1. TOPIC. COGNITIVE PROCESSES

2. PRESENTED BY SEIF SAID KHALFAN ( BSc.N STUDENT) UNDER MR. SULTAN MUKKY (ASSISTANT LECTURER) 3. OBJECTIVES Define cognition / cognitive processes Describe the cognitive processes Understand Application of cognitive processes 4. COGNITION Cognitive psychology is the branch of psychology that studies mental processes including how people think, perceive, remember, and learn. As part of the larger field of cognitive science, this branch of psychology is related to other disciplines including neuroscience, philosophy, and linguistics. Cognitive comes from the Latin cognito, meaning to Apprehend or understand Cognition- A general term including all mental processes by which people become aware of and understand the world. 5. Cont Cognition is the process by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. In science, cognition is the mental processing that includes the attention of working memory, comprehending and producing language, calculating, reasoning, problem solving, and decision making. 6. Cont Cognitive psychologists argue that individuals do not passively respond to stimuli, but actively process information in their brain before responding to the information. They are interested in what happens in the mind between the stimulus and the response. They look at topics such as perception, memory, thought, language and attention. 7. Cont They try to explain behavior in terms of these mental processes. Cognitive psychology is used in many different ways, such as suggestions on how to improve our memories, improving performance in situations that require concentration, such as air traffic controllers and so on.. 8. Stages of cognitive processes (A) Sensation: It refers to our awareness about various stimuli which we encounter in different modalities such as vision, hearing, touch smell and taste. 9. cont Various physical energies in the environment act on the sense organs. The receptors in them are stimulated from which nerve impulse are transmitted in the brain. Perception of object and events are produced when this nerve impulse are processed 10. Cont (B) Attention: Many competing stimuli, but only limited capacity. therefore need to focus, and select. Visual attention. based on location and colour. Auditory attention. based on pitch, timbre, intensity, etc. Color can be a powerful tool to improve user interfaces, but its inappropriate use can severely reduce the performance of the systems we build. 11. Focused Attention Only one thing can be the focus of attention Attention focus is voluntary or involuntary Factors affecting attentional focus meaningfulness structure of display use of color, intensity, use of modalities 12. Cont As mentioned earlier, during attention we selectively focus on a particular stimulus among many stimuli available to us. For instance while listening to a lecture in the classroom we attend to the words pronounced by the teacher and, try to ignore the other stimuli present in the classroom, such as noise made by the fan. 13. Cont (C )Perception: In the case of perception we process information and make out the meaning of the stimuli available to us. For example, we look at a pen and recognize it as an object used for writing. What one perceives depends on selection, organization and interpretation of stimuli. An individual selectively attends to certain stimuli and not to other. 14. Cont Factors influences perception 1. Functioning of sense organs 2. Functioning of brain 3. Previous experiences 4. Psychological state 5. Interest 6. Motivation 7. Behavior of an organisms 15. Differences between Sensation and Perception Sensation can be defined as the passive process of bringing information from the outside world into the body and to the brain. The process is passive in the sense that we do not have to be consciously engaging in a "sensing" process. Perception can be defined as the active process of selecting, organizing, and interpreting the information brought to the brain by the senses. Cont 16. How they work together? 1) Sensation occurs: a) sensory organs absorb energy from a physical stimulus in the environment. b) sensory receptors convert this energy into neural impulses and send them to the brain. 2) Perception follows: a) the brain organizes the information and translates it into something meaningful. 17. Cont (D) Learning: It helps us acquiring new knowledge and skills through experience and practice. The acquired knowledge and skills further bring a relative change in our behavior and facilitate our adjustment in varied settings. For example, we learn language, riding a bicycle and applying mathematical skills to solve various problems. 18. Cont (E) Memory: The information we process and learn is registered and stored in the memory system. Memory also helps us to easily retrieve the stored information when it is required for use. For example, writing the answers in the examination after studying for the paper Memory has three components Sensory memory, short-term memory and long-term memory. 19. Cont Sensory memory. After information reaches the senses it is briefly registered in the sensory store. Some of this information is successfully passed to the short-term memory store. For example the visual image obtained when looking at the telephone number will enter the sensory store, and be selected from other incoming information for processing. 20. Cont Short-term memory hold information longer than sensory memory and has limited capacity. It has been suggested that approximately seven items can be held in short-term memory(Miller, 1965). After a short period ( estimates from few seconds to few minutes ) the information is either lost from memory or passed on to the more permanent store (long-term memory) In 1976 Baddeley describes short-term memory as working memory, as he argues, some temporary storage is required for such tasks as mental arithmetic, reasoning, or problem solving. 21. Cont Long-term memory it has been suggested has virtually unlimited capacity. However ,the process of remembering or the bringing back into consciousness relevant items of information accurately and speedily, is rarely achieved with perfection. Information about meanings, concepts, properties, and events are stored over along time. This stored knowledge is organized into what are referred to as schemata. Bartlett used the term schema to describe a whole complex or structure of knowledge about a particular topic. 22. Cont (F) Thinking: In the case of thinking we use our stored knowledge to solve various tasks. We logically establish the relationships among various objects in our mind and take rational decision for a given problem. We also evaluate different events of the environment and accordingly form an opinion. 23. Cont ( G)Decision making: the thought process of selecting a logical choice from the available options. When trying to make a good decision, a person must weight the positives and negatives of each option, and consider all the alternatives. For effective decision making, a person must be able to forecast the outcome of each option as well, and based on all these items, determine which option is the best for that particular situation. 24. Cont (H) Problem-solving is a mental process that involves discovering, analyzing and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue. The best strategy for solving a problem depends largely on the unique situation. In some cases, people are better off learning everything they can about the issue and then using factual knowledge to come up with a solution. In other instances, creativity and insight are the best options. 25. The Steps in Problem-Solving Identifying the Problem Defining the Problem Forming a Strategy Organizing Information Allocating Resources Monitoring Progress and Evaluating the Results. 26. Applications cognitive processes In this case, we will look on how cognitive processes applied to our daily life, we can try to make generalization and consider their applications for educational. People control their own learning: B. F. Skinner(1954, 1968) argued that students must make active responses in the classroom if they are to learn anything. Cognitivists share Skinner`s view: they emphasize mental activity rather than physical activity. 27. Cont Memory is selective. Because learners usually receive much information than they can possibly process and remember, they must continually make choices about what things to focus on and what things to ignore. Attention is essential for learning. We know that attention is critical for log-term retention of information, attention to a particular stimulus is all that needed. 28. Cont Actually, the things that teachers do in the classroom can make a big difference in the extent to which students pay attention to the topic at hand. 29. REFERENCES Psychology and Social for GNM and BPT Students, 3rd Ed, Author Jacob Anthikad Psychology for Nurses, 6th edition, Author Annie Altschul and Helen C. Sinclair Cognitive Theory and Application, 6th,Author Stephen K. Reed. Cognitive Psychology, 3rd ,Kathleen M. Galatti. www.alleydog.com