core studies Flashcards
studies in the social approach
milgram 1963, bocchiaro 2012, pillavin 1969, levine 2001
studies in the cognitive approach
loftus and palmer 1974, grant 1998, moray 1959, simons and chabris 1999
studies in the developmental approach
bandura 1961, chaney 2004, kohlberg 1968, lee 1997
studies in the individual differences approach
freud 1909, baron-cohen 1997, gould 1982, hancock 2011
studies in the biological approach
sperry 1968, casey 2011, blakemore and cooper 1970, maguire 2000
milgram and bocchiaro
responses to people in authority; obedience, disobedience and whistleblowing
pillavin and levine
responses to people in need; subway samaritan, cross-cultural altruism
loftus and palmer and grant
memory; eyewitness testimony, context-dependent memory
moray and simons and chabris
attention; auditory attention, visual inattention
bandura and chaney
external influences on children’s behaviour; transmission of aggression, funhaler
kohlberg and lee
moral development; moral stages of development, evaluations of lying and truth-telling
freud and baron-cohen
understanding disorders; little hans, theory of mind
gould and hancock
measuring differences; bias in IQ testing, the language of psychopaths
sperry and casey
regions of the brain; split-brain study, neural correlates of delay and gratification
blakemore and cooper and maguire
brain plasticity; impact of early visual experience, taxi drivers
studies in the behaviourist perspective
bandura 1961, chaney 2004
studies in the psychodynamic perspective
freud 1909, kohlberg 1968, hancock 2011
milgram 1963
studied obedience in a lab setting. his volunteer sample of 40 men were asked to give increasing electric shocks to a stranger in a ‘lab experiment’. they were unaware that the ‘learner’ was a confederate and that the shocks were fake. 65% of participants reached the highest 450V level. anyone can be obedient to authority and that the tension witnessed was due to the conflict between the desire to obey and the desire not to hurt another.
bocchiaro 2011
looked at whistleblowing using 149 students and a comparison group of 138. they were individually greeted by a stern researcher and asked to endorse an ethically unsound study to their friends. 76% did as asked and only 9% were whistleblowers. the comparison group said that most would not comply. behaving morally against authority is hard even when it seems easy, and people are not good at predicting behaviour. individual characteristics seem to have little effect on the situation.
pillavin 1969
investigated a situational explanation of bystander behaviour. he looked at the race and state of the victim and number of bystanders. field study that took place on the new york subway and staged a fake emergency involving a drunk or ill victim who was black or white that staggered forward and collapsed. more help was given to the ill victim. failed to find diffusion of responsibility, but concluded that bystander behaviour is linked to arousal-cost-reward model.
levine 2001
looked at whether helping varies across different cultures. conducted studies in 23 cities across the world. three non-emergency situations- a dropped pen, someone with a bad leg dropping magazines and a blind man crossing the road. helping rates in each city were stable across the three measures. huge cross cultural differences- 93% in rio to 44% in new york. simpatico cultures helped more.
loftus and palmer 1974
wanted to see if words affect memory recall. two studies using video clips of car crashes on groups of 45 and 150 students. participants were asked a question with a critical verb and then the effect on estimate of speed or recall of broken glass was measured. information making up memory is received during and after an event.
grant 1998
studied context-dependent memory using recall and recognition. 40 participants wearing headphones read an article in noisy or quiet conditions. found context-dependency effects because they performed better in matching conditions. context clues are important in retrieving newly-learned, meaningful information. students who study in silence may perform better in exams.
moray 1959
moray conducted three lab experiments into dichotic listening. in the first a list of 35 words was read to one ear whilst a participants shadowed a message from their other ear. after 30 seconds they were asked to recall the list but could not. in the second experiment they were instructed in the non-attended message to change ear. some participants had their name called in the instruction- and these paid more attention. the third experiment had numbers in the messages- some participants were asked to remember the numbers and others just the content- but there was no significant difference in the numbers recalled. only subjectively important messages can penetrate the attentional block.
simons and chabris 1999
studied visual attention and perception. 228 participants in an independent measures design lab experiment. they watched one of four 75 second tapes and were asked to count how many times the basketball players passed a ball. after 45 seconds either an umbrella woman or gorilla walked across the screen- 46% failed to notice the unexpected event. shows inattentional blindness as we may fail to notice certain aspects of the environment if we are focusing on another.
bandura 1961
wanted to investigate social learning theory and the imitation of aggression. studied 72 children in four groups. they saw either an aggressive or non-aggressive model who was the same or opposite sex to them play with a bobo doll. there was a control group. children in the aggressive condition produced more imitative aggression and there was a tendency for same-sex imitation. supports social learning theory as children imitate the behaviour of role models.
chaney 2004
compared adherence to asthma medication using either a traditional spacer or a funhaler. pilot study which involved questionnaires to parents of 32 asthmatic children, one at the beginning of the study and another two weeks after using the funhaler. it had a whistle and spinning disk to reinforce correct use. parents reported more success with the funhaler- 22/30 compared to 3/30. children’s willingness to cooperate improved. novelty and reward can improve adherence, and operant conditioning can be useful.
