thus combining the information should provide benefit.

The modality appropriate hypothesis:for each physical property of the environment there is a particular sensory modality that has a higher acuity for estimation this property than the other senses.
This modality will always dominate bimodal estimates of the property.

Visual capture: vision dominates other senses.

Maximum-likelihood estimation strategy: the more reliable perceptual information is weighted more heavily than the less reliable perceptual information. In this way the perceptual system actively monitors the reliability of the incoming information and attaches more significance to the reliable input.

Recognition

General perceptual processes produce an object representation that can be compared to a stored internal representation.

One property of effective recognition systems it that they are able to represent the information in a way that preserves the essence of the object upon different transformations.

Feature analysis: involves deconstructing an object into a set of component features that can be compared to a library. Inside this library each object is described by a unique set of features.
The difficulty with such an approach is coming up with a unique feature list that could capture all the different versions of an object.

The Pandemonium model:
So-called demons are arranged in a hierarchy.

Lower demons: evaluate the utility of individual features.
Higher demons evaluate the success of these sub-demons.

Prototype theory.
The goal is to find what member of a category is the best example of that category.

Determining what members of a category are more central than others allows a more graded response to distinguish across the members of a category.
Basic level categorization. The response that is most likely to be produced when asked to categorize an object.
The boundaries between different basic level categories are not fixed since we are dynamically taking on new information that might cause us to rearrange our category boundaries.
Categorization works to come up with basic level categories that maximize the difference between other basic level categories and minimize the variability within elements of the same basic level category.

Objects

Visual object recognition

Most objects in the natural world are three-dimensional. This is problematic for vision since if faces the task of recognizing a three-dimensional object with only the two-dimensional information on the retina.

Viewpoint invariant relationship: any aspect of an object that is preserved no matter the direction from which we view the object.

If we can model objects as created by a set of volumetric primitives then we can recognize an object from arbitrary viewpoints since each part of the object is recognizable by its unique collection of viewpoint invariant properties.
This volumetric primitives are geons.

The heart of recognition by components: objects can be thought of as composed of a collection of geons.
Since every geon in an object can be recovered by its unique collection of viewpoint invariant properties, this allows the entire object to be recognized.

Multiple views theory;
Recognition is fundamentally image-based.

Object recognition can be achieve by storing representations of a few select views of the object that has been learned.
From these select views, sophisticated mechanisms could fill in representations of the intermediate views.

Variants of these two approaches are developed.

Somatoperceptive object recognition

Free exploration of an object will engage subsystems of the somatoperceptual system that involve estimating the weight and texture of an object as well as the position of the body parts touching the object.
Collectively these subsystems contribute to what is called haptic perception.

Haptic perception: the combination of abilities that allow us to represent the material characteristics of objects and surfaces of recognition.

Touch movements made by an active observer provide the phenomenal experience of touching an object, while the same physical contact made by placing an object with a passive observer provide the experience of being touched.
When the body is moving, sensory transmission of touch is diminished. Substantial differences between active and passive touch are not necessary revealed.

Although some complex recognition tasks might require extensive exploration of the object, this is not always necessary.

Visual agnosia and prosopagnosia

Visual agnosia: patients are able to extract a reasonably intact perception of what they see but are unable to assign any meaning to this percept.
Different forms of visual agnosia can be extremely specific to the type of visual stimuli.

Prosopagnosia: the recognition of faces is severely impaired after brain damage.

Scenes

Scene recognition involves perception of an environment and includes not only perception of individual objects but also the nature of all the objects taken together.
Scene recognition is important for understanding how recognition works in the typical cluttered scenes we view when outside of perception labs.

An abundance of cortical area is dedicated to processing the fovea (the center of the retina)
For this extra processing power to be effective, the eye must place the center of the retina at the point of interest and keep it fixed at this location. Eyes are poor in capturing information is it is not fixated.

The pattern of eye movement is complex and not every part of the scene will be fixated.
Driving our eye movements. Two basic possibilities:

  • Bottom-up novel image properties such as brightness or color, make particular image locations salient and this image salience is capturing our eye movements.
  • Top-down our goals and expectations are at work to direct the eye movements.

Amplitude of sound wave is one obvious cue to distance and the timbre of the incoming sound wave contains distance information.
The atmosphere filters sound waves so the high frequencies are attenuated, and this change in the distribution of sound frequencies also signal distance.

What we hear is a combination of both the sound wave taking a direct path to our ear as well as the reflections (echoes) of that sound wave.

Events

Conditions in which a sequence gives rise to the impression that one object has launched the other into motion:

  • The timing of the motion change
  • The relative velocities of the objects’ motions.

Event perception: changes in layout, changes in surface existence of changes in color and texture.
An event is ‘a segment of time at a given location that is conceived by an observer to have a beginning and end’.

