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Current Status of Cognitive Psychology



Cognitive Psychology is part of broader field known as Cognitive Science. (Gardner 1985). Cognitive Science is an inter disciplinary subject which includes its scope field of Psychology, Philosophy, Linguistic, Anthropology, Artificial Intelligence and Neuroscience. Some scholars even add sociology and economics into it. Cognitive psychologists generally do not emphasize the factors such as emotions or the difference between individuals.

Artificial Intelligence

Human Mind vs Computer


Philosophers compared human mind to a machine. Some of the early metaphors for memory includes wax tablet, a tore house and an extensively index library. The activity of the brain is compared with that of telephone exchange and to weaving on a loom. However, the computational or computer metaphor is the latest.

According to computational metaphor the computer is a complex multi purpose machine that process information quickly and accurately. Though there is physical differences between computer and human mind, both may operate according to similar general principals, such as;

  • Computer has variety of internal mechanism. They have a central processing mechanism with limited capacity. This resembles human's limited attention capacity. 
  • Computer system distinguishes between an active process and large capacity information storage. Likewise, human memory could be distinguished between short term and long term memory. 
  • Both computer and human can make choices and compare symbols.

Neuroscience


Cognitive neuroscience examines how the structure and function of the brain explains the cognitive process. Some of the techniques used by neuroscientists, which have provided useful information for cognitive psychology are;

Scope of Cognitive Psychology


Definition:

  • Broad Definition: Empirical Investigation of mental events and knowledge involved in recognizing an object, remembering a name, having an idea, understanding a sentence and solving problems.
  • Scientific Definition: The empirical investigation of mental processes used in percieving, remembering, thinking and the acting of using these processes.

Cognitive psychology is not only centered to everything what happens in everyday life, it is even central to psychologist's quest to understand how of the behaviour. The scope of cognitive psychology could be understood by understanding its sub disciplines and the work done in it.

1. Social Psychologists: 

Social psychologists try to investigate the mental processes involved in thinking about others.


2. Clinical Psychologists:

Clinical psychologists investigate the role that mental processes play in psychopathology.


3. Developmental Psychologists:

Developmental psychologists study about the ways that cognitive processes change throughout the life span.


4. Neuropsychologists:

Cognitive psychology is also related with neuropsychology, in which neuropsychologists try to understand the association between mental processing and brain activity.


5. Organizational Psychologists:

Cognitive psychology plays its role in industrial or organizational set up where in organizational psycholohists are insisted to know how cognitive processes such as remembering and decision making strategies work out in organizational or industrial workplace.


Current Status of Cognitive Psychology



Cognitive Psychology is part of broader field known as Cognitive Science. (Gardner 1985). Cognitive Science is an inter disciplinary subject which includes its scope field of Psychology, Philosophy, Linguistic, Anthropology, Artificial Intelligence and Neuroscience. Some scholars even add sociology and economics into it. Cognitive psychologists generally do not emphasize the factors such as emotions or the difference between individuals.


The major areas in which much research has been conducted are; 

Observational Learning or Learning by Imitation



Albert Bandura was born in Alberta, Canada in 1925. Bandura's early work in the 1960's represents one of the bridges from behaviorism to cognitive models for learning. Observational learning is the process of learning by observing a model and then duplicating a skill, process, strategy, or task that is demonstrated by the model. This occurs without overt instructional activity, and the model may not even know he/she is serving as an instrument of learning for the observer. According to Bandura, this type of learning is an information processing activity. 

Observational learning, also called social learning theory, occurs when an observer’s behavior changes after viewing the behavior of a model. An observer’s behavior can be affected by the positive or negative consequences–called vicarious reinforcement or vicarious punishment– of a model’s behavior.

