We all view the world differently as problems become visible we all have unique ways in which we think about them and formulate resolutions. When we think about these problems, we see them as a context of our situation. If we look at the dictionary meaning of the word context, it is the condition built around an event, idea, or statement for which we can understand. Context is the stimulus that we acquire daily in our surrounding environment and store away for use later. Sternberg, explains that for us to learn the meaning of words from their context we use our knowledge acquisition components which are selective encoding, combination, and comparison. These skills assist with our learning of new words and what the mean by seeking out the …show more content…
We can become better at weeding out extraneous information when solving problems. As people work through complex or novel issues, they bring their contextual view to the situation. As Sternberg pointed out we, use our performance components to do the hard work of encoding, inferring, mapping, and application of relations to help with the problem. However, we also leverage our knowledge acquisition components also to help think about the problem and aid in forming a decision. The context in which we bring to our problems are things that we have attained over time. As we process the information to cut through noise Sternberg notes that we utilize selective encoding to determine the relevant issue of the problem, then we think about how to make the information meaningful. Now we can take the current information and pull from past experiences that can help us formulate a decision. The relationship between performance and knowledge components work hand in hand as an individual thinks about how to apply the experience from the past that will best determine what steps to take toward a satisfactory …show more content…
Sternberg asserts that context cues help trigger selective encoding, combination, and comparison process that can help aid in thinking about the meaning of new words and problems. These cues are setting, value/affect, property, active property, causal/functional, class membership, antonymic, and equivalence cues. The importance of recognizing context cues can help a person breakdown not only meaning of a word but also the meaning of the problem we may face. Take for instance causal or functional cues which hones in on the goal of a word or problem. This cue helps us recognize the cause, effects, functions, and purpose. Like problems we encounter we want to think about the cause or purpose of the problem before we decide on how to proceed. Setting cues, for example, help us understand situational information with regards to the context based on spatial and time-related data. Having a good grasp of the environment where the problem resides, understanding when the event happened, and the location can be valuable when solving problems. Sternberg also explains the importance of mediators, which are variables in our learning process that help make contextual cues harder or easier to identify. Some examples of mediators are the concreteness of the unknown, The usefulness of previously known information, or the importance of the unknown data as it relates to the data. We did not cover all
This investigation looks at retrieval failure in the long-term memory, particularly context-dependant forgetting. The theory behind retrieval failure is that available information stored in the long-term memory cannot be accessed because the retrieval cues are defective. Cue-dependant forgetting theory focuses on the assumption that the context in which we learn something is significant when we come to recall the information. Recall is better if it takes place in the same context as the learning. Research conducted on retrieval failure includes Tulving and Pearlstone (1966) who studied intrinsic cues by asking subjects to learn a list of words from different categories.
Marsh, R. L., Cook, G. I., & Hicks, J. L. (2006). The effect of context variability on source memory. Memory & Cognition (Pre-2011), 34(8), 1578-86.
Empirical studies on context-dependent memory date back to Carr Harvey (as cited in Smith & Vela, 2001). Memory is context-dependent, when contextual cues affect remembering (Morris & Gruneberg, 1994). Context-dependent memory implies that contextual information is stored along with the target information. Findings from the research (Godden & Baddeley, 1975; Smith, Glenberg, & Bjork, 1978) indicate that context change alters memorization and recall processes. According to Tulving (1973) the usage of contextual cues can improve the retrieval processes. This notion has been used and its relevance has been further proved by a variety of research.
Hicks, J., & Cockman, D. (2003). The effect of general knowledge on source memory and decision processes. Journal Of Memory And Language, 48(3), 489--501.
In “The Anatomy of Judgmen”t, M. L. J. Abercrombie discusses how information is gained through our perception. Abercrombie claims that interpretation is a very complicated task that people have been learning to exercise since birth. Each person has a different way of interpreting the objects or situations they see, because people often relate their own past experiences. She also explains two important concepts: schemata and context. She defines schemata as a way our mind functions by understanding new things perceived through sight, by relating it to an individual’s past experiences. Past experiences help interpret what is seen further, if the object fits one’s expectation or their schemata, and not something different from their past experiences. Her fundamental insight is that seeing is more complex than just passively registering what is seen, and consists of a form judgment for...
Psychology Press: Essex, 2000. p186. [9]Best, J,B. Cognitive Psychology, 4th Edition. West Publishing Company, Eastern Illinois University, 1995. [10]Eysenck, M, W. Cognitive Psychology, A student's Handbook, 4th Edition.
Elements of a theory of problem solving.
...nd getting the information when necessary. A significant thought is information processing, which takes place in a sequence of steps. The information processing theorist’s method of learning is primarily by way of the study of memory.
problems, our intuition may provide us with the answer to that problem more helpfully or accurately
Cunillera, Toni, Càmara, Estela, Laine, Matti, & Rodríguez-Fornells, Antoni. (2010). Words as anchors: Known words facilitate statistical learning. Experimental Psychology, 57(2), 134-141. doi:10.1027/1618-3169/a000017
Context is defined as that the way we interpret a part of the pattern is depended on the rest of the pattern. During our process of interpretation, isolated parts that affect our interpretation the most (known as "clues") guide us in selecting the right schemata to interpret this specific pattern; and when we find the right schemata, the rest of the pattern becomes the "context" or "background.
Prior knowledge plays a pivotal role in every aspect of human life. Knowledge can be stored in various formats like images, features, statistical patterns, all these formats help in making sense of the environment. Using prior knowledge humans can perform various activities including, but not limited to: focusing attention, organizing information in to groups, categorizing objects around, hypothesizing, understanding language, and generating inferences(Smith & Kosslyn, 2007). Processing of information is influenced by prior knowledge during the top down processing. Once signal has been detected by the biological visual system, we try to infer meaning using the prior related knowledge which has been stored in the long term memory based on category, association and similarity in features and statistical patterns(Wickens, Lee, Liu, & Becker, 2004). Prior knowledge has no boundaries and it keeps on changing based on experience with the environment making it easier for us humans to understand our surrounding better and quicker as time passes.
A strict selection does not imply failure so long as there is sufficient evidence to warrant the need for strict selection. A thorough analysis of a job is required to understand what qualities a person must possess to be considered suitable for a job and where there is an opportunity to improve the job to better fit the task person. This begs the questions of what defines when a strict selection is needed and when would a strict selection policy be considered a failure? An ergonomist must undertake a task analysis of the job in question to understand what the job’s physical and mental requirements are to define what is needed from the worker to adequately perform the job.
In addition to the aforementioned information Neufeld (2009:82) states that we construct knowledge on top of what we already know. As new information come to us from the environment we perceive it as arrangement of figures that can be incorporated into our picture-frame that references the world to us. If that new information cannot be incorporated into our existi...
Cognitive Psychology is focused on learning based on how people perceive, remember, think, speak and problem-solve. The cognitive perspective differs in...