1. FEM 4102 COGNITION AND LANGUAGE PJJ 2 nd Meeting (20/04/2014) DR. TAN JO-PEI TEL: 89467312 EMAIL: JOPEI@UPM.EDU.MYJOPEI@UPM.EDU.MY 1

2. UnitTitleWeek 1.The growth of cognitive psychology1 2.Approaches of cognitive psychology2 3.Perceptual process3-4 4.Language process5 5.Language comprehension and production6 6.Language and thought7 7.Information processing8 8.Memory and cognition9-10 9.Language and cognition development11-12 10.Language, cognition & cognitive mastery13-14 2 UNIT TITLE & DIVISION BY STUDY WEEK

3. %  TEST (mid term)35  ASSIGNMENT25  FINAL EXAM 40  TOTAL100 3 ASSESSMENT

4. ASSESSMENTS MIDTERM TEST  Questions: Both objective and subjective  Scope of examination: Unit 1 until unit 4 Aspects related to Assignment  Total marks: 35% FINAL TEST  Questions: Both objective and subjective  Scope of examination: Unit 1 until 10 Aspects related to Assignment  Total marks: 40% 4

5.  Assignment  Individual assignment Case Study (10-15 pages)  Due: In Week 10 (before 25 th April 2014 - Friday)  Marks: 25% 5 ASSIGNMENT

6. 6 Unit 5 -10

7.  Discourse processing  Story processing  Language and speech production 7 Unit 5: Language comprehension & production

8.  Steps we used in analysing and interpretation/ understanding of our daily conversations.  Three ways on how we understand and come to a conclusion about what we read, write or talk about:  Logical, Bridging & Elaborative  Minimalist hypothesis: Few inferences depending on what is the goal of an individual.  Constructionist approach: numerous inferences are drawn to facilitate full understanding.  Search-after-meaning theory: similar to minimalist hypo but derive more inference MH but less than CA. 8 Discourse processing

9.  Major events and themes and leave out the minor details.  Story is highly selective and determined by its meaning.  Story resembles a precis/summary.  With focus mainly on important information. 9 STORY PROCESSING

10.  **STAGE OF SPEECH PRODUCTION:  Conceptualisation of thought – generating framework of what & how to say in general  Formulating a linguistic plan – thought process and speech process to identify meaning, select word (structure sentence), intonation  Articulating the plan – what intended to be said, include preparing and implementing (ie hesiation, pausing esp in uncertained situation)  Monitoring the speech – self-repair through monitoring, editing and correcting our speech or expression. 10 Language and Speech Production

11.  Relationship between language and thought  Sapir and Whorf’s Linguistic Relatively Hypothesis  Social and cultural factors influencing language and thought 11 Unit 6: Language & thought

12.  Language – the most important tool in communication – inseparable from thought.  Wilhelm von Humboldt stated  Language determines many aspects of thought. 12 Relationship between language and thought

13.  Language heavily influence thought (strong interpretation)  Language does not influence thought  Language partially influence thought (weak interpretation) 13 Sapir-Whorf Hypothesis

14.  Language heavily influence thought (strong interpretation)  Strongly suggest that thought is based on language.  Whorf concludes there are cognitive differences between speaker of Hopi and English from examination of their respective language.  However, many researchers believe Whorf’s findings were unsuccessful in showing strong relationship between language and thought.  While some agreed with Whorf that thought and language is clearly dependent on each other. 14 Sapir-Whorf Hypothesis 1

15.  Language does not influence thought is supported by:  Translatability – possible to translate details or one language to another.  Differences between linguistic and non-linguistic – language and thought are the same thing.  Universals – deep structure that are common to all language – all cultures are related and have similar realities 15 Sapir-Whorf Hypothesis 2

16.  Language partially influence thought (weak interpretation)  Language partially determine thoughts  Not a question of whether a language affects ones thinking but to what degree.  Support Weak interpretation of linguistic relativity. 16 Sapir-Whorf Hypothesis

17.  **Social interaction Theory  Interaction between child and caregiver (biological and environmental influences), is responsible for the development and learning of language.  The interaction of communicative functions.  The influence of child’s social world, social relationships and communicative interactions.  Social and cultural rules:  Helps in developing our beliefs/values  Often can be seen in the way we communicate with others  Determine our actions and interactions with environment 17 Social & Cultural Influence

18.  Auditory and visual processing  **Stage Model Theory (Atkinson & Shriffin,1968)  Stage 1: Sensory memory – visual and auditory stimulus, brief moment  Stage 2: Short term memory – working memory, selection, initiation, termination – rehearsed meaningfully for transfer to LTM.  Stage 3: Long term memory – store info for longer period – recalling and retrieval of info. 18 Unit 7: Information Processing

19.  Attention – cognitive process to selectively focusing on one aspects while ignoring others  Human being have limited ability in relations t the amount of information that can be processed at a given time.  So, attention is the brain ability to function effectively when specific information is selected for processing.  Individual’s attention – verbal and visual tasks  High level of practice enable individual to divide attention – eg: driving and planning a speech. 19 Divided attention

20.  Practice played a major role in determining one’s performance.  Prolonged practice increases degree of automaticity.  Characteristics:  Usually fast  Do not reduce capacity for performing other tasks  Is very hard to modified once learned  Lack flexbility which is likely to interrupts performance. 20 Automaticity

21.  Memory  Brain’s ability to acquire, store, retain and later retrieve information Types of memory:  Explicit memory  Memories that is available to conscious access and reflection  Eg: Facts, people, daily places (Specific info about time, place)  Storage related to & recalled based on previous stimuli/ experience  Divided into STM & LTM. 21 Unit 8: Memory and Cognition

22.  Explicit memory  Automatic and unconscious  Created through repetitive priming & skill learning (conditioning and motor skills)  Short term memory  Basic operations in STM: Iconic, acoustic. Working  Long term memory  Episodic (events) and semantic (word, language) 22

23.  Theories to explain how we forget things:  Decay theory: Time – fading memory – biological function – alter the rate of decay memory and memory retention  Interference theory: memories disrupt with each other.  New memory overwrite/disrupt existing memory (Retroactive interference)  Learned information hinder the learning of new information (Proactive interference)  What are the three major processes in info processing? 1) Encode, 2) Storage & 3) Retrieval. 23 **Forgetting and remembering

24.  Different kinds of memories, limits & failure -- Example:  Good memory – excel with visual stimuli, poor for pictures and faces  Autobiography – good at recalling personal events, eps sentimental events  False memories – whether memory is genuine or distorted due to misleading questions.  Memory damage – due to brain damage – infection stroke, head injury  Memory across lifespan – improves as we get older, slow down after 65 24 Limits and failures of memory

25.  Types of Languages: Receptive and Productive  Receptive language  Individual’s comprehension and ability to identify objects and pictures, understand basic concepts & follow directions.  Productive language  Known as language expression  An ability to communicate thoughts and needs through gestures or words, answer questions and relate experiences. 25 Unit 9: Language & Cognition development

26.  Four stages of language development  Phonology Development (Sound – describe the way sound function in language, Changes in 3 stages, Developed according to age)  Semantic Development (Derived meaning from sign/words, Different level of understanding according to age)  Syntax development (How words should be arrange, rules)  Pragmatics development (How language could be altered according to social context, Changing ability based on age from paying attention to making demands) 26 **Language development How children learn a language?

27.  Behaviorist Theory – learned through operant conditioning – reinforcement (getting praise, rewards) & imitation (imitate adults)  Nativist Theory - Understand a concept before children can expresses the language/concept  Cognitive Theory – Nature (Innate language acquisition device) is more important than nurture but experience activate LAD.  Interaction Theory – Language as a tool of communication between children & care-givers.  **What are the main concepts (strengths) and its limitations? 27 Theories of Language Development

28.  Three key ideas of Piagetian Cognitive concepts  Cognitive structure –  shapes and patterns, each stage has its own unique sets of structures  Cognitive functions –  purpose or goals to be achieved  Cognitive contents –  intelligence at any given stage of development  (eg. Mathematical concepts, abstract symbols) 28 Unit 10: Language, Cognition & Memory

29.  Reasoning: A cognitive process, begin with info processing – come to conclusion beyond original information  Types of reasoning: Analogical: Resolves problem based on similarities of precious problem through access (retrieval) & mapping (identification). Deductive: from general to specific Inductive : from particular to conclusion that is probably true based on evidence. 29 Reasoning and Decision Making

30.  Decision making – outcome of cognitive processes, selection of a particular action/course from available alternatives  Problem solving – higher-order of cognitive process – requires modulation and control of more routine/basic skills  When?  When an individual does not know how to proceed from a given state to a desired objective  Include problem finding and shaping 30 Decision making vs Problem solving

31. Definition of problem Constructing a strategy for problem solving Organising information about a problem Allocation of resources Monitoring problem solving Evaluating problem solving Problem identification 31 **Steps in Problem Solving (cycle)

32.  Creativity – a mental process  Generation of new ideas/concepts  Generation of association between existing ideas/concepts  A cognitive activity that result in new way of viewing a problem and solution.  5 stages of creativity (Wallas & Smith, 1926)  Preparation – focus and explore problem  Incubation – internalised into conscious mind  Intimation – a feeling – a solution is on its way  Illumination – idea bursts – conscious aware of new idea  Verification – idea verifed, elaborated and applied, eventually 32 Creativity

33.  Please pay attention to sections with ** -- they might be helpful for your subjective questions.  GOOD LUCK WITH YOUR ASSIGNMENT AND FINAL EXAMINATION. 33