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PROCESSING
Definitions
Memory
– Memory is the encoding, storage and retrieval of information
– In order to understand more about the possible structure and function of memory,
researchers within the cognitive approach have suggested models of memory that can
be tested to determine their validity.
Duration
– STM does not last very long up to 30 seconds
– Rehearsal keeps a memory active
– Verbal rehearsal can allow the memory to become long term.
– LTM can last a lifetime
Capacity
– Capacity = how much can be held in a particular place.
– LTM is considered pretty much limitless. Losses happen through decay (memory
loss) and interference (new information preventing remembering things) not a limit on
capacity.
Capacity of STM
- George Miller (1956) – Immediate memory is 7 +/- 2, whether it be letters, numbers
or words. Chunking (integrated pieces or units of information) is a way to remember
words and letters. He found that we can recall 5 words as well as 5 letters, by
chunking things together so we can remember more. This is a very personalised
process.
- Chunking improves the capacity of memory although it may reduce accuracy.
Coding
• How we store information
• Information arrives in your sensory memory as a sound or an image or a feeling.
• Three main ways of coding
– Acoustic coding: the sound of a stimulus.
– Visual coding: the physical appearance of a stimulus.
– Semantic coding: the meaning of the stimulus.
• In general, STM seems to use acoustic coding and LTM uses semantic coding.
STM
– Information in STM will disappear very quickly if it is not rehearsed.
– It will also disappear if new information enters STM pushing out old information.
– This is because there is a limited capacity.
LTM
– Information from STM needs to be rehearsed to go to LTM.
– The more something is rehearsed the longer lasting and better the memory will be.
– This is referred to as maintenance rehearsal.
Studies
Sperling (1960)
Aim
– To look at the limited duration of the sensory store.
Method
– Participants saw grids of digits and letters for 50 milliseconds (blink of an eye).
– They were either asked to write down all 12 items (whole report) or hear a tone after
the exposure and write down that row (partial-report).
– High tone – top row, Medium tone – middle row, Low tone – bottom row
Results
– When asked to report the whole thing, their recall was poorer, on average 4 items,
(about 35%) than when asked to give one row only (3 items recalled, 75%)
Conclusion
– This shows that information decays rapidly in the sensory store
Glanzer and Cunitz (1966)
Aim
– To examine whether the position of words influences recall (primacy & recency
effects).
Method
– There were two conditions, participants (240 army enlisted men) were given a list of
20 words consisting of common one-syllable nouns, presented one at a time.
Immediately after hearing the words they were required to do a free-recall task for
two minutes.
– In the second condition, researchers introduced a delay between the end of the list and
the start of recall. During the delay, participants engaged in a filler task: counting
backwards from a given number for 30 seconds. The filler task was meant to prevent
rehearsal.
Results
– Results of these trials clearly demonstrated serial position effect in both its aspects:
participants were better at remembering words at the start of the list (primacy effect)
and at the end of the list (recency effect). This did not depend on the number of
repetitions of each word.
– The resulting data indicated that participants were still successful at recalling the
words from the start of the list (primacy effect preserved), but were no longer able to
recall the words from the end of the list (recency effect disappeared).
Conclusion
– Primacy occurs because the first words are best rehearsed and transferred to LTM.
– Recency occurs because these words are in STM when people start recalling. When
rehearsal is prevented the ability to recall decreases.
– Central Executive
– This is the key component to the working memory model.
– The function is to direct attention to particular tasks. It controls the other systems,
known as a slave system by determining how resources will be allocated.
– The information comes from LTM or from the sensory store.
– It has a very limited capacity and can’t attend to too many things at once, typically
one piece of information at one time.
– It also allows us to switch attention between different inputs of information.
Episodic Buffer
– Baddeley (2000) added the episodic buffer as he realised the model needed a general
store to operate properly.
– The episodic buffer is an extra storage system that has a limited capacity. It integrates
information from the central executive, the phonological loop, the visuo-spatial
sketchpad and also from long-term memory.
CE, PL and VSS each have their own processing resources. Therefore, WM can be used to
‘multi-task’. BUT ONLY IF:
(1) tasks use different components AND
(2) the capacity of WM is not exceeded.
Studies
Landry and Bartling (2011)
Aim
– The aim was to investigate if articulatory suppression would influence recall of a
written list of phonologically dissimilar letters in serial recall. The participants were
randomly assigned to one of the two conditions. The participants consisted of thirty-
four undergraduate psychology students.