The perceptual cycle:

  1. Memory in the form of schema (a framework that represents a plan or a theory, supporting the organization of knowledge) drives exploration.
  2. Information pick-up of the kind described by ecological psychology
  3. Potential modification of schema and subsequent repetition of the steps in this cycle.

The important situation arises when the happening of the world do not unfold to match expectations.
The time that these prediction errors occur can be used to define the time of the boundary of one event finishing and the next one beginning.

Social perception

Understanding what perceptual information signals social meaning will inform our understanding of human-human interaction at a deeper level.
A precise understanding of how social signals are processed can inform human-computer and human-robot interfaces.
Human activity is constrained by our biology. This informs us about our basic cognitive capabilities.
There is the unique link between perceiving others and our social and emotional responses.

Capgras syndrome: the belief that people have been replaced with duplicates. The emotional response by a person is gone.

Faces

Faces are important sources of social information that we use to recognize person properties.
Recognition of faces can be surprisingly accurate.

General properties of face recognition:

  • Humans are exquisitely tuned to recognize familiar faces and can do so under many adverse conditions.
  • Recognition of unfamiliar faces tells a different story and for unfamiliar faces recognition performance can be surprisingly poor.
  • There are specialized brain areas and networks for facial recognition.
  • The mechanisms of facial recognition are holistic, the particular way a configuration of facial features makes up a face is important in its own right, and we cannot deconstruct facial recognition into any simple collection of how individual facial features are recognized.

The Bruce and Young model of face recognition
The primary encoding of faces must feed into processes of recognition, identification, analyses of emotion through facial expression and the combination of additional information such as voice to augment facial processing.

Recognition of identity and expression should be independent of one another and, the separation is not complete.

A neural model of face recognition
Compromised multiple regions spread throughout the brain.

Distinction between:

  • The representation of invariant
    Responsible for the recognition of individuals
  • Changeable aspects of faces.
    Facilitate social communication.

Facial expression

  • Core system
    Primary face processing occurs in the inferior occipital gyrus.
    Representation of invariant aspects is mediated by face-responsive neurons in the fusiform gyrus.
    Representation of changeable aspects is mediated by face-response neurons in the superior temporal sulcus.
  • Extended system
    Includes other brain areas that aid face processing with functions of attention, emotion and identification as well as providing supplementary information from speech processing.
    Further processing in concert with other neural systems.

Voices

One way that voice carries information independent of linguistic content is found in the fact that the emotional content of an utterance can be carried in the prosody of the speech. (the rhythm, intonation and stress patterns in speech).

The sound quality of a voice is constrained by the combination of the folds of the larynx which provide a sound source, and the vocal tract including the tongue, nasal cavity and lips that filter the sound. The resulting sound of each individual’s voice is made unique by not only the size and shape of these physical structures but also the manner in which individuals form and articulate their vocal tract.

Phonagnosia: the loss of ability to recognize identity from voice. Individuals can understand the content of speech but are unable to identify the speaker.

Humans have distinctive regions outside the primary auditory cortex, in the upper bank of the superior temporal sulcus (STS) that appear to be sensitive to human voice.
This temporal voice area has been found to more actively respond to human voice sounds than to a variety of other sounds including animal vocalizations and assorted non-vocal sounds.

A distributed system exists for independently representing acoustics and identity form voice.

Biological motion

Observing the actions of others can be socially informative.
The ability of observers to use display of human actions to recognize identity, gender, emotion, the action being carried out, and even whether a person appears vulnerable to attack.

Even when there is very little information available in a visual display, people are very efficient at using the limited information present to obtain judgments of social properties like gender.

Theory
The body structure and body-motion information are independently processed before being recombined in the posterior region of the superior temporal sulcus (pSTS).

The pSTS is a key area specialized for the perception of human activity.

Other theory
Structural information form a single ‘snapshot’ is sufficient to inform the recognition of many properties of point-light displays.

Motion is still important to enhance the perception of human activity, but the processing of static information is a vital first step.

There is an occipitotemporal brain region known as the extrastriate body area (EBA) which represents body postures.

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Cognitive Psychology by Gilhooly, K & Lyddy, F, M (first edition) - a summary

Introduction - summary of chapter 1 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Introduction - summary of chapter 1 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 1
Introduction


Introduction

Cognitive psychology is concerned with how the mind represents and uses information about the outside world.
The study how humans (and other animals)

  • Acquire information
  • Store information in memory
  • Retrieve information
  • Work with information to reach goals

In all these cases we are dealing with mental representations.

Information is taken in through perceiving what is attended to, and is stored initially in short-term or working memory.
Then selected items are retained in long-term memory through learning processes and form knowledge that can be represented in a variety of ways.

