Information Processing Approaches to Clinical Psychology

Cognitive therapy versus medication for depression: treatment outcomes and neural mechanisms

“…The amygdala and the prefrontal cortex are but two of the brain regions for which there is evidence of dysfunction in depression,62 and some accounts of brain abnormalities in patients with depression have emphasized the significance of neurochemical systems rather than brain regions 50,52,58,74-76. For example, Mayberg and colleagues have cited evidence in support of their hypothesis that an extensive brain network is impaired in indivuals with the full syndrome of depression 77,78. Their work has included examinations of activity in the DLPFC, the rostral and posterior cingulate gyri and the OFC in association with cognitive processes, including attention and self-referential focus.…”

Cognitive Therapy and Theories of Knowing: A Social Constructionist View

“…Salient development, maintenance, and remediation of psychological examples of empiricist cognitive approaches include Beck's cognitive therapy (Beck, 1976;Beck & Weishaar, 1989) and information-difficulties. That is, epistemic distinctions notwithstanding, each approach to cognitive therapy credits some form of cognitive "defiprocessing models set forth by others (Ingram, 1986;Winfrey & cit" or critical vulnerability factor in the development of psychologi- Goldfried, 1986). Beck's cognitive therapy is based on the premise cal problems.…”

“…Similar to Beck's cognitive therapy, information-processing (IP) approaches presume that cognitive biases in the processing of information play a significant role in the development and maintenance of various forms of psychological disturbance (cf. Ingram, 1986;Kanfer & Hagerman, 1986;Meichenbaum & Gilmore, 1984, Turk & Salovey, 1985Winfrey & Goldfried, 1986). Most IP accounts of cognitive therapy use a computer metaphor of cognition and describe (a) the "inward flow" of information from the sense organs, (b) its passage through a series of temporally defined stages of feature abstraction, and (c) its eventual storage in cognitive structures called "schemata" (see Lyddon [1988] for a review).…”

Procedural Knowledge in Education for Direct Practice

“…Some important areas for research might include (a) identifying those attributes or experiences that are associated with high and low scores on critical thinking, (b) gathering additional student baseline data, (c) collecting data across a variety and bias derived from the primarily social psychology research and applied literature on human information processing (e.g., for collections, see Turk & Salovy, 1988;Ingram, 1986;Kahneman, Slovic, & Tversky, 1982;Nisbett & Ross, 1980).…”