Method
– The participants were tested individually. In the experimental group, participants first
saw a list of letters that they had to recall while saying the numbers '1' and '2' at a rate
of two numbers per second (the articulatory suppression task). The control group saw
the list of letters but did not engage in a articulatory suppression task. There were ten
lists each consisting of a series of 7 letters that did not sound similar. In the control
group, the experimenter showed participants a printed list for five seconds, instructed
them to wait for another five seconds, and then instructed them to write the correct
order of the letters on the answer sheet as accurately as possible. In the experimental
group, participants received instructions to repeatedly say the numbers '1' and '2' at a
rate of two numbers per second from the time of presentation of the list until the time
they filled the answer sheet.
Results
– The results showed that the scores from the experimental group were much lower than
the scores from the control group. The mean percent of accurate recall in the control
group was 76% compared to a mean of 45% in the experimental group. The results
supported the experimental hypothesis as the mean percent of accurate recall in the
control group was higher than the mean percent of accurate recall in the experimental
group.
Conclusion
– The data seems to support the prediction of the Working Memory Model that
disruption of the phonological loop through the use of articulatory suppression results
in less accurate working memory. In line with the model's prediction, articulatory
suppression is preventing rehearsal in the phonological loop because of overload. This
resulted in difficulty in memorizing the letter strings for participants in the
experimental conditions whereas the participants in the control condition did not
experience such overload.
Brain scans have shown that a different area of the brain is active when carrying out verbal
tasks than when carrying out visual tasks. This supports the idea that there are different parts
of memory for visual and verbal tasks.
Definitions
– Schemas are mental representations that are derived from prior experience and
knowledge. The bottom-up information derived from the senses is interpreted by the
top-down influence of relevant schemas in order to determine which behaviour is
most appropriate. Schemas help us to predict what to expect based on what has
happened before. They are used to organize our knowledge, to assist recall, to guide
our behaviour and to help us to make sense of current experiences.
– Schema help our minds to simplify the world around us. For example, we all have a
schema for a telephone. If someone hands me their mobile phone and asks me to
quickly call a doctor, I don't look at the phone and go, "I don't know. I have never
used THIS phone before!" Instead, I have a schema for how a phone works that
allows me to use the phone, regardless of the brand. Perhaps this particular phone has
features I have never seen before. If that it true, then I will learn about those features
by having to use the phone and then those features will be assimilated into my
schema of mobile phones.
– Schemas are useful because people must have a way to organise the world, ON the
other hand, there are two downsides to schemas, one is that we have a limited
capacity for storing memories and we use schemas during the encoding, so they can
affect their retrieval.
– The other is that schemas can lead to stereotyping so it is important to learn how
schemas affect thinking
– Schema theory and research spans all the approaches to behaviour. Schema theory is a
theory of how humans process incoming information, relate it to existing knowledge
and use it. The theory is based on the assumption that humans are active processors
of information. People do not passively respond to information. They interpret and
integrate it to make sense of their experiences, but they are not always aware of it. If
information is missing, the brain fills in the blanks based on existing schemas.
– Culture determines the contents of schemas and they become representations in the
mind that guide behaviour
– Scripts are a special type of schemas about events such a script for what happens at a
birthday party. Scripts are patterns of behaviour that are learned through our
interaction with the environment. We have thousands of scripts.
– Scripts are knowledge about situations we have faced over time and inform us about
what is supposed to happen in the future. For example, cultural scripts include the
information everyone knows within a cultural group e.g. how to pan a holiday
– Idiosyncratic scripts include the knowledge specific to your personal situation such as
what is explained to others so they can understand e.g. what happened to you on your
holidays
– People have different scripts based on their cultural experiences and they do not
always match
Schema theory has been used to explain how memory works. Cognitive psychologists divide
memory processes into three main stages:
– Encoding: transforming sensory information into memory.
– Storage: creating a biological trace of the encoded information in memory, which is
either consolidated or lost
– Retrieval: using the stored information in thinking, problem solving and decision
making.
Studies
Bartlett (1932) – Cognitive Schemas
Aim
– The aim of Bartlett's classic study was to investigate how memory of a story is
affected by previous knowledge. He wanted to see if cultural background and
unfamiliarity with a text would lead to distortion of memory when the story was
recalled. Bartlett’s hypothesis was that memory is reconstructive and that people store
and retrieve information according to expectations formed by cultural schemas.
Method
– Bartlett told participants a Native American legend called The War of the Ghosts. The
participants were British; for them the story was filled with unfamiliar names and
concepts, and the style was foreign to them.
– Bartlett allocated the participants to one of two conditions. One group was asked to
use repeated reproduction, where participants heard the story and were told to
reproduce it after a short time and then to do so again repeatedly over a period of
days, weeks, months or years. The second group was told to use serial reproduction,
in which they had to recall the story and repeat it to another person.
