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September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Questions?Questions?
Any Acrobat woes?Any Acrobat woes?
Any Yahoo woes?Any Yahoo woes?
Anything not clear about the course?Anything not clear about the course?
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Theory of MindTheory of Mind
Discussion time … Discussion time …
Everyone should be able to talk about Everyone should be able to talk about someone else’s theory of mind they wrote someone else’s theory of mind they wrote about and what was interesting about it.about and what was interesting about it.
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Cognitive Psychology - Where Cognitive Psychology - Where did it come from?did it come from?
What the book told you - Wundt, Ebbinghaus, What the book told you - Wundt, Ebbinghaus, Watson, Skinner, Chomskey.Watson, Skinner, Chomskey.
What Anderson’s Book sort of tells you (but What Anderson’s Book sort of tells you (but Ashcraft’s book doesn’t)Ashcraft’s book doesn’t)
People from Computer Science (Newell, Simon, People from Computer Science (Newell, Simon, Winnegrad, Minsky)Winnegrad, Minsky)
started cross fertilizing withstarted cross fertilizing with
People from psychology (Baddley, Miller, etc.)People from psychology (Baddley, Miller, etc.)
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Anderson …Anderson …
Too much emphasis on neuroscience for Too much emphasis on neuroscience for the purposes of this class, I wouldn’t pay the purposes of this class, I wouldn’t pay too much attention to the details.too much attention to the details.
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Key Points (Ashcraft) - Key Points (Ashcraft) - Processing ≠ AwareProcessing ≠ Aware
Disconnect between processing and Disconnect between processing and conscious awarenessconscious awareness
Highly learned processes are “automatic” and Highly learned processes are “automatic” and don’t require thinkingdon’t require thinking
Many processes happen too quickly to noticeMany processes happen too quickly to notice
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Key Points - MemoryKey Points - Memory
As InformationAs Information
As a processAs a process
As a locationAs a location
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Key Points - Cognitive Psychology / Key Points - Cognitive Psychology / Information Processing AssumesInformation Processing Assumes
Mental Processes ExistMental Processes Exist
Mental Representations ExistMental Representations Exist
Sensory systems are the interface between the Sensory systems are the interface between the world and the representations.world and the representations.
Humans are actively representing and Humans are actively representing and processing informationprocessing information
This is enough to account for most (if not all of This is enough to account for most (if not all of “cognition”).“cognition”).
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
How does a computer “think”How does a computer “think”
It has representations of dataIt has representations of data
Formats for representing text, documents, video, Formats for representing text, documents, video, pictures in terms of lists of 0s and 1s.pictures in terms of lists of 0s and 1s.
It has processes that operate on these It has processes that operate on these representations (I.e. programs)representations (I.e. programs)
It has an “interface” to the outside world (Input-It has an “interface” to the outside world (Input-output devices).output devices).
It actively represents and processes informationIt actively represents and processes information
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
So how could that possibly be So how could that possibly be enough?enough?
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
TermitesTermites
Termites collect stuff from the surface to build a mound.
How do they accomplish this?
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Whole class activityWhole class activity
Play termitesPlay termites
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Discuss TermitesDiscuss Termites
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Experiment - Time allowingExperiment - Time allowing
I’m going to show you 5 words. Then I’m I’m going to show you 5 words. Then I’m going to remove the slide. Your job is to going to remove the slide. Your job is to remember them. remember them.
Shortly afterwords, I’m going to ask you to Shortly afterwords, I’m going to ask you to write down the words I showed you.write down the words I showed you.
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
WitWit
SumSum
HarmHarm
BayBay
TopTop
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Write the 5 words downWrite the 5 words down
Or as many as you can remember…Or as many as you can remember…
Now we are going to do it again w/ Now we are going to do it again w/ different words …different words …
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
PaperPaper
DoornobDoornob
OrangeOrange
PlasticPlastic
OrderOrder
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
OkayOkay
Write them downWrite them down
Lets do it again …Lets do it again …
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
UniversityUniversity
OpportunityOpportunity
AluminumAluminum
ConstitutionalConstitutional
AuditoriumAuditorium
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
OkayOkay
Write down the 5 words …Write down the 5 words …
Now lets collect some resultsNow lets collect some results
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Please explain the results …Please explain the results …
September 8, 2005September 8, 2005 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler
Next WeekNext Week
ReadingsReadings Visual Representations - Anderson + PinkerVisual Representations - Anderson + Pinker
Homework : Your chance to play cognitive Homework : Your chance to play cognitive experimentalistexperimentalist
Keep working on getting your work displayedKeep working on getting your work displayed
Figure out who you want to work with (working Figure out who you want to work with (working groups for semester long projects)groups for semester long projects)