Later, stored information may be retrieved if it has been retained, or it may turn out to be forgotten.
Perceived and recalled information shapes skilled actions on the environment and enters into problems solving, reasoning and decision processes.
Information can be shared with others via language and frequently involves an emotional aspect.

History and approaches

Mnemonics: a learning device used to aid memory.

  • The method of loci. → Relies on associating a visual image with the object to be remembered, and placing these images in a familiar location or along a familiar route.
  • The keyword method → used when learning a foreign language vocabulary. The learner makes an association between the unfamiliar word and a familiar word in the native language that sound like the unfamiliar word. The use of an interactive visual image underlies the mnemonic effect. Imagery can be a useful mnemonic device.
  • The phonetic number system (or major system) → commonly used by memory experts, increases memory capacity of numbers. This system converts numbers into constant sounds, which can then be made into words, and potentially viewed as mental images.

Spatial learning are of particular importance for such techniques.
Mnemonic techniques allow us to create associations between unrelated pieces of information. But they are less likely to help us complete meaningful task specific memory tasks.

Associationism

Empiricist held that all knowledge came from experience and that ideas and memories were linked by associations. Closeness in space as well as in time fosters associations also.

Introspectionism

Wundt tried to analyze normal perceptions into simpler sensations which combined to give the perception.

Behaviourism

This approach abandoned the attempt to look inside the mind and took only observable behavior and stimuli as its data. This approach essentially aimed to be a psychology without reference to internal cognitive processes. The focus was on learning and particularly about how behavioral responses could be predicted form knowing the history of rewards and punishments following behavior in response to particular stimuli.

Mental maps:

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Perception - summary of chapter 2 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Perception - summary of chapter 2 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology 
Chapter 2
Perception


Introduction

Perception is our sensory experience of the world.
The set of processes that organize sensory experience into an understanding of our surrounding world.

Gives insight of who properties of the physical world are transformed into our mental wold and informs our understanding of behaviors like navigation and recognition.

Perception is standing in the continuum between sensation (where physical energy is transformed into brain signals) and cognition (where mental representations of the world and our goals are used to reason and plan behavior.
How physical properties of the world are represented mentally.

Perceptual information is essential to inform us about our surroundings and guide our interactions with the physical and social world.
Visual illusions provide clear evidence that our perceptual systems do not always faithfully represent the physical world.

Somatic perception: perception of the body through touch and sensing the orientation of limbs in space.

Fundamental concepts

From physical world to perceptual representation

The essential problem of perception is that the physical world is ‘out there’ and our mental word is inside our head.

Inverse-problem.
Describes why even for the best sensory organs perception cannot typically guarantee a faithful representation of the physical world.

There are fundamental ways that information is lost in the sensory encoding of the physical world.

So

The fidelity of our mental representations of the physical world cannot wholly depend upon the incoming information. It must depend upon the ability of perceptual processes to use assumptions about the structure of the world to analyze incoming sensory information in a way that we can overcome the inverse problem to build plausible interpretations of what is out there.

Our perceptual systems have evolved effective principles to overcome theoretical limitations to the processing of perceptual information.

Principles and theories of perception

To tackle the inverse problem, we focus on how best to characterize the flow of information in the fully developed perceptual system and what principles might be at work or organize this information.

The flow of information: bottom-up and top-down processing

A fundamental distinction in perceptual processing is whether we achieve and understanding of the world through bottom-up or top-down mechanisms.
Bottom-up: the original sensory input is transformed in an uninterrupted cascade of transformations feeding forward the information, one transformation following the other until the final representation is obtained.

Also known as data-driven processing.
Characterized by perceptual mechanisms that can independently create increasingly complex representations.

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Attention and consciousness - summary of chapter 3 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Attention and consciousness - summary of chapter 3 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 3
Attention and consciousness

Attention and consciousness have the idea of selection in common.
We attend to particular aspects of information hitting our senses and seem consciously aware of only a limited view of the world at any one time.


Attention

Attention is a limited resource that is deployed to facilitate the processing of critical information.

External attention: selecting and controlling incoming sensory information (like features, objects, spatial locations, sensory modality and time points).
Internal attention: selecting control strategies and maintaining internally generated information. It involves regulating our internal mental life so we can achieve our goals (like task rules, responses, long-term memory and working memory).

The attention system: can be seen as independent from processing systems and it utilizes a network of anatomical areas that carry out functions that are specified in cognitive terms.
Three basic components:

  • Alerting
  • Orienting (type of external attention)
  • Executive function (type of internal attention)

 

  • The alerting system is comprised of brain areas in the brainstem and frontal cortex that are responsible for achieving a state of arousal.
  • The orienting system includes brain areas in frontal and partial cortex that direct our processing resources to incoming information and includes areas such as the frontal eye fields that are involved with rapid strategic control of attention.

