Watch and learn! Carefully selected media links will help bring key concepts and theories to life, preparing you for your studies and exams. 

Click on the following links which will open in a new window.

Video Links

• A Connectionist Model for Visual Search Strategies and Errors
  This brief presentation by Kevin Leung describes a connectionist approach to visual search.

• Semantic Memory
  A two-part lecture on how you find things in semantic memory, including the functions of concepts and how they might be organized.

• Knowing What You Know: Schema Theory
  A short but clever presentation on how your knowledge might be organized.

Audio Links

• How Psychology Solved a WWII Shipwreck Mystery.
  Morning Edition covers the story of how two cognitive psychologists used schema theory to reinterpret survivors’ memories and find a missing sunken ship.

• Elephants Have a Concept of Self, Study Suggests
  Can elephants recognize themselves in a mirror? And what does this say about the elephant’s concept of itself? This All Things Considered interview with graduate student Joshua Plotnik explores research on these questions.

• How the Sense of Touch Influences the Mind
  A Talk of the Nation interview with psychologist John Bargh, who discusses how the sense of touch influences our thinking, including how metaphorical concepts like “hard” and “soft” may be rooted in physical sensation, and how that connection may reflect the underlying architecture of our minds.

Web Resources

• Category Learning
  From Indiana’s Robert Goldstone, web-readable texts of upcoming and recent papers regarding category learning are provided here. A useful page for those who wish to keep up with “cutting edge” research in the area.
  Follow-up exercise: Assign students to read and report on one of the listed articles.

• Implicit Associations
  This demonstration of the Implicit Associations Test, developed by John H. Krantz of Hanover College, measures positive and negative associations to young and old faces. Although not exactly an “implicit memory” task, it may be useful in getting students to think about “implicit” processes in cognition and how they may affect us.