Cognitive approach Flashcards
1
Q
ASSUMPTION 1: computer analogy
A
- psychologists compare the human mind with a computer; we take in information (input), change it/store it (process) and then recall it when necessary (output)
2
Q
ASSUMPTION 2: internal mental processes
A
- this approach sees humans as being information processors, where essential cognitive processes all work together to enable us to make sense of, and respond to the world around us
- cognitive processes include perception, attention, memory and language, these processes relate to eachother, and constantly work together to help individuals understand their environment.
- EG when we see a dog, what enables us to know its a dog? we have to pay attention to it, perceive its features, and search our memory store to see if there is a match with something we have already experienced. information processing
- Wundt developed introspection and in the 1800s developed in germany, he investigated thinking in a scientific and systematic way. research assistants would be given stimulis and would report what that stimulus made them think and feel.
3
Q
ASSUMPTION 3: schemas.
A
- schemas are organised packets of information that are built up through experience, and store in our long term memory. we have a ‘dog schema’ (four legs, bark, walk, tail, fur)
- schemas are derived from past experiences, but can be refined through further interactions with people and the world around us. schemas don’t necessarily represent reality.
4
Q
STRENGTHS: mediational processes
A
- the cognitive approach actually focuses on the ‘processes’ that occur between stimulus and response, whereas behaviourists just focus on the manifestation of the behaviour.
- this has helped explain practical elements of human behaviour. for example, cognitive psychologists look at ways of improving memory using retrieval cues (there is a study on this page). such research shows us why we need to take a shopping list to the supermarket.
5
Q
STRENGTHS: important contributions
A
- the cognitive approach has influenced many areas of psychology. as well as being usefully applied in therapy, such as in CBT to successfully treat disorders like disorders like depression, it has also been applied to the field of developmental psychology. for example, theories about how children’s thinking develops have guided teaching practises in school.
- Piaget (1970) developed one such theory, suggesting that children’s thinking is not the same as that of adults. he suggested, for instance, that children aged around or nine years old cannot think in the abstract. if they abstract to solve a mathematical problem, they need to see it in concrete form, such as manipulating counting sticks. Piaget’s idea had a major effect in teaching in primary schools because teachers realised it was important to use concrete examples with younger children
6
Q
STRENGTHS: scientific approach
A
- the cognitive approach lends itself to objective and controlled scientific research.
- memory research has been tested under strict conditions in a laboratory, and in more recent times, it has involved using PET scans and MRI scans, to pinpoint specific areas in the brain involved in short term and long term memory.
- this filed is known as cognitive neuroscience, and is a field devoted to pinpointing the exact biological mechanisms involved in our cognitive processes
- the approach has emerged as an extremely useful scientific field in psychology, in which casual relationships between emotions, cognitions and behaviours can be confidently predicted.
7
Q
WEAKNESS: nature and nurture
A
- while the cognitive approach does consider the influence of both internal and external actors on behaviour (eg processes within the mind are internal and the role of experience in the formation of the schema is external), it fails to consider important elements of nature and nurture. for example, the role of genes in human cognition is ignored, yet research into intelligence has consistently looked at the influence of genes, through the use of twin studies.
- additonally within the field of cognitive development, piaget failed to consider the role of culture and gender on the development of thinking in children.
8
Q
WEAKNESS: determinist approach
A
- as we have seen ‘schemas’ are an important assumption of the cognitive approach. people acquire such schemas through direct experience. for example, piaget suggested that cognitive development is essentially the development of schemas. at a young age a child might call everything a child might call everything with four legs and hair a ‘dog’. later the child learns various related schemas - one for a dog and one for a cat and so on.
- another important way in which we acquire schemas is through our social interactions. we acquire stereotypes about people and situations, such as the belief that women with blonde hair are stupid but fun, people with glasses are intelligent.
9
Q
WEAKNESS: mechanistic approach
A
- another another criticism of the cognitive approach is that it is mechanistic - it portrays human behaviour as being like that of a machine. indeed, the cognitive approach is based on the behaviour of computers, so it is inevitable that the outcome would be a rather mechanistic view of human behaviour. this raises other, more philosophical, issues such as whether a computer could ever perform like a human brain.
- the main objection to such mechanistic explanations is that they ignore social and emotional factors. this can be illustrated in the cognitive perspective on mental illness. for example, a depressed person may have faulty thinking patterns that can be changed; however, the cause of the depression may lie in significant life event (eg divorce). whilst changing thought patterns may help the person, this doesn’t change the environment stimuli or the social situation causing the emotions that they feel.
- a computer is not influenced by emotion, a computer will recall information exactly as it is inputted; this is not the same for human beings.
10
Q
What are the assumptions of the cognitive approach?
A
- computer analogy
- internal mental processes
- schemas
11
Q
What are the strengths of the cognitive approach?
A
- scientific approach
- important contributions
- mediational processes
12
Q
What are the weaknesses of the cognitive approach?
A
- determinist
- mechanistic
- nature and nurture
13
Q
How does the Cognitive approach explain the formation of relationships?
A
- One well known Cognitive explanation for the formation of relationships is social exchange theory.
- Developed by Thibaut and Kelley (1959), this theory suggests that choices about relationships are essentially economic decisions ; that is relationships involve the exchange of resources, so, before we even form a relationship, we consider its possible present and future benefits and costs.
- We are more attracted to those where the potential costs outeigh the benefits. Thibaut and Kelley proposed that we engage in a ‘minimax’ strategy.
- We are motivated to minimise the costs of a relationship whilst at the same time trying to maximise the benefits. The relationship is more likely to form and be maintained as long as the benefits outweigh the costs.
14
Q
What are the main components of Cognitive Behavioural Therapy? Aim
A
- According to the cognitive approach (Beck 1976), negative thought processes are the cause of dysfunctional behaviour and emotional distress. The main aim of cognitive-behavioural therapy (CBT), therefore, is to help an individual to identify negative and irrational thoughts and replace these with more rational ways of thinking.
- this takes place over 20 one hour sessions.
15
Q
What are the main stages of CBT?
A
- CASEConceptualisation: The client needs to understand the nature of CBT, the therapist creates a list of problems experienced by the client using self report and questioning, initial goals are set and a treatment plan
- Skills acquisition and application: the therapist works with the client on intervention techniques including teaching new skills. Ongoing evaluation and assessment of success of techniques and skills. goals and targets are set.
intervention techniques are refined. - Ending and follow up: Final assessment of progress using self report and questioning. ending treatment discussed and change of maintenance. End treatment; client and therapist agree when this is appropriate. Top up sessions can take place three to six months after completion of treatment.
