Cognition, Memory and Intelligence

Cognition, Memory, and Intelligence

Cognition

 Cognition is defined as the complex array of mental processes involved

remembering, perceiving, thinking, and how these processes are employed
(Ashcraft & Radvansky, 2010). It is an umbrella term to cover all “higher order”
thinking process.

 Cognitive comes from the Latin word 'cognito', meaning to 'Apprehend or

understand'.

 Cognition is "the mental action or process of acquiring knowledge and

understanding through thought, experience, and the senses". It is a term
referring to the mental processes involved in gaining knowledge and
comprehension. However, cognition is not only the leaning itself, but
learning is also just one aspect of cognition. Its other aspects include thinking,
knowing, remembering, judging, and problem-solving.

 People are born with innate capabilities that empower them to manage
themselves in various settings and situations. As individual is born, his or her
reactions and reflexes that are developmental milestones are dependent on the
individual’s senses.

 As one grows older, he or she begins to observe the environment, analyze

information, make choices and behave appropriately according to what the
situation warrants.

 Cognition is a crucial part of an individual’s development process which

influences behavior, just as how behavior also impact it, assuming a bi-
directional connection.

Memory

 If cognition covers all the higher order thinking processes within an individual,
a major focus of the study is the function of memory. It is the faculty of mind
through which information is acquired and retained for later use.

 Memory is often likened to a computer system, where the process of encoding,

storing, and retrieving information happen continuously. These processes are
employed in daily life.

Memory functions in three levels:

1. Sensory memory is the level that allows information from the external
environment to be perceived by an individual through senses, usually in the
form of chemical and physical stimuli, often with focus and intent.
- However, not all stimuli are perceived by sensory memory, the mind can
only accommodate sensory information that will be useful which is
transferred to one’s short-term memory.

2. Short-term or working memory is where information is temporarily stored,

where information is simultaneously remembered and is in a readily available
state, typically from 10 to 15 seconds up to one minute.
- Short term memory can store up to 5-9 items, after which information is
discarded if there is no conscious and deliberate effort to retain it.
 3. Long-term memory refers to the storage of information over an extended
period. This type of memory tends to be stable and can last a long time—often
for years. Long-term memory can be further subdivided into two different types:
explicit (conscious) and implicit (unconscious) memory.

- Explicit memories, also known as declarative memories, include all the

memories that are available in consciousness. Explicit memory can be
further divided into episodic memory (specific events) and semantic memory
(knowledge about the world).
-
- Implicit memories are those that are mostly unconscious. This type of
memory includes procedural memory, which involves memories of body
movement and how to use objects in the environment. How to drive a car or
use a computer are examples of procedural memories.
- Information stored in long-term memory is often permanent and allows for
repeated retrievals across situations.

 The transfer of information from a short-term to long-term memory can be

pushed by having the motivation to recall and retrieve information for a
particular situation. If information in one’s short-term memory is enhanced by
previously stored information, then it will be transferred to long-term memory.

Intelligence
 Intelligence is defined in a number of ways. The term is referred to as an
individual’s capacity for understanding, learning, planning solving with logic,
creativity, and self-awareness. It is characterized as the application of
knowledge to be able to adjust in the environment
 Intelligence is often thought as hereditary rather than environmental. Two
things should be noted about intelligence:
 Individuals are born with innate intellectual ability that is harnessed in various
context;
 Intelligence is not confined in the academic context.

A number of theories have already been presented regarding intelligence. Howard

Gardner’s Theory of Multiple Intelligences proposes eight (8) areas of intelligence.
Intelligence Description
Verbal-linguistic (word Ability to analyze information and produce output that
smart) involves oral and written language.

- Writer/journalist, Lawyer, Teacher

Logical-mathematical Ability to understand and answer mathematical
(number/reasoning equations.
smart)
- Mathematician, Accountant, Statistician, Scientist,
Computer Analyst.
Visual-spatial (picture Ability to analyze graphical information.
smart)
- Architect, Artist, Engineer
Musical (music smart) Ability to produce and make meaning of different types
of sound.

- Singer, Composer, DJ, Musician

Naturalistic (nature Ability to identify and distinguish aspects of the
smart) natural world.

- Botanist, Biologist, Astronomer, Meteorologist,

Geologist
Bodily-kinesthetic (body Ability to use one’s body to create products or solve
smart) problems.
 - Dancer, Athlete, Surgeon, Builder, Sculptor, Actor
Interpersonal (people Ability to be sensitive of other’s people’s thoughts and
smart) emotions.

- Teacher, Psychologist, Manager, Salespeople, Public

Relations
Intraperonal (self smart) Ability for self-introspection.

Therapist, Psychologist, Counselor, Entrepreneur,

Clergy

 Aside from Gardner’s Multiple Intelligences theory another theory is proposed

by Robert Sterberg called the Triarchic theory of intelligence. According to
Sternberg (1985, p. 45), intelligence is defined as “a mental activity directed
toward purposive adaptation to, selection and shaping of, real-world
environments relevant to one’s life.

 According to this theory, intelligence is a function of how these three aspects

are interchangeably used by the individual and up what levels they are used.
Both the theory of multiple intelligences and the triarchic theory of intelligence
explain the nature of intelligence, and the personal and environmental factors
that shape it.

Stenberg proposed three aspect of intelligence: componential, experiential and

contextual:

Intelligence Alternative Name Description

Includes abstract thinking and logical
Componential Analytical reasoning; verbal and mathematical
skills.
Divergent thinking and ability to deal
Experiential Creative
with novel situations.
Being “street smart”, ability to apply
Contextual Practical knowledge to the real world and shape
or choose an environment.