認(rèn)知心理學(xué)課件第一章-認(rèn)知心理學(xué)緒論

1、湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系認(rèn)知心理學(xué)COGNITIVE PSYCHOLOGY主講教師: 鐘毅平博士 授課對(duì)象: 心理學(xué)專業(yè)參考書(shū)介紹 王更生, 汪安圣的認(rèn)知心理學(xué) 北京大學(xué)出版社,1992年4月,共11章梁寧建著.當(dāng)代認(rèn)知心理學(xué), 上海教育出版社,2003年.共12章參考書(shū)介紹R L,Solso的認(rèn)知心理學(xué) 邵志芳等譯(據(jù)2005年第7版),上海人民出版社,2008年,共16章Eysenck M.W &Keane M.T著,高定國(guó),肖曉云譯.認(rèn)知心理學(xué)(第4版), 華東師范大學(xué)出版社,2004年.共19章Eysenck M.W &Keane M.T著,高定國(guó),何凌南譯.認(rèn)知心理學(xué)(第

2、5版), 華東師范大學(xué)出版社,2009年.共18章第一章 緒論 (Overview)第一節(jié) 認(rèn)知心理學(xué)：概述、起源和隱喻 一、認(rèn)知心理學(xué)的概述 二、認(rèn)知心理學(xué)的起源 三、認(rèn)知心理學(xué)的隱喻第二節(jié) 人的信息加工系統(tǒng) 一、信息加工系統(tǒng) 二、人的信息加工系統(tǒng)第一章 緒論 (Overview)第一節(jié) 認(rèn)知心理學(xué)：概述、起源和隱喻一、認(rèn)知心理學(xué)的概述（一）、認(rèn)知心理學(xué)的涵義1、1967年，美國(guó)心理學(xué)奈塞爾（Neisser）出版了名為認(rèn)知心理學(xué)的專著，標(biāo)志著認(rèn)知心理學(xué)的確立。 在書(shū)中他認(rèn)為認(rèn)知心理學(xué)是研究信息經(jīng)感覺(jué)輸入的轉(zhuǎn)換、加工、存儲(chǔ)、恢復(fù)、提取與使用的過(guò)程，他把認(rèn)知心理學(xué)劃分為視認(rèn)知、聽(tīng)認(rèn)知和記憶與思維

3、高層次心理過(guò)程三大部分。2、20世紀(jì)80年代，完整的認(rèn)知心理學(xué)體系基本形成。以人的認(rèn)知過(guò)程為研究對(duì)象。第一節(jié) 概述、起源和隱喻研究低層次認(rèn)知過(guò)程時(shí)，采用速視法、分聽(tīng)法、目標(biāo)搜索法研究高層次認(rèn)知過(guò)程時(shí)，采取口語(yǔ)報(bào)告法、內(nèi)容分析法、分析法近十年來(lái)，更多地采用計(jì)算機(jī)技術(shù)，以及腦成像技術(shù)和腦神經(jīng)科學(xué)新的理論和新的技術(shù)，為認(rèn)知心理學(xué)的研究提供了十分有效的新手段3、20世紀(jì)90年代開(kāi)始融入聯(lián)結(jié)主義思想，大大促進(jìn)了認(rèn)知心理學(xué)對(duì)人的心理過(guò)程微觀結(jié)構(gòu)的探索第一節(jié) 概述、起源和隱喻4、廣義的認(rèn)知心理學(xué)主要探討人類內(nèi)部的心理活動(dòng)過(guò)程、個(gè)體認(rèn)知的發(fā)生與發(fā)展，以及對(duì)人的心理事件、心理表征和信念、意向等心理活動(dòng)的研究5、

