Cognitive approach

    Cards (17)

    • Basic assumptions:
      • psychologists study internal mental processes such as memory and perception
      • believes that mental processes can and should be studied scientifically
    • Key features:
      • study of internal mental processes
      • theoretical and computer models
      • role of schemas
      • cognitive neuroscience
    • Study of internal mental processes - mental processes can't be studied directly so inferences are made
    • Inference - making assumptions about the way mental processes operate on the basis of observed behaviour
    • Theoretical model:
      • represents complex mental processes - a model of how memory works
      • information from the environment initially goes into our sensory register
      • if the information is paid attention to it will be passed to the short-term memory
      • rehearsal is needed to pass information from the short-term memory to the long-term memory
      • retrieval is needed to pass information from the long-term memory to the short-term memory
    • Computer model:
      • helps to explain mental processes - highlights similarities between how a computer works and how we process information
      • information enters through an input - e.g. senses/keyboard
      • information is processed - e.g. CNS/computer
      • information exits through an output - e.g. behaviour/words on screen
    • Schemas - mental representations of information that are developed through experience and used to guide behaviours
    • Why are schemas useful?
      Enable us to process a lot of information quickly
    • Why are schemas not useful?
      Can distort interpretations of a situation leading to perceptual errors.
      Can lead to stereotyping, prejudice and discrimination.
    • Example of schemas affecting perception.
      One study showed that when participants were shown a picture of a white man and a black man arguing, where the white man had a knife, participants wrongly recalled the black man with the knife.
    • Cognitive neuroscience:
      • emerged in the 1970s
      • result of technological improvements such as fMRI and PET scans
      • aims to explore the neurobiological basis of thought processes
      • brings together the cognitive and biological approaches
    • Why is cognitive neuroscience useful?
      Allows mental processes to be studied in a more objective way as the cognitive approach had to make inferences about mental processes in experiments.
      Reduces research bias.
      Provides the neurobiological basis of psychological disorders.
      Could provide potential for early intervention and treatments.
    • 6 A01 points:
      • study of internal mental processes such as memory and perception
      • use of theoretical/computer models to assist inferences
      • theoretical model explains how memory works - information enters sensory registers, moves to STM when paid attention to and moves to LTM when rehearsed
      • computer model shows similarities between how we process information and a computer - input -> processing -> output
      • the role of schemas - mental representations of information developed through experiences
      • e.g. relationship with parents during childhood influences relationships in later life
    • Supporting evidence:
      P - strength, evidence to support it
      E - remembered words at start and end of list (rehearsal and attention)
      E - participants changed words in a story that didn't fit their schema
      C - credible explanation, empirically tested
    • Opposing research:
      P - limitation, research to oppose it
      E - longer without food -> brighter they saw the image of food
      E - influenced by motivation
      C - incomplete explanation, wrongly believes human minds process similarly to computers
    • Applications:
      P - strength, CBT
      E - CBT, irrational beliefs are challenged
      E - cognitive interview, techniques such as 'change the perspective'
      C - reinforces claim that there is a cognitive basis to behaviour
    • Doesn't acknowledge:
      P - limitation, ink blot test
      E - different people see different things, unconscious connections
      E - reinforces conclusions, behaviour driven by unconscious influences
      C - important to consider thoughts as well as unconscious influences