Chapter 1:

Introduction
to Cognitive
Psychology
Questions to Ponder
❑What is cognitive psychology?

❑How did psychology develop as a science?

❑How did cognitive psychology develop from

psychology?

❑How have other disciplines contributed to the

development of theory and research in cognitive
psychology?

❑What methods do cognitive psychologists use to

study how people think?
 COGNITIVE
PSYCHOLOGY
is the study of how people
perceive, learn, remember,
and think about information
 Problem
Memory Decision
Solving
Making

Attention Reasoning

Perception Language
A cognitive psychologist might study how people perceive
various shapes, why they remember some facts but forget
others, or how they learn language.

Why do many people remember

a particular experience (e.g., a
Why do objects look farther very happy moment or an
away on foggy days than they embarrassment during
really are? childhood), yet they forget the
names of people whom they
have known for many years?
 Why are many people more afraid of traveling
in planes than in automobiles? After all, the
A cognitive chances of injury or death are much higher in
psychologist might an automobile than in a plane.
study how people
perceive various Why do you often well remember people you
shapes, why they met in your childhood but not people you met
remember some a week ago?
facts but forget
others, or how
Why do marketing executives in large
they learn
companies spend so much company money on
language. advertisements?
 Dialectic
is a developmental process
where ideas evolve over
time through a pattern of
transformation.
A thesis is
proposed.
•A thesis is a statement of
belief.

• For example, some people believe

that human nature governs many
aspects of human behavior. After a
while, however, certain individuals
notice apparent flaws in the thesis
 •An antithesis is a
statement that counters a
previous statement of
An belief.
antithesis
emerges. • For example, an alternative view is that
our nurture (the environmental
contexts in which we are reared) almost
entirely determines many aspects of
human behavior.
 A synthesis
integrates the
viewpoints.
•A synthesis integrates the
most credible features of
each of two (or more)
views.
• For example, in the debate over nature versus
nurture, the interaction between our innate
(inborn) nature and environmental nurture
may govern human nature.
Philosophical
Antecedents
Two approaches to understanding
the human mind
Philosophy Physiology
• seeks to understand the • seeks a scientific study of
general nature of many life-sustaining functions in
aspects of the world, in part living matter, primarily
through introspection, the through empirical
examination of inner ideas (observation-based)
and experiences (from methods.
intro-, “inward, within,” and
-spect, “look”)
 Philosophical Antecedents
Rationalist Empiricist
• Acquire knowledge through • Acquire knowledge via empirical
thinking and logical analysis evidence
Two Greek philosophers who have profoundly
affected modern thinking in psychology and many
other fields.

Plato (a rationalist) Aristotle (An Empiricist)

Rationalist
• believes that the route to
knowledge is through
thinking and logical
analysis

• does not need any

experiments to develop
new knowledge

• would appeal to reason as

a source of knowledge or
justification.
• dualism between a material
body and immaterial mind or
soul
• mechanistic explanations for
the body’s functions
• highest functions of
consciousness, will and
reasoning, were non-
mechanistic
 Analytic
Geometry
• integrating algebra and geometry:
numerical relationships of algebraic
equations are expressed visually
through the use of a coordinate
graphing system (“cartesian”
coordinates)
Pineal
Gland
 Empiricist
• believes that we acquire knowledge
via empirical evidence (through
experience and observation)

• would design experiments and

conduct studies in which they could
observe the behavior and processes
of interest to them.
 Empiricism
John Locke
(1632–1704)

• An English philosopher
who theorized that the
human mind was a
tabula rasa at birth,
and that all human
knowledge comes
through experience
 Immanuel Kant
(1724-1804)
• Two domains of reality: noumenal and
phenomenal

• The phenomenal world is the world we are

aware of; this is the world we construct out of
the sensations that are present to our
consciousness.

• The noumenal world consists of things we seem

compelled to believe in, but which we can never
know (because we lack sense-evidence of it).
Psychological
Antecedents
Psychology as science
• It can be described spatially
• It is not too transient to observe/measure
• It can be manipulated experimentally
• It can be described mathematically
• ➔ so Kant provided the question,
Helmholtz’ mechanistic models and
Fechner’s math provided the solutions!
• The younger Wundt would follow these
two…
The two “fathers” of psychology?

