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Daniella IB HL psych > all case studies > Flashcards

all case studies Flashcards

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1
Q

biological
harlow
phineas gage: aim

A
  • investigate how serious damage to the left frontal lobe impacts behaviour
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2
Q

biological
harlow
phineas gage: procedure

A
  • phineas gage was a railroad worker who suffered a severe accident
  • metal rod went through his skull almost fully destroying his left frontal lobe
  • harlow observed gage’s behaviour after the accident and interviewed people who knew him both before and after
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3
Q

biological
harlow
phineas gage: findings

A
  • gage’s personality changed dramatically due to the brain damage
  • before he was responsible and capable
  • after he was highly emotional and unable to control impulses
  • incapable of following through with plans
  • began to behave inappropriately using vulgar language, acting violent and potentially touching children
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4
Q

biological
harlow
phineas gage: conclusion

A
  • this case study shows us that the frontal lobe plays an important role in personality
  • impacts goal setting, self regulation and following social norms
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5
Q

biological
harlow
phineas gage: evaluation

A
  • first evidence on the role of the left frontal lobe on behaviour
  • supports the principle of brain localization ie frontal lobe has a particular function
  • not possible to replicate this study so not generalizable
  • gage’s behaviour was inconsistent and there is unclear information
  • don’t know that much information about his personality before the accident so we don’t know how much his personality actually changed
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6
Q

biological
rosenzweig and bennet (1961)
rat neuroplasticity: aim

A
  • investigate neuroplasticity in rats
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7
Q

biological
rosenzweig and bennet (1961)
rat neuroplasticity: procedure

A
  • rats were randomly placed in one of two different environments
  • one was enriched environment (EE) where rats played with toys, games and a maze
  • other was the deprived environment (DE) where they were alone in a cage with no toys
  • rats either spent 30 or 60 days in their enclosures and were then killed to examine the changes in their brains
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8
Q

biological
rosenzweig and bennet (1961)
rat neuroplasticity: results

A
  • rats in the EE had a heavier frontal lobe and thicker cortex in comparison to rats in the DE
  • a thicker cortex means more neural connections
  • frontal lobe is important in decision making and self control
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9
Q

biological
rosenzweig and bennet (1961)
rat neuroplasticity: conclusion

A
  • being in a more stimulating environment causes new connections to form which changes brain structure
  • this study supports the idea of neuroplasticity
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10
Q

biological
rosenzweig and bennet (1961)
rat neuroplasticity: evaluation

A
  • lab experiment so extraneous variables were controlled
  • cause and effect relationship as rats were randomly chosen for each group
  • questionable if rats apply to humans even though we have genetic similarity
  • ethical issues as the rats were killed
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11
Q

biological
maguire
(2000)
taxi neuroplasticity: aim

A
  • investigate whether neuroplasticity occurs in london taxi drivers who need to memorise the area to get their license
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12
Q

biological
maguire
(2000)
taxi neuroplasticity: procedure

A
  • a sample of 16 healthy right handed london taxi drivers
  • had their brains scanned using an MRI
  • their brains were compared with non taxi drivers with the same characteristics
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13
Q

biological
maguire
(2000)
taxi neuroplasticity: results

A
  • the posterior (rear) of the hippocampus was significantly bigger in taxi drivers
  • the anterior (front ) of the hippocampus was larger in the control group
  • positive correlation between years of experience being a taxi driver and the size of the posterior hippocampus
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14
Q

biological
maguire
(2000)
taxi neuroplasticity: conclusion

A
  • hippocampus is the region of the brain associated with memory
  • posterior hippocampus is related to spatial memory and navigation
  • taxi drivers have a mental map which causes the increase
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15
Q

biological
rogers
(2011)
serotonin: aim

A
  • investigate the role that serotonin plays in perceiving emotional intimacy
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16
Q

biological
rogers
(2011)
serotonin: procedure

A
  • participants were 40 healthy male adults
  • half the participants received a drink with tryptophan in it which increases levels of serotonin and the other half had a drink without it
  • after participants were given photos of couples and asked to rate how “intimate” and “romantic” the couples seemed
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17
Q

biological
rogers
(2011)
serotonin: results

A
  • participants with lower serotonin (did not have tryptophan) rated the couples less intimate and romantic than the other group
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18
Q

biological
rogers
(2011)
serotonin: conclusion

A
  • serotonin plays a role in how humans judge the closeness of people’s relationships
  • possible implications of depression as they perceive their relationships as less than they are
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19
Q

