The Cognitive Perspective

  Review by:

• Gaby Casais

• Andrea Lopez

• Claudia Salazar

Objectives of the Unit:

Describe and evaluate the cultural context and development, the conceptual framework, the methodology, and the application of the cognitive perspective.

Describe and evaluate theories and empirical studies within this perspective.

Explain how cultural, ethical, gender, and methodological considerations affect the interpretation of behavior from a cognitive perspective.

Compare theories, empirical studies and the conceptual framework of this model with the other perspectives.

Identify and explain the strengths and limitations of cognitive explanations of behavior.

Explain the extent to which free will and determinism are integral in this perspective.

Assess the extent to which concepts and models of information processing have helped the understanding of cognition.

• Assumptions
• Process within the person are considered central to the understanding behaviour.
• These mediating processes operate in an organized and systematic way, not by trial and error.
• Focuses on the mental processes and on determining the role that mental processes play in determining emotions and behaviour.
• Deepened understanding of memory, psycholinguistics, and the development of intelligence.
• Key concepts/ideas
• Cognitive’s definition of learning:
• The process of gathering information and organizing it i9nto mental schemata.
• Cognitive’s definition of memoty:
• The retention and use of prior learning
• Cognitive Equilibrium:
• A state of mental balance.
• Relearning
• In memory an improvement in performance which occurs by reviewing, despite the inability to recall or recognize information.
• Priming
• A phenomenon whereby a thought or memory increases the activation of associated thoughts of memories.
• Mental set or schema (Tolman)
• The method an individual uses to organizes their perception of a particular situation such as a problem
• Latent Learning (Tolman)
• A term used by Tolman used to describe situations in which learning is distinct from the performance.
• Insight Learning (Kohler)
• Insight learning is a sudden change in the way one organizes a problem situation typically this is characterized by a change in behaviour from random responding to rule-based responding.
• Basic Model of Memory
• Sensory memory
• A modality specific transient form of memory, which serves as a buffer between the senses and short term memory.
• Short term memory
• The component of memory which handles retention over relatively brief intervals of up to approximately 15 seconds
• Stores visual information and sounds
• Long term memory
• The component of memory which is involved with retention over relatively long periods.
• Related to type of information and how it is encoded
• Processes
• Memory process
• Encoding/interpretation:
•  the immediate representation of a stimulus; involves selection, comprehension, abstraction and integration
• Channels
• Depth
• Schema Activation
• Elaboration/Rehearsal:
• The manner in which the stimulus is kept alive in the working memory.
• Key Theorists and their contributions
• Jean Piaget: (1896- 1980)
• Was the major pioneer of cognitive theory.
• “ How children think is much more important than what they know.”
•  
• Wolfgang Kohler:  (1887-1967)
• Was founder of the Gestalts theory.
• His studies with Apes led him to a view of problem solving as an active process of insight and on determining the role that mental processes play in determining emotions and behaviour.
• Edward Tolman: (1886-1959)
• Developed a concept of “Purposive behaviourism” which emphasised the distinctions between learning and performance and viewed learning in terms of the formation of hypothesis and cognitive maps.
• Helped to lay the foundations for the cognitive approach
• Miller (1956)
• Is best known for his work in determining Chunking for the Short term memory
• Chunk: The basic measure  of Short term memory capacity representing a meaningful unit, such as random letters number or words.
• Hermann Ebbinghaus
• Developed techniques for the experimental study of memory and forgetting.
• Endel Tulving’s
• Known for the three distinct forms of long term memory
• Procedural memory: Stores “how to” information such as how to play a piano.
• Semantic memory: Involves general knowledge of how the world, such as knowing the capital of Japan.
• Episodic memory: Contains personal experiences
• Attitude toward determinism
• Methods
• Applications (Where and how is this perspective used with specific examples)
• Memory
• How mind works
• Mental maps
• How we learn
• Ethical issues
• Terms to know/Vocabulary with definitions
• Look at key concepts!!!
• Evaluation of the strengths and weaknesses
• Strengths:
• Has revolutionised developmental psychology by focusing attention on active mental processes.
• We now understand the types of thinking that are possible at various ages.
• Limitations:
• Doesn’t take into account the person, the self
• Doesn’t explain complete behaviour
• Doesn’t take into account the physiological aspects of our bodies.
• The legal question of intent
• Unable to explain complex cognitive, emotional, and perceptual dimensions of human development.
• Incomplete picture of developmental influences.
• Focuses too much on the individual child, focuses to little on the social context.
• seriously underestimates the role of biological and genetic influences.
• Contributory negligence
• Collusion
• Competence to stand trial
• Eye witness testimony
• Web links

http://www.cybersisman.com/APIB/ibcogreview.html

http://homepage.mac.com/stray/ib/psych/sl.html

http://www.revision-notes.co.uk/revision/67.html

• Annotated review of handouts and chapters