Power of Suggestion, Part 2 Presented by: Kathryn Lawrence Discussing: Beilock et al., 2007, Goldin- Meadow et al., 2001 Psychology 1306, November 25,

Slides:



Advertisements
Similar presentations
 ALAN BADDELEY AND GRAHAM HITCH (1974)  Suggests that memory is an active, multi-component memory system.  Subsystems of working memory with temporarily.
Advertisements

Working Memory Dr. Claudia J. Stanny EXP 4507 Memory & Cognition Spring 2009.
Cognition 7e, Margaret MatlinChapter 4 Cognition Working Memory Chapter 4.
Cognition, 8e by Margaret W. MatlinChapter 4 Cognition, 8e Chapter 4 Working Memory.
DEPARTMENT OF PSYCHOLOGY U N I V E R S I T Y O F C O P E N H A G E N Suppression of neutral but not emotional words Background Anderson & Green (2001)
STM and Encoding Objective – to describe how encoding works in the STM.
Memory and Working Memory An introduction. What have you forgotten?
Sentence Memory: A Constructive Versus Interpretive Approach Bransford, J.D., Barclay, J.R., & Franks, J.J.
Perception and Attention. Information Processing Model  models human thought like its a computer.
Robert Kurzban University of Pennsylvania Perceptions of Race The Second CEFOM/21 International Symposium Culture, Norms, & Evolution Hokkaido University,
Cognitive Load Theory Sweller, van Merrienboer, and Paas, 1998 Psych 605 Fall 2009.
Nonsymbolic approximate arithmetic and working memory: A dual-task study with preschoolers Iro Xenidou-Dervou, Ernest C. D.M. van Lieshout & Menno van.
Plans: Read About False Memories (Beth Loftus) for Thursday (April 7th) Read About Amnesia (Oliver Sacks) for Tuesday (April 12th) Read about Subliminal.
False Memories (Beth Loftus) Lost Mariner (Oliver Sacks)
The Working Memory Model
A Modular Approach to STM Allan Baddeley: Articulatory Loop Central Executive Visuospatial Sketchpad The article by Lee Brooks considers a double-dissociation.
Experimental Psychology – Ghent University Rekengroep – Ineke Imbo – Oktober 2008 Rekengroep Eerste bijeenkomst 28 oktober 2008 Volgende bijeenkomsten.
 The misinformation effect refers to incorrect recall or source attribution of an item presented after a to-be-remembered event as having been presented.
Evaluate two models or theories of one cognitive process with reference to research studies.
Stages of testing + Common test techniques
The Working Memory Model. Baddeley & Hitch 1974  They felt that STM is not just one store but a number of different stores. Why?  1 store for visual.
1 ROLE OF WORKING MEMORY IN TYPICALLY DEVELOPING CHILDREN’S COMPLEX SENTENCE COMPREHENSION AUTHORS; Shwetha M.P.,Deepthi M. Trupthi T, Nikhil Mathur &
Working Memory Deficits as They Relate to Academic Growth of Students with RD Olga Jerman, Ph.D. Director of Research Frostig Center, Pasadena, CA Minyi.
Human Supervisory Control Memory & Attention.
TEMPLATE DESIGN © The Homework Effect: Does Homework Help or Harm Students? Katherine Field EdD Candidate, Department.
THE “WORKING MEMORY” APPROACH Baddeley & Hitch (1974) –Use articulatory suppression to interfere with some tasks, not others B doesn’t precede AB A –Develop.
The Working Memory Model
The Working Model of Memory
Coding in STM Clues about coding in STM:. Coding in STM Clues about coding in STM: –# of items stored in STM depends on rate of speech.
“e.g.” vs. “i.e.” When you mean “for example,” use e.g. It is an abbreviation for the Latin phrase exempli gratia. When you mean “that is,” use “i.e.”
+ PowerPoint in consideration of Working Memory ChinaLinks Educational Consultants LLC.
Competency in Older Adults: Clinical and Legal Perspectives The Role of Cognitive and Neuropsychological Evaluations John Crumlin, PhD Assistant Director,
1 Multimedia-Supported Metaphors for Meaning Making in Mathematics Moreno & Mayer (1999)
Cognitive Views of Learning
Memory for Everyday Activities Attention: limited-capacity processes devoted to the monitoring of internal and external events Multimode Theory: a theory.
Drummon, S. P. A., Brown, G. G., Gillin, J. C., Stricker, J. L., Wong, E. C., Buxton, R. B. Lecturer: Katie Yan.
The effects of working memory load on negative priming in an N-back task Ewald Neumann Brain-Inspired Cognitive Systems (BICS) July, 2010.
The Working Memory Model Describe the main components in the working memory model.
Evidence for a Visuospatial Sketch Pad (VSP) Psychology 355: Cognitive Psychology Instructor: John Miyamoto 4/28 /2015: Lecture 05-2 This Powerpoint presentation.
A Review of “Iconic Memory Requires Attention” by Persuh, Genzer, & Melara (2012) By Richard Thripp EXP 6506 – University of Central Florida September.
The Working Memory Model was first proposed by Baddeley and Hitch in They Carried out an investigation to investigate whether there are different.
REFERENCES Bargh, J. A., Gollwitzer, P. M., Lee-Chai, A., Barndollar, K., & Troetschel, R. (2001). The automated will: Nonconscious activation and pursuit.
The Working Memory Model
Fostering Deep Learning Bill Reynolds Director, Institute for Faculty Development September 30 & October 7, 2015.
Chapter Two Methods in the Study of Personality. Gathering Information About Personality Informal Sources of Information: Observations of Self—Introspection,
The Working Memory Model LO: To describe the main components in the working memory model.
The Working Model of Memory L.O. Outline the WMM. L.O. Explain key studies. L.O. Evaluate its usefulness.
CognitiveViews of Learning Chapter 7. Overview n n The Cognitive Perspective n n Information Processing n n Metacognition n n Becoming Knowledgeable.
Fundamentals of Cognitive Psychology
Loftus & Palmer Cognitive Psychology The Core Studies.
TEAM PRESENTATION Mrs. LeVeque MINUTE PRESENTATION Develop a presentation that conveys your key findings and deliver it to an audience of your peers.
Phonological Loop, Visuospatial Sketchpad & Articulatory Suppression Psychology 355: Cognitive Psychology Instructor: John Miyamoto 04/25/2016: Lecture.
Try to remember as many nonsense syllables from the next slide as possible.
Read: Loftus for April 1 Sacks for April 3 Vokey for April 10 Idea Journals due on the 10th.
Chapter 5 Short-Term and Working Memory. Some Questions to Consider Why can we remember a telephone number long enough to place a call, but then we forget.
Development of Stereotype Consciousness Findings  As age increased, the percentage of children who demonstrated the ability to infer the individual stereotyped.
LOGO Visual Attention in Driving: The Effects of Cognitive Load and Visual Disruption Professor: Liu Student: Ruby.
Working Memory Model Baddeley and Hitch (1974) developed an alternative model of short-term memory which they called working memory.
Key Terms Bingo!.
Experiment Basics: Designs
Kim Uittenhove, Lina Chaabi, Valérie Camos, Pierre Barrouillet
The Working Memory Model cogmed
Mathematics and Special Education Leadership Protocols
PSYA1: Cognitive Psychology Memory
Evaluation of WMM.
Working Memory Model Baddeley and Hitch (1974)
Evidence for the Working Memory Model.
Cognitive Load Theory Sweller, van Merrienboer, and Paas, 1998
Memory Components, Forgetting, and Strategies
Presentation transcript:

