Summary
Summary Approaches - Cognitive and Social Learning Theory
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- Approaches
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Content regarding the Cognitive and Social Learning Theory approaches
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Cognitive Approach - 1960sAssumptions
1. Internal processes can be studied scientifically through well-controlled lab studies
2. Mental processes are private and cannot be observed; study indirectly by inferring
the cognitive process through the basis of behaviour
3. Humans are information processors that resemble computers, and based on studying
and retrieving information in a sequence.
Key Terms
Schema - Mental framework of beliefs and expectations that influence cognitive processing.
Developed from experience.
Inference - Reaching a logical conclusion on the basis of evidence and reasoning
Cognitive neuroscience - Scientific study of biological structures that underpin cognition.
Computer model - process of using computer analogies such as representation of cognition
Theoretical Model - Models are simplified representations of a model mental process based
on current research evidence.
Schemas
‘Package’ of beliefs and expectations on a situation/events that come from experience
● Born with basic ones then develop from experience
● Lead to faulty conclusions and unhelpful behaviour
A bad experience with a dog WILL create all-around negative experience and schema
Role of theoretical and computer models
Multi-store model or working memory model (Baddeley and Hitch, 1974)
→ Simplified representation of current research evidence
→ Representation by boxes and lines to establish cause and effect, or stages
Computer Models
Concept of CPU as the brain; information is coded into more sustainable format
1. Graphics Card → Visual Cortex (Occipital Lobe)
2. Hard Drive (memory) → Hippocampus (Temporal Lobe)
3. Sound Card →Auditory Cortex
4. Monitor/Speakers → Motor Complex (Movement)
, Emergence of Cognitive Neuroscience
Approach brings together brain-scanning techniques used by biological psychologists with
the study of cognitive processes ( memory, attention)
Study of neurotypical individuals VS Patients with brain damage
Brain injuries mapped using fMRI (monitor activity with blood flow) ad PET scans (inject
patient with radioactive tracer, glucose)
- Comparisons made between healthy and unhealthy / damaged brains and inferences
are made about how cognitive processes normally function.
● Broca’s Area = 1860, Paul Broca found damage to an area of the frontal lobe can
impair speech.
● PET Scans = Positron Emission Tomography - Raine et al (1997) found murderers
have less activity in the prefrontal cortex, therefore are more impulsive.
● fMRI scans = Chamberlain found reduced activity in the orbitofrontal cortex in
patients with OCD and their first-degree relatives - linked to decision making.
Evaluation
Strengths
+ Bugelski and Alampay (1962) - 2 groups shown a sequence of pictures, then see an
ambiguous figure. Groups who saw the sequence of animals or people are expected to
see either thing they saw. SCHEMA EXISTENCE
+ Real world application in CT therapy, eye-witness testimony, artificial intelligence,
dysfunctional behaviour in psychopathology
+ Loftus and Palmer - Car Crash Study (1974) : Mislead through wording or
visual imagery → can skew schema of mem0ry
+ Interacts with other area of explaining behaviour, Beck’s negative Triad on irrational
schemas for dysfunctional thinking
+ Use of scientific methods, therefore more reliable, valid and controlled
+ Less deterministic than the learning approach, so biological implications
Weaknesses
- Little mundane realism cognitive tasks, meaningless tasks for Bugelski and Alampay
- Lacks ecological validity through laboratory experiments
- Machine reductionism; ignores influence of human emotion and motivation
- Research shows that emotions can affect memory or attention (Johnson and
Scott)
- Genetic factor are not considered in explaining behaviour, such as genes in Sz
- B.F. Skinner criticises the cognitive approach - only external stimulus-response
behaviour should be studied
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