AP Psychology Unit Organizer Cognition (8-10%) OBJECTIVES
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Ms. Scott's A.P. Psychology Summer Assignment Due on the First Day Of
Ms. Scott’s A.P. Psychology Summer Assignment due on the first day of class, August 12th. If you have any questions, please email me at [email protected]. Summer Assignment 2019-2020 “You Are Not So Smart” by David McRaney ***Note: you can order this book through amazon.com and many other resources online, but you can also ask your local libraries to get it for you. If you have trouble attaining this book, email me asap because I can assist you with this. Humans like to think that we are rational and logical beings, however decades of research in cognitive psychology has proven otherwise. The book, “You are Not so Smart” by David McRaney explores the failings of memory, how we do things without having a clue why we are doing them, and the narratives we construct and tell ourselves to make us feel better about our choices and decisions. This book is a fabulous summer read for many reasons. First of all, we will be learning about every single concept presented in the book at some point this year. Second of all, each chapter is very short and engaging. Best of all, as you read, your mind will be flooded with memories and personal experiences that connect with the concepts and stories presented in the book. After reading the entire book, please complete these two assignments: 1. There are many very important AP Psychology concepts presented in the book. Complete the attached chart where you define each concept using your own words and provide a specific example from the book or in your own life. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Infographic I.10
The Digital Health Revolution: Leaving No One Behind The global AI in healthcare market is growing fast, with an expected increase from $4.9 billion in 2020 to $45.2 billion by 2026. There are new solutions introduced every day that address all areas: from clinical care and diagnosis, to remote patient monitoring to EHR support, and beyond. But, AI is still relatively new to the industry, and it can be difficult to determine which solutions can actually make a difference in care delivery and business operations. 59 Jan 2021 % of Americans believe returning Jan-June 2019 to pre-coronavirus life poses a risk to health and well being. 11 41 % % ...expect it will take at least 6 The pandemic has greatly increased the 65 months before things get number of US adults reporting depression % back to normal (updated April and/or anxiety.5 2021).4 Up to of consumers now interested in telehealth going forward. $250B 76 57% of providers view telehealth more of current US healthcare spend % favorably than they did before COVID-19.7 could potentially be virtualized.6 The dramatic increase in of Medicare primary care visits the conducted through 90% $3.5T telehealth has shown longevity, with rates in annual U.S. health expenditures are for people with chronic and mental health conditions. since April 2020 0.1 43.5 leveling off % % Most of these can be prevented by simple around 30%.8 lifestyle changes and regular health screenings9 Feb. 2020 Apr. 2020 OCCAM’S RAZOR • CONJUNCTION FALLACY • DELMORE EFFECT • LAW OF TRIVIALITY • COGNITIVE FLUENCY • BELIEF BIAS • INFORMATION BIAS Digital health ecosystems are transforming• AMBIGUITY BIAS • STATUS medicineQUO BIAS • SOCIAL COMPARISONfrom BIASa rea• DECOYctive EFFECT • REACTANCEdiscipline, • REVERSE PSYCHOLOGY • SYSTEM JUSTIFICATION • BACKFIRE EFFECT • ENDOWMENT EFFECT • PROCESSING DIFFICULTY EFFECT • PSEUDOCERTAINTY EFFECT • DISPOSITION becoming precise, preventive,EFFECT • ZERO-RISK personalized, BIAS • UNIT BIAS • IKEA EFFECT and • LOSS AVERSION participatory. -
Overview and History of Memory Research
M01_RADV4825_02_SE_CH01.QXD 10/16/10 10:41 AM Page 1 CHAPTER ONE OVERVIEW AND HISTORY OF MEMORY RESEARCH Memory is perhaps the most central aspect of human thought. Any question about human behavior, cognition, development, and nature requires an understanding of mem- ory. Our memory makes us who we are, and it is one of the most intimate parts of our- selves. This may be why when we get close to someone, when we want them to know who we are and we want to know who they are, there is a sharing of memories. Many feel that the study of human memory is the closest one can get to a systematic study of the human soul. The aim of this book is to provide you, the student, with a survey and guide to what is known about human memory. As with most courses, there are a number of facts and ideas to learn. However, as any good professor will tell you, the slow accu- mulation of facts is not the main point of course work. The primary aim is to provide you with a deeper understanding and appreciation of some aspect of the world—and, hopefully, yourself. I trust that the ideas presented in this book will be useful in your life after this course is completed. A SMATTERING OF DEFINITIONS Before diving into the subject matter, we need to establish some points. Specifically, we need to define how the terms memory and learning are used. The primary subject of this book is, of course, memory. So what is memory? Well, the problem, and the beauty, of this term is that it has many meanings. -
