1. Dec 2nd 2012

2. Quiz on December 6th

3. The Cognitive Level of Analysis
By Jordi Blanco

4. Questions on principles and research methods:
1.Outline principles that define the cognitive level of analysis (for example, mental representations guide behavior, mental processes can be scientifically investigated).
2.Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is, theories and/or studies).
3.Discuss how and why particular research methods are used at the cognitive level of analysis (for example, experiments, observations, interviews).
4.Discuss ethical considerations related to research studies at the cognitive level of analysis.

5. Questions on cognitive processes:
1.Evaluate schema theory with reference to research studies.
2.Evaluate two models or theories of one cognitive process (for example, memory, perception, language, decision‐making) with reference to research studies.
3.Explain how biological factors may affect one cognitive process (for example, Alzheimer’s disease, brain damage, sleep deprivation).
4.Discuss how social or cultural factors affect one cognitive process (for example, education, carpentered‐world hypothesis, effect of video games on attention).
5. Discuss the use of technology in investigating cognitive processes (for example, MRI (magnetic resonance imaging) scans in memory research, fMRI scans in decision‐making research).

6. Questions on cognition and emotion:
1.To what extent do cognitive and biological factors interact in emotion (for example, two factor theory, arousal theory, Lazarus’ theory of appraisal)?
2.Evaluate one theory of how emotion may affect one cognitive process (for example, state‐dependent memory, flashbulb memory, affective filters).

7. Psychological Command Terms

8. What is cognition?

9. What is cognition?
Cognition refers to the mental tasks or thinking involved in human behavior. Thinking may involve memory, attention, perception, language and decision making at any one time.
Cognitions are active systems. Therefore the human mind is seen as an active system processing information, and cognitive psychologists aims to study these processes

10. Cognition and Research
"Mental representations (pictures, ideas) guide behavior": Example Schema theory, Bartlett (1932).
"Mental processes (memorizing, reasoning, and thinking) can be scientifically investigated". Example: Brain scan technology, experimental method. Cognitive researchers create models of the mind, usually using a computer analogy/information process model (mind works as a computer) and test out the validity of the model through experimental research. E.g. multi store model of memory, Glanzer and Cunitz.

11. Video about Introduction into Cognition
The 5 most important ideas are…?

12. What do you think about?

16. Classwork
Write a similar situation and a different experience about the same thing.

17. Dec 4rd

18. Be a thinker
Will it ever be possible to develop robots that can think like humans?
Work in groups of four and compare the human mind and the computer. Make a list of what the human mind can do and what the computer can do. Discuss your list. Does it make sense to you to compare the human mind to a computer
What do you consider to be a major difference between the computer and human being?
Discuss how computers are pictured in one science-fiction film that you have seen.
Discuss whether you think it will ever be possible to construct a robot ?

19. “Computers like humans being”
“People, like computers, acquire information from the environment ( input ). Both people and computers store information and retrieve it when applicable to current tasks; both are limited in the amount of information they can process at a given time; both transform information to produce new information; both return information to the environment (output)”.

20. “Our experience of the world- how we see it, remember it and imagine it- is a mixture of stark reality and comforting illusion”
Daniel Gilbert, Psychologist
“My experience is valid and your experience is valid. My experiences define my perception and myself”
Jordi Blanco,
Educational Psychologist

21. Mental processes can be scientifically investigated through lab experiments
Cognitive processes are difficult to study. They often occur rapidly, and inside the mind so they cannot be observed directly. It is only the responses that participants make when given some cognitive task to perform that can tell us about cognitive processes. These tasks usually take place under tightly controlled lab experiments where the main aim is to isolate a particular component of the cognitive process for the study.
Stroop Effect. The stroop effect is a phenomena involved in attentional processes. Although we will actually focus on the process of memory this is a good study to look at. It demonstrates the effects of interference, processing speed (reaction time) and automaticity in divided attention.

23. The effect is named after John Ridley Stroop who first published the effect in English in He first compared the time it took to read color names printed in incongruent ink colors to a base line reading of color words.
For the second part of his study, Stroop compared the time it took to name the ink color when congruent with the color word (e.g., blue printed in blue ink) to the time it took to name the ink color

24. Social and cultural factors influence our cognitive processes?

25. YES! Social and cultural factors influence our cognitive processes?
Although cognitive tasks such as memory and attention are universal, there are cross cultural variations in processing mechanisms.

