Cognitive processes

Page 1: Course Introduction

  • Institution: Wrexham University (Prifysgol Wrecsam)

  • Course Code: SLT 405

  • Course Title: Essential Psychology – Introduction to Cognitive Processes

Page 2: Session Learning Outcomes

  • Identify & describe cognitive processes.

  • Describe cognitive processes in relation to Speech and Language Therapy (SLT).

Page 3: Cognitive Psychology

  • Definition: Cognitive psychologists draw analogies to understand brain functions.

  • Focuses on how we acquire information and interpret it.

  • Models cognitive processes including perception, attention, memory, thinking, and consciousness.

  • Reference: Gross (2020), Simply Psychology.

Page 4: Attention

  • Definition: Attention is the capacity of the mind to focus on a specific thought or object amid multiple possible stimuli.

    • Quotes James (1890): Attention involves the withdrawal from certain stimuli to focus on others.

Page 5: Two Main Theories of Attention

  1. Selective Attention: Ability to focus on one task while ignoring others.

  2. Divided Attention: Ability to perform multiple tasks simultaneously.

    • Reference: Davey et al. (2008).

Page 6: Models of Selective Attention – Broadbent’s Theory

  • Early Selection Filter Theory: Information processing capacity is limited.

    • A selective filter determines what information to attend to for further analysis.

  • Connection to the dichotic listening task.

  • Reference: Gross (2020).

Page 7: Diagram: Flow of Information

  • Components:

    • Inputs from the senses.

    • The short-term store and selective filter.

    • Response outputs.

  • Importance of this model in understanding cognitive processing.

Page 8: Treisman’s Attenuation Model

  • Theory: Competing information is analyzed for meaning.

    • Non-attended information is not completely filtered but 'attenuated' or turned down.

  • Characteristics of information influence attentional focus.

Page 9: Diagram: Treisman’s Model

  • Features:

    • Sensory input and processed channels.

    • Semantic analysis and response processes.

    • Depicts attention dynamics in cognitive processing.

Page 10: Deutsch-Norman Late Selection Filter Model

  • Late Selection Theory: Information selected after processing is complete.

    • Involves activating memory representations.

  • Suggests that while we perceive all stimuli, we are only consciously aware of selected information.

  • Reference: Gross (2020).

Page 11: Components of Attention

  • Key Terms: Pertinence selection, sensory inputs, memory processing in attention.

Page 12: Models of Divided Attention – Kahneman’s Theory

  • Overview: Attention as a flexible, dynamic system with limited processing capacity.

    • Performance on tasks is dependent on capacity demands.

Page 13: Miscellaneous Determinants of Attention

  • Factors influencing attention include arousal, capacity, and allocation policy.

  • Activity: Explore factors affecting attention from Gross (2020).

Page 14: Discussion Prompt

  • What does "paying attention" look like to you?

Page 15: Perception

  • Definition: The organization and interpretation of sensory information.

    • Reference: Gross (2020).

Page 16: Theories of Perception

  • Bottom-up: Begins at sensory receptors and moves to higher processing levels.

  • Top-down: Constructs perceptions from sensory input, informed by experience and expectations.

    • Reference: Myers & DeWall (2018).

Page 17: Perceptual Set

  • Definition: A mental predisposition to perceive one aspect over another.

  • Affects perceptions across various senses.

Page 18: Memory

  • Definition: Persistence of learning over time via encoding, storage, and retrieval.

    • Reference: Myers & DeWall (2018).

Page 19: Modal Model of Memory

  • Components:

    • Environmental input to sensory memory.

    • Attention leads to rehearsal, short-term memory, then long-term memory.

    • Based on Atkinson & Shiffrin (1968).

Page 20: Short Term vs Long Term Memory

  • Differences:

    • Capacity, duration, coding characteristics.

  • Activity: Compare these differences using Gross (2020).

Page 21: Working Memory Model

  • Components:

    • Central executive controlling processes.

    • Includes phonological loop, episodic buffer, and visuo-spatial sketchpad.

    • Based on Baddeley & Hitch (1974).

Page 22: Activity on Working Memory

  • Reference Gross (2020) for definitions of working memory components.

Page 23: Long Term Memory Types

  • Episodic Memory: Personal, autobiographical memories of experiences.

  • Semantic Memory: Factual knowledge about the world.

  • Procedural Memory: Skills and operations that are difficult to describe consciously.

    • Reference: Tulving (1972).

Page 24: Case Study – Clive Wearing

  • Overview of the case study related to memory.

Page 25: Cognitive Processes in SLT Discussion

  • Importance of understanding memory, attention, and perception for Speech and Language Therapists (SLTs).

  • Areas of clinical practice where cognitive processes are relevant.

Page 26: Post-Session Activity

  • Objective: Research developmental norms for attention.

  • Suggested reading: Lifespan Development, Elklan, Mary Sheridan.

Page 27: References

  • Boyd, D. & Bee, H. (2019). Lifespan Development. 8th ed. Pearson Education Ltd.

  • Davey, G. et al. (2008). Complete Psychology. 2nd ed. Hodder Arnold.

  • Gross, R. D. (2020). Psychology: The Science of Mind and Behaviour. 8th ed. Hodder Education.

  • Myers, D. G. & DeWall, C. N. (2018). Psychology. 12th ed. Macmillan Education.