Assumptions & Key Concepts of the Cogntive Approach (AQA AS Psychology): Revision Note

Assumptions of the cognitive approach

• The cognitive approach involves the study of internal mental processes (IMP), e.g.,

  • Memory

  • Thinking

  • Attention

  • Perception

• The above processes are internal, as psychologists know they are happening, but they cannot be directly observed in the same way that biological processes (e.g., brain structures) can

• To investigate IMP, researchers must conduct research and make inferences from their findings, e.g.,

  • Peterson & Peterson (1959) inferred that short-term memory has a duration of around 18 seconds, but they could not prove this

  • Beck's cognitive triad infers that depression is based on dysfunctional thought processes,s but there is no absolute proof of this

• Cognitive psychologists use theoretical and computer models to understand IMP

• Models are used to provide testable theories about mental processes

• Cognitive psychologists use scientific methodology to investigate IMP (if a theory is testable, it means it is scientific)

The use of models

• Theoretical models are diagrammatic representations of IMP; they work in a similar way to flow charts used in computer programming 

• One theoretical model is the Multi-Store Model of Memory (MSM):

  • The MSM is a linear model outlining the stages involved in memory 

  • The MSM demonstrates the flow of information systematically as

    • input-storage-retrieval 

  • It is possible to test the MSM using lab experiments, e.g., Glanzer & Cunitz (1966)

• The MSM is an example of the information-processing approach

  • Information flows through the cognitive system in stages

  • The information is transformed, e.g.,

    • sensory information (e.g. sound, touch) enters memory via the sensory register

  • Information that has been paid attention to is transferred to short-term memory

  • If information is rehearsed, it will transfer to long-term memory

  • Any information which is not rehearsed is displaced (forgotten)

• Humans are seen as information processers who process information similar to that of a computer (the 'computer analogy')

• Information moves through the computer model in a sequence of stages

  • Input

    • Computers use alphanumeric codes to complete specific actions

    • The mind receives/interprets environmental stimuli from the senses, e.g., the sound of a train passing, the texture of a velvet jacket

  • Storage/processing

    • Computers interpret and process information, e.g., working to programs, storing data on a hard drive

    • The mind processes information into electric neural activity, which is interpreted and used by parts of the brain

  • Output

    • A computer's output includes text, music, images, video

    • The mind's output includes speech, behavioural responses, thoughts

• Computer models are the basis for the development of artificial intelligence 

• Computational modelling has highlighted how the brain carries out a range of functions, e.g. anticipating a reward, planning and problem-solving

Evaluation of assumptions & use of models

Strengths

• The cognitive approach has good application, e.g.,

  • It has contributed significantly to the development of AI due to its use of theoretical and computer models

  • This is a strength, as it highlights the usefulness of the theory

• In comparison to some of the other approaches, the cognitive approach has a degree of flexibility

  • It is an example of soft determinism compared to the hard determinism of the behaviourist approach

  • This means that the cognitive approach does not take a completely rigid view of human behaviour; it acknowledges the existence of free will

Limitations

• The study of IMP is an example of machine reductionism

  • It is overly contrived e.g. attempting to make direct comparisons between a computer and the human mind seems artificial and forced

  • Human cognition is often unpredictable, multi-faceted and emotional; a computer is not designed in such a way

  • This means that the computer analogy has only limited application to cognition

• IMP can only be inferred

  • This means that the cognitive approach to explaining behaviour is overly abstract and detached from real life

  • Thus it lacks external validity

The role of schema

• Schemas are shortcuts which

  • facilitate the speedy processing of information

  • stop the mind from becoming overwhelmed by environmental stimulation 

• Schemas allow people to predict what may happen and are based on previous experience, e.g.,

  • 'I've been on a beach holiday before so I know to pack lots of SPF'

• Schemas act as a mental framework for the interpretation of incoming information, e.g.,

  • 'I can see lots of car brake lights, which means I'm in for a long wait in a traffic jam...'

• Schemas are unique to the individual but many schemas will be shared, e.g.,

  • Everyone has a 'cat' schema but only specific person will have a specific 'my pet cat called Fluffy' schema

• Schemas may be simple and concrete (e.g. a cat schema) or complex and abstract (e.g. a 'freedom' schema)

• As people get older, their schemas become more multi-layered and sophisticated

• Babies are born with simple motor schemas for innate behaviours, e.g., sucking

• Culture affects schemas as it shapes experiences

Evaluation of schemas

Strengths

• Bartlett (1932) established the validity of schemas with his study of cultural schematic interference on memory:

  • Bartlett told his participants (male Cambridge University students) the 'War of Ghosts,' a Native American folk tale 

  • The story contained details that were culturally unfamiliar to the participants, e.g., canoes, seal-fishing, ghosts fighting, spirits inhabiting living people

  • The participants re-told the story to fit their cultural schema by changing some details, e.g., canoes became 'boats'; paddling became 'rowing'; they also omitted unfamiliar elements, e.g., no mention of ghosts at all; place names were ignored

  • Bartlett concluded that memory is affected by cultural schemas which overlay the original information by filling in gaps and making assumptions

Limitations

• One of the main issues with schema theory is the difficulty in defining exactly what a schema is

  • A schema is an example of a mental framework which has no clear parameters and will differ from person to person (e.g., my schema for 'house' will contain details and ideas which are unique to me, dependent on my experience)

    • If there is no clear consensus as to what a schema is, then the theory lacks usefulness