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The Cognitive Level of Analysis Intro & Schema Theory Levels of Analysis The IB syllabus: Questions to check your understanding: 1. In what decade did the cognitive revolution take place? 2. What do cognitive psychologist believe to guide our behavior? 3. What have researchers in this area been studying recently? 4. What are some of the topics that cognitive psychologists study? 5. Cognitive psychologists are working more closely with researchers from which LOA? 6. What does approaching behaviors from several LOAs allow us to do? The IB syllabus Essential questions • How does our mind organize data? • How do cultural, social, and biological factors influence our memory? • To what extent are our memories reliable? • How do psychologists study memory? • What affects our emotions? Learning Plan Approximate times • The background, principles of the Cognitive LOA (2 lessons) • Schema theory (1 week) • Models of memory (2 weeks) • Biological factors & cognitive processes (memory, amnesia & serotonin) (1 week) • Culture & cognitive processes (1 week) • Reliability of cognitive processes - eyewitness testimony (2 weeks) • Interaction of cognitive and biological factors in emotion (1 week) • A theory of how emotion effects memory (2 week) • General Learning Outcomes Workshop: Principles/ Methodology & Ethics (1 week) The History of the Cognitive LOA • Historically – two philosophical schools of thought: • Empiricism –sensory experience (concrete, hands on experience is the basis of all knowledge) • Rationalism – knowledge gained by exercising the mind – thinking, reasoning and using logic. • Contemporary theory from the cognitive LOA has adopted both rationalist and empiricist thinking – a combination of both Background of the Cognitive LOA: Developments during WWII(1940s) • WWII was crucial in the development of cognitive psychology • The allies were working on breaking enemy codes and reformulating this information into their encrypted information of their own. • The developed crash courses in German, Japanese and Italian – so we had to know how we humans process information. • Development of automatic pilot technology and weapons radar and sonar required the development of ‘human factors in engineering’ – an understanding of how human thought processes work • The development of computers allowed for the development of a ‘computer metaphor’ for the functioning of the human mind – Cognitive psychologists believe that cognition can be understood in these terms – on the most basic level cognition operates through: Inputs, Processes & Outputs Background of the Cognitive LOA Developments after WWII • After the WWII – Bell Telephone Labs developed information theory as engineers looked at the structures, processes and mechanisms which determine what happens to information from the time it is received to the time it is acted upon • The big question was – could this be applied to human beings? • At a Conference on information theory in MIT in 1956 many papers were given on Cognitive psychology – Chomsky was there and argued that we had innate ‘cognitive maps’ which enable the acquisition of language – the cognitive map is a unique pre arranged system of biological rules that govern language development. I.e. the brain was genetically programmed to generate language • Also George A. Miller (1956) the single most effective leader in the emergence of cognitive psychology – presented influential article ‘the magical number seven, plus or minus two: some limits on our capacity for processing information’ (1956) (chunking) • More recently (1980s onwards) CAT, MRI– let us examine the structure of the brain & fMRI and PET – allow use to examine the images of the brain in action. Its been a great leap forward – we can empirically study the dynamics between internal mental stimuli and external stimuli. The word ‘revolution’ is an understatement in the impact this has had – development of Cognitive Neuroscience – linking structure with function Principles that define the cognitive level of analysis: 1. Mental representations guide behaviour. 2. Mental processes can and should be scientifically investigated. 3. Models of psychological functions can be proposed. 4. Cognitive processes actively organize and manipulate information that we receive - humans are not passive responders to their environment. (Soft determinism.) 5. Cognitive processes are influenced by cultural factors. Cognitive processes: Schema Theory • IB Syllabus Says: Evaluate schema theory with reference to research studies. Principles Demonstrated: • Mental representations guide behaviour; • Mental processes can be scientifically investigated. • Cognitive processes actively organize and manipulate information that we receive • Cognitive processes are influenced by cultural factors. Schema: Definition • A cluster of inter-related concepts that tell us about how things function in the world • e.g. a schema about television would tell us about how they work and what sort of programmes they are likely to display (Flanagan, 2003) Piaget & Schema Theory • Developmental Psychologist Jean Piaget (1896-1980) coined the term ‘schema’ • Piaget was interested in how children's thinking or ‘cognition’ develops, and he developed an