Class Notes (836,370)
Canada (509,757)
Psychology (1,975)
PSY 713 (2)
Lecture 7

PSY270 Lecture 7.docx

12 Pages
128 Views
Unlock Document

Department
Psychology
Course
PSY 713
Professor
Ross Mc Naughton
Semester
Spring

Description
Knowledge • Representing knowledge o One of the earliest debates in psychology concerns the role of imagery in thought o Imagery is a mental representation of something that isn’t currently present. o Different than symbolic representation which is an arbitrary mental representation of a concept. o According to Pavlo’s dual code theory, thoughts can be represented in two ways:  As analogue codes/ depictive representations (images)  As symbolic codes (words) o Dual code theory describes only one way of representing images – as depictive representations/ analogue codes o Propositional theory  Images are epiphenomena of underlying propositional networks.  Epiphenomena • Something that accompanies the real mechanism but is not actually part of the mechanism. o E.g lights flashing as a mainframe computer carries out its calculations  Propositional representation • Where relationships can be represented by abstract symbols, such as an equation, or a statement such as “the cat is under the table”  A proposition is the smallest unit of knowledge that can stand as an assertion • E.g the smallest unit about which it makes sense to make a judgement true/false • If we can say its true or false, it’s a proposition • Basically a question, not a statement.  Not tied to any specific modality.  Propositions preserve only the meaning of an item  Basically, proposition is an idea, and from that you can form pictures  E.g Janet gave a bright red apple to mr.smith who is her math teacher • MULTIPLE PROPOSITIONS: o Janet game mr.smith an apple o The apple is bright red o Mr.smith is a math teacher  Propositions consist of an agent and a relation • Agent o The ‘thing’ you’re referring to (noun) • Relation o Explains what’s happening to the agent (verb, adjective, etc) • Relation (agent • E.g o the duck is wet -> wet (duck) o the duck quacks -> quacks (duck) o The functional-equivalence hypothesis believes all images are represented as analogue codes. Basically the same thing as dual code theory.  Finke describes 5 days that images can be similar • 1. Transformational equivalence o Imagined and physical movements use the same laws of motion • 2. Spatial equivalence o Arrangement of elements in images are the same as those in physical objects o E.g emergency exits, maintained through images • 3. Implicit encoding o Information about physical objects can be attained from images even though not stored explicitly o Info imagined is as accurate as real stimuli • 4.structural equivalence o Construction of images and physical objects uses similar processes o Creating images like we do in real life  E.g a square for a house and triangle for the roof. • 5. Perceptual equivalence. o Similar brain mechanisms are used for imagery and perception o Imagery and visual perception use the same brain area. o Mental Rotation  Purpose • To investigate whether mental rotation is analogous to physical rotation  Procedure • Decide whether two images are the same of different  Manipulations • IV –angle of rotation • IV – same of different  Measurements • DV – response time  We can conclude that mental rotation IS analogous to physical rotation • Image scanning o Was told to imagine an island, with different locations. Take a quick glance at the picture, closed eyes and then asked where a certain location was from one another. Subjects would guess where they were to test their ability of image scanning. • Demand characteristics and experimenter expectancy o The nature of the task may ‘demand’ that participants behave in a certain way o Experiments might unknowingly bias participants to behave a certain way  E.gintons-petersons (1983) “experimenters” influenced the outcome of imagery studies • Image scaling (spatial equivalence) o imagine a rabbit standing next to an elephant  does an elephant have eyelashes? • Response time would be FAST  Does a rabbit have eyelashes? • Response time would be SLOW  Measure reaction time o Imagine a rabbit standing next to fly  Does a fly have whiskers? • Response time would be SLOW  Does a rabbit have whispers? • Response time would be FAST  Idea of getting closer makes things longer, thus, the response time corresponds to how close you need to be with the object in order for it you to identify it. o Imagine an elephant-sized rabbit standing next to a rabbit-sized elephant  Does an elephant have eye lashes? • Response time SLOW  Does a rabbit have eye lashes? • Response time FAST  This shows that it exerts the same effect.  Idea of zooming in takes time. • Difficult and ambiguous figures o Carmichael, Hogan, Walters (1932)  Provides early evidence that images are stored according to their meaning instead of like a mental snapshot o Reed  When presented with a shape (e.g star of david), were asked what shape was present. Only 14% of participants got it right  Shows that we’re not storing that image, we’re storing something else. • Image complexity o Kosslyn et al  5 squares in the shape of a cross  Two overlapping rectangles • Interference and Priming o If imagery is analogous to real perception, than real and imaged stimuli should interact with each other. o Segal &Fusella  Did the test to show that the auditory and sensory part of the brain are separate and that having two stimuli affecting the same part of the brain causes that part of the brain to have conflict, thus slow detection rate. • Neuropsychological evidence o Eye movements are similar when looking at an object and later imagining the same object o Similar brain areas are active during real perception and imagery  But Farah and colleagues provide evidence for a separate imaging area in the brain (left fusiform gyrus) o Patients with visual spatial neglect have similar problems with imagery. o Case studies of brain damaged individuals provides mixed evidence  MGS had normal imagery prior to unilateral removal of occipital cortex, but reduced visual field and imagery after surgery  CK had a serious deficit in form perception but could draw items from memory  LH had intact visyal perception, mental rotation, image scanning, size scaling, but could not answer questions verbally about mental images  Sometimes we have imagery and visual perception and vice versa • Analogous vs propositions o Evidence indicates that when we form mental images, they are analogous to real objects. o Experiments that find support for propositions usually involve relatively complex objects and/or require us to assign meaning to the percept. o We are able to use both analogous images and propositions. • How is knowledge organized? o What is the structure of semantic memory? o Knowledge organized into categories.  A category is group of object that belong together and have something in common  The most commonly studied function of concepts  The process by which things are placed into groups called categories • E.g seeing vehicles on street cause you to put them in the category cars, SUV’S, chervorlet, Fords, etc.  Categories are tools that are essential for our understanding of the world.  One important function is helping us understand individual cases we have never seen before. • E.g saying the furry animal across the street is a cat provides a lot of information about it.  Categories been called ‘pointers to knowledge’  Can also help us understand behaviours that we might find baffling • E.g seeing a man with the left side of his face painted black and right side gold, is weird but once you know hes going to a football
More Less

Related notes for PSY 713

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit