Concept
Psychologie cognitive
Concepts associés (56)
Catégorisation
La catégorisation est une activité mentale qui consiste à placer un ensemble d'objets dans différentes catégories (classes, types, taxons) en fonction de leurs similarités ou de critères communs. Il s'agit d'une stratégie cognitive fondamentale dans la perception et la compréhension de concepts et d'objets, dans la prise de décision et dans l'interaction avec l'environnement, à tel point qu'elle est considérée comme un processus cognitif fondamental.
Saillance
La saillance (de l'anglais salience, construit sur salient, du français saillant, lui-même du latin saliens, « qui saute ») d'une chose quelconque est le fait qu'elle attire l'attention ; plus précisément, la mesure dans laquelle elle retient l'attention par rapport aux autres choses présentes dans son environnement (y compris des choses similaires). Par exemple, un mot peut être mieux perçu que d'autres dans un message (saillance linguistique).
Modèle cognitif
Un modèle cognitif est une représentation simplifiée visant à modéliser des processus psychologiques ou intellectuels. Leur champ d'application est principalement la psychologie cognitive et l'intelligence artificielle à travers la notion d'agent. Les sciences cognitives se servent de manière récurrente de modèles cognitifs : devant la complexité des processus permettant d'expliquer les raisonnements et les comportements, il est en effet pratique de passer par des hypothèses simplificatrices sous forme de modèles.
Emotion and memory
Emotion 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 theory
Dual-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 theory
Fuzzy-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 neuropsychology
Cognitive 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 biology
Cognitive 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 theory
The 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.