Lael J. Schooler, Ralph Hertwig, and Stefan M. Herzog
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780195315448
- eISBN:
- 9780199932429
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195315448.003.0039
- Subject:
- Psychology, Cognitive Psychology, Human-Technology Interaction
Theorists ranging from William James (1890) to some contemporary psychologists have argued that forgetting is the key to proper functioning of memory. The authors elaborate on the notion of ...
More
Theorists ranging from William James (1890) to some contemporary psychologists have argued that forgetting is the key to proper functioning of memory. The authors elaborate on the notion of beneficial forgetting by proposing that loss of information aids inference heuristics that exploit mnemonic information. They demonstrate this by implementing the recognition and fluency heuristics for two-alternative choice within the ACT-R cognitive architecture. For the recognition heuristic, forgetting can boost accuracy by increasing the chances that only a single alternative is recognized. Simulations of the fluency heuristic, choosing based on the speed with which the alternatives are recognized, indicate that forgetting aids the discrimination between recognition speeds. The authors show that retrieval fluency can be a proxy for real-world quantities, that people can discriminate between two objects’ retrieval fluencies, and that people’s inferences are in line with the fluency heuristic.Less
Theorists ranging from William James (1890) to some contemporary psychologists have argued that forgetting is the key to proper functioning of memory. The authors elaborate on the notion of beneficial forgetting by proposing that loss of information aids inference heuristics that exploit mnemonic information. They demonstrate this by implementing the recognition and fluency heuristics for two-alternative choice within the ACT-R cognitive architecture. For the recognition heuristic, forgetting can boost accuracy by increasing the chances that only a single alternative is recognized. Simulations of the fluency heuristic, choosing based on the speed with which the alternatives are recognized, indicate that forgetting aids the discrimination between recognition speeds. The authors show that retrieval fluency can be a proxy for real-world quantities, that people can discriminate between two objects’ retrieval fluencies, and that people’s inferences are in line with the fluency heuristic.
Doreen Kimura
- Published in print:
- 1993
- Published Online:
- January 2008
- ISBN:
- 9780195054927
- eISBN:
- 9780199872268
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195054927.003.0004
- Subject:
- Psychology, Neuropsychology
This chapter examines aphasic patients who have experienced damage to either the anterior or posterior speech zones. The results of various speech comprehension and perception tasks undertaken by ...
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This chapter examines aphasic patients who have experienced damage to either the anterior or posterior speech zones. The results of various speech comprehension and perception tasks undertaken by these patients did not differ significantly, nor were the results of measures of speech fluency or speech-repetition very different. Aphasic patients with anterior lesions had reduced fluency and showed impairment in repeating back isolated speech sounds or syllables, though multisyllabic speech could be repeated relatively well. In contrast, aphasic patients with posterior lesions had fluent speech and tended to have little difficulty with repetition of isolated syllables. It appears that anterior and posterior speech systems represent two levels of speech control, unisyllabic and multisyllabic, respectively. Within the multisyllabic level, however, there are differences between the temporal and parietal regions, the former contributing a verbal echolalic component.Less
This chapter examines aphasic patients who have experienced damage to either the anterior or posterior speech zones. The results of various speech comprehension and perception tasks undertaken by these patients did not differ significantly, nor were the results of measures of speech fluency or speech-repetition very different. Aphasic patients with anterior lesions had reduced fluency and showed impairment in repeating back isolated speech sounds or syllables, though multisyllabic speech could be repeated relatively well. In contrast, aphasic patients with posterior lesions had fluent speech and tended to have little difficulty with repetition of isolated syllables. It appears that anterior and posterior speech systems represent two levels of speech control, unisyllabic and multisyllabic, respectively. Within the multisyllabic level, however, there are differences between the temporal and parietal regions, the former contributing a verbal echolalic component.
Kenneth M. Heilman
- Published in print:
- 2002
- Published Online:
- May 2009
- ISBN:
- 9780195144901
- eISBN:
- 9780199865642
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195144901.003.0002
- Subject:
- Neuroscience, Behavioral Neuroscience
This chapter discusses the brain mechanisms underlying the three categories of language disorders: speech disorders, reading disorders, and writing disorders. Speech disorders include loss of speech ...
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This chapter discusses the brain mechanisms underlying the three categories of language disorders: speech disorders, reading disorders, and writing disorders. Speech disorders include loss of speech programs (Broca's aphasia), loss memory for word sounds (Wernicke's aphasia), dissociation of word sound memories and speech programs (conduction aphasia), and the inability to access memories for word sounds (anomic aphasia). Reading disorders include pure alexia, phonological dyslexia, lexical dyslexia, and semantic dyslexia. Language disorders include callosal agraphia, aphraxic agraphia, and semantic agraphia.Less
This chapter discusses the brain mechanisms underlying the three categories of language disorders: speech disorders, reading disorders, and writing disorders. Speech disorders include loss of speech programs (Broca's aphasia), loss memory for word sounds (Wernicke's aphasia), dissociation of word sound memories and speech programs (conduction aphasia), and the inability to access memories for word sounds (anomic aphasia). Reading disorders include pure alexia, phonological dyslexia, lexical dyslexia, and semantic dyslexia. Language disorders include callosal agraphia, aphraxic agraphia, and semantic agraphia.