biological
rogers
(2011)
serotonin: evaluation

A
  • casual relationship between the levels of serotonin and ratings of relationships
  • rating closeness is not something people would do in real life, low ecological validity
  • only in one culture (british) findings should be replicated on a bigger scale
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20
Q

biological
albert
(1986)
testosterone: aim

A
  • investigate how testosterone influences aggression in “alpha male” rats
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21
Q

biological
albert
(1986)
testosterone: procedure

A
  • rats were placed in cages and the alpha males were identified by observation
  • alpha males randomly assigned to one of 4 conditions
  • A castration
  • B castration followed by implanting tubes of testosterone
  • C castration followed by implanting empty tubes
  • D “fake” operation where rats were cut open and sewn up again with no change
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22
Q

biological
albert
(1986)
testosterone: results

A
  • A and C rats whose testosterone levels were diminished displayed less aggression
  • B and C rats testosterone levels remained the same so there was no change in behaviour
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23
Q

biological
albert
(1986)
testosterone: conclusion

A
  • testosterone plays an important role in aggression and status seeking
  • higher testosterone = higher levels of aggression and dominance
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24
Q

biological
albert
(1986)
testosterone: evaluation

A
  • carefully controlled extraneous variables in a lab, causal relationship between IV (testosterone levels) and DV (aggression and status)
  • rats may not be generalizable to humans
  • permanent surgery on rats, ethical?
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25
Q

biological
dabbs
(1995)
testosterone crimes: aim

A
  • investigate the relationship between testosterone and criminality
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26
Q

biological
dabbs
(1995)
testosterone crimes: procedure

A
  • testosterone levels were measured by saliva samples from 692 male prisoners
  • prisoners criminal records analysed for violent and non violent crimes
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27
Q

biological
dabbs
(1995)
testosterone crimes: results

A
  • prisoners with higher testosterone levels, more likely to commit violent crimes (rape, murder, assault)
  • prisoners with lower testosterone levels, non violent crimes (credit card fraud etc)
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28
Q

biological
dabbs
(1995)
testosterone crimes: conclusion

A
  • testosterone is seemingly linked to violent criminal acts
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29
Q

biological
dabbs
(1995)
testosterone crimes: evaluation

A
  • correlational study as no variables were manipulated
  • can’t be sure testosterone was the cause of people being more violent
  • lots of extraneous variables
  • strength is large sample size
  • only conducted on males so not generalizable to women
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30
Q

biological
savic et al
(2009)
human pheromones scan: aim

A
  • investigate whether human pheromones exist and how they impact our brains
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31
Q

biological
savic et al
(2009)
human pheromones scan: procedure

A
  • researchers exposed participants (24 men and women) to the smell of two chemicals
  • chemicals were almost identically to naturally produced sex hormones, testosterone and estrogen
  • as participants smelled the chemicals their brains were scanned with a PET machine
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32
Q

biological
savic et al
(2009)
human pheromones scan: results

A
  • hypothalamus became activated in men when they smelled the female hormone and in women when they smelled the male hormone
  • hypothalamus is linked to sexual behaviour and not normally activated by other smells
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33
Q

biological
savic et al
(2009)
human pheromones scan: conclusion

A
  • suggests sex pheromones exist in humans and they influence sexual behaviour
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34
Q

biological
savic et al
(2009)
human pheromones scan: evaluation

A
  • well controlled lab experiment showing a causal relationship between the chemicals (IV) and activity in the hypothalamus (DV)
  • small number of participants, needs to be replicated to confirm
  • measured changes in brain activity not actual behaviour
  • would these people act on the brain activity? unknown
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35
Q

biological
zhou
sex pheromones: aim

A
  • investigate how sex pheromones can alter perception
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36
Q

biological
zhou
sex pheromones: procedure

A
  • involved 4 groups of people
    straight men, straight women
    gay men, gay women
  • participants were shown a shape made out of light dots that appeared to be walking
  • the gender of the shape was androgynous but participants had to say whether or not they thought the shape was male or female
  • during this the scent of either a male or female pheromone was released in the air
  • male sweat, female urine
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37
Q

biological
zhou
sex pheromones: results

A
  • participants responded to the pheromones of the gender they were attracted too
  • when straight women/gay men smelled the male pheromone, they were more likely to view the figure walking as male
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38
Q