influential stage theory of cognitive development to explain how a child's thinking becomes more complex over time Piaget & Schema Theory • Piaget (1926) noted that all babies were born with similar biological ‘equipment’ or ‘structures’. E.g. the brain, the senses & reflexes. • The infant is born with a set of reflexes (e.g. sucking and grasping) and innate schema (e.g. recognition of faces) • Piaget called the psychological structures that contain this knowledge ‘schemas’. • An example of an innate schema would be a mental representation of a human face – Fantz (1961) presented evidence that humans are born with an innate ability to recognize faces…. Fantz (1961) Study of face recognition in infants (innate schemas) • Aim: To see whether face recognition was innate in infants • Procedures: - Fantz set up a display board above the baby to which were attached two pictures, On one was a bulls-eye and on the other was the sketch of a human face. Then, from behind the board, invisible to the baby, he peeked through a hole to watch what the baby looked at. • Findings & Conclusions "a two-month old baby looked twice as much at the human face as it did at the bulls-eye.“ This suggested that human babies have some powers of pattern and form selection. - they show a preference for human faces. • Evaluation - Groundbreaking study – showing the innate nature of some schemas - Makes evolutionary sense – face recognition aids survival and is important for communication -Supported by further research: Hunt (1993) found that at three months we can tell the difference between members of their family Development of Schemas • From birth onwards, the infants schemas develop as a result of interactions with the environment. • New experiences lead to new schemas being developed. E.g. Infants learn to separate faces of people they know (Hunt, 1993) Development of Schemas • Piaget believed that schemas become more complex through a process of: • Assimilation: The process of fitting new information & experiences into existing schemas • Accommodation: The process of changing the existing schemas when new information cannot be assimilated. • E.g. a child may have a schema of a dog having ‘four legs, fur & a wet nose’ – every new instance of a creature with the same characteristics is assimilated into this schema. • However, when the child sees a cat, this cannot be assimilated by the existing schema, so instead the child's schema must alter to accommodate new information and a new schema is formed Development of Schemas • The driving force behind these changes or ‘adaptation’ is the principle of ‘equilibration’. • The intellect strives to maintain ‘equilibrium’ or a sense of balance. If an experience cannot be ‘assimilated’ into existing schemas then there is a state of imbalance. • Cognitive development is a result of the adaptation between an individuals existing schemas and environmental demands for change, such as experiences that don’t fit existing schema Evaluation of Piaget’s schema theory • Very influential, and coined the term ‘schema’ & inspired a lot of further research (e.g. Bartlett) • Flawed methodology in the cognitive tasks he gave children to perform to develop his theory of cognitive development – this meant that he underestimated the rate at which children develop • His research can also be criticized as lacking in ecological validity • His theory could be seen as overly simplistic, the influence of culture & gender is largely ignored. Questions to check your understanding 1. Give a definition of a schema 2. What type of psychologist is Jean Piaget, and what was he interested in studying? 3. What are the aims, procedure, findings & conclusion of Fantz (1961) study? 4. Make 2 evaluative points that relate to Fantz (1961) study 5. Using a new example, describe the two processes by which schemas develop? 6. What is the driving force behind changes in schemas? 7. Make two general evaluative points which relate to Piaget’s schema theory Mini presentations In groups – you will present on your section of the packet, after going over your section, prepare 5 questions to ask the class • Group 1: Memory & Bartlett / 6 evaluative questions • Group 2: Brewer & Trayens (1981) study • Group 3: Bransford & Johnson (1973) & activity • Group 4: General evaluative points We All take notes as we go along on the yellow sheet Schemas & Memory Processes Schema theory has been used to explain memory processes. Cognitive Psychologists divide memory into 3 main stages: Encoding: transforming sensory information into a meaningful memory Storage: Crating a biological trace of the encoded information in memory, which is either consolidated or lost Retrieval: using the stored information Bartlett (1932) study of reconstructive memory • Bartlett’s (1932) Research into Schemas • According to Bartlett schemas have a major influence on the way we encode, store and retrieve memories. • This influence is demonstrated in his classic study, the ‘war of the ghosts’ Bartlett's (1932)study of reconstructive memory • Try to recall the war of the ghosts story • • • • Aims Procedures Findings & Conclusion Evaluation • lets go through the study and evaluate using MECG and the 6 key questions • See your key study sheets on this Six questions to ask when evaluating research 1. Is the study based on a representative group of people (sample)? 