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 ...
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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.
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.
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.
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.
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.
