Cognition


 * Learning: Cognition, Memory and Language**

AP College Board Learning Objectives

//Memory, Three-box/information processing model, Levels of processing model, Sensory memory, Iconic memory, encoding, storage, retrieval, automatic processing, effortful processing, rehearsal, overlearning, peg-word system, self-reference effect, method of loci, context effect, Selective attention, Echoic memory, Short-term memory(working memory), Chunking, Mnemonic devices, Rehearsal, Long-term memory, Episodic memory, Semantic memory, Procedural memory, Explicit memories (declarative memories), Implicit memories (nondeclarative memories), Eidetic or photographic memory, retrieval, recognition, recall, primacy effect, recency effect, serial position effect (serial position curve), tip-of-the-tongue phenomenon, Semantic network theory, Flashbulb memories, State-dependent memory, Mood congruent memory, Constructed (or reconstructed) memory, Relearning effect, Retroactive interference, Proactive interference, Anterograde amnesia, Retrograde amnesia, Long-term potentiation, Phonemes, Morphemes, Syntax, Language acquisition, Overgeneralization or overregularization, Language acquisition device, Linguistic relativity hypothesis, Linguistic relativity hypothesis, Prototypes, images, Algorithm, heuristic, Representativeness heuristic, Belief bias or belief perseverance, Functional fixedness, Confirmation bias, Convergent thinking, Divergent thinking, Availability heuristic, George Sperling, George Miller, Alexandria Luria, Hermann Ebbinghaus, Noam Chomsky, Benjamin Whorf, Wolfgang Kohler//
 * Key Terms/People:**

= Day 1: Information Processing/Memory =

**Goals for today:**

 * === Discuss the factors and techniques that influence whether information is encoded into memory. ===
 * === Explain how memories pass through the sensory, short-term, and long-term memory stages. ===
 * === Identify and explain biological processes related to how memories are stored in the brain. ===
 * === Discuss the factors influencing how memories are retrieved. ===

What is Cognition? What questions do you have after watching this video? media type="youtube" key="ywxZVMrqz0g" width="560" height="315"

Once we finish the activity, what questions do you have? What would you like to know about memory and cognition by the end of class?
 * Activity 1**: [|Short Term Memory Activity]

As you read through the ppt include the key terms in your notes
 * Activity 2**: Go through the [|Memory ppt] up to slide 63 OR find resources online for AP Psych cognition. Prepare to share what you find!

sensory memory, working memory, long-term memory, storage in the brain (where), retrieval, automatic processing, effortful processing, rehearsal, Ebbinghaus, spacing, serial position effect, visual encoding, mnemonics, chunking, hierarchies, Sperling, time delay, Iconic, Echoic and Hepatic Memories, capacity, duration of working memory, synaptic changes, long-term potentiation, flashbulb memories, explicit/implicit memory, anterograde amnesia, recognition, relearning, retrieval cues, priming, context effects, mood

Other videos/activities to help you: media type="youtube" key="bSycdIx-C48" width="560" height="315"
 * Crash Course: Memory/Cognition: **

**[|Discovering Psychology: Remembering and Forgetting (video link)]**

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 * HW: Finish any of the above activities that you didn't finish in class. Do textbook reading on Information Processing (pp317-353) and review any material necessary. Reading Quiz NEXT CLASS!**

= Day 2: Information Processing/Forgetting and Memory Construction =


 * Questions for today:**
 * 1. Why do we forget?**
 * 2. To what extent can we trust our memories/the memories of others?**


 * First**: What are your questions about this:

media type="youtube" key="0ahnDEXOagw" width="560" height="315"

**Activity 1:** Review and Information Processing. What questions do you have about Cognition/Information Processing?

**Why do we forget things:** media type="youtube" key="agZbf19Ns0c" width="560" height="315"

media type="youtube" key="HVWbrNls-Kw" width="560" height="315"
 * Crash Course: Remembering and Forgetting: **

False/Constructed Memories: Elizabeth Loftus: media type="youtube" key="XcywPdORySA" width="560" height="315"


 * Memory Reading Quiz!**


 * HW: Do textbook reading on Forgetting and Memory Construction and thinking and Language (pp355-383)**** and review any material necessary. **

media type="youtube" key="IOBKPQA1GJM" width="420" height="315"
 * Optional: Watch review lectures on Cognition, thinking and language: **

media type="youtube" key="GA7mIx7H6fs" width="420" height="315"

media type="youtube" key="URHdT3D_nTs" width="420" height="315"

media type="youtube" key="QU31pE8BdPI" width="420" height="315"

= Day 3 and 4: Thinking and Language =
 * Do Now:** What questions/concepts do you need to review?


 * Activity 1: Problem Solving and application to key terms:** Work with a partner to try to solve the problems on [|this page]. Think about what you know about problem solving and potential limits to problem solving. Be prepared to share how the terms from this unit relate to your ability or inability to solve each problem.

[|Solutions]

media type="youtube" key="R-sVnmmw6WY" width="560" height="315"

1. Describe the nature of concepts and the role of prototypes in concept formation. 2. Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems. 3. Describe how the confirmation bias and fixation can interfere with effective problem solving. 4. Explain how the representativeness and availability heuristics influence our judgments. 5. Describe the effects that overconfidence and framing can have on our judgments and decisions. 6. Discuss how our beliefs distort logical reasoning, and describe the belief perseverance phenomenon. 7. Describe artificial intelligence, and contrast the human mind and the computer as information processors. 8. Describe the structure of language in terms of sounds, meanings, and grammar. 9. Trace the course of language acquisition from the babbling stage through language explosion stage. 10. Explain how the nature-nurture debate is illustrated in the various theories of language development. 11. To what extent do animals think?
 * Activity 1: Go through the[| ppt on thinking and language] and answer the main objective questions: **

As you read, make sure to take notes on the various key vocabulary terms for this lesson:
 * concept, prototype, framing, cognition, algorithm, heuristic, insight, confirmation bias, fixation, mental set, functional fixedness, representative heuristic, availability heuristic, overconfidence, belief bias, belief perseverance, artificial intelligence, computer neural networks, phonemes, morphemes, grammar, semantics, syntax, babbling stage, one-word stage, two-word stage, telegraphic speech, Chomsky vs. Skinner: Nativist theory: critical period, over-regularization/overgeneralization of grammar, Behaviorist theory: association/imitation/modeling/observational learning, reinforcement, Whorf: Linguistic Determinism/Linguistic Relativism,**
 * Animal Learning: object permanence, no theory of mind**

media type="youtube" key="s9shPouRWCs" width="560" height="315"
 * Review Crash Course: Language and Cognition:**

media type="youtube" key="CmAZqC49LTY" width="560" height="315"
 * Language and Cognition: The Human Spark (Start at 5:40):**

Time for questions


 * [|Discovering Psychology: Cognitive Processes]**


 * Part 2: Review for Exam and Practice FRQ **


 * 1. Reading quiz on thinking and language**


 * 2. Questions? Now that you have all of the content for the unit**

David Meyers' tips for how to remember: media type="youtube" key="rFIK5gutHKM" width="560" height="315"

[|Practice Multiple Choice Test]


 * [|Optional: Play the Jeopardy game Avni Made]**

= Optional extra review: =


 * [|Discovering Psychology: Cognition]**


 * [|Cognition Resources: Presentations, Videos, Websites, Worksheets, and games]**

= Day 5:Exam =

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