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Cognitive Level of AnalysisAn overview

D. Greenstone MPHS 2015 Adapted from Laura Swash, Dec 2013

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CLO

A

Principles

Methods

Topics

Theories

Models

Ethics

Lear

ning

Out

com

es

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Principles

• Mental representations

guide behaviour.

• Mental processes (the mind) can be studied scientifically.

• Cognitive processes are influenced by social and cultural factors.

In other words

We process our world in order to make sense of it, and act on how we perceive it to be.

These processes can be represented through theories and models that can be tested empirically.

Our mental processes are affected by our gender, upbringing, ethnicity, age and many other factors.

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Methods*

• Mental representations guide behaviour.

• Mental processes (the mind) can be studied scientifically.

• Cognitive processes are influenced by social and cultural factors.

Case studies: observations and interviews

Laboratory experiments/quasi experiments: using brain imaging technology

Natural experiments: observations and interviews.

*Note that these methods can be interchangeable – I am just showing a strong link between principle and method.

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Topics

Memory

Biological, cognitive and sociocultural

factors in memory, and bio/cog

factors in emotion

Emotion

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Main theories

Schema theory of memory … “little boxes” -

Flashbulb memory theory… “vivid and bright”

Two factor theory of emotion … “it is what I label it”

Sociocultural factors

Cognitive processes

Mental representations

(Schema)

Behaviour (Memory)

Emotional event Memory

Strong belief in accuracy of memory

Non-specific physical arousal

Cognitive labelling

Specific emotion

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ModelsMulti-store memory model

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ModelsWorking memory model

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Ethics

Informed consent and right to withdraw – yet many of the people studied have severe mental impairment.Confidentiality and anonymity – yet case of Clive Wearing.Psychological Stress – when witnessing crime scenes (real or simulated) and undergoing questioning. When undergoing brain scansDeception – implanting false memories

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Learning outcomes Levels 1 & 2 (SAQs)

• Outline principles that define the cognitive level of analysis

• Explain how principles that define the cognitive level of analysis may be demonstrated in research

• Explain how biological factors may affect one cognitive process

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Learning Outcomes Level 3 (ERQs)• Discuss how and why particular research methods are used at the

cognitive level of analysis.• Discuss ethical considerations related to research studies at the

cognitive level of analysis.• Evaluate schema theory with reference to research studies.• Evaluate two models or theories of one cognitive process with

reference to research studies.• Discuss how social or cultural factors affect one cognitive process• With reference to relevant research studies, to what extent is one

cognitive process reliable?• Discuss the use of technology in investigating cognitive processes.• To what extent do cognitive and biological factors interact in

emotion?• Evaluate one theory of how emotion may affect one cognitive process

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Application of what you know – use it to make an argument

Emotion and memory Flashbulb memory theoriesCognition, biology and emotion Two-factor theory of emotionTechnology and memory MRI scans in memory researchReliability of memory False memories, flashbulb memoriesSocial or cultural factors and memory schooling or ethnicityBiological factors and memory Alzheimer’s disease, brain damageTwo models of memory Multi-store model, working memory modelTwo theories of memory Schema theory, flashbulb memory theorySchema theory studies Bartlett, Bransford & Johnson, Anderson and Pichert, Loftus and Palmer.

Ethical considerations Relevant to the mental state of the participants

Particular research methods relevant to the principlesPrinciples linked to the BLOA (cognitive neuroscience) and the SCLOA =a break with behaviourism