This orienting system is external attention since it has the function of orienting our sensory processing to incoming information.
The frontal eye fields are found in the frontal cortex and are involved with the generation and control of eye movements.

  • The executive system includes the anterior cingulate cortex, regions along the medial frontal cortex, parietal cortex and additional regions in frontal cortex.
    The executive system is related to internal attention since it is critical for control of starting tasks and sustained maintenance of performing a task.

The altering system is a kind of ‘on’ switch that organizes our behavior for when a event might occur.
The orienting and executive systems on the other hand are important for organizing our behavior in response to what is happening in the world and what we should be doing.

Early theories of attention

The cocktail party problem: describes how we successfully focus on one speaker in a background of noise and other conversations.
But, our ability to tune into one speaker can be broken by certain sounds.

Filter theory

A filter is used to block irrelevant information so that only the important message would reach a central channel for further processing.
To goal is to get the important information on a piece of wire (information

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Sensory, short-term and working memory - summary of chapter 4 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Sensory, short-term and working memory - summary of chapter 4 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology 
Chapter 4
Sensory, short-term and working memory


Memory

  • Encoding: the function by which information is coded in a form that allows it to be stored in memory.
  • Storage: the function by which information is retained in memory
  • Retrieval: the function by which information is recollected as needed.

Distinction between:

  • Short-term memory (STM): the store where information is temporarily held in an accessible state.
  • Long-term memory (LTM): the system where information is held for longer periods, and can be accessed when needed.

Recollection: the act of recalling something to mind. Used by LTM
STM allows a small amount of information to be held in mind, so that it is immediately accessible and can be used.

Working memory (WM) refers to memory that allows us to manipulate active information. There is considerable overlap between the terms short-term memory and working memory.

Before a piece of information enters short-term memory, its sensory aspects are stored temporarily in a very short-lived store called sensory memory.
Sensory memory: a temporary sensory register that allows input from the sensory modalities to be prolonged.

Sensory memory

The sensor memory stores allow input from the sensory modalities (vision, hearing, etc.) to be prolonged briefly in order for us to process relevant aspects of that input.
It is essentially a temporary sensory register, of large capacity, by which fades rapidly.

Models of sensory memory assume a number of modality-specific sub-stores dealing with different types of input.

Sensory memory consists of a number of modality-specific stores.

  • Iconic memory: visual stimuli
  • Echoic memory: auditory stimuli
  • Haptic sensory memory: touch-related stimuli.
  • The sensory store prolongs sensory information so that we an attend to important parts of it. Aspects that are not attended to fade away.

Iconic memory

Iconic store is the sensory memory store for visual stimuli.
The spatial advantage disappears after a delay of about half a second.

There is a brief memory of a visual image, which is potentially very large in capacity but which rapidly fades away. Thus iconic memory.

Iconic memory allows visual input to be prolonged, which means that our visual experience is not an exact reflection of reality.
This allows us to see a series of still images as moving picture sequences in motion pictures and animation.

Echoic memory

Echoic memory is sensory memory for heard information.
A large initial memory of auditory information which decayed rapidly.

The echoic store provides an acoustic register, allowing auditory presented information to be prolonged so

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Long-term memory - summary of chapter 5 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Long-term memory - summary of chapter 5 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 5
Long-term memory

Three important aspects of long-term memory processes:

  • Long-term memory processes are not disturbed throughout the brain. Damage to particular areas within the temporal lobes will cause profound long-term memory loss. Particular brain regions are responsible for long-term memory function.
  • Long-term memory encompasses a number of different abilities and some learning may be possible after damage to the system.
  • memory is separable form language, perceptual and other cognitive functions.


Memory and amnesia

Amnesia revers to the amnesic syndrome. A pattern of memory loss characterized by impaired long-term memory and spared short-term memory.
General characteristics:

  • Short-term memory is intact
  • Memory for language, and concepts is largely intact.
  • There is a severe and lasting anterograde amnesia (memory for events after the onset of the amnesia will be impaired).
  • There will be a retrograde amnesia, of variable extend. The patient will have loss of memory for events prior tot the onset of amnesia.
  • Skill learning, conditioning and priming will be unaffected. The patient will also be able to engage in skills acquired prior to the onset of amnesia.

Ribot’s law:
Recently formed memories are more susceptible to impairment that are older memories.
Wechsler Memory scale: a widely used neurocognitive assessment that measures visual memory, auditory memory and working memory.

Causes of amnesia include effects of brain surgery., infections, head injuries or stroke, conditions such as Korsakoff’s syndrome, and injury.

Korsakoff’s syndrome: brain dame related to thiamine (vitamin B1) deficiency. It generally occurs following prolonged alcohol abuse in per-disposed individuals. It is associated with damage to the thalamic, mamillary body and frontal brain areas.

