Cognitive Level of Analysis SL-Prep
3.1 Outline the 3 principles that define the cognitive level of analysis and explain how these principles may be
demonstrated in research
1. Human beings are information processors and mental processes guide behavior:
a. Explain
b. Research to support your explanation
2. The mind can be studies scientifically
a. Explain method used to study
b. Research that supports your explanation:
3. Cognitive processes are influenced by social and cultural factors
a. Explain
b. Research to support your explanation
Research studies to consider: Darley and Gross (1983); Loftus and Palmer (1974) Bartlett (1932); Cole and Scribner
(1974); Corkin et al (1999);
3.2 Evaluate schema theory – Strengths and limitations
1.
2.
3.
4.
5.
Define schema
Possible ways in which schema effect memory
Possible ways in which societal norms effect schema
Strengths and limitations of schema theory
Research:
a. Bartlett
b. Darley and Gross
c. French and Richards – Clock
d. Brewer and Treyens (1981) Picnic Basket
3.3 Evaluate two models or theories of one cognitive process with reference to research studies
1. The Multi-store model of memory – (Atkinson and Shiffrin, 1968): humans as informational processors
Rehearsal
2. Sensory input→
Sensory
memory
Selective Attention→
↓Decay
Case study H.M. – evidence of multi-store model
a. Strengths
b. Limitations
Short-term
memory
↓Displacement
Encoding→
←Retrieval
Long-Term
memory
↓Loss
(not available)
3. The Working memory model (Baddeley and Hitch, 1974)
The central Executive
The episodic Buffer
The phonological loop
Articulatory control – inner voice
Phonological store – inner ear
The visuo-spatial sketchpad
Central
Executive
↓↑
Phonological
Loop
Visuo-Spatial
Sketchpad
Episodic Buffer
↑↓
↓↑
↑↓
Long Term Storage Memory
a. Strengths
b. limitations
Similarities
Multi-store model
1.
Working memory model
1.
2.
2.
1.
1.
2.
2.
3.
3.
4.
4.
1.
1.
2.
2.
3.
3.
Differences
Evaluation
3.4 Explain how biological factors may affect cognitive process
1. Damage to hippocampus and amnesia
2. What can be learned from about the relationship between the brain and memory from the cae of HM
3. What effect does high levels of cortisol have on memory (Newcomer et al., 1999)
3.5 Discuss how social or cultural factors affect one cognitive process (i.e. memory)
1. Cole and Scribner (1974) – memory strategies of different cultures
3.6 Evaluate the extent to which a cognitive process is reliable
1. Loftus and Palmer
2. Bartlet – reconstructive memory
3. Neisser and Harsch, 1992. Flashbulb memory
3.7 Discuss the use of technology in investigating cognitive processes
1. Strengths and limitations of types of technology
Technology
fMRI
EEG
MEG
PET
Invasive
Techniques
Strength
Limitation
Support with evidence
3.8 To what extent do cognitive and biological factors interact in emotion?
1.
2.
3.
4.
LeDoux’s theory of the emotional brain
Schachter–Singer two factor theory of emotion
Lazarus - Appraisal Theory
Big Connection: Damasio (2000) Emotional arousal is a form of stress that activates the stress hormone
adrenaline and cortisol. This is useful for survival. Memory of fearful experience is stored in the cortex (explicit
memeory) and the emotional memory of the experience is stored in the amygdala (implicit memory). Normally
humans can control irrational fear reaction, in some cases it may elicit anxiety, panic attack , over stimuli may
produce PTSD – inability for the brain to control the fear reaction.
Interesting – humans with damage to the amygdala do not experience fear in dangerous situations.
3.9 Evaluate one theory of how emotion may affect one cognitive process.
1. Brown and Kulik (1977) The Theory of flashbulb memory (FM)
2. Neisser and Hrsh (1992) Testing FM
3. Strengths and limitations of FM
Exam Questions:
SAQ
1. Outline two principles that define the cognitive level of analysis.
2. Describe one research study that has investigated schema theory.
3. Describe one theory or study that demonstrates how biological factors may affect memory.
4. To what extent is memory reliable?
5. Explain how one biological factor may affect one cognitive process.
6. Describe how one particular research method is used in one study at the cognitive level of analysis
7. Discuss the use of one research method (e.g. experiments, case studies) in the cognitive level of analysis. Use
relevant research studies in your response.