6-1
2 years ago
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6-1Discussion_MentalImagery.pdf
GraduateDiscussionRubric.html.zip
OrganizationofMemoryandKnowledge.zip
RequiredResources.zip
- AmericanPsychologicalAssociation-APAPublicationManual_7thEditionPages1-150.I-AmericanPsychologicalAssociation2019.pdf
- DawnM.McBrideJ.CooperCutting-CognitivePsychology_TheoryProcessandMethodology-SagePublicationsInc2018.epub
6-1Discussion_MentalImagery.pdf
6-1 Discussion: Mental Imagery
Mental imagery is an exciting area of research because it has been used in many real-world applications, including improving sports performance, counseling, promoting well-being, and improving memory. Locate an article on mental imagery published within the past five years. Provide a brief summary and critique of the article. Next, discuss the importance and applications of the article's findings in terms of contemporary issues. How could you use information from the article to improve cognition in different scenarios and professional settings?
GraduateDiscussionRubric.html.zip
Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
- Write a post of 1 to 2 paragraphs.
- In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
- Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
- Reply to at least two classmates outside of your own initial post thread.
- In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
- Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Comprehension | Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) | Develops an initial post with a point of view or idea using appropriate detail (90%) | Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) | Does not develop an initial post with an organized point of view or idea (0%) | 20 |
| Timeliness | N/A | Submits initial post on time (100%) | Submits initial post one day late (70%) | Submits initial post two or more days late (0%) | 10 |
| Engagement | Provides relevant and meaningful response posts with clarifying explanation and detail (100%) | Provides relevant response posts with some explanation and detail (90%) | Provides somewhat relevant response posts with some explanation and detail (70%) | Provides response posts that are generic with little explanation or detail (0%) | 20 |
| Critical Thinking | Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) | Draws informed conclusions that are justified with evidence (90%) | Draws logical conclusions (70%) | Does not draw logical conclusions (0%) | 30 |
| Writing (Mechanics) | Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) | Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) | Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) | Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) | 20 |
| Total: | 100% |
OrganizationofMemoryandKnowledge.zip
Module Overview16.html
Organization of Memory and Knowledge
The study of knowledge presents researchers with several problems. Technological advancements have helped us understand a great deal about how cognition works. Yet they still do not allow us to see what is going on inside someone’s mind. As a result, knowledge is a concept that must be studied indirectly. Cognitive psychologists study knowledge by looking at the ways that people respond when they must mentally manipulate information. Neuropsychology can help, as well. Psychologists can study knowledge by examining how the brain responds to tasks involving knowledge representation. This can be done in normal brains and brains with abnormalities.
A great example of how knowledge is studied is the work conducted by Guarnera et al. (2013). They investigated the relationship between language impairments and mental imagery in children. Mental imagery is often used to examine knowledge. This is because it requires an individual to activate an internal representation of something. They are not experiencing it via the sensory systems. Guarnera et al. (2013) required participants to view different shapes. Then they assembled the elements to mentally generate an object that would have meaning for them. For example, if you saw a triangle and a square, you might assemble them into a house. The results indicated that children with language impairments intersected and overlapped fewer shapes. This suggests that children with language impairments also experience deficits in mental imagery. This leads to a lack of shape generation and less creative interpretations of the images that could be produced (Guarnera et al., 2013). However, the same children were not impaired on tasks that required them to mentally rotate pictures of cars and hands. This led the authors to speculate about differences in the right and left hemispheres of the brain. They suggested that the left hemisphere (which is also dominant for language) generates images. On the other hand, the right hemisphere plays a larger role in spatial coordinates that would be needed for mental rotation. Language deficits in children would suggest a left-hemisphere deficit. This could lead to problems on the task that required mental imagery. This study illustrates that cognitive processes on visual imagery and mental rotation may be represented in different parts of the brain. You will learn more about that in this week’s readings.
Procedural versus declarative knowledge is another important distinction. In Module Five, you learned about procedural versus declarative memory. Here, the terms refer to the same concepts. Procedural knowledge is knowledge about how to do something and is often difficult for us to talk about. It is also referred to as implicit knowledge. For example, it might be difficult to discuss all the things that need to be done to ride a bike. In contrast, declarative knowledge is knowledge that we are consciously aware of. It is also referred to as explicit knowledge. In studies examining procedural versus declarative knowledge, experts typically have very good procedural knowledge. Yet they have poor declarative knowledge. For example, Liu et al. (2010) found that expert typists had poor declarative knowledge about the location of keys. However, they were still very skilled at typing (procedural knowledge).
