Cognitive

Front 1

Computer Analogy

Back 1

Input- how we take in info.

Process- how we store it

Output- recall when necessary

During this process we use cognitive processes of perceotion, attention and memory- I.e. the pocess of a computer's software.

Hint 1

The human mind is like a computer.

Front 2

Internal Mental Processes

Back 2

Where essential cognitive processes all work together to help us make sense of (and respond) to the world around us.

We pay attention to it, perceive its features and search through our memory to match it with something we've already seen/experienced.

Hint 2

Sees humans as information processors.

Mental processors work together to allow us to respond- I.e. information process.

Front 3

Schemas

Back 3

Built up through experiences and stored in our long term memory.

Can be refined through further interactions with people/environment.

Hint 3

Organised packets of information.

Often built up through social exchange- so may not represent reality.

Front 4

Formation of Relationships

Back 4

Internal Mental Processes

Self perception & perception of others can determine our desire to enter a relationship or not.

Memory also is important, as if we have positive past experiences as opposed to negative ones- it affects our drive to forming relationships.

Schemas

May govern how we feel and act towards people.

Dian et all (1972) came up with the halo effect- people who are physically attractive are associated with positive traits.

Self schemas- matching hypothesis (how we perveive our own attractiveness influences who we engage with).

Hint 4

Mother & Infants

Pet & Owner

Front 5

Cognitive Behavioural Therapy

Back 5

1) Talk about potential concerns/symptoms of concern.

2) Discuss any natural coping strategies.

3) Psycho education- de catastrophises and normalises experience of symptoms, increases understanding of context, therapist assesses understanding further.

4) Cognitive therapy- verbal challenges and behavioural experiments used to address positive symptoms. Helped to distinguish thoughts and feeling. Then challened to think differently- possible different views (asked to keep a diary).

5) Behavioural Skills Training- relaxation, scheduling, distraction and problem solving.

6) Relapse Prevention Strategies- identify early warning indicators of relapse and develop plans in what to do in such a case.

Hint 5

Cognitive element.

Behavioural element.

Front 6

Cognitive Behavioural Therapy- Effectiveness

Back 6

Front 7

Cognitive Behavioural Therapy- Ethics

Back 7

Front 8

Loftus & Palmer- Characteristics

Back 8

Experiment.

Laboratory.

Questionnaire.

Experiment 1- 45 students, shown 7 different traffic accidents.

Experiment 2- 150 students, shown a clip of a multiple car crush.

Hint 8

Findings

Ps estimated fastest speed when verb smashed was used and slowest when verb contacted was used.

Conclusions

Indicate that the form of a question can sydtenically affect answers.

Front 9

Loftus & Palmer- Procedures & Findings (Ex 1)

Back 9

1) 45 students.

2) 7 films of a traffic accident were shown.

3) Received a questionnaire- 'give and account of what you see'.

4) Ps divided into 5 groups of 9 Ps. Each group was given a slightly different specific question.

5) Ps estimate speed in miles per hour.

Front 10

Loftus & Palmer- Findings & Conclusions (Ex 2)

Back 10

1) 150 Ps were shown a film of a multiple car crash.

2) 50 Ps asked with the verb smashed.

3) 50 Ps asked with verb hit.

3) Final 50 Ps were not exposed to any question.

4) 1 week later, Ps returned and answered questions.

5) Critical question was 'did you see any broken glass?'

Hint 10

Findings

When verb smashed was used, twice as many Ps reported seeing broken glass than the use of control.

Conclusion

Leading questions can distort a witnesses' memory of an event and even a small change had an effect.

Front 11

Evaluating- Findings & Conclusions

Back 11

Front 12

Evaluating- Ethical Issues & Social Implications

Back 12