What does theGoodaleand Humphrey (1998) article mean by “the
field’s preoccupation with vision as sight?
Historically, researchers in the field of vision have focused more on the
passive aspects of vision such as object recognition and perception, rather
than its active role in guiding motor actions and behavior (Goodale& Milner,
2006). Goodale and Humphrey helped shift this perspective by highlighting
the significance of studying vision in the context of action and interaction
with the environment. Our vision allows us to experience the world beyond
our immediate body surface. This world is full of objects and events that
carry meaning and significance, as highlighted by (Goodale& Milner, 2006).
How didGoodaleand Humphrey’s view of the ventral and dorsal
visual stream differ from the earlier theory
ofUngerleiderandMishkin(1982)?
Ungerleider and Mishkin proposed a theory that suggests the ventral stream (what
pathway) is mainly responsible for identifying and recognizing visual stimuli, such as objects
and their features (Naya, 2020). It is said to lead to the inferotemporal cortex in the temporal
lobe, which is linked to object recognition and perception (Goodale&& Milner, 2006). They
believed the dorsal stream (where pathway) is responsible for processing the spatial location and
movement of visual stimuli (Naya, 2020). It is said to lead to the posterior parietal cortex in the
parietal lobe, which is associated with spatial perception and the guidance of actions based on
visual information (Goodale&& Milner, 2006).
Goodale and Humphrey have proposed a more detailed understanding of the ventral and
dorsal streams in the brain. They suggest that the ventral stream not only recognizes objects but
also creates detailed representations of the world (Goodale&& Humphrey, 1998). They also argue
that the dorsal stream is not only responsible for spatial perception and guiding actions, but also
contributes significantly to perception by processing the size, shape, and orientation of objects
(Goodale&& Humphrey, 1998).
Discuss the evidence presented byGoodaleand Humphrey to
support their view. How has learning about the brain’s two separate
visual systems changed the way you think about your own visual
experience?
Goodale and Humphrey studied two different patients, one who had damage to the ventral
stream and one who had damage to the dorsal stream. In their study, they discovered a patient
who had damage to their dorsal stream. The patient sustained damage to the superior portion of
the posterior parietal cortex, the major terminus of the dorsal stream and they are unable to use
visual information to grab different objects (Goodale & Humphrey, 1998). The patient has optic
ataxia, which means that the person has no problem with reaching or knowing the object they
are looking at, just being able to grab the object was the issue. Another patient, they discovered
had damage to ventral stream. I was discovered that the person had agnosia. This is when the
person has brain damage in certain regions of the brain and the are not blind, but they cannot
recognize anything visually (Anderson, 2015). They discovered that the patient could not
recognize her family or the shape of objects visually, but the patient could recognize voices and if
you placed objects in their hand
After learning about the brain's two separate visual systems, I will no longer view vision
as a single, unified process. I have gained a thorough understanding of the specific functions of
the dorsal and ventral streams that exist in the visual processing system. This understanding has
highlighted the intricate nature of visual perception and its role in guiding behavior and
interacting with the environment, it goes beyond just the act of perceiving and recognizing
objects. I will now consider the specific functions of each visual stream when studying spatial
perception, object recognition, and visual consciousness as they can contradict one another.
Finally,Goodaleand Humphrey (1998) refer to the two visual
systems as having evolved. Compare and contrast the evolutionary
approach to function of the brain with the Tripartite Man’s
approach.
Reference
Goodale, M. A., & Humphrey, G. K. (1998). The objects of action and perception. Trends in
Cognitive Sciences, 2(10), 371-378. https://citeseerx.ist.psu.edu/document?
repid=rep1&type=pdf&doi=0c325d23b7bfc5262baabf0483a9fdc2ba15125b
Goodale, M. A., Milner. D., (2006). One brain, two visual systems. The Psychologist.