Results
– Bartlett found that there was no significant difference between the way that the groups
recalled the story. Over time the story became shorter; Bartlett found that after six or
seven reproductions, it was reduced to 180 words. The story also became more
conventional - that is, it retained only those details that could be assimilated to the
social and cultural background of the participants. For example, instead of "hunting
seals," participants remembered that the men in the story were fishing; the word
"canoe" was changed to the word "boat."
– Bartlett found that there were three patterns of distortion that took place. The story
became more consistent with the participants’ own cultural expectations - that is,
details were unconsciously changed to fit the norms of British culture. The story also
became shorter with each retelling as participants omitted information which was seen
as not important. Finally, participants also tended to change the order of the story in
order to make sense of it using terms more familiar to the culture of the participants.
They also added detail and/or emotions.
Conclusion
– The participants overall remembered the main themes in the story but changed the
unfamiliar elements to match their own cultural expectations so that the story
remained a coherent whole although changed.
Evaluation
– Bartlett's suggestion that schemas are complex unconscious knowledge structures is
one of Bartlett's major contributions to psychology. His research was one of the first
to investigate mental processes in a time where psychological science insisted on
studying only behaviours that could be directly observed.
– Bartlett wanted to study memory in a naturalistic setting meaning that he would give
participants some tasks that could be encountered in real life - for example,
remembering a story. Bartlett documented his research procedures but he has been
criticized for not being specific enough which has made it difficult to replicate his
findings. For example, he did not standardize the intervals at which participants
reproduced the material they had learned. In addition, no significant independent
variable was manipulated with other factors held constant to observe its systematic
effect on some dependent variable. Psychologists are critical of Bartlett's methods on
the grounds that they were not scientific in a modern sense.
– Many researchers have attempted to replicate the findings of Bartlett's original study,
but they have not been successful. This would indicate that the findings have low
reliability. This would make sense since Barltett did not use a standardized procedure.
Bergman & Roedeger (1999) carried out a replication with a slight twist. The
independent variable was the amount of delay before the retelling of the story. They
found that when there was a 15 minute delay in the first retelling of the story, there
was a higher rate of distortion than if the story were replicated immediately.
Immediate retelling of the story was often highly accurate and resulted in less
distortion over time.
– There was no control group to see if, for example, other cultures would remember the
story different. For example, there was not native American group asked to recall the
story.
– The story was quasi-experimental. No cause and effect can be established.
Limitations
– Bartlett wanted to study memory in a naturalistic setting meaning that he would give
participants some tasks that could be encountered in real life - for example,
remembering a story. However, no significant independent variable was manipulated
with other factors held constant to observe its systematic effect on some dependent
variable. Psychologists are critical of Bartlett's methods on the grounds that they
were not scientific in a modern sense. How else does the age of this study criticise
the theory?
– Many researchers have attempted to replicate the findings of Bartlett's original study,
but they have not been successful. This would indicate that the findings have low
reliability. This would make sense since Bartlett did not use a standardized procedure.
Why is this a problem in regards to the theory?
ERQ
– Evaluate schema theory with reference to research studies
THINKING AND DECISION MAKING – COG. PROCESSING
Definitions
– Thinking is the process of using knowledge and information to make plans, interpret
the world, and make predictions about the world in general. There are several
components of thinking - these include problem solving, creativity, reasoning and
decision making.
– Decision making is defined as the process of identifying and choosing alternatives
based on the values and preferences of the decision-maker. Decision making is
needed during problem-solving to reach the conclusion.
– Problem-solving is thinking that is directed toward solving specific problems by
means of a set of mental strategies. The concepts of problem-solving, decision
making and thinking are very much interconnected.
This study provides evidence that system two processing might have a biological base in the
vmPFC. Damage to this part of the brain, therefore, could affect our thinking and decision
making.
Evaluating the Dual Process Model
Strengths
– There is biological evidence that different types of thinking may be processed in
different parts of the brain.
Limitations
– The model can seem to be overly reductionist as it does not clearly explain how (or
even if) these modes of thinking interact or how our thinking and decision making
could be influenced by emotion.
– The definitions of System 1 and System 2 are not always clear. For example, fast
processing indicates the use of System 1 rather than System 2 processes. However,
just because a processing is fast does not mean it is done by System 1. Experience can
influence System 2 processing to go faster.
Studies
Pabian and Vanderbosch
Aim
– The aim of Pabian and Vanderbosch (2013) is to test which behavioural, normative
and control beliefs are the best predictors of the 3 main factors of the Theory of
Planned Behaviour (TPB), respectively, attitudes (A), subjective norm (SN) and
perceived behavioural control (PBC) with regard to cyberbullying.
Method
– A longitudinal study with a random stratified cluster sample was used in the study.
