Cognitive Approach - haringeypsychology



Name_________________Loftus & Palmer (eyewitness testimony)Baron-Cohen et al (theory of mind)Savage-Rumbaugh (language acquisition of chimpanzees)This cognitive approach assumes that:-1.2.3.4.Describe how the cognitive approach explains language acquisition. (4 marks)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe how the cognitive approach explains theory of mind. (4 marks)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe how the cognitive approach explains the inaccuracy of eyewitness testimony. (4 marks)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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.-3431476606Loftus’ research into False Memories________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The Multi-Store Model of Memory’ War of the GhostsOne 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." Bartlett demonstrated how memories are not accurate records of our experiences. It seems that we try to fit past events into our existing representations of the world, so the memory makes more sense for us.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. 48958507562851. What was the aim? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. What was the method used in this study and how do you know? EXPERIMENT 1-2095502971803. 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 design5 “About how fast were the cars going when..?” conditions critical question collided, bumped, hit, smashed, contacted 7 speed estimates1 hour and 30____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Results in Study 1VerbTable 1. Speed estimates for the verbs used in the estimation of speed question mean estimate of speed (mph)Smashed 39.3Bumped 34.0Contacted BBeing ‘in remission’ means that the patient is not considered as sane, they are still mentally ill, but not showing any symptoms at the time.Describe the results of experiment 1 using the table and bar chart above.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Conclusions in experiment 1Loftus 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.MEMORY DISTORTIONRESPONSE BIAS FACTORS28479751706245The 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)-358950-483660EXPERIMENT 26. Procedure for experiment 2The 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 _________________________________________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 dependent variable in the second experiment was __________________________________________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. 35337751511306. Results for experiment 2ResponseSmashedHitControlYes 1676No 344344Two findings from the experiment 2 are: (use the table above to supply your evidence)Finding 1 ____________________________________________________________________________________________________________________________________________________________________________________________________Finding 2 ____________________________________________________________________________________________________________________________________________________________________________________________________46005741085857. 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 ___________________________________________18859501096010______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________518160084455LOFTUS & PALMER KEY WORDSEyewitness testimonyLeading questions................... ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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 becauseHow 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?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. ??[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]Using the Loftus & Palmer study:What was the aim of your chosen study?(2 marks)Describe how your sample from your chosen study and give one weakness of it. (6 marks)Describe how data was collected in your chosen study.(6 marks)Suggest changes to your chosen study. (8 marks)Outline the methodological implications of the changes you have suggested.(8 marks)2124075454660Advanced Theory of Mind TestsBackground & ContextWhat are the symptoms of Autism: The Triad of Impairments4800600977901._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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.The development of Autism? -33337511430-28575358775The 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.THEORY OF MIND√48247301905√√40315261545Previous research: Describe the Sally Anne TestWhy would this test be inappropriate for adults with autism?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?Happe’s strange stories ________________________________ ________________________________________________________________ ________________________________ ________________________________ ________________________________Mental state story ________________________________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? Physical Events storyWhat was the aim of the study? 2. Who were the participants and how were they recruited?Group 3Group 2Group 13. What was the method used?4. What was the independent variable What was the dependent variable?5. Describe the 4 tasks used in the study.5505450180975The Eyes Task-429165166045Attraction Repulsion 5324475216535The Strange Stories Task53911503254375The Basic Emotion Recognition Task-1714501673225The Gender Recognition TaskWhat was the purpose of the last two control tasks?20.416.320.36. Results for the Eyes Task______________________________________________________________________________________________________________________________18.821.8______________________________________________________________________________________________________________________________________________________What does this tell us? Link back to the aim of the study.______________________________________________________________________________________________________________________________________________________Results for the Strange Stories Task________________________________________________________________________________________________________________________________________________________________________________________________________________What does this tell us? Link back to the aim of the study.______________________________________________________________________________________________________________________________________________________Results for the CONTROL Tasks______________________________________________________________________________________________________________________________________________________What does this tell us? Link back to the aim of the study.