Profile of Elizabeth F. Loftus Bit of Mystery Surrounded Elizabeth Loftus’S Arrival at Stanford University (Stanford, CA) in August of 1966
PROFILE Profile of Elizabeth F. Loftus bit of mystery surrounded Elizabeth Loftus’s arrival at Stanford University (Stanford, CA) in August of 1966. At Athat time, a female graduate student in psychology, especially mathematical psy- chology, was a rare sight. Fellow stu- dents did not know quite what to make of this talkative and engaging woman from Bel Air, CA, who was obviously talented but apparently disinterested in mathematical theories. In an informal poll, her colleagues at Stanford voted her least likely to succeed as a psycholo- gist, and soon a pool even sprang up to guess when Loftus would return to Los Angeles and pursue a more glamorous profession. Loftus never dropped out of graduate school, however, and almost 40 years later has managed to prove her doubters wrong. Currently a distinguished profes- sor in the Department of Psychology and Social Behavior and the Depart- ment of Criminology, Law, and Society Elizabeth F. Loftus at the University of California, Irvine (Irvine, CA), with additional appoint- ments in the university’s Department of people can be falsely convinced that programs in mathematical psychology. Cognitive Sciences and the Center for they had a negative childhood experi- She thought, ‘‘That’s my combination; the Neurobiology of Learning and ence with certain foods and subse- that field must be perfect for me.’’ Memory, Loftus has become a leading quently report a lower desire to eat psychologist in the study of memory. them. The article explores questions ‘‘M’’ is for Memory Loftus has focused the bulk of her regarding the nature of memory and After completing her master’s degree in career on both the psychological and even suggests a possible new dieting psychology with Richard Atkinson at legal aspects of distorted or false mem- technique. -
1 Embrace Your Cognitive Bias
1 Embrace Your Cognitive Bias http://blog.beaufortes.com/2007/06/embrace-your-co.html Cognitive Biases are distortions in the way humans see things in comparison to the purely logical way that mathematics, economics, and yes even project management would have us look at things. The problem is not that we have them… most of them are wired deep into our brains following millions of years of evolution. The problem is that we don’t know about them, and consequently don’t take them into account when we have to make important decisions. (This area is so important that Daniel Kahneman won a Nobel Prize in 2002 for work tying non-rational decision making, and cognitive bias, to mainstream economics) People don’t behave rationally, they have emotions, they can be inspired, they have cognitive bias! Tying that into how we run projects (project leadership as a compliment to project management) can produce results you wouldn’t believe. You have to know about them to guard against them, or use them (but that’s another article)... So let’s get more specific. After the jump, let me show you a great list of cognitive biases. I’ll bet that there are at least a few that you haven’t heard of before! Decision making and behavioral biases Bandwagon effect — the tendency to do (or believe) things because many other people do (or believe) the same. Related to groupthink, herd behaviour, and manias. Bias blind spot — the tendency not to compensate for one’s own cognitive biases. Choice-supportive bias — the tendency to remember one’s choices as better than they actually were. -
An Early History of Hindsight Research
Social Cognition, Vol. 25, No. 1, 2007, pp. 10-13 FISCHHOFFEARLY HISTORY OF HINDSIGHT RESEARCH AN EARLY HISTORY OF HINDSIGHT RESEARCH Baruch Fischhoff Carnegie Mellon University The first studies of hindsight bias reflected the confluence of two desires. One arose from being part of the heady early days of Amos Tversky and Danny Kahneman’s heuristics–and–biases research program. As the para- digm evolved, the challenge for the participating graduate students was to find a heuristic to call one’s own or to find a way to elaborate one of the three “classics” (availability, representativeness, anchoring, and adjustment). Maya Bar Hillel and Ruth Beyth–Marom chose the latter route. However, I was still struggling to reconcile the political motives that had brought me to Israel, planning to live in a kibbutz for the rest of my life, with academic