Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Yr 2 Psychology A level OCR: Studies > Cognitive area > Flashcards

Cognitive area Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What are the two studies in the cognitive area

A

Morey (1959)

Simon and Chabris (1999)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is selective attention

A

Reacting to a certain stimuli and ‘tuning out’ the rest

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is divided attention

A

Occurs when mental focus is on multiple tasks or ideas at once, e.g. singing a song while driving

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is dichotic listening

A

Simultaneously listening to two things at once, shadowing one of the auditory (listening) and rejecting the other (not listening)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is the key theme of the Moray study

A

Auditory Attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What was the aim of the Moray study

A

-What kinds of stimuli and situations might lead to a situation where most features of a ‘rejected message’ might be ignored

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is the experimental design for experiment 1 in the Moray study

A

Repeated measures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is the experimental design for experiment 2 in the Moray study

A

Independent measures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is the experimental design for experiment 3 in the Moray study

A

Independent measures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What was the IV in experiment 1 in the Moray study

A
  • Dichotic listening test

- Recognition test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What was the IV in experiment 2 in the Moray study

A

Whether or not the instructions were pre-fixed by the participants own name

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What was the IV in experiment 3 in the Moray study

A
  • Whether digits were inserted into both messages or only one
  • Whether participants had to answer questions about the shadowed message or merely remember all the numbers they could
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What was the DV in experiment 1 in the Moray study

A

Number of words recognised correctly in the rejected message

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What was the DV in experiment 2 in the Moray study

A

The number of affective instructions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What was the DV in experiment 3 in the Moray study

A

The number of digits correctly reported

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What was the sample in the Moray study for:
Experiment 1
Experiment 2
Experiment 3

A

Experiment 1 = Not given
Experiment 2 = 12 Participants
Experiment 3 = Two groups of 14 Participants

All undergraduate research workers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Briefly describe the procedure for Experiment 1 in the Moray study

A

-Participants had to shadow a piece of prose that they could hear in one ear. This is the attended message because the participants are focusing on it
-In the other ear (the message they are not paying attention to) a list of simple words was repeated 35 times. This is the rejected message
-After 30 seconds participants were given the recognition test of 21 words
-Participants were show 21 words:
7 from shadowed passage
7 from rejected message
7 words not in either passage
-Participants then chose which words they recognised

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Briefly describe the procedure for Experiment 2 in the Moray study

A

-Designed to see if a message with a strong enough meaning (affective cue) would make the participant pay attention to the rejected message (the affective cue used in this experiment was the participants own name)
-Participants shadowed 10 passages of fiction, one passage was presented to each ear
-All 10 passages had instructions at the start of the rejected passage
-6 out of 10 also had instructions within the rejected message
(remaining 4 had no instructions in the rejected message)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Briefly describe the procedure for Experiment 3 in the Moray study

A
  • Group 1 were told they would be asked questions about the shadowed passage
  • Group 2 were told specifically to remember as many digits as possible
  • Once again participants were presented with 2 simultaneous dichotic messages and had to shadow one of them
  • The digits were: sometimes both shadowed and rejected message, sometimes only shadowed, sometimes only rejected or not presented in either
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Results for experiment 1 in the Moray Study

A

from shadowed passage = 4.9 recognised words (mean)
from rejected message = 1.9
from neither passage = 2.6

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Results for experiment 2 in the Moray Study

A

Affective instructions heard = 20/39

Non - Affective instruction heard = 4/36

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Results for experiment 3 in the Moray Study

A

No significant difference between group 1 and 2

23
Q

What were the controls used in experiment one of the Moray study

A
  • headphones
  • the recorded message matched on loudness 60 decibels so people could definitely hear it
  • participants practised 4 times so the knew what they were doing
  • same speaker 150 words per minute
24
Q

What were the conclusions from the Moray study

A
  • participants are much more able to recognise words from the ‘shadowed message. Almost non of the verbal content of the ‘rejected’ message is able to break through
  • Participants were far more likely to hear instructions that were affective than non-affective
  • numbers are not ‘important’ enough to break through the attentional block in the rejected message unlike the participants own name
25
Q