26. Be a thinker…
Draw the picture of GOD.

27. What are you thinking?
Does your culture influence your image?
Can we think without forming any images?
Can you image other ways to represent God?

28. Behaviourism .
Read Page 67.

29. Behaviourism
All things should be looked at from the perspective of behaviour.
Behaviourism argues that there is no mind, no thoughts, no feelings, and the only important thing to consider is behaviour.

30. Behaviourists
Ivan Pavlov
Edward Thorndike
John B. Watson
B.F. Skinner

31. Dec 9th

32. Classic
Conditioning
(stimulus-response)
Ivan Pavlov
Edward Thorndike
John B. Watson
B.F. Skinner

33. Classic
Conditioning
(stimulus-response)
Ivan Pavlov
Edward Thorndike
John B. Watson
B.F. Skinner
Experimental
approach only

34. Classic
Conditioning
(stimulus-response)
Ivan Pavlov
Edward Thorndike
John B. Watson
B.F. Skinner
Experimental
approach only

35. Ivan Petrovich Pavlov Born Sept 14, 1849 Died Feb 27, 1936
born in Ryazan, Russia
physiologist, psychologist, and physician
awarded the Nobel Prize in Physiology or Medicine in 1904 for research on the digestive system

41. Principles of Cognitive Level

42. Principles are based on the following claims:
1.Viewing mental processes in terms of information-processing has made it possible to formulate testable theories about unobservable cognitive structures and processes.
2.Such models or theories can be tested by convential scientific methods without having to rely on introspection for data collection.
3.The study of mental processes has enabled psychologist to address important psychological phenomena.
4.The flourishing state of modern cognitive psychology, cognitive neuroscience and other related fields, bear witness to the success of addressing psychological phenomena at the cognitive level.

43. Long Term Memory (LTM Model)

44. Episodic vs.
Semantic
Implicit vs.
Explicit
Repression
For-
getting
Interference
Theories
of LTM
Cue-dependent
system
Residual
Learning
Ability
Long-term
Memory
Amnesia
Flashbulb
Theories
Of Amnesia
Everyday
memory
Eyewitness
Testimony
Schema
Theories
Episodic vs. Semantic
Explicit vs. Implict
Declarative vs. Procedural
Post-event information
Verbal shadowing
Face recognition
Weapon focus
Bartlett’s
Script-
pointer-
Plus-tag

45. Schema theories Definition:
well-integrated packages of information about the world, events, people and actions.
deal with knowledge
about events and consequences of
events
deal with knowledge
about the properties
of objects
and locations
schema
scripts
frames
expectations

46. Bartlett’s schema theories
What we remember from stories is determined not only by the story itself, but also by how we storage information in the form of schemas.

47. What are the schemas?
Schemas are primary examples of such mental representations

48. A theory of cognitive process: schema theory
What is a schema ?
Schemas are cognitive structured (mental templates or frames) that represent a person’s knowledge about objects, people or situations. The concept of schema was first used by Jean Piaget in 1926 and later developed by Bartlett (1932). Schemas are used to organize our knowledge, to assist recall, to guide our behavior, to predict likely happenings, and to help us make sense of current experiences. They simplify reality.

49. The term schema was first used by Jean Piaget in 1926
The term schema was first used by Jean Piaget in (but there have been many with similar ideas before him)
Explains how people develop ideas from simple ideas into complex ones
Schemas are formed and revised by relating experiences to each other

50. Study Cole and Scribner (1974)
What: Cole studied memory skills in both American and Liberian children.
They observed the effects formal schooling / education ( culture) had on memory. They compared recall of a series of words in the US and amongst the Liberian people using word lists that were culturally specific.
Cognitive skills are dependent on the environment – education, social interaction, culture and technologies make up the environment.
Results: They found that in general educated Liberian children performed better in the recall of list than non-educated Liberian children and that overall American children performed better than Liberian children.
Conclusion: People learn to remember in ways that are relevant for their everyday lives, and these do not always mirror the activities that cognitive psychologists use to investigate mental processes.