biological
zhou
sex pheromones: evaluation

A
  • well controlled lab experiment, casual relationship between IV and DV
  • low ecological validity
  • pheromones came from areas that people wouldn’t normally be exposed too
  • not sure how it would impact real world behaviour or if it even would have an effect
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39
Q

biological
francis et al
(2003)
genes and environment: aim

A
  • investigate how interaction between genes and the environment impacts how rats nurture their offspring
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40
Q

biological
francis et al
(2003)
genes and environment: procedure

A
  • mothers separated into groups of either high licking or low licking
  • licking in rats is a sign of care and affection
  • after 12 hours of being born rats with high licking mothers were switched to rats with low licking mothers and vice versa
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41
Q

biological
francis et al
(2003)
genes and environment: findings

A
  • rats raised by high licking mothers were less stressed and grew up to be high licking mothers too even if their biological mother was a low licker
  • lost the methyl groups around high licking causing that gene to be turned on
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42
Q

biological
francis et al
(2003)
genes and environment: conclusion

A
  • being in a loving environment impacts genes

- those epigenetic changed genes are passed on to the next generation

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43
Q

biological
francis et al
(2003)
genes and environment: evaluation

A
  • well controlled experiment
  • use of animals is less unethical, switching human babies in real life?
  • easier to study across generations due to rats and not humans
  • done on rats so not sure generalizable to humans
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44
Q

biological
waran and tod
(2005)
dog pheromone: aim

A
  • investigate impacts of DAP (dog appeasing pheromone) on behaviour on dogs in the animal shelter
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45
Q

biological
waran and tod
(2005)
dog pheromone: procedure

A
  • DAP is a synthetic chemical that mimics pheromones released by lactating dogs 3 days after birth
  • DAP was released in the air to 37 dogs while 17 dogs had nothing
  • a student who didn’t know which group of dogs observed their behaviour over a week
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46
Q

biological
waran and tod
(2005)
dog pheromone: results

A
  • DAP dogs barked less and were more interested in strangers
  • sound levels 80 peak db for DAP dogs
  • 100 peak db for control dogs
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47
Q

biological
waran and tod
(2005)
dog pheromone: conclusion

A
  • pheromones send chemical signals to dogs that make them less anxious and more relaxed
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48
Q

biological
waran and tod
(2005)
dog pheromone: evaluation

A
  • well controlled lab experiment, clear relationship established
  • use of animals was ethica; no dogs were harmed
  • could have benefited the animals
  • unlikely DAP would impact humans at all
  • DAP can be used to calm down anxious dogs
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49
Q

cognitive
bransford and johnson
(1972)
washing machine: aim

A
  • investigate how schemas help us to store new information in our memory
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50
Q

cognitive
bransford and johnson
(1972)
washing machine: procedure

A
  • participants randomly divided into 3 groups
  • group 1 told the story is about laundry before they are read the story
  • group 2 is told the story after
  • group 3 is not told
  • then all participants are tested on how well they can recall the paragraph
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51
Q

cognitive
bransford and johnson
(1972)
washing machine: findings

A
  • group 1 that were told the topic before they heard the paragraph had a much better memory than the other groups
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52
Q

cognitive
bransford and johnson
(1972)
washing machine: conclusion

A
  • schemas help participants encode new information by helping them interpret what is happening
  • memory isn’t just copying what you hear but interpreting it based on past experiences
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53
Q

cognitive
bransford and johnson
(1972)
washing machine: evaluation

A
  • easy to replicate, high reliability
  • experimental design, casual relationship
  • wouldn’t happen in real life low ecological validity
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54
Q

cognitive
bartlett
(1932)
cultural schemas: aim

A
  • investigate how cultural schemas influence can memory
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55
Q

cognitive
bartlett
(1932)
cultural schemas: procedure

A
  • british participants asked to read native american folk story “war of ghosts” twice
  • asked to use serial reproduction soon after being read it
  • then that person had to write it down
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56
Q

cognitive
bartlett
(1932)
cultural schemas: findings

A
  • the length of the story became shorter
  • story became more conventional canoe: boat, eel hunting: fishing
  • no matter how different the story remained whole
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57
Q

cognitive
bartlett
(1932)
cultural schemas: conclusion

A
  • participants found it hard to remember because it didn’t fit their own cultural schemas
  • couldn’t relate to prior experiences
  • cultural schemas can lead to memory distortions
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58
Q

cognitive
bartlett
(1932)
cultural schemas: evaluation

A
  • supports the idea that schemas can lead to false memories
  • took place a long time ago, modern psychological research was not developed
  • procedure was not carefully controlled
  • not ecologically valid but some argue it is because we remember information our friends and family tell us
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59
Q

cognitive
murdoch
(1962)
remember list: aim

A
  • investigate how the position of words in a list affects memory
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60
Q

cognitive
murdoch
(1962)
remember list: procedure

A
  • shown a list of words 1 at a time or 1-2 seconds

- as soon as all the words were shown participants had to recall as many words as they could

