All Studies Flashcards
Peterson and Peterson (Multi-Store Model)
AIM: To investigate the duration of STM, and the importance of rehearsal.
PROCEDURES:
- Lab experiment.
- 24 psychology students.
- Asked to recall nonsense trigrams.
- To prevent rehearsal they had to count backwards in their head.
- They were asked to recall after 3,6,9,12,15 and 18 seconds.
FINDINGS:
- The longer without rehearsal, the less trigrams were recalled
- After a 3 second delay PP’s could recall 80%.
- After an 18 second delay PP’s could recall 10%.
Barick Et Al (Multi-Store Model)
AIM: To investigate the duration of long term memory, and see if different ways of recall make a difference.
PROCEDURES:
- 400 PP’s aged 17- 74.
- Asked to recall class mates, using different methods.
- Free recall.
- A photo recognition test (50 pictures).
- A name recognition test.
FINDINGS:
- Within 15 years of graduation, 90% accurate identifying names and faces.
- After 48 years, 80% accurate for names, 70% accurate for faces.
- Free recall was worse, after 15 years, 60% accurate, after 48 years, 30% accurate.
Baddeley and Hitch (Working Memory Model)
AIM: To see if different parts of the working memory can be used at the same time.
PROCEDURES:
- Lab experiment.
- Asked to perform two tasks at the same time.
- Repeat a list of numbers and answer true or false questions (e.g. B is followed by A?)
FINDINGS:
- As the number of digits on the list increased, the time to answer the true or false questions increased.
Loftus and Palmer (Misleading Questions on Eyewitness Testimony)
AIM: The aim of this study was to investigate how misleading information, influences a witness’s memory for that event.
PROCEDURES:
- 45 university students.
- Shows 7 clips of traffic accidents.
- Asked to write an account for each one and asked questions, the vital one being about the cars speed.
- There were 5 conditions of the question: ‘About how fast were the cars going when they smashed/collided/bumped/hit/contacted into each other?’
FINDINGS:
Verb Mean estimate of speed (mph) Smashed 40.8 Collided 39.3 Bumped 38.1 Hit 34.0 Contacted 31.8
Yarmey (Age on Eyewitness Testimony)
AIM: To see if age has an effect on accuracy of eyewitness testimony.
PROCEDURES:
- Stop 650 adults.
- Asked them to recall physical characteristics of a woman who they had spoken to for 15 seconds, 2 minutes ago.
FINDINGS:
- Young/middle aged people were more confident in their recall.
- No significant difference in the accuracy of recall to do with age.
Peters (Anxiety on Eyewitness Testimony)
AIM: To study the effect of anxiety on eyewitness testimony.
PROCEDURES:
- Interviewed people attending a health clinic.
- Were about to have an injection.
- They spent the same amount of time with the nurse and the researcher.
FINDINGS:
- A week later they were asked to recall the nurse and the researcher from a set of photographs.
- They found it considerably easier to identify the researcher than the nurse.
Geiselman (Cognitive Interview)
AIM: To investigate the effectiveness of cognitive interviews.
PROCEDURES:
- Participants shown a film of a violent crime.
- 48 hours later were interviewed about the film by a policeman.
- Policeman used either cognitive interview, hypnosis interview or a standard interview.
- The number of facts accurately recalled and number of errors made were recorded.
FINDINGS:
- The average number of correctly recalled facts for each type of interview was:
Cognitive interview: 41
Hypnosis interview: 38
Standard interview: 29
- There was no difference in the amount errors.
Harlows Monkeys (Evolutionary and Learning Theory)
AIM: To see what is more important, comfort or food.
PROCEDURES:
- Kept Rhesus monkeys in a cage with 2 fake mothers.
- 1 was wire, but provided food.
- 1 was cloth, but provided no food.
- The monkeys were kept in the cage, and fed by the wire mother, and comforted by the cloth mother.
- They then frightened the monkeys to see which mother the monkey would go to.
FINDINGS:
- The monkeys prefered spending time with the cloth mother, even though the wire one provided food.
