Cognitive psychology Simply Explained
Summary
TLDRThe video discusses cognitive psychology, focusing on mental processes like perception, attention, and memory. It highlights the multistore model of memory and studies like Glanzer and Kunit's 1966 experiment on recall effects. It also explores how mental representations guide behavior, referencing the schema theory and Loftus and Palmer's 1974 study on language's impact on memory.
Takeaways
- 🧠 Cognition refers to the processes and complexities of knowledge itself, encompassing how the mind perceives, attends, remembers, and retrieves information.
- 🔍 Cognitive psychology is the study of mental processes, contrasting with behaviorism which focuses on observable behaviors without considering intervening mental processes.
- 📚 Cognitive psychologists believe in studying mental processes scientifically to formulate and test theories, using models and scientific methods to understand the unobservable.
- 🔍 The use of cognitive, sociocultural, and biological levels of analysis allows for triangulation in studies, leading to a deeper understanding of subjects.
- 🧠 The multistore model of memory (MSM) is a cognitive psychology model that includes sensory, short-term, and long-term memory stores, each with different durations, capacities, and methods of coding.
- 📚 Iconic and echoic memory are types of sensory memory that capture visual and auditory information, respectively.
- 🔄 Attention is crucial for transferring information from sensory to short-term memory, with rehearsal helping to move information into long-term memory.
- 📈 The study by Glanzer and Kunit in 1966 demonstrated the primacy and recency effects in memory recall, showing that immediate recall emphasized the first items and delayed recall emphasized the last items.
- 🧠 Cognitive psychologists also support the idea that mental representation guides behavior, with cognitive mediators interpreting reality and influencing input-output processes.
- 📚 The schema theory explains how information is organized and clustered into scripts, self, and social schemas, affecting information processing and behavior.
- 📈 The study by Loftus and Palmer in 1974 showed how the wording of a question can influence eyewitness memory and judgments, demonstrating the impact of cognitive schemas on perception and recall.
Q & A
What is cognition?
-Cognition is a term that describes the processes and complexes of knowledge itself, encompassing the mental processes involved in gaining and using knowledge.
What is cognitive psychology?
-Cognitive psychology is the study of the mind and the processes such as perception, attention, memory, and information processing that are involved when we receive, collect, and retrieve information.
What is the main difference between cognitive psychologists and behaviorists?
-Cognitive psychologists believe in studying mental processes scientifically, while behaviorists focus on observable behaviors and argue that nothing intervenes between stimuli and response in terms of mental processes.
What are the two basic principles that cognitive psychologists abide by?
-Cognitive psychologists primarily believe that mental processes can and should be studied scientifically, and they utilize cognitive, sociocultural, and biologic levels of analysis for a more comprehensive understanding.
What is the multistore model of memory (MSM)?
-The multistore model of memory (MSM) is a cognitive psychology model that proposes information processing approach to memory, consisting of three primary stores: sensory, short-term, and long-term memory.
How do the sensory, short-term, and long-term memory stores differ in terms of duration, capacity, and coding?
-Sensory memory has a very brief duration, short-term memory has a limited capacity and is easily affected by rehearsal, while long-term memory has a much larger capacity and can store information for extended periods. Each store advances through different methods.
What is the significance of the study by Glanzer and Kunit in 1966?
-The study by Glanzer and Kunit in 1966 is significant because it demonstrated the primacy and recency effects in memory recall, showing how immediate and delayed recall can affect the recall of the first and last items in a list.
What are the implications of the primacy and recency effects in memory recall?
-The primacy effect indicates that the first items in a list are more likely to be recalled due to rehearsal, while the recency effect shows that the last items are more likely to be recalled when they remain in short-term memory. These effects support the multistore model of memory.
What is the schema theory in cognitive psychology?
-The schema theory in cognitive psychology is a cognitive structure that explains how information is organized and clustered. It helps in processing efficiency and regulating behavior and responses, but can also lead to distortions when the wrong schema is activated.
What was the aim of the study by Loftus and Palmer in 1974?
-The aim of the study by Loftus and Palmer in 1974 was to explore the interaction between language usage and memory by changing the phrasing of a question to see its influence on the judgment of speed in eyewitness accounts of traffic accidents.
What were the findings of the Loftus and Palmer study regarding the influence of verb choice on eyewitness memory?
-The study found that more violent verbs (like 'smashed') led to higher estimated speeds of the cars in the accident, demonstrating a significant effect between wording and eyewitness answers, potentially due to the activation of different schemas.
