How does cognitive theory explain the aetiology of depression? Briefly describe the treatment for depression that is derived from cognitive theorists. Evaluate theories and justify your answer using research.
How does cognitive theory explain the aetiology of depression? Briefly describe the treatment for depression that is derived from cognitive theorists. Evaluate theories and justify your answer using research. In this essay, the symptoms of depression will be described and aetiology discussed from a cognitive viewpoint. In particular, Seligman's learned helplessness (1975); Abramson's (1978) revision of learned helplessness; Beck's 'cognitive distortion' model (1976), and Teasdale's differential activation hypothesis (1988) shall be evaluated. Cognitive theorists generally regard thought processes as causative factors in depression. The treatment of depression proposed by cognitive theorists will also be assessed in detail, and empirical evidence shall be considered. Finally, a conclusion of the efficacy of cognitive theory regarding depression shall be presented and suggestions offered regarding the direction in which research should go in the future. Many psychologists and psychiatrists alike have described the symptoms of depression; however, one description is particularly apt. "Mood is sometimes dominated by a profound inward dejection and gloomy hopelessness, sometimes more by indefinite anxiety and restlessness. The patient's heart is heavy, nothing can permanently rouse his interest, nothing gives him pleasure . . ." Kraeplin (1921, p. 76). Depression is termed an
Explain the value of the cognitive perspective in supporting individuals
P5- Explain the value of the cognitive perspective in supporting individuals Task 1 Cognitive/information processing perspective: The cognitive/information processing perspective Piaget: Jean Piaget (1896-1980) was a psychologist that looked at the minds of children and how they develop. His findings came to the conclusion that most children have the same minds about the world and the discoveries growing up entails. Piaget also discovered that children will make the same sort of mistakes in life but learn and come to the correct conclusion at the end. Unlike many psychologists Piaget believed that the environment in which a child is brought up in does not predicate a child's future. It purely lets the child to understand there environment but does not shape them as a person. This is called an active process. According to Bee, H. & Boyd, D. (2004) The Developing Child. London: Pearson Education, Inc, 'Piaget did not think that the environment shapes the child. Rather, the child (like the adult) actively seeks to understand the environment.' Piaget's theory is about looking at the world and the different theories and understandings that children have about the exploration of the environment. Piaget had three main points he looked at these were: * assimilation * accommodation * Equilibration. Piaget believed that all babies, toddlers and children grow with the
Investigation of cognitive development
Abstract This study is concerning about whether children in the Pre- operational stage can conserve. The design the researcher used was clinical interview. The experiment involved pouring liquids from one short glass to a tall glass then asking the subjects if the amount of the liquid changed. Results showed that 7/24 participants were able to conserve. Methodology This experiment will involve using clinical interview which will consist of questions and answers. Clinical interviews are the most informal and in-depth technique; they allow the interviewer to re-phrase questions if necessary, to ask follow-up questions or clarify answers that are vague or contradictory. Clinical interview has also been chosen because it provides flexible choices since all the children at this age have different literacy abilities. This method helps us as researchers to understand how children's ability to understand works at the Pre-operational stage. The scenario the participants will be faced with is; 1 short glass and one tall glass will be put on a table both which will be illustrated with cartoons. Ribena juice drink will be used as the liquid in which the child will have to conserve; the Ribena was decided to be used to due the children's familiarity with the drink. This will allow social context to be taken place. The contents of one of the glasses will be emptied from one glass into
How Biological Factors Affect Cognitive Processes