The sample was limited to adolescents in the first four grades of secondary education
in Belgium (95.6% participants of Belgian nationality), since this age group (11 – 17
years) has the highest involvement in cyberbullying. Before the surveys were
administered, parental consent was attained, and each student was assured anonymity
and confidentiality of their results verbally and in writing. In total 1814 students filled
in the questionnaire during school time in their school with the presence of a
researcher. Firstly, a questionnaire based on cyberbullying perpetration (involving A,
SN, PBC, intentions to cyberbully and underlying beliefs) was administered and
assessed on a seven-point scale. The participants were then given an explanation of
bullying to ensure common understanding and then another questionnaire was
administered on their frequency of cyberbullying during the last six months. These
surveys were conducted again 6 months later to observe various predictors of
behavioural, normative and control beliefs.
Results
– In total, 11.7% (n = 151) of respondents reported that they had cyberbullied someone
else within the past six months. The three main factors of the TPB—A, SN and
PBC—explain 28.8% of total variance of adolescents’ intention to cyberbully.
Intention is a significant predictor of self-reported cyberbullying six months later.
Attitude is the best predictor of intention (β = 0.38) followed by SN (β = 0.28). PBC
has no significant effect on intention (β = 0.03) or directly on behaviour (β = 0.01).
Conclusion
– The results reveal that the theoretical model of planned behaviour fits for the sample.
Intention to engage in cyberbullying is a strong predictor of self-reported
cyberbullying behaviour six months later. Attitude is the strongest direct predictor of
intention, followed by the SN.
Evaluation of Theory of Planned Behaviour
Strengths:
– High predictive validity based upon the diagram of TPB. Ajzen and Fishbein (1973),
as a result of their own meta-analysis of published research, report a 0.63 correlation
between intentions and behaviour.
– Collectively, the four variables should be able to explain a significant portion of
variance in the responses to the target variable (future behaviour). In other words,
using the data it should be possible to build a mathematical formula that predicts
future behaviour from the other four variables with a high degree of probability. This
measure of probability is also referred to as the predictive validity of the model.
– Many applications…
Limitations:
– It assumes the person has acquired the opportunities and resources to be successful in
performing the desired behavior, regardless of the intention.
– It does not account for other variables that factor into behavioral intention and
motivation, such as fear, threat, mood, or past experience.
– While it does consider normative influences, it still does not take into account
environmental or economic factors that may influence a person's intention to perform
a behavior.
– It assumes that behavior is the result of a linear decision-making process, and does not
consider that it can change over time.
– While the added construct of perceived behavioral control was an important addition
to the theory, it doesn't say anything about actual control over behavior.
– The time frame between "intent" and "behavioral action" is not addressed by the
theory.
Definitions
– Human beings are not always rational thinkers
– Shortcuts & incomplete, simplified strategies are known as heuristics
– Heuristics lead to cognitive biases
– Instead, we rely on intuitive thinking and we take cognitive shortcuts resulting in
“cognitive biases”
A cognitive bias is any of a wide range of observer effects identified in cognitive science and
social psychology including very basic statistical, social attribution, and memory errors that
are common to all human beings.
– A cognitive bias is an error in thinking that affects the decisions and judgments that
people make.
– A cognitive bias is a mistake in reasoning, evaluating, remembering, or other
cognitive process, often occurring as a result of holding onto one's preferences and
beliefs regardless of contrary information. Psychologists study cognitive biases as
they relate to memory, reasoning, and decision-making.
Illusory correlations are the result of our brain's effort to find connections where none exist.
They are mere logical errors that can cause misconceptions and lead to stereotypes. However,
rational thinking can help rectify them and thus curb tendencies such as racial stereotyping,
bias, superstitions, forming opinions based on insufficient knowledge, and living with
preconceived notions that lack a logical base.
Definitions
– Eyewitness testimony (EWT): The recall of observers of events previously
experienced.
– Memory: A cognitive process which is the encoding, storage and retrieval of
information. So the retention of experience.
– Reconstructive memory: The theory that when memories are accessed, they are not
retrieved as a single, whole memory, but rather as a collection of independent
memories put together. It is in this “reconstructive process” that distortions occur.
– Schema: Mental representations based on one’s past experiences, beliefs and
culture. Schema play a key role in the reconstructive process of memory. They
simplify reality, setting up expectations about what is probable in relation to particular
social and textual contexts Information that is not relevant to our schema is often not
remembered; information that is familiar is often exaggerated and information that is
foreign to our culture may be changed to make it more personally relevant.
Reconstructive Memory
– It is based on the idea that memories are not saved as complete, coherent wholes.