Ralph Hertwig, Stefan M. Herzog, Lael J. Schooler, and Torsten Reimer
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199744282
- eISBN:
- 9780199894727
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199744282.003.0026
- Subject:
- Psychology, Cognitive Psychology, Human-Technology Interaction
Boundedly rational heuristics for inference can be surprisingly accurate and frugal for several reasons. They can exploit environmental structures, co-opt complex capacities, and elude effortful ...
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Boundedly rational heuristics for inference can be surprisingly accurate and frugal for several reasons. They can exploit environmental structures, co-opt complex capacities, and elude effortful search by exploiting information that automatically arrives on the mental stage. The fluency heuristic is a prime example of a heuristic that makes the most of an automatic by-product of retrieval from memory, namely, retrieval fluency. In four experiments, the authors show that retrieval fluency can be a proxy for real-world quantities, that people can discriminate between two objects' retrieval fluencies, and that people's inferences are in line with the fluency heuristic (in particular, fast inferences) and with experimentally manipulated fluency. the chapter concludes that the fluency heuristic may be one tool in the mind's repertoire of strategies that artfully probes memory for encapsulated frequency information that can veridically reflect statistical regularities in the world.Less
Boundedly rational heuristics for inference can be surprisingly accurate and frugal for several reasons. They can exploit environmental structures, co-opt complex capacities, and elude effortful search by exploiting information that automatically arrives on the mental stage. The fluency heuristic is a prime example of a heuristic that makes the most of an automatic by-product of retrieval from memory, namely, retrieval fluency. In four experiments, the authors show that retrieval fluency can be a proxy for real-world quantities, that people can discriminate between two objects' retrieval fluencies, and that people's inferences are in line with the fluency heuristic (in particular, fast inferences) and with experimentally manipulated fluency. the chapter concludes that the fluency heuristic may be one tool in the mind's repertoire of strategies that artfully probes memory for encapsulated frequency information that can veridically reflect statistical regularities in the world.
Gary E. McPherson, Jane W. Davidson, and Robert Faulkner
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199579297
- eISBN:
- 9780191738463
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199579297.003.0031
- Subject:
- Psychology, Music Psychology, Social Psychology
Chapter 2 and 3 raised doubts about how long the majority of young students could be expected to commit to ongoing instrumental learning in the face of a range of demotive factors: serious ...
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Chapter 2 and 3 raised doubts about how long the majority of young students could be expected to commit to ongoing instrumental learning in the face of a range of demotive factors: serious shortcomings about the quality of practice sessions, lack of parental support and even significant antagonism around practice sites, boredom, an absence of personal musical engagement, limited learner autonomy over nearly all areas of learning, restrictive forms of music making and learning (i.e., the dominance of performance from notation and absence of other forms of performance like playing by ear and improvising), and, for many, very limited progress in terms of musical skill development in both instrumental/technical and notational/literacy areas. If there is one concept that might encapsulate the key deficit that was created by these shortcomings it might be meaningful musical fluency. In its repeated absence, many students' initial triggered situational motivation turned to frustration because experiences were not matching expectations for musical outcomes. This chapter examines the fall-out from the programmes and learners' disengagement with formal instrumental music learning, which in some cases began at the end of the very first term of the programme. The chapter provides a sense of the scale and range of disillusionment, frustration, and disengagement, and attempts to understand in more detail some of the factors that contributed to decisions to give up.Less
Chapter 2 and 3 raised doubts about how long the majority of young students could be expected to commit to ongoing instrumental learning in the face of a range of demotive factors: serious shortcomings about the quality of practice sessions, lack of parental support and even significant antagonism around practice sites, boredom, an absence of personal musical engagement, limited learner autonomy over nearly all areas of learning, restrictive forms of music making and learning (i.e., the dominance of performance from notation and absence of other forms of performance like playing by ear and improvising), and, for many, very limited progress in terms of musical skill development in both instrumental/technical and notational/literacy areas. If there is one concept that might encapsulate the key deficit that was created by these shortcomings it might be meaningful musical fluency. In its repeated absence, many students' initial triggered situational motivation turned to frustration because experiences were not matching expectations for musical outcomes. This chapter examines the fall-out from the programmes and learners' disengagement with formal instrumental music learning, which in some cases began at the end of the very first term of the programme. The chapter provides a sense of the scale and range of disillusionment, frustration, and disengagement, and attempts to understand in more detail some of the factors that contributed to decisions to give up.
Marina Umaschi Bers
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199757022
- eISBN:
- 9780199933037
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199757022.003.0003
- Subject:
- Psychology, Developmental Psychology, Social Psychology
This chapter starts by introducing the metaphor of parks as spaces where children can develop and master skills, make their own choices based on personal interests and engage socially within ...