51. Thursday 13th Choose one question and explain 200 words essay for this
Questions TOK.
 Choose one question and explain 200 words essay for this
Thursday 13th
1. How does culture affect memory? Use the examples here and show it.
2. What has been the problem in cross-cultural memory research, and what have the implications been?
3. Give some arguments for why it is not advisable to assume that memory strategies are universal and support it with evidence.
4. If you were to test memory in another culture, how would you proceed?
5. What can be learned from these studies on memory on general problems in psychological research?

52. “Nevertheless, there is enough research to suggest schemas do affect memory processes knowledge, both in a positive and negative sense. They do simplify reality, and help us to make sense of current experiences. Schemas are useful concepts in helping us understand how we organize our knowledge”

54. Cognitive Schemas Can be related to form systems
Are active recognition devices (pattern recognition)
Organize information about the world with fixed and variable slots: if a slot is left out or unspecified, it is filled by a default value.
Help to predict future events based on what happened before
Represent general knowledge rather definitions
Can be related to form systems

55. Represent a schema of your daily life individually

56. Read Page 70

57. Read the Story War of the ghosts
One night two young men from Egulac went down to the river to hunt seals and while they were there it
became foggy and calm. Then they heard war-cries, and they thought: "Maybe this is a war-party". They
escaped to the shore, and hid behind a log. Now canoes came up, and they heard the noise of paddles, and
saw one canoe coming up to them. There were five men in the canoe, and they said:
"What do you think? We wish to take you along. We are going up the river to make war on the people."
One of the young men said,"I have no arrows."
"Arrows are in the canoe," they said.
I will not go along. I might be killed. My relatives do not know where I have gone. But you," he said,
turning to the other, "may go with them."
So one of the young men went, but the other returned home.
And the warriors went on up the river to a town on the other side of Kalama. The people came down to
the water and they began to fight, and many were killed. But presently the young man heard one of the
warriors say, "Quick, let us go home: that Indian has been hit." Now he thought: "Oh, they are ghosts.“
He did not feel sick, but they said he had been shot.
So the canoes went back to Egulac and the young man went ashore to his house and made a fire. And he
told everybody and said: "Behold I accompanied the ghosts, and we went to fight. Many of our fellows
were killed, and many of those who attacked us were killed. They said I was hit, and I did not feel sick."
He told it all, and then he became quiet. When the sun rose he fell down. Something black came out of his
mouth. His face became contorted. The people jumped up and cried.
He was dead.

58. Bartlett (1932)
Participants heard an unfamiliar North American folk tale
Afterwards, they were asked to retell the story many times
The recalled story was distorted in a number of ways; specifically alterations and omissions, changes in length and words
The retelling of the story was influenced by the participants’ personal cultural background

59. Schema Theory and Memory Processes
Cognitive Psychologist divide memory processes into 3 main stages:
Encoding: transforming sensor information into meaningful memory. Put into memory.
Storage: Creating a biological trace of the encoded information in memory, which is either consolidated or lost. Maintain in memory
Retrieval: using the stored information. Recover from memory.

60. A model of memory: the working memory model
One of the best-known models of how memory works is that proposed by Atkinson and Shiffrin (1968). They described the memory system in terms of a multi-store model. They proposed that that memory is divided into three kinds of stores :
sensory memory.
short-term memory
and long-term memory.

61. A. Sensory Memory
Duration: ¼ to ½ second
Capacity: all sensory experience (v. larger capacity)
Encoding: sense specific (e.g. different stores for each sense)
B. Short Term Memory
Duration: 0-18 seconds
Capacity: 7 +/- 2 items
Encoding: mainly auditory
C. Long Term Memory
Duration: Unlimited
Capacity: Unlimited
Encoding: Mainly Semantic (but can be visual and auditory).

62. Exam Review

63. December 12th

64. Announcements:
. Reminder about essay. HL and SL. Turn it in. Use critical thinking. Use different studies and book.
Due: January 8th 2013
. Quiz Research. What can I do better? How can I improve? Take responsibility!
. Quiz on Dec 18th. Cognitive Level of Analysis.

65. Homework for tomorrow:Brief Activity
Write a brief note in which you explain the working model of memory to a student who is younger than you and has never studied psychology.

66. Evaluation of this model: multi-store model
The model is oversimplified, in particular when it suggests that both short-term and long-term memory each operate in a single, uniform fashion.
It has now become apparent that both short-term and long-term memory are more complicated that previously thought.

