Cognitive Approach

    WJEC
    A-Level

    The Cognitive Approach examines internal mental processes such as memory, perception, and thinking. It posits that these processes mediate the relationship between stimulus and response, rejecting the behaviourist focus on observable behaviour alone. Central to this study is the use of theoretical and computer models to explain mental architecture, the concept of schema in organizing knowledge, and the emergence of cognitive neuroscience which maps mental functions to physical brain structures.

    5
    Objectives
    4
    Exam Tips
    3
    Pitfalls
    4
    Key Terms
    4
    Mark Points

    Learning Objectives

    What you need to know and understand

    • Input-Process-Output Model (Computer Analogy)
    • Beck's Negative Triad: Negative views of Self, World, Future
    • Ellis's ABC Model: Activating Event, Belief, Consequence
    • Loftus & Palmer (1974) Experiment 1 'Smashed' speed: 40.5 mph
    • Loftus & Palmer (1974) Experiment 1 'Contacted' speed: 31.8 mph

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described the therapy well, but you must explicitly link the techniques (e.g., disputing) to the assumption that thoughts cause behaviour."
    • "Your evaluation of Loftus & Palmer needs to focus on the implications of the artificial setting on the validity of the findings."
    • "When applying the approach to the scenario, avoid general advice; identify the specific 'irrational belief' demonstrated by the character."
    • "Strengthen your analysis by contrasting 'soft determinism' with the 'hard determinism' of the biological or behavioural approaches."

    Marking Points

    Key points examiners look for in your answers

    • Credit explicit use of the 'computer analogy' terminology: input, processing (storage/retrieval), and output.
    • Award marks for accurately distinguishing between Beck's Negative Triad (Self, World, Future) and Ellis's ABC Model.
    • Evaluation must address 'mechanistic reductionism'—criticising the comparison of human minds to computers due to the lack of emotional influence.
    • Candidates must accurately report the specific findings of Loftus & Palmer (1974), specifically the speed estimate difference between 'smashed' (40.5 mph) and 'contacted' (31.8 mph).

    Examiner Tips

    Expert advice for maximising your marks

    • 💡When asked to 'Apply', explicitly quote phrases from the scenario to support your identification of cognitive biases.
    • 💡For 'Evaluate' questions, use the 'Point-Evidence-Explain-Link' structure; merely listing strengths and weaknesses limits marks to Band 2.
    • 💡Allocate 1 minute per mark; do not over-write on the 4-mark description of assumptions.
    • 💡Ensure the distinction between 'Cognitive Neuroscience' (biological structures) and the 'Cognitive Approach' (mental processes) is clear.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the 'procedure' of Loftus & Palmer with the 'findings'—examiners require statistical outcomes for findings questions.
    • Failing to link the evaluation of CBT effectiveness back to the core assumptions of the cognitive approach.
    • Describing 'soft determinism' incorrectly as having no free will, rather than free will operating within the limits of cognitive system.

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Describe
    Explain
    Evaluate
    Discuss
    Apply
    Compare

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