Cognitive theory

Theoreticalcontent

Thecognitiveschoolregardshumanmentalfunctionasaninformationprocessingsystem.Cognitivepsychologyattachesgreatimportancetothestudyofpsychologicalinternalprocesses,andtakeschangingtheclient’smaladaptivecognitionasthefundamentalgoal.Itbelievesthatcognitivedistortionistherootcauseofmooddisordersandnon-adaptivebehaviors.Oncethecognitivedistortionischangedorcorrected,Theemotionalandbehavioraldisorderswillimproveaccordingly.

ThetheoreticalbasisofthecognitivemodelisthecognitivetheoryofemotionaldisordersproposedbyBakeretal.Hebelievesthat"psychologicalproblems"arenotnecessarilycausedbymysteriousandirresistibleforces.Onthecontrary,theycanarisefromordinaryevents,suchaswronglearning,andmakingwronginferencesbasedonone-sidedorincorrectinformation.,Aswellastheinabilityoftheimagetoproperlydistinguishthedifferencebetweenrealityandideal,etc.Hepointedoutthateachperson'semotionsandbehaviorsarelargelydeterminedbyhisownwayofknowingtheworldanddealingwiththeworld,thatistosay,aperson'sthoughtsdeterminehisinnerexperienceandreaction.

Details

Inlearningtheory,thereisanotherimportanttheorythatisoppositetoS-Rtheory,whichisgenerallycalledcognitivetheory.ItwasoriginallybasedonGestaltpsychology,andinthissenseisalsocalledthe"fieldtheory".TherepresentativefigureisE.C.Tolman,whosetheoreticalpointsareconcentratedin"Purposivebehaviorofanimalsandhumans"(Purposivebehaviorofanimalsandm-en)publishedin1932.Behaviorisunderstandableasamolarbehavior.Itispurposefulandcomesfromtherecognitionoftherelationshipbetweenthegoalintheenvironmentandthemeansleadingtothisgoal.Theso-calledcognitionisnottheindividualperceptionandpartialperception,butthecognitionofthelargerwholewhichcontainstheformperceptioncalledbyGestaltpsychology.Italsoincludesthemutualrelationsandmeaningrelationsbetweenobjects,whichareestablishedintheformofthemeans-endexpectationofthemeans-endrelationbetweenobjects.Iftheobjectsthatareofgreatsignificancetoanimalsarecalledsig-nificates,thenthoseobjectsusedasmeansarecalledsigns.Betweenthetwo,becausethefunctionofexperienceformsthemeans-endrelationshipthatgivesmeaning,thewholeformediscalledsign-gestalt.Theso-calledlearningisnotformedbythecombinationofS-RasC.L.Hullsaid,buttheformationofthissymbolicgestalt.Therefore,cognitivetheoryisalsocalledsymbolicGestalttheory.Throughlearning,animalsmakeacertainenvironmentalcognitivemapthatismeaningfultothemselves.Therefore,thelearningprocesscanalsobesaidtobetheformingprocessofthiscognitivemap.Tolmanisabehavioristinregardtobehaviorastheobjectofpsychology,butasfarastheexplanationofthepsychologicalphenomenonoflearningisconcerned,hestandsonadifferentstandpointfromHull,andthetwohavebeenengagedforalongtime.Theconstantcontroversy.

Theoreticalcore

Principle

ThecoreofGestalt’scognitivetheoryoflearningcanbesummedupinonesentence,thatis,themotivationprincipleofperceptionandthemotivationoflearningTheprincipleisthesame.Thedynamicrelationshipintheperceptualstructurechangesfromimbalancetobalance,fromtensiontoanendwithouttension,whichmeansthatthereisanewviewoftheproblemsituationandtheproblemissolved.Thisprinciplefocusesontheorganization,meaningandunderstandingoftheperceptualstructure,whichisthekeytoproblem-solving.