In patients with amnesia, language and concepts are generally intact. The person can answer a question and can understand what a particular object is, and what it does.
However, most of our knowledge about the world and about language is laid down early in life.

One of the problems with testing patients with amnesia is being sure that the information was stored in memory in the first place.

Long-term potentiation (LTP): a mechanism that is inferred from animal models. LTP is a long-lasting increase in the strength of synapses that occurs with repeated stimulation.
Long-term depression (LTD) or depotentiation: a weakening of synapses.

The structure of LTM

There are different kinds of LTM.

When we call something in mind, we are using short-term memory, but all of the memories that we have, whether

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Learning and forgetting - summary of chapter 6 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Learning and forgetting - summary of chapter 6 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 6
Learning and forgetting

Learning is the process of acquiring knowledge which can be retrieved to help us meet our goals.
Encoding, storage and retrieval are the three main stages involved in learning and in remembering.


Learning: encoding, storage and retrieval

The first step in learning new information is to encode that information in an internal representation in working memory.
The internal representation then needs to be processed further to develop a memory trace (a mental representation of stored information) or record in long-term memory.

Processes, such as rehearsal in which the basic representation is repeated, are presumed to strengthen the trace.
Which meaningful materials, other processes of encoding can elaborate the traces and link the traces to already stored information.

Levels of processing

Levels of processing: a theory that better learning results form deeper semantic processing which produces stronger, more elaborate memory traces that superficial level processing.
Learning needs to be intentional.
Incidental learning could be strong if the material is processed deeply.
Incidental learning: learning which takes place without any intention to learn. Learning is a by-product of attending to the material

Mnemonics

Various strategies of encoding can enhance memory performance markedly.
Such strategies to boost memory are known as mnemonics.

One key mnemonic principle is categorization. Grouping of items into familiar categories. Items grouped or organized into categories will be better recalled than unorganized lists of items.
If words are drawn from a few categories, participants tend to recall them in groups or clusters by category.

Hierarchically structured categorizations are particular beneficial for retention.

Use of images in encoding is an important aspect of many mnemonics. Us as:

  • The method of loci
    A strategy in which a familiar route is imagined and images of the items to be recalled are linked to landmarks on the route. Works best when the images are seen as interacting.
  • The method of interacting images
    Vivid and bizarre images are formed of the items to be recalled, interacting in some way
  • The pegword method
    To be recalled items are linked by imagery to an already learned sequence list of imaginable words.
    Highly imaginable nouns linked by rhymes to the number sequence.

Dual-coding hypothesis:
Concrete words can be coded in two different ways, in a verbal code and in an imagery code.

Abstract words can only easily be coded in one way, verbal. Concrete words have two internal codes an two ways of being remembered.

Encoding

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Concepts and knowledge representation - summary of chapter 7 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Concepts and knowledge representation - summary of chapter 7 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology 
Chapter 7
Concepts and knowledge representation


Introduction

Concepts: mental representations of classes of items.
When we treat distinct objects as the same as other distinct objects.
To represent all the distinct object that make up the categories concerned.

Dealing in concepts rather than in distinct individual objects is clearly an efficient way to work and emerges as an inevitable result of who the brain responds to stimulation, in that similar stimuli evoke similar activation patterns and by association will arouse similar memories and action tendencies.

Concepts allow us to organize information in long-term semantic memory very efficiently into hierarchical structures.

Overall, our long-term knowledge about the world is based on concepts and relations among concepts. Also, representations of current situations are in terms of concepts.

All higher-level mental concepts involves imagining possible actions in terms of concepts.

Visual images convey information as to what an object looks like and the image associated with a concept would seem likely to be important in using that concept.

Imagery: the mental representations of sensory properties of objects, experienced as like perceiving the object but with less vividness than in reality.

Theories of conceptual representation

Despite the pervasive role of concepts in cognition, there is no universal agreement on the best way of define concepts in a whole.

Definitional approach

Some concepts are well defined and clear black and white definitions can be given.
Well-defined concepts are the essence of formal subjects such as mathematics and are sought throughout sciences.
Concepts are typically formed from combinations of features that are themselves concepts. Each of these requires its own definition and within a given legal system each would have its own clear criteria.

Many and perhaps most everyday concepts are not so well defined and exhibit a degree of fuzziness. The lack of definitions can have important real life consequences.

Since most concepts that we work with in everyday life are not well defined, a major part of this area of study concerns alternative ways in which ill-defined concepts might be represented and used.

Prototype approaches

Introducing prototypes

Everyday categories have members that vary markedly in how typical they are.
If all concepts were purely definitional and well defined then all examples would be equally representative and decisions about category membership would be clear cut. But over many everyday categories, people reliably judges some examples as more typical of the category than others.

