Name_________________

1

Loftus & Palmer (eyewitness testimony) Baron-Cohen et al (theory of mind) Savage-Rumbaugh (language acquisition of

chimpanzees)

Cognitive Approach

a) Describe how the cognitive approach explains language acquisition. (4 marks)

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b) Describe how the cognitive approach explains theory of mind. (4 marks)

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c) Describe how the cognitive approach explains the inaccuracy of eyewitness testimony. (4 marks)

This cognitive approach assumes that:-

1.

2.

3.

4.

Cognitive Approach

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does memory work?

Memory can be defined as: - the capacity to encode, store and retrieve information.There are many theories of memory that explain how we receive information, process it and store it. Some theories focus on the different types of memory stores, such as; sensory short-term and long-term, and others focus on where the different types of memories are stored, such as; imagery, procedural and declarative.It can be difficult to study where our memories are stored in the brain, as we can’t always see it. However, advances in technology (PET, MRI scans) have allowed us over to see which parts of the brain are active during memory recall tasks.

Cognitive Approach

Bartletts’ War of the Ghosts

One night two young men from Egulacwent down to the river to hunt seals, and while they were there it became foggy and calm. Then they heard war-cries, and they thought: "Maybe this is a war-party". They escaped to the shore, and hid behind a log. Now canoes came up, and they heard the noise of paddles, and saw one canoe coming up to them. There were five men m the canoe, and they said: "What do you think? We wish to take you along. We are going up the river to make war on the people". One of the young men said: "I have no arrows". "Arrows are in the canoe", they said. "I will not go along. I might be killed. My relatives do not know where I have gone. But you", he said, turning to the other, "may go with them." So one of the young men went, but the other returned home. And the warriors went on up the river to a town on the other side of Kalama. The people came down to the water, and they began to fight, and manywere killed. But presently the young man heard one of the warriors say: "Quick, let us go home:that Indian has been hit". Now he thought: "Oh, they are ghosts". He did not feel sick, but they said he had been shot. So the canoes went back to Egulac, and the young man went ashore to his house, and made a fire. And he told everybody and said: " Behold I accompanied the ghosts, and we went to fight. Many of our fellows were killed, and many of those who attacked us were killed. They said I was hit, and I did not feel sick". He told it all, and then he became quiet. When the sun rose he fell down. Something black came out of his

mouth. His face became contorted. The people jumped up and cried. He was dead.

1. What was the aim? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What was the method used in this study and how do you know?

EXPERIMENT 1

3. Who were the sample in the study? ________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Describe the procedure in Experiment 1 … Use the following words to help you …

Safety film clips independent measures design 5 “About how fast were the cars going when..?”

conditions critical question collided, bumped, hit, smashed, contacted 7 speed estimates

1 hour and 30

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Loftus’ research into False

Memories

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http://www.youtube.com/watch?

The Multi-Store Model of Memory

Cognitive Approach

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Results in Study 1

Verb mean estimate of speed (mph)

Smashed 39.3

Bumped 34.0

Contacted

Smashed

Collided

Bumped

Hit

Contacted

0 5 10 15 20 25 30 35 40 45

A bar chart to show the mean speed estimates (mph) for each verb condition

mean speed estimates (mph)

Mean speed estimates (mph)

Verb

con

ditio

ns

Describe the results of experiment 1 using the table and bar chart above.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B

Table 1. Speed estimates for the verbs used in the estimation of speed question

Cognitive Approach

4. Conclusions in experiment 1

Loftus and Palmer give two interpretations/explanations of the findings of their 1st experiment. Which is which? Draw an arrow to match the correct explanation to the definition.

EXPERIMENT 2

6. Procedure for experiment 2

The second experiment was to provide additional insights into the origin of the different speed estimates. In particular they wanted to find out if the participant’s memories really had been distorted by the verbal label . A similar procedure was used whereby 150 student participants viewed a short (one minute) film which contained a 4 second scene of a multiple car accident, and were then questioned about it. There were three conditions and the independent variable was manipulated by the wording of the question. 50 of the participants were asked 'How fast were the cars going when they hit each other?’ 50 of the participants were asked 'How fast were the cars going when they smashed into each other?' 50 of the participants were not interrogated about the speed of the vehicles. One week later, the participants returned and, without viewing the film again, they answered a series of questions about the accident. The critical question was 'Did you see any broken glass?' The critical question was part of a longer series of questions and was placed in a random position on each participants question paper. There was in fact no broken glass in the film.

