Psychology Assignment 1
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CognitiveFunctionsSenses.docx
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Quiz1.docx
In this quiz you will be presented with two essay prompts. These prompts will focus on the material most recently covered in the preceding and current module though you are welcome to draw on research and ideas presented across the course. These essay prompts do not have set correct answers but instead will be graded on your ability to present relevant information cogently and convincingly to support your perspective or argument.
Each essay should be answered completely. Each essay is worth 50 points. Each essay should be 500 words (with a window for 50 more or 50 less words). Each essay should contain reference to the literature/readings in appropriate APA style. Each essay should be constructed in typical essay format (e.g., introduction, body, and conclusion).
You will have three hours to complete the quiz so please plan accordingly and be prepared before beginning the exam.
1. Basically, cognitive psychology is approximately 60 years old. The science of psychology went through changes in the 1950s and 1960s that are often referred to as psychology's "cognitive revolution." Explain the impact of this revolution on how it changed the intellectual map of our field. Also, how did this change the style of research used by most psychologists? Provide examples to support your assumptions. Also, make certain that you apply some of your readings and/or research to answer the question.
2. Everyday our bodies perceive sights, sounds, smells, and even physical contact based on the billions of neurons that process our sensory information and send it to the higher centers in the brain. Describe how this important information-processing system can create a problem for high-level cognition. In other words, how do you decide what to attend to from all of the sensory information processed? Include studies and/or theories to support your answers.
CognitiveFunctionsSenses.docx
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Cognitive Functions Senses
Student’s Name
Institutional Affiliation
Course Name
Professor’s Name
Due Date
1. Development of perceptions (cognitions) and a sensory system so in particular to preschool-aged children?
The development of perceptions and a sensory system is so important, especially for preschool-aged children, so we study cognitions. In the Drosophila visual system, the R8 photoreceptor cell sends histamine and acetylcholine combined to separate image-forming and irradiance signals. This lets the cell do many things, like detecting motion and synchronizing circadian rhythms with light. This shows that preschoolers are actively exploring their surroundings and developing their ability to process many different senses, including the five senses (Goldstone et al., 2015). Some of the reasons why this sensory development is so necessary consist of its, social and emotional growth, cognitive development, and getting children ready for formal education. Preschool-aged children's sensory development is necessary for their general growth and preparation for future education.
2. How can synesthesia assist in cognitive problems?
Neuroscience and cognitive science are from the occurrence of synesthesia, which is the combining of senses. It is beneficial for a number of reasons that help with cognitive issues First, hiding differences between various sensory channels, simplifies the brain's analysis of sensory data, helping in understanding the experiences we go through. Also, it highlights cross-modal processing where the brain's capacity to process information across sensory boundaries is crucial for studying cognitive processes. Thirdly, synesthesia demonstrates the brain's capacity to form new connections, which improves our understanding of cognitive functions (Beeli et al., 2005). Learning synesthesia like a language is usually not possible because synesthesia is a normal, genetic, and brain condition. In summary, synesthesia enhances our understanding of the complex workings of the brain by providing insight into perception and cognitive flexibility.
References.
Beeli, G. Esslen, M., Jancke, L. (2005, March 3). Synaesthesia: When coloured sounds taste sweet. Institute of Neuropsychology, University of Zurich. Nature Vol434. www.nature.com/nature
Goldstone, R.L., de Leeuw, J.R., Landy, D.H. (2015). Fitting perception in and to cognition. Cognition, www.elsevier.com/locate/COGNIT
forquiz-synasthesia.pdf
as well as hypertrophy. Because Burmese pythons naturally undergo a 40%, fully reversible increase in ventricular mass in the two days after a meal, they could provide an attractive model for investigating the funda- mental mechanisms that lead to cardiac remodelling and ventricular growth9. The physiological stimuli underlying this hyper- trophy are still unknown, but are likely to include neural and humoral factors. Johnnie B. Andersen*, Bryan C. Rourke†, Vincent J. Caiozzo‡, Albert F. Bennett*, James W. Hicks* Departments of *Ecology and Evolutionary Biology, and ‡Orthopaedics, University of California, Irvine, California 92697, USA e-mail: [email protected] †Department of Biological Sciences, California State University, Long Beach, California 90840, USA 1. Cooper, G. Annu. Rev. Physiol. 49, 501–518 (1987).
2. Richey, P. A. & Brown, S. P. J. Sports Sci. 16, 129–141 (1998).
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9. Quinn, K. E. et al. Biophys. J. 74, A355 (1998).
Supplementary information accompanies this communication on
Nature’s website.
Competing financial interests: declared none.
Synaesthesia
When coloured sounds taste sweet
Synaesthesia is the involuntary physical experience of a cross-modal linkage — for example, hearing a tone (the induc-
ing stimulus) evokes an additional sensation of seeing a colour (concurrent perception). Of the different types of synaesthesia, most
have colour as the concurrent perception1, with concurrent perceptions of smell or taste being rare2,3. Here we describe the case of a musician who experiences different tastes in response to hearing different musi- cal tone intervals, and who makes use of her synaesthetic sensations in the complex task of tone-interval identification. To our knowledge, this combination of inducing stimulus and concurrent perception has not been described before.
