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language in a social context and argues that language is more than just the sum of a speaker and 
a separate listener。 

Gabrieti; J。 D。 E。 (1998)。 Cognitive Neuroscience of Human Memory。 Annual Review of Psychology; 49; 
87–115。 Summarizes current knowledge on long…term memory processes and discusses memory 
in terms of neural networks that support specific mnemonic processes。 Research from 
neurophysiological studies is used to explain the memory functioning in normal individuals 
and in individuals with several forms of memory impairment。 

Gazzaniga; M。 (1995)。 The Cognitive Neurosciences。 Cambridge: MIT Press。 An important work that 
helps define the rapidly emerging field of cognitive neuroscience。 Contains the views and ideas 
of many leaders in the field。 

Kosslyn; S。 M。; & Koenig; O。 (1992)。 Chapter 2: putation in the Brain。 In Wet Mind: The New 
Cognitive Neuroscience; pp。 17–51。 A wonderful volume that marries the fields of cognitive and 
neuropsychology in a concise and readable format。 

McLeod; P。; Plunkett; K。; & Rolls; E。 (1998)。 Introduction to Connectionist Modeling of Cognitive 
Processes。 New York: Oxford University Press。 Introduces students to the connectionist model of 
cognitive processes。 Provides custom software; “Learn;” that allows students to create their own 
models。 (“Learn” runs on both PC and Mac systems。) 

McNeil; D。 (1987)。 Psycholinguistics: A New Approach。 New York: Harper & Row。 A short but 
plete look at the relationship between linguistics and psychology。 Extended coverage of 
linguistic relativity as well as gesture and sign language。 

Posner; M。 (1989)。 Foundations of Cognitive Science。 Cambridge: MIT Press。 A thorough reference on 
the field of cognitive science; with contributions from leading researchers。 

Premack; D。 (1986)。 Gavagai! The Future History of the Ape Language Controversy。 Cambridge: MIT 
Press。 A personal look by one of the leading figures in primate munication into the major 
issues surrounding the ape language controversy。 

Reed; S。 (1997)。 Cognition: Theory and Applications (4th ed。)。 Pacific Grove: Brooks/Cole Publishing。 
Provides an overview of the major theories and experimental findings in the field of cognitive 
psychology。 

159 


PSYCHOLOGY AND LIFE 

160 


CHAPTER 9: COGNITIVE PROCESSES 

DISCOVERING PSYCHOLOGY 

PROGRAM 10: COGNITIVE PROCESSES 

Overview 

An exploration into the higher mental processes—reasoning; planning; and problem solving— 
and why the cognitive revolution is attracting such diverse investigators; from philosophers to 
puter scientists。 

Key Issues 

The impact of the puter on the study of cognitive psychology; puters that think like 
human beings; the parts of the brain used in reading; how human beings organize and 
categorize concepts; and how the human mind and puters think alike。 

Demonstration 

Analysis of cerebral blood flow during cognitive tasks。 

Interviews 

Leading cognitive psychologist Howard Gardner discusses the impact of the puter on the 
study of cognitive psychology。 

Nobel Prize winner Herbert Simon discusses his work on producing a puter that thinks 
and solves problems like a human。 

Michael Posner uses brain…imaging techniques to explore what parts of the brain are used 
during reading。 

Robert Glaser examines why some individuals have not developed basic skills in various types 
of learning while others have developed high levels of prehension。 

PROGRAM 11: JUDGMENT AND DECISION MAKING 

Overview 

A look at the process of making judgments and decisions; how and why people make good and 
bad judgments; and the psychology of risk taking。 

Key Issues 

The relationship between judgment and decision making; groupthink exhibited in The Bay of 
Pigs cabinet meetings; Cognitive Dissonance theory and experiments; and good versus poor 
negotiating techniques 

Archival Demonstrations 

Amos Tversky and Daniel Kahneman use “person in the street” respondents to illustrate 
fallacies of human intuition。 

Training program to improve decision making。 

161 


PSYCHOLOGY AND LIFE 

Classic early dissonance experiment by Festinger and Carlsmith。 

Interviews 

Amos Tversky and Daniel Kahneman examine the relationship between decision making and 

the principles of availability; reasoning by similarity; anchoring effect; and risk aversion。 

