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coginitive approach Flashcards

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1
Q

What is meant by incidental learning

A

Incidental learning occurs when individuals acquire knowledge unintentionally or without conscious effort, often as a by-product of another activity. For example, picking up a new word while casually watching a movie.

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2
Q

What are the main assumptions of cognitive psychology?

A

Mental processes can and should be studied scientifically.
Human behavior is the result of information processing, where the mind operates like a computer.
Cognitive processes such as memory, attention, and perception actively mediate between stimulus and response.
Humans are active processors of information rather than passive responders to stimuli.

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3
Q

What is the information processing approach?

A

The information processing approach compares the mind to a computer, describing cognition as a sequence of stages, including input, processing, storage, and output.

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4
Q

What is input?

A

Input refers to information received by the senses from the environment.

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5
Q

What is output?

A

Output refers to the behavioral response or action resulting from processing information.

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6
Q

How is the mind like a computer?

A

The mind and computer both encode, store, and retrieve information. They process data systematically in logical steps.

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7
Q

How is the computer a useful analogy to the human mind?

A

It helps model cognitive processes like memory, attention, and decision-making.
It provides a framework for studying how information is processed and stored.

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8
Q

How do people differ in the way they process information?

A

Differences arise from individual cognitive capacities, experiences, and strategies.
Factors like age, attention, and prior knowledge influence processing styles.

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9
Q

What are the four cognitive processes?

A

Attention
Memory
Language
Thinking

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10
Q

What is attention?

A

Attention is the cognitive process of focusing on specific stimuli while ignoring others.

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11
Q

What is language

A

Language is a structured system of communication that uses symbols (words) to convey meaning.

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12
Q

What is thinking?

A

Thinking involves processing information to make decisions, solve problems, and form concepts.

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13
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A
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14
Q

What is memory?

A

Memory is the ability to encode, store, and retrieve information.

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15
Q

What is the methodology in the cognitive approach?

A

Experiments to study mental processes under controlled conditions.
Use of case studies and observations.
Computer models to simulate cognitive processes.

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16
Q

Who is Jackie Andrade?

A

Jackie Andrade is a cognitive psychologist known for her 2009 study investigating the relationship between doodling and concentration.

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17
Q

Why do you think doodling helps in concentration?

A

Doodling may help reduce daydreaming, keeping individuals’ minds focused on the task, and providing a low-level physical activity to enhance cognitive engagement.

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18
Q

What is the psychology being investigated?

A

The study explores cognitive processes, particularly attention and memory, and how doodling impacts these processes during a task.

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19
Q

What is the correlation between concentration and doodling?

A

Doodling is positively correlated with improved concentration and better memory recall, as shown by enhanced performance on a recall task.

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20
Q

Who is Andrade in brief?

A

Andrade is a researcher who conducted an experimental study to test whether doodling can improve concentration and memory recall.

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21
Q

What was the research methodology?

A

A laboratory experiment with independent measures design was used to ensure control over variables and to compare groups.

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22
Q

What is the independent variable?

A

The independent variable is whether participants were instructed to doodle (doodling group) or not (control group).

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23
Q

What is the dependent variable?

A

The dependent variable is the participants’ recall of names and places from an auditory task.

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24
Q

What is the sample?

A

40 participants (35 women and 5 men) aged 18–55.
Recruited from a research panel and given a small monetary reward.

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25
Q

What is the procedure?

A

Participants listened to a monotone mock phone call listing names of people and places.
Doodling group shaded shapes on paper while listening; control group did not.
After the call, participants were asked to recall names and places.

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26
Q

What are the results?

A

Doodlers recalled 29% more information than the control group.
They also had better recall of both names and places.

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27
Q

What are the conclusions?

A

Doodling aids concentration by preventing daydreaming.
It can improve memory recall for specific information presented during tasks.

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28
Q

What are the ethical issues?

A

Strengths: Informed consent was obtained, and participants were debriefed.
Concerns: The study involved mild deception as participants weren’t initially told they’d be tested on recall.

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29
Q

: How reliable is the study

A

The study is reliable due to its standardized procedures, such as consistent audio duration and doodling instructions, which allow replication.

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30
Q

How valid is the study?