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61
Q

cognitive
murdoch
(1962)
remember list: results

A
  • remembered more words at the beginning of the list (primacy effect) and the end (recency effect)
  • worst recall for the middle of the list
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62
Q

cognitive
murdoch
(1962)
remember list: conclusion

A
  • words at the beginning put into long term memory

- words at the end put into short term memory

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63
Q

cognitive
murdoch
(1962)
remember list: evaluation

A
  • supports the multi store model of memory
  • debatable if the beginning of the list is really in long term memory
  • low ecological validity
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64
Q

cognitive
loftus and palmer
(1974)
words memory: aim

A
  • investigate how leading questions can influence eyewitness memory
65
Q

cognitive
loftus and palmer
(1974)
words memory: procedure

A
  • study conducted on american students

- shown a video on a car crash

66
Q

cognitive
loftus and palmer
(1974)
words memory: findings

A
  • participants estimated the car was going much faster when they question said smashed vs contacted
  • more participants said there was broken glass when the question was smashed even when there was none
67
Q

cognitive
loftus and palmer
(1974)
words memory: conclusion

A
  • leading questions can change the memory of an event

- “smashed” is associated with more severe accidents which suggests higher speeds and broken glass

68
Q

cognitive
loftus and palmer
(1974)
words memory: evaluation

A
  • well controlled lab experiment
  • findings may not apply to other age groups or cultures
  • speed estimates have low ecological validity, may not have been motivated to be accurate
69
Q

cognitive
brown and kulik
(1977)
emotional memory: aim

A
  • investigate whether people have unusually vivid memories of highly emotional events
70
Q

cognitive
brown and kulik
(1977)
emotional memory: procedure

A
  • 80 americans, half white half african american
  • participants asked to recall assassinations of famous people like JFK
  • also asked to remember an emotionally intense personally event, death of a family member etc
71
Q

cognitive
brown and kulik
(1977)
emotional memory: results

A
  • nearly all participants had vivid memories of where they were and what they were doing when they heard JFK was assassinated
  • african americans had vivid memories of martin luther king assassination
  • 73/80 had vivid memories of an emotionally intense personal event
72
Q

cognitive
brown and kulik
(1977)
emotional memory: conclusion

A
  • emotionally intense events are remembered in great detail
73
Q

cognitive
brown and kulik
(1977)
emotional memory: evaluation

A
  • study supports the idea of flashbulb memory showing the connection between emotion and memory
  • study could not verify if their memories were accurate
  • details of their memories could have changed over time
74
Q

cognitive
neissar and harsch
(1992)
flashbulb true: aim

A
  • access the accuracy of flashbulb memories
75
Q

cognitive
neissar and harsch
(1992)
flashbulb true: procedure

A
  • challenger space ship broke killing all members on board
  • within 24 house american psychology students filled in a survey with 7 questions asking what they were doing and where they were when it happened
  • 2.5 years later participants filled in the questionnaire again
  • researchers compared both versions to see if the participants memories would be accurate 2.5 years later
  • participants were also asked how confident they were on a scale of 1 -5 on their memory of the event
76
Q

cognitive
neissar and harsch
(1992)
flashbulb true: results

A
  • most participants there were significant changes between the 2 questionnaires
  • out of the 7 questions, only 2.95 were answered identically to the original survey
77
Q

cognitive
neissar and harsch
(1992)
flashbulb true: conclusion

A
  • flashbulb memories may be detailed and vivid but not accurate
78
Q

cognitive
neissar and harsch
(1992)
flashbulb true: evaluation

A
  • all american university students so not generalizable
  • contained a real life event so ecological validity is high
  • although the event was shocking, didn’t contain personal relevance for the students
  • death of a parent in their own lives maybe would have been remembered better
79
Q

cognitive
phelps
(2004)
brain region flashbulb: aim

A
  • investigate which brain regions play a role in flashbulb memory
80
Q

cognitive
phelps
(2004)
brain region flashbulb: procedure

A
  • 24 participants who were in new york when 9/11 happened recalled their memories of that event while having their brain scanned by an fMRI machine
  • participants were also asked to rate how detailed and vivid their memories were of the 9/11 attacks
81
Q

cognitive
phelps
(2004)
brain region flashbulb: results

A
  • only participants who were very close to the attacks had very vivid and detailed memories of 9/11
  • the further away from the attacks the less detailed the memories were
  • participants who were closed showed increased activity in the amygdala
  • amygdala regards emotions
82
Q

cognitive
phelps
(2004)
brain region flashbulb: conclusion

A
  • flashbulb memories are likely to occur when witnessing a shocking event firsthand not just seeing it on the news
  • the amygdala is involved in flashbulb memories
  • strong emotions = vivid detailed memories
83
Q

cognitive
phelps
(2004)
brain region flashbulb: evaluation

A
  • study supports the theory of flashbulb memory and supports brown and kulik’s hypothesis
  • suggests flashbulb memories are only created when the event is personally relevant
  • small scale study only involving 24 participants
  • did not verify the accuracy of the participants memories of 9/11
84
Q

cognitive
atler and oppenheimer
(2007)
font system thinking: aim

A
  • investigate how font impacts thinking
85
Q

cognitive
atler and oppenheimer
(2007)
font system thinking: procedure

A
  • 40 princeton students completed a cognitive test
  • test contained 3 questions and measures whether people use fast thinking and get it wrong or slow thinking and get it right
86
Q

cognitive
atler and oppenheimer
(2007)
font system thinking: findings

A
  • with students using the easy font only 10% answered all three questions correctly
  • hard font 65% of participants answered all three correctly
87
Q

cognitive
atler and oppenheimer
(2007)
font system thinking: conclusion

A
  • difficult to read font = slowing down using system 2 thinking and vice versa
88
Q

cognitive
atler and oppenheimer
(2007)
font system thinking: evaluation

A
  • strong evidence for dual processing theory, supports Kahneman’s model of fast system 1 and slow system
  • study only involved princeton undergrad students, not representative or generalizable
  • ecological validity is low
89
Q

cognitive
khaneman and tversky
(1974)
cognitive anchors: aim

A
  • investigate how anchors influence thinking and decision making
90
Q

cognitive
khaneman and tversky
(1974)
cognitive anchors: procedure

A
  • participants spun a wheel with numbers ranging from 1 to 100
  • the wheel was rigged so it would only land on either 10 or 60
  • afterwards participants were asked to estimate what percentage of U.N. member countries were african countries
91
Q

cognitive
khaneman and tversky
(1974)
cognitive anchors: findings

A
  • participants who spun the number 10 gave a significantly lower estimate for african U.N. membership than those who spun the 60
  • mean estimate for the low spinning group was 25% compared to 45% for the other group
92
Q

cognitive
khaneman and tversky
(1974)
cognitive anchors: conclusion

A
  • the random number had an anchoring impact on the participants estimates even though it had no relation to the topic
93
Q

cognitive
khaneman and tversky
(1974)
cognitive anchors: evaluation

A
  • well controlled experiment
94
Q

cognitive
khaneman and tversky
(1973)
availability heuristic: aim

A
  • investigate how the availability heuristic impacts judgement
95
Q

cognitive
khaneman and tversky
(1973)
availability heuristic: procedure

A
  • participants were asked if a random word is taken from the english language, is it more likely that the word starts with the letter k or that is the third letter?
96
Q

cognitive
khaneman and tversky
(1973)
availability heuristic: results

A
  • over 2/3rds of participants thought it was more likely words would begin with the letter k
  • in reality twice as many words that have k as the third letter
97
Q

cognitive
khaneman and tversky
(1973)
availability heuristic: conclusion

A
  • results of this study are likely to due the availability heuristic
  • they found it easier to find words that have k as the first letter and then assume there are more
98
Q

cognitive
khaneman and tversky
(1973)
availability heuristic: evaluation

A
  • easy to replicate, reliable
  • low ecological validity
  • participants were all american college students, not generalizable
99
Q

cognitive
bechara et al
(2000)
brain damage decision: aim

A
  • investigate the effects of ventromedial prefrontal cortex (vmPRC) damage on decision making
100
Q

