Posts Tagged ‘cognitive psychology’
Newborns are born largely blind, with dark, blurry, colourless and two-dimensional vision, Tseng says. While in the womb, there is no chance to develop vision. But they respond to auditory cues, which is why the best way to connect with newborns is to talk to them. At two months, they start to see a bit of colour – mainly red and green. By six months, they can see in full colour, although images remain quite blurry. By one year, Tseng says, they can see almost as well as adults. “We started to study infants because at first we didn’t believe that they could learn at such a young age,” says Tseng, who has a PhD in psychology from University of California, Irvine, and has spent most of her career studying perception, attention and learning in adults. “But so far I am convinced that infants have more cognitive learning ability than previously thought,” she says. Through the studies, the researchers are also beginning to understand the correlation between an infant’s learning ability and his or her future development.
We’re blind to our blindness. We have very little idea of how little we know. We’re not designed to know how little we know. Most of the time, [trying to judge the validity of our own judgements] is not worth doing. But when the stakes are high, my guess is that asking for the advice of other people is better than criticising yourself, because other people are more likely – if they’re intelligent and knowledgeable – to understand your motives and your needs.
I’m not a great believer in self-help. The role of my book is to educate gossip, to make people more sophisticated in the way they think about the decisions and judgments of other people, which is easy and pleasant to do. If we have a society in which people had a richer language in which to talk about these issues, I think it would have an indirect effect on people’s decisions, because we constantly anticipate the gossip of others.
Cognitive neuroscience proposes that the quality of an external object is always already projected onto that object by the neuronal activity of the brain. What cognitive neuroscience lacks is a historical context, likewise what cultural studies lacks is an organic basis. An interaction between psychoanalysis, linguistics, philosophy, cultural studies, and cognitive neuroscience can break out of the closure of the humanities and give birth to the link which has come to be considered missing, between nature and nurture, organic and inorganic, empirical and conceptual, epistemological and ontological, transcendental and immanent, the objective and the subjective.
Young children think like researchers but lose the feel for the scientific method as they age.
Since the 1990s studies have shown that children think scientifically—making predictions, carrying out mini experiments, reaching conclusions and revising their initial hypotheses in light of new evidence. But while children can play in a way that lets them ascertain cause and effect, and even though they have a rudimentary sense of probability (eight-month-olds are surprised if you reach into a bowl containing four times as many blue marbles as white ones and randomly scoop out a fistful of white ones), it was not clear whether they have an implicit grasp of a key strategy of experimental science: that by isolating variables and testing each independently, you can gain information.
Creativity, Problem Solving and Innovative Science: Insights from History, Cognitive Psychology and Neuroscience
This paper examines the intersection between creativity, problem solving, cognitive psychology and neuroscience in a discussion surrounding the genesis of new ideas and innovative science. Three creative activities are considered. These are (a) the interaction between visual-spatial and analytical or verbal reasoning, (b) attending to feeling in listening to the ‘self’, and (c) the interaction between conscious and non-conscious reasoning. Evidence for the importance of each of these activities to the creative process is drawn from (a) historical and introspective accounts of novel problem solving by noted scientists and mathematicians; (b) cognitive psychology and neuroscience; and (c) a recent empirical study of novel mathematics problem solving. An explanation of these activities is given in terms of cognitive neuroscience. A conceptual framework connecting each of these activities is presented and the implications for learning and teaching considered.