A

High internal validity: Controlled lab conditions minimized extraneous variables.
Lower ecological validity: The artificial setting and task may not reflect real-life situations.

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31
Q

What are the strengths of the study?

A

Controlled experimental conditions ensure cause-and-effect relationships.
Use of a large and diverse sample improves generalizability.
Practical applications, such as techniques to improve concentration.

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32
Q

What are the weaknesses of the study?

A

Lack of ecological validity due to the artificial nature of the task.
Gender imbalance in the sample (more women than men).
Potential demand characteristics, as participants might have guessed the aim during debriefing.

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33
Q

Who is Simon Baron-Cohen?

A

Simon Baron-Cohen is a psychologist known for his work on autism and theory of mind. He led the “Reading the Mind in the Eyes” study to measure social cognition.

34
Q

What was the psychology being investigated?

A

The study explored Theory of Mind (ToM), specifically the ability to recognize others’ emotions and mental states by looking at their eyes.

35
Q

What is Theory of Mind?

A

Theory of Mind is the ability to understand and attribute mental states—like beliefs, desires, and emotions—to oneself and others, and recognize that others may have different perspectives.

36
Q

What is social sensitivity?

A

Social sensitivity refers to the ability to accurately perceive and interpret social cues, such as emotions and intentions, during interactions.

37
Q

What is the background of the study?

A

Previous research showed that individuals with autism spectrum conditions (ASC) struggle with ToM.
The study aimed to refine and test the “Reading the Mind in the Eyes” task as a measure of advanced ToM.

38
Q

What is Baron-Cohen et al. in brief?

A

The 2001 study tested adults with ASC, typical adults, and those with high IQs to compare their ability to interpret mental states from the eyes.

39
Q

What was the design?

A

A quasi-experimental design with independent measures was used, comparing ToM performance across three groups.

40
Q

What were the independent variables?

A

Type of participant group: adults with ASC, neurotypical adults, and adults with high IQs.
Gender (male vs. female).

41
Q

What is the dependent variable?

A

The dependent variable was the score on the revised “Reading the Mind in the Eyes” test.

42
Q

What is the sample?

A

Group 1: 15 adults with ASC (high-functioning autism or Asperger’s).
Group 2: 122 neurotypical adults.
Group 3: 103 neurotypical adults with high IQs.
Group 4: 14 individuals randomly selected for a pilot test.

43
Q

What is the procedure?

A

Participants completed the “Reading the Mind in the Eyes” test, which involved viewing photos of eyes and choosing the mental state that best described them from four options.
Other control tasks included recognizing gender from the eyes and basic emotion recognition.

44
Q

How did the Eye Test develop?

A

The original test had limited response options and unclear terms.
The revised test included 36 images with four response options and a glossary for clarification.

45
Q

What are the results?

A

Adults with ASC scored significantly lower on the Eye Test compared to neurotypical groups.
Women scored higher than men in neurotypical groups.
No significant gender difference was observed in the ASC group.

46
Q

What was the conclusion?

A

The Eye Test is a valid measure of advanced ToM.
Adults with ASC struggle with social sensitivity and interpreting others’ mental states.
Gender differences in social cognition exist in neurotypical populations.

47
Q

What are the ethical issues with the study?

A

Strengths: Participants gave informed consent and were not subjected to harm.
Concerns: Some participants might have felt stress or frustration due to poor performance on tasks.

48
Q

What are the strengths of the study?

A

High control over variables, ensuring reliability.
Use of a glossary eliminated misunderstandings in the Eye Test.
Valuable insights into autism and ToM.

49
Q

What are the weaknesses of the study?

A

Low ecological validity as interpreting static photos differs from real-life interactions.
Small sample size of adults with ASC limits generalizability.
Potential for cultural bias in interpreting mental states from the eyes.

50
Q

Who is Joanna Pozzulo?

A

Joanna Pozzulo is a psychologist specializing in legal and forensic psychology, particularly the reliability of child and adult eyewitness testimony in police lineups.

51
Q

What is a lineup?

A

A lineup is a procedure in which a witness is asked to identify a suspect from a group of individuals or photographs.

52
Q

What is identification?

A

Identification refers to a witness recognizing and pointing out the suspect involved in a crime during a lineup or other methods.

