Cognitive

=The Cognitive level of analysis=

// There is one thing, and only one, in the whole universe which we know more about than we could learn from external observation. That one thing is Man. We do not merely observe men, we are men. In this case we have, so to speak, inside information; we are in the know. // [|C.S. Lewis]

Introduction
At the second level of analysis, the products of our biological machinery can be seen in our cognitive system, which includes our cognitions, emotions and behaviours.

Around the 1950s psychologists began systematically to explore cognition to further understanding of human behaviour. This shift in focus from studying observable behaviour to studying **mental processes**, such as **memory** and **perception**, is called “//the cognitive revolution//”. Cognitive psychologists suggested that humans f**orm internal mental representations that guide** __**behaviour**__, and they developed a range of research methods to study these. In recent years, researchers within social and cultural psychology have used findings from cognitive psychologists to understand how mental processes may be influenced by social and cultural factors.

Cognitive psychology represents a vast array of research areas including cognitive psychology, cognitive science, cognitive neuropsychology and cognitive neuroscience. Topics such as **memory**, **perception**, **artificial intelligence**, **amnesia** and **social cognition** are studied. Cognitive psychologists use traditional research methods (for example, experiments and verbal protocols) but there is an increasing focus on the use of modern technology.

Cognitive psychologists collaborate increasingly with neuroscientists, social psychologists and cultural psychologists in order to explore the complexity of human cognition. This approach is illustrated in the field of cultural and social cognitive neuroscience, indicating the __**complementary nature of social, cognitive and biological levels of analysis**__. Research that integrates these three levels can develop more meaningful theories to explain the **mechanisms** underlying __**complex behaviour and the mind.**__

Source: D//iploma Programme Psychology Guide for first exams 2011//, International Baccalaureate Organization 2009

=Introduction to the Cognitive LOA= What are mental processes?


 * What is a cognitive explanation of human behavior? How might a cognitive psychologist explain why humans behave the way they do? **


 * The cognitive approach is a 'mental explanation of behavior'. It argues that: **
 * ** behavior can be explained in terms of mental processes **
 * ** that minds consist of information processing systems where information is encoded, stored, altered, transformed etc **


 * Cognitive researchers or psychologists investigate **:
 * ** the way in which these mental or cognitive processes work (eg. how does memory operate? What are the key properties of memory?Can memory/recall be improved?) **

=Learning outcomes= Source: D//iploma Programme Psychology Guide for first exams 2011//, International Baccalaureate Organization 2009

General learning outcomes

 * ** 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). **
 * ** Discuss how and why particular research methods are used at the cognitive level of analysis (for example, experiments, observations, interviews). **
 * ** Discuss ethical considerations related to research studies at the cognitive level of analysis. **

Cognitive processes

 * Evaluate SCHEMA THEORY with reference to research studies. **
 * Schema theory


 * Evaluate two MODELS OR THEORIES OF ONE COGNITIVE PROCESS (for example, memory, perception, language, decision‑making) with reference to research studies. **

**Cognitive process 1 (we will look at this in class)**
 * Memory


 * Cognitive process 2 (if you want an alternative) **
 * Attention


 * Explain how BIOLOGICAL FACTORS may affect one cognitive process (for example, Alzheimer’s disease, brain damage, sleep deprivation). **
 * Brain damage and memory
 * **biological effects of sleep deprivation on memory and learning**


 * Discuss how SOCIAL OR CULTURAL FACTORS affect one cognitive process (for example, education, carpentered-world hypothesis, effect of video games on attention). **
 * **culture and memory research** (the focus here is memory in learning/education)
 * Culture and attention
 * Culture and perception (you could use the information on the reliability of perception - see below - if you covered that topic)


 * With reference to relevant research studies, to what extent is one cognitive process RELIABLE (reconstructive memory, perception/visual illusions)? **
 * **The reliability of memory**
 * Perception

Technology and memory
 * 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 scans and Alzheimers
 * MRI scans and memory research
 * fMRI and what it tells us about how experience affects neural networks (for this one, see the Maguire handout)

Cognition and emotion

 * To what extent do COGNITIVE and BIOLOGICAL factors INTERACT in EMOTION (for example, two factor theory, arousal theory, Lazarus’ theory of appraisal)? **
 * **Emotion and the brain**
 * **Ekman's facial affect program - neurocultural theory of emotional expression**


 * Evaluate one theory of HOW EMOTION MAY AFFECT one cognitive process (for example, state-dependent memory, flashbulb memory, affective filters). **
 * **flashbulb memory**