Cognitive
Psychology
Unit 3
Comparing Perspectives
Behavioral Psych
Cognitive Psych
Behaviors
Knowledge
Reinforcement strengthens Reinforcement is a source
behavior
of feedback
Learners respond to
environmental stimuli
Learners are active
Study done on animals
Study done on animals and
people
What is Cognitive Psychology
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Definition
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Key Figures
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Basic Assumptions
Definition
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Cognitive Approach
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Approach that attempts to understand us from
the point of view of our information processes
(cognitions) and how they influence our thoughts,
feelings, and behaviors
Key Figures and Contributions
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Wilhelm Wundt
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Founded Structuralism and Introspection
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Jean Piaget
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Introduced Theory of Cognitive Development
Albert Bandura
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Structuralism was the root of modern cognitive psychology
Introspection-process of observing one’s own mental
processes
Theories of observational learning and Social Learning
theory
Julian Rotter
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Theories of Social Learning theory and Locus of Control
Lesson Closing
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Get Sheet of paper on Cognitive
Psychology from back of room
Task #1:
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Write 3 Things that are important to know about
Cognitive Psychology:
Write one way in which cognitive psychology is
different from either behavioral or
psychodynamic perspective
Bell Work
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Come in and get reading right away
After 15 Minutes; Get notes outline ready
for notes!
Basic Assumptions

Cognitive psychology is a pure science, based mainly on
laboratory experiments.
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Behavior can be largely explained in terms of how the mind
operates (Information Processing)
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The mind works in a way similar to a computer: inputting,
storing and retrieving data.
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Mediational processes occur between stimulus and
response.
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Also called cognitions and Information Processing
Key Concepts
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Cognitive Development
Observational/Social Learning
Locus of Control
Reciprocal Determinism
Multiple Intelligences
http://psych.hanover.edu/JavaTest/CLE/Cognition/Cognition/shapeResp_in
structions.html
Locus of Control

Internal
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Control over future
events/outcomes relies
primarily on self
Believes
success/failures in one’s
own hands

External

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Control over future
events/outcomes is
outside of self. Either in
hands of powerful
people, or in fate/chance
Believes
success/failures in
other’s hands
Examples: Grades in School

It doesn’t matter how
hard I study; the
teacher doesn’t like
me.
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External
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The harder I study the
better grades I will get.

That play didn’t work
because I missed my
assignment
Internal
That play didn’t work
b/c our coach called a
dumb call
Internal

External
http://www.youtube.com/watch?v=wTNQiYJxrWg
Concepts
Reciprocal Determinism
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Theory that a person's behavior both
influences and is influenced by personal
factors and the social environment.
Behavior is controlled by person through
thinking and by the environment through
external social stimulus events.
Child-Acting Out in School Example
Reciprocal Determinism Example
School / teacher
dislikes child
Methods used to
stop misbehavior
Constant
Battle
Poor environment for
teachers / other
students
Child Hates School
Misbehavior
Doesn’t Want to be there
Concepts
Multiple Intelligences

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Developed by Howard Gardner in 1983.
Suggests that intelligence cannot be
defined by a simple number (31 on ACT)
People have capacity to solve problems
and demonstrate intelligence in many
ways, not just with numbers/words
8 Multiple intelligences
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1. Verbal-Linguistic: abilities to use vocabulary, do verbal analysis,
understand metaphors, and comprehend and produce complex verbal material
2. Logical-Mathematical: involves numbers and computing skills, recognizing
patterns and relationships, timelines, ability to solve different kinds of problems
through logic
3. Visual-Spatial: involves visual perception of the environment, ability to
create and manipulate mental images, and the orientation of the body in space
4. Bodily-Kinesthetic: physical coordination and dexterity, using fine and
gross motor skills, and expressing oneself or learning through physical
activities
5. Musical-Rhythmic: understanding and expressing onself through music
and rhythmic movements or dance, or composing, playing, or conducting
music
6. Naturalistic: understanding the natural world of plants and animals
7. Interpersonal: understanding how to communicate with and understand
other people and how to work collaboratively
8. Intrapersonal: understanding one's inner world of emotions and thoughts,
and growing in the ability to control them and work them consciously
Concepts
Cognitive Development


Theory of construction of thought processes,
(remembering, problem solving, and decisionmaking) forming from childhood through
adolescence to adulthood.
4 Stages
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Sensorimotor- motor skills
Pre-Operational- symbols
Concrete Operational- Logical and systematic observation
Formal Operational- symbols and relation to abstract
concepts
Key Concepts
Albert Bandura

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Observational Learning
Social Learning Theory


Same thing
occurs when an observer's behavior changes
after viewing the behavior of a model.

An observer's behavior can be affected by the
positive or negative consequences they observe
Key Concepts
Lesson Closing

Task #2


Read Article on Cognitive Psychology
http://psychology.about.com/od/developmentalps
ychology/a/sociallearning.htm?p=1


Give me 3 Important things about Social Learning
Theory
What are the 3 main points of the article?
 They will be listed
Bell Work
Concepts
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Mediational Processes
Information Processes
(Cognitions)
Computer Analogy
Introspection
Schema
Machine Reductionism
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Cognitions
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Memory
Perception
Attention
Language
Thinking
Mediational Processes
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Big 5 Cognitions
Another name for information processes or
cognitions
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Called mediational because they come between
the stimulus and the response
Information Processes
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
Name used to describe our cognitions
These cognitions help people make
appropriate behavior responses to their
world
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Perception
Attention
Language
Memory
Thinking
Computer Analogy
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Shows from cognitive theory why we think, feel,
and behave as we do.
Input is what our senses pick up about stimuli in
the world.
It is then processed using the 5 cognitions into a
response
Output is that response that comes after the input
and processing of the stimuli by the 5 cognitions


Input to Processor to Output
Stimulus to Mediational Process to Response
Thinking

Ability to problem solve and use “wholebrain process.”
Information Processes
Perception

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Active Information process.
Allows us to organize, interpret, and act on
outside stimuli

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People may sense the same stimulus but their past
experiences (perceptions) will often result in a different
behavior
Example?

Seeing a young gentleman walk by
 1 girl likes him
 Another disagrees; recently part of domestic violence so her
experiences have changed her outlook towards men
Information Processes
Attention

Cognitive ability to attend to one thing at
one time (focused) or all things at all times
(divided)
Information Processes
Language

Our ability to communicate

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Verbal language, retention, and comprehension
Poor Readers Example?
Information Processes
Memory

Helps us to organize, store, retrieve, and
recognize information from the world
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Input to memory is called encoding
Output of memory (usage) called decoding
Information Processes
Introspection

Self-observation and reporting of
conscious inner thoughts, desires and
sensations.

Important to Cognitive Therapies because it
helps the person look into their own behaviors
and see their true causes/outcomes
Concepts
Schema

Mental structure that represents some
aspect of the world used to organize
current knowledge and provide a
framework for future understanding


Important in Big 5 Cognitions and to how we
respond to certain stimulus in the environment.
This is what helps you develop stereo-types,
social roles, and world-views
Concepts
Machine Reductionism
 Breaking
down of a complex
concept/idea into smaller
components to help understanding


Important to Cognitive Psychology b/c they break
down Cognitions into 5 main themes to help
understand…. Then they also break down those
five cognitions
http://psych.hanover.edu/JavaTest/CLE/Cognition/Cogni
tion/shapeResp_instructions.html
Concepts