4、狹義的認(rèn)知心理學(xué)是以信息加工理論觀點(diǎn)為核心的心理學(xué)，以個(gè)體的心理結(jié)構(gòu)與心理過(guò)程為研究對(duì)象，探討人類認(rèn)知的信息加工過(guò)程6、認(rèn)知心理學(xué)是研究人的高級(jí)心理活動(dòng)過(guò)程的學(xué)科，即研究人接受、編碼、操作、提取、和利用知識(shí)的過(guò)程，這個(gè)過(guò)程包括知覺(jué)、語(yǔ)言、智能、表象、思維、推理、問(wèn)題解決、概念形成和創(chuàng)造性（美國(guó)百科全書(shū)，1980）第一節(jié) 概述、起源和隱喻7、對(duì)認(rèn)知活動(dòng)的三種理解認(rèn)知活動(dòng)是人腦對(duì)信息的加工過(guò)程認(rèn)知活動(dòng)是人腦對(duì)符號(hào)的處理過(guò)程認(rèn)知活動(dòng)是問(wèn)題解決過(guò)程它們都是當(dāng)代認(rèn)知心理學(xué)的基本觀點(diǎn)，其共同的認(rèn)識(shí)為，人類認(rèn)知活動(dòng)過(guò)程不是一個(gè)被動(dòng)地接受或加工信息、符號(hào)和解決問(wèn)題的過(guò)程，而是一個(gè)主動(dòng)地、積極地加工和處理輸入信

5、息、符號(hào)與解決問(wèn)題的動(dòng)態(tài)系統(tǒng)The word cognition is derived from the Latin word cognoscere, meaning “to know” or “to come to know”.Cognition is therefore the activities and processes concerned with the acquisition, storage, retrieval and processing of knowledge.What is Cognitive Psychology?It is the scientific stud

6、y of how the mind works“.cognitive psychology deals with how people perceive, learn, remember, and think about information.” Sternberg (1999)“Cognitive psychology is the study of processes underlying mental events” Solso (2005)What do cognitive psychologists study?MemoryDecision MakingAttentionPerce

7、ptionLearningNeurobiologyCognitive Development Concept FormationEmotionArtificial IntelligenceLanguageProblem SolvingMental Imagery Animal CognitionThings which cognitive psychologists may seek to explain. . .Why do we find it difficult to describe how to tie a shoelace without moving our hands or l

8、ooking at our shoes?Things which cognitive psychologists may seek to explain. . .What processes are involved in planning a novel route through familiar terrain. (e.g. How do I get from to via )第一節(jié) 概述、起源和隱喻8、認(rèn)知心理學(xué)的興起對(duì)心理學(xué)分支學(xué)科的影響對(duì)探討人的心理活動(dòng)過(guò)程的研究領(lǐng)域的擴(kuò)大從心理物理函數(shù)的收集走向?qū)θ说膬?nèi)部心理機(jī)制的提示從分析性研究轉(zhuǎn)向綜合性研究重視個(gè)別差異、社會(huì)文化差異以及對(duì)個(gè)案

9、的研究（二）人類的認(rèn)知系統(tǒng)及其特征 1、人類的認(rèn)知系統(tǒng)人由兩大系統(tǒng)組成，一個(gè)是維持生存的系統(tǒng)，它涉及到人類的情緒、需要、動(dòng)機(jī)、意志以及維持生命與延續(xù)生命的部分另一個(gè)是認(rèn)知的系統(tǒng)，它涉及到個(gè)體獲取知識(shí)和經(jīng)驗(yàn)的內(nèi)部心理操作過(guò)程，以及個(gè)體學(xué)習(xí)與運(yùn)用知識(shí)的過(guò)程這兩個(gè)系統(tǒng)相互聯(lián)系、相互作用（見(jiàn)圖1-1）2、人類認(rèn)知系統(tǒng)的基本特征第一，人是一個(gè)符號(hào)運(yùn)算系統(tǒng)。人類具有接收、存儲(chǔ)、加工和運(yùn)用符號(hào)（語(yǔ)言、文字、記號(hào)）的功能與能力。動(dòng)物只具有對(duì)信號(hào)作出簡(jiǎn)單條件反射的行為，兩者不僅存在數(shù)量上的差別，而且還呈現(xiàn)出質(zhì)上的差異2、人類認(rèn)知系統(tǒng)的基本特征第二，人類的認(rèn)知系統(tǒng)是一個(gè)多階段、多層次的信息傳遞系統(tǒng)。感覺(jué)登記、模式