2. Was the study conducted in a laboratory or in a natural setting? 3. Where what the participants where asked to do far from real life? 4. Are the findings of the study supported by the findings of other studies? 5. Do the findings have a practical relevance? 6. Ethical considerations Brewer and Treyens (1981) the effect of schemas on visual memory Aim: Investigate the effects of schemas on visual memory Procedures: 30 participants, one at a time were asked to wait in a room for 35 seconds. The room was designed to look like an office and contained 61 objects. Some objects were compatible with an ‘office’ schema, such as a desk, calendar and typewriter, but others were not – such as a skull, a brick and a pair of pliers. After having been in the room, participants were given an unexpected recall test. Findings and conclusions: Participants were more likely to recall typical office items, i.e. items with high schema expectancy. They were also successful at recalling in incompatible items such as the brick , but eight participants recalled the really bizarre item – the skull Most errors in recall were substitutions – PPs falsely recall the presence of items such as books, pens and a telephone, which have a high schema expectancy but were not present in the room. Other errors involved the wrong placement of items e.g. the note pad was ‘remembered’ as being on the desk, rather than on the chair Findings suggest that PPs use schemas to ensure rapid encoding of visual information available to the during their 35 seconds in the room, and at the retrieval stage, recall was influenced by schema so that typical items were recalled, event though they were not actually present. Evaluation: Low generizability, Low Ecological Validity Activity: see video Bransford and Johnson (1973) the role of context in reading comprehension & recall Aim: To examine the influence of context on the recall and comprehension of a reading passage Procedures: They constructed some reading passages that would be difficult to understand in the absence of context. They then compared recall performance between a group of participants who had been supplied with contextual information (such as pictures) and a group who had not received this additional information Findings & Conclusions: Bransford and Johnson found that recall is significantly better for the group that is given contextual information than for the group that had simply read the passage, showing that without the appropriate schema, accurate recall is more difficult Evaluation Cultural differences – would the same results be found in different cultures? Low ecological validly. However, the study does offer support for Bartlett's (1932) study. General Evaluation of Schema Theory 1. There is lots of research to support the idea that schemas affect cognitive processes such as memory. The theory seems quite useful for understanding how people categorize information, interpret stories and make inferences. 2. Schema theory has also contributed to our understanding how cognition develops in children (Piaget) and also how memories can become distorted. Furthermore, social psychologists often refer to ‘social schemas when they are trying to explain stereotyping and prejudice. 3. Schema theory helps to understand cultural and gender differences, since different genders & cultures may have different schemas which influence the way they interpret the world. 4. However, there are some methodological flaws with the research, for example Bartlett's choice of material meant that the stories he chose folk tales that may not have been meaningful to other people, but he had no objective measure of ‘meaningfulness’. However, his initial findings have been supported by later research by Brewer and Treyens (1981) & Bransford and Johnson (1973). 5. It is important to note that much of the research can be criticized for have low ecological validity. 6. Cohen (1993) states that schema theory is rather vague and the theory fails to offer detailed explanations of how the schemas are acquired in the first place. Cohen believes the theory is overly simplistic (reductionist) and does not account for complexity of human cognition 7. However, recent biological research by Caramazza (2009) found that from the visual cortex information about living and non-living objects is shuttled to different parts of the brain so as to trigger appropriate reactions – even in blind participants – so some schemas appear to be connected to localized areas of the brain Questions to check your understanding 1. What are the three main stages of memory? 2. What are the aims, procedures and findings of Bartlett's (1932) study of reconstructive memory? 3. What method was used by Bartlett in his study? 4. What are the strengths and limitations of Bartlett's study? 5. Outline the aims, findings and conclusion of Brewer and Treyens (1981) the effect of schemas of visual memory 6. What are some of the limitations of Brewer and Treyens study? 7. What did Bransford and Johnson (1973) find about the role of context in schema development 8. Give three general evaluative points about schema theory 9. What did Caramazza (2009) find about schema and localized functions of the brain?