53
Q

What is eyewitness testimony?

A

Eyewitness testimony is a legal account provided by someone who has seen or experienced a crime, often used as evidence in investigations and trials.

54
Q

What is confabulation?

A

Confabulation occurs when a witness creates false or distorted memories, often unintentionally, to fill in gaps in their recollection.

55
Q

What are false positive responses?

A

False memories are recollections of events that did not occur or that differ significantly from the actual event.

56
Q

Why are false memories important in police investigations and legal hearings?

A

False memories can lead to wrongful convictions or acquittals, highlighting the need for accurate procedures and corroborating evidence.

57
Q

What is reconstructive memory?

A

Reconstructive memory refers to the process by which memories are pieced together, often influenced by prior knowledge, beliefs, or external suggestions.

58
Q

Mention some problems with eyewitness testimony.

A

Memory distortion and false memories.
Suggestibility to misleading information.
Stress and anxiety during the event affecting recall.
Difficulty recognizing individuals from other races (own-race bias).

59
Q

What is memory distortion?

A

Memory distortion refers to errors in recall where details are altered, added, or omitted over time.

60
Q

What is a false negative?

A

A false negative occurs when a witness fails to identify the actual perpetrator during a lineup.

61
Q

How reliable is children’s eyewitness testimony?

A

Children are often less reliable than adults due to their susceptibility to suggestion, memory limitations, and difficulty distinguishing reality from imagination.

62
Q

How do lineups and identification help real-life police investigations?

A

Lineups provide a structured method for witnesses to identify suspects, offering crucial evidence to either confirm or rule out potential perpetrators.

63
Q

How do child eyewitnesses tend to perform?

A

Children tend to perform less accurately in lineups, especially under stressful conditions, but can recall events better with appropriate support and techniques.

64
Q

What is the Pozzulo et al. study about?

A

The study investigates the accuracy of child and adult eyewitness identification and compares performance across age groups.

65
Q

What was the aim of the study?

A

To examine the differences in lineup identification accuracy between children and adults under controlled conditions.

66
Q

What was the hypothesis?

A

Adults would perform better than children in identifying suspects from lineups, with fewer false positives.

67
Q

What was the design of the study?

A

The study used an experimental design with controlled variables and independent measures, comparing different age groups.

68
Q

What was the independent variable of the experiment?

A

The age of the participants (children vs. adults

69
Q

What was the dependent variable of the experiment?

A

The accuracy of lineup identification (correct identifications, false positives, and false negatives).

70
Q

What is the sample size?

A

The study included children (aged 5–12) and adults, with a balanced sample size for comparison.

71
Q

How did the researchers create video clips?

A

Video clips were designed to simulate real-life crime scenarios, showing a staged crime and a clear view of the perpetrator.

72
Q

What happened before the testing phase?

A

Participants were briefed about the task and shown the video clip of the staged crime.

73
Q

What happened during the watching of the videos?

A

Participants viewed the crime scene video under controlled conditions and were instructed to pay attention to the events and individuals involved.

73
Q
A
74
Q

What happened in photo array lineups?

A

Participants were shown a lineup of photos, including the perpetrator and similar-looking individuals, and asked to identify the suspect.

75
Q

What happened after testing was complete?

A

Participants were debriefed, and ethical considerations, such as minimizing stress, were addressed.

76
Q

What were the results of the study?

A

Adults were more accurate than children in identifying the perpetrator.
Children made more false positives, often identifying an innocent individual as the suspect

77
Q

What were the conclusions of the study?

A

Adults outperform children in lineup accuracy.
Children’s identification ability can be improved with better lineup procedures and minimizing suggestive influences.

78
Q

What were the ethical issues with the study?

A

Strengths: Informed consent and careful debriefing were used.
Concerns: Stress from the crime scenario or guilt from incorrect identifications could affect participants.

79
Q

what were the strengths of the study?

A

Controlled conditions ensure reliability.
Simulated crime scenes provided ecological validity.
Practical applications for improving lineup procedures.

80
Q

What were the weaknesses of the study?

A

Limited generalizability due to artificial crime scenarios.
Children may have been stressed or confused, affecting performance.
Small sample sizes for certain age groups.

psychology (10 decks)

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