[SOLVED] 程序代写 LECTURE 02

LECTURE 02
FROM COGNITIVE MODELS TO CONSTRUCTING CAREFULLY-DESIGNED EXPERIMENTS FEATURES OF HIGH-VALUE COGNITIVE TESTS
FROM COGNITIVE TASKS TO COGNITIVE NEUROSCIENCE
PSYB57: INTRODUCTION TO COGNITIVE PSYCHOLOGY | UNIVERSITY OF TORONTO, SCARBOROUGH | PROF. MICHAEL SOUZA

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Some considerations of cognitive experimentation
Cognitive psychology testing is done all over the world and the ways in which certain psychological variables are conceptualized and operationalized may vary
This cultural variability may result in disagreements in the psychological literature solely because of methodological differences (i.e., if WM measured one way in Canada and another way in Sweden)
What are some guiding principles that we can be mindful of as we create thoughtful cognitive experiments that are clearly-specified, robust, relatively easy to try to replicate, etc?
Picture: http://68.media.tumblr.com/tumblr_md8kebt4aP1qlz3wr.jpg

Some considerations of cognitive experimentation (1)
Ensuring that your measurement has good construct validity Convergent validity with measures designed to tap the same function Discriminant validity with measures designed to tap other, distinct functions
Ensuring that your measurement is reliable
You should get roughly the same measurement each time
Picture: http://carolynee.net/wp-content/uploads/2013/12/scale.jpg
Some considerations of cognitive experimentation (2) Consistent scoring system
Transparent method for coding participant behavior and scoring accuracy
Appropriate range of difficulty (sensitivity)
You may want to capture all of the variability that may exist in a group You may also want to capture something much more narrow and specific Issues with tasks that are far too easy, or far too difficult
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Some considerations of cognitive experimentation (3)
Multiple versions for repeatability
The issue of practice effects
Surface structure changes but deep structure remains (but comparable difficulty) Value for using pre/post designs, tracking people over time (longitudinally), etc.
Articulating typical patterns of performance across groups of interest (norms) “So I got a 75% on this cognitive test…what does that mean?”
Promoting generalizability (i.e., convenience samples, the issue with WEIRD samples)
White | Educated | Industrial | Rich | Democratic (Heinrich, Heine, Norenzayan, 2010)
Picture: http://nspt4kids.com/wp-content/uploads/2015/03/neuropsychological-tests.png
LECTURE 02
FROM COGNITIVE MODELS TO CONSTRUCTING CAREFULLY-DESIGNED EXPERIMENTS FEATURES OF HIGH-VALUE COGNITIVE TESTS
FROM COGNITIVE TASKS TO COGNITIVE NEUROSCIENCE
PSYB57: INTRODUCTION TO COGNITIVE PSYCHOLOGY | UNIVERSITY OF TORONTO, SCARBOROUGH | PROF. MICHAEL SOUZA

How does cognitive neuroscience interface with this work?
designed experiment
Mental processes involved in the task
Identify brain areas (or networks) controlling these mental processes
Behavioral dependent variables
Carefully designed experiments: translation to cognitive neuroscience
GET READY!
Brain activity differences as
a function of load?

Linking cognitive models to neuroimaging: Positron Emission Tomography (PET)
Peterson, Fox, Posner, Mintun & Raichle (1988), Nature, 331 (6157), 585-9
COGNITIVE PROCESS BRAIN AREA(S)
Most common functional techniques used today
Electroencephalogram (EEG)
Picture: https://speakingofresearch.files.wordpress.com/2016/08/electroencephalogram-eeg.jpg
Adapted from: http://www.frontiersin.org/files/Articles/186136/fpsyt-07-00103-HTML/image_m/fpsyt-07-00103-g001.jpg
Functional magnetic resonance imaging (fMRI)

Electroencephalography (EEG)
Electrodes placed on multiple areas of the scalp Each electrode creates a recording channel Signal averaging and analysis, interpretation Timing of mental processes
Picture: http://www.frontiersin.org/files/Articles/65595/fpsyg-04-00984-r2/image_m/fpsyg-04-00984-g002.jpg Adapted from: http://www.madehow.com/images/hpm_0000_0007_0_img0033.jpg
Functional Magnetic Resonance Imaging (fMRI)
Link between neural activity and blood flow Localization of mental processes
Picture: http://www.mrimedicalequipment.com/wp-content/uploads/2009/09/PhilipsAchieva30TX.jpg http://www.martinos.org/neurorecovery/images/fMRI_labeled.png

Lecture objectives
 To understand and describe some key principles that inform the development of cognitive models;
 To describe conceptual and operational definitions of several cognitive processes of interest so that we may design paradigms to study them;
 To understand the purpose and value of visualizing an experimental paradigm, and to position yourself to create such visualizations;
 To critically analyze how selection of various features of an experimental paradigm may influence participant performance, and the underlying cognitive processes we wish to study;
 To identify and describe some key features that must be considered for a cognitive test (e.g., validity) to be used more widely;
 To briefly consider and understand how common cognitive neuroscience tools (e.g., EEG, fMRI) may be used in parallel with cognitive paradigms to study their underlying neural mechanisms.

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