COGNITIVE LEVEL OF ANALYSIS An Introduction

WHAT IS “COGNITION”?  The mental act or process by which knowledge is acquired  WHAT DO COGNITIVE PSYCHOLOGISTS DO?  Focus on the way humans process information  By looking at how we treat information (or stimuli)  And how this treatment leads to responses  MAIN AREAS OF COGNITIVE PSYCHOLOGY  Perception  Attention  Memory  Language

THE PRINCIPLES OF COGNITIVE PSYCHOLOGY  Mental representations and processes guide behavior  Mental processes can be scientifically investigated  Humans are not passive responders to the environment  We are actively processing information

RESEARCH METHODS FOR CLOA  Experiments  Interviews/Verbal Protocols  Observations  Case Studies

DEFINITIONS  Schemas  Are:  Cognitive frameworks to help us organize and interpret information  Abstract representations of events, objects, and relationships in the real world.  Used to:  Organize Knowledge  Assist recall  Guide behavior  Predict likely happenings  Make sense of current experiences  Schemas  Are helpful  Create shortcuts for handling the large amounts of information in our environment  BUT…  Can lead to stereotypes and prejudice when information doesn’t conform to our ideas about the world  Bobo the doll experiment Bobo the doll experiment  How did schema play a part?

DEFINITIONS CON’T.  Scripts  Schemata or abstract cognitive representations of events and social interactions  How to go to dinner  What happens at birthday parties  How to greet someone you don’t know  When our scripts aren’t followed  Frustration  Anger  Disappointment  Confusion

LISTEN WITH A SCHEMA IN MIND  Listen to the story  Jot down important details based on the schema you are given  Now listen again  Jot down important details based on the new schema  What differences do you see?  In this activity  Schema may inhibit or assist in recall  Affects how memories are encoded  ***Replication of Anderson & Pichert (1978)

ONE MORE ACTIVITY  I need 4 volunteers  As the story was retold:  Leveling  eliminate unnecessary information to simplify  Sharpening  add or exaggerate details  Assimilation of data  change it to fit stereotypes/pre-­existing schema  It is normal, for example, for students to switch the names of the flight attendant and pilot (assimilation), simplify the story to “he had a gun,” and to sharpen the story – that the passengers began beating and kicking him  ****Replication of Bartlett (1932) The War of the Ghosts Story  Want to do the story from the original experiment?

CAN SCHEMA BE CONTROLLED?  An example - listen carefully An example - listen carefully

SCHEMA THEORY  In the real world  How we use our schemas How we use our schemas  To summarize:  How do we know that schema exists when we can’t study them empirically?  It is not entirely clear how they are acquired in the first place AND how they influence cognitive processes  Caramazza (2009)  Biological evidence  Information re: living and non-living objects is shuttled to different parts of the brain - triggers appropriate reactions – even in blind people  Assessment on Friday:  Evaluate schema theory with reference to research studies  Study Guide handout - reduce to an index card for support during assessment