A number of aspects of performance with concepts are

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Motor control and action - summary of chapter 8 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Motor control and action - summary of chapter 8 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 8
Motor control and action

How our body achieves our goals.
The description of motor control and action in three parts:

  • How we use our motor system (the components of the central and peripheral nervous system along with the muscles, joints and bones that enable movement) to produce movement. No matter the motor activity, it is being coordinated by the nervous system and implemented by muscles.
  • Strives to understand how units of motor behavior can be strung together.
  • How the motor system interconnects with other psychological functions


Motor control

How body movements are planned by the brain and performed by the body.

Movement between targets could be described with a two-component process of motor control.

  • The impulse phase initiated the movement and was planned in advance of the start.
    In essence the brain would calculate in advance what limbs to move and how they should move and this plan in the from of a motor command would be sent from the brain out to the body.
  • A control phase where vision is key to controlling the accuracy of the final endpoint position.

Degrees of freedom: of a joint are the number of ways it can move.
When performing a task, the joints do not need to all move in all possible ways.

This provides us with great versatility in performing actions in changing situations.

The computational problem of how to plan a movement out of the multitude of alternatives.
(Like the inverse problem in vision 3D → 2D)

Given all the possible factors for achieving a goal, we can see that the motor planning system is controlled with a difficult task to plan what body parts will move with what motion.
The effortlessness in with we act to achieve our goal shows that our brain has worked out an efficient strategy for producing movements.

Theories of movement planning

Three approaches:

  • Equilibrium point hypothesis
    A theory of motor control that emphasizes how the problem of control can be simplified by taking into account muscle properties.
    Emphasizes the special relationship between the brain and the muscles.
    Muscles exert different forces depending on how much they are stretched.
    Any stable posture requires the setting of various control parameters for muscle activation to achieve stability.
    Moving from one posture to another can be achieved by simply resetting these parameters so that the spring-like properties of the muscle move you into the next posture.
    This planning exploits the spring-like properties
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Problem solving - summary of chapter 9 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Problem solving - summary of chapter 9 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 9
Problem solving

Problem: a situation in which you have a goal but do not know how to achieve it.
Thinking: a process of mental exploration of possible actions and states of the world.


Problems and problem types

Problems can be said to arise when a person or animal has a goal but does not have an immediately available way of reaching the goal.
Problems can be classified in terms of a few broad characteristics:

  • Degree of definition
  • Whether an adversary is involved or not
  • Whether extensive knowledge is needed or not.
  • Whether the time scale of the problem is long or short.

There are a number of ways we classify problems based on these characteristics which help us to group different types of problems together for understanding and research.

  • Well defined
    A problem in which starting conditions, actions available and goals are all completely specified
  • Ill-defined
    A problem in which starting conditions, or actions available or goals are not completely specified.

We then determine whether specialized knowledge is required to solve a problem. Making them:

  • Knowledge rich
    Problems that require extensive specialist knowledge
  • Knowledge lean
    Do not require specialist knowledge

Finally, we consider whether the type of problem involves a rational opponent.
Problems can be classified as:

  • Non-adversary
    Problems in which the solver is dealing with inert problem materials with no rational opponent
  • Adversary problems
    Problems in which the solver has to deal with a rational opponent (as in board games)

Some problems are large scale and require months or years of effort.
Some are small scale and can be tackled within minutes.

Brief history and background

Gestalt approach

Problem solving as much like perceiving a new pattern in an ambiguous drawing.
The key process was one of changing the way the problem was seen, in other words restructuring the way the problem was perceived.

Changing how one represents a problem.

Insight: a restructuring of a problem that makes the solution obvious and understandable.

No trial and error.

Barriers to insight

Two important barriers to insight

  • Set
    A tendency to persist with one approach to a problem
  • Functional fixity
    A difficulty in thinking of a novel use for
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Decision making - summary of chapter 10 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Decision making - summary of chapter 10 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 10
Decision making


Decision making is the cognitive process of choosing between alternative possible actions.

Normative approaches: attempt to establish ideal ways of deciding that will give the best decision possible.
Descriptive approaches: aim toe describe how decisions are actually taken as against who they should be made.

Decision problems differ in a number of ways:

  • Risk: there is a probability that one of the options could lead to negative outcomes for the decision maker.
  • Riskless: choices where the outcomes of the choices are known with certainty.
  • Object variability
  • Single-attribute: decision problem involve alternatives that vary in only one dimension.
  • Multi-attitude: decision task in which the alternatives vary in many dimensions or aspects.

Expected value: the long-term average value of a repeated decision which is determined by the probability and size of the outcome.

Expected value theory

People should act to maximize the expected value of choices.

The expected value of a risky choice is the average result you would get if you repeated the actions many times over.

