Cognitive Approach

Question 1

What are the three assumptions of the cognitive approach?

Answer 1

1. Internal mental processes
2. Schemas
3. Computer analogy

Question 2

What are four examples of internal mental processes?

Answer 2

1. Memory
2. Attention
3. Perception
4. Language

Question 3

Describe memory as an internal mental process

Answer 3

We search our ‘memory’ store to see if there is a ‘match’ with something we have already seen or experianced

Question 4

SEE Format

Describe internal mental processes

Answer 4

S=This assumption suggests that humans essentialy information procesors
E=Cognitive processes such as memory,language,perception and attention help us to interpret and respond to the environment appropriatly
E=Memory as an example

Question 5

What are schemas?

Answer 5

Organised packs of information stored in our memory

Question 6

How are schemas built and how do they expand?

Answer 6

Built through experiances and interactions with the world around us
Expanded as we experiance new things

Question 7

What is the role of schemas?

Answer 7

As we link concepts together, they help to interpret and react to the environment around us. As well as predict what will happen based on past experiance

Question 8

What are the three memory stores?

Answer 8

1. Sensory
2. Short-term
3. Long-term

Question 9

Why can behaviour be explained through a computer analogy?

Answer 9

It compares how we take information (input) store it or change it (process) and then recall it when necessary (output).

Question 10

What is the therapy of the cognitive assumption?

Answer 10

Cognitive behavioural therapy (CBT)

Question 11

What is the aim of cognitive behavioural therapy?

Answer 11

To challenge negative thoughts and replace them with healthy thinking

Question 12

According to the cognitive approach, what is the cause of mental health disorders?

Answer 12

Faulty process part

Question 13

What are the components of cognitive behavioural therapy?

Answer 13

1. Dysfunctional thought diary
2. Cognitive reconstruction
3. Pleasant activity scheduling

Question 14

Four points

Describe the dysfunctional thought diary component of cognitive behavioural therapy

Answer 14

At Home
* Clients keep record of dysfunctional thoughts~includes events which may lead to automatic negative emotions
* Clients then rate how much they believe the thoughts to be true
Within Session
* Clients must then write a rational response to this thought and rate how much they believe this
* Clients then re-rate how much they believe their dysfunctional thought

Question 15

What is cognitive reconstructuring also known as?

Answer 15

Therapy in therapy

Question 16

What are the steps involved in cognitive reconstructuring?

Answer 16

1. Challenge the thought by asking for evidence supporting it~this highlights false belief
2. Therapist would then ask what would happen if the thought was actually true and what they could do in response~avoid catastrophizing automatic negative thoughts
3. Ask what could be done to reduce the chance of the thought becoming reality~this results in a rational way of thinking

Question 17

Three points

Describe pleasant activity scheduling?

Answer 17

• Clients must choose an activty which makes them feel positive
• Client must then keep a record of these activities and how the activities made them feel
• This helps with behavioural activation

Question 18

What is behavioural activation?

Answer 18

Helping the clients to change their behaviour

Question 19

What is the expected outcome of pleasant activity scheduling?

Answer 19

Client begins to move away from negative thinking realsing that they can control their negative thinking and maldaptive behaviour

Question 20

What are the effectiveness strengths and weaknesses of cognitive behavioural therapy?

Answer 20

Strengths~research to support + empowerment
Weaknesses~therapist competence + individual differences

Question 21

What is the research support for cognitive behavioural therapy?

Answer 21

Jarrett (1999)
CBT effective=Some anti-depressent drugs when treating over 100 patients over 10wk period

Question 22

Why is research support a strength of cognitive behavioural therapy?

Answer 22

Shows process of challenging negative patterns can help an individual adopt a healthier mindset and reduce mental health symptoms

Question 23

Why is an example of empowerment in cognitive behavioural therapy?

Answer 23

Pleasant activity scheduling

Question 24

Why is empowerment a strength of cognitive behavioural therapy?

Answer 24

Could lead to patient becoming more involved,motivated and willing in their care

Question 25

What is an example of the effect therapist competence has on cognitive behavioural therapy?

Answer 25

Kugken (2009) 15% variance in outcomes of CBT effectiveness due to therapist competence

Question 26

Why is therapist competence a weakness of cognitive behavioural therapy?

Answer 26

If the therapist does not possess necessary skills ,e.g good communication,this could result in the patient being untreated or further harm

Question 27

What is a case study of how individual differences affect cognitive behavioural therapy?

Answer 27

Simons(1995) CBT less suitable for people with high levels of irrational belief that are resisant to change

Question 28

Why is individual differnces a weakness of cognitive behavioural therapy?

Answer 28

The therapy heavily relys on a patient's willingness which can be very difficult for vulnerable people

Question 29

What are the ethical issues of cognitive behavioural therapy?

Answer 29

Patient blame and psychological harm

Question 30

What is the classical research for the cognitive approach?

