Cognitive Level of Analysis Summary
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Cognitive level of analysis
Outline principles that define the cognitive level of analysis (for example, mental representations guide behaviour, mental processes can be scientifically investigated).
Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is, theories and/or studies).
“Mental representations (pictures, ideas) guide behavior”: Example Schema theory, Bartlett (1932)
“Mental processes (memorizing, reasoning, and thinking) can be scientifically investigated”. Example: Brain scan technology, experimental method. Cognitive researchers create models of the mind, usually using a computer analogy/information process model (mind works as a computer) and test out the validity of the model through experimental research. E.g. multi store model of memory, Glanzer and Cunitz
Discuss how and why particular research methods are used at the cognitive level of analysis (for example, experiments, observations, interviews).
Experiments: A method to investigate cause and effect, i.e. what causes certain behaviours (examples of experiments are Bartlett, and Anderson and Pitchert)
Strengths: Controlled environment offers high replicability and low chances for any errors
Weaknesses: Has low ecological validity since tests are done in controlled laboratory environment, not very reliable unless a large it is done on a large sample group (which, in turn, can be very costly and time consuming)
Case studies: A detailed study of a single case or group (and example of a case would be the study done on H.M. and Kim Peek)
Strenghts: Provides in insight into unusual phenomenon that occurs very rarely or unethical to replicate (e.g. Clive Wearing or Genie), findings that contradict traditional beliefs can open windows for new ideas and theories, thus, stimulating new researches
Weaknesses: Extremely difficult to replicate (e.g. Kim Peeks study), prone to researcher bias; problems with validity, however triangulation can reduce this factor
Discuss ethical considerations related to research studies at the cognitive level of analysis.
Use of deception. Example: Loftus and Pickrell (1995) lost in the mall experiment
– 24 American University students were presented with four stories from when they were between 4 and 6 years old
three true stories, and one false.
– true stories were gathered from speaking to participants relatives
stories that were chosen are not traumatic one that would be easy to recall
– family also provide different circumstances that could possibly have happened, but didnt. in this case, about being lost in the mall
provided details of a specific shopping mall and confirmed that it did not happended
– Participants themselves were told they were involved in a study about their ability to recall details of childhood memories. Each participant was first sent a written description of the four events their relatives had outlined – three being real and one fake. They were then asked to write down which events they remembered and more details of the events those events.
– Then, soon after, participants were interviewed. They were reminded about the four memories and asked to recall as much as they could about them. At a second interview a week later, a similar procedure was followed. At the end of both interviews participants rated the clarity of their memories.
– It was then revealed to them that one of the memories was false and they were asked to guess which one it was. Of the 24 participants, 5 falsely recalled the made up lost in the mall event as a real memory, although participants understandably found the implanted memory much less clear.
Details:
* University of Washington students recruited different pair of individuals, this includes parent and child pairs, sibling pairs, and the youngest of the pair was 18 years of age.
* “relatives” have to know about another person childhood experiences
* subjects were mailed a five page booklet containing instructions and four short stories about their childhood experience
o 4 short stories; 3 were true and 1 was false about getting lost
o the false stories are always presented in the 3rd position
* experimenters interviewed relative of each subject and talked about “real” events that occurred between age 4 to 5
o these events are not traumatic events that subjects would remember easily
* along with that the relative also provide information about a trip to the mall that subject could have gotten lost this include:
1. where the family would have shopped when the subject was about 5 years old
2. which members of the family usually went along on shopping trips
3. what kinds of stores might have attracted the subjects interest
4. verification that the subject had not been lost in the mall at age of
o from the information provided, false events was created
1. lost for an extended period
2. crying
3. lost in a mall or large department about the age of 5
4. found and aided by an elderly woman
5. reunited with the family
o subjects were told they were participating in a study on childhood memories, how people remember one things and others dont
o they were asked to complete the booklet sent by writing on each events things they remember from it, if they do not remember the event they were told to write “I do not remember this”