Cognitive Approach

Question 1

Assumption 1

Answer 1

Internal mental processes:
-believes that humans are information processes
-these cognitive processes help us to interpret and respond to the environment properly
Examples of internal mental processes:
-perception - we note an object or event
-attention - we pay attention to the object (sensory stimuli)
-memory - we search our memory to find a match of something we’ve previously seen
-language - we use our knowledge of language to name it

Question 2

Assumption 2

Answer 2

Schemas:
-schemas act as a mental short cut
-organised packs of information
-they help to predict based on past experiences
-they expand when we experience new things and link new concepts together
-schemas are built through experience (individual)
E.g. war of the ghosts 1983
-may not always be accurate

Question 3

Assumption 3

Answer 3

Computer analogy:
-human brain can be compared to a computer (hardwear/softwear)
-take in info = input
-store or change = process
-recall = output
E.g multi-store memory model:

1- sensory memory
-1/4-1/2 a second
-very large capacity
-sense specific (different stores for each sense)

2- short term memory
-0-18 seconds
-capacity = 7 +-2
-encodes acoustically (info can be lost)

3- long term memory
-unlimited
-unlimited capacity
-encodes mainly semantically (visual or auditory)

-if given meaning (elaborative rehearsal) its passed to the LTM)

Question 4

What is the cognitive therapy

Answer 4

CBT

Question 5

Aims of CBT

Answer 5

-the process part of thinking is faulty
-CBT aims to challenge negative thoughts
-CBT begins with an initial assessment (client and therapist discuss issues)
-goal setting
-plan of action

Question 6

Component one of CBT - dysfunctional thought diary

Answer 6

-Must record events that may lead to automatic negative responses
-at home ‘homework’
-record dysfunctional thoughts
In therapy:
-must record and rate how much they believe it to be true % (automatic negative thought)
-then a rational response and rate it to be true %
-then re rate original thought %

Question 7

Component 2 of CBT - cognitive restructuring

Answer 7

-identifying and changing the client’s negative thinking patterns
-collaborative (in therapy)
Example:
- the automatic negative response is failing a test
1- questions the evidence = identify the false belief
2- what will happen if you do fail = avoid catastrophising ( resit is available)
3- how to reduce chances of failing = rational thinking (revise!)

Question 8

Component 3 of CBT - pleasant activity scheduling

Answer 8

-‘behaviour part of therapy’
-clients must plan a pleasant activity over a period of time e.g week
- the activities should make them feel positive
Plan for the week:
Mon=run Tue=read Wed=sing (break from normal routine/sense of accomplishment)
Behavioural activation:
Record activity’s and rate how they feel after - changing behaviour
Outcome:
Client begins to move away from negative thinking - realises negative thinking can be controlled

Question 9

Applying CBT to internal mental processes

Answer 9

Dysfunctional thought dairy = identification of irrational thought processors
Cognitive restructuring = change the negative perception and prevent the evidence to show that thought process is irrational

Question 10

Applying CBT to schemas

Answer 10

The cognitive triad (becks)

Negative views of your future = negative views about self = negative views about the word =
E.g schema about yourself may be negative (depression) so CBT can change these negative thoughts to positive

Question 11

Evaluation of CBT - research to support (effectiveness)

Answer 11

S- strength as it reduces client symptoms
E- Cahill 2003 found after completing therapy (12-20 sessions) 71% of patients experienced reduced symptoms
E- if you complete therapy = overall improved wellbeing (only 13% who didn’t complete therapy showed improvement)
W- strengths as you can adopt healthier mindset when fully completing the therapy

Question 12

Evaluation of CBT - therapist competence (effectiveness)

Answer 12

S- weakness as it largely relies on the skill and competence of therapist
E- e.g structuring sessions, plan and review assignments, homework etc
E- kyken claims 15% in various outcomes of CBT effectiveness may be due to therapist competency
W- weakness because they’re relying too much on therapist - this is out of control of the client

Question 13

Evaluation of CBT - patient blame (ethics)

Answer 13

S- weakness as client is responsible for disorder
E-important situational factors may be overlooked
E- e.g family life/work stress
W- weakness as ‘blaming’ the patient for how they think isn’t helpful as their are other aspects present that can’t be changed

Question 14

Classical evidence - loftus and palmer - experiment 1
Methodology?

