Team A Psych 6400: Explain And Cite A Research Study

Team Apsych640022017cite And Explain A Research Study That Applies

Study # 1- Visual Perception Study. 1981 by Burgess and Judy et al. Method: Ideal observer model Template based detection procedure for imaging (Burgess, 2011). The ability to maintain attention on the stimuli greatly affects the quality of perception. Internal and external noise cause a reduction in perception abilities. Also, unfamiliar visual scenes reduced visual perception by 40%. This is the result of the lack of templates for those unfamiliar scenes (Burgess, 2011). When a template was present, cognitive decision making was sharp in the very beginning of the visual process.

Study # 2- Language Method: Cognitive Linguistics;1988 (Dwight Bollinger & Charles Fillmore) Hypothesized that speech utterances are learned and mentally stored. Grammar rules, idioms, etc. are all built over time. Environmental input determines language, absent any disorder.

Paper For Above instruction

The research conducted by Burgess (2011) on visual perception emphasizes the significance of mental templates and the ideal observer model in understanding how humans perceive and process visual stimuli. His study delineates how attention maintenance and noise—both internal and external—impact perception accuracy, ultimately shaping our ability to interpret visual scenes effectively. The research illustrates that when individuals encounter unfamiliar scenes lacking existing templates, their perception diminishes substantially, by approximately 40%, underlining the importance of prior knowledge and mental frameworks in visual cognition. Conversely, the presence of templates enables quicker and more accurate decision-making during the initial stages of visual processing, highlighting the role of cognitive schemas in sensorimotor interpretations.

This investigation is crucial for the study of knowledge representation because it underscores the cognitive mechanisms underlying perception—an essential component of how information is encoded, stored, and retrieved in the brain. Perception is not merely passive reception but an active, interpretative process involving mental models that shape our understanding of the world. Burgess’s work emphasizes that perception depends heavily on prior cognitive structures, such as templates, which are stored representations of familiar stimuli. These structures facilitate quicker recognition and decision making, demonstrating how knowledge shapes perceptual experience.

Furthermore, the study demonstrates that the absence of familiar templates hampers perception, which has profound implications for memory and learning. When individuals are exposed to unfamiliar scenes, their perception drops, implying that knowledge frameworks are necessary for efficient information processing. This concept aligns with Bartlett’s schema theory, which posits that existing mental structures influence how new experiences are understood and integrated into memory (Bartlett, 1932). As such, Burgess's research advances our understanding of the interconnectedness of perception and knowledge representation, illustrating that perception is an active constructive process relying on prior stored information.

The work by Bollinger and Fillmore (1988) on language further complements this understanding by exploring how language—a complex form of knowledge—develops through learned patterns stored in memory. Their hypothesis that speech utterances are learned and mentally stored suggests that language development relies heavily on internalized mental schemas, which are shaped over time by environmental input. This aligns with the notion that cognitive processes like categorization, memory, and language are interconnected as part of the broader framework of knowledge representation.

Analyzing how humans conceptualize and process language reveals that language acquisition is a cumulative process, built over experiences, exposure, and internal mental structures. Because language structures such as grammar rules and idioms are accumulated over time, the mental storage of language allows individuals to produce fluent and contextually appropriate speech. This process demonstrates the importance of implicit and explicit knowledge in language development and supports the view that language is an embodied, cognitively integrated system.

Both the Burgess (2011) visual perception study and Bollinger & Fillmore’s (1988) linguistics research highlight the vital role of internal mental representations in cognitive functioning. They show that knowledge isn't just stored passively but actively influences perception, decision-making, memory, and language use. Understanding these processes is essential for comprehending how humans interpret and navigate their environments, construct meaning, and develop expertise in various cognitive domains.

These studies also inform practical applications such as improving educational strategies, designing better human-computer interfaces, and developing assistive technologies for individuals with perceptual or language impairments. They contribute to the broader understanding that cognitive functions are interconnected and rely heavily on internal representations, which serve as the foundation for learning, adaptation, and communication.

References

• Anderson, J. R. (2010). Cognitive psychology and its implications (7th ed.). Worth Publishers.
• Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge University Press.
• Burgess, A. (2011). Visual Perception Studies and Observer Models Imaging. Seminars in Nuclear Medicine, 41(6), 112-117.
• Michelon, P. (2006). What are cognitive abilities and skills, and how to boost them? Retrieved from https://www.psychologytoday.com/us/blog/how-be-superior/200603/what-are-cognitive-abilities-and-skills-and-how-boost-them
• Smith, E. E., & Medin, D. L. (1981). Categories and concepts (p. 89). Harvard University Press.
• Stern, S. A., & Alberini, C. M. (2013). Mechanisms of Memory Enhancement. The Function of Reconsolidation Facilities. Memory, 10(5), 37-53. https://doi.org/10.1002/wsbm.1196
• Harris, C. (2011). Language and Cognition. The Cognitive Neuroscience Movement, 1-7.
• Michelon, P. (2006). What are cognitive abilities and skills, and how to boost them...? Retrieved from https://www.psychologytoday.com/us/blog/how-be-superior/200603/what-are-cognitive-abilities-and-skills-and-how-boost-them
• Anderson, J. R. (2010). Cognitive psychology and its implications. NY: Worth Publishers.
• Burgess, A. (2011). Visual Perception Studies and Observer Models Imaging. Seminars in Nuclear Medicine, 41(6), 112-117.