Cognitive Paradigm: Historical Background and Clinical Aspects
Abstract Cognitive Classic Moment
Historical Background
1. The closest antecedent is time behavior. As this was not enough, the need to expand the paradigm arose. This change was characterized by the importance given to mediational variables, essential prerequisites for explaining and modifying human behavior. Several authors (Bandura, Lazarus, among others) extended their models to integrate the cognitive aspect into understanding and evaluating human behavior.
2. Questioning Psychoanalysis. Those trained in psychoanalysis at this time (Beck and Ellis) questioned the analysis, feeling the method was insufficient in some cases.
3. The Cognitive Revolution (late 50s) is also a precedent. Psychologists and linguists moved beyond objectively studying behavior, focusing on how knowledge is acquired and used. FACT: on September 11. From 1956, Miller supports cognitive science, no longer insisting on execution (what people did) but emphasizing competence (what people know).
How did the cognitive revolution occur? ® Using the interrelation between cognitive sciences. The common goal was to understand what the person knows, their perceptual apparatus, learning mechanisms, memory, and rationality. Cognitive science group: Philosophy, Psychology, Artificial Intelligence, Linguistics, Anthropology, and Neurosciences.
Since the rise of the cognitive paradigm, it began expanding to other sciences. Some psychoanalysis supporters, noting the shortcomings of behavioral models, started including the study of subjects Skinner had relegated to the “black box”.
General Cognitive Aspects of the Moment
Cognitive Epistemology
Behaviorism and Cognitivism share the notion of reality and human being. ® Positivist epistemology: immanent reality external to the subject. Cognitive therapists seek to better fit subjective constructions to objective reality.
Neimeyer and Mahoney summarize the assumptions forming positivist epistemology, key ideas for understanding the world:
- The nature of knowledge is a representation or copy of the real world, which is objective and knowable through the senses. Validation of knowledge is only possible through correspondence between the perceived and the truth. The truth is the correspondence between the hypothesis and the observed. It can only be accessed by tools preventing distortions or biases.
- The objective can be achieved through a methodology giving control to the researcher. Within positivist epistemology, truth is singular, universal, and historical. The objective of science is to unify and discover nomothetic rules of a reality independent of the subject.
° Scientific Method ® allows organized, valid knowledge, verified from empirical procedures resulting in real and objective knowledge. It is prescriptive, emphasizing quantitative measurement and controlled experimentation of universal phenomena.
Rationalist Paradigm
The advent of cognitive science leads to a paradigm shift from positivist to rationalist, particularly in social sciences and psychology.
Initially, analysis was restricted to observable, discrete phenomena, avoiding inferred variables as the behavioral paradigm trended towards quantum physics. By the ’60s, with the rise of etiology and computers, phenomena impossible for the behavioral paradigm were described. Authors like Bandura, Beck, Ellis, Kelly, Lazarus, among others, proposed a rational subject learning through observation, with behavior resulting from a learning history mediated by emotions and cognitions (mental activities: concepts, ideas, meanings, images, beliefs) based on behavior and human emotion.
Characteristics of the rationalist paradigm as per Goncalves:
- “Fundamentally rational human being”
- “Thought-built product of abstract symbols algorithmic calculations.”
- “The manipulation of abstract symbols obeys universal logic principles.”
- “Reality conceived as a puzzle reachable only through reason and logic.”
Illustrating four main groups according to cognitive paradigm (Goncalves):
- Concealed-conditioning therapy.
- Self-Therapy.
- “Problem Solving Therapy.
- Cognitive Restructuring Therapy.
Four common characteristics between cognitive models as part of the cognitive paradigm (Mahoney):
- “The human body responds to cognitive representations of their environment, not the medium itself.”
- “Cognitive representations are related to the process and parameters of learning.”
- “Most human learning is cognitively mediated.”
- “Feelings, thoughts, and behaviors are causally interactive.”
Mediational Model (Mahoney)
Mahoney ordered evolutionarily major cognitive models of 60 and 70. Proposes that there are three mediational models after three non mediational models. They will be theoretical support for technical and psychological therapies aimed at behavior modification from the mediational variables (not observable, or inferred from the behavior that if you can see)
Conditioning 1.Modelo Undercover: Consider private events (thoughts, images, memories and feelings) and covert forms of explicit phenomena. Nothing new since Skinner had already studied.
Processing of 2.Model Info: Use mediators between stimulus input and output performance. EMCANISMOS PROPOSES NO hidden. The inputs and outputs can be explained by structural and linguistic features. The explanatory material is provided by the Theory Cybernetics, Linguistics and Perception. IMPORTANT: Use the information as a basic element of learning,and recognition of assets in such learning process.
3.Model Cognitive Learning: Try to integrate different perspectives ranging from Bandura’s theories formalized until clinical models of Ellis and Beck. The man, complex organism, active and adaptable, and is in constant reciprocity with their environment. The changes in behavior are influenced by: the current state of the body, learning history, the existing environmental situation and interdependent cognitive processes (selective attention, the anticipated consequences, etc.)..