- The cloth mother was the go to when the monkeys were frightened.
Ainsworth (Attachment Types)
AIM: To investigate different types of attachment.
PROCEDURES:
- Children aged 12 to 18 months.
- Structured observation.
- 100 American families.
- Set out a room with toys and things for the child to interact with.
- 7 steps to the strange situation:
- ) Parent and infant are alone.
- ) Stranger joins parent and infant.
- ) Parent leaves infant and stranger alone.
- ) Parent returns and stranger leaves.
- ) Parent leaves infant alone.
- ) Stranger returns.
- ) Parent returns and stranger leaves.
- 4 things were measured:
- ) Separation Anxiety.
- ) Willingness to explore.
- ) Stranger anxiety.
- ) Reunion behaviour.
- Rated on a scale of 1-7.
FINDINGS:
- Secure (70%)
- Insecure-avoidant (15%)
- Insecure-resistant (15%)
Van Izendoorm and Kronenburg (Cultural Variation)
AIM: To investigate the cultural variation in attachment types.
PROCEDURES:
- Meta-analysis.
- Combining 32 strange situation studies from around the world.
- The study takes into account around 2000 children.
- All the exact same strange situation study.
FINDINGS:
- Secure attachment is the norm across most countries.
- Israel - Secure (62%), Resistant (33%), Avoidant (5%)
- Japan - Secure (68%), Resistant (32%), Avoidant (0%)
- Germany - Secure (40%), Resistant (11%), Avoidant (49%)
- The lowest % of secure attachment was in China.
- The greatest % of secure attachment was in Great Britain.
Bowlbys 44 Thieves (Disruption)
AIM: To investigate the effects of long term deprivation.
PROCEDURES:
- Interview.
- 44 adolescence who were referred to a child protection program for stealing.
- Used another 44 children in a control group who had not committed any crimes.
- He interviewed their parents to see if they had experienced separation in the critical period and for how long.
FINDINGS:
- More than half the thieves had experienced separation for more than 6 months in the first 5 years of life.
- In the control group only 2 experiences separation.
- 32% of the thieves were affection-less psychopaths.
- None of the control group were affection-less psychopaths.
Genie (Privation)
Genie was locked it her room for 12 years of her life, tied to a potty, and bound in a sleeping bag at night. Her father beat her if she vocalised.
At the age of 13 her mother left her father and took Genie with her. She was unable to stand up, and had a vocabulary of 20 words. She was unable to chew, salivated constantly and was not toilet trained.
After a month of therapy she could respond with 1 word answers and had learned to dress herself, however did not have the same development as a normal child.
After considerable therapy she was able to communicate with sign language, but never reached any sort of normal cognitive or emotional development.
Goldfarb (Institutional Care)
AIM: To see the effects of institutional care.
PROCEDURES:
- 2 groups:
Group 1 spent 3 month in an orphanage and then were fostered.
Group 2 spent the first 3 years of their life in an orphanage and then were fostered. - 15 in each group.
- Both groups were tested at the age of 12.
FINDINGS:
- The group that spent the first 3 years of their life in an orphanage without being fostered had a considerably lower IQ than those who were fostered and given the chance to form an attachment.
- Group 1 scored 95.
- Group 2 scored 72.
- Group 2 were less social and more aggressive.
Haskins (Day Care and Aggression)
AIM: To study the effects of different kinds of day care on aggression.
PROCEDURES:
- 59 children.
- Varying amounts and types of day care.
- Followed over their first 2-3 years of day care experience.
- Teachers measured different forms of aggression.
FINDINGS:
- Children who attended a cognitively orientated day care were more aggressive than any other type of day care.
- This aggression declined over time and was not a problem.
Shea (Day Care and Peer Relations)
AIM: To see the effects of day care on peer relations.
PROCEDURES:
- Video taped children in a day nursery.
- Video taped children with varying times spent at the day care.
FINDINGS:
- Children who spent more time at day care were more sociable and actively looked for people to interact with.
- Suggests a correlation between time spent in day care, and how social a child is.
