PY 105 Chapter Notes - Chapter 3: Donald Broadbent, Jean Piaget, Long-Term Memory
• Selective attention - process by which one input is attended to and the rest are tuned out
o Attended channel - listen to this information
o Unattended channel - ignore this input
• Donald Broadbent thought of the brain as a processing system with a limited capacity
• Broadbent Filtering Model of Selective Attention
o Inputs from environment enter a sensory buffer
o One of these inputs is selected and filtered based on physical characteristics of the input
o Designed to keep brains from being overloaded
o Information is still raw data that has just been filtered
o Information enters short-term memory storage, where semantic processes occur
• Anne Treisman's Attenuation model
o Mind has an attenuator - it 'turns down' the unattended sensory input, rather than ignoring
it
o Self priming: people can be selectively primed to observe something
• If one is primed to see something, one is more likely to notice it
• Spotlight model - shifts in attention actually precede the corresponding eye movements
• Divided attention
o Concerns when and if we are able to perform multiple tasks simultaneously
o Resource model of attention - we have a limited pool of resources on which to draw when
performing tasks. If the resources required to perform multiple tasks simultaneously
exceeds the available resources to do so, the tasks cannot be accomplished at the same
time
o Three factors associated with multi-task performance:
• Task similarity
• Task difficulty
• Task practice
o Practice helps with multi-tasking
Cognition
• Information processing models focus on what happens between the ears
o Assume information is taken in from environmental and processed through attention,
perception and storage into memory
• Alan Baddeley's model - better defines short term memory (working memory)
o Phonological loop - repeat verbal information
o Visuospatial sketchpad - use of mental images
o Episodic buffer - working memory information can interact with long term memory
o Central executive - overseer of entire process
Cognitive Development
• Piaget's Stages of Cognitive Development
o Jean Piaget studied cognitive development
o Form schemas - mental frameworks that shape us
• Assimilate - conform into existing schemas
• Accommodate - adjusting out schemas
1. Sensorimotor Stage: birth to age 2
a. Babies and young infants use senses and movement like looking, touching and grasping
b. Object permanence - things continue to exist even when out of sight
2. Preoperational stage: age 2 to 7
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Document Summary
Inputs from environment enter a sensory buffer: one of these inputs is selected and filtered based on physical characteristics of the input, designed to keep brains from being overloaded. Information is still raw data that has just been filtered. If one is primed to see something, one is more likely to notice it. Cognitive development: piaget"s stages of cognitive development. Pretend play: concrete preoperational stage: 7 to 11 years, think logically. Learn conservation (idea that quantity remains same despite shape changes: formal operational stage: 11 years and up, learn abstract reasoning and moral reasoning. In late adulthood : elderly show memory decline in recall, recognition stays the same, time based tasks can be challenging. Problem solving and decision making: trial and error, algorithm - step by step procedure, heuristics - mental shortcuts. Barriers to effective problem solving: confirmation bias - search only for information that confirms our preconceived thinking, leads to faulty decision making.