Retrieved from https://www.bps.org.uk/psychologist/one-brain-two-visual-systems
Naya, Y. (2020). Forward Processing of Object–Location Association from the Ventral
Stream to Medial Temporal Lobe in Nonhuman Primates.&Cerebral Cortex.,&30(3),
1260–1271. https://doi.org/10.1093/cercor/bhz164
The embodied cognition perspective emphasizes the role of action in cognition.
What is the evidence for and against this model? How can this perspective inform
the design of new educational techniques and technologies?
The embodiment perspective emphasizes the crucial role of motor action in connecting us
to the environment (Anderson, 2020). The perspective highlights how our actions and physical
experiences contribute to shaping our cognitive abilities such as perception, language, and
problem-solving (Leung et al., 2012). Language comprehension often relies on an internal
enactment of what is being described (Anderson, 2020). Studies have shown that sensorimotor
experiences, such as gestures and bodily movements, can improve learning and memory. In a
recent study conducted by Hu et al. (2024), it was found that children who physically act out
concepts or use gestures while learning are better able to retain and understand information than
those who do not. This theory is also supported by research that suggests that people use their
physical experiences to construct social reality. Leung et al. (2012) conducted a study that
supports the metaphor of "grasping an idea" or "seeing the future" illustrating how bodily
experiences shape our understanding of abstract concepts, abstract concepts can be closely linked
to concrete bodily experiences such as sensations and movements.
On the other hand, there is research that supports otherwise than the embodied cognition
perspective. The amodal hypothesis holds that this information is retained in a central system for
representing meanings and the multimodal hypothesis holds that the information is retained in
either the modality in which the information was first represented or a modality to which the
person has converted the information (Anderson, 2020). Certain mental processes involve the use
of abstract concepts. For instance, computational models of cognition, such as neural network
models, can simulate these processes without explicitly incorporating bodily experiences. These
models suggest that cognitive abilities can arise from computational operations on symbolic
representations, without the need for direct reliance on bodily interactions c).
The embodied cognition perspective provides valuable insights into how bodily
experiences influence cognition and learning (Hu et al., 2024). Educators can use these insights
to design more effective educational techniques and technologies that improve student
engagement, comprehension, and retention of information. Educators can create engaging
learning activities by incorporating bodily experiences such as simulations, role-playing, and
experiments, to enhance the understanding and retention of concepts. More experiments such as
Thill et al. (2014) who conducted experiments using robotic models to acquire concepts and
relations between concrete and abstract concepts. Further research is needed to gain a better
understanding of the exact mechanisms that underlie embodied cognition and its implications for
comprehending human thought and behavior.
Reference
Anderson, J. R. (2020).&Cognitive Psychology and Its Implications&(9th ed.). Macmillan
Higher Education.&https://mbsdirect.vitalsource.com/books/9781319106997
Hu, W., Huang, R., & Li, Y. (2024). Young Children’s Experience in Unplugged Activities About
Computational Thinking: From an Embodied Cognition Perspective.&Early Childhood
Education Journal.,&52(4), 769–782. https://doi.org/10.1007/s10643-023-01475-x
Leung, A. K. -y., Kim, S., Polman, E., Ong, L. S., Qiu, L., Goncalo, J. A., & Sanchez-Burks, J.
(2012). Embodied Metaphors and Creative “Acts.”&Psychological Science,&23(5), 502–
509. http://www.jstor.org/stable/41489731
Thill, S., Padó, S. and Ziemke, T. (2014), On the Importance of a Rich Embodiment in the
Grounding of Concepts: Perspectives From Embodied Cognitive Science and
Computational Linguistics. Top Cogn Sci, 6: 545-558.&https://doi.org/10.1111/tops.12093
Hello Rose,
It is intriguing to observe the intricate connection between our perception and actions,
which shape our understanding of the world around us. The idea that our understanding of the
world isn't limited to our brains but expands to our interactions with the environment provides a
more comprehensive comprehension (Anderson, 2020). Your observations regarding social cues
and behavior imitation highlight the role of embodied cognition in shaping our interactions and
learning processes. Understanding how our cognitive processes operate in different contexts can
be improved by recognizing the distinction between online and offline knowledge processing.
