cognitive approach

• what are the assumptions of the cognitive approach?

  • Computer Analogy
  • Internal Mental Processes
  • Schemas
• computer analogy - brain is like computer
• internal mental processes - information processing model
• schemas - organise our knowledge into categories, helps us make sense of new info
• what is the classic research for the cognitive approach?

  Loftus and Palmer 1974
• Internal mental processes


  • Humans use cognitive processes to make sense of the world around them
  • Cognitive psychologists suggest we use our senses to collect information and then use internal mental processes to interpret this information
  • Examples of these processes are memory, language, attention, decision making and perception
  • These processes all work together in order for us to understand the world
  • These processes all occur very quickly and often are automatic
• Schemas


  Knowledge packets of information that can change with experience
• Scripts


  How we expect certain situations to unfold
• Computer analogy


  The human mind works in a similar way to a computer, with input, processing, and output
• Social exchange theory


  • When deciding on a potential partner, we make a cost-benefit analysis, where the benefits must outweigh the costs for a relationship to form and last
  • Factors include our own concept about relationships (comparison level) and the availability of other potential relationships (comparison level for alternatives)
• Halo effect


  Our schemas for other people help determine the likelihood of forming romantic relationships
• Matching hypothesis


  Individuals will look to pursue relationships with individuals of a similar level of physical attractiveness
• The way we view ourselves (self-schemas) has a bearing on our romantic relationships
• Cognitive behavioural therapy (CBT)


  Approach that aims to challenge an individual's irrational thought patterns
• Cognitive psychologists' assumptions about CBT


  • Irrational thoughts are the root cause of psychological disorders
  • If an individual thinks rationally about events, then their behaviour would be 'normal'
  • It is not the event that causes psychological disorders but the way that these events are then thought about, this links to the internal mental processes assumption
• CBT aims to


  1. Challenge an individual's irrational thought patterns

  2. Help the client to think rationally about their thoughts

  3. Equip the individual with skills and techniques to challenge their irrational thoughts

  4. Replace the abnormal behaviours with normal ones
• Cognitive element of CBT


  Replace faulty thought patterns, often done through cognitive restructuring
• Behavioural element of CBT


  Engage the client in role play or set homework (reality testing) to put into practice the ideas they have discussed in the cognitive section
• Negative cognitive triad


  A cycle which involves individuals having a negative view of themselves, the world around them and the future
• CBT components


  • Dysfunctional thought diary
  • Cognitive Restructuring
• The 'sadder but wiser' effect suggests that individuals with depression may be sadder (depressed mood) but are wiser (more accurate at predicting outcomes)
• Cognitive psychologists suggest that psychological disorders are caused by faulty thinking patterns, which may lead to patient blame
• Research evidence on CBT effectiveness


  • Jarrett et al. (1999) found CBT was as effective as antidepressants and more effective than a placebo
  • Kuyken and Tsivrikos (2009) found therapist competence is associated with better therapy outcomes
• Loftus and Palmer (1974)


  Reconstruction of automobile destruction: An example of the interaction between language and memory
• Methodology and procedures


  • Experiment 1 and experiment 2 used an independent measures design
  • The independent variable was the verb used
  • The dependent variable was estimate of speed (experiment 1) and whether the participants saw broken glass (experiment 2)
  • There were 45 students in experiment 1 and 150 students in experiment 2
• Experiment 1: Participants were shown seven films of traffic accidents. They were then asked to 'give an account of the accident you have just seen'. They then answered more specific questions about the video, the critical question was: 'about how fast were the cars going when they ______ each other?'. The space was filled by one of five verbs.
• Experiment 2: 150 participants were shown one clip of a multiple car crash. After watching the video, the participants were asked to describe the accident. They were then asked about the speed of the cars. 50 participants were asked 'How fast were the cars going when they smashed into each other?'. Another 50 participants were asked the same question but with the word hit replacing the word smashed. The final 50 were not asked about the speed of the cars. 1 week later, the participants were asked questions about the accident. The critical question was 'Did you see any broken glass?' There was NO broken glass in the video clip.
• Verb


  • Smashed
  • Collided
  • Bumped
  • Hit
  • Contacted
• Experiment 1 table shows mean speed estimates for each verb
• Experiment 2 table shows response to 'Did you see any broken glass?'
• Social implications