...Cognitive Processes According to Robinson-Riegler and Robinson-Riegler (2008), learning is a natural task carried out by humans to facilitate better and more fulfilling life development. In general, human beings learn through, observation or even through other classical methods. Humans learn how to adapt to specific disciplines as well as how to ignore some unnecessary responsive stimulus though classical methods. However, in applying the available learning methods, human beings must pass through a comprehensive cognitive process. There are several types of stimulus or cognitive processes common in human growth and development. Different people employ the available cognitive processes at different times in their life time. The identification of the common cognitive processes as well as their purpose in human development is exceptionally decisive in facilitating the understanding of human cognitive development. Common Cognitive Processes By referring to Robinson-Riegler and Robinson-Riegler (2008), the first main cognitive process is perception. Perception entails the front-end process which helps in the organization and interpretation of the received information. Perception is usually based on auditory information as well as visual information. Perception is acquired through observation and listening to the emerging information, as well as organization of the received information in human mind. The second main cognitive stage is identification process. Although this process...
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...September 30th, 2014 PS200: Introduction to Cognitive Psychology Cognitive Processes Cognitive psychology has evolved over the years. Researchers are constantly trying to find new ways to understand and define the human brain. Our memory is quite important in how we function on a day-to-day basis. Our memories help us to remember important functions such as combing our hair, brushing our teeth or getting dressed in the morning. Memories also help us to learn more information. Cognitive psychology refers to the study of human mental processes and their role of thinking, feeling, and behaving. Cognitive psychology studies how people perceive, learn, remember, and think. Cognition is the area within psychology that examines how we acquire, store, transform, and use knowledge to help further our knowledge (Matlin, 2013). If cognition functions every time a person gains, stores, transforms, and uses information then, cognition requires mental processes. Cognitive processes are vital to human behavior. There are three cognitive processes, perception, attention, and memory. The first cognitive process is perception. Perception uses previous knowledge to gather and interpret stimuli registered by the senses (Matlin, 2013). Perception is our experience of the world and the environment around us. It’s the set of front-end processing that allows an individual to organize and interpret incoming information. We gain information about properties of our environment and use it in our everyday...
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...Cognitive Processes Paper Psych/560 June 6, 2013 Prof. Pitt Cognitive Processes According to Robinson-Riegler and Robinson-Riegler (2008), learning is a natural task carried out by humans to facilitate better and more fulfilling life development. In general, human beings learn through, observation or even through other classical methods. Humans learn how to adapt to specific disciplines as well as how to ignore some unnecessary responsive stimulus though classical methods. However, in applying the available learning methods, human beings must pass through a comprehensive cognitive process. There are several types of stimulus or cognitive processes common in human growth and development. Different people employ the available cognitive processes at different times in their life time. The identification of the common cognitive processes as well as their purpose in human development is exceptionally decisive in facilitating the understanding of human cognitive development. Common Cognitive Processes By referring to Robinson-Riegler and Robinson-Riegler (2008), the first main cognitive process is perception. Perception entails the front-end process which helps in the organization and interpretation of the received information. Perception is usually based on auditory information as well...
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...Cognitive Processes (Author’s name) (Institutional Affiliation) Introduction Not all forms of learning can be captured by classical and operant condition. Learning takes place more efficiently through observation, imitation, taking and following instructing. Cognitive learning goes beyond imitation. It involves acquiring information through mental processes. In cognitive learning, one acquires information through listening, watching, touching and experiencing the stimuli before the message is committed to memory. This makes learning effective. Thesis statement. Most people are unaware of the importance of cognitive processes in their lives. Cognitive processes are important because they influence human behavior. When one is aware of his or her preferred approach, he or she is able to discern how his preference influences his personality. The aim of this paper is to look at three types of cognitive processes, their purposes and the methodology used in them. When a child is born the process of learning starts to take place. It has to learn how to crawl, stand, and walk and later on run. At puberty children learn various topics depending on the individual interests. However, before a man can apply what he has learnt he has to undergo a cognitive process. Carl Jung a Swiss psychiatrist came up with eight cognitive processes Introverted Intuiting, Introverted sensing, Extroverted Sensing, Extroverted Intuiting, Extroverted Thinking, Introverted Thinking, Extroverted Feeling...