The distinction between multimodal and amodal approaches enriches our understanding of
embodied cognition, highlighting the diverse ways in which knowledge is represented and
processed (Thill et al., 2014). Although the amodal approach lacks empirical evidence, it still
significantly contributes to the theoretical understanding of cognition (Anderson, 2020). Your
investigation into embodied cognition and its impact on human cognition provides valuable
insights into the intricacies of the mind-body relationship. There is still much to be explored in
this field, especially in terms of comprehending how embodied cognition shapes our future
interpretations of cognition and behavior.
Reference
Anderson, J. R. (2020).&Cognitive Psychology and Its Implications&(9th ed.). Macmillan
Higher Education.&https://mbsdirect.vitalsource.com/books/9781319106997
Thill, S., Padó, S. and Ziemke, T. (2014), On the Importance of a Rich Embodiment in the
Grounding of Concepts: Perspectives From Embodied Cognitive Science and
Computational Linguistics. Top Cogn Sci, 6: 545-558.&https://doi.org/10.1111/tops.12093
Hello Adrianna,
Your discussion covers a range of areas such as cognitive science, healthcare, education,
and spirituality when it comes to the nature of embodied cognition. This perspective has the
potential to bridge the gap between thought and action, leading to positive societal change and
personal transformation. I love how you brought awareness to embodied cognition within
illnesses. The idea of utilizing embodied cognition principles for memory improvement in
Alzheimer's and Parkinson's patients is a practical application of this perspective in healthcare
and gerontology. This approach has promising potential to enhance memory retention, which
could improve the quality of life for aging individuals who are facing cognitive decline (Leung et
al., 2012). Your analogy of embodied cognition with genuine love, as described in Romans 12:9,
offers a profound understanding of the connection between cognition, action, and ethics. Great
job on making the connection there, I found that to be very insightful. Individuals demonstrate
the embodiment of their beliefs by genuinely caring for others and translating those thoughts into
action. This reshapes their understanding and expression of love.
Reference
Leung, A. K. -y., Kim, S., Polman, E., Ong, L. S., Qiu, L., Goncalo, J. A., & Sanchez-Burks, J.
(2012). Embodied Metaphors and Creative “Acts.”&Psychological Science,&23(5), 502–
509. http://www.jstor.org/stable/41489731
Cognitive psychology provides a vigorous framework for understanding memory
processes to optimize learning and memory retention in a variety of contexts, including
education, everyday life, and clinical settings (Anderson, 2020). To continue to improve my
study approach, I plan to implement cognitive psychology's evidence-based strategies for
memory retention. This includes active recall, effective encoding, and reflection. By aligning my
study methods with these principles, I aim to boost my learning outcomes and strengthen my
grasp of the material. The objective is to optimize my study effectiveness, enhance
comprehension, and improve long-term memory retention.
Retrieval is the process of accessing stored information when it is required (Anderson,
2020). I will prioritize active recall, actively retrieving information from memory, over passive
review. One way I will enhance my memory retention is by implementing spaced repetition
techniques. By reviewing material at spaced intervals, I can strengthen long-term memory using
the spacing effect (Karpicke & Roediger, 2007). To reinforce key concepts, I can use flashcards
for regular review. Spacing out study sessions and revisiting material periodically strengthens
memory consolidation and retention.
Encoding involves actively connecting new information with existing knowledge to make
it more meaningful and easier to remember (Anderson, 2020). By creating rich mental
associations and relating new information to what I already know, I can enhance comprehension
and retention. I will use visualization methods, such as drawing, to represent complex concepts
visually. By engaging multiple cognitive processes, these strategies can improve memory
encoding and retention. The use of visual aids can make it easier to understand abstract or
complex information, as it provides a clear and concise representation of the material (Wammes
et al., 2016).
