`The Cognitive Approach
The cognitive approach in psychology focuses on how mental processes such as attention,
perception, memory, language, and thinking influence behaviour. It emerged in the mid-20th
century as a reaction to the limitations of behaviourism, which emphasized only observable
actions. Cognitive psychologists argue that to understand human behaviour, we must study
the internal processes of the mind, not just external stimuli and responses.
The approach views the mind as an information processor, similar to a computer:
information is received as input, processed through cognitive functions, and then produces
an output in the form of decisions, emotions, or behaviours. Although all humans share
similar cognitive mechanisms, individuals differ in how they attend to, interpret, and
remember information, leading to variations in behaviour.
By investigating processes such as attention, memory, problem-solving, and social cognition,
the cognitive approach provides valuable insights into both normal functioning and
disorders such as autism or memory impairments. It combines experimental research with
real-world applications in fields such as education, mental health, and law.
Main Assumptions
1. Information processing model
o
Human cognition works like a computer: input → process → output.
o
Input: information from the environment (via senses).
o
Process: mental operations (attention, perception, memory, thinking,
language).
o
Output: behaviour or decision.
2. Universal yet individual differences
o
All humans process information through the same stages, but individual
differences exist in how people attend to, interpret, and recall information.
o
These cognitive processes (e.g., attention, memory, language) can explain
both behaviour and emotions.
3. Active information processors
o
People don’t passively respond to stimuli; instead, they actively interpret and
transform information.
Key Study 1: Andrade (2010) – Doodling
Andrade (2010) – Doodling
Aim:
Andrade wanted to test whether doodling could improve concentration and memory recall
when people are performing a boring or monotonous task.
Method:
A laboratory experiment was conducted.
Participants were asked to listen to a dull telephone message that listed names and
places.
One group was instructed to doodle (shade shapes on a piece of paper) while
listening, and the control group just listened.
After the task, participants were unexpectedly asked to recall names and places from
the message.
Findings:
The doodling group recalled significantly more information than the non-doodling
group.
Doodling helped maintain attention and reduced daydreaming during the boring
task.
Conclusion:
Doodling is not simply a distraction—it can actually aid concentration by keeping the
mind engaged at a shallow level.
This supports the idea that cognitive processes like attention and memory can be
improved by simple strategies.
Psychology being investigated:
Attention (how we focus on information)
Memory (recall of information)
Summary: Andrade (2010) showed that doodling helps people stay focused and
remember more, suggesting that even simple behaviours can positively influence cognitive
performance.
Aim: To test whether doodling aids concentration and memory.
Method: Laboratory experiment. Participants listened to a monotonous telephone
message and were asked to either doodle while listening or not.
Findings: The doodling group recalled more information than the control group.
Conclusion: Doodling helps maintain attention and improves memory recall.
Psychology Investigated: Attention and memory.
Key Study 2: Baron-Cohen et al. (2001) – Eyes Test (Revised)
Aim: To investigate theory of mind (ability to attribute mental states to others) in
adults, particularly those with Asperger syndrome (AS) or high-functioning autism
(HFA).
Method: Online test using photographs of the eye region; participants had to identify
the emotion or mental state being expressed. Experiments and correlational
methods were used.
Findings: Adults with AS/HFA scored lower on the Eyes Test compared to control
groups.
Conclusion: The revised test is a useful tool for identifying subtle impairments in
social sensitivity and theory of mind.
Psychology Investigated: Theory of mind and social sensitivity.
Key Study 3: Pozzulo et al. (2011) – Line-ups
Aim: To investigate factors affecting memory for faces in eyewitness identification,
especially false positives in target-absent line-ups.
Method: Laboratory experiment with adults and children using faces of cartoon
characters and humans. Methods included interviews and questionnaires.
Findings: Children were more likely than adults to make false positive identifications
(choosing someone even if the culprit was absent).
Conclusion: Eyewitness memory is vulnerable, especially in children, which has
implications for the use of children as witnesses in legal setinngs.
Psychology Investigated: Eyewitness testimony and false positive responses.
Evaluation of the Cognitive Approach
Strengths:
Scientific, objective methods (experiments, standardized procedures).
Practical applications (e.g., improving memory, autism diagnosis, eyewitness
reliability).
Weaknesses:
Can be reductionist (likens humans to computers, overlooking emotions and social
influences).
Laboratory studies may lack ecological validity (artificial setinngs).
The Cognitive Approach views humans as information processors, emphasizing attention,
memory, and interpretation in shaping behaviour and emotion. The key studies (Andrade,
Baron-Cohen, Pozzulo) demonstrate how cognitive processes explain everyday functions
such as concentration, understanding others’ emotions, and eyewitness memory.
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