CLOA: STUDIES - NAME/EXPLANATION Flashcards
DARLEY AND GROSS 1983
Schemas: participants were shown two videos: one of a girl playing in a poor environment and then of a girl playing in wealthy environment. When asked about their future, all the participants said rich girl would do better.
LOFTUS AND PALMER
Reconstructive memory + car crash: participants saw pictures of car crashes and were then asked to estimate the speed of the car with questions such as “bumped/smashed into”, it was noted that words such as “smashed” made the participant call a higher speed.
Bartlett
War of Ghosts: British people heard a story and then retold it after a short while or a long while. The story was a Native American legend. Results showed the British remember the main idea but changed some elements to fit their own culture.
Cunitz et al
MSM of memory: participants heard a list of items and then asked to recall them. Results show a U shaped curve because of STM.
Baddeley et al
Working memory model: participants asked to answer increasingly difficult questions and then do a suppression task while answering. The group that kept repeating random numbers did the worst, those who repeated “the” or numbers from 1 to 6 showed no difference. Shows overload for central executive.
Lupien et al 1998
Memory & cortisol: a group of elderly people were followed for 5 years, of whom 30% had too high cortisol levels. They also suffered from worse memory and shrinking of hippocampus.
LOFTUS AND PALMER
Reconstructive memory + car crash: participants saw videos of car crashes and were then asked to estimate the speed of the car with questions such as “bumped/smashed into”, it was noted that words such as “smashed” made the participant call a higher speed. Schemas guided them towards different estimations.
Cole et al
Cross cultural memory: Liberian and American children given lists of words familiar to them, then told a story with the same words. Free recall results were equal, but in the story schooled Americans and Liberians did better than non schooled children, who did not chunk up the information.
Palva et al 2010
Neuron interaction in memory: data was scanned from the brains, showing different areas activated during different memories occuring.
Speisman et al
Manipulation of emotions through cognition: participants saw videos that stressed them out, three different soundtracks: trauma condition, intellectual condition and happy condition. E.g. heart rate was recorded. Results show trauma condition stressed more than other conditions.
Brown and Kulik
Flashbulb memories: questionnaires asked participants to recall a shocking event. Results showed the participants knew well, where, what the were doing, their emotion
Harsch et al:
Flashbulb memories: participants asked to describe when they heard a certain news that happened 24h earlier and answer questions, e.g. where they were. Two years later, a part of them did it again. Findings show the accuracy the second time was very low, 2/7 on average.
