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John Vervaeke

Ivy Quach PSY210H1S nd Lecture 11 – April 2 2012 Information Transmission, information carry capacity. There are two levels of analysis 1. How information is organized logically. Preposition, logical structure of steps of processing at the level of software 2. Information maps onto flow chart (causal is hardware) Flow chart information is mapped logically Neuroscience studies the brain (hardware) Psychology studies the mind Dominant metaphor in cognitive science , too much to make a computational machine and it is non developmental. This generation of science is rejected. Development at the hardware and software level. The hardware level is : • Non-developmental • A running computer that doesn’t produce qualitative change. • Unable to add to its own competence However the human brain can add to its own competence, and can’t exhaust its resources and therefore runs pre-careiously. It can burn resources but rations it carefully. Whereas the machine, uses all its energy and expends all its energy into processing. Relevance is about logistics of information rather than logics of information. The 9 dot system is a dynamical system, this requires constant re-designation. Improvement in each system, the software and the hardware increases the capacity of processing information. And when they two systems of information integrate they develop each other, this requires a cycle. The old model however saw development as a more of linear development, moving from one stage to the next. Assimiliation and accommodation = complexification. Ivy Quach PSY210H1S Piaget’s model doesn’t fit computational model, he computational model doesn’t fit as well. His is chucnk  chunk  chunk. Decentration change in relevance realtion ability and is not consistent. His model is a dynamical system that sits in a computational model. Developmental Pyschology is becoming more central. Most research done is under the old metaphor, Most history in developmental psychology was in the old metaphor. Piaget’s focus was monolithic ( step  step), information processing model rejects this. There are 5 factors of Change 1. Path of Cognitive Change 2. Rate of Change - How fast or slow cognitive skill is 3. Breadth of Change- New competence, how broad/ narrowly its applied 4. Possible Variabil
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