Abnormal Psychology

Question 1

Buss (1989)

Answer 1

• Investigate cross-cultural differences in mate preferences.
• Surveyed over 10,000 people from 37 different cultures.
  
  • Participants were asked about preferences in a mate, considering characteristics like age, resources, and physical attractiveness.
• Men generally prioritize youth and physical attractiveness in mates across cultures.
  
  • Women tend to prioritize resources and status inmates across cultures.
  • Some variations were observed, suggesting a blend of evolved and culturally influenced mate preferences.

Question 2

Tannen (2007)

Answer 2

• Examined gender differences in communication styles, particularly focusing on how men and women use language in social interactions.
• Conducted a qualitative analysis of conversational dynamics and patterns.
• Men often use communication to establish dominance and independence.
  
  • Women prioritize connection and rapport in their communication styles.

Question 3

Buss et al. (1992)

Answer 3

• Investigate cross-cultural differences in mate preferences.
• Over 10,000 individuals from 37 cultures.
  
  • Participants ranked the importance of various traits in potential mates.
• Universal Preferences:** Certain traits (e.g., kindness, intelligence) were universally preferred across cultures.
  
  • Cultural Variability: Differences in mate preferences were observed, influenced by cultural factors.
  • Gender Differences: Some preferences varied between genders, with men valuing physical attractiveness more than women

Question 4

Kurdek (1991)

Answer 4

• Aim: Investigate the correlation between relationship duration and relationship satisfaction in homosexual couples.
• Survey of 62 gay male and 61 lesbian couples.
• Longer relationship duration was associated with higher relationship satisfaction in lesbian couples.
  
  • No significant correlation was found between relationship duration and satisfaction in gay male couples.
• Findings suggested that factors influencing relationship satisfaction may vary between gay male and lesbian couples.

Question 5

Miller (1973)

Answer 5

• Aim: Examine the psychological aspects of communication.
• • Introduces the concept of the “magical number seven, plus or minus two” about the capacity of short-term memory.
• Argues that humans can typically hold 5 to 9 chunks of information in their short-term memory.
• Discusses how this capacity influences various aspects of communication, including language processing and comprehension.

Question 6

Sherif et. al (1961)

Answer 6

• Aim: To investigate intergroup conflict and cooperation in a realistic setting.
• 22 twelve-year-old boys divided into two groups (Eagles and Rattlers).
• Phase 1: Groups formed bonds within themselves (in-group formation).
  
  • Phase 2: Introduced to each other, leading to intergroup rivalry.
  • Conflict escalated with competition and negative stereotypes.
  • Phase 3: Introduced superordinate goals, requiring cooperation for common objectives.
• Findings: Initial hostility between groups.
  
  • Formation of in-group bonds.
  • Introduction of common goals reduced intergroup hostility.

Question 7

Allport (1954)

Answer 7

• Aim: Investigation of the nature and causes of prejudice and discrimination.
• Utilized both qualitative and quantitative methods, including surveys, interviews, and observations.
• Examined both children and adults from various social and cultural backgrounds.
• Findings: Identified that prejudice tends to emerge early in childhood and can be influenced by various factors such as family, social environment, and personal experiences.

Question 8

Vang and Fox (2014)

Answer 8

• Aim: The study investigates the impact of mindfulness meditation on cognitive performance and stress levels.
• College students were randomly assigned to either a mindfulness meditation group or a control group.
• The mindfulness group participated in an 8-week mindfulness-based stress reduction program, including meditation sessions. The control group received no intervention.
• Cognitive performance and stress levels were assessed through various standardized tests and self-report measures.
• The mindfulness group showed significant improvements in cognitive performance, specifically attention and memory. Additionally, participants reported reduced stress levels compared to the control group.

Question 9

Sime (1983)

Answer 9

• Aim: Investigating the impact of environmental noise on task performance.
• Laboratory experiment.
• Undergraduate students.
• The students were divided into high-noise and low-noise groups.
• They were asked to complete a complex cognitive task.
• Results: High-noise group performed significantly worse than the low-noise group.
• Conclusion: Environmental noise negatively influences cognitive task performance.

Question 10

Darley and Batson (1973)

Answer 10

• Aim: Investigate the influence of time pressure on helping behavior and the impact of the perceived urgency of the situation.
• • Participants said they were part of a discussion group about personal problems.
  • Varying degrees of urgency were introduced by informing some participants they were already late, creating a high time-pressure condition.
  • A confederate (person in on the experiment) feigned distress during the discussion.
• Results: In the high time-pressure condition, participants were less likely to offer assistance or help the distressed confederate.
  
  • Those with more time were more likely to provide help.
• Conclusion: Time pressure significantly affects prosocial behavior, influencing the likelihood of individuals helping someone in distress.
  
  • The perceived urgency of the situation has a substantial impact on altruistic responses.
• Participants were students from Princeton University

Question 11

Baumeister et al. (1988)

Answer 11

• Aim: Examine the relationship between emotions and behavior, specifically exploring the role of feedback, anticipation, and reflection.
• Participants were exposed to different emotional states induced by feedback, anticipation, and reflection.
  
  • Observations and measurements were taken to assess subsequent behavioral changes.
• Results: Emotions were found to influence behavior indirectly through feedback, anticipation, and reflection, rather than through direct causation.
  
  • Feedback about emotional states influenced subsequent behaviors.
  • Anticipation of emotional events also impacted behavior.
  • Reflection on emotional experiences played a role in shaping behavior.