There are several guiding principles behind observational learning, or social learning theory:

  • The observer will imitate the model’s behavior if the model possesses characteristics– things such as talent, intelligence, power, good looks, or popularity–that the observer finds attractive or desirable.
  • The observer will react to the way the model is treated and mimic the model’s behavior. When the model’s behavior is rewarded, the observer is more likely to reproduce the rewarded behavior. When the model is punished, an example of vicarious punishment, the observer is less likely to reproduce the same behavior.
  • A distinction exists between an observer’s “acquiring” a behavior and “performing” a behavior. Through observation, the observer can acquire the behavior without performing it. The observer may then later, in situations where there is an incentive to do so, display the behavior

Transfer of Learning


The carry over of habits of thinking, feeling or working of knowledge or skills from one learning area to another is usually referred as the transfer of training. In other words, the influence that the learning of one skill has on the learning or performance of another transfer of training or learning. Will knowledge of English help a person learn German? Are skillful table-tennis players generally good court-tennis players? Can a child who does not know how to add learn to multiply? Such questions represent the problems of transfer of training.

Basically transfer can take 3 different forms: 
  • Positive Transfer: Performance on one task may facilitate performance of second task which is called positive transfer.
  • Negative Transfer: Performance on one task may inhabit or disrupt performance on a second task which is called negative transfer.
  • Zero Transfer: There may be no effect of one task on another this called zero transfer.

Thorndike’s Laws of Learning

1) Law of Readiness:-


First primary law of learning, according to him, is the ‘Law of Readiness’ or the ‘Law of Action Tendency’, which means that learning takes place when an action tendency is aroused through preparatory adjustment, set or attitude. Readiness means a preparation of action. If one is not prepared to learn, learning cannot be automatically instilled in him, for example, unless the typist, in order to learn typing prepares himself to start, he would not make much progress in a lethargic & unprepared manner.

2) Law of Exercise:-


The second law of learning is the ‘Law of Exercise’, which means that drill or practice helps in increasing efficiency and durability of learning and according to Throndike’s S-R Bond Theory, the connections are strengthened with trail or practice and the connections are weakened when trial or practice is discontinued. The ‘law of exercise’, therefore, is also understood as the ‘law of use and disuse’ in which case connections or bonds made in the brain cortex are weakened or loosened. Many examples of this case are found in case of human learning. Learning to drive a motor-car, typewriting, singing or memorizing a poem or a mathematical table, and music etc. need exercise and repetition of various movements and actions many times.

Trial-and-Error Learning Theory

E. L. Thorndike
The experimental study of animal learning by E. L. Thorndike (1874-1949) in the United States and his theory on trial-and-error learning provided the impetus for Skinner's experiments on instrumental or operant conditioning. Thorndike's doctoral research on 'Animal Intelligence' in 1898 provided the psychological world the first miniature system of learning known as trial-and-error learning. 

Trial & Error is based on random activities to reach the goal. Thorndike's research on animals showed that learning is a matter of connecting responses to stimuli in a very mechanical way. There is no involvement of consciousness, thinking, reasoning or understanding. The animal performs responses mechanically. The responses that bring reward are learned; the responses that do not bring reward are not learned. The animal does not show ability to understand, think, and reason. The animal learns mechanically through trial-and-error.

Indeed many forms of human learning, particularly the learning of sensory- motor skills, are achieved through trial-and-error. Learning to walk, to swim, or to ride a bicycle is based on trial-and-error. At the beginning, we make wrong movements and commit errors. As we go through a series of practice trials, errors are reduced and responses are mastered. The gradual reduction of errors over trials gives the name, trial-and-error form of learning.

Implications of the Theory

In brief, implications of the Trial-and-Error Learning Theory are-

  • According to this theory the task can be started from the easier aspect towards its difficult side. This approach will benefit the weaker and backward children.
  • A small child learns some skills through trial and error method only such as sitting, standing, walking, running etc. In teaching also the child rectifies the writing after commiting mistakes.
  • In this theory more emphasis has been laid on motivation. Thus, before starting teaching in the classroom the students should be properly motivated.
  • Practice leads a man towards maturity. Practice is the main feature of trial and error method. Practice helps in reducing the errors committed by the child in learning any concept.
  • Habits are formed as a result of repeitition. With the help of this theory the wrong habits of the children can be modified and the good habits strengthened.

