Outline principles that define the cognitive level of analysis.

Introduction

• State what you are doing in the essay 
  
• This essay will give a brief summary of the principles that define the cognitive level of analysis. 
• Define the cognitive level of analysis 
  
• The cognitive level of analysis (CLA) is based on how mental processes such as perception, attention, language, memory and thinking in the brain processes information.
• It concerns the way we take in information from the outside world, how we make sense of that information and what use we make of it. 
• State the principles of the CLA 
  
• There are three underlying principles that define the CLA:

• Purpose of the principles 
  
• These principles are the main ideas that have driven focused research on specific areas of behaviour and cognition.
• They also allow us to understand how behaviour can be influenced by cognitive processes 
• Define cognition 
  
• Refers to a process that is based on one's mental representations of the world, such as images, words and concepts
• People likewise have different experiences and therefore each individual will have different mental representations of the world. 

Body

• State principle 1 
  
• Cognitive psychologists believe that mental processes and stored representations of the world determine behaviour and are central to human experience. 
  
  
• Describe the principle 
  
• Psychologists see the mind as a complex machine – where they believe that it is useful to model mental processes using an information-processing approach whereby: 
• Information is examined from the outside world is received and encoded
• Storage and representation of this information to ourselves
• Ways in which this information is manipulated and used by the individual
• And how we output information back into the world to be received by others. 
  
  
• Many cognitive psychologists have used the computer analogy, where they have conceived the human mind as being similar to a computer, in that both can be seen as information processors, to attempt to understand how the brain manages these mental processes (information processing).
  
• The brain in this instance is seen as the hardware and the mind, thoughts and mental representations/images as the software.
  
  
• Explain Computer Analogy 
  
• Attempted to understand what occurs between input and output. 
• They have addressed how the mind selects and codes incoming information and represents knowledge to itself while processing it and combining it with previously stored information (organisation), and then how inferences are made based upon this information and therefore how these cognitions affect behaviour. 
• (OR) Both people and computers store information and retrieve it when applicable to current tasks. 
• People, like computers acquire information from the environment (input). 
• Both transform information, produce new information and then both return the information back to the environment in the form of behaviour (output). 
  
  
• Explain top-down/bottom-up processing 
  
• According to this approach, information input to the mind comes via bottom-up processing – that is, from the sensory system. This information is processed in the mind by top-down processing via pre-stored information (schemas) in the memory. Finally, when the information is processed there is some output in the form of behaviour. 
  
  
• Applications of principle
  
• This information processing approach/principle can be seen in: 
• Schema theory – assumed to operate through top-down processing; the role of schema (organized sets of associated information) shape perception and can increase efficiency of processing, but can also lead to distortions. 
• They allow us to take short-cuts in interpreting vast amounts of information. 
  
  
• State principle 2 
  
• A second principle the CLA states that the mind can be studied scientifically by developing theories and by using a number of scientific research methods.
• Mental processes/representations can be studied empirically even if they cannot be directly observed in the same way as behaviour. 
  
  
• Describe the principle 
  
• Testable theories can be developed and derived from unobservable cognitive structures/processes, and inferences made.
• These theories can be tested using a scientific and appropriate research method of experimentation. 
• Thus, the mind (cognitive functions, structures and processes) can be studied scientifically. 
  
  
• Applications of principle
  
• This information processing approach/principle can be seen: 
• Through memory processes such as the models of memory demonstrated by Atkinson & Shiffrin (1968). 
  
  
• Connection of study to principle 
  
• Atkinson & Shiffrin demonstrating how cognitive processes such as memory, can be scientifically studied.
• Atkinson & Shiffrin developed a theory of memory, known as the multistore model. 
• And this theory enabled them to study memory being a cognitive process.
• Thus, the mind (cognitive functions, structures and processes) can be studied scientifically and therefore making these cognitive theories and models be applied to real-life scenarios. 
  
  
• State principle 3
  
• A third principle that defines the CLA is that cognitive processes are influenced by social and cultural factors. 
  
  
• Describe the Principle 
  
• An example of a cognitive process is schemas
• Schemas are organised mental representations of knowledge of people, objects, events and actions
• The schema theory is the cognitive theory of processing information
• The information that a person is exposed to can be determined by the society and the culture that they are in. 
• Likewise, because people are in different societies and cultures, different people are exposed to different information.
• Therefore individuals will have different schemas
• Social and cultural factors are factors that is dependent on/varies depending on culture
• Examples include 
• Religion
• Cultural tradition
•  Beliefs
• Morals
• Whereby these examples are acquired from gatekeepers; parents, peers, teachers etc 
• This principle is demonstrated in a study conducted by Bartlett (1932)
  
  
• Connection of Study tPrinciple
  
• Bartlett's study supports the principle that social and cultural factors affect cognitive processes as:
• The difference in participants and the stimuli used in terms of culture affected mental representations (schemas)/
• This is demonstrated by the changing of unfamiliar words to familiar terms 
• For example:
• 'Hunting seals' changed to 'fishing' 
• 'Canoes' changed to 'boats' 

Conclusion

• There are three fundamental principles that define the cognitive level of analysis, which help research into cognition. 
  
• However, views from all levels of analysis need to be taken into account before reaching a determined decision on influences on human behaviour.