Structuralism Functionalism
• What are the elementary • How and why does the mind work?
contents (structures) of the • William James (1842–1910)
human mind?
• Principles of Psychology (1890/1970)
• Wilhelm Wundt (1832–
1920)
• German Psychologist
• Introspection
 • seeks to understand the
structure (configuration of
Understanding elements) of the mind and its
the Structure of perceptions by analyzing those
the Mind: perceptions into their
Structuralism constituent components
(affection, attention, memory,
sensation, etc.)
Example
The perception of a In terms of the human
flower mind
• Structuralists would analyze this • structuralists sought to
perception in terms of its deconstruct the mind into its
constituent colors, geometric elementary components
forms, size relations, and so on. • they were also interested in how
those elementary components
work together to create the
mind
Understanding the
Processes of the Mind:
Functionalism
William James
(1842–1910)
• A Harvard professor
who established the
first psychology
laboratory in America
• 1890 textbook The
Principles of Psychology
• Philosophy of
pragmatism
 Edward Lee Thorndike
(1874–1949)
• An American comparative
psychologist who studied with
James.
• Studies the trial-and-error
learning and formulation of the
law of effect, and his studies
with Woodworth on the transfer
of training.
Law of Effect
Thorndike’s assertion that
when certain stimulus-
response are followed by
pleasure, they are
strengthened, while
responses followed by
annoyance or pain tend
to be “stamped out.”
Structuralism Functionalism
(Wundt) (James)

Synthesis:
Associationism
(Ebbinghaus &
Thorndike)
An Integrative Synthesis:
Associationism
 Hermann Ebbinghaus
(1850–1909)
• studied how people learn and remember material
through rehearsal, the conscious repetition of material
to be learned

• The Ebbinghaus Forgetting Curve shows that the first few repetitions
result in a steep learning curve. Later repetitions result in a slower
increase of remembered words.
Behaviorism
•What is the
relation
between
behavior and
environment?
 Proponents of Behaviorism
John Watson (1878–1958) B. F. Skinner (1904–1990)
• The “father” of radical behaviorism is • believed that virtually all forms
John Watson of human behavior, not just
learning, could be explained by
• He believed that psychologists should behavior emitted in reaction to
concentrate only on the study of the environment
observable behavior • He believed that operant
conditioning could explain all
forms of human behavior.
The Whole Is More Than the Sum of Its Parts:
Gestalt Psychology
• We best understand psychological phenomena when we view them as
organized, structured wholes.

• we cannot fully understand behavior when we only break phenomena

down into smaller parts.

• Gestaltists studied insight, seeking to understand the unobservable mental

event by which someone goes from having no idea about how to solve a
problem to understanding it fully in what seems a mere moment of time.
 Gestalt
Psychology
Cognitions should play an
active role in psychology
(Wertheimer, Kohler)
Emergence of Cognitive Psychology
• In the early 1950s (“cognitive revolution”)
• Cognitivism is the belief that much of human behavior can be understood in terms of
how people think.
• A cognitive revolution occurred and increased interest in the study of mental processes
(cognitions)

• 1950s: Development of computers

• Turing (1950) suggested a test, (“Turing test”) by which a computer program would be
judged as successful to the extent that its output was indistinguishable, by humans,
from the output of humans (Cummins & Cummins, 2000).

• 1956: Artificial intelligence

• Artificial intelligence (AI) is the attempt by humans to construct systems that show
intelligence and, particularly, the intelligent processing of information (Merriam-
Webster’s Collegiate Dictionary, 2003).
Emergence of Cognitive Psychology
• In the early 1960s
• developments in psychobiology, linguistics, anthropology, and artificial intelligence, as
well as the reactions against behaviorism by many mainstream psychologists,
converged to create an atmosphere ripe for revolution.

• 1970s: Concept of modularity of Mind

• Jerry Fodor (1973) popularized the concept of the modularity of mind.
• He argued that the mind has distinct modules, or special-purpose systems, to deal with
linguistic and, possibly, other kinds of information.
• Modularity implies that the processes that are used in one domain of processing, such
as the linguistic (Fodor, 1973) or the perceptual domain (Marr, 1982), operate
independently of processes in other domains.
 Psychobiology:
Karl Spencer Lashley
(1890–1959)
• “the necessary conclusion that learning just is
not possible”
• considered the brain to be an active, dynamic
organizer of behavior.
• sought to understand how the macro-
organization of the human brain made possible
such complex, planned activities as musical
performance, game playing, and using language.
 Psychobiology:
Karl Spencer Lashley
(1890–1959)
• “His monograph Brain Mechanisms and Intelligence (1929)
contained two significant principles: mass action and
equipotentiality.
• Mass action postulates that certain types of learning are
mediated by the cerebral cortex (the convoluted outer layer
of the cerebrum) as a whole, contrary to the view that every
psychological function is localized at a specific place on the
cortex.
• Equipotentiality, associated chiefly with sensory systems
such as vision, relates to the finding that some parts of a
system take over the functions of other parts that have been
damaged.
 Alan Turing
(1912-1954)
• Founder of computer
science,
mathematician,
philosopher,
• Broke German Enigma code in WWII
• Openly gay in 1950s
• Arrested and convicted
• Likely committed
suicide as a result
 Ada, Countess of Lovelace
(1815-1852)
• Daughter of the poet,
Byron
• Gifted mathematician
• wrote first computer program
– calculated sequence of
Bernoulli numbers
• The Lovelace Objection
 Then and Now
Witch (Wolverhampton Instrument for
Teaching Computation from Harwell) 1951 CHARLI-2 2012
Cognition and
Intelligence
Intelligence
• is the capacity to
learn from
experience, using
metacognitive
processes to enhance
learning, and the
ability to adapt to the
surrounding
environment.
Intelligence
involves:
• the capacity to
learn from
experience