Answer 30

Loftus and Plamer

Question 31

Why did Loftus and Palmer choose to see how leading question affect the accuracy of speed estimates?

Answer 31

To determine if different words can change a person's memory

Question 32

What is a leading question?

Answer 32

A question that,either by its form or content,suggests to the witness what answer is desired or leads them to the desired answer

Question 33

What was the aim of Loftus and Palmer's first experiment?

Answer 33

To see if the speed estimates were influenced by the verbs in the question asked

Question 34

What was the aim of Loftus and Palmer's second experiment?

Answer 34

To investigate whether leading question simply bias a person's response or actually alter the memory that is stored

Question 35

What is the methodology of Loftus and Palmer's first experiment?

Answer 35

* Research method=lab experiment * Experimental design=independent groups * Sample=45 students * Sampling method=Opportunity sampling

Question 36

What was the procedure of Loftus and Palmer's first experiment?

Answer 36

* 45 students split into 5 groups(9 in each) * All groups shown same 7 short video clips * P's filled in short question~with filler question and the critcial question * The verbs were hit,smashed,collided,bumped and contacted

Question 37

What was the critical question in Loftus and Palmer's first experiment?

Answer 37

"About how fast were the cars going when they ____ each other?

Question 38

What were the mean speed estimates for each verb in Loftus and Palmer's first experiment?

Answer 38

* Smashed~40.8s * Collided~39.3s * Bumped~38.1 * Hit~34.0s * Contacted~31.8

Question 39

# Two points What were the conclusions made from Loftus and Palmer's first experiment?

Answer 39

1. Response bias=different estimates occured due to leading Q influneced/biased P's response 2. Memory is altered=Results due to critical word changing

Question 40

What's the methodology of Loftus and Palmer's second experiment?

Answer 40

* Research method=Lab experiment * Experimental design=Independent groups * Sample=150 students * Sampling method=Opportunity

Question 41

What was the procedure used in Loftus and Palmer's second experiment?

Answer 41

* 150 students split into 3 groups(50 in each) * All shown short film clip which showed a multi-vehicle car accident * Group 1 asked "How fast were the cars going when they smashed into each other" Group 2 same question but hit was used instead of smashed * Group 3 was not asked about the speed of the vehicles at all * A week later all Ps were asked "did you see any broken glass"

Question 42

What were the findings of Loftus and Palmer's second experiment?

Answer 42

* Smashed~16 yes 34 no * Hit~7 yes 43 no * Control~6 yes 44 no Ps in 'smashed' were 2x likely to report seeing broken glass

Question 43

# Three points What were the conclusions made from Loftus and Palmer's second experiment?

Answer 43

1. Memory alteration=effect of leading Q not due to response bias but due to memory alteration 2. Leading Qs may affect a persons's memory of an event=the severity of verb altered people's perception of the severity of the crash 3. Leading Qs cause memory to become reconstructed=Ps create an original perception of the event witnessed,leading Q is intergrated into this perception over time,leading to a reconstructed memory of the actual event

Question 44

What are the methodological strengths and weaknesses of Loftus and Palmer's experiment?

Answer 44

Strengths~Research method and Experimental design Weaknesses~Ecological validity and Sample

Question 45

# What's a drawback of this? Why was using independent measures a strength of Loftus and Palmer's research?

Answer 45

Less chance of P's guessing the aim of the experiment or having order effects as they only experiance one condition A drawback is that there are participant variables

Question 46

# Give an example of how the experiment was controlled Why was using a lab experiment a strength of Loftus and Palmer's research?

Answer 46

Ensured that there were high levels of control=internal validity was high=cause and effect relationship can be establish e.g P's all saw the same short video clips

Question 47

# Give examples What validity issues did Loftus and Palmer's research?

Answer 47

* Ecological=the findings cant be applied to real life e.g P's were only shown video clips of a car crash

Question 48

Give an example on ecological validity

Answer 48

Foster et al. (1994) If participants watched what they thought to be a real life robbery and were told that their responses would influence the trial, participants would remember more accurately

Question 49

What are three ethical issues of Loftus and Palmer's research?

Answer 49

Deception, right to withdraw and informed consent

Question 50

EXplain the ethical issues of Loftus and Palmer's research and give examples

Answer 50

* Deception=students weren't told the true aim of the study leading Q's on memory * Right to withdraw=P's may feel obliged to stay in the experiment even if they want to leave, P's were students at the Uni loftus was a professor * Informed consent=students were naive of the true aims of the experiment

Question 51

What are counterarguements to the ethical issues of Loftus and Palmer's research?

Answer 51

* Informed consent=retrospective consent could be given after the debrief * Right to withdraw=P's were not forced to stay in the experiment and was reminded that they could leave at any time * Deception=if they aim of the experiment was told this may have lead to demand characteristics