PRESENTED BY:

THINKING:
GROUP 5
Memory, Cognition, Empal, Ranian
Members:
Santos, Jeianne

and Language
Rita, Jhana Jane Toros, Angeline
TABLE OF CONTENTS

 MEMORY
 The foundation of memory.
 Recalls and Forgetting.

 COGNITION
 Thinking, Reasoning, and Problem-Solving.

 LANGUAGE
 Language Development
 Influence of language on thinking.
MEMORY
The process by which we encode,
store, and retrive information.
The foundation of memory
01.
Sensory Memory
Sensory Memory
Initial, momentary storage of
information; lasts only an instant;
stores almost exact replicas of all
sensory stimuli experienced by that
person.
02.
Short-term Memory
Short-term Memory
Second stage of memory; holds
information for 15-25 seconds

- Rehearsal; the repetition of

information in short-term memory;
Repetitive Rehearsal keeps
information in short term. Elaborative
Rehearsal moves information to long-
term memory.
03.
Long-term Memory
Long-term Memory
Third stage of memory; stores
information on a relatively permanent
basis, but can be difficult to retrieve.

 Declarative Memory
• Semantic Memory
• Episodic Memory
 Procedural Memory
 Sensory Short-term Long-term
SENSORY INPUT Memory Memory Memory
Encoding &
Attention
Words, names, Transfer

Impression or numbers; Concepts,

sensation maintained by meaning
rehearsal
Retrieval

Forgetting
Forgetting

FORGOTTEN LIMITED
ALMOST STORAGE
IMMEDIATELY CAPACITY
RECALL
RECALL AND
AND FORGETTING
FORGETTING
RECALL AND FORGETTING
LEVELS OF PROCESSING

Levels-of-Processing
Theory
Emphasizes the degree to which
new material is mentally analyzed;
the greater the intensity of initial
processing, the more likely we are
to remember the information
(< 1 SEC)
(< 1 MIN)
(LIFE TIME)
(DECLARATIVE (FACTS,
MEMORY) EVENTS)
(CONCIOUS) (UNCONCIOUS)

(SKILLS,
TASKS)
 Frontal Lobes

Hippocampus

Basal Ganglia

Frontal Lobes and Hippocampus:

Explicit memory formation Cerebellum
Amygdala
Cerebellum and Basal Ganglia:
Implicit memory formation
Amygdala: emotion-related memory
formation
 FORGETTING
forgetting is important to memory; if we
couldn't forget inconsequential details, they
would get in the way of remembering more
important information

Why we forget? Interference

• Failure of encoding (paying attention to and placing

information in memory)
• Decay: the loss of information because of nonuse
• Interference: information in memory disrupts the
recall of other information
• Cue-dependent forgetting: forgetting due to
insufficient retrieval cues.
• Proactive: information learned earlier
disrupts the recall of newer material.
• Retroactive: difficulty in recalling
information learned earlier because of
later exposure to different material.
COGNITION
(Thinking, Reasoning, and
Problem-Solving)
 COGNITION

Mental images: representation in the

mind of an object or event (can take
the form of any of the senses: visual, La Poubelle
auditory, etc.,) French word

• Use of mental imagery can improve Translates as

various skills; many athletes use “bin” in english
visualization.
 COGNITION

Concepts: categorization of object, events, or people

that share common properties; enable us to organize
complex things into cognitive categories we can use
- prototypes typical highly representative examples
of a concept
Reasoning: Making up your mind

● Algorithm: cognitive shortcut in decision making; a rule

that, if applied appropriately, guarantees a solution to a
problem.

● Heuristic: cognitive shortcut that may lead to a solution.

 PROBLEM SOLVING

STEP 1 STEP 2 STEP 3

Preparation: Production: generating solutions Judgement: evaluating
understanding and (may use heuristics for this) solutions
diagnosing problems. • means-end analysis: repeated tests for
differences between the desired outcome
and what currently exists.
Language
Our written, spoke, or signed words
and the ways we combine them to
communicate meaning.

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 LANGUA
Steven Pinker
GE
Morpheme
In a language, the smallest unit that
cognitive scientist (1998) that argued that
carries meaning; may be a word or a part
grammar is an innate algorithm evolved by
of a word (such as a prefix).
natural selection that requires a few
parameters to be set by language
Grammer
experience.
In a language, a system of rules that
enables us to communicate with and
understand others. In a given language,
Phonemes semantics is the set of rules for
In language, the smallest distinctive sound commingling words into grammatically
unit. sensible sentences.
LANGUAGE
DEVELOPMENT
Production: the ability to speak, use language to communicate info
- Controlled by Broca’s Area (left frontal lobe)
Comprehension: the ability to understand the message conveyed by
language
- Controlled by Wernicke’s area (left temporal lobe)
LANGUAGE
DEVELOPMENT
Aphasia: disruption of language caused by brain damage
- Broca’s Aphasia: problems producing language, long pauses, leaving
out functional words
- Wernicke’s Aphasia: difficulty understanding others, “empty speech”
- Not an absolute split; Broca’s Area is somewhat involved with
comprehension, and Wernicke’s with production.
 STAGES OF LANGUAGE
DEVELOPMENT
• Babbling Stage: Beginning at about 4
months, the stage of speech development
in which the infant spontaneously utters
various sounds at first unrelated to the
household language.
• One word stage: The stage in speech
development, from about age 1 to 2,
during which a child speaks mostly in
single words.
• Two word stage: The stage in
speech development, from about
age 1 to 2, during which a child
speaks mostly in single words.
• telegraphic speech: sentences in
which words not critical to the
message are left out; used by
children beginning around 2 1/2
(ex. "i show book" instead of "i
showed you the book")
 LANGUAGE DEVELOPMENT
• Learning Theory Approach: language
acquisition follows the principles of
reinforcement and conditioning
• Interactionist Approach to language
development: combination of the learning
theory and nativist approaches (brain's
language-acquisition device is the
"hardware;" exposure to language in the
environment allows us to develop the
"software")
• Nativist Approach: a genetically
determined innate mechanism
drives language development (noam
chomsky)
-universal grammar: common
underlying structure shared by all the
world's languages
-language-acquisition device: a neural
system of the brain that chomsky
thought permits understanding of
language.
THANK YOU FOR
LISTENING!

PRESENTATION BY GROUP
5