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business theme 1 > core study summary psychology > Flashcards

core study summary psychology Flashcards

1
Q

bandura background

A

social learning theory (children learn through imitation/modeling)

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2
Q

method and design for bandura

A

Lab experiment
independent measures design- 3 independent variables = sex of child, sex of model, aggressive or nonaggressive behaviour shown by model

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3
Q

participants in bandora

A

72 children 3-5 yrs old
50% each gender
3 groups - aggressive, non and control group with no model

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4
Q

materials in Bandura

A

bobo doll
model
attractive toys

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5
Q

procedure for bandura

A

1) modelling behaviour - all children individually brought into a room to play with toys for 10 mins. there was either a aggressive model kicking the bobo doll whist shouting pow and boom. In the non aggressive model they use assembled toys not looking at Bobo doll and in control group there was no model.

2) Agression arousal
children taken into a separate room with attractive toys. After 2 mins they were taken of them to increase the chances of aggressive behaviour.

3) testing for delayed imitation- the child was observed through a 2 way mirror for 2 mins on their behaviour.

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6
Q

results in Banduras study

A

1-children who witnessed an aggressive model were significantly more aggressive themselves.
2- very little difference between #aggression in the control group and in the non-aggressive model condition.
3- boys were significantly more physically aggressive than girls. Girls were more verbally aggressive than boys after observing a female model.

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7
Q

conclusions in Banduras study

A

1- witnessing agression in a model can make the observer aggressive.
2-children selectively imitate gender-specific behaviour

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8
Q

what data was used in Banduras study

A

quantitve

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9
Q

ethical considerations in Banduras study

A

children cannot give consent
harm and ptsd

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10
Q

validity in Banduras study

A

high internal- lab exp
low ecological
asked to play in a strange room with adults therefore reduces validity

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11
Q

reliability in Banduras study

A

conditions controlled- 2 mins playing 20 mins observed the participant variable of agression was controlled by assessing each child before hand and matching aggression groups

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11
Q

sampling bias in Banduras study

A

large sample of 72 children
sample from only 1 nursery therefore hard to generalise

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12
Q

Bandura key theme

A

external influences on children behaviour

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13
Q

Chaney method

A

field experiment using a repeated measures design
took place in people home in Australia

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14
Q

Iv and Dv in Chaneys study

A

iv- if children used standard spacer device
iv- whether child used funhaler
Dv- amount of adherence to their medicine

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15
Q

sample of Chaney

A

32 children with asthma

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16
Q

aim of chaneys study

A

if the use of the funhaler improves compliance to the medicine

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17
Q

Materials in chaneys study

A
  • funhaler with a spinning disk and whistle to attract children (positive reinforcement)
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18
Q

procedure in Chaneys study

A

1- participants approached at home first asked to fill in a questionarre and a interview to fill in about current level of adherence to the standard spacer device
2- given funhaler for 2 weeks and asked to report the next day
3- After sequential use of the Funhaler they were then visited again by the researcher and parents were interviewed and completed the matched questionnaires.
4- Data collected from the self-report related to how easy each device was to use, compliance of parents and children.

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19
Q

results for chaneys study

A
  • funhaler improved children and parents adherence
  • 30% of children took the recommended dosage compared to standard spacer device
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20
Q

conclusions for Chaneys study

A
  • the funhaler improved adherence (positive reinforcement)
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21
Q

validity in Chaneys study

A

high ecological validity (field)
Order effect- biassed questionnaire as the children had experience using the standard device and knew that they were trying a biassed device.
Researchers tried to minimise any bias by not giving any extra explanation or instructions on the Funhalers usage.

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22
Q

reliability in Chaneys study

A
  • procedure standardised and easy to repeat (questions ect)
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23
Q

sampling bias in Chaneys study

A

random Sampling - reduces bias and can be generilised
wide range of different families in Australia

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24
Q

Kohlberg key theme

A

Moral development

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25
Q

kohlberg method

A

self report- participants given questions
snapshot- people from the 5 different countries only asked once
longditional- American participants asked same questions every 3 years till they were 28

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26
Q

Kohlberg sample

A
  • 75 American boys ages 10-12
  • snapshot interviews with boys from 5 different countries
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27
Q

materials in kohlberg

A

questionare/ interviews

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28
Q

procedure of kohlberg

A
  • 75 American boys given hypothetical moral dilemmas in short stories
  • aspects assed given - motive given and value of life
    -Different Countries (Canada, Mexico, Turkey, England, Taiwan): asked moral questions once and judged on the scale
    -Longitudinal Study = American participants were asked questions every 3 years (started at 10-12 and ended at 28)
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29
Q

