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The Principles of The Cognitive Level of Analysis

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Outline the principles that define the cognitive level of analysis and explain how they can be demonstrated in research.

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Principle 1: Human beings are information processors and mental processes guide behavior. We are always trying to process the info around us. Our perceptions are usually based on what we already know. There is a relationship between our mental representation and the way we perceive and think about the world. What do you think this is?

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Principle 1 is demonstrated in Schema Theory A schema is a mental representation of knowledge in the brain. We have schemas for basically everything!!!! Right now in your head, picture a model. But does this one?

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Schema Theory They provide guidelines for interpreting information when trying to make sense of the world. They create expectations on what will happen in certain situations. Whether at religious school or at a party, you expect different behaviors. What if someone threw you a curve ball by doing something you do not expect.

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Schema Theory Can even explain. Stereotyping An overgeneralized belief about a group of people.

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Do schemas affect the way we perceive race?

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Schemas and Memory Reconstruction Our memories are not video and audio recordings. They are constructed by cognitive processes.like schemas. How do you think schemas can effect our memories?

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Schema Theory A Jean Piaget side note.. Assimilation Incorporating new concepts into existing schemas. If I teach my 3 year that an animal with 4 legs and a tail is a dog. Accommodation Changing existing schemas to incorporate new information. What would he call this? If I tell someone from the mid-west to picture their schema of the Bronx they may talk about the ghetto areas.

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Darley and Gross (1983) Carried out a laboratory experiment on schema theory in the social world. Often called the Hannah Study Participants saw 2 videos of a girl.

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Darley and Gross (1983) In video 1, girl was playing in a poor environment. In video 2, girl was playing in a rich environment. Then they saw a video of the girl taking what looked to be an intelligence test and answering the questions inconsistently.

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Darley and Gross (1983) When participants were asked to judge the future of the girls, they all said the rich girl would do well and the poor girl would do less well. On average they judges the rich Hannah as having a 5 th grade academic level, and poor Hannah at a 4 th grade level.

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Darley and Gross (1983) The study demonstrates that participants probably used pre- stored schemas of what it means to be poor and rich. They then interpreted the rest of the scene based on these schemas.

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Principle 2: The mind can be studied scientifically. Cognitive psychologists use a wide array of methods to study the mind: Laboratory experiments Neuroimaging Case Studies Interviews Archival Research

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Principle 2 is demonstrated in Loftus and Palmer (1974) Reconstruction of Automobile Destruction Aim: To investigate whether the use of leading questions would affect recall in a situation where participants were asked to estimate speed. This is a situation that could happen when people appear in court as eyewitnesses.

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Loftus and Palmer (1974) Reconstruction of Automobile Destruction Procedure: The student participants saw videos of traffic accidents and had to answer questions about the accident.

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Loftus and Palmer (1974) Reconstruction of Automobile Destruction In experiment 1, the participants were asked to estimate speed of the cars based on a critical question: About how fast were the cars going when they smashed/hit/collided/ bumped/ or contacted?

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Loftus and Palmer (1974) Reconstruction of Automobile Destruction Results: The mean estimates of speed were highest in the smashed condition (40.8 mph). Lowest in the contacted group (31.8 mph).

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Loftus and Palmer (1974) Reconstruction of Automobile Destruction Results: Were the results just lucky? The p-value Anything p