• the ability to adapt

to the surrounding
environment.
Three
Cognitive
Models of
Intelligence
Carroll:
Three-
Stratum
Model of
Intelligence
intelligence comprises a
hierarchy of cognitive
abilities comprising three
strata (Carroll, 1993)
Carroll: Three-
Stratum Model of
Intelligence
• Stratum I includes many
narrow, specific abilities

• Stratum II includes various

broad abilities

• Stratum III is just a single

general intelligence
(sometimes called g).
In the middle stratum
are fluid ability and
crystallized ability.
• Fluid ability
• is speed and accuracy of
abstract reasoning,
especially for novel
problems (Cattell, 1971).

• Crystallized ability
• Is accumulated
knowledge and
vocabulary (Cattell,
1971).
• learning and memory
processes

• visual perception

• auditory perception

• facile production of ideas

(similar to verbal fluency)

• speed (which includes both

sheer speed of response and
speed of accurate
responding).
Gardner: Theory of Multiple
Intelligences
• Howard Gardner (1983,
1993b, 1999, 2006) has
proposed a theory of
multiple intelligences, in
which intelligence
comprises multiple
independent constructs,
not just a single, unitary
construct.
 Gardner’s Eight Intelligences
Type of Intelligence Tasks Reflecting This Type of Intelligence

Linguistic intelligence Used in reading a book; writing a paper, a novel, or a

poem; and understanding spoken words

Logical-mathematical intelligence Used in solving math problems, in balancing a checkbook, in solving a mathematical proof, and in
logical reasoning

Spatial intelligence Used in getting from one place to another, in reading

a map, and in packing suitcases in the trunk of a car so that they all fit into a compact space

Musical intelligence Used in singing a song, composing a sonata, playing

a trumpet, or even appreciating the structure of a piece of music

Bodily-kinesthetic intelligence Used in dancing, playing basketball, running a mile, or throwing a javelin

Interpersonal intelligence Used in relating to other people, such as when we try to understand another person’s behavior,
motives, or Emotions

Intrapersonal intelligence Used in understanding ourselves—the basis for understanding who we are, what makes us tick, and
how we can change ourselves, given our existing constraints on our abilities and our interests

Naturalist intelligence Used in understanding patterns in nature

 Sternberg: The Triarchic Theory of
Intelligence
•Robert Sternberg tends to
emphasize the extent to
which they work together in
his triarchic theory of human
intelligence (Sternberg,
1985a, 1988, 1996b, 1999).
According to the triarchic theory of human
intelligence, intelligence comprises three
aspects:
• Creative abilities are used to “Analyze…”
“Compare…”
generate novel ideas. “Evaluate…”

• Analytical abilities ascertain

whether your ideas (and those
of others) are good ones.
“Create…” “Apply…”
• Practical abilities are used to “Invent…”
“Design…”
“Use…”
“Utilize…”
implement the ideas and
persuade others of their value.
 • cognition is at the center of intelligence

According • Information processing in cognition can be viewed in

to the terms of three different kinds of components:
theory
• First are metacomponents—higher-order executive
processes (i.e., metacognition) used to plan,
monitor, and evaluate problem solving.

• Second are performance components—lower-order

processes used for implementing the commands of
the metacomponents.

• Third are knowledge-acquisition components—the

processes used for learning how to solve the
problems in the first place. The components are
highly interdependent.
 Example
• Suppose that you were asked to write a term
paper.

• You would use metacomponents for higher-order

decisions. Thus, you would use them to decide on
a topic, plan the paper, monitor the writing, and
evaluate how well your finished product succeeds
in accomplishing your goals for it.
• You would use knowledge-acquisition
components for research to learn about the
topic.
• You would use performance components for the
actual writing.
 • Controlled experiments
Research • Psychobiological research

Methods
• Self reports • Case studies
• Naturalistic observation
• Computer simulations and
artificial intelligence
Controlled
Laboratory
Experiments
Obtain samples of
performance at a
particular time and place
In an Experiment…

• Manipulate the
independent variable
• The “cause”
• Measure the dependent
variable
• The “effect”
• Control all other variables
• Prevent confounds
Typical Independent
Variables
• Characteristics of the
situation
• Presence vs. absence of a stimulus

• Characteristics of the task

• Reading vs. listening to words for
comprehension

• Characteristics of
participants
• Age differences
Typical Dependent
Variables
•Percent correct/error rate
• Accuracy of mental
processing

•Reaction time
(milliseconds)
• Speed of mental processing
Correlational Studies

• Cannot infer causation

• Nature of relationship
• Positive correlation
• Negative correlation

• Strength of relationship
• Determined by size
of “r”
Example: Correlational Study
• An examination of the relationship between
confidence and accuracy of eyewitnesses
• What do you think the relationship is?