10、識(shí)別、短時(shí)記憶系統(tǒng)、長(zhǎng)時(shí)記憶系統(tǒng)、注意第三，人類信息加工能力的有限性。研究表明，在感覺(jué)登記、注意、記憶等方面都存在一定限度2、人類認(rèn)知系統(tǒng)的基本特征第四，人是一個(gè)具有習(xí)得與發(fā)展有效認(rèn)知策略的系統(tǒng)。認(rèn)知策略可以提高一個(gè)人對(duì)信息加工與處理的效率，并能夠遵循科學(xué)的認(rèn)知活動(dòng)規(guī)律，去知覺(jué)、記憶、思維和解決問(wèn)題，以取得事半功倍的良好效果2、人類認(rèn)知系統(tǒng)的基本特征第五，人是一個(gè)新舊圖式整合、建構(gòu)、重構(gòu)而獲得知識(shí)的系統(tǒng)。新舊知識(shí)有機(jī)聯(lián)結(jié)的兩種方式：同化和順應(yīng)。它們是一個(gè)人擁有層次性和累積性知識(shí)的原因，也是一個(gè)人能夠在認(rèn)知系統(tǒng)中存儲(chǔ)知識(shí)的基本特性第六，人是一個(gè)不斷發(fā)展的監(jiān)控認(rèn)知系統(tǒng)。元認(rèn)知第一節(jié) 概述、起源和隱

11、喻二、認(rèn)知心理學(xué)的起源（一）認(rèn)知心理學(xué)興起的內(nèi)部原因A. 結(jié)構(gòu)主義與機(jī)能主義 ( Structuralism & Functionalism) 前者如馮特(Wilhelm Wundt)(內(nèi)省法,Introspection), 關(guān)心怎么樣;后者如詹姆斯(William James),關(guān)心為什么.B. 行為主義(Behaviorism) 華生,斯金納等, 心理表征(mental representation)C. 格式塔心理學(xué)(Gestalt psychology)D、托爾曼引入中介變量，主張對(duì)行為進(jìn)行心理分析湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系A(chǔ)ntecedent PhilosophiesEmp

12、iricism: Locke, Hume, Stuart Millemphasis: Experience / learningkey is the association between experiencesNativism: Plato, Descartes, Kantemphasis: that which is innate湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系A(chǔ)ntecedents of Cognitive PsychologyIndividual DifferencesSir Francis Galton (1822-1911)Intellige

13、nce, morals & personality were innateWanted to measure these individual differencesGeneral issue: Individual differences vs. group studies湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系A(chǔ)ntecedents of Cognitive PsychologyStructuralismWilhelm Wundt (1879) & Edward B. TitchenerFocus: elemental components of mind; describe consciou

14、s experience in terms of: mode, quality, intensity and durationMethod: IntrospectionReport on the basic elements of consciousnessNot Internal perception but experimental self observationMust be done in laboratory under controlled conditionsIntrospection should reveal workings of the unconscious湖南師范大

15、學(xué) 教育科學(xué)學(xué)院 心理學(xué)系A(chǔ)ntecedents of Cognitive PsychologyFunctionalismWilliam James (1890)Focus: why does the mind work as it does? Function more important than contentMethod: Introspection in natural settingsMust study the whole organism in real-life situationsMust get out of the laboratory!ExperimentationC

16、omparative study of men, animals “and savages”湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系A(chǔ)ntecedents of Cognitive PsychologyGestalt PsychologyMax Wertheimer, Kurt Koffka, Wolfgang Kohler (1911)Focus: on the holistic aspects of conscious experience; what order is imposed in perceptionThe key question is: what are the rules b

17、y which we parse the world into wholes?Method: IntrospectionExperience simply described as given, never analyzed (e.g., I see a book)Kohler湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Figure 1-1 (p. 11)Examples of Gestalt figures. Although (A), (B), and (C) all contain eight equal lines, most people experien

18、ce them differently, seeing (A) as four pairs of lines, (B) as eight unrelated lines, and (C) as a circle made up of eight line segments.湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系 Antecedents of Cognitive PsychologyBehaviourism E.g., Watson, Skinner (1930s)evolved as a reaction to the lack of progress usi

19、ng introspection; it rejected introspectionunfortunately it threw the baby out with the bathwaterbecame unfashionable to talk about mental representations, consciousness, mental stateslearning was emphasized, as was the relationship between inputs (stimuli) and outputs (responses)motivation湖南師范大學(xué) 教育

20、科學(xué)學(xué)院 心理學(xué)系“Psychology as the Behaviorist sees it is a purely objective, experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness wi