Insight Learning Theory

Wolfgang Kohler
Wolfgang Kohler (1887-1967) was born in Estonia, and earned his Ph.D from the University of Berlin in 1909 on psycho-acoustics. Kohler was one of the original Gestalt theorists and proposed his own theory called the Insight Learning Theory. (The term "Gestalt" refers to any pattern or organized whole. The key concept in Gestalt theory is that the nature of the parts is determined by the whole - parts are secondary to the whole. When we process sensory stimuli, we are aware directly of a configuration or overall pattern which is grasped as a whole. For example, when listening to music, we perceive a melody rather than individual notes, or when looking at a painting, we see the overall image rather than individual brush strokes. Kรถhler emphasized that one must examine the whole to discover what its natural parts are, and not proceed from smaller elements into wholes). 

Kohler's Famous Experiment on Chimpanzee:


In one of his more famous studies, he set up a problem for one of the chimpanzees. Sultan the chimp was faced with the problem of how to get to a banana that was placed just out of reach, outside his cage. Sultan solved this problem relatively easily. First he tried to reach the banana through the bars with his arms and then used a stick that was lying in the cage to rake the banana into the cage. As chimpanzees are natural tool users, this behaviour is not surprising and is still nothing more than simple trial-and-error learning.

Learning: Definition

The term 'learning' is one of those concepts whose meaning is crystal clear until one has to put it in actual words. "Learning is when you learn something". "Learning is learning how to do something". A more useful definition is as follows: Learning is any  relatively permanent change in behaviour brought about by experience or practice.

What does "relatively permanent" mean? The "relatively permanent" part of the definition refers to the fact that, when people learn things, some part of the brain is physically changed to record what they have learned. This is actually a process of memory. Without the ability to remember things, learning process will not take place effectively or people cannot learn anything. Although there is no conclusive proof as yet, researches suggest strongly that once people learn something, it is always present somewhere in the memory. They may be unable to get to it or retrieve it, but it is there somewhere stored in the memory.

General English Second Semester Syllabus

Unit: 01


1. What I Believe by E.M. Forster 

2. Tryst with Destiny by Jawaharalal Nehru

3. The Cabuliwallah by Rabindranath Tagore


Unit: 02


1. Reflections on Gandhi by George Orwell

2. The Last Leaf by O’ Henry

3. An English Election by Oliver Goldsmith

  • Oliver Goldsmith

Unit: 03


1. The Missing Mail by R.K. Narayan

2. Chameleon by Anton Chekhov

3. The Fly by Katherine Mansfield


LANGUAGE COMPONENT


Unit: 04


  • Framing questions and question Tags 
  • One Word Substitutes 
  • Punctuation 


The Blue Print of the Questions Paper

The Blue Print of the Questions Paper


 

Unit 1: 

Essay Nos. 1,2,3 (2 questions x 10)



20 Marks

Unit 2: 

Essay Nos. 4,5,6 (2 questions x 10)



20 Marks

Unit 3: 

Essay Nos. 7,8,9 (2 questions x 10)



20 Marks

Unit 4: Language Component:

Framing questions and question Tags                        
Synonyms and Antonyms (Based on the text)          
One Word Substitutes                                             
Punctuations     


5 marks
5 marks
5 marks
5 marks
Total
80 Marks

Operant Conditioning Theory

B. F. Skinner
B. F. Skinner (1904 - 1990) was the behaviorist who assumed leadership of the field after John Watson. He was even more determined than Watson that psychologists should study only measurable, observable behaviour. In addition to his knowledge of Pavlovian classical conditioning, Skinner found in the work of Thorndike a way to explain all behavior as the product of learning. He even gave the learning of voluntary behavior a special name: Operant Conditioning. Voluntary behavior is that which people do to operate in the world. So voluntary behavior for Skinner is operant behavior and the learning of such behavior is operant conditioning. 