Internal validity - Moray

A
  • loudness was matched in the 2 ear pieces, this is more valid because it controls the extraneous variables of sound and volume
  • 150 words a minute creates the same pace so doesnt change attention
  • practised ‘shadowing’ so we know they could do it correctly and understood the task (face validity)
26
Q

External validity - Moray

Population
Ecological

A

Population

  • both genders were represented so it represents the attention of both genders
  • age- students are used to paying attention
  • participant variables
  • small sample

Ecological
-real world attention does not work like this and does not include tasks like these

27
Q

Internal reliability - Moray

A
  • 150 words per minute, same male speaker, tone, pitch, speed because someone could do the same or similar procedure and results
  • the same story for everyone
28
Q

External reliability -Moray

A
  • can be replicated due to standardised recording and same story
  • not time locked, the story id know and not restricted by any culture, didnt have to understand the words just had to recognise them
29
Q

How can the Moray study be applied to Psychology as a science

A
  • Controlled, standardised procedure, 150 words per minute, 60 DB, headphones
  • Easily replicable due to controls and standardised: same recording of male speaker at the same tone, pitch, volume, 150 words per minute
  • Objective - no. of words/ did or did not hear, very factual
30
Q

How can the Moray study be applied to Reductionism

A
  • Purely down to attention, recognition of words was purely down to attention and what they were told to listen to (shadowed) and not listen to (rejected)
  • Maybe just in an artificial situation their attention is better or worse
  • Other things like how loud the people spoke could affect their attention
  • Only looks at one variable as the cause for attention
31
Q

How can the Moray study be applied to falsifiable results

A

-Each experiment backs up the previous result (1, 2 & 3)

32
Q

Define change blindness

A

We don’t tend to notice changes if they are not in our focused frontal attention, individuals perceive and remember only those objects and details that received focused attention

33
Q

Define Inattentional Blindness

A

When attention is diverted to another object or task. This makes observers fail to perceive an unexpected object, even if it appears at the fixation

34
Q

What are the aims of the Simons and Chabris study

A
  • This study wanted to confirm that inattentional blindness occurs in a realistic complex situation and to identify the effect of a number of variable on inattentional blindness:
  • Does similarly of the unexpected event to the attended event have an effect?
  • Are events that are more unusual more likely to be detected?
  • Would a more difficult task increase the rate of blindness?
  • Would a more realistic video recording give similar or different findings to a digitally superimposed video?
35
Q

What level of data was collected in the Simons and Chabris study

A

Nominal - Yes or no

36
Q

What experiment design as used in the Simons and Chabris study:
Quasi or Lab experiment
Independent measure or repeated measures

A

Laboratory experiment and Independent measures were used in the Simons and Chabris study

37
Q

What were the independent variables in the Simons and Chabris study

A

Condition the participants took part in:

  • Unusual event: Gorilla / Umbrella
  • Video: Transparent / Opaque
  • Difficulty: easy / Hard
  • Team Colour: White / Black
38
Q

What were the dependent variables in the Simons and Chabris study

A
  • Participants told number of passes to count

- But really, it is whether they noticed the unexpected event

39
Q

what was the sample in the Simons and Chabris study and how were they collected

A
  • 228 participants, almost all were undergraduate students –> only 192 results were used and 36 discarded because they had done a similar study before
  • Either without compensation, large candy bar or single fee
  • Collected through volunteer sampling/Self-selected
40
Q

What are the strengths and weaknesses of the sampling method used in the Simons and Chabris study

A

+ Very easy to gain participants. People will want to do it for the incentive

-They are only there for the candy/money so may not take it seriously

41
Q

Briefly describe the procedure of the Simons and Chabris study

A

-1 out of the 4 videos was shown to a participant (each video was 75 seconds duration)
-Each participant was shown 2 teams of 3 players, one wearing white and one wearing black. Players passed randomly in front of doors. The members of each team passed an orange basketball to each other in a standardised order
-Took part in the performing task
-After the performing task, participants were asked to write down their counts on paper, they were then asked the questions:
=Did you notice anything unusual in the video?
=Did you notice anything other than the 6 players?
=Did you see gorilla / Umbrella walk across the screen
-After questions, they were asked if they had taken part in a similar experiment
-Debriefed using video

