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Daniella IB HL psych > cognitive > Flashcards

cognitive Flashcards

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1
Q

bransford and johnson
(1972)
washing machine: aim

A
  • investigate how schemas help us to store new information in our memory
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2
Q

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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3
Q

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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4
Q

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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5
Q

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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6
Q

bartlett
(1932)
cultural schemas: aim

A
  • investigate how cultural schemas can influence memory
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7
Q

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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8
Q

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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9
Q

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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10
Q

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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11
Q

murdoch
(1962)
remember list: aim

A
  • investigate how the position of words in a list affects memory
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12
Q

murdoch
(1962)
remember list: procedure

A
  • shown a list of words 1 at a time for 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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13
Q

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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14
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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15
Q

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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16
Q

loftus and palmer (1974) aim

question words

A
  • investigate how leading questions can influence eyewitness memory
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17
Q

loftus and palmer (1974) procedure

question words

A
  • study conducted on american students
  • shown a video on a car crash
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18
Q

loftus and palmer (1974) findings

question words

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
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19
Q

loftus and palmer (1974) conclusion

question words

A
  • leading questions can change the memory of an event
  • “smashed” is associated with more severe accidents which suggests higher speeds and broken glass
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20
Q

loftus and palmer (1974) evaluation

question words

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
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21
Q

brown and kulik (1977) aim

emotional vivid

A
  • investigate whether people have unusually vivid memories of highly emotional events
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22
Q

brown and kulik (1977) procedure

emotional vivid

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
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23
Q

brown and kulik (1977) results

emotional vivid

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
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24
Q

brown and kulik (1977) conclusion

emotional vivid

A
  • emotionally intense events are remembered in great detail
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25
Q

brown and kulik (1977) evaluation

emotional vivid

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
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26
Q

neissar and harsch (1992) aim

flashbulb correct

A
  • access the accuracy of flashbulb memories
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27
Q

neissar and harsch (1992) procedure

flashbulb correct

A
  • challenger space ship broke killing all members on board
  • within 24 hours of the event 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
28
Q

neissar and harsch (1992) results

flashbulb correct

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
29
Q

neissar and harsch (1992) conclusion

flashbulb correct

A
  • flashbulb memories may be detailed and vivid but not accurate
30
Q

neissar and harsch (1992) evaluation

flashbulb correct

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
31
Q

phelps (2004) aim

brain flashbulb

A
  • investigate which brain regions play a role in flashbulb memory
32
Q

phelps (2004) procedure

brain flashbulb

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
33
Q

phelps (2004) results

brain flashbulb

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
34
Q

phelps (2004) conclusion

brain flashbulb

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
35
Q

phelps (2004) evaluation

brain flashbulb

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
36
Q

atler and oppenheimer (2007) aim

font think

A
  • investigate how font impacts thinking
37
Q

atler and oppenheimer (2007) procedure

font think

A
  • 40 princeton students completed a cognitive test
  • test contained 3 questions and measures whether people use system 1 (fast thinking) and get it wrong or system 2 (slow thinking) and get it right
38
Q

atler and oppenheimer (2007) findings

font think

A
  • with students using the easy font only 10% answered all three questions correctly
  • hard font 65% of participants answered all three correctly
39
Q

atler and oppenheimer (2007) conclusion

font think

A
  • difficult to read font = slowing down using system 2 thinking and vice versa
40
Q

atler and oppenheimer (2007) evaluation

font think

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
41
Q

khaneman and tversky (1974) aim

anchors

A
  • investigate how anchors influence thinking and decision making
42
Q

khaneman and tversky (1974) procedure

anchors

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
43
Q

khaneman and tversky (1974) findings

anchors

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
44
Q

khaneman and tversky (1974) conclusion

anchors

A
  • the random number had an anchoring impact on the participants estimates even though it had no relation to the topic
45
Q

khaneman and tversky (1974) evaluation

anchors

A
  • well controlled experiment
  • low ecological validity
46
Q

khaneman and tversky (1973) aim

availability judgement

A
  • investigate how the availability heuristic impacts judgement
47
Q

khaneman and tversky (1973) procedure

availability judgement

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?
48
Q

khaneman and tversky (1973) results

availability judgement

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
49
Q

khaneman and tversky (1973) conclusion

availability judgement

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
50
Q

khaneman and tversky (1973) evaluation

availability judgement

A
  • easy to replicate, reliable
  • low ecological validity
  • participants were all american college students, not generalizable
51
Q

bechara et al (2000) aim

brain damage

A
  • investigate the effects of ventromedial prefrontal cortex (vmPRC) damage on decision making
52
Q

bechara et al (2000) procedure

brain damage

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
53
Q

bechara et al (2000) findings

brain damage

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
54
Q

bechara et al (2000) conclusion

brain damage

A
  • study suggests that participants with vmPRC damage do not experience somatic markers
55
Q

bechara et al (2000) evaluation

brain damage

A
  • study supports the somatic marker hypothesis
  • small study so should be replicated with a larger sample
  • correlational results no manipulation of variables
56
Q

sparrow et al (2011) aim

technology offloading

A
  • investigate how technology can lead to cognitive offloading of factual information
57
Q

sparrow et al (2011) procedure

technology offloading

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
58
Q

sparrow et al (2011) findings

technology offloading

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
59
Q

sparrow et al (2011) conclusion

technology offloading

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
60
Q

sparrow et al (2011) evaluation

technology offloading

A
  • supports the theory of cognitive offloading
  • well controlled lab experiment showing a causal relationship
  • potential demand characteristics
61
Q

hoffman et al aim

computer hire

A
  • compare the hiring decisions of human managers with computer algorithms
62
Q

hoffman et al procedure

computer hire

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
63
Q

hoffman et al results

computer hire

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
64
Q

hoffman et al conclusion

computer hire

A
  • computer algorithms can make accurate predictions
  • human intuition is often wrong
65
Q

hoffman et al evaluation

computer hire

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

Daniella IB HL psych (12 decks)

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