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PSYCHOLOGY COMPONET 1 > COGNITIVE APPROACH > Flashcards

COGNITIVE APPROACH Flashcards

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1
Q

COMPUTER ANALOGY

A
  • Compares human mind to computer
  • How we input, store,process and recall information
  • During process stage mind uses cognitive processes e.g perception
  • Atkinson & shiffrins multi store mode
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2
Q

INTERNAL MENTAL PROCESSES

A
  • Various internal mental processes work together to allow us to make sense of the world
  • Perception way mind interprets incoming stimuli
  • Attention way mind takes notice of things
  • Memory way mind stores/recalls information
  • Language way the mind interprets incoming stimuli
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3
Q

SCHEMATAS

A
  • Organised packets of information which help us navigate the world
  • Derived from past experiences, mostly put together through social exchanges
  • Halo effect associations characteristics with certain people
  • The matching hypothesis self schemas help with romantic relationships
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4
Q

CBT-AIM

A

to challenge negative thoughts/replace with constructive positive thinking for healthy behaviour

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5
Q

COGNITIVE TRIAD-COMPONET

A
  • Help identify & expand the issue
  • Depressed individuals have negative triad, pessimistic view on themself/world and future
  • Need to challenge patients negative triad
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6
Q

DYSFUNCTIONAL THOUGHT DIARY

A

Asked to keep a diary leading up to negative events includes

  • Automatic negative negative response
  • Rational response
  • Rerated belief
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7
Q

THERAPHY DURING THERAPHY

A
  • Client works with therapist to identify/change negative thinking patterns
  • Client taught how to challenge dysfunctional automatic thoughts outside therapy by asking 2 questions
  • Where is the evidence for X?
  • What is the worst that can happen if X is true?
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8
Q

THERAPHY DURING THERAPHY

A
  • Client works with therapist to identify/change negative thinking patterns
  • Client taught how to challenge dysfunctional automatic thoughts outside therapy by asking 2 questions
  • Where is the evidence for X?
  • What is the worst that can happen if X is true?
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9
Q

PLEASANT ACTIVITY SCHEDULING

A
  • Client asked to do one activity per day
  • Aim to give client sense of accomplishment, provides distraction from negative thoughts
  • Form of behavioural activation
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10
Q

EFFECTIVENESS-CBT

A

+Jarret et al found CBT is just as effective as antidepressants,When treating 108 participants over a 10 week period, CBT reduces overdependence
-Hollo found no difference, When treating 107 participants over a 10 week period, Antidepressants more cost/time effective

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11
Q

ETHICAL ISSUES-CBT

A

Patient blame
-Other factors are overlooked
-Can cause psychological harm
+Empowers client
What is rational
-What patient make think is rational behaviour the therapist may think it is not
-Alloy said depressive realist see things for what they are while normal people distort them into positive things

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12
Q

METHODOLOGY 1

A
  • 45 american students
  • Laboratory experiment
  • Independent groups (5 groups of 9)
  • IV = wording of question,DV = speed estimates given in mph
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13
Q

METHODOLOGY 2

A
  • 150 participants
  • Laboratory experiment
  • Independent groups (3 groups of 50)
  • IV=question asked, DV whether they say broken glass 1 week after study
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14
Q

PROCEDURE 1

A
  • Participants watched 7 films of traffic accidents 5-30 seconds long
  • After each film participants given questionnaire and asked to give account of what they had seen
  • Second part of questionnaire contained the critical question
  • Critical question was about speed of cars
  • How fast were car going when the ‘hit/smashed/bumped/contacted/collide’ each other
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15
Q

PROCEDURE 2

A
  • Participants watched 7 films of traffic accidents 5-30 seconds long
  • After each film participants given questionnaire and asked to give account of what they had seen
  • Second part of questionnaire contained the critical question
  • Critical question was about speed of cars
  • How fast were car going when the ‘hit/smashed/control had no question’
  • One week after they were asked if they had seen any broken glass
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16
Q

FINDINGS 1

A 
smashed=40.8 MPH
collided=39.3 MPH
bumped=38.1 MPH
hit=34.0 MPH
contacted=31.8 MPH
17
Q

FINDINGS 2

A

smashed=16/YES,34/NO
hit=7/YES,43/NO
control=6/YES,44/NO

18
Q

OVERALL CONCLUSION

A
  • Response bias factors - different speed estimates occured cause speed estimate influences their decisions
  • Altered memory - critical word pollutes memory so perception of accident is affected
  • Gleaned during perception - what the individuals experienced
  • External information - leading questions may contaminate memory creating new recollections
19
Q

OVERALL CONCLUSION

A
  • Response bias factors - different speed estimates occured cause speed estimate influences their decisions
  • Altered memory - critical word pollutes memory so perception of accident is affected
  • Gleaned during perception - what the individuals experienced
  • External information - leading questions may contaminate memory creating new recollections
20
Q

EVALUATION-METHODOLOGY

A

+Highly controlled - extraneous variables controlled to detect if IV was having a direct influence on DV
+Decreases order effect due to the 5 conditions and independent groups
-Artificial environment lacks ecological validity when applying findings to real world
-Potential individual differences
+195 participants makes for a more accurate generalisation

21
Q

EVALUATION-PROCEDURE

A
  • University setting students are alert as they are in an educational institute and affects ecological validity
  • Video does not initiate biological responses which may affect accuracy of recall
  • Participants aware they are in a study so they may exhibit demand characteristics
22
Q

EVALUATION-FINDINGS & CONCLUSIONS

A
  • Foster found that if participants thought they were watching a real life robbery , identification of robbery was more accurate
  • Yuille & cutshall found witnesses of armed robbery in canada gave accurate depictions 4 months later even with 2 misleading questions
23
Q

EVALUATION-ETHICAL ISSUES/SOCIAL IMPLICATIONS

A
  • No informed consent participants must be aware of study risk of demand characteristics
  • Deception was mild and necessary for more valid/accurate results
  • Psychological harm was mild as the individuals are not directly associated with the accident

PSYCHOLOGY COMPONET 1 (5 decks)

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