Cognitive

AS Level Approaches – Cognitive

1. What is the Cognitive Approach?

The cognitive approach studies mental processes such as perception, memory, thinking, and problem‑solving. It treats the mind as an information‑processing system that receives, stores, and retrieves data, much like a computer.

2. Key Theories & Models

• Information‑Processing Model – Atkinson & Shiffrin (1968)
• Working Memory Model – Baddeley & Hitch (1974)
• Schema Theory – Bartlett (1932) and later elaborated by Rumelhart (1980)
• Dual‑Process Theories – Kahneman (2011) – System 1 (fast, automatic) vs. System 2 (slow, deliberative)

3. Core Concepts

1. Encoding, storage, and retrieval
2. Short‑term vs. long‑term memory
3. Chunking and rehearsal
4. Schemas and scripts
5. Metacognition – thinking about thinking

4. Major Models in Detail

4.1 Information‑Processing Model

This model likens the mind to a computer with three stages:

Stage	Function	Key Processes
Sensory Register	Briefly holds sensory input	Iconic (visual), echoic (auditory) memory
Short‑Term Memory (STM)	Temporary storage for active processing	Rehearsal, chunking, limited capacity (≈7±2 items)
Long‑Term Memory (LTM)	Durable storage of knowledge	Semantic, episodic, procedural memory

4.2 Working Memory Model (Baddeley & Hitch)

The model expands STM into a system of interacting components:

• Central Executive – attentional control, coordination of subsystems.
• Phonological Loop – verbal information; includes a phonological store and articulatory rehearsal.
• Visuo‑spatial Sketchpad – visual and spatial data.
• Episodic Buffer – integrates information across modalities and links to LTM.

4.3 Schema Theory

Schemas are mental frameworks that organise knowledge and guide interpretation of new information. They can be:

• Person schemas (e.g., stereotypes)
• Event schemas or scripts (e.g., restaurant script)
• Self‑schemas

When new information fits an existing schema, it is assimilated; when it does not, accommodation occurs.

5. Research Methods Used in Cognitive Psychology

• Experimental designs – manipulation of independent variables (e.g., presentation time) to observe effects on memory performance.
• Reaction‑time tasks – measure speed of information processing.
• Neuroimaging (fMRI, PET) – identify brain regions involved in specific cognitive tasks.
• Case studies – detailed analysis of individuals with brain damage (e.g., patient HM).

6. Strengths & Limitations of the Cognitive Approach

Strengths	Limitations
Provides detailed, testable models of mental processes.	Often criticised for being “computer‑like” and ignoring emotions and social context.
Links psychological processes with neurobiological evidence.	Reliance on laboratory tasks may reduce ecological validity.
Facilitates development of practical applications (e.g., memory strategies, cognitive‑behavioural therapy).	Internal mental states are inferred, not directly observable, leading to potential researcher bias.

7. Applications of Cognitive Theory

• Education: Use of chunking, rehearsal, and retrieval practice to improve learning.
• Clinical: Cognitive‑behavioural therapy (CBT) targets maladaptive thoughts and schemas.
• Forensic: Understanding eyewitness memory and the impact of leading questions.
• Human‑Computer Interaction: Designing interfaces that align with working memory limits.

8. Suggested Diagram

9. Summary

The cognitive approach treats the mind as an active information‑processing system. Core models such as the Information‑Processing Model, Working Memory Model, and Schema Theory explain how we encode, store, and retrieve information. While the approach offers robust, experimentally testable frameworks and valuable applications, it must be integrated with other perspectives to fully capture the complexity of human behaviour.

10. Sample Exam Questions

1. Describe the three stages of the Information‑Processing Model and give an example of a research study that supports each stage.
2. Explain how Baddeley’s Working Memory Model accounts for the “dual‑task” interference effect.
3. Discuss the strengths and limitations of using laboratory experiments to investigate memory processes.
4. Evaluate the contribution of schema theory to our understanding of eyewitness testimony.