21、th which they lend themselves to interpretation in terms of consciousness . . . . What we need to do is start work upon psychology making behavior, not consciousness, the objective point of our attack.”(Watson, 1913, pp.158, 176)湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Behaviorism died because: It failed

22、 to adequately explain languageSkinner (1957): children learn language by imitation and reinforcement (behaviourism)Chomsky (1959): questioned operant conditioning explanation of languageChildren say sentences they never heard (“I hate you mommy”)They use incorrect grammar (“the boy hitted the ball”

23、) even though it is not reinforcedThe Death of Behaviorism湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Behaviorism died because: Could not explain failure to condition behaviors that went against animals instinctsE.g., it is difficult to train raccoons to drop coins into piggy bank they rub them insteadShows importance of bio

24、logically programmed behaviorMotivated psychologists to get out of the labThe Death of Behaviorism湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Behaviorism died because: Localization of function in the brain forced discussion of mindDonald Hebb: some functions (e.g., perception) is based on cell assembliesHubel & Weisel: demon

25、strated importance of early experience on development of nervous system (e.g., cats with early experience of horizontal lines failed to later perceive vertical lines)The Death of Behaviorism湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Behaviorism died because: In general:people refused to accept the idea that mental represent

26、ations did not existpeople came to accept that mental events and states could be studied scientificallyThe Death of Behaviorism湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Behaviourism as a THEORY diedbehaviourism as a METHODOLOGY survived and thrives today with its emphasis on rigorously controlled experiments and sophistica

27、ted analysis, replication, etcDeath of Behaviourism湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Human factors engineering presented new problems E.g., BroadbentDuring war time: equipment design required knowledge of human cognitionFocus: what is the most optimal way to design a machine for human useE.g., pilots landing airpla

28、nesE.g., vigilance while monitoring the radar screenThe “Cognitive Revolution”湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Communications engineering provided new conceptsExchange of information through channels (telegraph writers, phone lines)People as limited capacity processors of informationThe “Cognitive Revolution”湖南師范大

29、學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Development of computers and artificial intelligence gave a dominant metaphorThe computer metaphor: The comparison of peoples cognitive activities to an operating computerPeople seen as composed of input, processing, storage and output devices.The “Cognitive Revolution”湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)

30、系The “Cognitive Revolution”Marked by 2 influential books:Broadbents (Perception and Communication, 1958)Neissers (Cognitive Psychology, 1967)湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系The “Cognitive Revolution”researchers started to see that they were asking common questions:how is information acquired, processed, stored, a

31、nd transmittedhow information is represented 湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Information ProcessingThe emphasis here is on: information FLOW through the organismnature of the representationsnature of the processes that operate on these representationsits notable also for what it neglects-”attention” (a core area

32、of research in cognitive psychology)湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Retinal ImageProcessingMoreProcessingConsciousnessStorageNeisser, 1976Still moreProcessing湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Figure 1-4 (p. 29)A typical information-processing model.第一節(jié) 概述、起源和隱喻（二）現(xiàn)代科學(xué)技術(shù)對(duì)認(rèn)知心理學(xué)的巨大影響1、語(yǔ)言學(xué)：?jiǎn)棠匪够恼Z(yǔ)言轉(zhuǎn)換理論語(yǔ)言獲得(Language acquisition) 實(shí)例:CH

33、ILD: Nobody dont like me.MOTHER: No,say,“Nobody likes me”(重復(fù)八次后)M: No,now listen carefully;say,“Nobody likes me”C: Oh! Nobody dont likes me.第一節(jié) 概述、起源和隱喻2、信息論思想的滲透，為信息加工心理學(xué)的產(chǎn)生與發(fā)展奠定了基礎(chǔ)申農(nóng)用圖表示信息的傳輸過(guò)程第一節(jié) 概述、起源和隱喻 認(rèn)知心理學(xué)從申農(nóng)的通訊科學(xué)理論中引入了以下概念：第一，信息裝置第二，信息編碼第三，通道容量第四，系列加工和平行加工（連續(xù)的過(guò)程和平行的過(guò)程）第一節(jié) 概述、起源和隱喻3、計(jì)算機(jī)科學(xué)是當(dāng)代