The independent variable in the second experiment was _________________________________________

The dependent variable in the second experiment was __________________________________________

6. Results for experiment 2

RESPONSE BIAS FACTORS MEMORY DISTORTION

The memory of how fast the cars were travelling could have been distorted by the verbal label which had been used to characterise the intensity of the crash.

The participant is not sure of the exact speed and therefore adjusts his or her estimate to fit in with the expectations of the questioner. (This is also an example of a demand characteristic)

Note that the researchers were not interested in the response to this

question. Rather, the researchers were attempting to find out if the wording of the

question would distort the participants’ memory of the car crash.

The participants who were not asked about the speed of the vehicles were the control group. A control group is used by researchers as a comparison. The control group experiences all the same conditions of the study in the same way as the experimental group or groups with the exception of the independent variable. Therefore by comparing the results of the experimental groups and control group the effects of the independent variable can be observed.

Cognitive Approach

Response Smashed Hit ControlYes 16 7 6No 34 43 44

Two findings from the experiment 2 are: (use the table above to supply your evidence)

Finding 1 ____________________________________________________________________________________________

________________________________________________________________________________________________________

Finding 2 ____________________________________________________________________________________________

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7. Study conclusions:

After conducting both pieces of research, Loftus & Palmer formulated the

Reconstructive Hypothesis. This means that there are two types of information that that go into a person’s memory of an event or incident.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________This is demonstrated in the Loftus & Palmer study when ___________________________________________

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LOFTUS & PALMER KEY WORDS

Eyewitness testimony Leading questions . . . . . . . . . .

Cognitive Approach

________________________________________________________________

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Evaluation of Loftus & Palmer’s Study Using PECGive one strength of the Loftus and Palmer’s method

(P) One strength of Loftus & Palmer’s method was that it had high in control. (E) This is because the participants were studied in a laboratory environment, controlling extraneous variables such as the length of the safety clip shown and the critical question that they were all asked, which was ‘ About how fast were the cars going when they...’. (C) However, laboratory based experiments often don’t have ecological validity meaning we are left wondering whether speed estimates would be the same if participants were to witness a car crash in real life. Give one weakness of Loftus & Palmer’s method(P) One weakness of Loftus and Palmer’s method was that it was reductionist because

(E) For example

(C) However, being reductionist can be a good thing because

How representative was the sample in Loftus and Palmer’s study?(P)

(E)

(C)

What quantitative data was collected in the study?

What qualitative data was collected in the study?

LOFTUS & PALMER KEY WORDS

Eyewitness testimony Leading questions . . . . . . . . . .

Cognitive Approach

How useful is Loftus & Palmer’s study?(P)

(E)

(C)

Give one change to the Loftus & Palmer study and say how this would effect results:

Section A questions – test your knowledge: holah.co.uk1. In the study by Loftus and Palmer, the subjects were shown film clips of car accidents.

 

Identify two differences between witnessing these film clips and witnessing a real accident and, for each difference, say how this might effect the results of the study.

[4]

 

2. In the study by Loftus and Palmer on eyewitness testimony, the subjects gave different estimates of the speed of the cars depending on how the question was asked.

 

Give two explanations for this.

[4]

 

3. The following table appears in the study by Loftus and Palmer on eyewitness testimony.

 

Give two conclusions that can be drawn from this table.

 

Cognitive Approach

 

[4]

 

4. The study on eyewitness testimony by Loftus and Palmer includes two experiments. In the second experiment, the use of verbs ‘smashed’ and ‘hit’ led to different responses from the participants.

 

(a) Outline one of these differences.

[2]

 

(b) Give one explanation of why these differences were found. [2]

Cognitive Approach

Using the Loftus & Palmer study:a) What was the aim of your chosen study? (2

marks)

b) Describe how your sample from your chosen study and give one

weakness of it. (6 marks)

c) Describe how data was collected in your chosen study.(6 marks)

Cognitive Approach

d) Suggest changes to your chosen study. (8 marks)

e) Outline the methodological implications of the changes you have

suggested. (8 marks)

Advanced Theory of Mind Tests

Background & Context

What are the symptoms of Autism: The Triad of Impairments

1._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The

development of Autism?

13

Symptoms in all these areas appear before 36 months of age and some people with autism have additional cognitive difficulties and many are intellectually impaired. Some people with autism have exceptional gifts, termed islets of ability, in one particular area, such as music or art. In most cases autism is a life-long condition, although the patterns of difficulties may change or become less severe as children grow up.