The formation of procedural and declarative knowledge changes as we age, according to some research. Wilhelm et al. (2013) implicitly trained children and adults on a motor sequence task early in the morning or at night before bed. Implicit training means that the children and adults completed the task without being told how to do it. Instead, they had to learn what the sequence was by completing it themselves (which would lead to procedural knowledge of the task). Ten to twelve hours after completion of the task, participants were asked to recall the sequence. This recall represents a test of declarative knowledge. This is because participants had to explicitly discuss the sequence. The children who completed the task before bed had much higher declarative knowledge about the task. This was compared to children who completed the task during the day. Adults, too, benefitted from a night’s sleep; however, their gain was smaller. The experiment also recorded the night’s sleep in the participants. This provided a neuropsychological element to the research. Results indicated that children spent more time in slow-wave sleep than the adults. The authors suggest that slow-wave sleep provides a distinct mechanism. This mechanism is the consolidation of new declarative knowledge that has been procedurally encoded in children.
Results such as this illustrate important information. They show that different types of knowledge are represented differently. They are also created differently over the life span. This module will expose you to various theories on knowledge representation and organization. Understanding these theories will give you a framework for understanding future modules.
References
Guarnera, M., Commodari, E., & Peluso, C. (2013). Rotation and generation of mental imagery in children with specific language impairment. Acta Paediatrica, 102, 539–543.
Liu, X., Crump, M. J., & Logan, G. D. (2010). Do you know where your fingers have been? Explicit knowledge of the spatial layout of the keyboard in skilled typists. Memory and Cognition, 38(4), 474–484.
Wilhelm, I., Rose, M., Imhof, K., Rasch, B., Buchel, C., & Born, J. (2013). The sleeping child outplays the adult’s capacity to convert implicit into explicit knowledge. Nature Neuroscience, 16(4), 391–393.
RequiredResources.zip
Reading and Resources5.html
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Required Resources |
Textbook: Cognitive Psychology Interactive eBook, Chapters 7, 8 and 10 These chapters discuss the representation and organization of knowledge. Knowledge representation is discussed by looking at mental imagery and mental rotation, while organization of knowledge is discussed by looking at schemas and hierarchies.
Library Article: Locating Object Knowledge in the Brain: Comment on Bowers’s (2009) Attempt to Revive the Grandmother Cell Hypothesis In this 2010 article, Plaut and McClelland discuss research regarding object representation in the brain. They discuss the localist representation model (that one neuron represents one unit of information) as well as the distributed representation model (that many neurons represent many units of information).
Video: What Is Schema Theory in Psychology? (6:36) This video defines schema theory and its history. It explains several types of schema.
A video transcript is available: Transcript for What Is Schema Theory in Psychology?
Course Documents/PSY 540 Transcript for What Is Schema Theory in Psychology.docx
PSY 540 Transcript for What Is Schema Theory in Psychology?
From the moment that we are born, we are given a ton of information. Our parents speak to us in a language that we have no preprogrammed understanding of, but eventually we are taught the rules that we eventually follow and we witness memories that soon become subconscious lessons. So as we grow up, the language becomes a way of communicating with people around us. We apply the rules that we have learned to similar situations, usually without question, and our memories shape the way we perceive the world around us. But how does our brain organize all of this information? How can we easily find the rules for behaving at a country club and then apply them to how we behave in similar situations?
For the answer, we turn to schema theory. Now this video is all about schema theory, how it helps our mind function, and how something called schema shape the way that we see the world. The more you know about this thing called a schema, the easier it will be to understand your mind and make the best judgments around you.
So let’s start off with what are schema or what is a schema. It’s not the easiest concept to grasp without using a metaphor. So think of your mind as a filing cabinet. Inside of that filing cabinet is everything that you’ve ever learned, ever experienced, or witnessed. Every piece of information is a schema or a framework that we can use whenever we take in new information and seek to make sense of it. So think of a schema as little index cards that represent a concept. One index card schema could encompass everything you know about Alex Trebek. Another schema could encompass everything you know about Oxford commas or how to behave at a restaurant. Schema help us organize our thoughts and make it easier to pull from them whenever we process new information or memories. I’ll go into a little bit more about how it works later, but right now you just need to know that schema help organize the mind.