Power of Suggestion, Part 2 Presented by: Kathryn Lawrence Discussing: Beilock et al., 2007, Goldin- Meadow et al., 2001 Psychology 1306, November 25, 2008

Stereotype Threat Women and math tests African Americans and intelligence tests Whites and athletic tests (unrelated to athletic intelligence) Women and leadership roles (Prasad, 2007) Power of suggestion without stereotype Very applicable and relevant to real world 0http:// 0

Many examples of stereotype threat—But what is causing it? (Beilock et al., 2007) *Working memory* ▫Reduced capacity after women and Latinos are primed with negative intelligence stereotypes ▫Mediates poorer performance when primed women complete math test Multi-component model of working memory ▫1. A limited-capacity central executive ▫2. A phonological loop for storing verbal information ▫3. A visual-spatial sketchpad for storing visual images ▫4. A multi-modal episodic buffer for creating a unitary representation Math makes specific demands on the various resources (domain-specific to some extent) Does worrying make demands on the central executive or the phonological loop (a.k.a. a verbal worry)?

Beilock et al.’s Various experiments #1 Do women experience stereotype threat when primed with gender stereotypes? #2 Which types of math problems depend most strongly on verbal resources? (horizontal) #3 Does stereotype threat most negatively affect verbally dependent problems? #4 Is it possible to alleviate the effects of stereotype threat? #5 Does stereotype threat only affect stereotype- relevant tasks?

The Modular arithmetic (MA) problems 3 numbers. Subtract the second from the first. Then divide by the third. Then decide if it is a whole number. Respond with two characters on keypad. Must be answered correctly 75% of the time, True/False correlates, Counterbalanced Keep in context when looking at effects—Not that hard!!

Experiment 1 Women who at least moderately care about math All horizontal MA problems, High demand vs. low demand Stereotype threat vs. none “Only MA problems heavily dependent on working memory (i.e., horizontal high demand problems) failed under stereotype threat, suggesting that stereotype threat exerts its impact by co-opting working memory resources needed for the successful execution of such problems.”

