CategorizationCategorization is the ability and activity of recognizing shared features or similarities between the elements of the experience of the world (such as objects, events, or ideas), organizing and classifying experience by associating them to a more abstract group (that is, a category, class, or type), on the basis of their traits, features, similarities or other criteria that are universal to the group. Categorization is considered one of the most fundamental cognitive abilities, and as such it is studied particularly by psychology and cognitive linguistics.
Salience (neuroscience)Salience (also called saliency) is that property by which some thing stands out. Salient events are an attentional mechanism by which organisms learn and survive; those organisms can focus their limited perceptual and cognitive resources on the pertinent (that is, salient) subset of the sensory data available to them. Saliency typically arises from contrasts between items and their neighborhood. They might be represented, for example, by a red dot surrounded by white dots, or by a flickering message indicator of an answering machine, or a loud noise in an otherwise quiet environment.
Cognitive modelA cognitive model is an approximation of one or more cognitive processes in humans or other animals for the purposes of comprehension and prediction. There are many types of cognitive models, and they can range from box-and-arrow diagrams to a set of equations to software programs that interact with the same tools that humans use to complete tasks (e.g., computer mouse and keyboard). In terms of information processing, cognitive modeling is modeling of human perception, reasoning, memory and action.
Emotion and memoryEmotion can have a powerful effect on humans and animals. Numerous studies have shown that the most vivid autobiographical memories tend to be of emotional events, which are likely to be recalled more often and with more clarity and detail than neutral events. The activity of emotionally enhanced memory retention can be linked to human evolution; during early development, responsive behavior to environmental events would have progressed as a process of trial and error.
Dual-coding theoryDual-coding theory is a theory of cognition that suggests that the mind processes information along two different channels; verbal, and visual. It was hypothesized by Allan Paivio of the University of Western Ontario in 1971. In developing this theory, Paivio used the idea that the formation of mental images aids learning through the picture superiority effect. According to Paivio, there are two ways a person could expand on learned material: verbal associations and imagery.
Fuzzy-trace theoryFuzzy-trace theory (FTT) is a theory of cognition originally proposed by Valerie F. Reyna and Charles Brainerd that draws upon dual-trace conceptions to predict and explain cognitive phenomena, particularly in memory and reasoning. The theory has been used in areas such as cognitive psychology, human development, and social psychology to explain, for instance, false memory and its development, probability judgments, medical decision making, risk perception and estimation, and biases and fallacies in decision making.
Cognitive neuropsychologyCognitive neuropsychology is a branch of cognitive psychology that aims to understand how the structure and function of the brain relates to specific psychological processes. Cognitive psychology is the science that looks at how mental processes are responsible for the cognitive abilities to store and produce new memories, produce language, recognize people and objects, as well as our ability to reason and problem solve.
Cognitive biologyCognitive biology is an emerging science that regards natural cognition as a biological function. It is based on the theoretical assumption that every organism—whether a single cell or multicellular—is continually engaged in systematic acts of cognition coupled with intentional behaviors, i.e., a sensory-motor coupling. That is to say, if an organism can sense stimuli in its environment and respond accordingly, it is cognitive.
Interference theoryThe interference theory is a theory regarding human memory. Interference occurs in learning. The notion is that memories encoded in long-term memory (LTM) are forgotten and cannot be retrieved into short-term memory (STM) because either memory could interfere with the other. There is an immense number of encoded memories within the storage of LTM. The challenge for memory retrieval is recalling the specific memory and working in the temporary workspace provided in STM.
Chunking (psychology)In cognitive psychology, chunking is a process by which small individual pieces of a set of information are bound together to create a meaningful whole later on in memory. The chunks, by which the information is grouped, are meant to improve short-term retention of the material, thus bypassing the limited capacity of working memory and allowing the working memory to be more efficient. A chunk is a collection of basic units that are strongly associated with one another, and have been grouped together and stored in a person's memory.