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...Cognitive Processes: Memory The human body is wired and created in a manner that various developments occur as one advances in age; for instance, it would be impossible to have a new born child who can speak. Most of the cognitive processes in human beings develop over time and, in fact, most of them get developed as a result of the various situations and experiences that one undergoes on a daily basis. Cognition is the intricate process through which a living being can decode and comprehend various aspects of the surrounding. For instance, it would be an aspect of cognition when one can identify that there has been a drop in temperature and it has, therefore, become cold. Cognition is not only unique to human beings as some animals also exhibit sufficient intelligence to understand the various cognitive processes (Schacter & Scarry, 2001). This paper shall evaluate these cognitive processes with particular regard to the aspect of memory as it develops with age and how the memory status of a child differs from that of a person with advanced age. The Idea of Memory Memory could be described in simple terms as the aspect and process through which living organisms are able to store, decipher and even retrieve information. Memory mainly deals with information and the manner of handling that information on a day to day basis. The intricate process and aspects of memory, however, seek to go beyond just storing and retrieving information; there is the idea of how one can interpret...
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...A Review of the Misdirection in Psychological Literature Regarding the Elucidation of Cognitive Processes by Magic Imagine that you are on a holiday in Rome. You’ve visited the Pantheon, Roman Forum and now you find yourself at the Colosseum. Anyone who has visited this popular tourist attraction will tell you that aside from the licensed actors portraying gladiators, who for a small fee will allow you to take a photo with them, the area is covered with signs. These signs do not give directions to the bathrooms, but communicate a real threat, the presence and operations of pickpockets. Now imagine that you’ve left your group of friends for a moment because you want to get some panoramic photos. While you are walking you notice that you are being followed, you walk a little faster. Out of the corner of your eye you notice your pursuer bending down to pick something up. They call out to you and produce a ring, asking if you have dropped it. You say that it isn’t yours, but the noticeably accented, yet well-spoken individual, begins to look worried. They insist that this is an expensive, pure gold ring and that since they saw you drop it you should have it. You may argue for a bit, but eventually acquiesce, they shake your hand with both of theirs in gratitude. The handshake seems a bit too long, and all the while the stranger gives you an unflinching stare. They finally stop and bid you good-bye with a satisfied smile, and you walk back to your friends to tell them the story...
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...Discuss advantages and disadvantages of top-down processes in speech comprehension and refer to relevant cognitive research in your answer. The purpose of this essay is to discuss both the advantages and disadvantages of top-down processes in speech comprehension, with supporting evidence for both arguments being shown through applicable cognitive research. The first section of this essay will briefly look at what is meant by top-down processing and how this is applied to speech comprehension. The second section will cover the advantages of using top-down processes and will present supporting research, on the benefits of employing this approach. Factors such as the listening environment, education and age will be looked at in some detail in relation to speech comprehension and top-down processes. Following on from this, the disadvantages of top-down processes will be presented in the third area of this essay. The concluding section will look at how both top-down and bottom-up processes can work together for optimal speech comprehension and final conclusions will also be presented. Speech comprehension is how we make sense of and interpret the messages that we hear. This can be through dialogue in face to face interactions, but it is very often communicated through mobile telephone conversations, the television, the computer, the radio and through announcement tannoys at the tube station and in other such public places...
