IB Psychology HL

3.9 Evaluate one theory of how emotion may affect one cognitive process. Brown and Kulik (1977) Flashbulb memories (FM) are a type of episodic memory (explicit memory). It is assumed that they are highly resistant to forgetting, i.e. the details of the memory will remain intact and accurate because of the emotional arousal at the moment of encoding. This is controversial. FM can be defined as a highly accurate and exceptionally vivid memory of the moment a person first hears about a shocking event. The ‘flashbulb’ indicates that the event will be registered like a photograph, i.e. it will be accurate in detail. Brown and Kulik suggested that FM is often rehearsed because it is important or emotionally salient to the individual and this makes the memory more accessible and vividly remembered over time. There are six important features about FM that people remember in detail: Place (i.e. where they were when the incident happened) Ongoing activity (i.e. what they were doing) ...

3.3 Evaluate two models or theories of one cognitive process with reference to research studies Model 1: The multi-store model of memory (Atkinson and Shiffrin, 1968) This model was one of the first to give an overview of the basic structure or architecture of memory and it was inspired by computer science. The model seems rather simplistic, but it did spark off the idea of humans as information processors and it has been one of the most influential models attempting to describe the memory system. The multi-store model is based on the assumption that memory consists of a number of separate stores and that memory processes are sequential. The memory stores in the model are structural components that include control processes (e.g. attention, coding, and rehearsal). Rehearsal ensures the transfer of information from short-term memory (working memory) to long-term memory. Sensory memory registers sensory information and stores it for around 1-4 seconds. Information in the sensory me...

3.2 Evaluate schema theory A cognitive schema can be defined as a mental representation of knowledge stored in the brain. A schema can be seen as a network of knowledge, beliefs, and expectations about particular aspects of the world. Schema processing is to large extent automatic, i.e. processed with little attention. It involves information from two sources: input from the sensory system (bottom-up processes) and information stored in memory (top-down processes), which is used to interpret the incoming information (pattern recognition, interpretation). Bartlett (1932) suggests that schemas are active recognition devices representing an effort after meaning. Schemas help people make sense of the world, make predictions about it and what to expect, and provide guidance on how to behave. DiMaggio (1997) suggests that schemas are (1) representations of knowledge (e.g. stereotypes and social roles) and (2) mechanisms that simplify cognition in the form of “cognitive shortcuts”. Sc...

3.1 Outline principles that define the cognitive level of analysis and explain how these principles may be demonstrated in research. Principle 1: Human beings are information processors and mental processes guide behaviour. People are active information processors. They perceive and interpret what is going on around them. This is often based on what they already know. There is a relationship between people’s mental representation and the way people perceive and think about the world. Principle 1 demonstrated in: Schema theory defines cognitive schemas as mental representations of knowledge. Mental representations (schemas) are stored in categories (concepts) in memory. These schemas provide guidelines for interpretation of incoming information when people try to make sense of the world. Schemas influence cognition in that schemas create expectations about what will happen in specific situation. Schema theory can, to a large extent, explain reconstructive memory and stereotyp...