How Biological Factors Affect Cognitive Processes Biological Factors: A factor is a substance necessary to produce a result or activity in the body. The term is used when the chemical nature of the substance is unknown. Biological factors are the substances that bring results in biological systems. For example in the human system, red blood cells are biological factors. Cognition: all the mental activities associated with thinking, knowing, remembering and communicationg Cognitive Processes: Perception, thinking, problem solving, memory, language attention ________________ Explain how biological factors (these studies) affect Cognition (memory) Alzheimer’s Disease: A progressive and irreversible brain disorder characterized by the gradual detioration of memory, reasoning, language and physical functioning BIOLOGICAL CAUSES COGNITIVE IMPACT 1. Damage to the neurotransmitter acetylcoline 2. Tangles are twisted fibers of the protein Tau that build up inside the cells 3. Plaques are deposits of a protein fragment called beta amyloid that build up in the spaces between the neurons 1. Plaques and tangles seem to begin in areas important to memory- hippocampus 2. Further damages spread to regions for thinking and planning: the frontal lobe 3. Speaking and understanding of language areas also see damage: Wernickes are and Broca’s area. Martinez and Kesner Study:
Explain and evaluate one key concept from the Cognitive Perspective
Explain and evaluate one key concept from the Cognitive Perspective The Cognitive Perspective describes the mental processes affecting emotion and the causes of behaviour; one key concept in this important passage is memory in which much of our previous remembered events are stored. The memory section of the Cognitive Perspective demonstrates the ability of thinking in order to perceive information and how to store the information properly in order to remember them when necessary. There are many studies that show different processes as of how we store and manage the stimulus input that we perceive from our surroundings. One of the most common theories nowadays is he Working Store Model developed by Atkinson and Shiffrin in 1968. The model divides the data that we store in our memory into three "stores". The first stage is the Sensory Store; here data is subdivided into different sections depending on what sense we perceived the data (i.e. visual and acoustic). The next step in the store model is the Short Term Store (STS) where we store the memory that we think we will need temporarily by the process of coding. In order to remember the data for longer time we must passed on to the last page, Long Term Store (LTS), where the data is remembered for a longer time, possibly for the lifetime, we can pass the memory into LTS by rehearsing or chunking information into groups. The
Eyewitness performance in Cognitive and Structured interviews.
Memon, A., Wark, L., Holley, A., Bull, R. & Koehnken, G. (1997) Eyewitness performance in Cognitive and Structured Interviews. Memory, 5, 639-655. Eyewitness performance in Cognitive and Structured Interviews Amina Memon[1], University of Texas at Dallas, School of Human Development, Richardson, TX 75083-0688, USA Linsey Wark & Angela Holley Department of Psychology University of Southampton Southampton S017 1BJ U.K. Ray Bull Department of Psychology University of Portsmouth Portsmouth P01 2ER U.K. Guenter Koehnken Institut fur psychologie Universitat Kiel Olshausenstr 40-60 24098 Kiel Germany Keywords: cognitive interview, eyewitness, retrieval, mnemonics, training Abstract This paper addresses two methodological and theoretical questions relating to the Cognitive Interview (CI), which previous research has found to increase witness recall in interviews. (1) To what extent are the effects of the CI mnemonic techniques when communication techniques are held constant? (2) How do trained interviewers compare with untrained interviewers? In this study, witnesses (college students) viewed a short film clip of a shooting and were questioned by interviewers (research assistants) trained in conducting the CI or a Structured Interview (SI), similar to the CI save for the `cognitive' components, or by untrained interviewers (UI). The CI and SI
Interview Techniques
CONTENTS THE INTERVIEW AND INTERVIEW TECHNIQUES 0 WHAT IS THE INTERVIEW? 2 TYPES OF THE INTERVIEW 2 BASED ON PURPOSE 2 CONFIRMATION INTERVIEW 2 EMPLOYMENT DECISION INTERVIEW 2 IN PERSON SCREENING 3 SELECTION INTERVIEW 3 SCREENING INTERVIEW 3 TELEPHONE SCREENING 3 BASED ON FORMAT 3 COMMITTEE INTERVIEW 3 GROUP INTERVIEW 3 LUNCH INTERVIEW 3 ONE ON ONE 4 ONE TO ONE (structured) 4 ONE TO ONE (unstructured) 4 PANEL OF PEOPLE 4 PEER GROUP INTERVIEW 4 PHONE INTERVIEW 4 PRELIMINARY INTERVIEW 5 SEARCH COMMITTEE OR BOARD INTERVIEW 5 SITE INTERVIEW 5 TELEPHONE SCREENING INTERVIEW 5 VIDEO CONFERENCE INTERVIEW 5 WORK SAMPLE INTERVIEW 5 BASED ON STYLE 5 OPEN-ENDED OR NON DIRECTIVE INTERVIEW 5 QUESTION AND ANSWER OR DIRECTED INTERVIEW 6 STRESS INTERVIEW 6 BEFORE - DURING - AFTER THE INTERVIEW 6 BEFORE THE INTERVIEW 6 THE DAY BEFORE THE INTERVIEW 6 THE NIGHT BEFORE THE INTERVIEW 6 DRESSING FOR AN INTERVIEW 7 MEN AND WOMEN 7 WOMEN 7 MEN 7 DURING THE INTERVIEW 7 THINGS TO DO DURING THE INTERVIEW 7 THINGS NOT TO DO DURING THE INTERVIEW 8 TYPES OF THE INTERVIEW QUESTIONS 9 SAMPLE QUESTIONS AND ANSWERS FOR INTERVIEWS 9 THE OTHER SAMPLE QUESTIONS 11 QUESTIONS TO ASK THE INTERVIEWER 12 MAKING A GOOD IMPRESSION IN THE INTERVIEW 13 BODY LANGUAGE 13 VERBAL LANGUAGE 14 AFTER THE INTERVIEW 14 THANK-YOU LETTERS 14 FOLLOWING UP 14 SECOND INTERVIEWS 15 THE