42
Q

What happened during the Gorilla stage of the Simons and Chabris study

A

After 44-48 seconds of action a shorter woman in full gorilla costume for 4-5 seconds walked left to right across the screen

43
Q

What happened during the Umbrella stage of the Simons and Chabris study

A

After 44-48 seconds of action a tall woman carrying an umbrella walked left to right across the screen for 4-5 seconds

44
Q

What happened during the Transparent stage of the Simons and Chabris study

A

The whole video was a see through superimposed video

45
Q

What happened during the Opaque stage of the Simons and Chabris study

A

The whole video was realistic because others may block each other out

46
Q

What happened during the Easy stage of the Simons and Chabris study

A

The participants were asked to count all the passes

47
Q

What happened during the Hard stage of the Simons and Chabris study

A

The participants were asked to count the bounce passes and how many aerial passes

48
Q

What were some of the findings from the Simons and Chabris study

A
  • 46% were recorded inattentional blindness - not even half, so most do not have blindness, not a universal problem
  • Gorilla was seen 44% of the time - this shows that objects that are taller may be seen more easily than the unexpected event; also a lot of people will notice an unusual event
  • In the opaque stage, the unexpected event was seen 67% of the time, so realistic video makes you pay more attention
  • In the easy stage, the unexpected event was seen 64% of the time, level of difficulty increases inattentional blindness
49
Q

What were some of the conclusions from the Simons and Chabris study

A
  • Individuals have a sustained inattentional blindness for dynamic events
  • individuals fail to notice an on-going but unexpected event if they are engaged in a primary monitoring task
  • The level of inattentional blindness depends on the difficulty of the task
  • Individuals are more likely to notice an unexpected event if these events are unusually similar tot he events they are paying attention to
  • There is no conscious perception without attention
50
Q

Reliability - Simons and Chabris

A
  • 21 experimenters tested the participants with a written protocol devised before data collection began, due to standardised procedure, this is high because this allows other researchers to carry out the same study and gain the same or similar results
  • Immediately asked after to write down their counts, this is high because this is a control so the participants didn’t forget the number they counted
  • the questions can be replicated in another study easily and every participant had the same questions in the same order
51
Q

Validity - Simons and Chabris

A
  • All participants were tested individually, this is high because there will be no participant bias, influencing each others opinion and answer, audience effect
  • They were told to keep silent counts of total number of passes, this is high because every participant was under the same condition of keeping a silent count, not making the auditory attention an extraneous variable
  • If they reported ‘YES’ to any of the questions they were asked to give further details, this is high because it may not be the gorilla or the umbrella that they saw or they may just answer this because it was a leading question
52
Q

How can you relate the Simons and Chabris study to ethical considerations

A
  • Participants were told beforehand they would be watching two teams of 3 players passing basketballs and to pay attention to either the team in black or white, they were slightly deceived because this wasn’t the aim of the study but would’ve known the aim of the study otherwise
  • Participants were debriefed, including playing the video tape on request, participants were not deceived and told the truth about what they were measuring
53
Q

What similarities are there between the 2 core studies in the biological area

A

One similarity of that they both use laboratory experiment. For example, in the Moray study, the experiment can be considered a lab experiment because it uses specific controls like using 150 words per minute, spoken by the same male voice, talking at the same volume, pitch, tone and pace. In the Simons and Chabris study, they also controlled that the participants counted silently to eliminate the auditory attention aspect and keep the study on visual attention

54
Q

What differences are there between the 2 core studies in the biological area

A

One difference is the samples used in both studies. For example, in the Moray study, a smaller sample of around 40 was used, this is less valid because a less varied range of results will exist. Whereas Simons and Chabris used a very large sample 192, this is more valid because it increases the representativeness of the study

Yr 2 Psychology A level OCR: Studies (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions