1. What is cognitive psychology?
LO: To describe the cognitive approach

2. Cognitive tests
Find the set of letters that doesn’t belong with the other sets.
A) cdef B) mnpo C) hikj D) vwyx

3. Pairs
Write down what you ate for lunch everyday last week

7. Sally Anne test

8. What sort of things were these tests testing?
Induction, long, short and visual memory, development, theory of mind

9. Cognitive Psychology
Focuses on how we make sense of information
But where do we get the information in the first place?

10. The processes investigated in cognitive psychology include:
Perception
Language
Memory
Thinking

11. What are some advantages of conducting an experiment on subjects?
The experiment is the most popular way to investigate cognitive processes
What are some advantages of conducting an experiment on subjects?
What are some disadvantages of conducting an experiment on subjects?

12. A KEY QUESTION:
Are cognitive processes the product of NATURE or NURTURE??

13. The 3 core studies will each cover one of the following cognitive processes:
Memory (Loftus & Palmer)
Thinking
Language

14. How can I improve my memory?
To describe the different types of memory and how it works

15. What do you remember of last summer?
How accurate do you think you are?
What might have affected your recall of it?
This activity can lead to a discussion of memories: do they see in images, smells, sounds, etc? Would some images have been recalled due to the images on this page, plus emotions could play a part in recall.

16. MEMORY
In psychology, memory is an organism's ability to store, retain, and subsequently retrieve information.

18. Types of Memory
A basic and generally accepted classification of memory is based on the duration of memory retention, and identifies three distinct types of memory: sensory memory, short term memory and long term memory.

20. What did you see?

21. SENSORY MEMORY
Only lasts a second or 2
The ability to see, recognise and remember what you saw with no rehearsal/practice
Very limited capacity

22. SHORT TERM MEMORY
Some of the information in sensory memory is then transferred to short-term memory
Short-term memory allows one to recall something from several seconds to as long as a minute without rehearsal/practice
Its capacity is also very limited

23. Short-term memory TASK:
Can you memorize the letters?
Get into pairs
TASK 1: Look at the letters for 5 seconds and try to memorise them. Recall
TASK 2: Look at the 2nd set of letters for 5 seconds and try to memorise them. Recall
Which set of letters was easiest to remember? WHY?

24. Can you remember this?
FBIPHDTWAIBM

25. How about this?
FBI PHD TWA IBM

26. Was that easier to remember? WHY?
CHUNKING
People can remember a great deal more letters when chunked or grouped
This is because they are able to chunk the information into meaningful groups of letters
7±2 items

27. LONG-TERM MEMORY
Can store much larger quantities of information for potentially unlimited duration (sometimes a whole life span).

28. What’s your telephone number?
We can remember telephone numbers for many years through repetition; this information is said to be stored in long-term memory

29. TASK: What factors can affect your memory?
Diet
Disease
Age
Drugs/Alcohol
Exercise
Environment, time of day, background noise

30. MODELS OF MEMORY
Models of memory provide abstract representations of how memory is believed to work
Multi-store (Atkinson-Shiffrin memory model)

31. This is a very common model of memory that assumes there are different types of memory that are used for different tasks. In particular, these link together in an effective sequence.
The multi-store model generally assumes memory is passive and that there are separate cognitive methods by which it is used. Thus, like a computer memory, it needs a separate processor to insert and retrieve memories

32. Craik & Lockhard: Levels of processing

33. 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.

34. Frederick Bartlett
He argued that memory is an active process rather than a passive tape-recording of experience as suggested by Ebbinghaus.
Assimilation: The story became more consistent with the participants’ own cultural expectations - that is, details were unconsciously changed to fit the norms of British culture. 
Leveling: The story also became shorter with each retelling as participants omitted information which was seen as not important. 
Sharpening: 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.

35. Who can remember better?

36. FINAL TASK:
Compare and contrast each of the different types of memory
What is the multi-store model of memory? What are its advantages? Disadvantages?
Why can people remember letters that are chunked easier than letters that are not chunked?
THINK: Credit card numbers

37. HOMEWORK:
Read the guardian article
Make notes on how to improve your long term memory – very useful!
Exit pass
2 – 3 key things you learnt today
1 way you will apply this to your life
1 question you have about today’s lesson

38. PLENARY:
How good is your memory?
What questions do you have about memory?

39. Validity
Validity relates to whether a study has measured what it is intended to measure. Things can get make us measure the wrong this include:
Lying and demand characteristics – internal validity
Extraneous variables / not enough controls – internal validity
Accidently testing the wrong thing e.g. general knowledge instead of memory – internal validity / construct validity
Not really measuring how people would behave in real life – external validity / ecological validity
Not really measuring the general population – external validity