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This chapter starts by introducing the metaphor of parks as spaces where children can develop and master skills, make their own choices based on personal interests and engage socially within boundaries. The chapter explores how the developmental needs of elementary school children, which were traditionally expressed in the park, are negotiated through the use of websites, video games and virtual worlds in our digital landscape. Most of these multimedia parks engage youth in developing digital media literacy skills and can serve as platforms to help children become fluent with technology and learn skills advocated by internet safety movements. The chapter concludes by proposing a vivid metaphor of what kinds of design features should parents and educators look for in multimedia parks to ensure the best uses of technology for meeting developmental milestones.Less
This chapter starts by introducing the metaphor of parks as spaces where children can develop and master skills, make their own choices based on personal interests and engage socially within boundaries. The chapter explores how the developmental needs of elementary school children, which were traditionally expressed in the park, are negotiated through the use of websites, video games and virtual worlds in our digital landscape. Most of these multimedia parks engage youth in developing digital media literacy skills and can serve as platforms to help children become fluent with technology and learn skills advocated by internet safety movements. The chapter concludes by proposing a vivid metaphor of what kinds of design features should parents and educators look for in multimedia parks to ensure the best uses of technology for meeting developmental milestones.
George Lakoff
- Published in print:
- 2006
- Published Online:
- October 2011
- ISBN:
- 9780195306361
- eISBN:
- 9780199851034
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195306361.003.0008
- Subject:
- Philosophy, Philosophy of Mind
This chapter considers the mystery of how art presents gaps, disparities, and improvisations that invite—and even insist on—our participation in the act of reconciliation or completion and ...
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This chapter considers the mystery of how art presents gaps, disparities, and improvisations that invite—and even insist on—our participation in the act of reconciliation or completion and connection. Art seems ultimately to be about playing as if we human beings could step outside the bounds of our physical limitations by opening the imagination to take on the rote of seeing and being others. Of special interest here is the power of intensive visual focus for young artists and the potential correlation of such visual attentiveness with verbal fluency. Every piece of art not only is, but also is of, something. With this recognition, we have only a short distance to go before we understand that art across cultures functions to transport viewers and listeners outside themselves and beyond the immediacies of space and time.Less
This chapter considers the mystery of how art presents gaps, disparities, and improvisations that invite—and even insist on—our participation in the act of reconciliation or completion and connection. Art seems ultimately to be about playing as if we human beings could step outside the bounds of our physical limitations by opening the imagination to take on the rote of seeing and being others. Of special interest here is the power of intensive visual focus for young artists and the potential correlation of such visual attentiveness with verbal fluency. Every piece of art not only is, but also is of, something. With this recognition, we have only a short distance to go before we understand that art across cultures functions to transport viewers and listeners outside themselves and beyond the immediacies of space and time.
E. Tory Higgins
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199765829
- eISBN:
- 9780199918966
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199765829.003.0020
- Subject:
- Psychology, Cognitive Psychology, Cognitive Neuroscience
This chapter is about the impact of value-control relations on how we feel about what we are doing and what we have done—whether we feel right or feel wrong in our journey. It presents evidence for ...
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This chapter is about the impact of value-control relations on how we feel about what we are doing and what we have done—whether we feel right or feel wrong in our journey. It presents evidence for the importance of regulatory fit as a value-control relation. It reviews the many different ways it can be created, which accounts for its pervasiveness. It also reviews its broad-ranging impact on value, persuasion, and performance. Finally, it considers the mechanisms that underlie regulatory fit effects. These mechanisms include fluency, the experience of “feeling right,” and strength of engagement.Less
This chapter is about the impact of value-control relations on how we feel about what we are doing and what we have done—whether we feel right or feel wrong in our journey. It presents evidence for the importance of regulatory fit as a value-control relation. It reviews the many different ways it can be created, which accounts for its pervasiveness. It also reviews its broad-ranging impact on value, persuasion, and performance. Finally, it considers the mechanisms that underlie regulatory fit effects. These mechanisms include fluency, the experience of “feeling right,” and strength of engagement.
Rolf Reber
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199732142
- eISBN:
- 9780199918485
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732142.003.0055
- Subject:
- Psychology, Cognitive Psychology
This chapter reviews the processing fluency theory of aesthetic pleasure and introduces a new account of socially shared tastes based on this theory. Processing fluency – or simply fluency – is ...