Operant Conditioning is a type of learning. It is very similar to the classical conditioning. The term "Operant" refers to how an organism operates on the environment, and hence, operant conditioning comes from how we respond to what is presented to us in our environment. It can be thought of as learning due to the natural consequences of our actions.

The classic study of Operant Conditioning involved a cat who was placed in a box called "Skinner box" or "operant conditioning chamber, with only one way out; a specific area of the box had to be pressed in order for the door to open. The cat initially tries to get out of the box because freedom is reinforcing. In its attempt to escape, the area of the box is triggered and the door opens. The cat is now free. Once placed in the box again, the cat will naturally try to remember what it did to escape the previous time and will once again find the area to press. The more the cat is placed back in the box, the quicker it will press that area for its freedom. It has learned, through natural consequences, how to gain the reinforcing freedom.

We learn this way every day in our lives. Imagine the last time you made a mistake; you most likely remember that mistake and do things differently when the situation comes up again. In that sense, you’ve learned to act differently based on the natural consequences of your previous actions. The same holds true for positive actions. If something you did results in a positive outcome, you are likely to do that same activity again.

Classical Conditioning Theory

Classical Conditioning is one important type of learning. It was actually discovered accidentally by Ivan Pavlov (1849-1936). Pavlov was a Russian physiologist who discovered this phenomenon while doing research on digestion. His research was aimed at better understanding the digestive patterns in dogs.

During his experiments, he would put meat powder in the mouths of dogs who had tubes inserted into various organs to measure bodily responses. What he discovered was that the dogs began to salivate before the meat powder was presented to them. Then, the dogs began to salivate as soon as the person feeding them would enter the room. He soon began to gain interest in this phenomenon and abandoned his digestion research in favor of his now famous Classical Conditioning study.

Basically, the findings support the idea that we develop responses to certain stimuli that are not naturally occurring. When we touch a hot stove, our reflex pulls our hand back. It does this instinctually, no learning involved. It is merely a survival instinct. But why now do some people, after getting burned, pull their hands back even when the stove is not turned on? Pavlov discovered that we make associations which cause us to generalize our response to one stimuli onto a neutral stimuli it is paired with. In other words, hot burner = ouch, stove = burner, therefore, stove = ouch.

The Rocking Horse Winner: Narration 02

The Rocking Horse Winner: Narration 01

David Herbert Lawrence

David Herbert Lawrence (11 September 1885 – 2 March 1930) was an English novelist, poet, playwright, essayist, literary critic and painter who published as D. H. Lawrence. His collected works represent an extended reflection upon the dehumanising effects of modernity and industrialisation. In them, Lawrence confronts issues relating to emotional health and vitality, spontaneity, and instinct.

Lawrence's opinions earned him many enemies and he endured official persecution, censorship, and misrepresentation of his creative work throughout the second half of his life, much of which he spent in a voluntary exile which he called his "savage pilgrimage". At the time of his death, his public reputation was that of a pornographer who had wasted his considerable talents. E. M. Forster, in an obituary notice, challenged this widely held view, describing him as, "The greatest imaginative novelist of our generation". 

Later, the influential Cambridge critic F. R. Leavis championed both his artistic integrity and his moral seriousness, placing much of Lawrence's fiction within the canonical "great tradition" of the English novel. Lawrence is now valued by many as a visionary thinker and significant representative of modernism in English literature.


The Rocking Horse Winner: Critical Analysis

In the short story "The Rocking Horse-Winner" by D. H. Lawrence it is illustrated that money cannot buy happiness. The short story displays the way people allow money to control their lives. The passage includes the literary devices; character development, contrast, suspense and dramatic irony. "The Rocking-Horse Winner" is written giving the omniscient point of view. The thoughts and motives of all of the characters are told when D. H. Lawrence finds suitable. The writer of the passage on "The Rocking-Horse Winner" is K. McGuire.

Insight is offered in the passage about the protagonist of the story who is the young boy. Character development takes place in the short passage. "He went off by himself, vaguely, in a childish way seeking for the clue to "luck". He wanted luck, he wanted it, he wanted it. ...he would sit on his big rocking-horse, charging madly into space." In these quotes from the passage the character has changed from acting in a childish manner to a franticly riding a rocking-horse, like a madman. Definite development has occurred to the character who is the protagonist because I observed this character has a clearly defined goal, which is to obtain luck.

