Computers differentiate memory (e.g., the hard drive) from processing (the central processing unit), but in brains there is no such distinction.In the brain, synapses, which operate using an electrochemical process, are much slower but also vastly more complex and useful than the transistors used by computers.In the brain, there is no difference between hardware (the mechanical aspects of the computer) and software (the programs that run on the hardware).In the brain, the processes of short-term memory and long-term memory are distinct. In computers, short-term (random-access) memory is a subset of long-term (read-only) memory. ![]() Although this is changing as new computers are developed, most computers are primarily serial-they finish one task before they start another. The brain operates primarily in parallel, meaning that it is multitasking on many different actions at the same time.In the brain, information can be accessed through spreading activation from closely related concepts. In computers, information can be accessed only if one knows the exact location of the memory.The cognitive school was influenced in large part by the development of the electronic computer, and although the differences between computers and the human mind are vast, cognitive psychologists have used the computer as a model for understanding the workings of the mind. ![]() ![]() The cognitive approach became the most important school of psychology during the 1960s, and the field of psychology has remained in large part cognitive since that time. Memory and cognition represent the two major interests of cognitive psychologists. It is useful to consider memory and cognition in the same chapter because they work together to help us interpret and understand our environments. The two subjects of this chapter are memory The ability to store and retrieve information over time., defined as the ability to store and retrieve information over time, and cognition The processes of acquiring and using knowledge., defined as the processes of acquiring and using knowledge. Watch this video for Lesley Stahl’s 60 Minutes segment on this case. Picking Cotton: A Memoir of Injustice and Redemption Consumed by guilt, Thompson sought out Cotton when he was released from prison, and they have since become friends (Innocence Project, n.d. It took definitive DNA testing to shake her confidence, but she now knows that despite her confidence in her identification, it was wrong. Jennifer Thompson’s memory had failed her, resulting in a substantial injustice. Cotton had served 11 years in prison for a crime he did not commit that conclusive DNA evidence indicated that Bobby Poole was the actual rapist, and Cotton was released from jail. I wanted to flip the switch.Īs positive as she was, it turned out that Jennifer Thompson was wrong. If there was the possibility of a death sentence, I wanted him to die. I had picked the right guy, and he was going to go to jail. She was positive it was him, with no doubt in her mind. Thompson identified Ronald Cotton as the rapist, and she later testified against him at trial. Several days later, the police constructed a photographic lineup. Thompson went to the police that same day to create a sketch of her attacker, relying on what she believed was her detailed memory. I looked at his hairline I looked for scars, for tattoos, for anything that would help me identify him. I studied every single detail on the rapist’s face. ![]() Thompson studied her rapist throughout the incident with great determination to memorize his face. One night a man broke into her apartment, put a knife to her throat, and raped her. In 1984 Jennifer Thompson was a 22-year-old college student in North Carolina.
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