– Retrieval of memory is influenced by our perception, our beliefs, past experience,
cultural factors and the context in which we are recalling the information.
– Schema influence what we encode and what we retrieve from memory.
– Bartlett argued that we try to make sense of the past by adding our interpretations of
events and deducing what most likely happened.
– He argued that memory is an imaginative reconstruction of experience.
– Loftus claims that the nature of questions asked by police or in a courtroom can
influence witnesses’ memory.
– Leading questions - that is, questions that are suggestive in some way - and post-event
information facilitate schema processing which may influence accuracy of recall.
This is called the misinformation effect.
– Witnesses are often quite confident of what they remember even though their
recollections don’t fit the actual facts. When witnesses try to retrieve a past event,
they may unknowingly fill in the gaps with information based on other past
experience, stereotypes or post-event information.
– Post-event information is any information that you are exposed to after you have
witnessed something. This information can come in the form of television or social
media reports - or from listening to other people tell their stories.
– When eyewitnesses' memories are distorted, it can have very damaging effects
Studies
Bartlett (1932)
Aim
– The aim of Bartlett's classic study was to investigate how memory of a story is
affected by previous knowledge. He wanted to see if cultural background and
unfamiliarity with a text would lead to distortion of memory when the story was
recalled. Bartlett’s hypothesis was that memory is reconstructive and that people
store and retrieve information according to expectations formed by cultural
schemas.
Method
– Bartlett told participants a Native American legend called The War of the Ghosts. The
participants were British; for them the story was filled with unfamiliar names and
concepts, and the style was foreign to them. Bartlett allocated the participants to one
of two conditions.
– One group was asked to use repeated reproduction, where participants heard the
story and were told to reproduce it after a short time and then to do so again
repeatedly over a period of days, weeks, months or years.
– The second group was told to use serial reproduction, in which they had to recall the
story and repeat it to another person.
Results
– Bartlett found that there was no significant difference between the way that the groups
recalled the story. Over time the story became shorter; Bartlett found that after six or
seven reproductions, it was reduced to 180 words. The story also became more
conventional - that is, it retained only those details that could be assimilated to the
social and cultural background of the participants. For example, instead of "hunting
seals," participants remembered that the men in the story were fishing; the word
"canoe" was changed to the word "boat."
– Bartlett found that there were three patterns of distortion that took place.
– The story became more consistent with the participants own cultural expectations -
that is, details were unconsciously changed to fit the norms of British culture.
– The story also became shorter with each retelling as participants omitted information
which was seen as not important.
– Finally, participants also tended to change the order of the story in order to make
sense of it using terms more familiar to the culture of the participants. They also
added detail and/or emotions.
– The participants overall remembered the main themes in the story but changed the
unfamiliar elements to match their own cultural expectations so that the story
remained a coherent whole although changed.
Conclusion
– Remembering is not a passive but rather an active process, where information is
retrieved and changed to fit into existing schemas. This is done in order to create
meaning in the incoming information. According to Bartlett, humans constantly
search for meaning. Based on his research Bartlett formulated the theory of
reconstructive memory. This means that memories are not copies of experiences but
rather reconstructions. This does not mean that memory is unreliable but rather
that memory can be altered by existing schemas.
Evaluation
– High ecological validity several applications and explains many real life situations
– The methodology was not rigorously controlled. Participants did not
receive standardized instructions. There was no standardized time after which
participants had to recall the story. He also did not tell his participants to be as
accurate as possible.
– Although there were two conditions, there was no difference in the performance of
the two groups - in other words, the IV did not affect the DV. However, it appears
that culture did affect how they recalled the story. But if we focus on how cultural
schema affect the participants' memories, there are several limitations.
– When we consider culture the IV, then the study is quasi-experimental - that is, no
independent variable was manipulated. Therefore, a cause and effect relationship
cannot be established.
– Secondly, there was no control group. There was no group of Native Americans
recalling the story to verify that, in fact, this distortion doesn't happen to people in
that cultural group.
Application
The following changes have been implemented to criminal investigations as a result of
research on reconstructive memory.
1. Witnesses are more likely to pick someone in clothes similar to those worn by the
culprit than select them on physical characteristics in a line-up. Therefore, they should
all be wearing the same clothing – and not similar to those that were described at the
scene of the crime.
2. There is usually the assumption made that the suspect is in the line-up. Therefore, the
witness tends to choose the person who most resembles their memory or schema of
the accused. Therefore, all members of the line-up should match their description. In
addition, witnesses should be told that the suspect may or may not be in the line-up.
Culter & Penrod advocate sequential line-ups. The accuracy of identification
increases when suspects are seen one by one and an identification is made (yes/no)
after each person is presented. Finally, witnesses should not be given feedback that
confirms their identification.