Answer 14

Lab experiment
Independent groups
45 students
Opportunity sampling

Question 15

Experiment one findings

Answer 15

Memory is not reliable
Leading questions may affect accuracy

Question 16

Experiment 1 critical verb findings

Answer 16

Smashed - 40.8
Collided - 39.3
Bumped - 38.1
Hit - 34.0
Contacted 31.8a

Acronym- sarah Cameron bumped her car

Question 17

Conclusions of experiment 1

Answer 17

Response bias - different speed estimates occurred because of critical words
Memory is altered - the word changing changes memory so they recall it differently e.g more/less severe

Question 18

Experiment 2 methodology

Answer 18

Lab study
Independent groups
150 students
Opportunity sampling

Were asked if they saw broken glass

Question 19

Experiment 2 findings

Answer 19

Smashed:
Yes=16
No=34

Hit:
Yes=7
No=43

Control:
Yes=6
No=44

Question 20

Experiment 2 conclusions

Answer 20

Memory alternation - affect of leading questions is not due to response bias but memory being altered
Severity of verb alters perception of severity
Leading questions cause memory to be reconstructed (original perception and leading questions merge and reconstructs memory)

Question 21

Classical evidence evaluation - (ethics) deception

Answer 21

S- weakness
E-p’s were not told the aim of the study
E-were not told it was about leading questions on memory - this may impact speed estimates
W-weakness as it affects accuracy of results however not a serious ethical issue as it wouldn’t of resulted in refusal

Question 22

Classical evidence evaluation - (methodology) ecological validity

Answer 22

S- weakness as it lacks ecological validity
E-p’s watched a film clip not a real life scenario
E- foster et al found if p’s watched what they thought was a real robbery and their answers would be used in court = more accurate responses
W-weaknesses as responses aren’t as accurate due to it not being real life

Question 23

Classical evidence evaluation - (methodology) alternative evidence

Answer 23

S-strength research to support
E-brown et al - students shown misleading advert about bugs bunny and they said they remembered him at Disney land despite him not being there
E-experimental group recalled this more than the control group
W- strengths as it proves false memory can be planted - supporting L+P

Question 24

Debate theme 1 - child witnesses are unreliable

Answer 24

For:
Less likely to lie
Davies et al found that kids aged 6-7 to 10-11 are fairly accurate in memory and don’t make stuff up
Anastasi and rhodes found all age groups more accurate when identifying own age group
Social implications: brains not fully mature which may lead to wrongful convictions - costs £17,500 for trial before a jury = economic strain

Against:
Unreliable
Highly prone to fantasy
Pozzlow and Lindsey found children under 5 = less likely to make correct identification
Children are more sensitive so feel they can’t say no = false positive
Social implication: emotional harm to wrongful convict and their family = stress and anxiety

Question 25

Debate theme 2 - crimes are emotive

Answer 25

For:
Emotion increases memory
Cahill and mcgaugh found hormones associated with emotion.g adrenaline enhance memory stores
Emotionally shocking events=from long lasting memory ‘flashbulb memory’
Social implication: emotional pressure to remember + crime triggers stress and panic = life long guilt - could strain nhs/mental health services

Against:
Unexpected and traumatising
Freud said threatening memories are pushed to the unconscious (repression ego defence)
Clifford and Scott - violent attack is remembered more than an unviolent attack - inverted u hypothesis
Social implication: big costs for re trial and compensation for wrongful convictions-money could be better spent on police resources

Question 26

Debate theme 3 - prevalence of exonerations

Answer 26

For:
There are set guidelines
National institute of justice created a guided book for law enforcement
Outlines the correct way to interview/interact with EWT
Social implication: some jurors may follow the rule book ‘too closely’ and ignore other credible evidence - this reduces public’s trust in the justice system
Should use 2 jurors

Against:
Leads to too many wrongful convictions
Innocent project 2020 - 375 convictions overturned due to DNA exonerations
Wrong identification from EW = 61% of those wrongfully convicted
Social implication: risk to society if real predator remains free = emotional stress + harm In daily life

Question 27

Evaluation of cognitive - nomothetic

Answer 27

Weakness- aims to generalise and make similarities between individuals e.g comparing humans to computers this is a weakness as it overlooks personal factors and ignores other potential causes

Question 28

Cognitive approach evaluation- reductionism

Answer 28

S- strength
E- behaviour is reduced down to a specific factor
E- cognitive approach reduced behaviour down to internal mental processes e.g memory causes behaviour
W- strength as it allows psychologists to explain certain behaviour and improve them e.g memory

Question 29

Cognitive evaluation - deterministic

Answer 29

S- weakness
E- psychologists explain all behaviour as being pre determined for you based on social interactions
E- e.g stereotypes through schemas alter how we treat people
W- weakness to suggest stereotypes are acquired through schemas = weakness to suggest we are pre determined to behave this way - removes moral responsibility

Question 30

Cognitive evaluation - application

Answer 30

S- strength as its been applied to wider society
E- applications allows psychological to expand research and use in society to improve psychological disorders
E- e.g. CBT is a frequently used and sucessful therapy in the nhs
W- strength as its helped many aspects of society - memory retrieval techniques, mental illness or law

Question 31

Experiment 1 procedure summary

Answer 31

45 American uni students - 5 groups of 9
Shown 7 short videos (5-30 seconds)
Filled short questionnaire
‘About how fast were the cars going when they … each other’
5 verbs were
-smashed
-collided
-bumped
-hit
-contacted
Speed estimates we mph

Question 32

Summary of experiment 2 procedure

Answer 32

One week later
All groups were asked if they saw broken glass (there wasn’t
Group 1 asked - verb smashed
Group 2 asked - verb hit
Control - not asked about speed