Kohlberg moral development stages

A

1- preconvential
2- conventinal
3- post conventional

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30
Q

kohlberg results

A
  • religion plays no part in moral development
  • social class plays no part
  • the process is universal – can’t miss stages everyone goes thru it but not everyone reaches the top
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31
Q

kohlberg conclusion

A
  • moral developent comes down to nature not nurture due to the fact it is universal
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32
Q

ethical considerations in Kohlergs study

A

no physical or mental harm
no deception
right to withdraw
every 3 years = commitment

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33
Q

validity in Kohlbergs study

A

low ecological validity- laband no mundane realism because the moral dilemmas given to them were probably unusual + hypothetical
- low population validity - boys
internal validity- lab controlled
- people may drop out therefore skew the data

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34
Q

reliability of kohlbergs study

A
  • structured interview- easily to repeat
  • all same questions
  • reasked the questions every 3 years
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35
Q

sampling bias for kohlberg

A
  • androcentric all boys
  • 6 different countries therefore could be generilisable
  • social desirability bias
  • ages only start at ages 10-12 therefore may not generalisable to older populations
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36
Q

Lee method

A

lab experiment using independent measures design- participants were asked 4 scenarios (two prosocial and two antisocial) and asked to apply the same rating scale to both the
character’s deed and its response in each story

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37
Q

lee iv and dv

A

Iv- whether participant heard social or physical story
Iv- whether the participant heard (prosocial) stories involving a child who intentionally carried out a good deed (a deed valued by adults in both countries) or (antisocial) stories involving a child who intentionally carried out a bad deed (a deed viewed negatively in both cultures).
Dv- age of children and ethnicities

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38
Q

sample in lee

A

2 groups
120 Chinese students and 108 Canadian

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39
Q

lee aim

A

Lee aimed to test the effect of culture on how children viewed the moral behaviours of truth-telling and lie-telling in both good deed and bad deed situations. He did this by comparing the moral judgments of Canadian and
Chinese children.

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40
Q

procedure of Lee

A
  • children were read 4 scenarios for the four conditions
  • two were anti social and 2 prosocial
  • for each scenario there were social and physical stories
    -The children are first asked if the act was good or naughty. They are then asked if
    truth-telling/lie-telling in that situation was good or naughty.
  • the children had the rating chart explained to them (higher the score the more they approved of the action) and were asked to rate each of the 4 scenarios
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41
Q

results for lee

A
  • as the Chinese students got older they began to giving lie-telling in a good deed
    situation a higher rating than truth-telling in a good deed situation.
  • Canadian participants disaproved of lie telling at all ages
  • Chinese culture is different to Western culture because they have a collectivist culture where truth-telling should only be for the good of the group. Canada have an
    individualist culture where the emphasis on truth-telling may be due to the belief that individuals have a duty to be truthful to others.
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42
Q

conclusions for Lee

A
  • Moral development varies in different cultures due different social norms.
43
Q

validity for lee

A

high internal
low ecological

44
Q

reliability for lee

A

standardised procedure
large sample with replicable results

45
Q

Sperry key theme

A
  • regions of the brain
46
Q

sperry background

A

sperry was a neurophsycologist who looked at the effect of a split corpus collosum

47
Q

sperry method

A

quasi experiment
11 split brain patients
opportunity sampling
participants had already has split corpus collosum

48
Q

material for sperry

A
  • tachisiscope which had a fixation point
  • objects for tactile task
49
Q

procedure for sperry

A

1- visual task
- participants sat infront of tachistiscope
- covered one eye whilst a image or word flashed on screen for 1\10th of a second
- participants asked to say or write what they saw

2- Tactile task
- steps 1-2 repeated
- objects behind screen high participants asked to find

50
Q

results for sperry

A

1- if image flashed to right side of fixation point went to left hemisphere therefore can speak not draw it
2- if image flashed to left side unable to speak it however can draw it

51
Q

sperry conclusions

A
  • left hemisphere (language) which is dominant side
  • right (creativity)
52
Q

validity in sperrys study

A
  • sample was small (11) therefore hard to generalise
  • only generalisable to people with split brain surgery
  • low ecological as would it happen everyday
53
Q

reliability in sperry study

A

-Sperry found general trends in the lateralisation of brain function in the split-brain participants, and the similarities from split-brain participant to split-brain participant suggest that some of these findings are reliable.
- everyone had same pics for 1/10th of a second same fixation point =STANDARDISED

54
Q

Casey background

A

Marshmallow task - high and low delayers
high delayers= Ariana waited
low delayers- could not wait

55
Q

high delayers and low delayers explained Casey

A

high delayers- waited activity levels in inferior frontal gyrus (cool)
low delayers- ventral stratum (hot)

56
Q

sample for cases study

A

There were 562 participants in the original Marshmallow Task. 155 participants
completed the first self-control test (1993) and 135 the second (2003)
LONGDITUNAL

57
Q

procedure for Casey study

A

experiment 1- go/no go task (participants to perform a specific action eg press yellow button)
Four go/no go tasks
1- cool task - neautal faces
2- hot tasks- expression faces
FACES

experiment 2- 26 of of the 59 participants used
FMRI scan whilst doing go/no go task

58
Q

results caseys study

A

experiment 1- Analysis showed that the two groups performed similarly

Results for experiment 2:
The fMRI scan showed two main differences between high and low delayers:
1. Low delayers showed lower activity in the inferior frontal gyrus than high
delayers on No-Go trials. They concluded that this brain region plays an
important role in being able to deter gratification.
2. Low delayers showed higher activity in the ventral striatum. This suggests the
‘hot’ features of this stimulus made this reward-related region more active and
it made it harder for them to resist, leading to more errors.