cognitive
bechara et al
(2000)
brain damage decision: procedure

A
  • 2 groups of participants, 5 with vmPRC damage and 13 healthy controls
  • participants played an online gambling game, after clicking a card they were told if they either won or lost money
  • decks A and B would give higher and higher losses as the game continued
  • testing skin conductive response to measure the participants emotional reaction
101
Q

cognitive
bechara et al
(2000)
brain damage decision: findings

A
  • normal controls (no brain damage) quickly learned to avoid decks A and B and exhibited a stress response
  • participants with brain damage continued to choose the bad edecks and showed no stress reaction
102
Q

cognitive
bechara et al
(2000)
brain damage decision: conclusion

A
  • study suggests that participants with vmPRC damage do not experience somatic markers
103
Q

cognitive
bechara et al
(2000)
brain damage decision: evaluation

A
  • study supports the somatic marker hypothesis
  • small study so should be replicated with a larger sample
  • correlational results no manipulation of variables
104
Q

cognitive
sparrow et al
(2011)
offloading: aim

A
  • investigate how technology can lead to cognitive offloading of factual information
105
Q

cognitive
sparrow et al
(2011)
offloading: procedure

A
  • participants were asked to type 40 trivia facts into a computer
  • randomly assigned 2 groups
  • group 1 told the computer would store everything and the other group 2 were told everything would be erased
  • within the 2 groups they were divided again, half were told to remember the facts and the other half were not asked
106
Q

cognitive
sparrow et al
(2011)
offloading: findings

A
  • participants that were told the computer would erase the information remembered 30% more facts
  • told the computer would store remembered 20%
  • telling the participants to remember had no impact on memory
107
Q

cognitive
sparrow et al
(2011)
offloading: conclusion

A
  • when people think information will be stored electronically, they make less effort to remember
  • even when told to remember they won’t bother because they can just look it up later
108
Q

cognitive
sparrow et al
(2011)
offloading: evaluation

A
  • supports the theory of cognitive offloading
  • well controlled lab experiment showing a causal relationship
  • potential demand characteristics
109
Q

cognitive
hoffman et al
computer hire: aim

A
  • compare the hiring decisions of human managers with computer algorithms
110
Q

cognitive
hoffman et al
computer hire: procedure

A
  • 15 businesses who employ low skilled service workers
  • computer algorithm to predict the job performance of 300,00 job applicants based on questions about skill and personality
  • algorithm sorted them into high, medium and low potential
  • hiring managers could still overrule the algorithm
111
Q

cognitive
hoffman et al
computer hire: results

A
  • algorithm was correct, employees rated green stayed 12 days longer than yellow employees who stayed 17 days longer than red employees
  • hiring manager overruled , wrong
112
Q

cognitive
hoffman et al
computer hire: conclusion

A
  • computer algorithms can make accurate predictions

- human intuition is often wrong

113
Q

cognitive
hoffman et al
computer hire: evaluation

A
  • high ecological validity
  • not generalizable to other types of jobs
  • nothing about job performance
114
Q

sociocultural
cialdini
(1976)
football team group: aim

A
  • investigate the role of social identity in self esteem
115
Q

sociocultural
cialdini
(1976)
football team group: procedure

A
  • 7 large american universities which had popular football teams
  • researchers recorded the clothing worn monday after a big football match against a rival uni
  • also asked their opinion on the team performance
116
Q

sociocultural
cialdini
(1976)
football team group: findings

A
  • students more likely to wear clothing associated with their school if the team won
  • “we” of team won
  • “they” if team lost
117
Q

sociocultural
cialdini
(1976)
football team group: conclusion

A
  • social identity is important in self esteem

- people associate themselves with the group when its successful and distance when it fails

118
Q

sociocultural
cialdini
(1976)
football team group: evaluation

A
  • ecological validity is high
  • unsure if generalizable to other cultures and age groups
  • not sure if findings apply to other groups such as politics or religion
119
Q

sociocultural
tajfel
(1971)
group allocation: aim

A
  • investigate how even minimal groups effect behaviour
120
Q

sociocultural
tajfel
(1971)
group allocation:

A
  • british schoolboys were randomly divided into groups by which painting they prefer or over/under estimating the number of dots on a picture
  • after playing competitive games participants had the opportunity to divide money or points to members of each group
121
Q

sociocultural
tajfel
(1971)
group allocation:

A
  • majority of boys gave more money/points to members of their own group
  • wanted to maximize the difference between the groups to their own benefit
  • would accept less money for their group if the other group had even less money
  • rated their own group members as more likeable
122
Q

sociocultural
tajfel
(1971)
group allocation:

