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Overvew of the Cognitive Level of Analysis for IB Psychology
- 1. Laura Swash, Dec 2013 1
- 3. Principles In other words • Mental representations guide behaviour. We process our world in order to make sense of it, and act on how we perceive it to be. • Mental processes (the mind) can be studied scientifically. These processes can be represented through theories and models that can be tested empirically. • Cognitive processes are influenced by social and cultural factors. Our mental processes are affected by our gender, upbringing, ethnicity, age and many other factors. Laura Swash, Dec 2013 3
- 4. Methods* • Mental representations guide behaviour. Case studies: observations and interviews • Mental processes (the mind) can be studied scientifically. Laboratory experiments/quasi experiments: using brain imaging technology • Cognitive processes are Natural experiments: influenced by social and observations and cultural factors. interviews. *Note that these methods can be interchangeable – I am just showing a strong link Laura Swash, Dec 2013 between principle and method. 4
- 5. Topics Memory Emotion Biological, cognitive and sociocultural factors in memory, and bio/cog factors in emotion Laura Swash, Dec 2013 5
- 6. Main theories Schema theory of memory … “little boxes” Sociocultural factors Cognitive processes Mental representations (Schema) Behaviour (Memory) Flashbulb memory theory… “vivid and bright” Emotional event Memory Strong belief in accuracy of memory Two factor theory of emotion … “it is what I label it” Non-specific physical arousal Cognitive labelling Laura Swash, Dec 2013 Specific emotion 6
- 7. Models Multi-store memory model Laura Swash, Dec 2013 7
- 8. Models Working memory model Laura Swash, Dec 2013 8
- 9. Ethics Informed consent and right to withdraw – yet many of the people studied have severe mental impairment. Confidentiality and anonymity – yet case of Clive Wearing. Psychological Stress – when witnessing crime scenes (real or simulated) and undergoing questioning. When undergoing brain scans Deception – implanting false memories Laura Swash, Dec 2013 9
- 10. Learning outcomes Levels 1 & 2 (SAQs) • Outline principles that define the cognitive level of analysis • Explain how principles that define the cognitive level of analysis may be demonstrated in research • Explain how biological factors may affect one cognitive process Laura Swash, Dec 2013 10
- 11. Learning Outcomes Level 3 (ERQs) • Discuss how and why particular research methods are used at the cognitive level of analysis. • Discuss ethical considerations related to research studies at the cognitive level of analysis. • Evaluate schema theory with reference to research studies. • Evaluate two models or theories of one cognitive process with reference to research studies. • Discuss how social or cultural factors affect one cognitive process • With reference to relevant research studies, to what extent is one cognitive process reliable? • Discuss the use of technology in investigating cognitive processes. • To what extent do cognitive and biological factors interact in emotion? • Evaluate one theory of how emotion may affect one cognitive process Laura Swash, Dec 2013 11
- 12. Application of what you know – use it to make an argument Emotion and memory Flashbulb memory theories Cognition, biology and emotion Two-factor theory of emotion Technology and memory MRI scans in memory research Reliability of memory False memories, flashbulb memories Social or cultural factors and memory schooling or ethnicity Biological factors and memory Alzheimer’s disease, brain damage Two models of memory Multi-store model, working memory model Two theories of memory Schema theory, flashbulb memory theory Schema theory studies Ethical considerations Bartlett, Bransford & Johnson, Anderson and Pichert, Loftus and Palmer. Relevant to the mental state of the participants Particular research methods relevant to the principles Principles linked to the BLOA (cognitive neuroscience) and the SCLOA =a break with behaviourism Laura Swash, Dec 2013 12
- 13. Do you have questions? Laura Swash, Dec 2013 13
Editor's Notes
- CLOA linkshttp://blogs.pamojaeducation.com/psychology?s=CLOA unpacking an SAQ at CLOA.http://blogs.scientificamerican.com/observations/2011/08/04/4-things-most-people-get-wrong-about-memory/ link as well to example of gorilla suit experiment.http://www.theinvisiblegorilla.com/videos.htmlChabris and Simons’ videoshttp://blogs.pamojaeducation.com/psychology/2013/12/06/mnemonic-techniques/http://blogs.pamojaeducation.com/psychology/2013/08/16/946/http://blogs.pamojaeducation.com/psychology/2012/06/15/principles-of-the-cloa-2/http://www.salon.com/2012/04/21/near_death_explained/
- Explain that principles, methods, topics, theories,etc. are all interconnected. Like a spider’s web.
- Draw out the links to the BLOA and SCLOA.
- i.e. if you believe that mental processes can be studied scientifically then you use scientific methods. (Analogy of trying to see what is inside the sealed black box…do you scan it, try and make a hole in it and peep inside, shake [shock] it, observe it, listen to it?)
- Main topic is memory. Memory is the behaviour that we study, and what we write about in questions that refer to “one behaviour”. We look at emotion as it relates to physiology and cognition and memory as it relates to physiology, cognition and s/c factors. Are we just “wired” to think or feel as we do (cognitive neuroscience conflates brain and mind) or is there more to it than that?
- You must know these AND the critiques of them thoroughly.
- Problems – static, reliant on rehearsal, descriptive rather than explanatory. BUT first clear model of the three processes of memory.
- Problems – what exactly IS the role of the Central Executive? Added Episodic Buffer later – how does this work? BUT studies have suggested this is a viable description of the process of short-term memory, which is clearly more than just rehearsal.
- Observe Clive Wearing’s frustration when being filmed regarding his diary. HM’s brain was sliced after his death…yet how (with no anterograde memory) could he give informed consent for this? There is a huge debate regarding how some of Elizabeth Loftus’s studies got passed by ethics committees. Huge ethical considerations around people wrongly accused because of false memories, and people who were guilty who were found not guilty because of true memories that were deemed to be false.
- Remember these could also begin “Describe, define, state, distinguish, analyse, apply.” And also remember that any of the other Los could have a L1 or L2 command term and be used for an SAQ.
- Could be compare, contrast, compare and contrast, examine. And of course these could be “reduced” to become SAQs with the substitution of L1 or L2 command terms.
- And always, always, always remember the Command terms and how to use them.