COGNITIVE LEVEL OF ANALYSIS LEARNING OUTCOMES
General Learning Outcomes
1. Outline principles that define the cognitive level of analysis. (SAQ) p67-69
2. Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is,
theories and/or studies). (SAQ) throughout unit
3. Discuss how and why particular research methods are used at the cognitive level of analysis. (Essay) handout
4. Discuss ethical considerations related to research studies at the cognitive level of analysis. (Essay) handout
Cognitive Processes
5. Evaluate schema theory with reference to research studies. (Essay) p69-72, 82-83, handout
 “War of the Ghosts”: Bartlett (1932) p82-83 & handout
 Home Buyer vs Burglar: Anderson & Pichert (1978) p72
 Key Terms: schema, distortions, encoding, storage, retrieval, scripts, self-schemas, social schemas,
rationalization
6. Evaluate two models or theories of one cognitive process (memory). (Essay) p72-76, handout
 Multi-store model: Atkinson & Shiffrin (1968) p73, HM Case study handout
 Working Memory Model: Baddeley & Hitch (1974) p73-75
 Key Terms: attention, coding, rehearsal, retrieval, sensory memory, STM, LTM, attentional control,
automatic level, supervisory attentional level, episodic buffer, phonological loop, articulatory control
system, phonological store, visuospatial sketchpad, dual-task technique, multi-tasking,
7. Explain how biological factors may affect one cognitive process (memory). (SAQ) p76-79
 Hippocampus & memory: HM Case Study p72 & handout from Bio section
 Acetylcholine neurotransmitter: Martinez and Kesner (1991) p41
 Key terms: neural networks, lesioning, explicit memory, semantic memory, episodic memory, implicit
memory, procedural memory, emotional memory
8. With reference to relevant research studies, to what extent is one cognitive process reliable? (Essay) p81-85
 Culture on schema and memory: Bartlett (1932) p82-83 & handout
 Reconstructive memory: Loftus and Palmer (1974) p84-85, handout
 Key terms: reconstructive nature, repression, serial reproduction, repeated reproduction, critical question,
leading question
9. Discuss how social or cultural factors affect one cognitive process (memory). (Essay) p80-81, 83, handout
 Schooling on memory strategies: Cole and Scribner (1974) p80-81
 Culture on schema and memory: Bartlett (1932) p82-83 & handout
10. Discuss the use of technology in investigating cognitive processes. (Essay) p86, handout
 MRI: HM Case Study p72 & handout from Bio section
 PET: Mosconi (2005) p86 - Alzheimer’s, or Whalen et al. (1998) – cognitive reappraisal
Cognition and Emotion
11. To what extent do cognitive and biological factors interact in emotion? (Essay) p88-90, handouts
 Two Factor Theory: Schacter & Singer (1962) handout
 Lazarus’ Cognitive appraisal theory: Speisman et al. (1964) p90 and handout
 Key Terms: primary and secondary appraisal, autonomic arousal, problem-focused coping, emotion-focused
coping, motivational relevance, motivational congruence, accountability
12. Evaluate one theory of how emotion may affect one cognitive process (memory). (Essay) p91-92
 Flashbulb theory: Brown & Kulik (1977) p91-92; Neisser (1982); Neisser & Harsch (1992)