IB Psychology - Cognitive Approach

Multi-Store Memory Model (MSM)

Theory/Model

• Proposed by: Atkinson and Shiffrin
• Structure: Information flows through three stores: Sensory Memory (SM), Short-Term Memory (STM), and Long-Term Memory (LTM).
  • Sensory Memory (SM): Stores information for a fraction of a second; initial point where stimuli from the environment are picked up by senses.
  • Short-Term Memory (STM): Limited capacity of about seven items +/- 2; stores information for roughly 30 seconds; involves sound encoding; rehearsal needed to transfer information to LTM.
  • Long-Term Memory (LTM): Potentially unlimited capacity; semantic encoding.

Evaluation of MSM

• Strengths:
  • Supported by extensive research supporting separate memory stores.
  • Pioneered further research into memory.
• Limitations:
  • Considered oversimplified; does not adequately explain interactions between memory stores.
  • Rehearsal alone might not account for information transfer.
  • Complexity of memory stores not fully captured.

Study: Glanzer & Cunitz

• Aim: Test the hypothesis of distinct STM and LTM storage mechanisms.
• Procedure: 46 male army participants; recall words under different time intervals and distraction tasks.
• Results: Showed primacy and recency effects; delay affected recency more than primacy.
• Evaluation:
  • Strengths: Controlled environment enhances reliability and replicability.
  • Limitations: Small, male-only sample; low ecological validity.

Working Memory Model (WMM)

Theory/Model

• Proposed by: Baddeley and Hitch (1974).
• Components:
  • Central Executive (CE): Controls attention and task allocation; does not store information.
  • Phonological Loop (PL): Processes verbal/auditory information; includes phonological store and articulatory control.
  • Visuospatial Sketchpad (VSS): Handles visual/spatial data; includes visual cache and inner scribe.
  • Episodic Buffer (EB): Integrates information across systems; interacts with LTM.

Supporting Study

• Study: Baddeley et al. (1973) dual-task experiment; demonstrated separate slave systems (VSS and PL).

Schema Theory

Theory

• Definition: Mental frameworks from prior experience and knowledge.
• Function: Simplifies world understanding; scripts guide behaviors in cultural contexts.
• Cognitive Process: Active information processing; brain fills gaps based on schemas, which can cause memory distortion/errors.

Evaluation

• Strengths:
  • Explains memory distortion and aids in therapy applications.
• Limitations:
  • Unclear schema acquisition and influence specifics.
  • Inconsistencies in schema influence on memory.

Study: Anderson & Prichert

• Aim: Test schema influence on memory from different perspectives.
• Procedure: 39 students; recall tasks under 'robber' or 'home buyer' perspectives.
• Results: Schema influenced encoding and retrieval.
  • Perspective change led to improved recall of new schema information.
• Evaluation:
  • Strengths: High internal validity and replicability.
  • Limitations: Small sample size, controlled setting, unaccounted participant differences.

Thinking and Decision Making: Dual Processing Model

Theory

• System 1: Fast, unconscious, heuristic-based, error-prone.
• System 2: Slow, deliberate, reliable but requires effort.
• Cognitive Bias Example: Anchoring bias influences decision-making by reliance on initial information.

Evaluation

• Strengths: Biological evidence supports dual processing; reliable research support.
• Limitations: Oversimplified model; unclear definitions.

Study: Tversky & Kahneman

• Aim: Test influence of anchoring bias.
• Procedure: High school students; quick estimation tasks influenced by order.
• Results: Demonstrated anchoring bias.
• Evaluation:
  • Strengths: Simple, replicable, high internal validity.
  • Limitations: Low ecological validity, data reporting issues.

Reconstructive Memory (Work in Progress)

• Possible questions and theory.

Effect of Cognitive Processes on Emotion: Flashbulb Memory Theory

Theory

• Definition: Vivid, long-lasting memories of emotional events; influenced by rehearsal.

Evaluation

• Strengths: Insight into emotion's role in memory.
• Limitations: Inconsistent formation of FBMs; generalization issues.

Study: Brown & Kulik

• Aim: Test vividness and accuracy of FBMs.
• Procedure: Surveys on public/personal events.
• Results: High detail recall linked to personal relevance.
• Evaluation:
  • Strengths: Pioneering study, replicable.
  • Limitations: Gender biases, unmeasured rehearsal role.

Cognitive Biases (Anchoring Bias & Illusory Correlation)

Theory

• Definition: Systematic thinking errors due to cognitive shortcuts, ego depletion, or high cognitive load.
• Examples: Anchoring bias and illusory correlation.

Evaluation

• Strengths: Enhances understanding of decision-making processes; supported by studies.
• Limitations: Generalizes people; lacks mitigation strategies.