59
Q

conclusions for Casey

A

high delayers have more activity in inferior frontal gyrus
low delayers have more activity in the ventral striatum

60
Q

validity In casey study

A

low ecological- not an everyday situation
- participants dropped out as it was lomgditundal which reduces generalisability of the findings

61
Q

reliability of Casey study

A

Due to being a longitudinal study that was conducted over 40 years, it would be
neither time or cost-effective to replicate. Therefore it is not easy to
establish the reliability as it would take so long to replicate the study.

62
Q

Blakemoor ans cooper aim

A

Blakemore and Cooper limited the visual experience of kittens to one
orientation (vertical stripes or horizontal stripes) and compared both the
behavioural consequences and the neurophysiological effects on the neurones in
the kittens’ visual cortex.

  • This looked at brain plasticity by investigating how the kittens’ brain
    development was affected by their environment.
63
Q

blakemoor and Cooper procedure

A

From birth, the kittens were in a pitch black room
- from age of about 2 weeks they were exposed to either a completely vertically or horizontally orientated environment.
- placing the kitten inside a cylindrically shaped piece of
apparatus which was decorated fully with either vertical or horizontal stripes.
- spent 5 hours a day in this and they wore a wide black collar until 5 months old This
as by this time they would have passed the ‘critical’ period for visual
development.

64
Q

results for B and C

A
  • both groups of cats showed visual deficits (no startle response when an object was moved towards them,
    not show visual placing, also navigated around the room by touch)
  • after 10 hours some deficits went however visual tracing was still not there Horizontally raised cats did not see
  • vertical lines and vertically raised cats did not see horizontal lines.
65
Q

conclusions for b and c

A

They concluded that the development of the brain, at least of the visual sense,
responds to the environment it experiences.
* This shows brain plasticity as neurones that begun with either a vertical or horizontal
orientation changed to the other orientation.
* This demonstrates the role nurture plays in the development of vision, in cats at least.

66
Q

Maguire aim

A

Aimed to investigate size of hypo campus on taxi drivers compared to non

67
Q

magure and B and C key theme

A

brain plasticity

68
Q

magure method

A

Quasi Experiment - Naturally Occurring IV = Taxi Drivers
Snapshot study
Used a correlation technique, shows a relationship but no cause and effect
Elements of both independent measures and matched participants

69
Q

Maguire sample

A

Experimental Group = 16 taxi drivers
Control Group = used pre existing scans of people’s brains from previous procedures that had consented to use their images
- Matched the groups on age, gender, mental well being and all right handed

70
Q

results for Maguire

A
  • Found that the longer people had been a taxi driver, the bigger the hippocampus is
  • In taxi drivers, the posterior hippocampus was bigger than an average person and in a normal person the anterior was bigger
71
Q

conclusions for Maguire study

A

Situational and external factors can affect the brain and remould it because it is malleable
Posterior hippocampus is most responsible for memory and spatial awareness

72
Q

validity of Maguire

A

Extraneous Variables - nature (been born with a bigger hippocampus)
- Correlation so there is no way to directly tell if one thing directly caused the other, brain size and years spent being a taxi driver (no cause and effect).
low ecological validity
internal validity- all participants scanned in same way using vbm and pixel counting

73
Q

reliability of Maguire

A

Standardised procedure = reliable
E.g, all the sample were right handed because the left hemisphere controls language
all men aged 35-65
all neurologically healthy
all had vbm and pixel counting

74
Q

freud and baron Cohen key theme

A

understanding disorders

75
Q

freud stages

A
  1. oral stage
    2.anal stage
    3.phallic stage
    4.latency stage
    5.genetial stage
76
Q

freud aim

A

Freud aimed to investigate little Hans as a theory to back up psycosexual development

77
Q

freud method

A

case study - longitudinal
Began when little Hans was 3
little Hans dad would send written reports to freud of conversations he had with Little Hans and Freud would write back with suggestions of alternative interpretations
of the dreams and fantasies that Little Hans was having.

