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ORIENTATION 10/25/04 TO THE READINGS, 10/25/04 Psychology 749 Building larger structures: Cognitive maps and internal models (Part 2)
Interlude: Active Reading II
Fu, L. (2001). How I came to understand the benefits of active reading. Unpublished manuscript, University of Michigan. A true story by an eye witness who had been dubious about a counterintuitive approach to information processing. The excerpts on study skills mentioned in the second paragraph of this reading can be revisited, if desired, by going to pages 109-111 of the course pack. (They were used for the first interlude on active reading.) Hanscom, L. (1986). Eureka! Is this the speed readers' secret? Ann Arbor News, Oct, 16.
This brief article explores what speed reading is all about. Some people find her conclusion shocking, and even immoral. Remember, as we noted in the previous interlude, that:
1) People have purposes. The writer cannot write for each person's purpose; the reader must find the importance with respect to his or her own concerns. 2) Many of our cultural values emerged during a time of information scarcity. We are now confronted with a radically different situation, one in which there is an informational glut. What is now scarce, as Herbert Simon has pointed out, is attention. It should no longer be considered immoral not to read every word. 3) In most areas of scientific writing the gist is more important than the words that are meant to communicate it. Going for the gist makes more sense in terms of limitations on time and memory.
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10/25/04 OR
Building larger structures: Cognitive maps and internal models (Part 2)
Craik, K.J.W. The Nature of Explanation; Ch. 5 "Hypothesis on the Nature of Thought". (Optional) Craik's piece contains one of the best summary sentences on the value of models we have encountered--look for it in the Kaplan & Kaplan reading. (If you do decide to read this optional piece, this is one article that is worth reading rather than just scanning. Notice the characteristics of a mental Craik model describes as necessary for it to support prediction and planning. Like James, Craik has "aged" quite well--both still address important questions in thought provoking ways.) Kaplan, S. and Kaplan, R. Cognition and Environment; Ch. 3: "Prediction and the Cognitive Map" This chapter focuses on a theory about the structure with which we model the environment. There are a number of important points in this chapter. First, note the distinction between continuity and connectedness. Second, consider the advantages of using the same representations in a variety of different sequences. Third, note the pervasiveness of space and spatial imagery in human thought. Fourth, relate the idea of the generic map to that of the prototype. Peters, R. and Mech, L.D. Behavioral and intellectual adaptations of selected mammalian predators to the problem of hunting large animals Peters and Mech speculate on the adaptations that helped early human hunters by looking at a set of other, presently available species. As you might have guessed, the ability to use cognitive maps is one such adaptation. While the cognitive map section and the concluding section are the most important, the others are worth...