The term autism is now used as a general term to describe a wide spectrum of disorders from Asperger syndrome at one end through to individuals showing severe forms of autism at the other extreme.

Cognitive Approach

THEORY OF MIND√

√

√

Previous research: Describe the Sally Anne Test

Why would this test be inappropriate for adults with autism?

The exact cause of autism is as yet not known but most research shows that genetic factors are important. It is also evident from research that autism may be associated with a variety of conditions affecting brain development which occur before, during, or very soon after birth. Interestingly the authors of this study note that earlier research had found that parents of children with Asperger syndrome do worse on the eye task described in this research than matched controls suggesting that theory of mind deficiencies are in fact inherited.

Cognitive Approach

Happe’s strange stories ________________________________

________________________________________________________________ ________________________________

________________________________ ________________________________ ________________________________

1. What was the aim of the study?

2. Who were the participants and how were they recruited?

3. What was the method used?

4. What was the independent variable

Sarah and Tom are going on a picnic. It is Tom's idea, he says it is going to be a lovely sunny day for a picnic. But just as they are unpacking the food, it starts to rain, and soon they are both soaked to the skin. Sarah is cross. She says, "Oh yes, a lovely day for a picnic alright!"

Is it true, what Sarah says?

Why does she say this?

Two enemy powers have been at war for a very long time. Each army has won several battles, but now the outcome could go either way. The forces are equally matched. However, the Blue army is stronger than the Yellow army in foot soldiers and artillery. But the Yellow army is stronger than the Blue army in air power. On the day of the final battle, which will decide the outcome of the war, there is a heavy fog over the mountains where the fighting is about to occur. Low-lying clouds hang above the soldiers. By the end of the day the Blue army have won.  Q: Why did the Blue army win?

Mental state story

Physical Events story

Group 1 Group 2 Group 3

Cognitive Approach

What was the dependent variable?

5. Describe the 4 tasks used in the study.

What was the purpose of the last two control tasks?6. Results for the Eyes Task

_______________________________________________________________

_______________________________________________________________

The Eyes Task

Attraction Repulsion

The Strange Stories Task

The Gender Recognition Task

The Basic Emotion Recognition Task

20.4

16.3

20.3

Cognitive Approach

___________________________________________________________________________

___________________________________________________________________________

What does this tell us? Link back to the aim of the study.

___________________________________________________________________________

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Results for the Strange Stories Task

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________________________________________________________________________________________________________

What does this tell us? Link back to the aim of the study.

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Results for the CONTROL Tasks

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What does this tell us? Link back to the aim of the study.

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A bit of fun: Test yourself

Evaluation of Baron-Cohen’s Study Using PEC

E

18.8

21.8

The aim was to find support for a [?] explanation of autism, specifically that autistic adults lack advanced theory of mind skills.

Autistic subjects were compared to two groups of adults, one who were 'normal' and one who had [?] The

[?]in this study was the three different groups of subjects, while the [?] was performance on an advanced test of theory of mind (eyes task). The independent variable varied naturally and was not manipulated so the method used

was a [?] The eyes task consisted of magazine photographs of [?] different faces and each photo was shown

for [?] seconds. Subjects were asked to choose between two mental state terms printed under each photo. Subjects in the two

clinical groups were also tested using Happe's strange [?]. This was to check for [?] validity meaning that the two measures should produce similar results.The results from the eyes task show that subjects with tourette's syndrome did not differ

from normal subjects but both control groups performed significantly [?] than the group with autism. Subjects with autism were

[?] impaired on the Happe's strange stories task compared to the control groups. It was concluded that the core deficit involved in autism is the lack of an advanced theory of mind.

Cognitive Approach

Give one strength of the Baron-Cohen method

(P) One strength of Baron-Cohen method was that although it was a quasi-experiment it had high in control over extraneous variables. (E) This is because the participants were studied in a laboratory environment, controlling extraneous variables such as participants were all shown the same sets of eyes and asked the same strange stories questions. (C) However, laboratory based experiments often don’t have ecological validity meaning we are left wondering whether participants would have answered Eyes task questions in the same way if they had been given real sets of eyes to study. Give one weakness of Baron-Cohen’s method(P) One weakness of Baron-Cohen’s method was that it may be prone to individual differences because

(E) For example

(C) However, being conducting quasi experiments can be a good thing because

How representative was the sample in Baton-Cohen’s study?(P)

(E)

(C)

What quantitative data was collected in the study?

What qualitative data was collected in the study?

How useful is Baron-Cohen’s study?(P)

(E)

(C)

Section A questions…test your knowledge by answering these short answer questions.

