Cognitive Approach
(Cognitive approach concentrates on how our mind works – looks at internal mental processes such as attention, thinking and
memory. It sees human mind like a computer that receives information, processes it and gives response)
Andrade Laney Baron-Cohen
Why was carried out To test whether doodling aids No previous research has To investigate theory of mind in
concentration, measured by investigated the false beliefs for AS/HFA. To improve original
recall performance on memory a positive event and explored study which had problems: only
test (no prior studies). consequences; to investigate two options so 50% chance of
positive false memory effects guessing; some were too easy,
by suggesting to participants could have been solved by eye
that they had loved asparagus direction; more females than
as children. males; Only opposite choices;
No glossary.
Aim To see whether doodling To investigate a positive false To replicate previous study; to
improves or hinders memory effects by suggesting test whether there was
concentration. to participants that they had negative correlation between
loved asparagus as children; To the scores on eyes test and
explore consequences of false autism spectrum; to test
positive memory and its whether females scored better
underlying mechanism. on eyes test than males.
Behavior investigated -Whether doodling affects -Whether a memory for false -Theory of mind
concentration positive event could be -Whether autistic adults can
-By hindering or improving it implanted read emotion in the eyes
-Does doodling distract -Whether telling a subject that -Whether autistic adults score
attention away from task they had loved asparagus as low in the Eyes test and high on
-Or improve performance by children led them to self-report the AQ test
aiding arousal. a belief that this was true -Whether there is gender
, memory difference.
-Whether a false positive belief
for asparagus led to
consequences such as
willingness to order it in
restaurant.
Why cognitive approach Andre studies cognitive process Laney studies cognitive process Baron-Cohen is investigating
of attention and how a of memory. Tries to implant cognitive process of Theory of
secondary task such as positive false memory for mind in AS/HFA through eyes
doodling may hinder/improve loving asparagus as a child and test, which measures first stage
performance on a primary task, the consequences of this in of theory of mind – attributing a
if doodling will aid terms of whether someone relevant mental state.
concentration assessed by would order it in restaurant
memory task. and in exp.2 whether the
picture of asparagus made it
more appealing.
IV and DV IV: doodling and non-doodling IV: love group and control IV: autistic or not; males or
DV: Mean correct recall, false group; believers and non- females
alarms and memory scores. believers DV: Scores on eyes test and AQ.
DV: ratings on critical items on
both questionnaires in sessions
1&2, comparison.
Sample Opportunity sampling; 40 Volunteer sampling; received Group 1-volunteer sampling via
subjects, only 5 males; UK. credit for participating; 128 magazine, 15 males AS/HFA;
undergraduates 77% females Group 2-opportunity sampling,
(exp.1); 103 undergraduates – 122 normal adults from Exeter
received course credits (exp. or Cambridge public library
2) users;
Group 3-opportunity sampling,
103 undergraduates at
, Cambridge university (53
males 50 females);
Group 4-random sampling, 14
randomly selected adults who
were matched for IQ with
group 1.
How was data collected (Quantitative data) By asking Questionnaires: FHI; Some participants were asked
them to listen to tape and write Restaurant questionnaires and to complete AQ test (self-report
down the names of ppl others; then same questionnaire), all of them had
attending party; in surprise questionnaires again and to look at pictures of people
memory test asked them to others (like food cost and complete eyes test –
recall names of ppl and places questionnaire; memory or multiple-choice questionnaires.
mentioned in the tape. belief), exp.2 rated
photographs. +Questionnaires.
Findings -In number of correct names -In exp.1 subjects in love -In Eyes test AS/HFA group (1)
written down doodling scored condition had higher mean scored 21.9 wile matched
more (7.8) than control (7.1) rating (4.20) for loving group (4) scored significantly
-On memory test on names asparagus in the post test higher 30.9
doodling scored mean more compared to pre-test results -In AQ test AS/HFA group (1)
(7.5) than Control (5.8). (1.70) in FHI scored 34.4 while matched
-In post test FHI participants in group scored significantly
love condition had higher mean lower 18.9.
score (4.20) than control group
(2.52)
Conclusions -People in doodling condition -Exp. 1 concluded that it is -AS/HFA group score
concentrated better on primary possible to implant false significantly high on AQ test but
task than ppl who only listened positive memory significantly low on eyes test
to tape, nothing else -Exp. 1 concluded that compared to general
-Doodling aids concentration implanting false positive beliefs population
-Doodling may help to stabilize leads to consequences (e.g. -AS/HFA has difficulties in
(Cognitive approach concentrates on how our mind works – looks at internal mental processes such as attention, thinking and
memory. It sees human mind like a computer that receives information, processes it and gives response)
Andrade Laney Baron-Cohen
Why was carried out To test whether doodling aids No previous research has To investigate theory of mind in
concentration, measured by investigated the false beliefs for AS/HFA. To improve original
recall performance on memory a positive event and explored study which had problems: only
test (no prior studies). consequences; to investigate two options so 50% chance of
positive false memory effects guessing; some were too easy,
by suggesting to participants could have been solved by eye
that they had loved asparagus direction; more females than
as children. males; Only opposite choices;
No glossary.
