Assumptions & Theoretical Models (AQA AS Psychology)

Revision Note

Claire Neeson

Written by: Claire Neeson

Reviewed by: Lucy Vinson

Assumptions of the cognitive approach

  • The Cognitive Approach involves the study of internal mental processes (IMP), e.g.

    • Memory

    • Thinking

    • Attention

    • Perception

  • The above processes are internal as psychologists know they are happening but they cannot be directly observed in the same way that biological processes (e.g. brain structures) can for example

  • To investigate IMP researchers must run research and make inferences from their findings e.g.

    • Peterson & Peterson (1959) inferred that short-term memory has a duration of around 18 seconds but they could not prove this

    • Beck's cognitive triad infers that depression is based on dysfunctional thought processes but there is no absolute proof of this

  • Cognitive psychologists use theoretical and computer models to understand IMP

  • Models are used to provide testable theories about mental processes

  • Cognitive psychologists use scientific methodology to investigate IMP (if a theory is testable it means it is scientific)

The use of theoretical & computer models

  • Theoretical models are diagrammatic representations of IMP; they work in a similar way to flow charts used in computer programming 

  • One theoretical model is the Multi-Store Model of Memory (MSM):

    • The MSM is a linear model outlining the stages involved in memory 

    • The MSM demonstrates the flow of information systematically as

      • input-storage-retrieval 

    • It is possible to test the MSM using lab experiments e.g. Glanzer & Cunitz (1966)

  • The MSM is an example of the information-processing approach

    • Information flows through the cognitive system in stages

    • The information is transformed e.g.

      • sensory information (e.g. sound, touch) enters memory via the sensory register

    • Information that has been paid attention to is transferred to short-term memory

    • If information is rehearsed, it will transfer to long-term memory

    • Any information which is not rehearsed is displaced (forgotten)

  • Information processing in the mind is viewed as being similar to that of a computer (the 'computer analogy')

    • Encoding/coding

      • Computers use alphanumeric codes to complete specific actions

      • The mind interprets environmental stimuli e.g. the sound of a train passing, the texture of a velvet jacket

    • Storage

      • Computers store data on a hard drive

      • The mind's equivalent of a hard drive is long-term memory

    • Output

      • A computer's output includes text, music, images, video

      • The mind's output includes speech, behavioural responses, thoughts

  • Computer models are the basis for the development of artificial intelligence 

  • Computational modelling has in turn highlighted how the brain carries out a range of functions e.g. anticipating a reward, planning and problem-solving

Evaluation of assumptions & theoretical models

Strengths

  • The cognitive approach has good application e.g.

    • It has contributed significantly to the development of AI due to its use of theoretical and computer models

    • This is a strength as it highlights the usefulness of the theory

  • In comparison to some of the other approaches the cognitive approach has a degree of flexibility

    • It is an example of soft determinism compared to the hard determinism of the behaviourist approach

    • This means that the cognitive approach does not take a completely rigid view of human behaviour; it acknowledges the existence of free will

Limitations

  • The study of IMP is an example of machine reductionism

    • It is overly contrived e.g. attempting to make direct comparisons between a computer and the human mind seems artificial and forced

    • Human cognition is often unpredictable, multi-faceted and emotional; a computer is not designed in such a way

    • This means that the computer analogy has only limited application to cognition

  • IMP can only be inferred

    • This means that the cognitive approach to explaining behaviour is overly abstract and detached from real-life

    • Thus it lacks external validity

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Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.

Lucy Vinson

Author: Lucy Vinson

Expertise: Psychology Subject Lead

Lucy has been a part of Save My Exams since 2024 and is responsible for all things Psychology & Social Science in her role as Subject Lead. Prior to this, Lucy taught for 5 years, including Computing (KS3), Geography (KS3 & GCSE) and Psychology A Level as a Subject Lead for 4 years. She loves teaching research methods and psychopathology. Outside of the classroom, she has provided pastoral support for hundreds of boarding students over a four year period as a boarding house tutor.