A
  • supports social identity theory

- even random meaningless groups impact our behaviour

123
Q

sociocultural
tajfel
(1971)
group allocation:

A
  • teenage boys known to be competitive, not generalizable

- could have had demand characteristics if they felt the aim was to get the most money possible

124
Q

sociocultural
bandura
(1961)
bobo the clown: aim

A
  • investigate whether aggression can be learned by observing others
125
Q

sociocultural
bandura
(1961)
bobo the clown: procedure

A
  • performed on 3 groups of uk kindergarteners
  • children were first rated on how aggressive they tended to be and matched to be in a group with the same average rating
  • group 1 saw adult behaving aggressively to “bobo doll”, hitting kicking and smashing
  • group 2 saw adult assembling toys
  • group 3 was the control and they saw no model
  • after children were taken into a room one at a time with the doll and their behaviour was observed
126
Q

sociocultural
bandura
(1961)
bobo the clown: findings

A
  • group 1 (seen the aggressive model) more likely to behave aggressively towards the doll imitating the model
  • boys were more likely to be more aggressive if the model was a man than a woman
127
Q

sociocultural
bandura
(1961)
bobo the clown: conclusion

A
  • supports social cognitive theory, behaviour can be learned by observing and imitating others and with identification with the model
128
Q

sociocultural
bandura
(1961)
bobo the clown: evaluation

A
  • casual relationship between variables
  • demand characteristics, hitting the doll because they thought they were supposed too
  • low ecological validity, doll = real person ?
  • limited generalizability to other age groups
129
Q

sociocultural
carney and levine
(2015)
16 and pregnant: aim

A
  • impact of the show “16 and pregnant” on teen sexual behaviour and teen pregnancy rate
130
Q

sociocultural
carney and levine
(2015)
16 and pregnant: procedure

A
  • identified areas where the show was popular
  • measured whether those areas had greater decreases in teen pregnancy in comparison to areas where the show was watched less
  • analyzed google searches right after a new episode
131
Q

sociocultural
carney and levine
(2015)
16 and pregnant: findings

A
  • areas where “16 and pregnant” were watched more had a greater decrease in teen pregnancy in comparison with other areas
  • spike of search terms like “how to get birth control” after a new episode aired
132
Q

sociocultural
carney and levine
(2015)
16 and pregnant: conclusion

A
  • “16 and Pregnant” had a positive impact in reducing the rate of teen pregnancy
133
Q

sociocultural
carney and levine
(2015)
16 and pregnant: evaluation

A
  • supports social cognitive theory, outcome expectancies on behaviour
  • seeing negative consequences teens are less likely to have unprotected sex
  • high ecological validity
  • correlational study so can’t be sure extraneous variables were the cause of reduction in teen pregnancy rates
134
Q

sociocultural
shih et al
(1999)
stereotypes and performance: aim

A
  • investigate how negative stereotypes can hurt performance (stereotype threat) while positive stereotypes can improve performance (stereotype boost)
135
Q

sociocultural
shih et al
(1999)
stereotypes and performance: procedure

A
  • 46 asian american women studying in uni randomly assigned to 3 groups
  • 1: questionnaire about their identity as women
  • 2: questionnaire about their identity as asian
  • 3: control group given no questionnaire
  • all groups were given a test with difficult math problems
136
Q

sociocultural
shih et al
(1999)
stereotypes and performance: results

A
  • when reminded of their gender, negative stereotypes about women and maths caused increased anxiety and worse performance, stereotype threat
  • when reminded of their race, positive stereotypes about asian people and maths caused increased confidence and better performance, stereotype boost
137
Q

sociocultural
shih et al
(1999)
stereotypes and performance: conclusion

A
  • gender, worse performance
  • race, better performance
  • due to existing stereotypes about both those parts of themselves
138
Q

sociocultural
shih et al
(1999)
stereotypes and performance: evaluation

A
  • use of asian american female participants was useful as researchers could see both boost and threat
  • well controlled lab experiment clear casual relationship between stereotype and performance on math test
  • small sample size, needs to be replicated
  • may not be generalizable to other race, gender and age groups
139
Q