3. When gathering evidence from a witness, researchers use a narrative interview style
called a Cognitive Interview. A narrative interview is an interview that asks a simple
question such as,"Could you please tell me what you remember about the night of the
murder?" The interviewee does most of the talking; there are very few questions,
except for clarification. In this way the interviewer does not alter schema and distort
memory by asking leading questions.
– The cognitive interview is a type of narrative interview that begins with context
reinstatement. We have better recall when we are in the same place, the same
emotional state, and/or the same context in which memory was encoded. This is based
on Tulving & Thomson's Encoding Specificity Hypothesis (1973). Before asking
them to retell what happened, the police would have the interviewee think about
where they were when they witnessed the crime and how they felt at the time.
– The cognitive interview often also uses the following strategies:
– Change the perspective. This involves asking the person to "think outside of their
schema." What do you think that the bank teller saw?
– Change the order. This breaks down the role of schema in “filling in” information.
Researchers have found that more information is obtained if the witness is asked to
recall events forward and backward than simply retelling the story
Definitions
– Emotion and cognition are intertwined
– Emotions are believed to perform an adaptive function in that they shape the
experience of events and guide the individual in how to react to events, objects and
situations, with reference to personal relevance and well-being.
– Memories of emotional events sometimes have a persistence and vividness that others
seem to lack
– Cognitive process = MEMORY
Flashbulb Memories
– Brown & Kulik (1977) defined flashbulb memory as a highly detailed, exceptionally
vivid "snapshot" of the moment when a surprising and emotionally arousing event
happened
– They postulated the special-mechanism hypothesis, which argues for the existence
of a special biological memory mechanism that, when triggered by an event
exceeding critical levels of surprise, creates a permanent record of the details and
circumstances surrounding the experience
– People tend to remember six pieces of information:
■ where they were,
■ what they were doing,
■ who they were with,
■ who told them what they felt about it,
■ what others felt about it,
■ what happened immediately afterwards.
– This contradicts processing in short term memory
Cog. Processing
Bechara et al. – Anonymity
– In this particular case, one example of an ethical consideration based on the results of
the study could be anonymity. The results reveal interesting and unique features
about participants’ decision making based on the damage to the brain. This is
sensitive information and so participant details should be anonymous and confident. If
this were publicized, in extreme cases this could even lead to manipulation
of vmPFC lesion patients.
Brewer and Treyens – Deception
– Although they had given consent to be part of an experiment, they were not told the
true aim of the experiment and were not aware that the experiment had actually
begun. This was done to avoid demand characteristics. If the participants knew that
they were going to be asked to remember what was in an office, then they would have
tried to memorize as much as they could while sitting there.
Interviews
An interview is a one on one or more conversation where the interviewer asks questions and
answers are given by the interviewee.
Structured interview: Highly Controlled
Semi-structured interview: informal conversation
Unstructured: focus groups – informal
+ Isn't costly
+ Focus groups: quick and convenient way to collect data from several individuals
simultaneously
+ Semi-structured/ unconstructed = room for clarification
+ Repour
+ More naturalistic
+ Qualitative and quantitative
-Demand characteristics: social desirability
-Researcher bias
-Correlational
-Difficult to quantify
-Greater room for confirmation bias
Case Studies
Case studies are in-depth investigations of a single person, group, event or community.
+Used when not many people are available
+high ecological validity
+Used to gain rich, qualitative data
+Longitudinal
+Method Triangulation
+Allows research into unique and possibly unethical conditions
-Low generalisability
-Possible bias
-Time consuming
-Cannot be replicated
Quasi Experiment
Experiment in which the DV is measured against a naturally occurring IV.
+Naturalistic
+High ecological validity
+Used in circumstances where IV cannot be changed
-Less control over IV
-Sampling bias
-Uncontrolled extraneous variables
-Correlational: No IV is changed
-Low internal validity
Observations
Any means by which a phenomenon or even is studied
Naturalistic: Naturally occurring behaviour is being recorded in an inconspicuous way
Covert: Observer conceals their presence whilst making observations
Overt: Observer participates in the activity and observes
+Participants are in their natural environment
+Qualitative data
+No demand characteristics, naturally occurring behaviour
-Extraneous Variables
-Researchers do not have control over variables
-Can take a long time for something to happen
-Ethical considerations
-Researcher bias
Experiments
The manipulation of an IV resulting in a change in a DV, to show a cause and effect
relationship.
+Cause and effect relationship
+Low confounding variables
+Easy to replicate in the future to test for reliability of results
+Extraneous variables are controlled
+Easy to manipulate and control
+Usually quantitative data
-Demand characteristics
-Low ecological validity
-Prone to confirmation bias
Questionnaires
A series of written questions to gain either quantitative or qualitative data.
