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Information processing model
Information processing model
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The Two Modes of Cognitive Processing
Models and experiments presented throughout the 'Cognitive Psychology'
course indicate that within the 'Information Processing' framework, 2
distinct modes of cognitive processing exist. The first, concerned
with low level cognition is characterised by processing which is
parallel, automatic, bottom-up and not very limited by capacity. This
is most clearly demonstrated by the number of things we can hear
simultaneously, see simultaneously, smell, taste and feel
simultaneously. This type of low level cognition, along with skills
which have been proceduralised, can also be performed automatically;
performed without conscious attention. Automatic tasks do not employ a
great deal of mental effort. Automatic tasks such as swimming,
driving, and peeling the potatoes can all be accomplished whilst
holding a conversation. They can be performed in parallel without
making heavy demands on the limited capacity of working memory.
The second mode of processing, concerned with high-level cognition, is
serial, attentional (within conscious control ), top-down, and a high
consumer of working memory's limited capacity. It is usual to only be
able to focus our attention (from one modality) on one thing at a
time, for instance we can switch our attention from a piece of music
to spoken words and back but we can't listen to both at the same time.
We can only say one thing at time and think one thing at a time, in
this respect high-level cognition is characterised by serial
processing. These tasks take a lot of mental effort and therefore draw
heavily on the limited capacity of working memory. They are also
driv...
... middle of paper ...
...tasks are those we
are consciously aware of doing. We are conscious of paying attention
to that task and if our attention is attracted away, then processing
of that task stops. Automatic processing is largely unconscious; we
can drive a familiar route and arrive without having been conscious of
the journey.
The 2 modes of processing then, have been shown to exist, but they are
not always distinct, rather they exist at either end of a dimension
with lots of variation in between. It has been useful, however, to
draw the distinction between the 2 extreme types of cognitive
processing for clarity. Mode 1 describes the typical characteristics
of conscious processing and mode 2 describes the typical
characteristics of unconscious processing but in reality there is a
complex relationship and interaction between the two.
According to Petersen (2007), communication begins in the stomach, travels to the heart, and ends in the brain. Each area provides a separate function: the stomach embraces feelings or emotions, the heart opens up to new ideas and finding the truth, while the brain offers a straightforward, logical, and rationalizing reaction to communication (Petersen, 2007, p. 11-12). This is the beginning foundation for what Petersen (2007) calls flat-brain communication.
Touch---travels through spinal cord---into medulla---left side functions of the body is controlled by the right side of the brain and the right side of the body is controlled by the left side of the brain.
Cognitive, Cognitive Behavioral and Reality Theories. Cognitive Theory Cognitive theory is a learning approach in psychology that attempts to explain the behavior of humans by studying thoughts and reasoning processes. Cognitive theory is founded on many other factors like cognitive reasoning and social cognitive theory. Aaron Beck founded the theory and it is meant to understand the human behavior by observing the processes triggered by reasoning and individual thoughts.
The Effects of Levels of Processing on Memory PB1: Identify the aim of the research and state the experimental/alternative hypothesis/es. (credited in the report mark scheme) To show how different levels of processing affects the memory. “People who process information deeply (i.e. semantic processing) tend to remember more than those who process information shallowly (i.e. visual processing). ” PB2: Explain why a directional or non-directional experimental/alternative hypothesis/es has been selected. (I mark) I have used a directional experimental hypothesis because past research, such as that by Craik and Tulving (1975) has proved this. PB3:
Cognitive psychology is concerned with the internal processes involved in making sense of the environment and deciding what action may be appropriate. These processes include attention, perception, learning and reasoning, (Eysenck and Keane, 2010).There are a number of approaches which can be used within this field, however for the purposes of the essay only two will be compared; cognitive neuroscience and neuropsychology. The aims of cognitive neuroscientists are often similar to those of cognitive psychologists; they are both interested in the brain and cognition, (Medin and Ross, 1996). Nevertheless, it could be argued that there are also some fundamental differences between the two approaches, especially in the research methods employed. This assignment will explain and evaluate the models in comparison to one another.