78
Q

results from freuds study

A
  • little Hans mum threatened to cut off his widler– catsoration fear
  • phobia of horses (one died infront of him) represents his dad blinkers and whiskers
  • dream abs tall and small girraffe- desire for mum and hatred for dad
  • fantasy where married to mum and dad was grandad
  • fantasy where plumber chopped his widler off and replaced it with a larger one. Belief Hans had overcome the castration complex.
79
Q

validity for freuds study

A
  • freud may not be right about little Hans dreams etc
  • Leading questions were used such as ‘When the horse fell down, did you think of your daddy?’. The leading questions may have forced Little Hans to answer questions in certain ways that his father wanted.
  • dad may have lied
80
Q

reliablity for freuds study

A
  • one child so hard to say that every child goes thru the stages of psychosexual development
81
Q

baron- cohen backround

A
  • theory of mind- ability to understand others mental states nd that they have independent minds of their own
82
Q

method baron Cohen

A

quasi- naturally occuring iv (turrets and autism)
- matched groups
lab exp

83
Q

sample for baron Cohen

A

3 groups - tourrets 10, autism 16, normal 50

84
Q

procedure for baron Cohen

A

1- eye task 25 photos 3 secs (had to choose emotion) out of 25
2- gender recognition task
3- strange stories task -participants were presented with 2 examples of each of 12 story types. These included white lies, jokes, irony and speech.
4- basic emotion recognition task

Random order

85
Q

results for baron Cohen

A

eyes task- autistic scored worst 16.5/25
autistic people lack theory of mind
females better than males

86
Q

validity for baron Cohen

A
  • low ecological validity - pics black and white
87
Q

reliability for baron

A

same eyes task Pracout of 25
same instructions
same lab environment
controlled time
Concurrent validity
testing the same aims (irony, sarcasm)
gender recognition and basic emotion tasks given to all groups to make sure all participants don’t have visual or cognitive impairments.

88
Q

sample bias baron

A

Volunteers through advertising = certain type of people in sample (all willing and motivated )
Generalisability : BAD - All from the South East of England = Ethnocentric
BAD - Volunteers are often biassed as they are interested in the topic (autistic and tourettes group )
Not representative representative as self selecting sample gives a sample with similar characteristics
GOOD - Both genders = no gender bias

89
Q

Gould background

A

gould evaluated work done by yerks
Alfred Benet - people were trying to measure intelligence to realise the concept of mental age

90
Q

tests for gould

A

3 tests
1- army alpha (mix of qs)
2-army beta (designed for illitrets)
3-indivdual examinations

91
Q

sample for gould

A

1.75 mill men during ww1

92
Q

results for gould

A

Average Age of White American Adults - 13.
Average Age of Black Americans -10.4
- Politicians used these so called ‘facts’ to restrict immigration from the US. Approximately 6 million Europeans were not allowed entry to the USA. Russia, Italy and Europe.

93
Q

gould review article

A
  • IQ were tested and written in English
    -all given different times to complete tests
  • may have never seen the pics before or held a pen
94
Q

gould findings and conclusions

A

Yerks said that intellengence in inherited and Gould disaproved this and said its learnt.

  • Iq testing is biased and not valid
    -“america is a nation of morons”
95
Q

validity of Goulds study

A

different army camps had
different definitions of ‘literate’ meaning people did not always do the correct test.
* Rather than testing ‘native intellectual ability’, Gould thought what it was really
testing was how much schooling you had and how long you had lived in America.

96
Q

reliability of gould

A

Standardised- all people taking the tests received the same expectations.
Alpha and Beta tests were made to be similar in difficulty- the only difference was for literate and illiterate.

97
Q

hancock background

A

mallows hierarchy of needs
psychopaths would not pass the bottom Level of basic needs into love and belonging
- psychopaths feel no remorse

98
Q

hancock aim

A
  • investigate psychopaths language when they are describing their crimes
99
Q

method for hancock

A

quasi experiment with self report as they had a questionnaire bit and a interview section.

100
Q

sample for hancock

A

52 men that were prisoners in Canada for murder

101
Q

procedure for hancock

A

1- psychology checklist revised given 25/40 or above = psychopath
2- all men had a interview by two psyc graduates
3-asked to describe their homicide in detail (25 mins)– TURNED INTO A TRANSCRIPT
4- Their transcripts got put into a machine called W-Matrix and compared

102
Q

results for hancock

A
  • psycopaths used more language about food and basic needs
  • non psychopaths didn’t
103
Q

validity for hancock

A
  • high-participants did not know the iv of the study therefore reducing demand characteristics
    -high internal- the researchers did not know whether the individual was classified as a psychopath or not
    -However- psychopaths classified out of 25 instead of the normal 30
  • participants may have also give socially desirable answers which reduces the validity
104
Q

reliability for hancock

A
  • the procedure is standardised
  • all interviews followed the ‘stepwise’ interview procedure and the same computer programs were used to analyse language.
    small sample size of 14 and were all men from Canada

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