life—and its more realistic view of the pace of change in human affairs. For one meeting of the seminar, we read Paul Meehl’s (1973) “Why I Do Not Attend Case Conferences.” One of his many insights concerned clini- cians’ exaggerated feeling of having known all along how cases were going to turn out. To me, this sounded a lot like the exaggerated claims of under- standing political processes that permeated the political discussions to which I had long subjected myself. Those discussions often left me wonder- ing, “If we’re so prescient, why aren’t we running the world?” Psychological research provided an opportunity (and an obligation) to discipline such ob- servations with systematically collected evidence, interpreted in the context of evolving theory. -
Memory for Memory
Memory & Cognition 2001, 29 (6), 789-797 Memory for memory SUSAN JOSLYN, ELIZABETH LOFTUS, AMANDA MCNOUGHTON, and JAYME POWERS University of Washington, Seattle, Washington Participantsread short passages and 1 day later they answered questions via telephone about the pas- sages (text facts) and about the experimental session (event facts). They were telephoned again 6 weeks later and answered the same questions about text and event facts. They also answered new questions about whether they remembered the answers they had givenin the initial telephone interview (recall for prior memory performance). Although participants accurately remembered the majority of past memory successes, they were poor at remembering past memory failures. After being provided with the correct answer and tested again, the participants’ performance improved somewhat, espe- cially for memory failures. This suggests that some errors in recalling past forgetting might have been due to correctly remembering the answer previously given, but failing to realizethat it had been wrong. These findings have implications for a variety of situations in which people are queried about past memory performance. How well do people remember whether they remem- Self-evaluation of general memory abilities is presum- bered something in the past? If someone claims to have ably based on memory for past memory performance. forgotten something until recently, such as childhood Some evidence suggests that self-reported memory abil- sexual abuse (CSA), how accurate is that claim? It is im- ities are not related to scores on subsequent laboratory portant to note that this is a question not about the accu- administered memory tests. This is especially true of racy of the claim of abuse but rather about the accuracy people with memory impairments (e.g., Alzheimer’s), of the claim of forgetting. -
The Effects of Expertise on the Hindsight Bias
The Effects of Expertise on the Hindsight Bias A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Melissa A.Z. Marks Knoll, B.A., M.A. Graduate Program in Psychology * * * * * The Ohio State University 2009 Dissertation Committee: Dr. Hal R. Arkes, Advisor Dr. Thomas E. Nygren Dr. Michael C. Edwards ABSTRACT I present data from three experiments in which I explored the effects of expertise on the hindsight bias. In Experiment 1 participants read an essay about baseball or about owning a dog and then answered a 20-question true/false quiz about the baseball essay to the best of their ability (do-your-best group), as if they had not read the essay (discount group), or to the best of their ability even though they read about owning a dog (dogs group). Participants also completed a quiz about baseball rules (measure of expertise). Results demonstrated that as participants’ baseball expertise increased, their inability to act as if they had never read the essay also increased; expertise exacerbated hindsight bias. In Experiment 2, varsity baseball players and baseball non-experts answered a 20- question quiz about baseball current events. Foresight participants answered the questions, while hindsight participants were given the questions and the answers and had to give the probability that they would have known the answers had the answers not been provided. The baseball players displayed no hindsight bias, while non-experts demonstrated the bias. To test of the effects of subjective expertise on hindsight bias, participants in Experiment 3 ranked five topics in order of expertise and gave feeling-of- knowing (FOK) ratings for 100 questions from these topics. -
Running Head: HINDSIGHT BIAS and DEPRESSION 1 in Press, Clinical
