1. 1 D. Greenstone MPHS 2015 Adapted from Laura Swash, Dec 2013

2. CLOA Principles Methods Topics Theories Models Ethics Learning Outcomes 2

3. 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. 3

4. 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. 4

5. Topics Memory Biological, cognitive and sociocultural factors in memory, and bio/cog factors in emotion Emotion 5

6. 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 6

7. Models Multi-store memory model 7

8. Models Working memory model 8

9. 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 scans Deception – implanting false memories 9

10. 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 10

11. 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 11

12. Application of what you know – use it to make an argument Emotion and memory Flashbulb memory theories Cognition, biology and emotion Two-factor theory of emotion Technology and memory MRI scans in memory research Reliability of memory False memories, flashbulb memories Social or cultural factors and memory schooling or ethnicity Biological factors and memory Alzheimer’s disease, brain damage Two models of memory Multi-store model, working memory model Two theories of memory Schema theory, flashbulb memory theory Schema 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 principles Principles linked to the BLOA (cognitive neuroscience) and the SCLOA =a break with behaviourism 12