Principles+of+the+Cognitive+LOA

=Principles=

 Outline principles that define the cognitive level of analysis
//**Outline** - Give a brief account or summary.//

Make sure you can write at least 3 specific sentences when outlining a principle. (ie. What does it mean if you say that "mental processes guide an individual's behavior"?). Write your summary as though you intend it to be a teaching tool.
 * __Principles__ **

Don't just write out the bullet point below - it's not enough of a summary
 *  mental representations/processes guide behaviour,
 *  mental processes can be scientifically investigated //**or**// the mind can be studied scientifically
 *  cognitive processes can be influenced by social and cultural factors

An exam question will often ask you to choose just ONE principle. One that we look at extensively is "mental representations guide behavior". Essentially, we can explain this through //**schema theory.**// Apply your work on schema theory in the context of this particular principle.


 * Read on for explanations of the principles. Research studies are listed, but you must use your own notes to fully explain how the research study is relevant to the learning outcome you are trying to address.**

===Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is, theories and/or studies). === //**Explain** - Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.// This basically means that you need to be able to explain how a principle was investigated and illustrate your explanation by referring to actual studies or theories/models //**Demonstrate** - giving a practical explanation//

Explain using Schema theory
 * PRINCIPLE: Mental representations/processes guide behaviour, **


 * Useful research studies: **
 * <span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;"> Anderson and Pichert (1978) - impact of key words on recall
 * <span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;"> Bartlett (1932) - War of the ghosts (memory is subjective)
 * <span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;"> Bransford and Johnson (1972) - laundry story and impact of schema relevant title on recall

//<span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">be careful to explain this - this principle asserts that we can use the scientific process to investigate mental processes // //<span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">For the investigative process to be considered scientific, we must ask whether it is **replicable**, **objective** and **testable** //
 * <span style="color: #ff0000; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">PRINCIPLE: Mental processes can be scientifically investigated //or// the mind can be studied scientifically **
 * 1) //<span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">Identifying a research aim, question and hypothesis //
 * 2) //<span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">testing the theory/hypothesis using a scientific research method such as an experiment to examine a cause-effect relationship; //
 * 3) //<span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">collecting and analyse empirical evidence //
 * 4) //<span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">draw conclusions - accept or reject the hypothesis //
 * 5) //<span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">test the conclusion/s (replicability of the study; test-retest reliability) //

//<span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">**Useful research studies:** //
 * <span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;"> Loftus and Palmer on the reliability of eyewitness memory
 * <span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;"> Anderson and Pichert (1978) - impact of key words on recall
 * <span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;"> Bransford and Johnson (1972) - laundry story and impact of schema relevant title on recall


 * <span style="color: #ff0000; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">PRINCIPLE: Cognitive processes can be influenced by social and cultural factors **

<span style="color: #008000; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">EXAMPLE: Cultural schemas affect the way we encode and remember information <span style="color: #008000; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;">Useful research studies
 * <span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;"> Bartlett (1932) - people remembered information in a way that most made sense to them (Eg. the substitution of 'boat' for 'canoe')
 * <span style="color: #333333; font-family: verdana,arial,helvetica,sans-serif; font-size: 12px; line-height: 1.5;"> The Cole study on the Kpelle people - Cole had to make the experimental tasks culturally relevant - the way the information was told to them was encoded in a way that made sense to that culture

EXAMPLE: Learning environments affect cognitive abilities in the context of IQ scores Useful research studies
 * any research study on the effects of poor neighborhoods on learning and IQ scores (check your notes)