Aim To see whether doodling To investigate a positive false To replicate previous study; to
improves or hinders memory effects by suggesting test whether there was
concentration. to participants that they had negative correlation between
loved asparagus as children; To the scores on eyes test and
explore consequences of false autism spectrum; to test
positive memory and its whether females scored better
underlying mechanism. on eyes test than males.
Behavior investigated -Whether doodling affects -Whether a memory for false -Theory of mind
concentration positive event could be -Whether autistic adults can
-By hindering or improving it implanted read emotion in the eyes
-Does doodling distract -Whether telling a subject that -Whether autistic adults score
attention away from task they had loved asparagus as low in the Eyes test and high on
-Or improve performance by children led them to self-report the AQ test
aiding arousal. a belief that this was true -Whether there is gender
, memory difference.
-Whether a false positive belief
for asparagus led to
consequences such as
willingness to order it in
restaurant.
Why cognitive approach Andre studies cognitive process Laney studies cognitive process Baron-Cohen is investigating
of attention and how a of memory. Tries to implant cognitive process of Theory of
secondary task such as positive false memory for mind in AS/HFA through eyes
doodling may hinder/improve loving asparagus as a child and test, which measures first stage
performance on a primary task, the consequences of this in of theory of mind – attributing a
if doodling will aid terms of whether someone relevant mental state.
concentration assessed by would order it in restaurant
memory task. and in exp.2 whether the
picture of asparagus made it
more appealing.
IV and DV IV: doodling and non-doodling IV: love group and control IV: autistic or not; males or
DV: Mean correct recall, false group; believers and non- females
alarms and memory scores. believers DV: Scores on eyes test and AQ.
DV: ratings on critical items on
both questionnaires in sessions
1&2, comparison.
Sample Opportunity sampling; 40 Volunteer sampling; received Group 1-volunteer sampling via
subjects, only 5 males; UK. credit for participating; 128 magazine, 15 males AS/HFA;
undergraduates 77% females Group 2-opportunity sampling,
(exp.1); 103 undergraduates – 122 normal adults from Exeter
received course credits (exp. or Cambridge public library
2) users;
Group 3-opportunity sampling,
103 undergraduates at
, Cambridge university (53
males 50 females);
Group 4-random sampling, 14
randomly selected adults who
were matched for IQ with
group 1.
How was data collected (Quantitative data) By asking Questionnaires: FHI; Some participants were asked
them to listen to tape and write Restaurant questionnaires and to complete AQ test (self-report
down the names of ppl others; then same questionnaire), all of them had
attending party; in surprise questionnaires again and to look at pictures of people
memory test asked them to others (like food cost and complete eyes test –
recall names of ppl and places questionnaire; memory or multiple-choice questionnaires.
mentioned in the tape. belief), exp.2 rated
photographs. +Questionnaires.
Findings -In number of correct names -In exp.1 subjects in love -In Eyes test AS/HFA group (1)
written down doodling scored condition had higher mean scored 21.9 wile matched
more (7.8) than control (7.1) rating (4.20) for loving group (4) scored significantly
-On memory test on names asparagus in the post test higher 30.9
doodling scored mean more compared to pre-test results -In AQ test AS/HFA group (1)
(7.5) than Control (5.8). (1.70) in FHI scored 34.4 while matched
-In post test FHI participants in group scored significantly
love condition had higher mean lower 18.9.
score (4.20) than control group
(2.52)
Conclusions -People in doodling condition -Exp. 1 concluded that it is -AS/HFA group score
concentrated better on primary possible to implant false significantly high on AQ test but
task than ppl who only listened positive memory significantly low on eyes test
to tape, nothing else -Exp. 1 concluded that compared to general
-Doodling aids concentration implanting false positive beliefs population
-Doodling may help to stabilize leads to consequences (e.g. -AS/HFA has difficulties in
