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⭐case studies psychology > cognitive > Flashcards

cognitive Flashcards

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1
Q

murdoch (1962)
aim

A
  • investigate how the position of words in a list affects memory
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2
Q

murdoch (1962)
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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3
Q

murdoch (1962)
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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4
Q

murdoch (1962)
conclusion

A
  • words at the beginning put into long term memory
  • words at the end put into short term memory
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5
Q

murdoch (1962)
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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6
Q

robbins et al (1996)
aim

A
  • elucidate whether or not working memory has more than one process
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7
Q

robbins et al (1996)
procedure

A
  • participants asked to play chess and do another cognitive task at the same time, repeat words or tap numbers on a keyboard
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8
Q

robbins et al (1996)
results

A
  • playing chess involved using the visuo-spatial sketchpad
  • no interference playing chess and repeating words
  • interference playing chess and tapping numbers
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9
Q

robbins et al (1996)
conclusion

A
  • performing 2 tasks that use the same component of working memory cannot be performed successfully
  • use different components, successful
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10
Q

robbins et al (1996)
evaluation

A
  • well controlled, replicable, supported
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11
Q

bartlett (1932)
aim

A
  • investigate how cultural schemas can influence memory
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12
Q

bartlett (1932)
procedure

A
  • british university participants asked to read native american folk story “war of ghosts” twice
  • asked to use repeated reproduction soon after being read it, time period varied from days to years between participants
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13
Q

bartlett (1932)
results

A
    1. assimilation, more consistent with participant’s own cultural expectations, fit the norms of british culture, canoe to boat etc
    1. levelling, shorter each time, information judged as unimportant
    1. sharpening, changed order of the story to make sense and added details, overall theme same
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14
Q

bartlett (1932)
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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15
Q

bartlett (1932)
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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16
Q

khaneman and tversky (1973)
aim

A
  • investigate how the availability heuristic impacts judgement
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17
Q

khaneman and tversky (1973)
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?
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18
Q

khaneman and tversky (1973)
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
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19
Q

khaneman and tversky (1973)
conclusion

A
  • results of this study are likely to due the availability heuristic/ system 1 thinking
  • they found it easier to find words that have k as the first letter and then assume there are more
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20
Q

khaneman and tversky (1973)
evaluation

A
  • easy to replicate, reliable
  • low ecological validity
  • participants were all american college students, not generalizable
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21
Q

bonke et al (2014)
aim

A
  • elucidate whether unconscious thought (intuitive and automatic thinking) led to more accurate estimations of survival probabilities than conscious thought (rational and controlled)
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22
Q

bonke et al (2014)
procedure

A
  • 100+ medical workers, purposive sampling from hospitals and medical centers, netherlands
  • presented with 4 fictitious medical case histories, computer statements and clinical test results
  • half encourages to engage in conscious thought for 4 minutes about the patients life expectancy
  • other half distracted with another task
  • participants asked to estimate the probability each patient would be alive in 5 years
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23
Q

bonke et al (2014)
results

A
  • no significant difference in task performance between different ranked medical profesionals or conscious/unconscious thinking conditions
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24
Q

bonke et al (2014)
conclusion

A
  • unconscious, intuitive thought did not lead to better or worse performance than deliberate, conscious thought.
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25
Q

bonke et al (2014)
evaluation

A
  • only medical profesionals, netherlands, generalizable?
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26
Q

fox (2006)
aim

A
  • elucidate how the availability heuristic influences judgements about the quality of university courses
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27
Q

fox (2006)
procedure

A
  • 64 american business students, mid course evaluation form
  • randomly assigned 2 conditions
  • half asked list 2 ways the course could be improved before providing a rating, other list 10 ways list could be improved before providing a rating
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28
Q

fox (2006)
results

A
  • list 2 improvements 4.92
  • list 10 improvements 5.52
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29
Q

fox (2006)
conclusion

A
  • struggled to think of 10 ways to improve the course, evidence not many problems vs easily thinking of 2
30
Q

fox (2006)
evaluation

A
  • only american business students, generalizability?
31
Q

loftus and palmer (1974)
aim

A
  • investigate how leading questions can influence eyewitness memory
32
Q

loftus and palmer (1974)
procedure

A
  • study conducted on american students
  • all shown the same video of a car crash
33
Q

loftus and palmer (1974)
results

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
34
Q

loftus and palmer (1974)
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
35
Q