Theexperimentofcreativethinking

Wertheimer'sexperimenton"creativethinking"isusedtoshowthatthesameprincipleisappliedtohumanlearning.Hefirsttaughtachildtheformulaforcalculatingtheareaof​​arectangle,andthenshowedafigureofaparallelogram,andaskedthechildtocalculatetheareaof​​thefigure(Figure2).Thechildfirstlookedatthetwoendsofthefigureandsaid:"No",becausethetwoendsarediagonallines,unlikethestraightlinesatthetwoendsofarectangle.Shelookedatitforawhile,andsawthatwhatwassuperfluousatoneendofthegraphwaswhatwasmissingattheotherend.Soshecutthefigurefromthewaist,puttheleftsidetotherightside,anditturnedintoarectangle,soshecouldusetheformulashelearnedtocalculatetheareaof​​thefigure.ThelearningprincipleofGestaltisusedinteaching.Themainpointisthatteachersshouldbegoodatarrangingtextbooksoraskingquestions,andputkeythingsinamoreprominentposition,buttheyarenotcompletelyexposed,sothatstudentscanmastertheproblembythemselves;thedifficultyoftheproblemItcanalsobegraduallydeepened.Lewin'soverallviewanddynamicviewareconsistentwiththeorthodoxGestaltschool,andisconsideredabranchoftheGestaltschool.

Characteristics

Hischaracteristicistousetopologicaltermstodescribebehavior,makinghisprinciplesmoreconcreteandvisualized,sohistheoryiscalledtopologicalpsychology.Heputsmoreemphasisonthemechanicsofthepsychologicalfield,sohistheoryisalsocalledfieldtheory.Oneofhisimportantconceptsis"livingspace".Thespacementionedhereisnotphysicalbutpsychological.Livingspaceisallthefactsthatgovernindividualbehavioratacertainmoment.Thelivingspacehastwopoles,takingtheindividualasonepoleandtheindividual’spsychologicalenvironmentastheotherpole.Eachofthetwopoleshasitsownorganizationalstructure,whichLewincallsdifferentiation.Thetwo-polarorganizationalstructureiscloselyrelatedtoeachother,interdependent,andaffectseachother.LivingspaceItrepresentsalltheinterrelationships(Figure3).Theinternalorganizationalstructureofanindividualisatensionsystemformedbycertainneeds.Thepsychologicalenvironmentisdividedintomanyareas,eachofwhichhasacertaininducementfortheindividual,eitherapositiveinducement(attraction)oranegativeinducement(rejection).Thecombinationoftheseinducingforcesdominatestheindividual'sperceptualstructure,andconversely,theperceptualstructurecanalsochangetheseinducingforces.Behaviorisgovernedbyinducement.Theinducingforceofthingsintheenvironmentistheproductprojectedbyindividualneedsanddesires.Therefore,needsanddesiresoccupyanimportantpositioninLewin'stheory,whichmakestheperceptualstructuremoredynamic.Thevariousinducingforcesinthepsychologicalfieldcanbecoordinatedwitheachotherorconflictwitheachother.Theforceformedbythecombinationofvariousinducingforcesiscalledtheresultantforce,andtheindividual'sbehaviorisdeterminedbytheresultantforce.Lewin’sso-calledbehaviorcanrefertothemovementoftheindividual’spositioninthe“area”oftheenvironment,thechangeoftheindividual’scognitivestructureoftheenvironment(thewaytothegoalbecomesobvious),anditcanalsorefertotheindividual’sinternaltensionsystemChanges.Thesechangesaretheresultoflearning.

