Transcript of The Principles of…… The Cognitive Level of Analysis.
- Slide 1
- The Principles of The Cognitive Level of Analysis
- Slide 2
- Outline the principles that define the cognitive level of
analysis and explain how they can be demonstrated in research.
- Slide 3
- Principle 1: Human beings are information processors and mental
processes guide behavior. We are always trying to process the info
around us. Our perceptions are usually based on what we already
know. There is a relationship between our mental representation and
the way we perceive and think about the world. What do you think
this is?
- Slide 4
- Principle 1 is demonstrated in Schema Theory A schema is a
mental representation of knowledge in the brain. We have schemas
for basically everything!!!! Right now in your head, picture a
model. But does this one?
- Slide 5
- Schema Theory They provide guidelines for interpreting
information when trying to make sense of the world. They create
expectations on what will happen in certain situations. Whether at
religious school or at a party, you expect different behaviors.
What if someone threw you a curve ball by doing something you do
not expect.
- Slide 6
- Schema Theory Can even explain. Stereotyping An overgeneralized
belief about a group of people.
- Slide 7
- Do schemas affect the way we perceive race?
- Slide 8
- Schemas and Memory Reconstruction Our memories are not video
and audio recordings. They are constructed by cognitive
processes.like schemas. How do you think schemas can effect our
memories?
- Slide 9
- Schema Theory A Jean Piaget side note.. Assimilation
Incorporating new concepts into existing schemas. If I teach my 3
year that an animal with 4 legs and a tail is a dog. Accommodation
Changing existing schemas to incorporate new information. What
would he call this? If I tell someone from the mid-west to picture
their schema of the Bronx they may talk about the ghetto
areas.
- Slide 10
- Darley and Gross (1983) Carried out a laboratory experiment on
schema theory in the social world. Often called the Hannah Study
Participants saw 2 videos of a girl.
- Slide 11
- Darley and Gross (1983) In video 1, girl was playing in a poor
environment. In video 2, girl was playing in a rich environment.
Then they saw a video of the girl taking what looked to be an
intelligence test and answering the questions inconsistently.
- Slide 12
- Darley and Gross (1983) When participants were asked to judge
the future of the girls, they all said the rich girl would do well
and the poor girl would do less well. On average they judges the
rich Hannah as having a 5 th grade academic level, and poor Hannah
at a 4 th grade level.
- Slide 13
- Darley and Gross (1983) The study demonstrates that
participants probably used pre- stored schemas of what it means to
be poor and rich. They then interpreted the rest of the scene based
on these schemas.
- Slide 14
- Principle 2: The mind can be studied scientifically. Cognitive
psychologists use a wide array of methods to study the mind:
Laboratory experiments Neuroimaging Case Studies Interviews
Archival Research
- Slide 15
- Principle 2 is demonstrated in Loftus and Palmer (1974)
Reconstruction of Automobile Destruction Aim: To investigate
whether the use of leading questions would affect recall in a
situation where participants were asked to estimate speed. This is
a situation that could happen when people appear in court as
eyewitnesses.
- Slide 16
- Loftus and Palmer (1974) Reconstruction of Automobile
Destruction Procedure: The student participants saw videos of
traffic accidents and had to answer questions about the
accident.
- Slide 17
- Loftus and Palmer (1974) Reconstruction of Automobile
Destruction In experiment 1, the participants were asked to
estimate speed of the cars based on a critical question: About how
fast were the cars going when they smashed/hit/collided/ bumped/ or
contacted?
- Slide 18
- Loftus and Palmer (1974) Reconstruction of Automobile
Destruction Results: The mean estimates of speed were highest in
the smashed condition (40.8 mph). Lowest in the contacted group
(31.8 mph).
- Slide 19
- Loftus and Palmer (1974) Reconstruction of Automobile
Destruction Results: Were the results just lucky? The p-value
Anything p