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This chapter reviews the processing fluency theory of aesthetic pleasure and introduces a new account of socially shared tastes based on this theory. Processing fluency – or simply fluency – is defined as the ease with which information flows through the cognitive system. This ease of processing is affectively positive: People prefer things they can perceive or apprehend easily. This finding spurred the development of a processing fluency theory of aesthetic pleasure, a theory that helps explain why people find an artwork beautiful. Although beauty is not the only aesthetic quality, it was a prominent one in the history of aesthetics, and it remains an important notion in what laypeople think about art. The first part reviews the fluency theory of aesthetic pleasure, and evidence in its favor. The second part discusses challenges to the fluency theory: Some findings apparently contradict the fluency theory, and some theories put forward mechanisms that could be alternatives to fluency. Another central challenge for every theory of empirical aesthetics is the question: What does it tell us about art? The answer lies in the fact that artists can use disfluency strategically to express negative meaning, such as disorder, struggle, or meaninglessness. The final part combines the fluency theory of aesthetic pleasure with the sociology of taste by Pierre Bourdieu and presents a new account of culturally shared taste that explains how individuals within a culture or social class develop similar tastes and feel pleasure towards the same artistic objects.Less
This chapter reviews the processing fluency theory of aesthetic pleasure and introduces a new account of socially shared tastes based on this theory. Processing fluency – or simply fluency – is defined as the ease with which information flows through the cognitive system. This ease of processing is affectively positive: People prefer things they can perceive or apprehend easily. This finding spurred the development of a processing fluency theory of aesthetic pleasure, a theory that helps explain why people find an artwork beautiful. Although beauty is not the only aesthetic quality, it was a prominent one in the history of aesthetics, and it remains an important notion in what laypeople think about art. The first part reviews the fluency theory of aesthetic pleasure, and evidence in its favor. The second part discusses challenges to the fluency theory: Some findings apparently contradict the fluency theory, and some theories put forward mechanisms that could be alternatives to fluency. Another central challenge for every theory of empirical aesthetics is the question: What does it tell us about art? The answer lies in the fact that artists can use disfluency strategically to express negative meaning, such as disorder, struggle, or meaninglessness. The final part combines the fluency theory of aesthetic pleasure with the sociology of taste by Pierre Bourdieu and presents a new account of culturally shared taste that explains how individuals within a culture or social class develop similar tastes and feel pleasure towards the same artistic objects.
William S. Robinson
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199579938
- eISBN:
- 9780191731112
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199579938.003.0009
- Subject:
- Philosophy, Philosophy of Mind, Metaphysics/Epistemology
Liberal views of cognitive phenomenology propose occurrent, non‐imagistic, non‐emotional, conscious understandings to account for sudden realizations, disambiguation of images or sentences, and other ...
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Liberal views of cognitive phenomenology propose occurrent, non‐imagistic, non‐emotional, conscious understandings to account for sudden realizations, disambiguation of images or sentences, and other related phenomena. Stingy views attempt to account for these phenomena with sensory materials familiar in traditional empiricism. This paper proposes and defends a frugal view that denies the special conscious understandings of liberal views, but draws upon more phenomenological material than stingy views allow (e.g. a sense of appropriateness of our words; a sense of our saying, not just hearing, our inner speech). The frugal view is supported (i) by the phenomenology of certain cases described here; (ii) by analyses that show how examples that are often taken to support liberalism are compatible with frugality; and (iii) by its dialectical advantage over liberalism. This last point depends on liberalism's “structure problem”: sudden conscious understandings are held to have a complexity that corresponds to the complexity of sentences, without being composed of words or spatial imagery—but it is not evident what the elements of such complex structures could be. Frugality avoids this problem.Less
Liberal views of cognitive phenomenology propose occurrent, non‐imagistic, non‐emotional, conscious understandings to account for sudden realizations, disambiguation of images or sentences, and other related phenomena. Stingy views attempt to account for these phenomena with sensory materials familiar in traditional empiricism. This paper proposes and defends a frugal view that denies the special conscious understandings of liberal views, but draws upon more phenomenological material than stingy views allow (e.g. a sense of appropriateness of our words; a sense of our saying, not just hearing, our inner speech). The frugal view is supported (i) by the phenomenology of certain cases described here; (ii) by analyses that show how examples that are often taken to support liberalism are compatible with frugality; and (iii) by its dialectical advantage over liberalism. This last point depends on liberalism's “structure problem”: sudden conscious understandings are held to have a complexity that corresponds to the complexity of sentences, without being composed of words or spatial imagery—but it is not evident what the elements of such complex structures could be. Frugality avoids this problem.
Jérôme Dokic
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199646739
- eISBN:
- 9780191745867
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199646739.003.0020
- Subject:
- Psychology, Cognitive Psychology, Developmental Psychology
This chapter is about the psychological nature and epistemic value of noetic feelings, such as the feeling of knowing or the feeling of uncertainty. Noetic feelings are ‘seeds’ of self-knowledge, ...