"When the two girls were playing dolls in the nursery he would sit ... charging madly into space, with a Frenzy that made the little girls peer at him uneasily." This quote epitomizes the concept of contrast. It displays a juxtaposition of emotion because you first see the two girls who symbolize innocence and goodness playing appropriately with their dolls. You are then introduced to the boy who rides a horse (symbol for sex) intensely focused on his quest for luck (symbol in this story for money). The girls are the opposite of the boy and this is immensely entertained for me, the reader.

Methods of Effective Learning

1. Distributed vs Massed Practice:


When short practice period are used separated by rest intervals, the procedure is called distributed practice. Sometimes, however the individual works continuously, until the task is mastered or at least for long period of time. This procedure is called massed practice. 

Research with a wide variety of different task and rest intervals of various sizes has shown there is an advantage of distributed practice. The reasons of this are as follows. 

  • If the work unit is very long, fatigue may occur and reduce the effectiveness of once effort. 
  • A short work unit usually produces higher motivation than a long one because of the reinforcing conditions of reaching a goal more often. 
  • Also it has been known that when a person stops work, there may be a preservation of neural processes aroused by the work unit. 

Sometimes massed learning is better than the distributed learning. Skilled workers can be trained with fewer lessons if their lessons were shorten or came after a long interval of time. Some individuals take a long time to warm up to the task and start working. These people waste a lot of time in each practice time before actually starting to learn. They might accomplish more if the work period is increased in time.

Methods of Measuring National Income

In preparing the national income estimate it is necessary to add the values of all final goods and services produced and exchanged during a year. Thus what ever is produced is either used for consumption or saving. There are three methods of estimating national income. They are: 

  • The census of products method 
  • The census of income method 
  • The expenditure method 

Note: This is published for the internal use (of St. Philomena's College students) only and hence requires verification. 

Concepts of National Income

There are a number of concepts pertaining to national income. They are: 
  • 1. Gross National Income (GNP) 
  • 2. Net National Income (NNP) 
  • 3. Gross Domestic Product (GDP) 
  • 4. Personal Income 
  • 5. Disposable Personal Income 
  • 6. Per Capita Income 

1. Gross National Income: 

GNP is the total measure of the flow of goods and services at market value resulting from current production during a year in a country, including net income from abroad, GNP includes four types of final goods and services: (1) Consumer’s goods and services to satisfy the immediate wants of the people. (2) Gross Private Domestic Investment in capital goods consisting of fixed capital formation, residential construction and inventories of finished and unfinished goods.(3) goods and services produced by the government and (4) net exports of goods and services that is, the difference between value of exports and imports of goods and services, known as net income from abroad.

Note: This is published for the internal use (of St. Philomena's College students) only and hence requires verification. 

Difficulties in the Measurement of National Income

There are a number of difficulties in the measurement of national income of a country. The following are the important difficulties of national income analysis: 
  • 1. National income is always measured in terms of money, but, there are certain goods and services whose money measurement is not possible. For example: the services performed by housewife for her family, voluntary services performed with a charitable object, etc. such items are excluded from the national income figures. This leads to an underestimate of the national income. 
  • 2. Income obtained from illegal activities is not included in the national income and their exclusion results in an under-valuation of the national income. 

Note: This is published for the internal use (of St. Philomena's College students) only and hence requires verification. 

Importance of National Income Analysis


Today, national income statistics are collected by all the countries of the world for a number of years. Raising national income is the important goal of all economic activity. Economic welfare of a country depends upon what goods and services are available for the consumption of its individuals. The changes in national income statistics show how the economy is developing and enables the government to lay down the appropriate economic policy necessary under the circumstances. With the help of national income statistics it is possible to chart cyclical movements, find out the inflationary gap, measure economic growth and development, and evaluate the country’s material standard of living in comparison with other countries. The following are the main uses of national income.