Biological and cognitive are both different theoretical perspectives. They both have unique differences. The biological and cognitive approaches differ in their view on the nature versus nurture debate. The biological approach focuses on nature rather than nurture. It believes that behavior is determined by internal physiological processes such as the structure and functions of the neurons, hormones, DNA and structure of the brain. The cognitive perspective goes into the domain of mental processes to understand human nature. This perspective shows how we learn, make decisions, use language, plan for future, and form judgments.
Memory is a group of related mental processes that are involved in acquiring, storing, and retrieving information (Hockenberry and Hocenberry page 232). I will be addressing two specific types of memory: short-term memory and long-term memory. Short-term memory holds temporary information transferred from sensory memory or long-term memory. Sensory memory is the first stage of memory and obtains information for a brief amount of time. Short-term memory is also called active memory and is stored in the prefrontal cortex which is the most active part of the brain during an activity. Short-term memory can hold information for roughly twenty seconds, but sensory memory holds information for a shorter amount of time. We usually store things such
In this assignment I am going to introduce and unpack cognitive behavioural theory and psychodynamic theory. This will include the history of each theory and the theorists that discovered and developed both. I am going to link each theory to where they fit in Payne’s Triangle of Social Work as well as compare and contrast each theory. Both Cognitive behavioural theory and psychodynamic theory both support the purposes of social work in which I will cover beneath. This assignment will also include criticisms of both theories as well.
For years philosophers have enquired into the nature of the mind, and specifically the mysteries of intelligence and consciousness. (O’Brien 2017) One of these mysteries is how a material object, the brain, can produce thoughts and rational reasoning. The Computational Theory of Mind (CTM) was devised in response to this problem, and suggests that the brain is quite literally a computer, and that thinking is essentially computation. (BOOK) This idea was first theorised by philosopher Hilary Putnam, but was later developed by Jerry Fodor, and continues to be further investigated today as cognitive science, modern computers, and artificial intelligence continue to advance. [REF] Computer processing machines ‘think’ by recognising information
Throughout the case study, Dan Lee, a Chinese American, was struggling with concentrating on his college studies and reoccurring personal conflicts amongst people. Dan is an undergraduate student preparing to apply for medical school, which he cannot apply unless he passes all necessary courses. However, he has been having some difficulty with staying on top of all assignments given. Also, he seeks help from the university-counseling center with his feelings of anxiety, tension, sadness, and anger. Many of these feelings arise when his fellow peers, family, and friends does not see that he is always “right” and they are always “wrong”. Although, in some cases he feels disrespected by the way his mother and sister does not abide
This depicts that it takes thought for someone to be clear on something, especially
Those not thoroughly educated in communication tend to confuse the terms “hearing” and “listening.” Although they appear to mean the same thing, utilize the same body part, and are both required for functional communication, there is a great difference between these two actions. Hearing involves the perception of sound using the ears, while listening is based upon giving attention to the sound being perceived. Additionally, because these concepts are different, there are also several different ways of improving hearing and listening. Thus, there are several differences between these two concepts, and it is important to signify these differences in order to practice effective communication.
A child’s life is can be characterized by both qualitative and quantitative growth and in terms of how nature and nurture can shape and define the life of a child. Careful evaluation of these qualities can provide insight to the physical transformation of the body and to the maturing of the mind in both mental and emotional processing. Equally intriguing is the pace of this growth which is unique on an individual level but can be assessed on a categorical level. This philosophy, taking into account the various stages of growth in both qualitative and quantitative terms, the roles of nature and nurture influencing the growth,
Several parts of our body are interconnected. When having a conversation, our face, ear, heart, and stomach are in unison with our brain that’s why when someone listens to us, we get calm so
Communication isn’t something we do to others; it’s an activity we do with each other, and sometimes we’re communicating at the very same time. The reason for this is, communication is visual as well as verbal. So if someone you’re talking to is shaking his head in agreement while you’re speaking, than this is simultaneous communication. It could be as simple as someone saying “yeah” while you’re speaking to them on the phone, to speaking in front of a group of people and watching their non-verbal feedback through body language.