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This chapter is about the psychological nature and epistemic value of noetic feelings, such as the feeling of knowing or the feeling of uncertainty. Noetic feelings are ‘seeds’ of self-knowledge, insofar as they seem to tell us something about our own mental and epistemic life. For instance, when one is being asked a question (such as ‘What is the capital of Peru?’), one may feel that one knows its answer even though one fails to retrieve a specific target from memory. On the assumption that one’s epistemic feelings are generally reliable (albeit fallible), three epistemological models (or classes of models) are distinguished. On the Simple Model, epistemic feelings are expressions of metarepresentational beliefs or memories, for instance the memory that one knows what the capital of Peru is. On the Direct Access Model, noetic feelings are cases of introspective awareness of first-order beliefs or memories, where the contents of the latter can be at least partly occluded to the subject. On the Water Diviner Model (in reference to a character in Wittgenstein’s Blue Book), noetic feelings are mere bodily experiences, which have come to be associated with first-order mental states through some learning process. On this model, the intentionality of noetic feelings beyond the body is derived or acquired rather than intrinsic. This chapter argues that the Water Diviner Model is on the right track as far as the epistemic dimension of noetic feelings is concerned. However, many noetic feelings also have a motivational dimension, which the model does not fully explain. The remainder of this chapter addresses the puzzle according to which noetic feelings both precede and follow behaviour. The solution to this puzzle requires a distinction between two kinds of metacognition, which is called ‘procedural’ and ‘deliberate’. Procedural metacognition is largely implicit and does not manipulate metarepresentations. In contrast, deliberate metacognition is a way of using our feelings in explicit, controlled reasoning, and may bring in metarepresentational abilities. However, the chapter puts forward a tentative hypothesis about the derived intentional contents of noetic feelings, according to which they can concern our own mental and epistemic life without being strictly speaking metarepresentational. From this perspective, the feeling of knowing may be the feeling that one can answer specific questions, rather than the feeling that one knows the answer to these questions. So even deliberate metacognition need not be metarepresentational.Less
This chapter is about the psychological nature and epistemic value of noetic feelings, such as the feeling of knowing or the feeling of uncertainty. Noetic feelings are ‘seeds’ of self-knowledge, insofar as they seem to tell us something about our own mental and epistemic life. For instance, when one is being asked a question (such as ‘What is the capital of Peru?’), one may feel that one knows its answer even though one fails to retrieve a specific target from memory. On the assumption that one’s epistemic feelings are generally reliable (albeit fallible), three epistemological models (or classes of models) are distinguished. On the Simple Model, epistemic feelings are expressions of metarepresentational beliefs or memories, for instance the memory that one knows what the capital of Peru is. On the Direct Access Model, noetic feelings are cases of introspective awareness of first-order beliefs or memories, where the contents of the latter can be at least partly occluded to the subject. On the Water Diviner Model (in reference to a character in Wittgenstein’s Blue Book), noetic feelings are mere bodily experiences, which have come to be associated with first-order mental states through some learning process. On this model, the intentionality of noetic feelings beyond the body is derived or acquired rather than intrinsic. This chapter argues that the Water Diviner Model is on the right track as far as the epistemic dimension of noetic feelings is concerned. However, many noetic feelings also have a motivational dimension, which the model does not fully explain. The remainder of this chapter addresses the puzzle according to which noetic feelings both precede and follow behaviour. The solution to this puzzle requires a distinction between two kinds of metacognition, which is called ‘procedural’ and ‘deliberate’. Procedural metacognition is largely implicit and does not manipulate metarepresentations. In contrast, deliberate metacognition is a way of using our feelings in explicit, controlled reasoning, and may bring in metarepresentational abilities. However, the chapter puts forward a tentative hypothesis about the derived intentional contents of noetic feelings, according to which they can concern our own mental and epistemic life without being strictly speaking metarepresentational. From this perspective, the feeling of knowing may be the feeling that one can answer specific questions, rather than the feeling that one knows the answer to these questions. So even deliberate metacognition need not be metarepresentational.
Lael J. Schooler and Ralph Hertwig
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199744282
- eISBN:
- 9780199894727
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199744282.003.0004
- Subject:
- Psychology, Cognitive Psychology, Human-Technology Interaction
Some theorists, ranging from W. James (1890) to contemporary psychologists, have argued that forgetting is the key to proper functioning of memory. The chapter elaborates on the notion of beneficial ...
More
Some theorists, ranging from W. James (1890) to contemporary psychologists, have argued that forgetting is the key to proper functioning of memory. The chapter elaborates on the notion of beneficial forgetting by proposing that loss of information aids inference heuristics that exploit mnemonic information. To this end, the chapter brings together two research programs that take an ecological approach to studying cognition. Specifically, it implements fast-and-frugal heuristics within the ACT-R cognitive architecture. Simulations of the recognition heuristic, which relies on systematic failures of recognition to infer which of two objects scores higher on a criterion value, demonstrate that forgetting can boost accuracy by increasing the chances that only one object is recognized. Simulations of the fluency heuristic, which arrives at the same inference on the basis of the speed with which objects are recognized, indicate that forgetting aids the discrimination between the objects' recognition speeds.Less
Some theorists, ranging from W. James (1890) to contemporary psychologists, have argued that forgetting is the key to proper functioning of memory. The chapter elaborates on the notion of beneficial forgetting by proposing that loss of information aids inference heuristics that exploit mnemonic information. To this end, the chapter brings together two research programs that take an ecological approach to studying cognition. Specifically, it implements fast-and-frugal heuristics within the ACT-R cognitive architecture. Simulations of the recognition heuristic, which relies on systematic failures of recognition to infer which of two objects scores higher on a criterion value, demonstrate that forgetting can boost accuracy by increasing the chances that only one object is recognized. Simulations of the fluency heuristic, which arrives at the same inference on the basis of the speed with which objects are recognized, indicate that forgetting aids the discrimination between the objects' recognition speeds.