How did Loftus and Palmer's follow-up experiment further support their findings?
-In the follow-up experiment, Loftus and Palmer showed that participants who were asked about the speed using the verb 'smashed' were more likely to falsely recall seeing broken glass, even though none was shown in the film. This further supported the idea that schemas can distort memory.
Outlines
🧠 Cognitive Psychology and Memory Models
This paragraph introduces the field of cognitive psychology, focusing on the study of mental processes such as perception, attention, memory, and information processing. It contrasts cognitive psychologists with behaviorists, emphasizing the scientific study of mental processes. The paragraph discusses the multistore model of memory (MSM), which includes sensory, short-term, and long-term memory stores. It highlights how information moves through these stores and the role of attention in memory. The paragraph also references a study by Glanzer and Kunit that demonstrates the primacy and recency effects in memory recall, showing that mental processes can be scientifically tested.
📚 Language and Memory: The Schema Theory
This paragraph delves into the idea that mental representation guides behavior, with cognitive psychologists proposing that reality is interpreted through cognitive mediators. It introduces the schema theory, explaining how information is organized and clustered into scripts, self, and social schemas. The paragraph discusses a study by Loftus and Palmer in 1974, which demonstrated the influence of language usage on memory and judgment of speed. The study manipulated the wording of a critical question to see how it affected eyewitness accounts of a traffic accident. The results showed a significant effect between the verb used and the estimated speed of the accident, suggesting that the choice of words can alter memory and perception. A follow-up experiment further supported this by showing how the use of a more violent verb ('smashed') led to a higher estimate of speed and even influenced recall of non-existent details, such as broken glass.
Mindmap
Keywords
💡Cognition
💡Cognitive Psychology
💡Stimuli and Response
💡Information Processing
💡Multistore Model of Memory (MSM)
💡Iconic Memory
💡Econic Memory
💡Rehearsal
💡Primacy and Recency Effects
💡Schema Theory
💡Eyewitness Memory
💡Demand Characteristics
💡Hawthorne Effect
💡Memory Distortion
Highlights
Cognition describes the processes and complexities of knowledge itself.
Cognitive psychology is the study of the mind, perception, attention, memory, and information processing.
Cognitive psychologists oppose behaviorists, who reject the existence of mental processes between stimuli and response.
Cognitive psychologists believe mental processes should be studied scientifically to formulate testable theories.
The use of cognitive, sociocultural, and biologic levels of analysis allows for triangulation in studies.
The multistore model of memory (MSM) proposes three primary stores: sensory, short-term, and long-term memory.
Sensory memory involves the initial capture of stimuli, such as visual information.
Attention is crucial for moving information from sensory to short-term memory.
Short-term memory has a limited capacity, and information can be transferred to long-term memory through rehearsal.
The multistore model explains the primacy and recency effects observed in memory recall.
Glanzer and Kunit's 1966 study demonstrated the effects of immediate recall and delayed recall on memory.
Primacy effects show that the first items in a list are more likely to be recalled.
Recency effects are less visible in delayed recall due to the loss of short-term memory.
Cognitive psychologists support the idea that mental representation guides behavior.
The schema theory explains how information is organized and clustered in the mind.
Schemas can lead to distortions in memory and behavior when the wrong schema is activated.
Loftus and Palmer's 1974 study showed how language usage can influence memory and judgments.
The study manipulated the wording of a question to observe its effect on the estimation of speed in a car accident.
Different verbs used to describe a collision influenced participants' estimates of the speed involved.
A follow-up experiment by Loftus and Palmer demonstrated the long-term effects of language on memory distortion.
The study found that participants' memories were influenced by the intensity of the verb used in the initial question.