______________________________________________________________________________________________________________________________________________________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. A bit of fun: Test yourselfEve White Evaluation of Baron-Cohen’s Study Using PECGive 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 becauseHow 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)Give two changes to the Baron-Cohen study and say how this would affect results:Section A questions…test your knowledge by answering these short answer questions.All studies raise some ethical dilemmas. Outline two ethical issues raised by the study of split personality by Thigpen & Cleckley.(2 marks)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]What was the aim of the Baron-Cohen study?(2 marks)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)(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? How can we define communication?How can we define language?Atchison’s Features of Human LanguageDisplacement4171950-98425Do Apes have the capacity for language?__________________________________________________________________________________________________________________519112442735540100254273552771776427356139065042735519050427355Do you know your apes?__Why have apes typically been chosen to be subjects of language acquisition? Nim ChimpskyPrevious language research using apes:-104775284480 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.Sample details: Describe the sample484251012827032766001282691898650128270-28575128270AUSTINSHERMANMULIKAKANZI-95250212725How did the researchers communicate with the bonobo’s and common chimps? (Communication systems).____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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 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.Word bankEye infectionKanzisixtwoMatatadirectlysymbolsobserveoneHumanspontaneouslychaseMulikahand clappingThe 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).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) comprehended spoken words.What were three differences between the chimps in terms of their environments and exposure to the lexigrams?1.2.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" both via the keyboard and vocally. Sometimes Kanzi and Mulika observed people using the keyboard, and at other times they ignored the keyboard usage.3.373380069850Mind-map the key descriptions ofMind-map the key descriptions ofthe naturalistic outdoor environment. the indoor environment. 466725281305How were symbols recorded inside and out?439102531750Vocabulary acquisition criterion – criteria used for deciding whether a word had been learnt or not (expand on the key points below):SpontaneousBehavioural demonstration producing a concordance scoreReal time video tapes2 observers100% agreementTests used to demonstrate symbol understanding: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.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 photograph3343275292100Results of the study: Make notes underneath the following headingsUntutored Gestural Usage: Some Observations: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________First Appearance of Lexigram Usage: ____________________________________________________________________________________________________________________________________________________________________________________ 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. 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:123496202562230Time 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: 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.uk1. 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]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 QUESTIONWhat was the aim of the Savage-Rumbaugh study?(2 marks)Describe the sample used in the Savage-Rumbaugh study and give one limitation of it.(6 marks)Describe how data was gathered in the Savage-Rumbaugh study.(6 marks)Give one advantage and one disadvantage of longitudinal studies.(6 marks)Suggest two changes to the Savage-Rumbaugh study and outline any methodological implications these changes may have.(8 marks)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:StudyWhat change would you makeWhat would be the effect of the change?LOFTUS20002563500Baron-Cohen-3810066675Savage-RumbaughIn the Core Studies exam, you could be asked a question on the cognitive approach in Psychology. The question could look something like this:-Outline one assumption of the cognitive approach in psychology.(2)Describe how the cognitive approach could explain theory of mind.(4)Describe one similarity and one difference between any two cognitive studies.(6)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 etc2. These differences make it difficult to categorise our behaviour3. Some behaviour is normal and some abnormal and often this is difficult to defineAnswer part a here …________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Task (b) What behaviours does the cognitive approach explain?Loftus & Palmer How difficult it is to define normal & abnormalTries to distinguish between sanity & insanityHighlights the dangers of ‘labelling’Baron-CohenCase studyProvides an insight into the abnormal mindPresents first case of MPD which is often written about but seldom documentedSavage-RumbaughTries to explain gambling behaviourExamines the different cognitive styles in gamblers and non-gamblersDescribe how the cognitive approach explains the difficulties in eyewitness testimony.(4)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe how the cognitive approach explains multiple personality disorder.(4)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe how the cognitive approach explains gambling behaviour . (4)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Task (c) Similarities & Differences!!!SimilaritiesLoftusBaron-CohenSavage-RumbaughLoftusSimilarities : SimilaritiesBaron-CohenDifferences; SimilaritiesSavage-RumbughDifferencesDifferences Describe one similarity and one difference between any two cognitive studies.(6)_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________rightbottom_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Task (d) – Strengths & Weaknesses of cognitive Approach …WeaknessesStrengthsDiscuss strengths and weaknesses of the cognitive approach using any examples from cognitive approach studies.(12)PointExampleCommentParagraph 1One strength is …Paragraph 2Another strength is …Paragraph 3One weakness is …Paragraph 4Another weakness is … ................
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