Peter Howell, Andrew Anderson, and Jorge Lucero
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780199235797
- eISBN:
- 9780191696671
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199235797.003.0012
- Subject:
- Neuroscience, Sensory and Motor Systems
Smith's spatio-temporal index (STI) is widely used to assess variability in motor timing performance in various speaking conditions. STI has been shown to be a sensitive index of developmental ...
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Smith's spatio-temporal index (STI) is widely used to assess variability in motor timing performance in various speaking conditions. STI has been shown to be a sensitive index of developmental changes and as a way of assessing performance differences between speakers with fluency disorders and controls. STI typically takes records obtained from an articulator (e.g., the lower lip) for repeated attempts at the same utterance. STI aligns the set of records linearly, normalizes the amplitude axis, and obtains the standard deviation at fifty points along the aligned time axis which are then averaged to give the index. This chapter uses the functional data analysis (FDA) method that aligns features on the time axis. FDA allows separate estimates of timing and amplitude deformations. When two or more signals are obtained concurrently on utterances, the timing deformations can be compared to estimate their degree of inter coordination. The method is described and applied to see whether a group of speakers who stutter have poorer inter coordination than a group of fluent speakers.Less
Smith's spatio-temporal index (STI) is widely used to assess variability in motor timing performance in various speaking conditions. STI has been shown to be a sensitive index of developmental changes and as a way of assessing performance differences between speakers with fluency disorders and controls. STI typically takes records obtained from an articulator (e.g., the lower lip) for repeated attempts at the same utterance. STI aligns the set of records linearly, normalizes the amplitude axis, and obtains the standard deviation at fifty points along the aligned time axis which are then averaged to give the index. This chapter uses the functional data analysis (FDA) method that aligns features on the time axis. FDA allows separate estimates of timing and amplitude deformations. When two or more signals are obtained concurrently on utterances, the timing deformations can be compared to estimate their degree of inter coordination. The method is described and applied to see whether a group of speakers who stutter have poorer inter coordination than a group of fluent speakers.
John R. Crawford and Julie D. Henry
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9780198526544
- eISBN:
- 9780191689420
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198526544.003.0019
- Subject:
- Psychology, Neuropsychology
This chapter focuses on the measurement properties of putative tests of executive dysfunction and on validity information. It reviews the tests ...
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This chapter focuses on the measurement properties of putative tests of executive dysfunction and on validity information. It reviews the tests ranging from long-standing clinical tests such as verbal fluency and the Wisconsin Card Sorting Test to more recent tests that are more explicitly derived from theory, such as the Cognitive Estimation Task, the Brixton and Hayling Tests, dual task methods, and the Behavioural Assessment of the Dysexecutive Syndrome (BADS). It discusses the issue of the ecological validity of tests and the need to consider a patient's premorbid ability when assessing executive functioning. It also briefly reviews the rating scales and questionnaire methods of assessing executive problems and disability.Less
This chapter focuses on the measurement properties of putative tests of executive dysfunction and on validity information. It reviews the tests ranging from long-standing clinical tests such as verbal fluency and the Wisconsin Card Sorting Test to more recent tests that are more explicitly derived from theory, such as the Cognitive Estimation Task, the Brixton and Hayling Tests, dual task methods, and the Behavioural Assessment of the Dysexecutive Syndrome (BADS). It discusses the issue of the ecological validity of tests and the need to consider a patient's premorbid ability when assessing executive functioning. It also briefly reviews the rating scales and questionnaire methods of assessing executive problems and disability.
Joëlle Proust and Martin Fortier (eds)
- Published in print:
- 2018
- Published Online:
- May 2018
- ISBN:
- 9780198789710
- eISBN:
- 9780191841675
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198789710.001.0001
- Subject:
- Psychology, Cognitive Psychology, Social Psychology
This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity ...