+Easy to conduct
+Can get both quantitative and qualitative data
+Replicable (if standardised)
+Quick, easy and cheap
+No researcher bias
-Closed questions cannot be further elaborated on
-Demand characteristics
-Can’t ask for clarification
-Lacks ecological validity
-Only correlational
-Self-reported data
Cog. Processing
Pabian and Vanderbosch - Survey
Sperling - Experiment
Body 1:
– AMRC of Sperling (1960)
Body 2:
– AMRC of Glanzer and Cunitz (1966)
Body 3:
– Evaluation of Multistore model
o It clearly separates the stores or memory and explains the structure of how
memories are formed and recalled. However, it doesn’t show how memories are
acquired and suggests a very simple linear model Reductionist view on memory
o Highly supported by many pieces of research (Include how they support it)
o The model proposes that the transfer of information from short term to long term
memory is through rehearsal. However, in daily life, we very rarely rehearse
memories but they are being stored into LTM
o It has been argued that LTM is not a unitary store, and there are differences in the
way different types of information are stored At least 3 types of memories
have been seen to be stored differently: episodic, procedural and semantic
memory
Conclusion:
– Sum up evaluation of the model as command term is evaluate
– Further Research is needed as memory is a complex cognitive process…
Contrast Two Models of Memory
Introduction:
– Address question
– Define key terms
o Memory
o Encoding (types of encoding) and Storage
o Retrieval, Capacity & Duration
– Introduce and Explain Multistore model
o Include linear process, characteristics of each store the model suggests, don’t
forget rehearsal loop, include how each store is linked to each other and how
information moves between them
– Introduce and Explain Working Memory model
o Include 3 components and the added component + general idea of what it is +
how ‘multi-tasking’ can occur
Body 1:
– AMRC of Sperling (1960)
Body 2:
– Evaluation of Multistore model
o It clearly separates the stores or memory and explains the structure of how
memories are formed and recalled. However, it doesn’t show how memories
are acquired and suggests a very simple linear model Reductionist view on
memory
o Highly supported by many pieces of research (Include how they support it)
o The model proposes that the transfer of information from short term to long
term memory is through rehearsal. However, in daily life, we very rarely
rehearse memories but they are being stored into LTM
o It has been argued that LTM is not a unitary store, and there are differences in
the way different types of information are stored At least 3 types of
memories have been seen to be stored differently: episodic, procedural and
semantic memory
Body 3:
– AMRC of Landry and Bartling (2011)
Body 4:
– Evaluation of Working Memory Model (contrast to Multistore model)
o Complex model only test one component at a time reduces validity
o Only tests STM and doesn't factor in LTM doesn't show connection or how
info is transferred to LTM
o The role of the central executive is unclear most important part Own
limited capacity impossible to measure separately from the other
components
o Does not explain memory distortion or role of emotion in memory formation.
Conclusion:
– Sum up evaluation of the models
– Summarise how they are different
SCAFFOLDS – THE SCHEMA THEORY
Body 1:
– AMRC of Bartlett
– Link to question
Body 2:
– AMRC of Brewer and Treyens
– Link to Schema Theory
Body 3: (Optional)
– AMRC of Martin and Italworson
– Link to question
Body 4:
– Evaluate Schema Theory (TEACUP)
– Testable: Yes, Because of Bartlett & Brewer and Treyens
– Evidence: Yes, refer to studies (also bio evidence - Mahone et al.)
– Applications: “robust” theory – understand how schemas affect memory helped us
understand false memories and distortion
– Construct Validity: Vague + can’t be directly observed – also can’t explain why
with schemas inconsistent info is recalled. Lots? not clear how and why schemas
are formed in the first place
– Unbiased: Applicable across many cultures no bias evident
– Predictive Validity: Helps predict behaviour – we can predict what an individual will
recall when given a list of words, based on our understanding of schema theory…
trends in behaviour are common across individuals
Conclusion:
– Summarise findings of the studies
– Summarise evaluation
– Answer question
SCAFFOLDS – THINKING AND DECISION MAKING
Body 1:
– AMRC of Wason (1968)
– Link to question
Body 2:
– AMRC of Alter and Oppenheimer (2007)
– Link to question
Body 3: (Optional)
– AMRC of Bechara et al. (2000)
– Link to question
Body 4:
– Evaluate the Dual Process Model
Strengths
– There is biological evidence that different types of thinking may be processed in
different parts of the brain.
Limitations
– The model can seem to be overly reductionist as it does not clearly explain how (or
even if) these modes of thinking interact or how our thinking and decision making
could be influenced by emotion.