67. Class Activity of memory

68. Long Term Memory (LTM Model)

69. Episodic vs.
Semantic
Implicit vs.
Explicit
Repression
For-
getting
Interference
Theories
of LTM
Cue-dependent
system
Residual
Learning
Ability
Long-term
Memory
Amnesia
Flashbulb
Theories
Of Amnesia
Everyday
memory
Eyewitness
Testimony
Schema
Theories
Episodic vs. Semantic
Explicit vs. Implict
Declarative vs. Procedural
Post-event information
Verbal shadowing
Face recognition
Weapon focus
Bartlett’s
Script-
pointer-
Plus-tag

70. Forgetting
Pioneer researcher: Hermann Ebbinghaus (1885/1913) discovered ‘forgetting function.’
100 80
Savings 60 40 20 1 8 24 48
120
744
Length of retention intervals (hours)

71. Forgetting Repression
The function of rejecting and keeping something out of consciousness (Sigmund Freud, 1915, 1943)
Experimental supports:
(1979) Weinberger, Schwartz, and Davidson
(1994) Myers and Brewin
(1994) Williams
(1995) Lief and Fetkewicz
(1995) Ceci

72. Dece 13th

73. Thursday 13th Choose one question and explain 200 words essay for this
Questions TOK.
 Choose one question and explain 200 words essay for this
Thursday 13th
1. How does culture affect memory? Use the examples here and show it.
2. What has been the problem in cross-cultural memory research, and what have the implications been?
3. Give some arguments for why it is not advisable to assume that memory strategies are universal and support it with evidence.
4. If you were to test memory in another culture, how would you proceed?
5. What can be learned from these studies on memory on general problems in psychological research?

74. Video about Repression
DLk

76. Write down as many items as you can remember

77. Brewer & Treyens (1981)
Individual participants were asked to wait in an office. After 35 seconds, participants were taken to another room where they were asked to recall everything in the room in which they had been waiting.
People showed a strong tendency to recall objects consistent with a typical “office schema”.
Few people remembered items inconsistent with a typical “office schema”

78. Be an enquirer:
Ask two people to make a story. They must write it down on a piece of paper. Then pace 10 people in a line and ask each of them to whisper the story to the person standing behind them.
The last person in the line has to say the story out loud.
Compare the final version of the story with was write down originally.
Discuss the changes. What kind of changes were made? Is there a consistent pattern?

79. DEC 16TH

80. Review time

81. Outline principles that define the cognitive level of analysis:
1. Humans are information processors
2. Mental processes can be scientifically investigated
3. Cognitive processes are influenced by social and cultural factors

82. Principle 1: Humans are information processors
Human behavior is determined by a set of mental tasks/processes
Mental tasks/processes include; perception, thinking, problem solving, memory, language and attention
They are also known as cognitions

83. Cognitive psychologist see these cognitions/mental tasks as active systems;
In between taking in and responding to information a number of processes are at work.
Information can be transformed, reduced, elaborated, filtered, manipulated, selected, organized, stored and retrieved
Therefore the human mind is seen as an active system processing information, and cognitive psychologists aims to study these processes.

84. Principle 2: Mental processes can be scientifically investigated
Cognitive processes are difficult to study.
They often occur rapidly, and inside the mind so they cannot be observed directly.
It is only the responses that participants make when given some cognitive task to perform that can tell us about cognitive processes.
These tasks usually take place under tightly controlled lab experiments where the main aim is to isolate a particular component of the cognitive process for the study.

85. A further example of the laboratory experiment was conducted by Ebbinghaus (1885).
His experiment intended to isolate the process of pure memory and show that it could be studied scientifically under carefully controlled conditions.

87. Principle 3: Cognitive processes are influenced by social and cultural factors
Cognitive processes can be influenced by our culture
Bartlett found that schemas ( past knowledge) can affect our memories –
Cole and Scribner found that non- schooled children in parts of Africa struggled with aspects of memorization.

88. Evaluate Schema Theory
Schema – interconnected network of knowledge, beliefs and expectations of aspects of the world
Schemas heavily influence by expectations
Schemas help us fill in gaps when we can’t remember
Bartlett’s War of Ghosts – participants replaced details

89. Review/study for Tuesday Quiz

90. Dec 18th Quiz day

91. Research Methods Laboratory experiments Field experiments
Strict control of variables
Attempt to establish cause-effect relationship
Lacks ecological validity (Neisser)
Field experiments
Less control of variables
But a natural environment
Hope for converging results from laboratory experiments

92. Evaluate Schema Theory/ Class work
Think of characteristics of an African American
Appearance, clothing, job, hobbies etc.