Clinical Aspects from the Cognitive Model of Learning
This model is Mahoney. This consists of:
“Bandura’s Theory
Ellis-Clinical Model
Beck-Proposal psychotherapy.
Social Cognitive a.Teoría, Bandura: The man works through triadic reciprocity: 1. Behavior, 2. Personal and cognitive factors, and 3. Environmental events interact. The nature of the subject is defined based on some basic skills that are the simbolizadota, the foresight, the vicar, the self-regulating and self-reflection. Personal experiences is one of the most effective in changing cognitions.
Rational Emotive b.Terapia, Ellis: Humans are creatures who are constantly searching purposes to reach certain goals: 1. Stay alive, 2. Be reasonably happy, pain-free. Happiness could be found alone or in interaction, and is only possible when man has rational beliefs to help you achieve those goals. These irrational beliefs (cognitions, ideas, philosophies) block and sabotage the achievement of the basic goals more important.
There are certain irrational beliefs that affect the origin and development of neurosis:
“I must succeed in most of my actions and relationships. If not, I am a totally useless or inadequate.
“People should be treated with the utmost consideration, fairness, respect and kindness, otherwise they are not as good as they claim to be, and therefore does not deserve to be happy.
“The conditions under which live should be completely comfortable, otherwise it will not stand it.
Explains the neurosis by the ABC model.
A = event, activity or adversities that prevent achieving the goal.
B = Reaction to A, are beliefs.
C = Consequences of B’s beliefs, emotions mainly.
Would change behavior through Socratic dialogue and logical self. Examples of therapeutic techniques:
§ 1. Understanding the fundamental relationship therapy: seeking to emphasize the responsibility of the patient to their thoughts and feelings, so as to encourage the perception of their responsibility and control over their maladaptive cognitions.
§ 2. Analysis and Evaluation Logic: The therapist seeks to alter the patient’s maladaptive conditions. The logical argument can be directed towards the logical validity of the premise of the patient or the incongruity of the premise with the patient’s behavior. To achieve these aims using deductive and inductive reasoning.
§ 3. Reduction to the Absurd: The therapist assumes that the patient’s irrational premise is correct, carrying the faulty premise to its logical extreme, to enlighten him about the absurdity of it.
§ 4. Empirical Analysis and Evaluation: cognitions are compared with observations of real life or the empirical evidence related to the content of cognition. This allows assessment of the extent to which cognition is a realistic expression of the known facts of a situation. It is effective when combined with tasks organized for the patient to make observations and collect data, which indicate the degree to which cognition actually reflects the experience of everyday life.
§ 5. Contradiction with Added Value: The therapist introduces a dissonant situation for the patient, showing that a cognition contradicts and is inconsistent with a belief or quality rating.
§ 6. Incredulous reaction Therapist: The therapist reduces the dissonance so incredulous expressing his belief that no patient could actually keep an irrational cognition.
§ Appeal to the negative consequences: Specifies the negative consequences of maladaptive cognition and encouraged the patient to avoid or escape the unpleasant consequences by modifying cognition problems. Affective consequences are specified as behavioral outcomes.
§ Negative Analogies: An analogy is projected to elicit negative feelings about cognition. These similarities should enable the association of cognition.
§ Appeal to the positive consequences of change: Its purpose is to lead the patient to a recognition of all the positive aspects that would allow a change at a cognitive level.
c.Terapia Cognitive Beck: The affections and conduct are determined by how the subject structures the world.
Cognitions or attitudes would be based on assumptions developed from later experiences.
Describe the main complex mediational processes, which are organized according to a structure formed from underlying unconscious cognitive schemas.
The unconscious is understood as events or structural processes would be active and influencing the thinking, behavior and emotions, but which can not be accessed from the consciousness.
Each underlying cognitive schema determines a particular form of processing informaciónobtenida of reality.
You can access some unconscious content through the deliberate search, accessing the fleeting thoughts that have great emotional content, or even accessing some cognitive distortions that actually encode the perceptions of the subject.
Major Distortion:
-1. Selective Abstraction
-2. Overgeneralization
-3. Maximization and Minimization
-4. Personalization
-5. Dichotomous thinking
They can be removed by the following methods proposed by Beck:
or cognitive Polls: Therapist and patient identify incidents that illuminate the problems of personality, and focus attention on the cognitive bases of these incidents:
First Survey Cognitive: Identify automatic thoughts.
Cognitive Second Poll: Discerning the chain reaction that begins with the automatic thought through introspection. He questioned to reach the nuclear framework that demonstrates the fallacy of the particular patient or fails to draw inferences and conclusions from reality.
or addressing schemes:
1. Restructuring schematic: When you reach the conclusion that a scheme is sick, the decision to demolish it, but can not all dysfunctional scheme restructure, and it is not always a reasonable goal. The restructuring is to reduce dysfunctional patterns and develop more adaptive schemas. Some techniques used in this stage of therapy, is the day to organize and store new observations in relation to old patterns, as well as the daily predictive that the patient provides what will happen in certain situations if their negative patterns were correct, then type what really happened and compared, as in the newspaper in the most actively discussed everyday experiences in terms of old and new schemes.’s diaries schemes help build more adaptive schemes, and ensure that the following experiences to strengthen them, countering and reformulating old ones.