Transcripts
today we're going to talk about the
basic principles of cognitive psychology
but before we dive in what is cognition
exactly well cognition is a term that
describes the processes and complexes of
knowledge itself cognitive psychology in
short terms is the study of the mind and
the perception attention memory and
procedures that are involved when we
receive collect and retrieve
information cognitive psychologists in
Roi are the opposing parties to
behaviorists who believe that nothing
intervened between stimuli and response
in terms of mental processes these
cognitive psychologists abided behind
two basic principles that favored them
in regards to their
opposers they primarily believe that
mental processes can and should be
studied scientifically this was because
their study would provide the
opportunity to formulate theories that
later on could be tested using
scientific methods making models about
the unobservable allowed scientists to
reach conclusions and subjects that
behaviorists never could and in addition
the use of cognitive sociocultural and
biologic levels of analysis provided the
use of triangulation in certain studies
that led scientists reach a whole new
level of depth one model that was
created thanks to the help of cognitive
psychologists proposed information
processing approach to memory this was
the multier model or MSM it is composed
of three primary stores of memory the
sensory then short and finally long-term
stores these three vary in duration
capacity coding and Advance through
varying methods first our sensors will
pick up on stimuli visual information
can be referred to as iconic memory or
as addition econic memory attention is
responsible for memory traveling from
sensory to short-term stores which
unlike sensory and long-term has a quite
small capacity through rehearsal
information will then go to the longterm
and can later be rece retrieved bringing
it back to the short-term store again
there have been several studies made to
research memory phenomena a well-known
one being that of glander and kunet in
1966 this study was taken about by
showing subjects a list of 15 words with
the instruction to memorize them half of
them recalled the words immediately
while the other had a 30-second delay
where they will were told to count
backwards in threes from a three-digit
number in order to avoid rehearsal as
expected with subjects that recalls
immediately researchers received results
with Primacy and recency effects these
being when one recalls smalles the first
and the last words that you read with
subjects that recalls after a delay
recency effects were no longer visible
given that short-term memory was lost
after the 30 seconds but Primacy effects
still affected the curve of recall this
went along with the MSM seeing as
Primacy effects showed how the first
words are commonly the most rehearsed
showing to be the most recalled in both
trials while the recency effect went on
to prove that recall while the recency
effect came on to prove that we recall
best the things that remain in
short-term memory even though they
remain there for a short time period
this therefore shows that mental
processes can can and should be tested
scientifically secondly cognitive
psychologists stood behind the idea that
mental representation guided Behavior
they thought that reality was always
interpreted through cognitive mediators
that hindered the process of input to
Output this went along with the schema
Theory a cognitive structure that
provided an idea as to how information
was organized and clustered according to
this model we divide knowledge into
three categories scripts self and social
schemas these ects allow for information
processing efficiency as well as
regulating behavior and her responses
yet they can also lead to distortions
when the wrong scheme has become
activated a famous study that pinpointed
this idea was that of lus and polymer in
1974 scientists here aim to find
interactions between language usage and
memory by changing the phrasing of a
question in order to see its influence
on the Judgment of speed they tested
subjects in a laboratory experiment
which gave the study high level
selfcontrol yet low eological validity
45 students were shown the same seven
short second long films of traffic
accidents though with varying orders by
the end of each video they received a
questionnaire asking them to give an
account of the accident they had
witnessed and then answer a series of
short questions most of these were
irrelevant except the one critical
question that would determine the
outcome of the study the answer to this
would be the dependent variable this
critical question asked participants to
State the speed the cars were going when
they hit each other however the twist
that made this question be the
independent variable was the verb other
words instead of the word hit were
smashed collided bumped and contacted
groups of nine were shown different
words and their estimate of speed would
determine the lab outcome in the end
results found that there were was an
interaction between these factors seeing
as more violent Birds received a higher
mean speed the results were the
following smashed received 40 points a
mph mean collided received 39.3 mph mean
bumped received 38.1 mph mean hit
received 34.0 milph mean and then
contacted receiv received 31.8 mph mean
showing a significant effect between
wording and eyewitness answers there are
a few reasons why this may have occurred
one being demand characteristics that
may have caused faulty collection like
response bias or hawth effect where
uncertain participants would have used
the verb to bias their response and the
other one being the Distortion of memory
occurring due to the activation of
different schemas the verb would make
the participants see either a more or
less severe accident in their mind in
order to further support their
experiment and rule out the possibility
of data changing effects lff and polymer
conducted a follow-up lab where they
showed 150 participants a 1 minute film
that contained a multiple car accident
the sample of sub object was divided
into three groups one group was asked a
questionnaire including a critical
question that asked the speed that the
cars hit each other the other a
questionnaire and then a critical
question that was phrased with the word
smashed instead and then there was a
final control group that got asked no
questions at all after one week's times
participants were asked to recall the
clip and answer whether or not they saw
any broken glass even though the film
showed none results showed the following
the the group that received the verb
smashed claimed 32% to have seen broken
glass whereas hit 14% And the control
group 12 this showed how the schema
distorted their memory by creating an
expectation of probability that glass
was broken due to the intensiveness of
the verb
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