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Extra information on cognitive learning and information processing.

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Extra information on cognitive learning and information processing.

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The arrival of the computer that gave cognitive psychology the terminology and metaphor it needed to investigate the human mind. The start of the use of computers allowed psychologists to try to understand the complexities of human cognition by comparing it with something simpler and better understood i.e. an artificial system such as a computer.

The use of the computer as a tool for thinking how the human mind handles information is known as the computer analogy. Essentially, a computer codes (i.e. changes) information, stores information, uses information, and produces an output (retrieves info). The idea of information processing was adopted by cognitive psychologists as a model of how human thought works.

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https://youtu.be/AeoyzqmyWug

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1) Why do you think it is important that the word list in Study 1 was faded in after the shadowing began?

2) In study 2, the condition without the individuals name was conducted before the equivalent one with their name , explain why this is important??

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Moray (1959) Auditory attention Cognitive Cognitive because of its subject matter – namely, attention. This specific study was included because it is one of the many studies from the 1950s which sought to investigate auditory attention; Moray’s study comprises a series of three experiments, one of which investigates the ‘cocktail party effect’ and what kind of information breaks the attentional barrier is discussed.

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Directing attention away from the message in one ear blocks the verbal content of that message. Ones own name can, at least sometimes, break through the attentional block. Neautral material cannot be made important enough to break through the additional barrier.

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Study 1 showed that none of the content of the rejected message could be remebered. Study 2 showed that affective instructions were sometimes heard i.e could break through the attention barrier. Study 3 showed that numbers could not be made important enough to break through the attention barrier and be noticed in the rejected message even when they were expected.

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Method: The research method was a laboratory experiment with three studies: two with a repeated measures design and the last an independent measures design. The participants included both females and males. In study 1 memory for words (DV) from the shadowed prose message, a repeated word list in the rejected message, and control words were compared (IV). In study 2 instructions were either preceded or not by the participants name (IV) and whether or not the participant heard the instruction was the DV. In study 3 participants listened to passages with occasional numbers in were either told they would be asked questions about shadowed message or that they should remember all the numbers they could (IV). The DV was the number of digits reported. Controls included matching the volume of the messages, ensuring the participants name was not louder, and that the passages were read at a steady speed without expression. 

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Method: The research method was a laboratory experiment with three studies: two with a repeated measures design and the last an independent measures design. The participants included both females and males. In study 1 memory for words (DV) from the shadowed prose message, a repeated word list in the rejected message, and control words were compared (IV). In study 2 instructions were either preceded or not by the participants name (IV) and whether or not the participant heard the instruction was the DV. In study 3 participants listened to passages with occasional numbers in were either told they would be asked questions about shadowed message or that they should remember all the numbers they could (IV). The DV was the number of digits reported. Controls included matching the volume of the messages, ensuring the participants name was not louder, and that the passages were read at a steady speed without expression. 

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Aim: To test factors that would enable an unattended, dichotically presented message to be noticed.

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Aim: To test factors that would enable an unattended, dichotically presented message to be noticed.