So what about the history of schema theory? Well, schema is an abstract concept, so there’s not exactly one exact psychologist responsible for creating schema theory or one part of the brain that you can remove that destroys your schema creating ability. Psychologists like Friedrich Bartlett introduced the concept of abstract frameworks in the mind that organize information. But at the time no psychologists really had a name for them.
The term schema is actually credited to Jean Piaget. Piaget was crucial for developing theories on how the mind works and the process of something called cognitive development. He is famous for his work with children, and I’ve actually read some of his work. He was obsessed with understanding the child’s mind and how it grew. I think something that’s interesting is that children grow the most. Whenever we become adults, we usually stop growing. So if we can understand how that growth process happens, we can then apply it later in our adult lives to continue growing just as quickly. Now, Piaget observed, as children develop schema and use them like building blocks, what starts out as very simple schema eventually become more complex and begin to explain a longer list of concepts in the world. Schema are comparable to beginning beliefs you have about life. The first time a child attends a birthday party, for example, they may not really have a solid schema for what happens at a birthday party, and through their experience of the party and maybe by listening to their parents explaining what is happening, they start to build the schema or the idea or belief about what a birthday party is. And the next time they hear about a birthday party or they get an invitation as an adult, they’ll have more of an abstract idea of what a birthday party is and how they should behave.
Now, birthday parties actually fall under the category of something called a script schema or a type of schema that comes with a script. Other types of script schema include the concept of ordering at a restaurant, behaving at a sports game, or experiencing a breakup. And there’s many different types of schema like object schema, which is information about things; social schema, which is information about groups of people; person schema, which is specific information about a single person; role schema, which is how to behave—it’s kind of like you can put on a mask in different situations—and trait schema, which is information about what one trait means.
So I think it’s important to understand that we as humans are meaning-making creatures, but our mind wants to make that meaning, that purpose without a lot of work and effort. That’s why the mind pulls from schema. They allow us to fill in the blanks and paint a picture of an event or a person. We don’t exactly have to repaint that picture every time we meet a new person or go to a birthday party. It’s kind of like autofill, but for ideas. This saves us time and energy, but it can also produce inaccurate judgments. Now this is both a positive and a negative trait of schema because we’ve all heard of some version of this riddle. See if you can guess it.
A father and a son were in an accident. Very sadly, the father was killed immediately, and the son was brought to the hospital for surgery. In the operating room, a doctor came in, looked at the boy, and said, “I can’t operate on him. He’s my son.” Now I’m going to give you a few seconds to think about that. Most people, if they’ve never heard this riddle before, they cannot answer it correctly. And it goes to show how deep biases are in our brains whenever we process information. So have you figured out who the doctor is yet? The answer is that the doctor is the boy’s mother. Unfortunately, due to your typical picture or a schema of what a doctor or a surgeon is, most people do not attribute the title to a woman or a mother. The picture of a doctor you have in your mind is actually the schema that you have built for a doctor. And for most people, the picture of a doctor is a man wearing a white lab coat and a stethoscope. That is the picture that we bring to mind whenever we hear the word doctor.
Now, this is where schema can become problematic. By pulling from past schema, we may close ourselves off to information or thoughts that contradict what is in our index card of a concept. So in short, a schema can actually limit us. Stereotypes, limiting beliefs, and old ways may be formed by the schema that we have built in the past. So you may be asking, “Hmm, can you change your schema?” Because we all know someone who’s stuck in their old ways. For some people, it seems impossible to change the schema they have created for different groups of people, how the world works, and how to behave.
Well, the answer is yes and no. It’s definitely possible to change the way that you look at someone that you might have judged before. And as you gain more experience and learn more about the world, your schema may start to change, and you might start to have a more open mind about the people that you meet and the places that you go. But this comes with one caveat. You have to be open to change. You cannot just read a book and alter the way that you see the world. Adjusting your thinking and opening your mind is a constant process that requires rewriting the story of the world and trying to unlearn harmful stereotypes. And it’s definitely not easy. Challenging set beliefs is notoriously difficult and uncomfortable, but it is possible. And with the right intention, you can actually help yourself create a more accurate and unbiased judgment of the world whenever you receive new information.
So as a review, a schema is like an index card of what you know about something. Schema theory is how your brain organizes information kind of like a filing cabinet, and because of this, schemas influence your stereotypes and prejudices. Lastly, you can change your schema, but first impressions usually stick around. I hope you guys enjoy this video on schemas, and I encourage you to watch all of the other videos in my social psychology series to get a full grasp of how the human brain works in conjunction with other people. Thank you so much for watching.
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