sociocultural
berry
(1967)
pressure conform: aim

A
  • investigate cultural differences in the pressure to conform
140
Q

sociocultural
berry
(1967)
pressure conform: aim

A
  • investigate cultural differences in the pressure to conform
141
Q

sociocultural
berry
(1967)
pressure conform: procedure

A
  • 3 groups of participants from different cultures
  • africa, rice farming
  • canada, hunting and fishing
  • scottish people, reference
  • each participant were shown cards with 1 standard line and 3 comparison line
  • participants had to match the standard line to one comparison line in length
  • after completing the task twice, on the third time, participants were told that “most ___ people think the correct answer is line ___” , correct line
  • for the next three cards the experimenter gives a hint but points to the wrong line each time
  • seeing if they ignore the advice or follow their group in choosing the obviously incorrect line
142
Q

sociocultural
berry
(1967)
pressure conform: findings

A
  • african group had highest rate of conformity

- inuit had the lowest rate of conformity

143
Q

sociocultural
berry
(1967)
pressure conform: conclusion

A
  • african culture is more conformist
  • canadian culture is more individualistic
  • rice farming in africa needs coordination of many people while hunting fish is an individual activity
144
Q

sociocultural
chen et al
(2005)
orientation decision: aim

A
  • investigate how long term or short term orientation impacts decision making
145
Q

sociocultural
chen et al
(2005)
orientation decision: procedure

A
  • bicultural singaporean americans, exposed to both cultures
  • randomly assigned to have one culture primed (brought to mind) over another by showing photos of either culture
  • afterwards participants were asked to order a book from an online shop with 2 delivery options
  • option one free shipping but taking longer, option 2 pay for shipping but faster delivery time
146
Q

sociocultural
chen et al
(2005)
orientation decision: findings

A
  • american culture more likely to pay extra for fast shipping
  • singaporean culture more likely to opt for the free shipping
147
Q

sociocultural
chen et al
(2005)
orientation decision: conclusion

A
  • singaporean culture has long term orientation so they value patience and saving money for the future
  • american culture has short term orientation so they want immediate gratification
148
Q

sociocultural
chen et al
(2005)
orientation decision: evaluation

A
  • well designed experiment, casual relationship
  • bicultural participants absorbed values of both cultures
  • only involved singaporean americans don’t know if it is generalizable to other orientations
  • could be extraneous variables that explain the results
149
Q

sociocultural
odden and rochat
(2004)
learning samoa: aim

A
  • study the role of observational learning based on social cognitive theory (SCT) in enculturation in Samoa
150
Q

sociocultural
odden and rochat
(2004)
learning samoa: procedure

A
  • observational, longitudinal study, 25 months with 28 children
  • adults have non interventionist approach to their children, they can learn important skills and values on their own
  • children’s behaviour was observed
  • completed a multiple choice test on samoan values and society at the end
151
Q

sociocultural
odden and rochat
(2004)
learning samoa: results

A
  • children were never taught how to fish but through observing at age 12 were capable fishermen despite never being taught
  • through the test, most children knew the norms of their culture through observing and imitating
152
Q

sociocultural
odden and rochat
(2004)
learning samoa: conclusion

A
  • observational learning plays a significant role in enculturation
  • children can learn values, norms and behaviours of their culture by observation and imitation
153
Q

sociocultural
odden and rochat
(2004)
learning samoa: evaluation

A
  • strength is longitudinal and can observe new skills learned
  • only one samoan village can’t be sure it applies to other cultures
  • researcher bias
154
Q

sociocultural
lueck and wilson
(2010)
immigrant stress: aim

A
  • factors that can affect acculturation stress in asian immigrants to america
155
Q

sociocultural
lueck and wilson
(2010)
immigrant stress: procedure

A
  • 2000 asian americans, half born in asia and immigrated to america, other half
    children of immigrants
  • interviewed about their acculturation experiences
  • semi structured interview
156
Q

sociocultural
lueck and wilson
(2010)
immigrant stress: results

A
  • around 70% of participants felt acculturation stress

less acculturation stress

  • bilingual participants
  • same values as their family member
  • satisfied with economic opportunities

more acculturation stress
- discrimination, prejudice, stereotyping

157
Q

sociocultural
lueck and wilson
(2010)
immigrant stress: conclusion

A
  • acculturation stress is very common with immigrants

- many factors that impact acculturation stress

158
Q

sociocultural
lueck and wilson
(2010)
immigrant stress: evaluation

A
  • large, diverse sample size
  • researcher bias, looking for patterns in the data that confirm their hypothesis
  • difficult to translate questions from languages so there can be different interpretations

Daniella IB HL psych (12 decks)

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