– The definitions of System 1 and System 2 are not always clear. For example, fast
processing indicates the use of System 1 rather than System 2 processes. However,
just because a processing is fast does not mean it is done by System 1. Experience can
influence System 2 processing to go faster.
Conclusion:
– Summarise findings of the studies
– Summarise evaluation
– Link to question
SCAFFOLDS – BIASES IN TDM
Body 1:
– Bias 1 – Confirmation bias – give example
– AMRC of Mendel et al. (2011)
Body 2:
– Evaluation of Mendel et al.
– Link to question
Body 3:
– AMRC of Snyder and Swann (1978)
Body 4:
– Evaluation of Snyder and Swann
– Link to question
Body 5:
– Bias 2 – Illusory Correlation – give example
– AMRC of Hamilton and Gifford (1976)
Body 6:
– Evaluation of Hamilton and Gifford
– Link to question
Conclusion:
– Summarise findings of the studies
– Summarise the two types of cognitive biases
– Link to question
Body 1:
– AMRC of Loftus and Palmer experiment 1
Body 2:
– Loftus and Palmer experiment 1 – evaluation strength – further research supports it
– Loftus and Palmer experiment 2 AMRC
– Introduce evaluation of both Loftus and Palmer experiments
Body 3:
– Further evaluation of both Loftus and Palmer experiments
Body 4:
– Introduce false memories
– Loftus and Pickerell AMRC Options
1. Keep everything
Body 5: 2. Remove Loftus & Palmer (body 1,
– Evaluation of Loftus and Pickerell 2, & 3)
3. Remove Loftus & Pickerell
Body 6: 4. Remove Loftus & Palmer 2nd
– Recall is enhanced – FOR reliability experiment and replace with
– Yuille and Cutshall AMRC evaluation for the 1st study (remove
body 2 and only have evaluation of
Body 7: Loftus & Palmer experiment 1)
– Evaluation of Yuille and Cutshall
Conclusion:
– Summarise findings of the studies
– Summarise Evaluation
– Answer question
SCAFFOLDS – EMOTION AND MEMORY
Body 1:
– AMRC of Brown and Kulik (1977)
– Evaluation
– Link to question
Body 2:
– AMRC of Sharot et al. (2007)
– Evaluation
– Link to question
Body 3:
– AMRC of Neisser and Harsch (1992)
– Evaluation
– Link to question
Conclusion:
– Summarise findings of the studies
– Summarise the evaluations
– Discuss why it is difficult to know whether flashbulb memory actually exists.
– Link to question
SCAFFOLDS – ETHICS
Introduction
– Define ethical considerations (assume examiner is stupid and they know nothing! - be
concise, clear)
– Define CLOA (ppt. 1 will help with this)/specific topic of the question e.g. reliability
of cognitive processes (explain what these are)/emotion and cognition
– Explain why ethics are important to consider in CLOA research or topic of the
question e.g. The cognitive level of analysis looks at cognitive processes such as
memory and how this impacts on human behaviour. Because of the sensitive nature of
memory, it is important to consider ethical issues or concerns in order to investigate
the effects of cognitive processes on human behaviour. Within the CLOA ethical
considerations such as ….. are important.
Body
– Define and explain all ethical considerations (there is never one stand-alone ethical
consideration, they are all intertwined and linked together)
– Pick 2 studies and the 2 key ethical considerations for the study.
– The study will have either 1) have been considered the ethical issue, 2) not considered
it or 3) tried to consider it but didn’t quite work.
– Outline AMRC
– Application of ethics (this is critical thinking – criteria D):
o apply the main ethical consideration to the study
o explain how they did or did not consider it, if they did not consider it then was
it justified (e.g. deception = lack of informed consent)
o what could potentially happen (e.g. psychological harm, would need to ensure
right to withdraw was upheld)
o what would they need to do to overcome this failure to consider (e.g.
debriefing)?
So you can see that from one study mainly focusing on deception I have incorporated many
other ethical considerations. The application of ethics MUST be detailed, go to town on this!
2nd study AMRC
Application again… different key ethical consideration will result in different application.
Conclusion
– Summarise study and application of ethics for both studies. (whether they took them
into consideration or not)
SCAFFOLDS – RESEARCH METHODS
Introduction
– Key Terms
– How and why research methods are used
Body 1
– Explain research methods 1
Body 2
– AMRC of study
Body 3
– Strengths and Limitations of Method
Body 4
– Explain research methods 2
Body 5
– AMRC of study
Body 6
– Strengths and Limitations of Method
Conclusion
– Summarise strengths and limitations of methods
– Concluding statement each appropriate for studying different topics