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| Learning Objectives |
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| By the end of this section, you will be able to: |
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| Describe cognition |
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| Distinguish concepts and prototypes |
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| Explain the difference between natural and artificial concepts |
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| Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. |
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| How is it possible that the brain is able to move from one thought to the next in an organized, orderly fashion? |
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| The brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. |
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| Yet, you don’t notice most of your brain’s activity as you move throughout your daily routine. |
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| This is only one facet of the complex processes involved in cognition. |
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| Simply put, cognition is thinking, and it encompasses the processes associated with perception, knowledge, problem solving, judgment, language, and memory. |
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| Scientists who study cognition are searching for ways to understand how we integrate, organize, and utilize our conscious cognitive experiences without being aware of all of the unconscious work that our brains are doing (for example, Kahneman, 2011). |
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| Cognition |
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| Upon waking each morning, you begin thinking—contemplating the tasks that you must complete that day. |
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| In what order should you run your errands? |
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| Should you go to the bank, the cleaners, or the grocery store first? |
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| Can you get these things done before you head to class or will they need to wait until school is done? |
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| These thoughts are one example of cognition at work. |
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| Exceptionally complex, cognition is an essential feature of human consciousness, yet not all aspects of cognition are consciously experienced. |
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| Cognitive psychology is the field of psychology dedicated to examining how people think. |
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| It attempts to explain how and why we think the way we do by studying the interactions among human thinking, emotion, creativity, language, and problem solving, in addition to other cognitive processes. |
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| Cognitive psychologists strive to determine and measure different types of intelligence, why some people are better at problem solving than others, and how emotional intelligence affects success in the workplace, among countless other topics. |
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| They also sometimes focus on how we organize thoughts and information gathered from our environments into meaningful categories of thought, which will be discussed later. |
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| Concepts and Prototypes |
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| The human nervous system is capable of handling endless streams of information. |
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| The senses serve as the interface between the mind and the external environment, receiving stimuli and translating it into nervous impulses that are transmitted to the brain. |
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| The brain then processes this information and uses the relevant pieces to create thoughts, which can then be expressed through language or stored in memory for future use. |
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| To make this process more complex, the brain does not gather information from external environments only. |
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| When thoughts are formed, the brain also pulls information from emotions and memories (Figure 7.2). |
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| Emotion and memory are powerful influences on both our thoughts and behaviors. |
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| Figure 7.2 |
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| Sensations and information are received by our brains, filtered through emotions and memories, and processed to become thoughts. |
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| In order to organize this staggering amount of information, the brain has developed a file cabinet of sorts in the mind. |
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| The different files stored in the file cabinet are called concepts. |
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| Concepts are categories or groupings of linguistic information, images, ideas, or memories, such as life experiences. |
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| Concepts are, in many ways, big ideas that are generated by observing details, and categorizing and combining these details into cognitive structures. |
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| You use concepts to see the relationships among the different elements of your experiences and to keep the information in your mind organized and accessible. |
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| Concepts are informed by our semantic memory (you will learn more about semantic memory in a later chapter) and are present in every aspect of our lives; however, one of the easiest places to notice concepts is inside a classroom, where they are discussed explicitly. |
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| When you study United States history, for example, you learn about more than just individual events that have happened in America’s past. |
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| You absorb a large quantity of information by listening to and participating in discussions, examining maps, and reading first-hand accounts of people’s lives. |
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| Your brain analyzes these details and develops an overall understanding of American history. |
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| In the process, your brain gathers details that inform and refine your understanding of related concepts like democracy, power, and freedom. |
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| Concepts can be complex and abstract, like justice, or more concrete, like types of birds. |
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| In psychology, for example, Piaget’s stages of development are abstract concepts. |
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| Some concepts, like tolerance, are agreed upon by many people, because they have been used in various ways over many years. |
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| Other concepts, like the characteristics of your ideal friend or your family’s birthday traditions, are personal and individualized. |
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| In this way, concepts touch every aspect of our lives, from our many daily routines to the guiding principles behind the way governments function. |
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| Another technique used by your brain to organize information is the identification of prototypes for the concepts you have developed. |
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| A prototype is the best example or representation of a concept. |
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| For example, for the category of civil disobedience, your prototype could be Rosa Parks. |
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| Her peaceful resistance to segregation on a city bus in Montgomery, Alabama, is a recognizable example of civil disobedience. |
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| Or your prototype could be Mohandas Gandhi, sometimes called Mahatma Gandhi (“Mahatma” is an honorific title) (Figure 7.3). |
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| Figure 7.3 |
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| In 1930, Mohandas Gandhi led a group in peaceful protest against a British tax on salt in India. |
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| Mohandas Gandhi served as a nonviolent force for independence for India while simultaneously demanding that Buddhist, Hindu, Muslim, and Christian leaders—both Indian and British—collaborate peacefully. |
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| Although he was not always successful in preventing violence around him, his life provides a steadfast example of the civil disobedience prototype (Constitutional Rights Foundation, 2013). |
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| Just as concepts can be abstract or concrete, we can make a distinction between concepts that are functions of our direct experience with the world and those that are more artificial in nature. |