93. Evaluate Schema Theory
Stereotypes: African American

94. Evaluate Schema Theory
Think of characteristics of a CEO
Appearance, clothing, hobbies etc.

95. Evaluate Schema Theory
Stereotypes: CEO

96. Evaluate Schema Theory
Schema – interconnected network of knowledge, beliefs and expectations of aspects of the world
Schemas heavily influence by expectations
Schemas help us fill in gaps when we can’t remember
Bartlett’s War of Ghosts – participants replaced details

97. Stereotypes Exercise

98. Jan 9th

99. Evaluate Schema Theory
Schemas can affect our memories creating distortions (warping the created memory)
Can happen at any stage of memory process
Encoding
Storage
Retrieval
Schemas

100. Encoding: transforming sensor information into meaningful memory
Encoding: transforming sensor information into meaningful memory. Put into memory.
Storage: Creating a biological trace of the encoded information in memory, which is either consolidated or lost. Maintain in memory.
Retrieval: using the stored information. Recover from memory.

101. Evaluate Schema Theory
Schemas are useful for explaining how people categorize information and interpret stories
Helps explain memory distortions
Has been valuable for social cognition
Schemas are intimately linked with stereotypes which help explain stereotypes and prejudice

102. Evaluate Schema Theory
No idea how schemas are acquired
No idea how exactly schemas influence behavior
Too vague to be useful (Cohen, 1993)
Stereotypes are a bit more useful
Where are schemas located in the brain?

103. Evaluation of schema theory Anderson & Pichert ( 1978)
In a classic experiment, Pichert and Anderson1 asked participants to read a story in which a house was described.
The participants were told to read the story from one of two perspectives, either a potential home buyer or a burglar.
After a delay, participants were asked to recall as much as they could about the story.

104. (e.g., the potential home buyer might remember defects in the house,
During this first recall session, participants recalled significantly more information about the house that was relevant to their perspective
(e.g., the potential home buyer might remember defects in the house,
burglars might remember information about the entrances and exits)
than information that was relevant to the other perspective,
Identity
Proportion Recalled
Items

105. After the first recall session, participants were told to think about the story again, but this time, from the other perspective (potential home buyers were now told to be burglars, and vice versa).
Then, without reading the story again, they were told to recall as much as they could about the story again.
During this second recall, participants were able to recall information about the house that was relevant to their new perspective, but which they had not recalled before.
Items
First identity/second identity
Change in proportion recalled

106. This result shows two things:
1.) The information that was irrelevant to their original perspective (schema) was actually learnt ( encoded )
2.) This information was not accessible unless a relevant perspective (schema) was activated.

107. Jan 10th

108. Memory – Types

109. Explicit Memory
requires conscious thought—such as recalling who came to dinner last night or naming animals that live in the rainforest.
1.Episodic memory represents our memory of experiences and specific events in time in a serial form, from which we can reconstruct the actual events that took place at any given point in our lives. It is the memory of autobiographical events (times, places, associated emotions and other contextual knowledge) that can be explicitly stated.
2.Semantic memory is a more structured record of facts, meanings, concepts and knowledge about the external world that we have acquired. It refers to general factual knowledge, shared with others and independent of personal experience and of the spatial/temporal context in which it was acquired. General memory about the world.

110. Implicit Memory: is a type of long-term memory that stands in contrast to explicit memory in that it doesn’t require conscious thought.
1.Procedural
Procedural memory is the type of implicit memory that enables us to carry out commonly learned tasks without consciously thinking about them. It's our "how to" knowledge. Riding a bike, tying a shoe and washing dishes are all tasks that require procedural memory.
2.Priming
Implicit memory can also come about from priming. You are "primed" by your experiences; if you have heard something very recently, or many more times than another thing, you are primed to recall it more quickly.

