1
AMDGUOUS
AND
TRANSFORM
COMMUNICATE
science
MATCHING
APPROACH
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SOENTNC
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ACQUIRE
STORE
INDIVIDUAL
psychological
LESS
LESS
USE
PROCESSING
COGNITIVE
?
Cognitive
psychology
is
the
branch
of
concerned
with
how
people
,
,
,
,
5
Information
.
?
It
is
difficult
to
imagine
many
(
any
?
)
day
-
to
-
day
activities
that
do
not
involve
6
in
some
form
and
as
such
,
through
the
application
of
insights
from
cognitive
psychology
,
we
can
change
our
lives
,
organizations
,
and
communities
for
the
better
?
Cognitive
psychologists
employ
a
diverse
array
of
methods
and
a
and
as
such
the
field
relies
on
empirical
evidence
and
ADAPT
as
new
data
emerge
.
?
Cognitive
psychologists
attempt
to
discover
the
general
principles
that
govern
behavior
while
recognizing
and
.
?
Cognitive
processes
are
processes
implemented
In
the
brain
;
nevertheless
,
progress
in
understanding
human
?
cognition
does
not
(
according
to
many
in
the
field
)
require
understanding
how
cognitive
processes
are
implemented
in
the
brain
Different
cognitive
functions
appear
tied
to
specific
regions
of
the
brain
,
but
this
mapping
is
complicated
and
likely
becomes
true
as
one
moves
from
more
basic
cognitive
functions
(
e
.
g
.
perception
of
a
line's
orientation
)
to
more
complex
cognitive
functions
(
e
.
g
,
decision
making
)
?
Sensory
input
is
inherently
and
as
such
perception
is
best
thought
of
as
an
interpretation
based
on
a
variety
of
sources
of
information
,
not
a
replica
of
the
sensory
input
.
?
What
we
perceive
can
be
thought
of
as
a
combination
of
BOTTOM
-
UP
and
TOP
-
Information
,
though
the
contribution
of
the
latter
is
controversial
?
Pattern
recognition
is
thought
to
involve
some
form
of
of
the
sensory
input
to
pre
-
existing
representations
stored
in
our
minds
2
interconnected
permanent
cue
constructive
automatic
psychologists
Remembering
effectively
interference
effectively
encoding
consolidate
always
endogenously
retrieval
controlled
exogenously
representations
selection
debated
performance
cognitive
withdrawal
Many
consider
humans
to
be
limited
capacity
information
processors
.
This
requires
some
form
of
?
from
some
things
in
order
to
deal
more
with
others
.
Attended
information
tends
to
be
processed
more
and
the
extent
to
which
unattended
information
is
processed
is
.
Practice
can
shift
processing
from
being
more
(
i
.
e
.
,
slow
,
effortful
,
attention
demanding
,
intentional
)
to
more
(
i
.
e
.
,
fast
,
effortless
,
attention
-
free
,
unintentional
)
.
Our
attention
can
be
shifted
(
"
captured
"
in
a
stimulus
driven
manner
)
or
(
"
directed
"
in
a
goal
driven
manner
)
Attending
to
one
thing
(
e
.
g
.
,
task
,
location
)
at
a
time
will
almost
(
probably
always
)
yield
better
than
attending
to
more
than
one
thing
at
a
time
.
Memory
is
considered
by
many
to
be
made
up
of
distinct
"
systems
"
(
e
.
g
.
,
sensory
memory
,
short
-
term
memory
,
long
term
memory
,
episodic
,
semantic
,
procedural
memory
)
.
begins
with
a
which
initiates
and
is
critically
dependent
on
the
match
between
the
context
and
the
retrieval
context
Forgetting
is
largely
a
function
of
New
memories
over
time
(
i
.
e
.
,
minutes
,
hours
,
weeks
,
months
)
transitioning
from
an
initial
fragile
state
to
a
more
state
Memory
is
.
Information
from
a
variety
of
sources
is
used
to
construct
a
response
to
a
retrieval
cue
.
Knowledge
(
semantic
memory
)
is
often
considered
to
be
organized
into
a
network
of
3
facilitating
composed
ambiguous
generating
multiple
visual
limited
generate
mental
communication
decision
perception
spatial
cognition
regular
visual
categories
understanding
imagery
action
perception
arbitrary
intelligible
image
hierarchical
properties
languages
Imagery
making
category
number
category
Concepts
and
are
the
building
blocks
of
human
allowing
us
to
interpret
a
wide
range
of
sensory
inputs
in
terms
of
a
of
meaningful
units
.
Knowing
that
something
belongs
to
a
can
provide
a
wealth
of
information
about
it
,
,
,
and
.
Categorization
and
learning
appear
to
be
supported
by
,
distinct
processes
(
e
.
g
.
,
similarity
-
based
processes
,
rule
-
based
processes
)
.
Most
people
,
but
not
all
,
report
being
able
to
a
in
their
mind
?
s
eye
Mental
images
share
some
,
but
not
all
,
with
pictures
Similar
,
though
not
the
same
,
cognitive
and
neural
systems
are
involved
in
and
-
based
and
mnemonics
can
be
exceptionally
effective
Human
language
is
a
system
;
but
not
all
communication
systems
are
Human
language
is
(
i
.
e
.
,
rule
governed
)
,
productive
(
i
.
e
.
,
capable
of
an
infinite
number
of
expressions
)
,
(
i
.
e
.
,
lack
of
a
relation
between
the
unit
of
languageand
its
referent
)
,
and
(
i
.
e
.
,
of
smaller
units
that
can
be
combined
to
form
larger
ones
)
The
speech
signal
(
i
.
e
.
,
acoustic
stimulus
)
can
be
,
and
as
such
speech
draws
on
numerous
sources
(
e
.
g
.
,
experience
,
context
,
predictions
)
to
make
it
4
accurate
logically
genes
individual
environment
environment
substantial
slower
genetics
irrelevant
processing
environment
restructuring
capacity
true
critically
heuristics
errors
decision
gene
genes
cognitive
reasoning
breakthroughs
fast
systematic
minds
estimating
Genetic
contributions
to
differences
in
abilities
are
largely
a
product
of
the
influence
of
many
,
rather
than
a
single
Individual
differences
in
human
cognition
are
driven
by
both
and
.
For
example
,
across
a
variety
of
cognitive
abilities
twin
studies
have
shown
consistent
contributions
of
,
the
shared
,
and
the
non
-
shared
.
Optimal
problem
solving
,
,
and
making
,
can
be
limited
by
constraints
in
time
,
information
,
and
our
information
.
Problem
solving
is
dependent
on
how
individuals
represent
the
problem
in
their
,
non
optimal
representations
can
lead
to
blocks
and
a
problem
representation
can
lead
to
When
reasoning
individuals
have
a
tendency
to
try
to
confirm
their
idea
is
,
rather
than
test
that
idea
.
The
content
of
a
problem
can
have
a
effect
on
reasoning
performance
,
even
when
that
content
is
The
processes
that
contribute
to
reasoning
can
be
divided
into
two
broad
types
?
,
autonomous
,
intuitive
processes
(
i
.
e
.
,
type
1
)
and
,
more
controlled
,
and
analytic
processes
(
i
.
e
.
,
type
2
)
Making
decisions
often
involves
the
chances
of
an
event
or
outcome
and
these
judgments
are
often
based
on
(
i
.
e
.
,
mental
shortcuts
)
that
can
lead
to
bias
(
i
.
e
.
,
systematic
errors
)
Our
metacognitive
judgements
(
i
.
e
.
,
our
thinking
about
our
thinking
)
can
be
,
but
like
other
judgement
,
s
are
subject
to
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