1. Brunning – Chapter 1 Introduction to Cognitive Psychology

2. History Dates 1942-1961 Theories Associationist era (observations) Linking S  R Lower organisms to humans Hull and Spence: elementary laws of learning Discrimination training (learning the right from the wrong answer) through trial and error Serial list learning: 3 is a cue for 4 Paired associate learning: states and capitals

3. As experiments became more refined, applications to humans became more differentiated Watson-Skinner: animals sensitive to the manipulations of antecedents and consequences: S---------------  R-------------  S stimulus----  response---  consequence Watson/Skinner: Idea of tabula rasa (empty head) Behaviorism became a force across the country Transfer experiments from animals to humans (hospitals, residential treatment centers, teaching machines = beginning of technology) Positive Negative Mid 1960’s

4. Early 1970’s Mid 1970’s Cognitive movement Dissatisfaction with behaviorism Difficulty in explaining human thinking (memory, problem solving, creativity, etc.) Chomsky: development of a linguistic theory (language is innate and feedback) faced Skinner (language is imitated) Cognitive era Information processing  schemata and scripts

5. House “Schema” Building Is a Rooms Wood Brick Stone Human Living Square 2,000 sq. feet Parts Made of Used for Looks like Size

6. Restaurant Script Enter  give reservation name  be seated  order drinks  look at menu  discuss menu  order meal  talk  eat first course  eat second course  order dessert  pay bill  leave tip  exit restaurant

7. Cognitive Themes for Education Learning is constructive  not receptive Mental frameworks organize memory and guide thought (schemata) Extended practice is needed to develop cognitive skills The development of self awareness and self regulation is important  METACOGNITION Motivation and beliefs are essential to cognition (goals, motivational strategies, self efficacy) Social interaction is fundamental Knowledge, strategies and expertise are contextual (there is a relationship between learning and the environment)

8. Review: Theories of Cognitive Development and Learning Thorndike: associations between situations and responses  students are “other regulated” Piaget: constructivism knowledge is constructed by the learner  students are “self regulated” Information Processing theorists: two forms of knowledge (declarative and procedural)  memory has three different storages (SM  STM  LTM) Vigotsky: internalization of experts’ behaviors  the use of egocentric and inner speech Connectionists  brain style systems to model cognition (parallel & serial processing)