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This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity (e.g. perceiving, remembering, learning, or problem-solving) by monitoring them, i.e. assessing their likely success. It is involved in our daily observations, such as “I don’t remember where my keys are,” or “I understand your point.” These assessments may rely either on specialized feelings (e.g. the felt fluency involved in distinguishing familiar from new environments, informative from repetitive messages, difficult from easy cognitive tasks) or on folk theories about one’s own mental abilities. Variable and universal features associated with these dimensions are documented, using anthropological, linguistic, neuroscientific, and psychological evidence. Among the universal cross-cultural aspects of metacognition, children are found to be more sensitive to their own ignorance than to that of others, adults have an intuitive understanding of what counts as knowledge, and speakers are sensitive to the reliability of informational sources (independently of the way the information is linguistically expressed). On the other hand, an agent’s decisions to allocate effort, motivation to learn, and sense of being right or wrong in perceptions and memories (and other cognitive tasks) are shown to depend on specific transmitted goals, norms, and values. Metacognitive variability is seen to be modulated (among other factors) by variation in attention patterns (analytic or holistic), self-concepts (independent or interdependent), agentive properties (autonomous or heteronomous), childrearing style (individual or collective), and modes of learning (observational or pedagogical). New domains of metacognitive variability are studied, such as those generated by metacognition-oriented embodied practices (present in rituals and religious worship) and by culture-specific lay theories about subjective uncertainty and knowledge regarding natural or supernatural entities.Less
This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity (e.g. perceiving, remembering, learning, or problem-solving) by monitoring them, i.e. assessing their likely success. It is involved in our daily observations, such as “I don’t remember where my keys are,” or “I understand your point.” These assessments may rely either on specialized feelings (e.g. the felt fluency involved in distinguishing familiar from new environments, informative from repetitive messages, difficult from easy cognitive tasks) or on folk theories about one’s own mental abilities. Variable and universal features associated with these dimensions are documented, using anthropological, linguistic, neuroscientific, and psychological evidence. Among the universal cross-cultural aspects of metacognition, children are found to be more sensitive to their own ignorance than to that of others, adults have an intuitive understanding of what counts as knowledge, and speakers are sensitive to the reliability of informational sources (independently of the way the information is linguistically expressed). On the other hand, an agent’s decisions to allocate effort, motivation to learn, and sense of being right or wrong in perceptions and memories (and other cognitive tasks) are shown to depend on specific transmitted goals, norms, and values. Metacognitive variability is seen to be modulated (among other factors) by variation in attention patterns (analytic or holistic), self-concepts (independent or interdependent), agentive properties (autonomous or heteronomous), childrearing style (individual or collective), and modes of learning (observational or pedagogical). New domains of metacognitive variability are studied, such as those generated by metacognition-oriented embodied practices (present in rituals and religious worship) and by culture-specific lay theories about subjective uncertainty and knowledge regarding natural or supernatural entities.
Stephanie Dubai and Roland Jouvent
- Published in print:
- 2004
- Published Online:
- March 2012
- ISBN:
- 9780198528845
- eISBN:
- 9780191689567
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198528845.003.0016
- Subject:
- Psychology, Developmental Psychology
Anhedonia is the loss the of the capacity to experience pleasure and is considered a risk factor for psychopathology. This chapter considers anhedonia to be a loss of emotional fluency and addresses ...
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Anhedonia is the loss the of the capacity to experience pleasure and is considered a risk factor for psychopathology. This chapter considers anhedonia to be a loss of emotional fluency and addresses its impact on cognitive development. It also explores the link between anhedonia and attention in young anhedonic adults in order to describe their particular attention profile.Less
Anhedonia is the loss the of the capacity to experience pleasure and is considered a risk factor for psychopathology. This chapter considers anhedonia to be a loss of emotional fluency and addresses its impact on cognitive development. It also explores the link between anhedonia and attention in young anhedonic adults in order to describe their particular attention profile.
Sachiko Kinoshita
- Published in print:
- 2002
- Published Online:
- March 2012
- ISBN:
- 9780192632326
- eISBN:
- 9780191670466
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780192632326.003.0013
- Subject:
- Psychology, Cognitive Psychology
This chapter examines the nature of familiarity that has been proposed as a basis for making decisions in an explicit memory task (recognition memory) and an implicit memory task (lexical decision). ...
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This chapter examines the nature of familiarity that has been proposed as a basis for making decisions in an explicit memory task (recognition memory) and an implicit memory task (lexical decision). The review aims to relate the visual word recognition literature with the recognition memory literature, two areas that to date have been linked only occasionally. Empirical findings are reviewed and it is suggested that a common familiarity detection mechanism underlies both lexical decision and episodic recognition judgments. It also argues that this common familiarity is a product of explicit memory, contrary to the view that recognition judgments based on familiarity are inferred from perceptual fluency (a product of implicit memory). The function of a familiarity monitor in a broader theoretical context is also discussed.Less
This chapter examines the nature of familiarity that has been proposed as a basis for making decisions in an explicit memory task (recognition memory) and an implicit memory task (lexical decision). The review aims to relate the visual word recognition literature with the recognition memory literature, two areas that to date have been linked only occasionally. Empirical findings are reviewed and it is suggested that a common familiarity detection mechanism underlies both lexical decision and episodic recognition judgments. It also argues that this common familiarity is a product of explicit memory, contrary to the view that recognition judgments based on familiarity are inferred from perceptual fluency (a product of implicit memory). The function of a familiarity monitor in a broader theoretical context is also discussed.
Rolf Reber and Natasha Zupanek
- Published in print:
- 2002
- Published Online:
- March 2012
- ISBN:
- 9780198508632
- eISBN:
- 9780191687365
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198508632.003.0011
- Subject:
- Psychology, Cognitive Psychology
People may apply multiple strategies for estimating frequency or probability of occurrence. One of them is the use of the availability heuristic, which is the ease of retrieving instances from ...
