UNIVERSIDAD DE MANILA
BS-PSYCHOLOGY
INTRODUCTION TO
GROUP I (BSPY21)
HIERARCHY OF COGNITIVE ABILITIES
COMPRISING THREE STRATA
Carroll
Stratum I
Includes many narrow,
specific abilities (e.g.,
spelling ability, speed of
reasoning)
Stratum II
includes various broad
abilities (e.g., fluid
intelligence, crystallized
intelligence, short-term
memory, long-term
storage and retrieval,
information�processing
speed).
Stratum III
is just a single general
intelligence (sometimes
called g).
Howard Gardner:
Theory of
Multiple Intelligences
Each person has
different ways of
learning and
different
intelligences they
use in their daily
lives.
Sternberg:
The Triarchic Theory of Intelligence
intelligence results from
information processing
components being applied to
experience for the purposes of
adaptation to, shaping of, and
selection of environments.
RESEARCH METHODS IN
COGNITIVE PSYCHOLOGY
Researchers employ a variety of research methods.
These methods include laboratory or other
controlled experiments, psychobiological research,
self-reports, case studies, naturalistic observation,
and computer simulations and artificial
intelligence.
Controlled Laboratory Experiments
researchers manipulate independent variables to test their effects on dependent variables. In a controlled experiment,
all variables other than the independent variable are controlled or held constant so they don't influence the dependent variable.
Easy to administer, score, and do
statistical analyses
High probability of drawing valid
causal inferences
Difficulty in generalizing results
beyond a specific place, time, and
task setting
Discrepancies between behavior
in real life and in the laboratory
Psychobiological Research
Study animal brains and human brains, using postmortem studies and various psychobiological
measures or imaging techniques
“Hard” evidence of cognitive
functions through physiological
activity
Limited
accessibility
for
most
researchers (need appropriate subjects
and expensive equipment)
Alternative view of cognitive processes
Small samples
Possibility to develop treatments
for cognitive deficits
Decreased
generalizability
when
abnormal brains or animal brains are
investigated
Self-Reports, such as Verbal Protocols, Self-Rating, Diaries
Obtain participants’ reports of own cognition in progress or as recollected
Access to introspective insights from
participants’ point of view
Inability to report on processes
occurring outside conscious awareness
Verbal protocols & self-ratings: May
influence cognitive process being
reported
Recollections: Discrepancies between
actual
cognition
and
recollected
cognitive processes and products
Case Studies
Engage in intensive study of single individuals, drawing general conclusions about behavior
Access to detailed information about
individuals, including historical and
current contexts
May lead to specialized applica�tions
for special groups (e.g., prodigies,
persons with brain damage)
Applicability to other persons
Limited generalizability due to small
sample size and nonrepresentativeness
of sample
Naturalistic Observations
Observe real-life situations, as in classrooms, work settings, or homes
Access to rich contextual information
Lack of experimental control
Possible influence on behavior due to
presence of observer
Computer Simulations and Artificial Intelligence
Simulations: Attempt to make computers simulate human cognitive performance on various tasks
AI: Attempt to make computers demonstrate intelligent cognitive performance, regardless of whether the process resembles
human cognitive processing
Exploration
of
possibilities
modeling cognitive processes
for
Limitations imposed by the hardware
(i.e., the computer circuitry) and the
software (i.e., the programs written by
the researchers)
Wide range of practical applications
(e.g.,
robotics
for
performing
dangerous tasks)
Simulations may imperfectly model the
way that the human brain thinks
Allows clear hypothesis testing
Fundamental Ideas in Cognitive Psychology
Fundamental Ideas in Cognitive Psychology
Fundamental Ideas in Cognitive Psychology
Fundamental Ideas in Cognitive Psychology
Fundamental Ideas in Cognitive Psychology
END OF SECOND HALF
thank you for listening!