Cognitive Approach Flashcards
What are the principles that define the cognitive level of analysis?
- Human beings are information processors, and mental processes guide behavior (Loftus and Palmer [1974])
- The mind can be studied scientifically (Sharot et al. [2007])
- Cognitive processes are influenced by social and cultural factors (Bartlett [1932])
How and why is the research method experiments used at the cognitive level of analysis?
Experiments are used to test cause-and-effect relationships by manipulating variables in a controlled setting. It helps researchers understand how cognitive processes like memory and decision-making work. Ex. Loftus and Palmer (1974)
How and why is the research method case study used at the cognitive level of analysis?
Case studies study unique individuals to understand cognitive functions that can’t be tested in experiments. It provides detailed insight into memory and cognition. Ex. HM (1957) showed the hippocampus is essential for memory formation
How and why is the research method Survery used at the cognitive level of analysis?
Surveys are used to collect self-reported data on cognitive experiences like memory and thinking. It helps identify patterns in cognition across large groups. Ex. Brown and Kulik (1977)
What are three ethical considerations related to research studies at the cognitive level of analysis?
Informed Consent, Deception, and Protection from Harm
How does the ethical consideration “informed consent” apply to a research study?
Loftus & Palmer (1974)
Participants must agree to take part with full awareness of the study’s nature. Loftus & Palmer obtained consent from participants before testing how leading questions affect memory, ensuring ethical transparency.
How does the ethical consideration “deception” apply to a research study?
Speisman et al. (1964)
Deception can be used to prevent demand characteristics but must be justified. In Speisman et al., participants were unaware of the true aim when watching trauma films, but they were debriefed afterward, ensuring ethical compliance.
How does the ethical consideration “protection from harm” apply to a research study?
Brown & Kulik (1977)
Researchers must prevent unnecessary distress. Brown & Kulik studied flashbulb memories of traumatic events but only used self-reports rather than exposing participants to distressing stimuli.
What is the Multi-Store Model of Memory (MSM)?
It suggests that memory consists of three separate stores: sensory memory, short-term memory (STM), and long-term memory (LTM). Informations is processed and stored through these stores via attention and rehersal.
What study supports the Multi-Store Model?
Glanzer & Cunitz (1966) - Serial Position Effect
Aim: Investigated if memory has separate STM and LTM stores.
Method: Participants memorized a list of words and recalled them either immediately or after a delay.
Results: Immediate recall showed primacy effect (better recell fo first words, linked to LTM) and recency effect (better recell of last words, linked to STM). After a delay, the recency effect disappeared.
Conclusion: Supports the existence of separate STM and LTM stores, as predicted by MSM.
What are the strengths of the Multi-Store Model?
- Supported by studies studies (Glanzer & Cunitz, HM case study)
- Provides a clear structure of memory is separately stored and processed
- It has practical applications such as improving memory through rehersal techniques
What are the limitations of the Multi- Store Model?
- It over simplifies memory by assuming that STM and LTM are unitary stores
- Does not explain deeper encoding like why meaningful information is remembered better
- Ignores memory distortions meaning that it assumes that memory that is retrieved from LTM is unchanged
- It does not explain procedural memory, which does not require rehearsal
What is schema theory?
Schema theory suggests that schemas (mental frameworks based on past experiences) influence how we encode, store, and recall information. Schemas help us process new information efficiently but can also cause distortions.
What study supports schema theory?
Bartlett (1932) – War of the Ghosts
Aim: Investigated how prior knowledge (schemas) affects memory.
Method: British participants read a Native American story and recalled it over time.
Results: Participants changed unfamiliar details (e.g., “canoe” became “boat”) to fit their cultural expectations.
Conclusion: Memory is reconstructive and influenced by schemas.
What are the strengths of schema theory?
- Explains memory distortions in eyewitness testimony and daily recall.
- Supported by research (e.g., Bartlett’s study).
- Applies to cognitive psychology, showing how prior knowledge influences memory.
What are the limitations of schema theory?
- Lacks a clear mechanism for how schemas form and change.
- Overemphasizes distortions, ignoring cases where memory is accurate.
- Bartlett’s study lacked control, making it difficult to replicate.
What is reconstructive memory?
Reconstructive memory suggests that memory is not a perfect recording but an active process influenced by schemas and external information.
What study supports reconstructive memory?
Loftus & Palmer (1974) – Car Crash Study
Aim: Investigated how leading questions affect memory.
Method: Participants watched car crash videos and were asked how fast the cars were going when they “smashed,” “hit,” or “contacted” each other.
Results: “Smashed” led to higher speed estimates and more false memories of broken glass.
Conclusion: Memory is reconstructive and can be altered by post-event information.
What are the strengths of reconstructive memory theory?
- Explains eyewitness testimony errors.
- Supported by studies (e.g., Loftus & Palmer).
- Applies to real-world scenarios, like criminal investigations.
What are the limitations of reconstructive memory theory?
- Lacks ecological validity, as lab studies may not reflect real-life memory.
- Underestimates accuracy, as some memories remain consistent.
- Does not consider emotion, which may strengthen memory (e.g., flashbulb memory).
What is flashbulb memory theory?
Flashbulb memory theory suggests that emotionally significant events create vivid, detailed, and long-lasting memories due to increased amygdala activation.
What study supports flashbulb memory theory?
Brown & Kulik (1977) – Flashbulb Memories
Aim: Investigated whether emotionally shocking events create stronger memories.
Method: Asked participants about their memories of public events (e.g., JFK’s assassination) and personal shocking events.
Results: Participants had vivid memories of where they were and how they felt. More flashbulb memories were reported for events personally relevant to them.
Conclusion: Emotion enhances memory formation through increased rehearsal and amygdala activation.
What are the strengths of flashbulb memory theory?
- Explains why emotional events are remembered vividly.
- Supported by research (e.g., Brown & Kulik, later fMRI studies).
- Has real-world applications, such as in PTSD studies.
What is another study that describes schema theory?
Brewer & Treyens (1981)
- Aim: To investigate whether people’s memory for objects in a room is influenced by their existing schemas
- Method: 30 University students were asked to wait in an office before being called in a research study. Participants were taken out of the office and asked to write down everything they could remember from the room.
- Finding: Most participants recalled the schema objects (desk, typewriter). Some participants reported things that would be expected but were not presents (books, telephone, etc). Many participants recalled non schematic items such as the skull… Unusual items resulted in better memory than schema theory predicted.
- Conclusion: Memory is influence by schemas, leading to distortions (False memories of expected items and enhanced recall)
How can biological factors affect one cognitive process?
The role of the hippocampus in memory:
- The hippocampus is essential for transferring information from short term memory to long term memory
- HM (Scoville & Milner, 1957)
Discuss how social or cultural factors affect one cognitive process