E.S. is a 27-year-old professional musi- cian who is female,right-handed and of aver- age intelligence4 (IQ, 115). Whenever she hears a specific musical interval, she auto- matically experiences a taste on her tongue that is consistently linked to that particular interval (Table 1). Besides this exceptional interval-to-taste synaesthesia,she also reports the more common tone-to-colour synaes- thesia, in which each particular tone is linked to a specific colour (for example, C and red; F sharp and violet).
Both synaesthetic perceptions have always been consistently reproducible. We repeatedly tested E.S. for over a year and have confirmed that her interval-to-taste synaes- thesia is unidirectional: she does not hear tone intervals when exposed to taste.In addi- tion, E.S. applies this synaesthesia in identi- fying tone intervals (which is evidence of a synaesthesia–cognition cascade).
To assess the influence of E.S.’s synaes- thetic gustatory perception on her ability to identify tone intervals, we adapted the Stroop task5 (for methods, see supplemen- tary information). Four selected tone inter- vals (seconds and thirds) were presented while applying four differently tasting solu- tions (sour, bitter, salty and sweet) to E.S.’s tongue. Her task was to identify the tone intervals by pressing a particular button for each interval on a computer keyboard. Reac- tion times and errors were measured for trials in which the applied taste was either congruent or incongruent with the tone interval; tone intervals were also presented without taste stimulation.
We found that E.S.’s tone-interval identi- fication was perfect and was significantly faster during the congruent condition com- pared with all the other conditions (Fig. 1). Five non-synaesthetic musicians were tested as controls using the same procedure: no sig- nificant between-condition differences were found. The reaction times of the controls were comparable to those of E.S. in the no-taste condition (Fig.1).
To exclude conceptual priming effects as an explanation for these results (for example, the subject might imagine sourness when presented with ‘sour’ as either a taste or word), we also tested E.S. by showing her the word(s) describing each taste. We found no between-condition difference in this conceptual task (Fig.1).
Together, these results indicate that E.S.’s
performance in the gustatory Stroop task is most likely to be due to her extraordinary type of synaesthesia, in which a complex inducing stimulus leads to a systematic, concurrent gustatory sensation. This case differs from another gustatory synaesthete,S., who reported blended gustatory sensations (such as specific meals) in response to simple auditory stimuli (tones and sounds)2. E.S.’s application of her synaesthetic sensations in identifying tone intervals — a complex task that requires formal musical training — demonstrates that synaesthesias may be used to solve cognitive problems. Gian Beeli, Michaela Esslen, Lutz Jäncke Institute of Neuropsychology, University of Zurich, 8032 Zürich, Switzerland e-mail: [email protected] 1. Rich, A. N. & Mattingley, J. B. Nature Rev. Neurosci. 3, 43–52
(2002).
2. Luria, A. R. The Mind of a Mnemonist (Basic Books, New York,
1969).
3. Ward, J. & Simner, J. Cognition 89, 237–261 (2003).
4. Horn, W. Leistungsprüfsystem (Hogrefe, Göttingen and Bern,
1983).
5. Stroop, J. R. J. Exp. Psychol. 18, 643–662 (1935).
Supplementary information accompanies this communication on
Nature’s website.
Competing financial interests: declared none.
brief communications
38 NATURE | VOL 434 | 3 MARCH 2005 | www.nature.com/nature
0
200
400
600
800
1,000
Taste Conceptual Taste
E.S. Controls
** *** *
R ea
ct io
n tim
e (m
s)
Figure 1 Mean reaction times in a gustatory Stroop task linking
perception of tone intervals with different tastes for congruent-
taste (grey), incongruent-taste (red) and no-taste (blue) condi-
tions for synaesthete E.S. and for five non-synaesthetic
musicians (controls). In the ‘Taste’ condition, musical intervals
were presented while solutions of different taste (citric acid,
20 g litre–1; quinine, 60 mg litre–1; salt, 10 g litre–1; sucrose,
120 g litre–1) were delivered to the subject’s tongue. The
‘Conceptual’ condition followed the same procedure, except that
words describing the tastes, instead of the tastes themselves,
were visually presented 2 s before the tone interval. Non-para-
metric randomization tests were used for statistical comparison.
For E.S., all statistical comparisons in the taste condition were
associated with P values of less than 0.01 (*P�0.05,
**P�0.01, ***P�0.001). For control subjects and for the con-
ceptual condition, none of the comparisons revealed significant
differences. The reaction time of E.S. in the no-taste condition is
similar to those of the controls, but is faster in the congruent
condition and slower in the incongruent condition.
Table 1 Tastes triggered by tone intervals
Tone interval Taste experienced
Minor second Sour
Major second Bitter
Minor third Salty
Major third Sweet
Fourth (Mown grass)
Tritone (Disgust)
Fifth Pure water
Minor sixth Cream
Major sixth Low-fat cream
Minor seventh Bitter
Major seventh Sour
Octave No taste
Tastes experienced by synaesthete E.S. in response to different musical tone intervals are shown; in the case of the fourth and tritone intervals, however, complex visual and emotional perceptions, respectively, are induced. Note that dissonant tone intervals induce unpleasant tastes and consonant ones induce pleasant ones (for example, the minor second intervals induce sour tastes, and the major thirds induce sweet ones). There is also an apparent symmetry in some of the responses: the minor second and major seventh, which are mirror-image intervals in terms of octave equivalence, are both rated as sour, and the major second and minor seventh are both rated as bitter.
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