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AS Psychology > Andrade > Flashcards

Andrade Flashcards

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1
Q

AIM

A

investigate the link between doodling and information processing: does it assist information processing by enabling people to attend more effectively/by enhancing their memory?

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2
Q

DESIGN

A

independent measures

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3
Q

METHOD

A

lab experiment

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4
Q

IV

A

whether participants were doodling or not

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5
Q

DV

A

no. of names and places from the recording that participants recalled correctly

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6
Q

SAMPLE

A

40 members of a participant panel at the Medical Research Council unit for cognitive research

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7
Q

SAMPLING TECHNIQUE

A

voluntary; paid a small sum for participation

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8
Q

SAMPLE: demographics

A

mainly consisted of females, aged 18-55 years

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9
Q

DOODLING CONDITION

instructions given

A

participants asked to shade in printed shapes, not asked to doodle freely

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10
Q

DOODLING CONDITION

why were the participants not asked to doodle freely?

A

to prevent them from feeling self-conscious or suspecting that the content of their doodles was the real focus of the study; this would make doodles lack spontaneity characteristic of naturalistic doodling.

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11
Q

DOODLING CONDITION

why were the participants asked not to worry about the speed or neatness of their shading in the shapes given?

A

the researchers hoped that the simplicity of the task would encourage a degree of absent-mindedness akin to that seen in naturalistic doodling.

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12
Q

PROCEDURE

task given

A

all participants monitored a telephone message and then attempted to recall monitored and incidental information.

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13
Q

PROCEDURE

details of the telephone message

A

2.5 mins, recorded onto audio cassette tape in a fairly monotone voice at an av. speaking rate of 227 words/min.

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14
Q

PROCEDURE

names in the script

A

8 people who would attend + 3 who couldn’t + 1 cat

8 places

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15
Q

DOODLING CONDITION

materials given

A

pencil + an A4 sized sheet with 10 shapes of approx. 1 cm diameter per row, with a 4.5 cm wide margin on the left for writing the target information

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16
Q

CONTROL CONDITION

materials given

A

lined sheet of paper + pencil

17
Q

MONITORING TASK

A

test on people who would & would not attend the party

18
Q

RECALL TASK

A

names of places mentioned

19
Q

LOCATION

A

a quiet and visually dull room

20
Q

PROCEDURE

what were the participants told?

A

to write the names of people who would definitely or probably be coming to the party and ignore the rest.

21
Q

POST-EXPERIMENT PROCEDURE

A

the experimenter apologised for misleading the participants about the test. the participants gave a test on places + names, counterbalanced. they were then debriefed and asked if they had suspected a memory test.

22
Q

RESULTS

mean no. of shapes shaded

A

36.9 (range: 3-110)

23
Q

RESULTS: CONTROL GROUP

mean no. of correct names

A

7.1

24
Q

RESULTS: CONTROL GROUP

no. of people who made a false alarm (names)

A

5

25
Q

RESULTS: CONTROL GROUP

mean recall for places & names

A

5.8

26
Q

RESULTS: DOODLING GROUP

mean no. of correct names

A

7.8

27
Q

RESULTS: DOODLING GROUP

no. of people who made a false alarm (names)

A

01

28
Q

RESULTS: DOODLING GROUP

mean recall for places and names

A

7.5 (29% more)

29
Q

RESULTS

mean recall: no. of false alarms (places)

A

0.3 for both doodling and control

30
Q

CONCLUSION

A

doodling helps concentration on a primary task (doodlers performed better than control group)

31
Q

CONCLUSION

possible explanations for doodlers scoring better on both monitored and incidental information (2)

A
  1. the doodlers noticed more of the target words (doodling affected attention)
  2. doodling affected memory directly, eg. by encouraging better information encoding.
32
Q

CONCLUSION

why is it not possible to reach a definite conclusion?

A

because there was no measure on daydreaming, which could have impacted attention.

33
Q

IMPROVEMENT

how could daydreaming be measured?

A
  1. by using a self-report: participants asked about daydreaming after main experiment was over.
  2. having a simultaneous brain scan and observing whether doodling reduced activation of the cortex (associated w daydreaming)
34
Q

APPLICATIONS TO EVERYDAY LIFE

A

shows that doodling aids concentration; workers in call centers could be encouraged to doodle while listening to calls by providing them with similar sheets; attitudes towards students doodling in class could be improved.

35
Q

INDIVIDUAL VS. SITUATIONAL

how is the individual explanation supported?

A

doodling behavior differed between participants (range of shapes doodled was from 3 to 110); suggests there might be individual causes between doodling behavior.

36
Q

INDIVIDUAL VS. SITUATIONAL

how is the situational explanation supported?

A

doodling affected recall, which means it has a situational effect on information processing.

Andrade deliberately ensured that participants would be bored so they would be more likely to doodle = implies that there might be situational causes for doodling itself

37
Q

STRENGTHS - 6

A
  1. valid: high control on extraneous variables
  2. reliable: standardised
  3. valid: doodling operationalised
  4. sample varied in age; representative
  5. debriefing done.
  6. counterbalancing done to reduce participant variables
38
Q

WEAKNESSES - 5

A
  1. risk of demand characteristics: 5 ppl suspected a test
  2. sample from the same panel; biased in terms of interests = lowered validity
  3. participants did not give fully informed consent (not told about incidental test on places
  4. participants deceived abt tests they were to give = could have caused psychological distress
  5. independent variables: participant variables such as better/worse memory could have distorted results.

AS Psychology (4 decks)

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