SubjectTheory

TheCognitiveTheoryofSocialPsychology

CognitiveDissonanceTheory

CognitionDisharmonyandsomepsychologistsalsocallitcognitivedissonancetheory.Itisoneofthebasictheoriesofsocialpsychologyandanimportantsubjectinthefieldofattitudeandcognitionresearch.Thetheoryofcognitivedissonance(cognitivedissonance)wasproposedbyFestingerin1957.Hetakesthecognitiveelementasthebasicunit(cognitiveelementreferstoanyknowledge,opinionsandbeliefsabouttheenvironment,individualandindividualbehavior),anddividestherelationshipbetweenthetwounitsintocoordination(harmony),disharmony(disharmony)anddisharmony.Threerelated.Inshort,cognitivedissonance(incoordination)referstotheinconsistencyoftwocognitionsthatleadstoanervousstateofmindandaconflictofmotivation.Thedegreeofthisdisharmonydependsontwofactors:(1)Theimportanceofcognitiontotheindividual.(2)Theproportionofcognitionrelatedtoanunbalancedspecialproblemtototalcognition.Festingerhypothesizedthatasthedegreeofdisharmonybetweencognitionsincreases,theindividualfeelsmoreandmorepsychologicalpressuretochangethesituation.Ifitisnotresolved,itwillinevitablyleadtopersonalitydisordersanddeviantbehaviors.Therearetworeasonsforcognitivedisharmony:oneisthecomponentofthecognitivesystem,thatis,whethertheobjectiveexistenceisconsistentwiththesubject'scognition.(2)Changethediscordantelementssothattheynolongercontradicteachother,orreducetheimportantroleofthisdiscordantelement.(3)Correcttheinconsistentlogicaljudgmentofthetwoopposingcognitions.SocialpsychologistsrepresentedbyZaJoneshavemadenewcontributionstothistheory.Thetheoryofcognitivedissonancehasbeenwelcomedbythepsychologicalcommunityandhasinspiredpeopletoconductmorein-depthresearch.

Cognitiveconsensustheory

Fortheformationofattitudes,Westernsocialpsychologistshaveproposedthreedifferenttheoreticalexplanations:(1)learningtheory,Itisbelievedthatattitudes,likeotherhabits,areacquiredthroughlaterlearning(2)Incentivetheory,whichbelievesthattheattitudeapersonadoptsisdeterminedbyhisconsiderationoftheamountofbenefits.(3)Cognitiveconsensustheory,whichisatheorywithgreaterinfluence.

Cognitiveconsensustheoryemphasizesthatpeoplealwaysseekabalanced,consistent,andcoordinatedstateincognition.Ifapersonhasseveralbeliefsorviewpointsthatarenotinharmonywitheachother,hewillfeelpsychologicalpressure,whichwillcausetherecombinationofcognitivestructureinordertorestorethecognitivestructureschool’sperceptualGestaltviewandLewin’sfieldtheory.Ittriestoshowthatthereispressuretoconvergebetweendifferentcomponentsofattitude.

VariationsofCognitiveConsensusTheory

TherearethreevariantsofCognitiveConsensusTheory.Thefirstvariantisthetheoryofbalance,whichwasproposedbyHyde(InterpersonalRelationsPsychology)publishedin198and58.Hydeproposedthatinasimplecognitivesystem,thereisaformoftryingtobalancethesystembychangingoneoftheexistingknowledge,oraddinganewknowledgetocorrecttheimbalance.Theso-calledbalancedsystemmeansthatyouagreewiththepeopleyoulike,ordisagreewiththeopinionsofpeopleyoudon'tlike.Anunbalancedsystemmeansthatyoudisagreewiththepeopleyoulike,oragreewiththepeopleyoudon’tlike;inotherwords,onlywhenoneorthreeofthethreeassessmentsinthissystemarepositive,Thesystemcanachievebalance.

Theunbalancedstructuretendstochangethebalancestructure.Therearemanywaystochange.Thebalancetheoryusesthe"leastlaborprinciple"topredictthedirectionofchange,thatis,forthepurposeoffinalbalance,peoplechangetheleastperceptualrelationshipWaytoachievebalance.Themainsignificanceofthetheoryofbalanceisthatitexplainsthebasicideaof​​theepistemologicalconsensuswitharelativelysimpleconcept.

Thesecondexplanationofthecognitiveconsensustheoryisthecognitive-feelingconsensustheory.Thebasicassumptionofthisstatementisthatourbeliefsorcognitionsaredeterminedtoacertainextentbyouremotionalpreferences.Rosenbergconductedanexperimenttoprovethatachangeinoneperson'sattitudetowardsanotherpersoncancauseasubsequentchangeinattitude.

