Cognitive Approach (APPROACHES 3/6)

Question 1

key assumptions

Answer 1

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

Question 2

study of internal mental processes

Answer 2

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

Question 3

inference

Answer 3

process of drawing conclusion about general patterns of behaviour from specific observations

Question 4

models

Answer 4

used to explain and make inferences about mental processes

Question 5

theoretical models

Answer 5

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

Question 6

computer models

Answer 6

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

Question 7

role of schemas

Answer 7

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

Question 8

information consistent with schema

Answer 8

assimilated into schema which strengthened

Question 9

information inconsistent with schema

Answer 9

accommodation of new info occurs and schema changes

Question 10

self-schemas

Answer 10

contain info about ourselves based on physical characteristics and personality
affect how we act and think of ourselves

Question 11

role schemas

Answer 11

ideas about behaviour expected of someone in certain role

Question 12

event schemas

Answer 12

scripts
info about what happens in a certain situation

Question 13

schemas weaknesses

Answer 13

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

Question 14

Bartlett - the war of the ghosts

Answer 14

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

Question 15

emergence of cognitive neuroscience

Answer 15

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

Question 16

scanning methods to help with

Answer 16

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

Question 17

examples of understanding cognition

Answer 17

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

Question 18

comparing neurotypical patients

Answer 18

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

Question 19

neurotypical

Answer 19

someone with brain functions, behaviours and processing considered standard or typical

Question 20

holistic explanation

Answer 20

considers range of different factors affecting behaviour - explanation more valid

Question 21

reductionist explanation

Answer 21

simplistic and ignores other important contributing factors

Question 22

cognitive approach strengths

Answer 22

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

Question 23

cognitive approach weaknesses

Answer 23

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