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Psychology > Cognitive Studies > Flashcards

Cognitive Studies Flashcards

1
Q

A study for models of memory

A

Milner and HM 1966

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2
Q

A study for schema theory

A

Loftus and Palmer 1974

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3
Q

A study for thinking and decision making

A

Englich and mussweiler 2001

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4
Q

A study for research methods into cognitive processing

A

Milner and HM 1966 - longitudinal case study

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5
Q

A study for ethical considerations into cognitive processing

A

Milner and HM 1966

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6
Q

A study for biases in thinking

A

Englich and mussweiler 2001

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7
Q

A study for reconstructive memory

A

Neisser and Harsh 1992

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8
Q

A study for research methods into reliability of cognitive processes

A

Loftus and Palmer 1974 - true experiment

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9
Q

A study for the influence of emotion on cognition

A

Neisser and Harsh 1992

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10
Q

A study for research methods into emotion and cognition

A

Neisser and Harsh 1992 - case study

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11
Q

A study for the ethics in investigating cognitive processes

A

HM and Milner 1966

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12
Q

A study for the ethics into emotion and cognition

A

Neisser and Harsh 1992

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13
Q

Loftus and Palmer 1974 aim

A

To investigate the effect of schema on memory

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14
Q

Loftus and Palmer 1974 sample

A

150 students

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15
Q

Loftus and Palmer 1974 method

A
  • 1-minute film depicting a multiple-car accident lasting around 4 seconds
  • 50 - About how fast were the cars going when they smashed into each other?
  • 50 - About how fast were the cars going when they hit each other?
  • 50 not asked to estimate speed
  • One week later asked did u see broken glass yes or no (was no broken glass)
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16
Q

Loftus and Palmer 1974 results

A
  • Smashed - 10.46 mph - 16 said yes, 34 no
  • Hit - 8.00 mph - 7 said yes, 43 no
  • Control - 6 said yes, 44 no
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17
Q

Loftus and Palmer 1974 conclusion

A

people tend to change details of an event when they try to remember using past knowledge or schema

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18
Q

Loftus and Palmer 1974 strengths

A
  • confounding variables can be controlled so that it is really the effect of the independent variable that is measured
  • Independent samples design - less demand characteristics
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19
Q

Loftus and Palmer 1974 limitations

A
  • Student sample so not generalisable
  • Low ecological validity
  • Students so might not know much about car speed
20
Q

Englich and mussweiler 2001 aim

A

to determine the affect the anchoring bias had on participants thinking and decision making

21
Q

Englich and mussweiler 2001 sample

A
  • 19 young trial judges
  • 15 male, 4 female
  • Mean age 29
  • Mean experience 9 months
22
Q

Englich and mussweiler 2001 method

A
  • given a rape case
  • prosecutor demanded sentence of 2 months vs 34 months
  • Allowed 15 min to form an opinion
  • Participants asked:
  • Do you think that the sentence was too low, adequate, or too high?
  • What sentence would you recommend?
  • How certain are you about your sentencing decision? (a scale of 1 – 9)
  • How realistic do you think this case is? (a scale of 1 – 9)
23
Q

Englich and mussweiler 2001 results

A
  • average rating for realism was 7.17
  • average rating of 4.53
  • low anchor average sentence was 18.78 months
  • high anchor average sentence was 28.70 months
24
Q

Englich and mussweiler 2001 conclusion

A

When presented with an anchor the brain will use that to base it’s decision on

25
Q

Englich and mussweiler 2001strengths

A
  • true experiment - cause and effect relationship
  • Independent samples design
  • use of the pilot group helped to establish reasonable anchors
26
Q

Englich and mussweiler 2001 limitations

A
  • Independent samples design - participant variability - confounding variable
  • Small sample
  • low scores on the judges’ sense of confidence indicate that they may have been aware that their judgement was being influenced by other factors
  • low ecological validity
27
Q