Thethirdvariantofthetheoryofcognitiveconsistencyisthetheoryofcognitivedissonance.Itsbasicmeaningis:iftheattitudeisinconsistentwiththeexternalbehavior,itwilltendtochangeinordertomaintainconsistencywiththebehavior.ThetheorywasproposedbyFestingerin1951.Whenthistheorywasfirstproposed,itwasmainlyfocusedonthecauseoftheinconsistencyofbeliefsandbehaviors,emphasizingthattheinconsistencieswillcausecognitivedisorders.Therearevariouswaystoreducethedisorders.Themostimportantoneistochangeattitudestoachieveconsistentattitudesandbehaviors..

Cognitiveprocess

Cognitiveprocessistheinformationprocessingprocessofindividualcognitiveactivities.Cognitivepsychologyregardsthecognitiveprocessasasystemofinformationprocessingaccordingtocertainprocedures,whichiscomposedofaseriesofcontinuouscognitiveoperationstagessuchasinformationacquisition,coding,storage,extractionanduse.

Theacquisitionofinformationistheacceptanceofstimulusinformationthatdirectlyaffectsthesenses.Thefunctionofsensationistoobtaininformation.Informationcodingistoconvertoneformofinformationintoanotherformofinformationtofacilitatethestorage,extractionanduseofinformation.Individualshavecorrespondinginformationcodingmethodsincognitiveactivitiessuchasperception,appearance,imagination,memory,andthinking.

Thestorageofinformationisthepreservationofinformationinthebrain.Inthememoryactivity,therearemanyformsofinformationstorage.Theextractionofinformationistofindtheneededinformationfromthememoryaccordingtocertaincluesandtakeitout.Theuseofinformationistousetheextractedinformationtoperformcognitiveprocessingonnewinformation.

Inthecognitiveprocess,throughtheencodingofinformation,thecharacteristicsofexternalobjectscanbeconvertedintoinformationintheformofconcreteimages,semanticsorpropositions,andthenstoredinthebrain.Theseconcreteimages,semanticsandpropositionsareactuallythemanifestationsofthecharacteristicsofexternalobjectsintheindividual'spsychology,andtheyarethereflectionofobjectiverealityinthebrain.Cognitivepsychologyreferstothesespecificimages,semanticsorpropositionsthatreflectthecharacteristicsofobjectivethingsinthebrainasthementalrepresentationsofexternalobjects,orrepresentationsforshort.Generally,"representation"alsoreferstotheexpressionofexternalobjectsinacertainformastheinformationprocessingprocessinthebrain.

Cognitivestyle

Cognitivestyleisawayofinformationprocessingthatanindividualisaccustomedto,alsoknownasacognitiveway.Cognitivestyleisastablepsychologicaltendencyformedbyindividualsinlong-termcognitiveactivities,whichismanifestedasapreferenceforcertaininformationprocessingmethods.Individualsareoftenunawarethattheyhavesuchapreference.Forexample,whenobtaininginformation,somepeopleliketosearchfromtheexternalenvironmentandareeasilyaffectedbytheexternalenvironment,whileothersexplorefromthecognitivegoalitselfandarenoteasilyaffectedbytheexternalenvironment;whenansweringquestions,somepeopletendtoanswerquickly.Somepeopleonlyanswerquestionswhentheyaresure;whenreadingthematerial,somepayattentiontodetails,whileotherspayattentiontothewhole.

Studentswithdifferentcognitivestyleshavecertaindifferencesinlearningstyles,subjectinterests,andadaptabilitytoteachers'teachingmethods.Thesedifferenceswillhaveanimpactonstudents'academicperformance.Itshouldbepointedoutthatthereisnoabsolutedistinctionbetweengoodandbadcognitivestyles.Anycognitivestylehasitsadvantagesanddisadvantages.Aslongasteachingcanbebasedonthecharacteristicsofdifferentcognitivestyles,studentsofanycognitivestylecanachievegoodresults.