The expected value approach is an optimal way to deal with risky decisions in which we can put a money value on the possible outcomes and can say exactly what the probabilities of the possible outcomes are.

But the expected value approach does not fit people’s behavior in real life.

Risk aversion: avoiding risky choices even when a higher expected value than riskless alternatives.
Risk seeking: a preference for risky choices even when riskless alternatives of higher value are available.

Utility: the subjective value of an option
Subjective probability: how likely a person believes an outcome to be irrespective of the objective probability.

Utility and prospect theory

Prospect theory
Prospect theory: a decision theory stressing relative gains and losses.

Deals with how people choose among gambles and importantly extended the utility plot into the area of losses.
Decisions about monetary gambles are about gains and losses relative to one’s current wealth.
Losses of any kind are weighted disproportionately to gains of the same amount.
Loss aversion: there is a greater dislike of losing utility than liking for gaining the same degree of utility.
Endowment effect: a

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Reasoning - summary of chapter 11 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Reasoning - summary of chapter 11 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 11
Reasoning

Reasoning: the cognitive process of deriving new information from old information.
People who can correctly derive new information by reasoning do well on tests of general ability or intelligence and in turn do better in education and in the occupational world.


Deductive reasoning

Deductive: drawing logically necessary conclusions from given information.
Inductive: the process of inferring probable conclusions from given information.

In deductive tasks, people are required to determine what conclusions, if any, must follow when they are given statements that are assumed to be true.
Premises: statements assumed to be true from which conclusions are drawn.

Valid arguments: those in which the conclusions must be true if the permisses are true.

Deductive reasoning is of two types:

  • Propositional reasoning: reasoning about statements connected by logical relations such as ‘and’ ‘or’ ‘not’ ‘if’
  • Syllogistic reasoning: reasoning about groups/ sets using statements connected by logical relations of ‘some’, ‘none’, ‘all’, ‘some not’

Propositional reasoning

Propositional logic is a set of rules devised by logicians which enable valid arguments to be developed.

Inference rules: rules for reaching a conclusion given a particular pattern of propositions, e.g. modus pones, which states that given ‘if p then q’ and ‘not q’ we can infer ‘not p’.
Can be used to derive correct conclusions from patterns of propositions, such that different patterns trigger different inference rules.

Three examples:

  • Modus pones.
    If p then q. p → q
  • Modus tollens
    If p then q. not q → not p
  • Double negation
    Not p → not q

Two main mistakes or fallacies when arguing from conditionals:

  • Affirming the consequent:
  • Denying the antecedent

Suppression effects

It has been suggested that what are usually classes as fallacies in conditional reasoning could result from misinterpretations of the premises.
The importance of premise interpretation and how surrounding context can affect interpretations ans so influence reasoning.

Mental logic approaches

People have mental logic rules that they can apply to solving reasoning problems.
People generally have available a set of mental inference rules (or schema’s in their terminology) that permit direct inferences when the schema conditions are met.

The schema typically match some rules of logic but may not include others.
The mental rules/schemas may also include fallacious inferences, such as denying the antecedent. Thus, schemas may or may not match the formal inference rules.
Schemas can take the form of ‘premises→ conclusion’.

Ratings of problem difficulty would depend on the

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Language production - summary of chapter 12 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Language production - summary of chapter 12 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 12
Language production


Syntax: to rules governing the ways words can be combined to create meaningful sentences.
Content words: words that provide meaning to the sentence; these contrast with function words which do the grammatical work of the sentence.
Language production: a number of processes by which we convert a thought into language output, in the form of speech, sign language or writing.
Social cognition: the ways in which people make sense of themselves and of others in order to function effectively in a social world.

Level

Refers to

Semantics

The level of meaning in language

Syntax

The rules by which words are combined to make meaningful sentences

Morphology

The rules by which words are constructed and modified

Phonology

The sound units withing a language

Conceptually driven or top-down processes reflect the influence of higher order cognitive processes such as thought, beliefs and expectations.

Language and communication

Communication: any means by which information is shared.

Language has been particularly important for human evolution because it promotes social bond and social interaction and because it provides an effective means of persuading others.

Two ways in which we can use language to communicate:

  • Writing
    Involves converting thoughts or speech to print.
    Plays a vital role in language survival, by allowing a record of the language to be retained across generations.
  • Speech
    A feature of human cognition for tens of thousands of years, and without a parallel in the animal kingdom.

People also communicate non-verbally. Non-language vocalizations an convey information, and gestures can supplement or substitute for spoken language.
Gesture is so closely tied to human language that we continue to gesture even when we cannot be seen.

Subtler non-verbal signals such as body language and tone of voice also communicate to others.

Language universals

Mental lexicon: our store of knowledge about words and their uses.