1 All studies raise some ethical dilemmas. Outline two ethical issues raised by the study of split personality by Thigpen & Cleckley.(2 marks)

Give two changes to the Baron-Cohen study and say how this would affect results:

Cognitive Approach

Section A questions – test your knowledge: holah.co.uk1. From the study by Baron-Cohen, Jolliffe, Mortimore and Robertson on autism.

 

(a) Briefly describe the eyes task.

[2]

 

(b) Describe how the validity of this task was checked.

[2]

2. (a) Explain what is meant by the term ‘theory of mind’?

[2]

 (b) In the study by Baron-Cohen, Jolliffe, Mortimore and Robertson why did the researchers develop a new theory of mind task?

[2]

3. (a) Explain the term ecological validity.

[2]

 

(b) Give one example of how Baron-Cohen, Jolliffe, Mortimore and Robertson’s study on autism may lack ecological validity.

[2]

4. (a) Outline one of the aims of the study by Baron-Cohen, Jolliffe, Mortimore and Robertson.

[2]

 

(b) Describe the results of the study in relation to the aim outlined.

[2]

5. Outline two controls that were used in the study on autism by Baron-Cohen, Jolliffe, Mortimore and Robertson.

[4]

12. Give four behaviours that can be used to identify autism

[4]

Cognitive Approach

a) What was the aim of the Baron-Cohen study? (2 marks)

b) Describe the method used in the Baron-Cohen study and give one limitation of it (6 marks)

(c) Describe how the data was gathered in the study. (6 marks)

(d) Give one advantage and one disadvantage of the way the data was collected. (6 marks)

Cognitive Approach

(e) Suggest two changes to the Baron-Cohen study and outline any impact these would have on the results. (8 marks)

(f) Outline the conclusions of the Baron-Cohen study. (8 marks)

Do animals have language? If so which have the highest capacity for language?

Cognitive Approach

How can we define communication?

How can we define language?

Atchison’s Features of Human Language

Displacement

Do Apes have the capacity for language?__________________________________________________________________________________________________________________

Cognitive Approach

Do you know your apes?

Why have apes typically been chosen to be subjects of language acquisition?

Previous language research using apes:

Aim

Sample details: Describe the sample

The aim of this article was to describe the initial results of the first longitudinal attempt to investigate the language acquisition capacity of a pygmy chimpanzee and to contrast it with common chimpanzees.

- _

- _

http://www.friendsofwashoe.org/

http://www.telegraph.co.uk/culture/donotmigrate/3553978/Nim-Chimpsky-the-chimp-who-thought-he-was-a-boy.html Nim Chimpsky

Cognitive Approach

How did the researchers communicate with the bonobo’s and common chimps? (Communication systems).

__________________________________________________

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__________________________________________________

__________________________________________________

__________________________________________________

How were the chimps reared and exposed to the lexigrams?Kanzi was first exposed to the use of symbols, gestures and human speech at the age of 6 months as he watched the interactions between his mother (Matata) and her keepers. Kanzi remained with Matata constantly until he was two and a half years old, and during that time attempts were made to teach Matata symbols. Importantly, no attempts were made to teach Kanzi symbols directly. Although Kanzi was allowed to observe Matata’s training sessions, he was generally kept otherwise occupied as he tended to distract Matata’s attention. Beginning at one and a half years of age Kanzi did show an interest in symbols. For example he would light keys sporadically and then run towards the vending devise suggesting that he had learned that touching symbols caused this devise to dispense food. Although Kanzi did not engage in any behaviours that suggested that he knew that specific symbols were associated with specific foods Kanzi also spontaneously began to use the chase lexigram to initiate chase games. This behaviour appeared shortly after he spontaneously began to use a gesture (hand clapping) for the same purpose. Kanzi was separated from his mother Matata at two and a half years so that she could take part in a breeding programme. When she returned four months later Kanzi had developed a preference for human company even though he was allowed to be with his mother as much as he liked. Kanzi’s sister Mulika was born nine months later and Kanzi enjoyed spending time with her. At four months of age Mulika developed an eye infection and was taken away for treatment. When she

KANZI MULIKA SHERMAN AUSTIN

Cognitive Approach

returned she also chose to stay with human companions most of the time. Mulika did not have the opportunity to observe Matata during symbol training but she did observe Kanzi using symbols.