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...Case 2-8 Juggyfroot “I’m sorry, Lucy. That’s the way it is,” Ricardo Rikey said. “I just don’t know if I can go along with it, Rikey,” Lucy replied. “We have no choice. Juggyfroot is our biggest client, Lucy. They’ve warned us that they will put the engagement up for bid if we refuse to go along with the reclassification of marketable securities,” Rikey explained. “Have you spoken to Fred and Ethel about this?” Lucy asked. “Are you kidding? They’re the ones who made the decision to go along with Juggyfroot,” Rikey responded. The previous scene took place in the office of Deziloo LLP, a large CPA firm in Beverly Hills, California. Lucy Spheroid is the partner on the engagement of Juggyfroot, a publicly owned global manufacturer of pots and pans and other household items. Ricardo Rikey is the managing partner of the office. Fred and Ethel are the two members of the firm that make final judgments on difficult accounting issues, especially when there is a difference of opinion with the client. All four are CPAs. Ricardo Rikey is preparing for a meeting with Norman Baitz, the CEO of Juggyfroot. Rikey knows that the company expects to borrow $5 million next quarter and it wants to put the best possible face on its financial statements to impress the banks. That would explain why the company reclassified a $2 million market loss on a trading investment to the availablefor- sale category so that the “loss” would now show up in stockholder’s equity, not as a...
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...(Atkinson & Shriffin, 1968). The span of short term memory is said to be limited to about seven items (+2) (Miller, 1956 as cited in Terry, 2000). Short-term memory is also an active memory where we do our active memory processing (Lefrancois, 2000). For this reason, several researches have called the short term memory the working memory store (Gordon, 1989). Working memory is important for learning. However, it is extremely limited in both capacity and duration (Atkinson & Shriffin, 1968). When engaging in a learning task, the learner must make use of working memory capacity, and hence a load is placed upon that memory (Sweller, 2010). When the cognitive load exceeds the limit of working memory capacity, learning will be affected. Effective instructional methods that can support limited short term storage and limited working memory processes are being used in classroom to maximise the learning (Dehn, 2008). Thus, this essay will probe on the extent of teachers considering the limited processing capacity of students’ working memory in Malaysian English language classroom using multiple modality teaching aids, part whole approach and collaborative learning. Multiple...
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...MEMORY: REMEMBERING AND FORGETTING AND THEIR IMPLICATIONS TO EDUCATION INTRODUCTION: Memory is generally defined as the processes of encoding, storing and retrieving information. These three processes interact with different memory systems. The memory systems that appear to be most important in the educational area are short-term memory, working memory and long-term memory. Memory is thought to begin with the encoding or converting of information into a form that can be stored by the brain. This encoding process is also referred to as registering information in memory. The memory systems that are involved in the encoding or registration of information in memory are sensory memory and short-term memory. Sensory Memory Information which first comes to us through our senses is stored for a very short period of time within the sensory register. Simply put, the sensory register is associated with our five senses – seeing (visual), hearing (auditory), doing (kinesthetic), feeling (tactile) and smelling (olfactory). However, the sensory buffers that have received the most attention in the research literature are the visual and auditory sensory registers. Generally information remains in our visual memory for a very short time, approximately several hundred milliseconds. This information or "image" is somewhat like an exact replica of what we have just seen, and it fades with the passage of time (Pashler and Carrier, 1996). Short-term Memory Most of the information that enters...
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...are not remembered, no learning can take place. Futhermore, memory has served as a battleground for opposing theories and paradigms of learning (e.g., Adams, 1967; Ashcraft, 1989; Bartlett, 1932; Klatzky, 1980; Loftus & Loftus, 1976; Tulving & Donaldson, 1972). Some of the major issues include recall versus recognition, the nature of forgetting (i.e., interference versus decay), the structure of memory, and intentional versus incidental learning. According to the early behaviorist theories (e.g., Thorndike, Guthrie, Hull), remembering was a function of S-R pairings which acquired strength due to contiguity or reinforcement. Stimulus sampling theory explained many memory phenomenon on the basis of statistical outcomes. On the other hand, cognitive theories (e.g., Tolman) insisted that meaning (i.e., semantic factors) played an important role in remembering. In particular, Miller suggested that information was organized into "chunks" according to some commonality. The idea that memory is always an active reconstruction of existing knowledge was championed by Bruner and is found in the theories of Ausubel and Schank. Some theories of memory have concerned themselves with the nature of the processing. Paivio suggests a dual coding scheme for verbal and visual information. Craik & Lockhart proposed that information can be processed to different levels of understanding. Rumelhart & Norman describe three modes of memory (accretion, structuring and tuning) to account for different kinds...
