Cognitive Approach Flashcards
The assumptions, therapy, classical research and contemporary debate of the cognitive approach.
What are the three assumptions of the cognitive approach?
-Behaviour can be influenced by internal mental processes
-Behaviour can be explained by schemas
-Behaviour can be explained using the computer analogy
Explain the ‘behaviour can be influenced by internal mental processes’ assumption.
Humans are information processors. These cognitive processors help us to interpret and respond to the environment appropriately. The order of the processors: attention, memory, perception, language.
What is the attention processor?
We pay attention to the object (sensory stimuli).
What is the memory processor?
We search through our memory store to see if there is a match with something we have already seen or experienced.
What is the perception processor?
The outcome of what we understand the object to be, based on attention and memory.
What is the language processor?
We are able to use our language to name it.
Explain the ‘behaviour can be explained by schemas’ assumption.
Schemas are organised packets of information in our mind. They expand when we experience new things as we link concepts together. Schemas help us to interpret and react to the environment, and predict what might happen based on past experience.
Explain the ‘behaviour can be explained using the computer analogy’ assumption.
Human mind is compared to computer as we take in information the same way: input (take in information), process (store it or change it) and then output (recall information when necessary).
Give an example of the computer analogy.
Multi-store model of memory (Atkinson and Shriffin 1968):
Sensory memory –> Short term memory –>Long term memory
What is the capacity of each type of memory?
Sensory memory:
Capacity - very large
Duration - up to half a second
Short term memory:
Capacity - 7, +/-2
Duration - up to 30 seconds
Long term memory:
Capacity - unlimited
Duration - up to a lifetime
What is the therapy for the cognitive approach?
Cognitive behavioural therapy (CBT)
How do the cognitive assumptions apply to CBT?
The cognitive approach suggests that normal behaviours are a result of rational thoughts. An individual’s internal mental processors all work together to form a rational view of the world. Abnormal behaviour is a result of irrational thought patterns. It’s the processing part of the computer analogy where faulty thought patterns are created. The aim of CBT is to challenge these irrational thought patterns.
What are the main components of CBT?
1) Dysfunctional thoughts diary
2) Cognitive restructuring
3) Pleasant activity scheduling
What is a dysfunctional thoughts diary?
As homework, clients of CBT are required to keep a diary of events leading up to any unpleasant emotions experienced and then record the automatic negative thoughts they have associated with these events. They then have to rank how much they believe in these thoughts (0-100%). Next, the clients have to write a response to the automatic thoughts and then rank their belief in the rational response (1-100%). They the have to re-rate their believe in the irrational thought (1-100%).
What is cognitive reconstructing?
When the client has revealed more about their thought patterns to their therapist, they can work together to identify and change the negative thinking patterns. E.g. the client may be worried about something they overheard, assuming that the person was talking about them. The client is taught to challenge these thoughts by asking themselves if there is any evidence to back up the distressed thoughts they have. By challenging these dysfunctional thoughts and replacing them with more constructive ones, clients are able to try out new ways of behaving.
What is pleasant activity scheduling?
The client is asked to plan one pleasant activity for each day of the week that they will engage in. It could involve something that gives a sense of accomplishment (e.g. going to the gym) or something that will provide a break from their usual routine (e.g. going out for lunch). By focusing on new things it will distract the client from negative thinking patterns. This is an example of a behavioural activation technique -helping clients change their behaviour.
What points can be used to evaluate CBT?
+ve Supporting evidence
Jarrett et al (1999) found that CBT was as effective as some antidepressant drugs when treating 108 patients with severe depression over a 10-week trial. However, Hollon et al (1992) found no difference in CBT when compared with a slightly different kind of antidepressant drug in a sample of 107 patients over a 10-week trial. Suggests that CBT is not superior to all anti-depressants.
-ve Patient blame
Cognitive approach assumes that the client is responsible for their disorder. Due to this, situational factors may be overlooked, such as family problems or life events that the client isn’t in control of. This can cause psychological harm, as client believes that mental state is their own fault.
-ve Therapist competence
The therapist’s competence has an influence on the success of CBT. This includes: ability to structure sessions, ability to plan and review assignments, application of relaxation skills, etc. Kuyken and Tsivrikos (2009) claim that as much as 15% of the variance in outcomes of CBT effectiveness may be attributable to therapist competence.
What is the classical research of the cognitive approach?
Loftus and Palmer (1974) The reconstruction of memory.
What was the methodology of Loftus and Palmer?
The study consists of two experiments conducted in a laboratory in Washington University using an independent groups design.
-In experiment 1 there were 45 student pps.
-In experiment 2 there were 150 student pps.
What are the procedures of Loftus and Palmer experiment 1?
Experiment 1:
Pps were shown seven film clips of different traffic accidents. Length of film clips range from 5-30 seconds. After each clip, pps received a questionnaire, in which they had to give an account of the accident they had they had seen, and they were also asked specific questions about the clip. 5 groups were each given a the same question with a different verb: “About how fast were the cars going when they ___ with each other?”
-Hit
-Smashed
-Collided
-Bumped
-Contacted
What were the findings of experiment 1?
The mean speed estimate was calculated for each group.
Smashed - 40.8
Collided - 39.3
Bumped - 38.1
Hit - 34.0
Contacted - 31.8
What were the procedures of Loftus & Palmer in experiment 2?
Part 1:
Pps were shown a film of a multiple car crash. The actual accident lasted less than 4 seconds. They were then asked questions, including about the speed. Verbs used were:
-Smashed
-Hit
Part 2:
Pps returned to the psych lab and were asked further questions about the accident.
-“Did you see any broken glass?”
There was no broken glass in the film.
What were the findings of experiment 2?
Smashed - 16 people said they saw broken glass, 34 said they didn’t.
Hit - 7 said they saw broken glass, 43 didn’t.
Control - 6 said they saw broken glass, 44 said they didn’t.
What were the conclusions of Loftus and Palmer’s research?
Two explanations:
-Response-bias factors: the different speed estimates occur because the critical word (e.g. smashed and hit) influences or biases a person’s response
-The memory representation is altered: the critical word changes a person’s memory so that their perception of the accident is affected.