The rearing environment of Kanzi and Mulika was similar to that of Sherman and Austin following their separation from Matata. For example, they were with people who use the visual symbol system around them throughout the day for a wide variety of communication and a number of the same teachers have worked with all 5 animals (Sherman, Austin, Matata, Kanzi and Mulika).

What were three differences between the chimps in terms of their environments and exposure to the lexigrams?1.2.3.

Mind-map the key descriptions of Mind-map the key descriptions ofthe naturalistic outdoor environment. the indoor environment.

Instead of formal training, people modelled symbol

use during their communications with each other

and around Kanzi and Mulika. During all daily activities (playing, eating, resting, travelling in woods, etc.) people commented on their activities

both verbally and visually by pointing to an appropriate lexigram on a keyboard. For example, if

they were engaged in a tickling bout, the teacher

would comment "(teacher's name) tickle Kanzi"

No formal training was ever attempted with Kanzi and Mulika

and food was never made contingent on symbol acquisition

because they could (a) use symbols without specific training, (b) identify

symbols regardless of location, (c)

did not tend to confuse symbols for similar items (such as apple, orange

and banana), and (d)

Word bankEye infection Kanzi six two Matata directly symbols observe one

Human spontaneously chase Mulika hand clapping

How were symbols

recorded

inside and

Cognitive Approach

Vocabulary acquisition criterion – criteria used for deciding whether a word had been learnt or not (expand on the key points below):

- Spontaneous

- Behavioural demonstration producing a concordance score

- Real time video tapes

- 2 observers

- 100% agreement

Tests used to demonstrate symbol understanding:Kanzi and Mulika were tested informally, in everyday situations. For example, If Kanzi was playing with some keys he may have been asked what they were. Importantly though, such tests were not used as drills, nor were they associated with rewards. Furthermore, these informal tests were only used with lexigrams that Kanzi and Mulika knew.

Kanzi & Mulika were also tested using a series of formal tests:

Photograph to lexigramSpoken English to lexigramSynthesised speech to lexigramSpoken English to photograph

Results of the study: Make notes underneath the following headingsUntutored Gestural Usage: Some Observations:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________First Appearance of Lexigram Usage:

Similar formal tests were also carried out on Sherman and Austin. However they were unable to select photographs in response to spoken English these tasks were thought to be too difficult for them.

Cognitive Approach

____________________________________________________________________________________________________________________________________________________________________________________ Progress During the 17 Months After the

____________________________________ Initial Separation from Matata:

____________________________________ ________________________________________________________________________ ____________________________________Combinations:

_________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

The Issue of Imitation:

_________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Formal tests:

Even though the formal tests were novel to Kanzi and Mulika they did well on these tests from the start. They seemed to understand that the experimenters were not communicating about something that was going to happen as they touched a symbol but rather were posing a specific question. Kanzi's and Mulika's could select lexigrams in response to the spoken English word, select photographs in response to the spoken English word, and select photographs when shown lexigrams.

- At the time these tests were given to Mulika, it was thought that she knew only a few lexigrams well enough to accurately select them out of context in a formal test. However, her test results quickly revealed that her capacities had been underestimated and illustrated that she knew 42 symbols, a number of which she had not yet used herself.

- Kanzi did have some difficulties when the word was produced by a synthesiser although even the researchers found it difficult understanding some of these words.

Cognitive Approach

- When Sherman and Austin were tested they were initially confused because they anticipated that, when they identified an object, they would then get the object (e.g. a banana).

- Sherman and Austin were able to select the correct photograph when shown the lexigram; however, their performance dropped to chance when they were asked to select the correct photograph in response to a spoken English word.

- They also seemed not to like these trials and attempted to avoid them by requesting to go elsewhere; and at times, they refused to respond. Both Sherman and Austin repeatedly scratched themselves over their entire bodies (a behaviour that signals frustration in chimpanzees) during English trials, but not at all during lexigram trials.

Announcement and Verification of Travel Plans:

Recreate the paragraph using these key words: blind-test, foraging sites, wooded area, photograph, correct location, spoken English, lead.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

General observations of symbol usage:

K & M were able to make generalisations beyond the specific meaning of the symbol, e.g. Kanzi used ‘tomato’ to refer to other small red fruit.

Kanzi used symbols in different ways depending on the situation, e.g. ‘juice’ was used as a food name and for tree house – where juice was usually kept.

Kanzi took the lexigram by himself to go off and practice and would cover himself with a blanket.

And in conclusion...The researchers give four comparisons between common chimpanzees and pygmy chimpanzees:

1

2

3

4

Cognitive Approach

Time to evaluate the study…..