Running head: HINDSIGHT BIAS AND DEPRESSION 1 In press, Clinical Psychological Science Hindsight Bias in Depression Julia Groß Heinrich-Heine-Universität Düsseldorf Hartmut Blank University of Portsmouth Ute J. Bayen Heinrich-Heine-Universität Düsseldorf Author Note Julia Groß, Institute for Experimental Psychology, Heinrich-Heine-Universität Düsseldorf, Düsseldorf, Germany; Hartmut Blank, Department of Psychology, University of Portsmouth, Portsmouth, U.K.; Ute Johanna Bayen, Institute for Experimental Psychology, Heinrich-Heine-Universität Düsseldorf, Düsseldorf, Germany. We thank Siegmund Switala, Albert-Georg Lang, and Lennart Friese for technical assistance, and Anna-Christina Breuer, Doris Dahlke, and Laura Richter for help with data collection. Correspondence concerning this article should be addressed to Julia Groß, Heinrich- Heine-Universität Düsseldorf, Institute for Experimental Psychology, Building 23.02., Universitätsstr. 1, D-40225 Germany, E-Mail: [email protected]. HINDSIGHT BIAS AND DEPRESSION 2 Abstract People tend to be biased by outcome knowledge when looking back on events. This phenomenon is known as hindsight bias. Clinical intuition and theoretical accounts of affect- regulatory functions of hindsight bias suggest a link between hindsight bias and depression, but empirical evidence is scarce. In two experiments, participants with varying levels of depressive symptoms imagined themselves in everyday scenarios that ended positively or negatively, and completed hindsight and affect measures. Participants with higher levels of depression judged negative outcomes, but not positive outcomes, as more foreseeable and more inevitable in hindsight. They also recalled prior expectations about outcomes as more negative for negative, but not for positive outcomes. This memory hindsight bias was accompanied by disappointment, suggesting a relation to affect-regulatory malfunction. -
Hindsight Bias: a By-Product of Knowledge Updating? Ulrich Hoffrage, Ralph Hertwig, and Gerd Gigerenzer Max Planck Institute for Human Development
Joemal of ~ntal Psychology: Copyright 2000 by the American PsychologicalAssociation, Inc. Learning, Memory,and Cognition 0278-7393/00/$5.00 DOI: 10.1037//0278-7393.26.3.566 2000, Vol. 26, No. 3, 566-581 Hindsight Bias: A By-Product of Knowledge Updating? Ulrich Hoffrage, Ralph Hertwig, and Gerd Gigerenzer Max Planck Institute for Human Development With the benefit of feedback about the outcome of an event, people's recalled judgments are typically closer to the outcome of the event than their original judgments were. It has been suggested that this hindsight bias may be due to a reconstruction process of the prior judgment. A model of such a process is proposed that assumes that knowledge is updated after feedback and that reconstruction is based on the updated knowledge. Consistent with the model's predictions, the results of 2 studies show that knowledge after feedback is systematically shifted toward feedback, and that assisting retrieval of the knowledge prior to feedback reduces hindsight bias. In addition, the model accounts for about 75% of cases in which either hindsight bias or reversed hindsight bias occurred. The authors conclude that hindsight bias can be understood as a by-product of an adaptive process, namely the updating of knowledge after feedback. In attempting to understand the past, historians have to outcome of an event, should differ systematically from deal with a number of methodological problems. The foresight judgments, that is, judgments made without knowl- problem that concerns us here stems from what Leo Tolstoy edge of the outcome. Indeed, this is what Fischhoff (1975) (186911982) described in War and Peace as the "law of found. -
Mistaken Identification
If you have issues viewing or accessing this file, please contact us at NCJRS.gov. Mistaken Identification Y~~ %AW ® ® 4 S BRIAN L. CUTLER IlL STEVEN D. PENROD • J Mistaken identification Mistaken identification The eyewitness, psychology, and the law BRIAN L. CUTLER Florida International University STEVEN D. PENROD University of Nebraska-Lincoln NCJRS :! JAN ]i? 1906 ~ t ? ACQUISiTiONS ~ CAMBRIDGE UNIVERSITY PRESS Published by the Press Syndicate of the University of Cambridge The Pitt Building, Trumpington Street, Cambridge CB2 1RP 40 West 20th Street, New York, NY 10011-4211, USA l0 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1995 First published 1995 Printed in the United States of America Library of Congress Cataloging-in-Publication Data Cutler, Brian L. Mistaken identification : the eyewitness, psychology, and the law / Brian L. Cutler, and Steven D. Penrod. p. ca. Includes bibliographical references and index. ISBN 0-521-44553-1 (hc). - ISBN 0-521-44572-8 (pbk.) 1. Eyewitness identification - United States. 2. Criminals - United States - Identification. 3. Psychology, Forensic. I. Penrod, Steven. II. Title. KF9672. C87 1995 363.2'58 - dc20 94-45187 CIP A catalog record for this book is available from the British Library. ISBN 0-521-44553-1 Hardback ISBN 0-521-44572-8 Paperback Contents The authors vii Preface ix Part I Introduction 1 Eyewitness identification errors Part II Eyewitnesses, expert psychologists, and the law 2 The admissibility of expert testimony on the psychology of eyewitness