Note: This is published for the internal use (of St. Philomena's College students) only and hence requires verification. 

Subject Matter of Macro Economics (Central Issues)

The subject matter of macro economics are as follows: 

1. Determination of National Income: 

The first major issue in macro economics is to explain what determines the level of employment and national income in an economy and therefore what causes involuntary unemployment. The level of national income and employment are very low in times of depression as in 1930s in various capitalist countries of the world. This will explain the cause of huge unemployment that emerged in these countries. Classical economists denied that there could be involuntary unemployment of labour and other resources for a long time. Classical economist thought that with changes in wages and prices, unemployment would be automatically removed and full employment established. But this did not appear to be so at the time of great depression in the thirties (1930) and after. Keynes explained the level of employment and national income is determined by aggregate demand and aggregate supply. With aggregate supply curve remaining unchanged in the short run, it is the deficiency of aggregate demand that causes under employment equilibrium with the appearance of involuntary unemployment. According to Keynes it is the changes in private investment that causes fluctuations in aggregate demand and is, therefore, responsible for the problems of cyclical unemployment.

Note: This is published for the internal use (of St. Philomena's College students) only and hence requires verification. 

Limitations of Macro Economics

There are, however certain limitations of macro economic analysis. Mostly these stem from attempts to yield macro economic generalizations from individual experiences. 

1. Fallacy of Composition: 

In macro economic analysis the,’ fallacy of composition’ is involved, that is, aggregate economic behaviour is the sum total of individual activities. But what is true of individuals is not necessarily true of the economy as whole.

Note: This is published for the internal use (of St. Philomena's College students) only and hence requires verification. 


Scope and Importance of Macro Economics

Macro economics is of theoretical and practical importance. They are:

1. To Understand the Working of the Economy:

The study of macro economics variables is indispensable for understanding of the working of the economy. Our main economic problems are related to the behaviour of total income, output, employment and the general price level in the economy. These variables are statistically measurable, thereby facilitating the possibilities of analyzing the effects on the functioning of the economy.


Note: This is published for the internal use (of St. Philomena's College students) only and hence requires verification. 

Nature of Macro Economics


Macro economics is the study of aggregates or averages covering the entire economy, such as, total employment, national income, national output, total investment, total consumption, total savings, aggregate supply, aggregate demand, and general price-level, wage level and cost structure.

Note: This is published for the internal use (of St. Philomena's College students) only and hence requires verification. 

Meaning and Definitions of Macro Economics

Introduction 

The term ‘macro’ was first used in economics by Ragner Frisch in 1933. But as a methodological approach to economic problems, it originated with the mercantilists in the 16th and 17th centuries. They were concerned with the economic system as a whole. From the 18th century physiocrats to modern economists have contributed to the development of macro economic analysis. But credit goes to Keynes who finally developed a general theory of income, output and employment in the wake of the great depression.

Note: This is published for the internal use (of St. Philomena's College students) only and hence requires verification. 

Psychology Second Semester Syllabus

Unit 01: Introduction to Cognitive Psychology

Unit 02: Learning

  • Basic Principles of Language Development 
  • Relationship between Language and Thought
  • Contributions of Noam Chomsky

Unit 04: Memory and Forgetting

  • Memory: Meaning 
  • Stages of Memorizing
  • Memory: Short Term Memory (STM)
  • Memory: Long Term Memory (LTM)
  • Forgetting: Normal and Abnormal
  • Causes of Forgetting
  • Techniques of Improving Memory

Unit 05: Intelligence

  • Nature and Determinants
  • Concepts of IQ
  • Distribution of Intelligence
  • Intelligence Tests:bal, Verbal, Non-verbal and Performance
  • Mental Exercise for Better Cognitive Health

Unit 06: Practicals

  • Bilateral Transfer of Training
  • Insight on Motor Learning
  • Distribution of Learning Periods
  • Determine the Effect of Set on Attention
  • Meaning of Retention

 
Fathimath Sama
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