The Cognitive Perspective
The Cognitive Perspective Cognitive Psychology is a psychological science which is interested in various mind and brain related subfields such as cognition, the mental processes that underlie behaviour, reasoning and decision making. During the 20th century, the cognitive perspective was created because psychologists believed that the unifying theory of the biological perspective could not fully explain behaviour. The cognitive model focuses on how people know, understands and think about the world. - Uses methodology rather than subjective basis for research - Reductionism vs Non-reductionism - Structuralism vs Functionalism - Nature vs Nurture - Objectivity vs Subjectivity Early cognitive psychology is linked with Wundt and James, whom both are credited to the early researches and founders of the cognitive perspective. They both were interested in the defining and understanding of consciousness. Although the idea of Wundt's structuralism critic against the theory of functionalism by James, they were both formed in the opposition to behaviourism, rejecting its reductionist and anti-mentalist S-R model. Cognitive psychologists also drew attention to the role of control and intention in behaviour that rejects the stimulus response view of the learning perspective. An example of this is Miller and his famous book "The Magical Number Seven, Plus or Minus Two: Some
Cognitive Dissonance
Running head: ISSUE ANALYSIS: COGNITIVE DISSONANCE Issue Analysis: Cognitive Dissonance Jason Hruby June 11, 2009 Issue Analysis: Cognitive Dissonance Summary of Pro and Con Sides of Cognitive Dissonance The question addressed and analyzed in this paper is: Does cognitive dissonance explain why behavior can change attitudes? The position that cognitive dissonance does explain why behavior can change attitudes is presented by Festinger and Carlsmith (1959). The position that cognitive dissonance does not explain why behavior can change attitudes is presented by Bem (1967) the creator of the self-perception theory, the theory used to dispute cognitive dissonance. The question of whether behavior changes attitudes or attitudes change behavior is the core of the argument presented. The theory of cognitive dissonance which was originally proposed by Festinger in 1957, suggested that people strive to maintain consistency in one's attitudes and actions, and when a contradiction exists between one's attitudes and actions, one will experience psychological tension. Accordingly, the theory of cognitive dissonance stated, "people sometimes change their attitudes in order to reduce the psychological tension that is produced by the contradiction between their actions and attitudes" (Nier, 2007, p. 75). Behavior can, therefore, change attitudes. Does cognitive dissonance explain
In this essay the biological, cognitive and the psychodynamic approach will be explored and compared on how they explain human behaviour.
Transfer-Encoding: chunked Compare and contrast three psychological approaches to explaining human behaviour An approach is a perception that consists of specific principles about human behaviour. Each approach can have different theories within itself but, they will all emphasise on particular assumptions (Glassman & Hadad, 2013). In this essay the biological, cognitive and the psychodynamic approach will be explored and compared on how they explain human behaviour. Charles Darwin may have been a biologist but his book Origin of species had massive repercussions on our knowledge on genetic inheritance (Darwin, 2013). His finding led to psychologists divulging further, which is now identified as the biological approach. The biological approach seeks to explain behaviour through four different means – the brain, genes, the nervous system (neurotransmitters) and the endocrine system (hormones). It prepossesses that abnormal behaviour can be explained through the functioning of the biological system (Dwyer & Charles, 2003). This approach places key emphasis on inherited genes that make us more susceptible to certain conditions i.e. schizophrenia (Sammons, n.d.). Whether it be the comparative method (Harvery & Pagel, 1991) where we study animals in order to find out more about ourselves or, physiology where we look at our hormones or studies into our inheritance via
