experiments

Question 1

sloane et al 2012

Answer 1

• 19 month old infants
• distributed resources unfairly
• looked at uneven distribution longer

Question 2

bloom et al 2007

Answer 2

• puppets, 1 hinderer, 1 has a goal
• asked which one they prefer and majority pick the one with the goal
• shows they can evaluate social behaviour and fairness

Question 3

Schmidt and sommerville 2011

Answer 3

used puppets to distribute sources fairly and unfairly, they favoured the one that shared fairly

Question 4

geraci and surain 2011

Answer 4

• 12-14 month infants
• fair vs unfair distributions
• chose to share toys with adults who were more fair

Question 5

Meristo 2016

Answer 5

• use of EEG to see brain acitivty in infants
• shown fair and unfair distribution of resources
• distinct patters in brain activity found in neural activity
• can distinguish between fair and unfair

Question 6

the t-test calculates what

Answer 6

a t statistic which quantifies the difference between the group means in relation to the variability of the data

Question 7

coltheart et al., 2001

Answer 7

dual route models
- uses grapheme to phoneme conversion to recognize words
- relies on patterned assembly of letters and words

Question 8

what does research in dylexic people show about bottom up

Answer 8

shows deficits in botton up processing, highlights its role in word recognition

Question 9

what does top down become important

Answer 9

when sensory input in incomplete or ambiguous

Question 10

stavonish and west 1981

Answer 10

• experiments on sentence context effects, found words presented in context faster recognied than words presented in isolation
• use of cloze procedure

Question 11

what is the cloze procedure

Answer 11

particiapnts guess missing words in sentences, reveals top down processes play a critical role in interpretating information

Question 12

rumerhart and McClelland 1981

Answer 12

interactive activation model
- bottom up starts with visual input (letters of word)
- top down uses higher levels of knowledge, e.g meanign and struvture of sentence to guide recognition
- e.g see ‘table’ in sentence discussing living room and chairs

Question 13

reicher 1969

Answer 13

• word superiority effect
• letetrs more recongisable when part of a meaningful word
• e.g ‘word’ and ‘djxl’, shows how top down enhances recognition using lexical knowledge
• bottom up processing seen in conduction aphasia, struggle with phonological processing, but rely on top down cues to an extent.

Question 14

diathesis-stress model (meehel et al., 1960)

Answer 14

• individuals with a genetic predisposition may only express it when triggered by environmental stressors
• e.g someone may only developed depression after a life changing event

Question 15

active gene

Answer 15

• correlation with environment, genetic predispositons influence how individuals encounter
• e.g a social child will seek out social events, shaping their outgoing nature

Question 16

what are 3 gene environemnt interactions

Answer 16

• diathesis-stress model
• active gene
• epigenetic