Psychologist Irving Janis discusses his study on the impact of groupthink on the Kennedy 

administration’s decision to implement The Bay of Pigs operation。 

Max Bazerman examines good and bad negotiating techniques。 

Psychologist Leon Festinger examines how people e to love the things for which they suffer。 

FILMS AND VIDEOS 

Age of Intelligent Machines (1987)。 IU (AIMS); 29 minutes 

Examines the world of artificial intelligence (AI) and expert systems。 Looks at how a new 
generation of machines can perform functions once thought impossible; such as diagnose illnesses; 
create original art; and navigate jets。 Explains that one of the major goals of AI research is to learn 
how the human brain works and to duplicate the human ability to use judgment。 Features 
contributions by many leading researchers。 

Can We Talk to the Animals? (1987)。 IU (CORT); 30 minutes 

Examines research on human–animal munication that indicates chimpanzees and dolphins 
are capable of understanding words rather than just exhibiting learned responses。 

munication: The Nonverbal Agenda (1988)。 CRM; 30 minutes 

Provides an overview of the field of nonverbal munication。 Examines how a variety of 
behaviors; such as tone of voice; posture; facial expressions; use of space; eye contact; and body 
movement may either reinforce or contradict verbal messages。 

The Mind: Thinking (1988)。 CRM; 24 minutes 

Thinking is defined as the ability to manipulate a model of the world and to plan a course of 
appropriate action。 Discusses two “failures” in psychology created by our misunderstanding of 
thinking: the Prefrontal Lobotomies and the use of IQ Tests to measure thinking。 

CASE STUDY LECTURE LAUNCHER 

At the age of 16; Edith Eva Eger’s world turned upside down。 She and her family were suddenly 
arrested and interned in Auschwitz; a Nazi concentration camp in Poland。 Shortly after they 
arrived at Auschwitz; her mother was sent to the gas chamber。 Before she was taken away; she 
urged Edith and her sister to live their lives fully。 “Remember;” she said; “what you put inside your 
brain; no one can take away。” (Eger; 1990; p。 6)。 

In the horror…filled existence of concentration camp life; Edith found that the basic logic of the world 
was reversed。 The notions of good behavior she had learned growing up “were replaced by a kind 
of animal quiver; which instantly smelled out danger and acted to deflect it。” Matters of life and 
death were decided as casually as flipping a coin。 You could be sent to the “showers of death” for 
having a loosely tied shoelace。 

After years of being brutalized; the camp inmates longed for freedom; yet; paradoxically; also 
dreaded it。 When their liberators arrived; some prisoners “rushed forward but most retreated and 
even returned to their barracks。” 

162 


CHAPTER 9: COGNITIVE PROCESSES 

Edith was a fortunate survivor。 She later married; immigrated to the United States; and became a 
clinical psychologist。 Recently; at the age of 61; Dr。 Eger’s need to understand the twisted reality of 
the camps motivated her to return to Auschwitz。 “I came to mourn the dead and celebrate the living; 
I also needed to formally put an end to the denial that I had been a victim and to assign guilt to the 
oppressor。” For many years; she had denied the horrible truths of her camp experiences; but 
eventually denial was unacceptable to her。 By reliving the events of her incarceration and forcing 
herself to think about the meaning of that horror; Dr。 Eger believes she has bee better able to 
help others understand events that seem inexplicable in the context of their everyday lives。 

The fundamental human desire to prehend the nature of one’s existence that motivated Dr。 Eger 
was eloquently described by another survivor of Auschwitz; Italian writer Primo Levi。 He reports; 
“It might be surprising that in the camps one of the most frequent states of mind was curiosity。 And 
yet; besides being frightened; humiliated; and desperate; we were curious: hungry for bread and 
also to understand。 The world around us was upside down and somebody must have turned it 
upside down 。 。 。 to twist that which was straight; to befoul that which was clean” (Levi; 1985; p。 
99)。 

Edith took her mother’s last words to heart。 No one can take away what she has put in her brain。 
No one can take away what you have put in your brain。 By being a psychotherapist; Dr。 Eger 
chose a career in which she helps others cope with personal realities that defy rational explanation。 
Noting that today’s college students have little knowledge of the Holocaust; she hopes “that some 
day; when they are ready; my grandchildren will have the curiosity to ask their grandmother 
questions about the time w

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