1. CEP 909 - Remember? October 3, 2002

2. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Whirlwind overview of Long-term Memory (Ashcraft Chpt 5 & 6)  Several types of Long-Term Memory  Procedural  Episodic  Semantic

3. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Procedural memory  Not covered in book  Automatic, Non-Conscious  Examples  Driving a car  Swinging a Tennis Racket  The process of Reading text

4. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Procedural Memory  Follows “Power Law of Learning”

5. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Episodic Memory  How to make something more memorable? (ENCODING)  Rehersal  “Processing”  Mnemonic  Associations

6. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Episodic Memory  How we forget things  Decay  Interference  Retrieval Cues  Gist (meaning) vs. details (e.g., memorize “seat” … recall of “chair” more likely than “heat”).

7. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Semantic Memory  How do we store concepts, ideas, and facts?  Collins and Quillian

8. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Semantic Memory  Matches data on how long it takes people to respond to questions like:  “Is a robin a mammal?”  “Does a dog have skin?”  Time to respond is predicted by the number of nodes between the two concepts in the grap

9. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Semantic Memory  Problems emerged with this model.  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).

10. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

11. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

12. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

13. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

14. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

15. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

16. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

17. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

18. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

19. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

20. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Look at this

21. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Semantic Memory  Newer version  Duplicate Features  Distance between nodes for strength of association

22. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Semantic Memory  How does recall work?  Why is “priming”?  Why/how does it work?

23. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Did you see this?

24. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Did you see this?

25. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Concept Formation  Seems to build concepts from individual incidents  Leading to prototypes  Not platonic -- that is, they are constructed  E.g., no pre-existing concept or node in memory for “good movie for 8 year old boys”

26. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Retrospective Recall  Collins and Loftus  Showed participants movie of a car crash  Asked some participants:  “How fast was the car going when it bumped into the other car”?  Others were asked:  “How fast was the car going when it smashed into the other car”?  What do you think they found?

27. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Break Time

28. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Searle - Chinese Room  His argument: no matter how intelligent-seeming a computer behaves and no matter what programming makes it behave that way, since the symbols it processes are meaningless (lack semantics) to it, it's not really intelligent. It's not actually thinking. Its internal states and processes, being purely syntactic, lack semantics (meaning); so, it doesn't really have intentional (i.e., meaningful) mental states.  Two Truths:  Brain causes Mind  Symbols (Syntax) does not suffice for Semantcs

29. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Searle - Chinese Room  So, who here agrees with Searle?

30. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Group Brainstorming  Share your work  Pick new questions for this week

31. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology In class activity  Get in pairs  Go to http://www.pbs.org/digitaldivide/  One is the experimenter, the other is the subject.  Subject’s job is to learn as much as possible about the issues surrounding the digital divide  Experimenters job is to record enough information to share/reproduce/study the subject’s navigation.

32. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology In Class Activity (Cont)  Now work in pairs to come up with a representation of the subject’s traversal of the web-site.  Write it on the board.

33. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Next Week - You  Readings  Ashcraft - Semantic Memory  Hauser - Chinese Room Rebuttals  Assignment: Analyze the transcripts of the War of the Ghosts story. Characterize findings, support with examples.

34. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology War of the Ghosts  Story: “ One night, two young men from Egulac went down to the river to hunt seals”  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.

35. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Group Assignment  The same as last week, only on your new topic:  Suggest potential differences in your assigned area between hypertext and linear text conditions  Suggest potential methodology to assess the differences you identify  Turn in to yahoo group  Bring copies to class

36. Matthew J. Koehler October 3, 2002CEP 909 - Cognition and Technology Matt’s Assignment  Hyper-linked civil war site  Grade all that homework