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People may apply multiple strategies for estimating frequency or probability of occurrence. One of them is the use of the availability heuristic, which is the ease of retrieving instances from memory. However, this kind of processing fluency often is confounded with an amount of recall. This chapter presents a new paradigm that helps to resolve this issue. In two experiments, participants were repeatedly exposed to two events; one could be processed more easily than the other. Objective probabilities of occurrence for the fluent event were 25%, 50%, and 75%. Participants had to judge probability (Experiment 1) or frequency (Experiment 2) of occurrence. In both experiments, estimates were biased by manipulated fluency of the event.Less
People may apply multiple strategies for estimating frequency or probability of occurrence. One of them is the use of the availability heuristic, which is the ease of retrieving instances from memory. However, this kind of processing fluency often is confounded with an amount of recall. This chapter presents a new paradigm that helps to resolve this issue. In two experiments, participants were repeatedly exposed to two events; one could be processed more easily than the other. Objective probabilities of occurrence for the fluent event were 25%, 50%, and 75%. Participants had to judge probability (Experiment 1) or frequency (Experiment 2) of occurrence. In both experiments, estimates were biased by manipulated fluency of the event.
Michael David Kaulana Ing
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199924899
- eISBN:
- 9780199980437
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199924899.003.0002
- Subject:
- Religion, Religion and Society
This chapter provides a characterization of ritual. It examines various conceptions of li in the Liji and demonstrates that some authors of the text understood li in a more restrictive sense. For ...
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This chapter provides a characterization of ritual. It examines various conceptions of li in the Liji and demonstrates that some authors of the text understood li in a more restrictive sense. For them, rituals were ceremonial occasions held at different times of the year or at different moments of one's life. Other authors of the text, however, understood li in an expansive sense—and for them, ritual became a means of properly comporting oneself even in the mundane acts of everyday life. It is shown that the authors or redactors of the Liji were preoccupied with concepts other than li that served as codified performances for creating an ordered world. In exploring the notion of order, the chapter describes the “impressive” and “expressive” functions of ritual. In its impressive sense, rituals act to shape human beings—changing the way they feel and act. Expressively, rituals serve as conduits to make manifest the refined dispositions of cultivated people. Both functions of ritual take into account notions of human “sentiment”or qing—a term translated as “untaught disposition.” Training these dispositions cultivates competent and fluent ritual performers. The chapter closes with a brief discussion of the terms “competency” and “fluency”.Less
This chapter provides a characterization of ritual. It examines various conceptions of li in the Liji and demonstrates that some authors of the text understood li in a more restrictive sense. For them, rituals were ceremonial occasions held at different times of the year or at different moments of one's life. Other authors of the text, however, understood li in an expansive sense—and for them, ritual became a means of properly comporting oneself even in the mundane acts of everyday life. It is shown that the authors or redactors of the Liji were preoccupied with concepts other than li that served as codified performances for creating an ordered world. In exploring the notion of order, the chapter describes the “impressive” and “expressive” functions of ritual. In its impressive sense, rituals act to shape human beings—changing the way they feel and act. Expressively, rituals serve as conduits to make manifest the refined dispositions of cultivated people. Both functions of ritual take into account notions of human “sentiment”or qing—a term translated as “untaught disposition.” Training these dispositions cultivates competent and fluent ritual performers. The chapter closes with a brief discussion of the terms “competency” and “fluency”.
Michael David Kaulana Ing
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199924899
- eISBN:
- 9780199980437
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199924899.003.0005
- Subject:
- Religion, Religion and Society
This chapter investigates attitudes toward preventable failures in ritual. It begins with an account of failures in competency and examines how early Confucians strived to prevent these failures. ...
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This chapter investigates attitudes toward preventable failures in ritual. It begins with an account of failures in competency and examines how early Confucians strived to prevent these failures. Since the Liji, however, tends to presume that its readers are already competent ritual performers, it discusses failures in competency less than failures in efficacy. The majority of this chapter, therefore, focuses on how early Confucians accounted for dysfunctions in efficacy. In doing this, it considers several failures of the ritual script. These failures are discussed in terms of the various situations that render the ritual script inefficacious and how early Confucians sought to alter the script in order to ensure the success of ritual. These situations include temporal and geographic variation in the contexts where rituals are performed, situations where ritual agents cannot physically perform the actions demanded by a script, novel situations the ritual script did not account for, as well as a host of other circumstances. After discussing how fluent ritual agents adapt ritual scripts in order to account for dysfunctions in efficacy, the chapter also examines so-called “failures in fluency”, which occurs when a ritual agent misperceives or mishandles a potential dysfunction in efficacy.Less
This chapter investigates attitudes toward preventable failures in ritual. It begins with an account of failures in competency and examines how early Confucians strived to prevent these failures. Since the Liji, however, tends to presume that its readers are already competent ritual performers, it discusses failures in competency less than failures in efficacy. The majority of this chapter, therefore, focuses on how early Confucians accounted for dysfunctions in efficacy. In doing this, it considers several failures of the ritual script. These failures are discussed in terms of the various situations that render the ritual script inefficacious and how early Confucians sought to alter the script in order to ensure the success of ritual. These situations include temporal and geographic variation in the contexts where rituals are performed, situations where ritual agents cannot physically perform the actions demanded by a script, novel situations the ritual script did not account for, as well as a host of other circumstances. After discussing how fluent ritual agents adapt ritual scripts in order to account for dysfunctions in efficacy, the chapter also examines so-called “failures in fluency”, which occurs when a ritual agent misperceives or mishandles a potential dysfunction in efficacy.
