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 :
• 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
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
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