Neisser and Harsh 1992 aim

A

Whether flashbulb memories are susceptible to distortion

28
Q

Neisser and Harsh 1992 sample

A

106 Emory uni students

29
Q

Neisser and Harsh 1992 method

A
  • Questionnaire 24 hours after event
  • 2 ½ years later given the same questionnaire + rate confidence from 1-5
  • only 44 took part
30
Q

Neisser and Harsh 1992 results

A
  • Mean score for accuracy was 2.95/7 and 11 scored 0
  • Only 3 scored 7
  • average confidence was 4.17/5
31
Q

Neisser and Harsh 1992 conclusion

A

Flashbulb memory are susceptible to distortion over time

32
Q

Neisser and Harsh 1992 strengths

A
  • longitudinal
  • applicable
  • Transferability to other situations like 9/11
33
Q

Neisser and Harsh 1992 limitations

A
  • Not replicable
  • Don’t know how often the participants discussed or replayed
  • Participant attrition
  • self reported data
34
Q

Brown and Kulik 1977 aim

A

to investigate whether surprising and personally significant events can cause flashbulb memories

35
Q

Brown and Kulik 1977 sample

A

40 black and 40 white American male participants

36
Q

Brown and Kulik 1977 method

A

fill out a questionnaire regarding the death of public figures - JFK, MLK and someone they personally knew

37
Q

Brown and Kulik 1977 results

A
  • 90% gave significant detail
  • 75% black participants had flashbulb memories of MLK while only 33% of white
38
Q

Brown and Kulik 1977 strength

A
  • Replicable - reliable
39
Q

Brown and Kulik 1977 limitations

A
  • Sampling bias - all male and american - not generalisable
  • Social desirability effect
  • Can’t test accuracy of their memories
  • Can’t see if they actually had a flashbulb
  • made the assumption that because someone is black MLKs death had emotional impact and if white not so much
40
Q

HM and Milner 1966 backstory

A
  • HM had epilepsy and the severe seizures meant he couldn’t lead a normal life - no medication had an effect
  • William Scoville removed the hippocampus from HM’s brain as an experimental surgery in hopes to help him
  • HM retained long term memory such as events from childhood
  • But forgot things he has just learn (short term memory) like names of people he had just met (anterograde amnesia)
  • His personality appeared mostly unchanged
  • No intellectual impairment
  • Couldn’t recall the last year before the operation
  • Brenda Milner studied him until he died in 2008
41
Q

HM and Milner 1966 method

A
  • Psychometric testing: IQ testing was given to HM. His results were above average.
  • Direct observation of his behavior
    -Interviews with both HM and family members
  • Cognitive testing: memory recall tests as well as learning tasks - such as reverse mirror drawing
  • Corkin later did an MRI to determine the extent of the damage done to HM’s brain
42
Q

HM and Milner 1966 results

A
  • HM could not acquire new episodic knowledge (memory for events) and he could not acquire new semantic knowledge (general knowledge about the world) - removed brain structures important for the transfer of information from short-term to long-term memory
  • able to form a cognitive map of the spatial layout of his house - spatial memory not encoded the same as semantic or episodic memories
  • capacity for working memory - able to have normal conversation which requires a minimal level of retention
  • Could recall 3 digit numbers 15 minutes later
    procedural memories maintained - knew how to mow a lawn and improved performance of new skills like reverse mirror drawing where he had to acquire new eye-hand coordination
43
Q

HM and Milner 1966 conclusion

A
  • Implicit memory contains several stores - for example, procedural memory, emotional memory, and skills and habits. Each of these areas is related to different brain areas
44
Q

HM and Milner 1966 strengths

A
  • Long case study - over 50 years = change could be observed over time
  • method triangulation
  • several other case studies of patients like HM (eg. Clive Wearing)
  • High ecological validity = observed in his natural environment
  • high ethical standards of consent, confidentiality, and protection from harm
45
Q

HM and Milner 1966 limitations

A
  • cannot be easily replicated
  • do not have a lot of data on HM’s actual cognitive abilities before the accident
  • Uncontrolled - was it the epilepsy that had the effect on his capabilities?
  • Only one person and might no be the same in other demographics

Psychology (6 decks)

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