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Psychology A Level > Cognitive Approach > Flashcards

Cognitive Approach Flashcards

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1
Q

What is the belief in the cognitive approach?

A

That the way you think shapes your behaviour

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2
Q

What are the 6 sections of the cognitive approach?

A

. Internal mental processes
. The role of schema
. Theoretical models
. Computer models
. Inferences
. Cognitive neuroscience

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3
Q

When did the cognitive approach become the dominant approach in psychology and how was it accelerated in popularity?

A

In the 60s, accelerated by ‘Cognitive neuroscience’, published in 1967.

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4
Q

What is the belief of internal mental processes?

A

The way you process information affects your behaviour

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5
Q

How can humans be linked to internal mental processes?

A

Humans are essentially information processors

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6
Q

How are internal mental processes studied and investigated?

A

Using scientific principals and methods

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7
Q

What are internal mental processes?

A

How the information we receive from our senses is processed by the brain and how this processing directs how we behave

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8
Q

Explain how internal mental processing works when a teacher is explaining something to you?

A

When the teacher is explaining, you are required to process that information and understand it in your own way and take notes. If you don’t process the information, the notes you take will just be the words thrown at you

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9
Q

What do mental processes mediate between?

A

Stimulus and response

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10
Q

Why are internal mental processes useful in the cognitive approach?

A

As they show how cognitive functions work to make sense of the world around us

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11
Q

What is a schema?

A

A cognitive framework to organise and interpret information (‘a pocket of information’), giving us a mental representation of experiences, knowledge and understanding

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12
Q

What do schemas help us do?

A

Predict what will happen based on past experiences (e.g being able to read jumbled up words even if they aren’t in the correct order). Also help us decide how to behave based on our experiences. Also helps us process lots of information quickly as schemas act as shortcuts to interpreting information

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13
Q

When do schemas change?

A

Over age, with knowledge and experience

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14
Q

How do schemas stop us being overwhelmed by information?

A

We know how to respond appropriately

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15
Q

What are two negative things that can come from schemas?

A

. Can lead to faulty decisions and unhelpful behaviours as your experiences could have been bad and this is what you are used to
. Can develop stereotypes that are difficult to confirm, leading two errors

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16
Q

Who conducted the rat man experiment and when?

A

Bugelsky and Alampay in 1962

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17
Q

What was the aim of the rat man experiment?

A

To investigate whether previous knowledge (existing schemas) affect the perception of new material

18
Q

How was the rat-man experiment a lab experiment?

A

Controlled:
. Tried to minimise noise
. Same time for each picture
. People separated so less distractions
. Standardised instructions

19
Q

What are theoretical models?

A

Models that represent theories of how the mind may work

20
Q

What is an example of a theoretical model for the cognitive approach?

A

Cognitive process are all examples e.g Working memory model (WMM) - for short-term memory

21
Q

How can the cognitive approach help discover how people are thinking?

A

Can’t see thoughts so can only make INFERENCES through how people present themselves

22
Q

How can computer models be used to explain how humans process information?

A

Computers use functions with an input and an output. The output for humans is behaviour and the input is information, the function is the processing of this information

23
Q

What is cognitive psychology interested in?

A

How brain inputs, stores and retrieves information

24
Q

What is limitations of using computer models to understand cognitions?

A

Computers don’t forget like humans and don’t have emotions like humans

25
Q

What is the role of computer models in the cognitive approach?

A

Allows us to describe how humans do things but not why

26
Q

What is the difference between the mind and the brain?

A

The mind is the inner workings of the brain but the brain is the actual structure

27
Q

When was cognitive neuroscience formed and by who?

A

1956 in MIT by Miller and Gazziniga

28
Q

What is cognitive neuroscience?

A

Scientific study of relating brain structure to our mental processes (linking biology with psychology)

29
Q

What is the present day way of understanding human behaviour?

A

Cognitive neuroscience

30
Q

What have new brain scanning technologies allowed?

A

A neurological basis of mental processing to be acquired
-helps understand which regions of brain control memory
- brain structure understanding

31
Q

What has Tulving’s research into memory linked?

A

Episodic and semantic memories to the prefrontal cortex of the brain

32
Q

What has cognitive neuroscience helped us understand?

A

The neurological basis of social disorders such as OCD

33
Q

What are two brain scanning methods?

A

Positron emission tomography (PET scans)
Functional magnetic resonance imaging (fMRI)

34
Q

What has cognitive neuroscience shown about people with type 2 schizophrenia?

A

They have enlarged brain ventricles

35
Q

How can cognitive neuroscience have ethically controversial applications?

A

Lie detectors in court

36
Q

What new intelligence has come from cognitive neuroscience?

A

Artificial intelligence

37
Q

Why was the cognitive approach popularised?

A

Due to a dissatisfaction with the behaviourist approach as it relies too heavily on observable behaviour which isn’t realistic to life

38
Q

What are the four main approaches to studying human cognition?

A
  1. Experimental cognitive psychology: behavioural evidence indicates internal processes (inferences)
  2. Cognitive neuropsychology: (experiments on brain-damaged patients)
  3. Cognitive neuroscience: (carries out experiments using new tech and evidence on brain activity and behaviour)
  4. Computational cognitive science: (developing computer models to model some typical internal mental processes and behaviours)
39
Q

Who emphasised the importance of schemas in learning and memory?

A

Bartlett (1932) - what we remember is influenced by our schematic knowledge

40
Q

Where are schemas stored?

A

In a specific part of the LTM called semantic memories

Psychology A Level (16 decks)

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