Positive? Negative?
Strong? Weak?
It is not a strong positive correlation!
Many studies indicate that high confidence does not mean high accuracy
Psychobiological
Research
• investigators study the
relationship between
cognitive performance and
cerebral events and
structures.

• Study animal brains and

human brains, using
postmortem studies and
various psychobiological
measures or imaging
techniques
These techniques generally fall
into three categories:

Brain-damaged Monitor a
Postmortem
individuals and participant doing
studies
their deficits a cognitive task

Study amnesiacs Measure brain

Examine cortex
with activity while a
of dyslexics after
hippocampus participant is
death
damage reciting a poem
Self-Reports (Verbal
Protocols, Self-
Rating, Diaries)

• Obtain participants’
reports of own
cognition in progress or
as recollected

• An individual’s own
account of cognitive
processes
• Verbal protocol,
diary study
Case Studies
• Engage in intensive study
of single individuals,
drawing general
conclusions about
behavior
• In-depth studies of
individuals
• Genie, Phineas
Gage, H.M.
Naturalistic
observation
•Observe real-life
situations, as in
classrooms,
work settings, or
homes
 Computer simulations and artificial
intelligence
Simulations AI
• Attempt to make computers • Attempt to make computers
simulate human cognitive demonstrate intelligent cognitive
performance on various tasks performance, regardless of
• researchers program computers whether the process resembles
to imitate a given human human cognitive processing
function or process.
Fundamental
Ideas in
Cognitive
Psychology
1. Empirical data and
theories are both
important—data in
cognitive psychology can
be fully understood only in
the context of an
explanatory theory, and
theories are empty
without empirical data.
2. Cognition is
generally
adaptive, but
not in all
specific
instances.
3. Cognitive processes interact with
each other and with noncognitive
processes.
4. Cognition
needs to be
studied
through a
variety of
scientific
methods.
 5. All basic research in
cognitive psychology may
lead to applications, and all
applied research may lead to
basic understandings.
Key Themes in
Cognitive
Psychology
 Nature versus nurture
Thesis/Antithesis: Synthesis:
• Which is more influential in • We can explore how
human cognition—nature or covariations and interactions
nurture? in the environment (e.g., an
impoverished environment)
adversely affect someone
whose genes otherwise
might have led to success in
a variety of tasks.
 Rationalism versus empiricism
Thesis/Antithesis: Synthesis:
• How should we discover the • We can combine theory with
truth about ourselves and empirical methods to learn
about the world around us? the most we can about
cognitive phenomena.
 Structures versus processes
Thesis/Antithesis: Synthesis:
• Should we study the • We can explore how mental
structures (contents, processes operate on mental
attributes, and products) of structures.
the human mind?

• Or should we focus on the

processes of human
thinking?
 Domain generality versus domain
specificity
Thesis/Antithesis: Synthesis:
• Are the processes we observe • We can explore which
limited to single domains, or are processes might be domain-
they general across a variety of general and which might be
domains?
domain-specific.
• Do observations in one domain
apply also to all domains, or do
they apply only to the specific
domains observed?
 Validity of causal inferences versus ecological
validity
Thesis/Antithesis: Synthesis:

• Should we study cognition by using • We can combine a variety of

highly controlled experiments that methods, including
increase the probability of valid laboratory methods and
inferences regarding causality?
more naturalistic ones, so as
to converge on findings that
• Or should we use more naturalistic hold up, regardless of the
techniques, which increase the method of study.
likelihood of obtaining ecologically
valid findings but possibly at the
expense of experimental control?
 Applied versus basic research
Thesis/Antithesis: Synthesis:
• Should we conduct research • We can combine the two
into fundamental cognitive kinds of research
processes? dialectically so that basic
research leads to applied
• Or should we study ways in research, which leads to
which to help people use further basic research,
cognition effectively in and so on.
practical situations?
 Biological versus behavioral methods
Thesis/Antithesis: Synthesis:
• Should we study the brain and its • We can try to synthesize
functioning directly, perhaps even biological and behavioral
scanning the brain while people are methods so that we
performing cognitive tasks? understand cognitive
phenomena at multiple levels
• Or should we study people’s of analysis.
behavior in cognitive tasks, looking
at measures such as percent correct
and reaction time?