Assignments like this, encourage us to take a closer look at what is currently working
efficiently, and what areas could benefit from improvement. This type of reflective exercise can
lead to the implementation of more effective strategies and ultimately increase productivity. Self-
assessment is a powerful tool that enables individuals to confidently adapt their learning
strategies based on their perceived level of mastery and the requirements of the task at hand
(Anderson, 2020). If a learner identifies a lack of understanding in a particular area, they can
adjust their study approach accordingly by seeking additional resources or practicing specific
skills (Bjork et al., 2013). I am committed to being more aware of my learning process and
actively monitoring my comprehension. This involves regularly assessing my understanding of
the material and modifying my study methods accordingly. By using metacognitive strategies, I
can improve my learning outcomes and develop more effective study habits.
Reference
Anderson, J. R. (2020).&Cognitive Psychology and Its Implications&(9th ed.). Macmillan
Higher Education.&https://mbsdirect.vitalsource.com/books/9781319106997
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques,
and Illusions. Psychological Science in the Public Interest, 64(1), 417-444.
https://doi.org/10.1177/1529100613499976
Karpicke, J. D., & Roediger, H. L., III. (2007). Expanding retrieval practice promotes short-term
retention, but equally spaced retrieval enhances long-term retention.&Journal of
Experimental Psychology: Learning, Memory, and Cognition,&33(4), 704–719.
https://doi.org/10.1037/0278-7393.33.4.704
Wammes, J. D., Jonker, T. R., & Fernandes, M. A. (2016). Drawing improves memory: The
importance of multimodal encoding context. Cortex, 74, 32-42.
https://doi.org/10.1016/j.cortex.2015.07.021
Hello Emma,
It's fascinating how research in cognitive psychology has provided us with a variety of
effective techniques for learning and retaining information. This benefits students of all learning
styles. The biblical verse that you have shared underscores the significance of self-discipline and
the inherent strength that we possess to overcome challenges. This sentiment can be applied to
various facets of life, including the realm of studying and memory improvement. It reminds us
that with determination and a strong will, we can achieve the results we desire and overcome the
obstacles that stand in our way. Thank you for that reminder! It's difficult to stay focused
sometimes.
I also want to point out that you mentioned distributed practice. Breaking up study
sessions over time enhances retention and helps prevent burnout, making it particularly
beneficial for individuals who struggle with sustained focus (Goossens et al., 201). Your personal
experience with distributed practice illustrates its effectiveness in maintaining focus and
producing higher-quality work. It's important to acknowledge that different learning styles and
cognitive abilities require different strategies to be effective.
Reference
Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., Bouwmeester, S., &
Zwaan, R. A. (2016). Distributed practice and retrieval practice in primary school
vocabulary learning: A multi-classroom study. Applied Cognitive Psychology, 30(5),
700–712. https://doi.org/10.1002/acp.3245
Hello Abdul,
It's great to hear that you find elaborative encoding strategies effective for learning new
information! This approach connects new material with familiar concepts, harnessing the power
of semantic encoding to facilitate long-term retention. Your decision to keep using metacognitive
strategies to improve your learning effectiveness is admirable as I plan to do the same.
Metacognition, as discussed by Bjork et al. (2013), involves regulating one's learning process
through self-assessment, goal-setting, and critical thinking. By incorporating metacognitive
strategies into your study routine, you'll be able to overcome challenges such as distractions and
lack of engagement, ensuring more effective learning outcomes.
I appreciate how you pointed out that the strategies people use to learn and retain
information are highly individualized. Everyone has their own unique way of processing and
retaining information, and this is influenced by a variety of factors such as personality, culture,
and environment. Optimizing our studying techniques and improving retention requires
understanding how external factors affect our learning. Thank you for bringing attention to this
important topic. By recognizing these nuances, you can tailor your study approach to suit your
unique needs and preferences, ultimately maximizing your learning potential.
Reference
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques,
and Illusions. Psychological Science in the Public Interest, 64(1), 417-444.
https://doi.org/10.1177/1529100613499976
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