CEP 909 - Remember?

CEP 909 - Remember? CEP 909 - Remember? October 3, 2002October 3, 2002

October 3, 2002October 3, 2002 CEP 909 - Cognition and TechnologyCEP 909 - Cognition and Technology Matthew J. KoehlerMatthew J. Koehler

Whirlwind overview of Long-term Memory Whirlwind overview of Long-term Memory (Ashcraft Chpt 5 & 6)(Ashcraft Chpt 5 & 6)

Several types of Long-Term MemorySeveral types of Long-Term Memory

ProceduralProcedural

EpisodicEpisodic

SemanticSemantic


Procedural memoryProcedural memory

Not covered in bookNot covered in book

Automatic, Non-ConsciousAutomatic, Non-Conscious

ExamplesExamples Driving a carDriving a car

Swinging a Tennis RacketSwinging a Tennis Racket

The process of Reading textThe process of Reading text


Procedural MemoryProcedural Memory

Follows “Power Law of Learning”Follows “Power Law of Learning”


Episodic MemoryEpisodic Memory

How to make something more How to make something more memorable? (ENCODING)memorable? (ENCODING)

RehersalRehersal

““Processing”Processing”

MnemonicMnemonic

AssociationsAssociations


Episodic MemoryEpisodic Memory

How we forget thingsHow we forget things

DecayDecay

InterferenceInterference

Retrieval CuesRetrieval Cues

Gist (meaning) vs. details (e.g., memorize Gist (meaning) vs. details (e.g., memorize “seat” … recall of “chair” more likely than “seat” … recall of “chair” more likely than “heat”).“heat”).


Semantic MemorySemantic Memory

How do we store concepts, ideas, and How do we store concepts, ideas, and facts?facts?

Collins and QuillianCollins and Quillian



Matches data on how long it takes people Matches data on how long it takes people to respond to questions like:to respond to questions like:

““Is a robin a mammal?”Is a robin a mammal?”

““Does a dog have skin?”Does a dog have skin?”

Time to respond is predicted by the Time to respond is predicted by the number of nodes between the two number of nodes between the two concepts in the grapconcepts in the grap



Problems emerged with this model.Problems emerged with this model.

Anybody?Anybody?

Does a Penguin have feathers? Vs. Does a robin have feathers? (Should take the same amount of time to answer in the Collins and Quillian model).


Look at thisLook at this























Newer versionNewer version

Duplicate FeaturesDuplicate Features

Distance between nodes for strength of Distance between nodes for strength of associationassociation



How does recall work?How does recall work?

Why is “priming”?Why is “priming”?

Why/how does it work?Why/how does it work?


Did you see this?Did you see this?


Did you see this?Did you see this?


Concept FormationConcept Formation

Seems to build concepts from individual Seems to build concepts from individual incidentsincidents

Leading to prototypesLeading to prototypes

Not platonic -- that is, they are constructedNot platonic -- that is, they are constructed

E.g., no pre-existing concept or node in E.g., no pre-existing concept or node in memory for “good movie for 8 year old memory for “good movie for 8 year old boys”boys”


Retrospective RecallRetrospective Recall

Collins and LoftusCollins and Loftus

Showed participants movie of a car crashShowed participants movie of a car crash

Asked some participants:Asked some participants: ““How fast was the car going when it bumped into the How fast was the car going when it bumped into the

other car”?other car”?

Others were asked:Others were asked: ““How fast was the car going when it smashed into the How fast was the car going when it smashed into the

other car”?other car”?

What do you think they found?What do you think they found?


Break TimeBreak Time


Searle - Chinese RoomSearle - Chinese Room

His argument: His argument: no matter how intelligent-seeming a no matter how intelligent-seeming a computer behaves and no matter what programming computer behaves and no matter what programming makes it behave that way, since the symbols it makes it behave that way, since the symbols it processes are meaningless (lack semantics) to it, it's not processes are meaningless (lack semantics) to it, it's not really intelligent. It's not actually thinking. Its internal really intelligent. It's not actually thinking. Its internal states and processes, being purely syntactic, lack states and processes, being purely syntactic, lack semantics (meaning); so, it doesn't really have semantics (meaning); so, it doesn't really have intentional (i.e., meaningful) mental states.intentional (i.e., meaningful) mental states.

Two Truths: Two Truths: Brain causes MindBrain causes Mind

Symbols (Syntax) does not suffice for SemantcsSymbols (Syntax) does not suffice for Semantcs


Searle - Chinese RoomSearle - Chinese Room

So, who here agrees with Searle?So, who here agrees with Searle?


Group BrainstormingGroup Brainstorming

Share your workShare your work

Pick new questions for this weekPick new questions for this week


In class activityIn class activity

Get in pairsGet in pairs

Go to http://www.pbs.org/digitaldivide/Go to http://www.pbs.org/digitaldivide/

One is the experimenter, the other is the subject.One is the experimenter, the other is the subject.

Subject’s job is to learn as much as possible Subject’s job is to learn as much as possible about the issues surrounding the digital divideabout the issues surrounding the digital divide

Experimenters job is to record enough Experimenters job is to record enough information to share/reproduce/study the information to share/reproduce/study the subject’s navigation.subject’s navigation.


In Class Activity (Cont)In Class Activity (Cont)

Now work in pairs to come up with a Now work in pairs to come up with a representation of the subject’s traversal of representation of the subject’s traversal of the web-site.the web-site.

Write it on the board.Write it on the board.


Next Week - YouNext Week - You

ReadingsReadings

Ashcraft - Semantic MemoryAshcraft - Semantic Memory

Hauser - Chinese Room RebuttalsHauser - Chinese Room Rebuttals

Assignment: Analyze the transcripts of the Assignment: Analyze the transcripts of the War of the Ghosts story. Characterize War of the Ghosts story. Characterize findings, support with examples.findings, support with examples.


War of the GhostsWar of the Ghosts

Story: “Story: “One night, two young men from Egulac went One night, two young men from Egulac went down to the river to hunt seals”down to the river to hunt seals”

Recall:Recall:

Two men working by water. Foggy day

A guy was walking in the forest with his friends.

Two men from a village were in a canoe on a river.

Two men go down to the sea in Egaluc.


Group AssignmentGroup Assignment

The same as last week, only on your new The same as last week, only on your new topic:topic: Suggest potential differences in your assigned Suggest potential differences in your assigned

area between hypertext and linear text area between hypertext and linear text conditionsconditions

Suggest potential methodology to assess the Suggest potential methodology to assess the differences you identifydifferences you identify

Turn in to yahoo groupTurn in to yahoo group

Bring copies to classBring copies to class


Matt’s AssignmentMatt’s Assignment

Hyper-linked civil war siteHyper-linked civil war site

Grade all that homeworkGrade all that homework

Documents

CEP 909 - Remember?