Weaknesses of the method:

P: The ecological validity of the study can be questionedE:

C:.

P: The ethics of the study were lowE:

C:

Strength of the method:P: The usefulness of the study was very highE:

C:

P: There was high inter-rater reliability in the studyE: A number of researchers were used to C:

Cognitive Approach

SampleP: The sample was E:

C:

DataP: Both quantitative and qualitative data was collected E:

C: Section A questions…test your knowledge by answering these short answer questions: holah.co.uk

1. From the study by Savage-Rumbaugh et al; Name two pieces of evidence that pygmy chimpanzees have a greater aptitude for the acquisition of symbols than other apes. [4]

2. In the study by Savage-Rumbaugh et al, identify two similarities between Kanzi's acquisition of language and the way children acquire language. [4]

3. From the study by Savage-Rumbaugh identify two pieces of evidence that suggest pygmy chimpanzees have a greater aptitude for symbol acquisition than common chimpanzees. [4]

4. From the study by Savage-Rumbaugh et al outline two methods that were used to record the lexigram symbols used by the chimpanzees. [4]

5. Describe two differences between the language acquisition of pygymy chimpanzees and common chimpanzees. [4]

Cognitive Approach

6. a) Savage-Rumbaugh et al used formal tests with the chimpanzees. Why were such tests necessary? [2]

b) Describe one of the formal tests that was used to test Kanzi. [2]

7. In the Savage-Rumbaugh study explain the criterion used to decide whether a chimpanzee had acquired true comprehension of a word. [4]

SECTION B QUESTIONa) What was the aim of the Savage-Rumbaugh study? (2 marks)

b) Describe the sample used in the Savage-Rumbaugh study and give one limitation of it. (6 marks)

c) Describe how data was gathered in the Savage-Rumbaugh study. (6 marks)

Cognitive Approach

d) Give one advantage and one disadvantage of longitudinal studies. (6 marks)

e) Suggest two changes to the Savage-Rumbaugh study and outline any methodological implications these changes may have. (8 marks)

Cognitive Approach

f) Outline the results of the Savage-Rumbaugh study. (8 marks)

Ch … ch…ch… changes …

You could be asked to make changes/improvements to the studies and to say what effect these changes might have on the result. Complete the following table:

Study What change would you make What would be the effect of the change?

LOFTUS

Baron-Cohen

Cognitive Approach

Savage-Rumbaugh

In the Core Studies exam, you could be asked a question on the cognitive approach in Psychology. The question could look something like this:-

a)Outline one assumption of the cognitive approach in psychology.

(2)b)Describe how the cognitive approach could explain theory of

mind.(4)

c) Describe one similarity and one difference between any two cognitive studies.

(6)

d)Discuss strengths and weaknesses of the cognitive approach using any examples from cognitive approach studies.

(12)

Task (a) – What are the assumptions of the cognitive approach?

This approach assumes that:-

1. That human beings will be different in terms of intelligence, personality, lifestyles etc

2. These differences make it difficult to categorise our behaviour

3. Some behaviour is normal and some abnormal and often this is difficult to define

Cognitive Approach

Answer part a here …

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Cognitive Approach

Task (b) What behaviours does the cognitive approach explain?

Describe how the cognitive approach explains the difficulties in eyewitness testimony.

(4)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe how the cognitive approach explains multiple personality disord er . (4)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe how the cognitive approach explains gambling behaviour . (4)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Savage-RumbaughTries to explain gambling behaviour

Examines the different cognitive styles in gamblers and non-gamblers

Loftus & Palmer How difficult it is to define normal & abnormal

Tries to distinguish between sanity & insanity

Highlights the dangers of ‘labelling’

Baron-CohenCase study

Provides an insight into the abnormal mind

Presents first case of MPD which is often written about but seldom documented

Cognitive Approach

Task (c) Similarities & Differences!!!Similaritie

sLoftus Baron-Cohen Savage-Rumbaugh

Loftus

Similarities : Similarities

Baron-Cohen

Differences; Similarities

Savage-Rumbugh

Differences Differences

Describe one similarity and one difference between any two cognitive studies.(6)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Cognitive Approach

Task (d) – Strengths & Weaknesses of cognitive Approach …

Discuss strengths and weaknesses of the cognitive approach using any examples from cognitive approach studies.(12)

Point Example CommentParagraph 1

One strength is …

Paragraph 2

Another strength is …

Paragraph 3

One weakness is …

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Another weakness is …

Strengths Weaknesses

Cognitive Approach