34、認(rèn)知心理學(xué)產(chǎn)生與發(fā)展的最重要條件計(jì)算機(jī)對(duì)邏輯符號(hào)的操作與運(yùn)用和人在思維時(shí)對(duì)語(yǔ)言、符號(hào)的操作與運(yùn)用之間具有類似之處，從而在形式上把心理活動(dòng)理解為對(duì)符號(hào)的操縱或加工過(guò)程西蒙和紐韋爾提出，可以把計(jì)算機(jī)和人腦這兩者的內(nèi)部工作當(dāng)作符號(hào)操縱系統(tǒng)或符號(hào)計(jì)算系統(tǒng)來(lái)看待第一節(jié) 概述、起源和隱喻三、認(rèn)知心理學(xué)的隱喻認(rèn)知心理學(xué)的發(fā)展，主要體現(xiàn)在研究范式的演變方面目前有兩大研究范式或兩大研究綱要：符號(hào)操作系統(tǒng)范式與聯(lián)結(jié)主義范式（一）符號(hào)操作系統(tǒng)范式又稱為信息處理模型、符號(hào)處理模型、串行處理模型計(jì)算機(jī)隱喻是該范式確立的前提和基石即把計(jì)算機(jī)作為人腦功能的一種心理學(xué)模型，從中引申出人的認(rèn)知過(guò)程或心理活動(dòng)是一種“計(jì)算”的觀念

35、Cognitive Psychology in a NutshellThe problem in a nutshell: why sometimes your reaction is guided by understanding the stimulus not but the stimulus itself? You cant predict behavior focusing only on the stimulusCognitive modeling of the black (“mind”) boxThe mind does not exist or is irrelevant Th

36、e Roots of Cognitive RevolutionThe intellectual developments that paved the way for Cognitive Psychology began in the 40s. Behaviorism reached his impasse: If we wish to predict behavior we need to make reference to the mental world! Noam Chomsky rejected behaviorist assumptions about language as a

37、learned habit and proposed instead to explain language comprehension in terms of mental grammars consisting of rules. George Millers magic number: Miller summarized numerous studies which showed that the capacity of human thinking (short-term memory) is limited. He proposed that memory limitations c

38、an be overcome by recoding information into chunks.The Roots of Cognitive RevolutionDuring the same time (1950-1960), pioneers such as John McCarthy, Marvin Minsky, Allen Newell, and Herbert Simon were founding the field of Artificial Intelligence (AI). (AI is a term that indicates the ability of a

39、computer system to perform the same kinds of functions that characterize human thought). Cognitive Science and H. SimonIn response to AI, psychologists began to formulate a new approach to study human mind. The idea was to explore a particular analogy suggested by the work in AI that Mind is to brai

40、n as program is to computer and that Minds are essentially program like entities that run on brains instead of computers. The computer as metaphor Basic Assumptions of Cognitive Psychology Information Processing ApproachThe closely related idea that mental activity could be described as information

41、processing emerged in psychology: Mind is to brain as program is to computer Information can be processed and stored (remembered) in the brain, retrieved, changed, communicated and turned into action. There are rules (logical or otherwise) by which information is manipulated or processed. As a resul

42、t of the paradigm shift often referred to as the cognitive revolution, information processing has now replaced Behaviorism as the dominant force in psychology (meeting at MIT, 1956).Cognitive RevolutionLimitations of the computer metaphorThe metaphor maybe broadly correct but unhelpful because there

43、 maybe a diversity of processing models constructed on a different principles which will explain any given data set. Unfortunately, what computer do well, humans do poor, and what humans do well computer do stupidly or not at all. （一）符號(hào)操作系統(tǒng)范式符號(hào)：泛指代表、表示或意指他物的一切東西（紐韋爾，西蒙）。所謂符號(hào)就是模式，任何一個(gè)模式只要它能和其他模式相區(qū)別，它

