Cognitive Approach Flashcards
Assumption 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
Assumption 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
Assumption 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)
What is the cognitive therapy
CBT
Aims of CBT
-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
Component one of CBT - dysfunctional thought diary
-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 %
Component 2 of CBT - cognitive restructuring
-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!)
Component 3 of CBT - pleasant activity scheduling
-‘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
Applying CBT to internal mental processes
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
Applying CBT to schemas
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
Evaluation of CBT - research to support (effectiveness)
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
Evaluation of CBT - therapist competence (effectiveness)
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
Evaluation of CBT - patient blame (ethics)
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
Classical evidence - loftus and palmer - experiment 1
Methodology?
Lab experiment
Independent groups
45 students
Opportunity sampling
Experiment one findings
Memory is not reliable
Leading questions may affect accuracy
Experiment 1 critical verb findings
Smashed - 40.8
Collided - 39.3
Bumped - 38.1
Hit - 34.0
Contacted 31.8a
Acronym- sarah Cameron bumped her car
Conclusions of experiment 1
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
Experiment 2 methodology
Lab study
Independent groups
150 students
Opportunity sampling
Were asked if they saw broken glass
Experiment 2 findings
Smashed:
Yes=16
No=34
Hit:
Yes=7
No=43
Control:
Yes=6
No=44
Experiment 2 conclusions
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)
Classical evidence evaluation - (ethics) deception
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
Classical evidence evaluation - (methodology) ecological validity
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
Classical evidence evaluation - (methodology) alternative evidence
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
Debate theme 1 - child witnesses are unreliable
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