111. Class Work Examples about:
Episodic memory
Semantic memory
Procedual Memory
Priming Memory

112. Read Pages 77-78

113. Jan 13th

114. Video about Atkinson-ShiffrinLA

115. Multi Store Model (Atkinson & Shiffrin, 1968)
Hearing ‘I love you’ from your boy/girlfriend
Rehearsal
Sensory Store
Short-term
Encoding
Long-term
Selective Attention
Retrieval
See boy/girlfriend
Hear ‘I love you’
Replay ‘I love you’ event over and over
Encoding the ‘I love you’ episode into LTM
Retrieve and replay the episode in your mind

116. Atkinson-Shiffrin (1968)

117. Multi Store Model (Atkinson & Shiffrin, 1968)
Provides a basic model for memory
However there are subcomponents for STM (see working memory model)
Assumes memory is passively stored not actively processed (see working memory model)
Focused on memory ‘stores’ rather than processes

118. Sensory store
A temporary buffer store holding information from the environment very briefly in an unprocessed state
Is modality specific, i.e. information is held in the form in which it is received (visual, auditory, tactile or olfactory) E.g. iconic (visual) and echoic (auditory).
Information not attended to is forgotten
Sperling (1960) has demonstrated that the capacity of the sensory store is at least 12 items, but it is probably vast

119. Short term memory (STM)
What we are attending to, our awareness
Has limited capacity: Only about 7 items or chunks can be stored at a time. (Miller, 1956)
Has limited duration: Storage is very fragile and information can be lost with distraction (displacement) or passage of time (decay), between seconds) (Peterson & Peterson, 1959)
Encoding is primarily acoustic.

120. Long term memory (LTM) Has theoretically unlimited capacity
Encodes memories by meaning
Information that is rehearsed in short term store may be stored in long term store
Information is stored a longer time
Forgetting in long term memory can occur through interference of memories, decay, or repression
Cues, the same emotional states or environments where a memory was encoded can aid recall

121. What is Multi store model?

122. Jan 15th

123. What is Multi store model?

124. Multi Store Model (Atkinson & Shiffrin, 1968)

125. Multi Store Model (Atkinson & Shiffrin, 1968)
Hearing ‘I love you’ from your boy/girlfriend
Rehearsal
Sensory Store
Short-term
Encoding
Long-term
Selective Attention
Retrieval
See boy/girlfriend
Hear ‘I love you’
Replay ‘I love you’ event over and over
Encoding the ‘I love you’ episode into LTM
Retrieve and replay the episode in your mind

126. Supporting research for a short term and long term store
Miller (1956) has demonstrated that the capacity of the short term store is information units.
Glanzer and Cunitz (1966) have demonstrated that there are separate memory stores, because of primacy and recency effects (the first and last items of memory lists are more likely to be recalled) This is because the first items are rehearsed and enters long term store and the last items are still in STM.

127. Peterson & Peterson (1959) have demonstrated that the duration of STM is about 20 seconds.

128. Strengths of the model Multi Store Model
Supporting research
The experimental research is well controlled
Brain research supports that there are different localizations of memory mechanisms in the brain
The model can account for primacy and recency effects
The model has generated a lot of research into memory

129. Weaknesses of the model Multi Store Model
The model is criticized of being to linear (research suggests that the memory stores work more unitary. For instance, LTM may influence what we attend to and what we store in STM
Cowan (2000) has suggested that the number of items to be stored in STM is more likely to be 4.
There are other ways than just rehearsal and attention to memorize, such as through meaning (e.g. schemas) and emotion (e.g. flashbulb memories)

130. Ecological validity problem of the supporting experimental research (this is not the usual way we memorize, unless we encode phone numbers, shopping lists or vocabulary)
A possible cultural bias of the model. Studies (e.g. Cole and Scribner, 1974) show that children without schooling do not show primacy effect (do not rehearse information)
Badeley and Hitch (1974) have demonstrated that STM is not just a unitary store and consists of several components (e.g. visuospatial sketchpad, phonological loop, central executive)
Research suggests that we do not have one, unified LTM, but different types of LTM, such as episodic (memory of events) and semantic.

