Cognitive Approach (APPROACHES 3/6) Flashcards
key assumptions
internal mental processes can and should be studied scientifically
mental processes referred to as ‘information processing’ and seen to work in a similar way to how a computer processes information (input –> process –> output)
internal mental processes are hard to observe and conceptualise, models used to represent processes
mediational processes (attention, thinking) occur between stimulus and behaviour
brain affects cognition
study of internal mental processes
studies internal processes e.g. attention, memory, decision-making and thinking
recognises internal mental processes are private and cannot be observed or studied directly - studied indirectly by inferring
inference
process of drawing conclusion about general patterns of behaviour from specific observations
models
used to explain and make inferences about mental processes
theoretical models
information processing model
explain how we recieve, interpret and respond to information
input, process, output
linear - in logical line
e.g. multi-store model of memory, working memory model
computer models
mind is compared to a computer
process information and have limited capacity only dealing with restricted amount or type of info at any time
concepts of central processing (brain), coding (turn info into useable format) and stores to hold info
in computer, info stored on hard drive (long-term memory stored for later retrieval), working memory (store-term) is cleared and reset when task is finished
role of schemas
mental structures containing ideas and scripts about world which give us expectations and rules about what to do
developed through experience
may be determined by social/cultural norms and values
Piaget used term ‘schema’ to refer to idea of package of knowledge about an object possessed by young infant
Bartlett argued that schemas play role in memorising infant - help to organise and interpret information + help to predict what might happen
information consistent with schema
assimilated into schema which strengthened
information inconsistent with schema
accommodation of new info occurs and schema changes
self-schemas
contain info about ourselves based on physical characteristics and personality
affect how we act and think of ourselves
role schemas
ideas about behaviour expected of someone in certain role
event schemas
scripts
info about what happens in a certain situation
schemas weaknesses
can be dangerous or damaging concerning prejudice and stereotypes
Allport and Postman
developed through parents’ teaching or media and can affect how we treat certain types of people
Bartlett - the war of the ghosts
English participants read Native American folk tale
unfamiliar story with unusual names, ideas and objects, different structure
asked to recall story after different lengths of time
all changed story to fit with schemas e.g. including English cultural ideas (canoes –> boats)
greater length of time, less recalled
can conclude that schemas can lead to inaccurate recall of stories due to own expectations
emergence of cognitive neuroscience
scientific study of how different brain structures are involved in different mental processes
emerged due to modern technology e.g. neuroimaging techniques (fMRI, CT and PET scans)
mapping brain areas to specific cognitive functions
scanning methods to help with
understanding how brain supports different cognitive activities and emotions
understanding which parts of the brain are linked to memory processes (long/short term)
establishing neurological basis of mental disorders
able to see structure and activity of brain and how brain functions during different tasks
examples of understanding cognition
Tulving used PET scans to show different types of LTM located on opposite sides of the pre-frontal cortex
Braver found greater activity in left pre-frontal cortex whilst a working memory task, indicating that central executive may be there
Burnett found that when people feel guilty, several brain regions are active, including the medial pre-frontal cortex, associated with social emotions
comparing neurotypical patients
with patients who have suffered damage to the brain
try to find areas responsible for changes in behaviour or cognitive processes
through studying patients with damaged brains, we can make inferences about brain function
e.g. KF had poor STM but functioning LTM
damage to left parietal lobe due to accident
HM had hippocampus removed - poor LTM, funtioning STM
neurotypical
someone with brain functions, behaviours and processing considered standard or typical
holistic explanation
considers range of different factors affecting behaviour - explanation more valid
reductionist explanation
simplistic and ignores other important contributing factors
cognitive approach strengths
use scientific methods
brain scanning techniques –> objective, numerical data
easily replicated to test for consistency
reliable
useful/applicable to real world
knowledge of cognition paved way for talking therapies
enable improvement of mental health / increased options for treatment
good, positive contributions to society regarding mental health
holistic
takes biological factors into account (brain) and environmental factors that affect cognition (schemas learned through social and cultural norms)
explains cognition in detail + valid approach
cognitive approach weaknesses
reductionist
schemas affect recall but does not account for factors such as hormones that may influence recall (when stressed)
too simplistic, lacks validity and credibility
lacks ecological validity and mundane realism
environment during brain scans are highly controlled and artificial
affect behaviour (unnatural - nervous/worried)
inaccurate findings, reducing validity
lack of external validity / application to real life
studies may lack population validity - small sample size, limited range of people w/ brain damage
reduced credibility
someone with brain damage may not know what they are signing up for, or may forget, so can’t opt out, can’t get informed consent
unethical
