1. COGNITIVE LEVEL OF ANALYSIS

2. Outcome(s):  Review the focus, key vocabulary, and relevant research to the cognitive level of analysis.

3. Agenda 1. Review markbands 2. Peer grade biological SAQs 3. Cognitive LOA outcomes review 4. Happiness

4.  SAQs from last class  Grade/peer grade  polish & praise

5. Outcome #1  Outline principles that define the cognitive level of analysis (for example, mental representations guide behaviour, mental processes can be scientifically investigated).  CLA: how mental processes such as perception, attention, language in the brain process information  Principles:  Human beings are information processors & mental representations guide behavior  Mental processes can and should be studied scientifically  Social and cultural factors affect cognitive processes

6. Outcome #2  Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is, theories and/or studies).

7. Outcome #3  Discuss how and why particular research methods are used at the cognitive level of analysis (for example, experiments, observations, interviews).  Research methods: experiments, case studies, observational studies, interviews, surveys, correlational studies  Loftus & Palmer (1974): leading questions, smash, collide, bump, hit  Craik & Tulving (1975)  Memory recall, words on list

8. Outcome #4  Discuss ethical considerations related to research studies at the cognitive level of analysis  Protection of participants, consent, right to withdraw, confidentiality, deception, debrief  Genie (1981) https://www.youtube.co m/watch?v=VjZolHCrC8 E https://www.youtube.co m/watch?v=VjZolHCrC8 E  Could not be fully informed or give consent  Not in a healthy state of mind to understand the nature of the study

9. Outcome #5  Evaluate schema theory with reference to research studies.  Schemas: structures that organize knowledge stored in our memory  Bartlett & War of the Ghosts (1932) – serial reproduction  Anderson & Pichert (1978)  Burglar & potential house buyer schema

10. Outcome #6  Evaluate two models or theories of one cognitive process (for example, memory, perception, language, decision ‑ making) with reference to research studies  Multistore Model of Memory (MSM) – Atkinson & Shiffrin (1968): sensory memory, short term memory, long term memory  Levels of Processing Model  Craik & Tulving

11. Outcome #7  Explain how biological factors may affect one cognitive process (for example, Alzheimer’s disease, brain damage, sleep deprivation).  Alzheimer's: progressive degenerative disease  Mosconi (2005): shows how biological factors occurring in the hippocampi play a role in AD therefore affecting memory

12. Outcome #8  Discuss how social or cultural factors affect one cognitive process (for example, education, carpentered-world hypothesis, effect of video games on attention).  Schemas & culture  Bartlett – War of the Ghosts  Cole & Scribner (1974): School children in US vs. Kpelle tribe in Liberia, chunking  Children without formal schooling did not use the categories to aid their recall and subsequently did not remember as much as children who had attended school.

13. Outcome #9  With reference to relevant research studies, to what extent is one cognitive process reliable (for example, reconstructive memory, perception/visual illusions, decision ‑ making/heuristi cs)?  EWT: cognitive psych & memory  Legal system  Used to be trustworthy and convincing  Loftus & Palmer (1974): automobile and leading questions can influence witnesses’ memory  Ronald Cotton

14. Outcome #10  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).  PET, MRI, FMRI, CT  HM: Milner & Scoville (1957) – epileptic seizures, brain surgery to stop seizures, suffered from anterograde amnesia  MRI – investigate cognitive process of memory  Determined the extent of brain damage, that could not be seen using other technologies

15. Outcome #11  To what extent do cognitive and biological factors interact in emotion (for example, two factor theory, arousal theory, Lazarus’ theory of appraisal)?  Emotion: the body’s adaptive response to a particular situation  LeDoux’s Model of Emotion: two neurological pathways (long route, short route)  Gazzaniga et al. (2000): supporting LeDoux’s theory, demonstrated that brain damage impaired children’s ability to recognize emotion expressed on faces

16. Outcome #12  Evaluate one theory of how emotion may affect one cognitive process (for example, state-dependent memory, flashbulb memory, affective filters).  Flashbulb memory  Brown & Kulik (1977): interviewed 80 Americans, answered questions about 10 events  Flashbulb memories are formed in situations where we encounter surprisingly and highly emotional information  Maintained by rehearsal  Vivid, longer lasting than other memories

17. Happiness  Video 1 (?s 1-4)  https://www.youtube.com/watch?v=oHv6vTKD6lg https://www.youtube.com/watch?v=oHv6vTKD6lg  Video 2 (?s 5-6, ERQ Brainstorm)  https://www.youtube.com/watch?v=IkMHZ7mchVo https://www.youtube.com/watch?v=IkMHZ7mchVo