131. Read Page 81: An Evaluation of the MSM

132. Class Work
Work in pairs
Weakness and strengths MSM. Flashcards

133. Homework for this Thursday 17th

134. PSYCHOLOGY STANDARD LEVEL PAPER 1 SECTION A
SPEC/3/PSYCH/BP1/ENG/TZ0/XX
PSYCHOLOGY
STANDARD LEVEL
PAPER 1
SECTION A
Explain how two principles of the cognitive level of analysis can be demonstrated in research [8 marks]
Describe one model or theory of a cognitive process [8 marks]

135. Review Quiz

136. Working Memory Model (Baddeley & Hitch, 1974)

137. Class Exercise. Read Articles
Summary and mind map about Working Memory Model.

138. Jan 20th

139. Presentations about
Working Memory (Baddeley & Hitch, 1974)

140. Working Memory Model

141. Working Memory Model (Baddeley & Hitch, 1974)
Provides a comprehensive model for STM
Has helped show importance of working memory
Especially for military to reduce mistakes (do not overwhelm working memory)
Helps explain multi-tasking
Working Memory Battery Test for Children (Pickering & Gathercole, 2001)
Evidence of developmental improvement of working memory from 5 years to 15 years
Problems with phonological loop can lead to reading difficulties

142. Controls the cognitive process
Central Executive
Controls the cognitive process
Controls, manipulates, and processes the information that flow from and to slave systems (Phonological loop and Visuo-spatial sketchpad)
Gathers information from different sources
Organize the slave systems
Shifts between tasks
Selective attention

143. Features of Working Memory
There are two components linked to Central Executive
1. Articulatory or phonological (speech-sounds)
2. Visual-spatial (vision-images)

144. Sound and verbal information Vital for learning languages Two parts
Phonological Loop
Sound and verbal information
Vital for learning languages
Two parts
Phonological store (inner ear)
Uses sound based code to store information
Information decays after 2 seconds, unless it is rehearsed by the articulatory process
Articulatory rehearsal component (inner voice)
Can revive the memory traces
Rehearses information verbally by repeating it

145. Visuo-spatial Sketchpad
Temporary storage and process of visual information
E.g. Remembering shapes and colors, or the location
Three components
Visual components
Spatial components
Kinesthetic (movement) components

146. Jan 22nd

147. In 2000, Episodic Buffer was added by Baddeley.
Connects information across domainsfor unity of visual, spatial, and verbal information with chronological ordering
Connected to long term memory.

148. Strengths of Working Memory Model
Elaborates on short term memory: instead of short term memory being static storage of information, becomes dynamic
Involves both active processing and temporary storage of information
Is involved in all complex tasks
Includes verbal rehearsal as an optional process significance .
Integrates a large amount of findings from work on short term and working memory

149. Limitations of Working Memory Model
The role of central executive remain unclear and difficult to test.
Is hard to measure limited capacity
Precise constraints of central executive function are unknown.
Episodic buffer has not been investigated extensively and its functions remain unclear.

150. Testing Working Memory
There are two assumptions to this model
1. If two tasks make use of the same component, they can not be performed successfully together.
2. If two tasks make use of different components it should be possible to perform them as well together as separately.

151. Classwork Memory

152. memory experiments You do not have to participate
Ethics briefing
You do not have to participate
You may withdraw at any time
This experiment looks at one aspect of memory
There will be no long-term effects

153. First Experiment Instructions
Write the numbers 1 to 12 down the side of your page
Pens down!
You’ll be given 10secs to memorise each number that appears
When it disappears I’ll give an instruction to pick up your pen
Using your memory try to write down the number you just saw

154. 654
5897
23658
296784

155. Second Experiment

156. Memory Spend 30 seconds looking at each doodle.
Try to remember the doodle and the title that goes with it.
Blish Cend
Rist Teaf
Memory
Try to draw the doodle that goes with each title
Memory
26 November 2018
Cognitive Psychology
Blish Cend
Rist Teaf

157. Memory Spend 30 seconds looking at each doodle.
Try to remember the doodle and the title that goes with it.
Elephant steps on waffle Fried eggs sunny side down
Titanic hitting iceberg Worm on roller-skates
Titanic hitting iceberg Worm on roller-skates
Elephant steps on waffle Fried eggs sunny side down
Try to draw the doodle that goes with each title
Memory
26 November 2018
Cognitive Psychology

158. Capacity of short-term memory Discussion questions
Experiment 1: At what point did you begin to find it difficult to recall the numbers in the correct order?
Experiment 2: How many letters did you recall correctly in the grid?
What techniques did you use for remembering?
What does this tell us about capacity of short-term (immediate) memory?
How can we use this knowledge in everyday life?

159. Homework Read 84,85,86
Alzheimer’s disease