loftus and palmer (1974)
evaluation

A
  • well controlled lab experiment
  • findings may not apply to other age groups or cultures
  • speed estimates have low ecological validity
36
Q

hamilton and rose (1980)
aim

A
  • investigate how illusory correlations contribute to the maintenance of social stereotypes
37
Q

hamilton and rose (1980)
procedure

A
  • 3 groups, high school, undergrad and adults
  • performed 3 experiments:
    1. participants read sets of sentences describing different occupations with adjective pairs (e.g. doctor w/ smart & wealthy), along with non-stereotypical adjectives
    1. participants read sets of sentences with adjective pairs either consistent with the occupation stereotypes, or unrelated to them
    1. participants read sets of sentences in which the adjectives were either inconsistent or unrelated to the occupational stereotype
  • participants then had to estimate how frequently each of the trait adjectives accurately described the member of the occupation
38
Q

hamilton and rose (1980)
results

A
  • participants correlation between traits and occupations aligned more with existing stereotypical beliefs than actual correlation
39
Q

hamilton and rose (1980)
conclusion

A
  • processing information about social groups is influenced by existing stereotypes from illusory correlation bias
40
Q

hamilton and rose (1980)
evaluation

A
  • well controlled, small sample size, replicable
  • members of group were not present, decreased social desirability bias
  • different people have different stereotypes
41
Q

hill et al (2008)
aim

A
  • investigate the role of confirmation bias in interviewing a suspect of a crime
42
Q

hill et al (2008)
procedure

A
  • 61 undergrad students make up questions they wanted to ask a person suspected of cheating
  • before wrote, led to believe suspect was either guilty or innocent
43
Q

hill et al (2008)
results

A
  • heard suspect guilty, formulated more questions presuming they were guilty than presuming innocent
44
Q

hill et al (2008)
conclusion

A
  • expectations of guilt can impact questioning style
45
Q

hill et al (2008)
evaluation

A
  • replicable, generalizable?
46
Q

khaneman and tversky (1974)
aim

A
  • investigate how anchors influence thinking and decision making
47
Q

khaneman and tversky (1974)
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
48
Q

khaneman and tversky (1974)
results

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
49
Q

khaneman and tversky (1974)
conclusion

A
  • the random number had an anchoring impact on the participants estimates even though it had no relation to the topic
50
Q

khaneman and tversky (1974)
evaluation

A
  • well controlled experiment
  • low ecological validity
51
Q

brown and kulik (1977)
aim

A
  • investigate whether people have unusually vivid memories of highly emotional events
52
Q

brown and kulik (1977)
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
53
Q

brown and kulik (1977)
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
54
Q

brown and kulik (1977)
conclusion

A
  • emotionally intense events are remembered in great detail
55
Q

brown and kulik (1977)
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
56
Q

phelps (2004)
aim

A
  • investigate which brain regions play a role in flashbulb memory
57
Q

phelps (2004)
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
58
Q

phelps (2004)
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
59
Q

phelps (2004)
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
60
Q

phelps (2004)
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
61
Q

sparrow et al (2011)
aim

A
  • investigate how technology can lead to cognitive offloading of factual information
62
Q

sparrow et al (2011)
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
63
Q

sparrow et al (2011)
results

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
64
Q

sparrow et al (2011)
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
65
Q

sparrow et al (2011)
evaluation

A
  • supports the theory of cognitive offloading
  • well controlled lab experiment showing a causal relationship
  • potential demand characteristics
66
Q

kaspersky lab (2015)
aim

A
  • investigate the phenomenon of cognitive offloading
67
Q

kaspersky lab (2015)
procedure

A
  • internet survey 6000 consumers aged 16- 55+, equally represented men and women, around the world
  • asked to recall important phone numbers, how and where they stores information located online
68
Q

kaspersky lab (2015)
results

A
  • more than half adults could recall their home phone, child phone, work phone
  • one in three happy to forget or risk forgetting information they could find online
  • 36% internet before trying to remember
  • 24% forget online fact as soon as they had used it
  • higher rates among older age groups
69
Q

kaspersky lab (2015)
conclusion

A
  • devices enrich lives but also can result in digital amnesia
70
Q

kaspersky lab (2015)
evaluation

A
  • wide range of countries, lots of participants

⭐case studies psychology (3 decks)

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