Languages vary in number and type of sounds used, in basic word order, in the size of their vocabularies and in their rules for sentence construction.
However, all languages are capable of expressing complex and new ideas. Non are primitive. The expression of complex ideas is evident in all languages and in all human groups.

Linguistic universals: linguistic features said

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Language comprehension - summary of chapter 13 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Language comprehension - summary of chapter 13 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 13
Language comprehension


How we understand speech and written language.
Understanding requires accessing semantic information and appreciating the meaning of words, the intention of the utterance, and sometimes the non-literal meaning.
The objective is to understand what is being communicate.

At lower levels the processes involved in speech perception (the process by which we convert a stream of speech into individual words and sentences) and visual word differ markedly.

  • Speech presents us with a virtually continuous signal of sound from which we must decipher words, phrases sentences and meaning.
  • Speech is a rapidly decaying signal and is often encountered in less than optimal conditions.
  • Speech is not simply a string of precise phonemes. Sounds blend into each other and are affected by previous and subsequent sounds within utterances, as well as factors specific to the speaker.

Speech processing is a fast, accurate and automatic process. Once we have acquired language, we readily understand a spoken utterance.
The speed with which the task is achieved does not reflect the complexity of the process.

Word recognition is the starting point for language comprehension and understanding language is the key of much of higher cognition.

Understanding speech

Prosody: the rhythm, intonation and stress patterns in speech.
Aspects of an utterance’s sound that are not specific to the words themselves.

While we perceive a sequence of words within the stream of speech, the speech signal itself is not produced as discrete units.
There are few clear boundaries between words in spontaneous speech and sounds blend together as they are produced so that phonemes differ as a function of the other sounds used.

  • Words in speech are not presented as distinct units as occurs when we reader-b-

The speech sounds produced by a single speaker vary with context.
There are further differenced when we consider: individual differences, differences in accent, and changes over time.
Factors such as speech rate, the speakers age and sex, as well as the amount and type of background noise affect the acoustic form of a spoken word.
The sounds we produce change with age and they change as societies change.

A speaker may produce as many as 150 words per minute, with each word spoken in, on average 400 milliseconds.
When someone is speaking quickly, this rate can double.
Speech occurs at a rate of 10-15 phonemes per second, and can be understood at rates as fast as 50 phonemes per second for artificially speeded speech.

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Cognition and emotion - summary of chapter 14 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

Cognition and emotion - summary of chapter 14 of Cognitive Psychology by Gilhooly, K & Lyddy, F, M

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Cognitive Psychology
Chapter 14
Cognition and emotion

Skin conductance response: (or galvanic skin response GSR) reflects changes in the skin’s ability to conduct electricity in the presence of an emotion-eliciting stimulus.


What is an emotion?

Emotion: a number of mental states including anger, joy and disgust.
Relatively short-lived and associated with an eliciting event, be it an environmental trigger or a thought.

Four key features that distinguish the emotions form other affective states:

  • Emotions are bounded episodes elicited when an event occurs that is of relevance to an organism’s need, goals or well-being. Relevance is determined by an appraisal of the event on a number of criteria, including novelty, pleasantness and its motivational value.
  • Emotions prepare the organism to act so as to deal with an event.
  • Emotions affect most or all bodily systems such that their functioning can be synchronizes for an effective purpose.
  • Emotions establish control precedence over behavior, so that actions can be prioritized.

Emotions provide us with essential feedback on the execution of our plans relative to our goals, and allow us to detect, and work to reduce, discrepancies between actual and expected value.

An emotion has a clear onset and a somewhat fuzzy offset.
Emotions tend to be intense, and short-lived, preparing us to act.

Moods can be caused by emotions and can be the after-effects of an emotional reaction.

Particular regions of the brain might be linked with particular emotions.
Amygdala: an almond shaped set of structures located in the medial temporal lobe. Linked to fear.

Limbic system: consist of the thalamus, hypothalamus, hippocampus and amygdala, and other structures.
Insula: an area hidden within the folds of the cortex, with connections to the cingulate, amygdala and orbitofrontal cortex, implicated in aspects of emotion, cognition and action. Linked to disgust.
The anterior cingulated cortex is linked to sadness.
Orbitofrontal cortex is linked with anger.

Default network: a network of brain regions that is active when a person is not focused on the external environment.
Salience network: involved in monitoring the external and internal environments to allow detection of salient stimuli.

The cognitive view of emotions is that they have important immediate and long-term functions that allow us to adapt to a changing environment.

Core emotions

Emotions are associated with distinctive facial expressions and gestures.
Display rules: social conventions governing how, when and with whom emotions may be expressed.

There is evidence for a basic set of emotional expressions that is largely consistent across cultures.
These

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Introduction to cognitive psychology
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