Experiment 2 – Do phonological tasks most negatively affect horizontal math problems? 32 questions, ½[Low demand, High demand], ½[Horizontal, vertical] Repeat with phonological secondary task ▫(gib, lec, nup) ▫Have you seen geb? No difference in response time or MA accuracy, difference in Secondary Task accuracy “Adding a phonological memory load to MA execution led to performance decrements (primarily reflected in a decrease in secondary task accuracy) only when the MA problems being performed were high in working memory demands and presented in a horizontal orientation. Because participants were instructed to perform both the MA and the phonological secondary tasks equally well, errors in either task are evidence of disruption in working memory.”  Horizontal math is more verbally demanding.

Experiment 3A – Does stereotype threat differentially affect horizontal vs. vertical math problems? All participants had worries. Effect seen: Horizontal (using verbal), High Demand Exp 3B: This effect is only seen when Stereotype Threat is included. Between subjects—2 groups[horizontal, vertical] (1) Baseline, (2) Stereotype threat block “Given that Experiment 2 and previous research has shown that arithmetic problems presented in a horizontal format rely more on verbal resources than do vertically presented problems, this finding suggests that stereotype threat harms MA performance by co-opting the phonological resources that horizontal problems also use.”

Verbal Thought Questionnaire (Experiment 3A vs. 3B) Categories of response ▫Worries about the task or thoughts confirming the stereotype threat manipulation ▫Thoughts regarding monitoring performance and its consequences ▫Thoughts related to carrying out the steps involved in the math problems ▫Unrelated thoughts No difference between vertical, horizontal (# or break-down) Statistically controlling for the worries eliminated differences in math task performance under threat.  Casual role of verbal thoughts and worries (Not a self-fulfilling prophecy, rather these thoughts use valuable resources)

Main conclusions Stereotype threat caused individuals to worry about their performance and its consequences. This harms math problems most reliant on verbal working memory resources. ▫Spatial effect complication. (Some more general effect?) BUT Exp 4: Training can make effects less working memory-dependent. This improves performance. ▫Practice makes perfect! (And robust!) ▫Can’t practice everything but still applicable

So why do we care? Worrying is a verbal activity!! (?)  If there are “0thinking for speaking” effects, might they extend to include such things? (a.k.a. Must verbalize here too, not just when speaking?)  Patterns of worrying affecting our habitual language use—associating “I” with “dumb,” “mouse” with “scary” on a linguistic level not just a feeling level (like Germans associate “die Bruecke (fem)” with femininity) Using language (more or less) as we process mathematical questions  Relation to e.g. Pirahã  Are speakers of languages with more systematic or syllabically shorter numbers better at math? Verbalization has a domain-specific part of working memory—What implications does this have? Huge applications for education, fairness, worrying, etc. ▫Can the effect be overcome? How far does it extend (Exp #5)? ▫Does this suggest that worrying in general contributes to lowered performance (anxiety disorders, etc)?

Experiment #5—Is this effect restricted to the stereotype-relevant area? No! Equally difficult 2-back tasks—Verbal (phonological loop), Spatial (visual spatial sketchpad) Stereotype threat, MA test, then 2-back test “Regardless of whether performance was defined as accuracy, latency, or a composite of the two, those who performed worse on the MA task under stereotype threat performed more poorly on the subsequent verbal two-back task.”

Explaining Math: Gesturing Lightens the Load Goldin-Meadow et al., 2001 What is the purpose of gesturing? ▫No meaningful purpose ▫Conveying meaningful information ▫Subtly influencing perception of communication ▫Lightening cognitive load of speaking?? Main question: Does gesturing increase cognitive load while speaking (requiring motor planning, coordination, etc) or reduce cognitive load?

An Example X 2 -5x+6 = ( )( )

XR QP BN

How did you just do that math problem? X 2 -5x+6 = ( )( ) [Do or Don’t Gesture]

What were the letters again?

The Experiment Children ▫Simpler math: = __ + 3 ▫Common words instead of letters Gesturing allowed vs. not allowed (to determine effect of gesture) Long list vs. short list (to alter cognitive load)

Gesturing helps! Even when considering ▫Math ability ▫Time taken to answer (With gesture, takes less time  less time to forget?) ▫Trying to not gesture being a cognitive load

The cognitive load of not gesturing does not drive the results. Can test because some people voluntarily did not gesture 

Conclusions Gesturing enriches the way information is encoded and processed (by allowing visuospatial + verbal) and therefore reduces necessary effort? A synergistic system? ▫Should we gesture as much as possible? ▫Areas that are decidedly verbal and learning to transfer to more spatial representation could enhance our overall abilities? Implications for sign language? How do we reconcile with other study? ▫Two systems do seem to be relatively distinct. ▫When verbal memory is less taxed, it performs better. ▫Do easier languages improve our capability? Languages that are syllabically short? Languages that represent as much as possible? Languages that force spatial representation by not having words?