2. Schematically Modification: This involves changing the basic way of responding to the world. It is smaller in relation to the restructuring.
3. Reinterpreting schemes: helping patients understand and reinterpret their lifestyles and patterns of more functional ways.
or Decision Making: define a problem, we set goals, make a brainstorm about possible solutions that could solve the problem. Finally a list of problems with pros and cons of the different proposed decisions.
OTHER
or guided discovery: this technique allows the patient to recognize dysfunctional patterns stereotypical interpretation.
idiosyncratic meaning or Search
or Labeling inappropriate inferences or distortions, so that the patient become aware of the unreasonable nature of certain patterns or distorted automatic thought.
Empiricism or cooperative: working with patients to test the validity of their beliefs, interpretations and expectations.
o Examination of the explanations for the behavior of others
or scales Ordering: Translation of interpretations or expressions to counteract gradual dichotomous thinking.
or reallocation or reassignment of responsibility for actions and results.
or deliberate exaggeration: It takes the idea at one end to facilitate the reassessment of a dysfunctional conclusion.
o Examination of advantages or disadvantages to keep or change beliefs or behavior and clarification of ancillary benefits.
or Descatastrofización: the patient to recognize and counteract the tendency to think only in terms of the worst possible outcome of a situation.
Cognitive Retraining, Lazarus
Proposes novel strategies for cognitive retraining.
Adds two failures to the list proposed by Beck. These are:
1.Dichotomous thinking: two possible evaluations of the event. Ex: Good or Bad. There is a continuum of confidence more like personal beliefs.
2. Oversocialization: inability to recognize and question the arbitrariness of many cultural norms.
Self-instruction, Meichenbaum
The outcome of the study of private monologues and its effects on emotional experience and regulation of behavior, shows a technique for the description of cognitive task modeling and mediational directed training.
Guidelines contained in the Manual Therapy for Cognitive and Behavior Modification:
-Presentation and self-guided teaching the role of self-statements in the subjective distress and behavioral inadequacies.
-Training in the basics of troubleshooting, including: defining the problem and anticipated impacts.
-Training on the discrimination and systematic observations of self-declarations.
“Executions gradual.
Explicit and self-strengthening “suggestions for the modification of self-declared through adaptive management lines and addresses of attention to relevant factors of implementation.
Modeling structured-both explicit and cognitive skills.
“Modeling and reinforcement of positive self-evaluations (self-reinforcement) and
“Depending on the type of training used, relaxation training combined with the use of imagination for sound management, in a modified process of desensitization.
All named authors throughout the text rather Glfried and go to Mahoney:
1.1 key point of cognitive science is the emphasis on mental representation (…): environmental aspects are encoded and manipulated in the imagination and then act from the result of these operations.
2.The human being is a complex organism, which can be adapted and is constantly in reciprocal interaction with the environment. The behavioral changes would be influenced by current physiological states + story + learning + environment situation interdependent cognitive processes.
3.Se may bind to Piagetian theory that describes the subject as being active in their own growth and development, which can be adapted to an environment that is always changing through assimilation and accommodation, for which it needs the capacity to adapt and fit , which hangs 100% of their biology. The body homeostasis look what comes from compensating means, which means that human mental development is the result of a continuous structure according to the interaction between the individual and the environment.
COGNITIVE REVOLCION 4.La: Change in the conceptions of the self. This becomes an author of the very processes and the selection and construction that performs consistently in relation to their environment.
5.3 assumptions that explain the concept of self in the cognitive paradigm, Goncalves:
1) itself is a structural whole and coherent generalizations made by the person has about herself
2) It is an autonomous and independent, influenced both by personal experiences, such as environmental circumstances.
3) tends to remain fairly stable throughout adult life.
Is a jump because it changes the vision of man there’s a new object of study empirically verifiable phenomena observable + + mediational phenomena (cognitions and emotions) deducted bylogical rationality.
Empirical verification, logic verification and experiments allow the evaluation of the construction of understanding the logical thinking, deduction and rational inference as valid forms of scientific knowledge in psychology.
Existence of a rational subject who operates determined by their ideas about self, others and the world, in which both the conduct and emotion are the result of these ideas.
Primacy of cognitive functioning in the structure of subjects, in which the basic unit of meaning is the “concept” or “scheme” and would absorb the events of reality
The excitement acquire a secondary role and would depend on the cognitive changes to bring their own changes.
The worlds people believe represent a real world.
THEN knowledge would be the result of mediational phenomena, which would be intervening variables that account for underlying mental processes that largely determine the final behavior, mediating between stimulus and response. And whose main feature would be to reflect a reality that exists independently of the observer.
Misconceptions learned (or wrong ideas or wrong) are the crucial variables to be amended before the therapy can be successful.
The cognitions are central to the creation of emotions and behaviors.
THERAPIST: Correct construction of the patient to restore the rule and order of objectivity and functionality.