44、就是一個(gè)符號(hào)。如英文字母、書(shū)上的文字符號(hào)、空間中的光波和聲波。既可以是物理的符號(hào)，也可以是人腦中抽象的符號(hào)，如言語(yǔ)、表象等符號(hào)具有雙重屬性：一是具有表征外部事物的功能，二是其自身具有物理或形式上的特征，可以標(biāo)志信息加工的操作。符號(hào)操作系統(tǒng)把人類所具有的觀念、能力以及腦內(nèi)加工的過(guò)程，看作是一系列的符號(hào)及其運(yùn)作的事件完整的符號(hào)操作系統(tǒng)應(yīng)具備以下六種功能第一，輸入符號(hào)（輸入）第二，存儲(chǔ)符號(hào)（儲(chǔ)藏）第三，建立符號(hào)結(jié)構(gòu)第四，條件性遷移（條件傳遞）第五，復(fù)制符號(hào)（復(fù)制）第六，輸出符號(hào)（輸出）如果具有以上六種功能，它就能表現(xiàn)出智能的特征符號(hào)操作系統(tǒng)范式的三點(diǎn)推論：第一，既然人具有智能，它就一定是一個(gè)完整的符

45、號(hào)操作系統(tǒng)第二，既然計(jì)算機(jī)是一個(gè)完整的符號(hào)操作系統(tǒng)，它就能夠表現(xiàn)出某種智能第三，既然人是一個(gè)完整的符號(hào)操作系統(tǒng)，計(jì)算機(jī)也是，那么就能夠用計(jì)算機(jī)來(lái)模擬人的認(rèn)知活動(dòng)過(guò)程計(jì)算機(jī)程序表現(xiàn)出來(lái)的功能與人的認(rèn)知活動(dòng)相類比為： 人類認(rèn)知活動(dòng) 計(jì)算機(jī)生理過(guò)程（中樞神經(jīng)系統(tǒng)、神經(jīng)元、腦的活動(dòng)）計(jì)算機(jī)硬件初級(jí)信息加工處理計(jì)算機(jī)語(yǔ)言思維過(guò)程程序最主要的認(rèn)知模型1、通用問(wèn)題解決程序（GPS），紐韋爾和西蒙設(shè)計(jì)，啟發(fā)式程序，手段目的分析方法2、初級(jí)知覺(jué)和記憶程序（EPAM），費(fèi)根鮑姆設(shè)計(jì)，把人的記憶程序分為兩個(gè)步驟：操作和學(xué)習(xí)最主要的認(rèn)知模型3、人類聯(lián)想記憶（HAM），安德森和鮑威爾提出，先分析簡(jiǎn)單的命題句子，存儲(chǔ)器保

46、持，新句子與“網(wǎng)絡(luò)知識(shí)庫(kù)”4、思維的適應(yīng)性控制（ACT），安德森提出的有關(guān)一般性知識(shí)存儲(chǔ)的認(rèn)知模型，知識(shí)的組成和表象概念的激活過(guò)程，陳述性知識(shí)和程序性知識(shí)進(jìn)行區(qū)分（前者的表征是“組塊”，后者是“產(chǎn)生式系統(tǒng)”（二）聯(lián)結(jié)主義范式20世紀(jì)80年代，聯(lián)結(jié)主義范式逐漸形成，并對(duì)信息加工的認(rèn)知心理學(xué)理論及其相關(guān)的元理論提出了許多不同的看法，大大促進(jìn)了對(duì)人類心理活動(dòng)過(guò)程的精細(xì)研究聯(lián)結(jié)主義認(rèn)為，人類的認(rèn)知活動(dòng)的本質(zhì)在于神經(jīng)元之間的聯(lián)結(jié)強(qiáng)度，以及它們之間不斷發(fā)生的動(dòng)態(tài)變化，即對(duì)信息進(jìn)行的是并行分布式的加工處理，這種聯(lián)結(jié)與處理是連續(xù)變化的模擬計(jì)算，它不同于對(duì)物理符號(hào)的模擬計(jì)算湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系C

47、onnectionism (parallel distributed processing PDP)Representational assumption: simple neuron-like elements code patterns of activation across a large population of such elements (Neural networks)these units are connected by weights that are modifiable by learningPositively weighted lead to activatio

48、nNegatively weighted lead to inhibitionThings (e.g., a letter, a word, a meaning) are represented by a pattern of activation湖南師范大學(xué) 教育科學(xué)學(xué)院 心理學(xué)系Processing assumption: activation across different levels of representation (e.g., orthographic, phonological, & semantic) is cascaded, and engaged in interactive activationall that means is that there is two way communication between levels that is continually updating.rather than there being discrete, linear stages in which processing doesnt start in stage 2 until processing has finished