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...Theoretical framework The researchers used Richard E. Mayer’s cognitive theory of multimedia learning that is based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information. (Retrieved from: www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html) Cognitive theory of multimedia learning contends that words and pictures presented to the learner via a multimedia presentation are processed along two separate, non-conflicting channels. They enter the sensory memory through the ears and eyes. Words and images are actively selected by the learner from the sensory memory and enter the working memory where they are organized into a verbal model and a pictorial model. Each channel can process only a few “chunks” of information at a given time in working memory. The two models are then integrated with prior knowledge retrieved from long-term memory. This integration occurs within the working memory following each segmented portion of instruction offered to the learner in the multimedia presentation. (Retrieved from: www.etec.ctlt.ubc.ca/510wiki/Cognitive_Theory_of_Multimedia_Learning) The multimedia principle states that “people learn more deeply from words and pictures than from words alone” (Mayer; 1998). However, simply adding words to pictures is not an effective way to achieve...
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...ABSTRACT Technology is use of science in industry to invent useful things or to solve a problem it use to communicate or entertain people. One of the invention for this generation now is playing digital games it is a popular pastime for others and it is a part of people’s daily life. The digital games can further expand the knowledge of users. In this game it is all about four pictures related to a certain anime which the user will guess. The user’s need to recall everything to answer the question and to go to the next level of the game. This is also one way to remember things through this application. It is about using pictures in order to retrieve memories connected to it and one process that makes use of pictures is called picture superiority effect. Most studies of the picture superiority effect have involved tests of memory for the occurrence of individual events, such as recall in which is the main objective of this study. If pictures however, receive complete semantic processing than words, this difference in processing could be an advantage for both memory of the individual pictures and for associations formed between pairs of random pictures. This research also intends to use the Anime and mobile game learning app in order to prevent forgetting what was present at young age. A mobile game applications that helps to exercise their brain to retrieved the information about anime that they are familiar with. Keywords: mobile technology, mobile learning and gaming, anime...
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...between 5 and 9 Duration between 18 and 30 seconds LTM – coding is mainly sematic Unlimited capacity Stores memory up to life time Multi store model – representation of how memory works in terms of three stores – sensory register- STM – LTM Describes how info is transferred from one store to another , how it is remembered and forgotten Multi- store model Atkinson and Shiffrin’s ( 1968 , 1971) Three stores Sensory register Stimulus from environment will pass into sensory register Main stores are iconic memory ( visual memory ) ( coded visually ) Echoic memory ( sound memory ) ( coded acoustically ) Memory lasts only briefly duration is less than half a second High capacity Key processes is paying attention Short term memory limited capacity capacity is between 5 and 9 items info is coded acoustically lasts about 30 secs unless rehearsed maintenance rehearsal – occurs when we repeat material if rehearsed long enough it will go into the LTM Long Term Memory capacity is unlimited memory can last many years When we want to recall memory it has to be transferred back into STM by retrieval. Evaluation + Baddeley research shows STM and LTM are stored are different. He found we tend to mix up words that sound similar when we our using our STMs. But we mix up words that have similar meanings when we use our LTMs. + The strength of the study is that it clearly shows coding...
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...conversations and more, I’m going to discuss in details the memory system from stimuli into long term memory. We have technical enhance impede flow in every step. Proactive interference and retroactive interference show us how we will contract our effects while studying facilitates the maximum retention into long-term memory and also I’m going to discuss how we can forget things and what other types of forgetting we have. The strategy can improve our memory, consolidation and retrieval. Human Memory processes and stages Human memory is like a computer anything we need or is important we will store them for later; the same thing is with our brain we will encode, store and reuse them from our past, it will gives us power to lean and keep our past experiences, and remembering them we it needed. According to (Atkinson and Shiffrin in 1968) processed two human memory models short and long term memories, later they add the third memory model which was the Sensory memory. The processes of human memory are three, Encoding, Storage and Retrieval as I mentioned in my first paragraph...
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