CLOA bibliography & research

General learning outcomes

1. Outline principles that define the cognitive level of analysis (for example, mental representations guide behaviour, mental processes can be scientifically investigated.
   • Mental processes guide behavior.
   • Humans are information processors.
   • Mental processes can be scientifically investigated through experiments.
   • Cognitive processes are influenced by social and cultural factors.
2. Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is, theories and/or studies).
   • Combine above with research
3. Discuss how and why particular research methods are used at the cognitive level of analysis (for example, experiments, observations, interviews).
   • Case studies | HM, Clive Wearing
   • Experiments | Stroop, Ebbinghaus, McDermott
   • Interviews | Bartlett
4. Discuss ethical considerations related to research studies at the cognitive level of analysis.
   • Stereotypes & outgroups altering cognition | Elliot, Milgram, Galisky, et al

Cognitive processes

1. Evaluate schema theory with reference to research studies.
   • Video explaining Piaget's schema
   • Role of Schemata in Memory for Places (Brewer & Treyens, 1981)
   • Bartlett, F.C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge University Press.
   • Bem, S. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review. Vol. 88. No. 4
2. Evaluate two models or theories of one cognitive process (for example, memory, perception, language, decision‑making) with reference to research studies.
   • Three Stage Memory Model Chart
   • Dr. Alan Baddeley explains the history of studying memory and the memory models.
   • Quinn & McConnell (1996). Indications of the funcational distinction between the components of visual working memory.
   • Quinn & McConnell (1996). Interference at the encoding and maintenance of visual information.
3. Explain how biological factors may affect one cognitive process (for example, Alzheimer’s disease, brain damage, sleep deprivation).
   • Clive Wearing Video: "A Man without a Memory"- This is a case study that you should know about!
     • Part 1a link, Part 1b link, Part 2a link, Part 2b link, Part 2c link, Part 2d link
   • HM, the Man with No Memory- This is a case study that you should know about!
   • How Memory Works: 10:15 minute episode that looks at H. Milner's discovery of the hippocampus and HM.
4. Discuss how social or cultural factors affect one cognitive process (for example, education, carpentered-world hypothesis, effect of video games on attention).
   • Bartlett, F.C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge University Press.
   • Goucher, C. et al (1998). Culture and memory. In the Balance: Themes in World History.
   • Hajo, A. & Galinsky, A. (2012, Jan. 12). Enclothed Cognition. Journal of Experimental Social Psychology. 48 (4). Abstract retrieved from http://www.sciencedirect.com/science/article/pii/S0022103112000200. Hajo & Galinsky's research is described by Eddie Wren in this article.
   • Jobson,L. (2011). Cultural differences in levels of autonomous orientation in autobiographical remembering in posttraumatic stress disorder.
   • MacDonald et al (2000). Cross-cultural and gender differences in childhood amnesia.
   • Markus and Kitayama. (1991). Culture and the self: Implications for cognition, emotion, and motivation.
   • Wang. (2008). Where does our past begin? A sociocultural perspective on the phenomenon of childhood amnesia.
5. With reference to relevant research studies, to what extent is one cognitive process reliable (for example, reconstructive memory, perception/visual illusions, decision‑making/heuristics)?
   • Memory Distortions- an article looking at multiple studies that prove that memory is fallible.
6. Discuss the use of technology in investigating cognitive processes (for example, MRI (magnetic resonance imaging) scans in memory research, fMRI scans in decision‑making research).

Collins, S. E., Witkiewitz, K., & Larimer, M. E. (2011). The theory of planned behavior as a predictor of growth in risky college drinking. Journal of studies on alcohol and drugs, 72(2), 322–332. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3052901/.

Cognition and emotion

1. To what extent do cognitive and biological factors interact in emotion (for example, two factor theory, arousal theory, Lazarus’ theory of appraisal)?
   • Description of the Cannon-Bard theory
   • Description of the James-Lange theory
   • Description of the Schachter-Singer theory
   • Description of Lazarus's stress and cognitive appraisal
   • Aron and Dutton (1974) "Love Bridge study"
   • Using rats to trace anatomy of fear, biology of emotion. A New York TImes article about leDoux's 1996 research
   • Johnson, W. and Krueger, R. (2006). How money buys happiness: Genetic and environmental processes linking finanaces and life satisfaction. University of Minnesota, Twin Cities. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.407.1552&rep=rep1&type=pdf.
2. Evaluate one theory of how emotion may affect one cognitive process (for example, state-dependent memory, flashbulb memory, affective filters).
   • Video about Jill Price: The Woman Who Could Not Forget v. Video from ABC about Marilu Henner's Super Memory (there is a commercial first)