Forskning/empiri Flashcards
1
Q
Iconic store, Sperling (1960)
A
- Flashed an array of letters and numbers on a screen for 50 milliseconds
- Participants asked to report the identity and location of as many of the symbols as they could recall
- Reported about four symbols no matter how many symbols originally were displayed
- Whole-report procedure first, then he introduced a partal-report procedure
- They had to remember only one of three rows with four symbols each, but did not know which one beforehand
- In the partial-report procedure, they had available roughly 9 of the 12 symbols if cued immediately before or after the display
- Suggests that information decays very rapidly
- We are rarely subject to transient stimuli to this degree in real life, and we are not able to separate what we see in iconic memory from what we actually see in the environment
- Participants may have experienced fading of memory during the report of multiple symbols
- Possibility of output interference
2
Q
Iconic store, refinement of Sperling (1961)
A
- Participants were shown displays of two rows of eight randomly chosen letters for 50 milliseconds
- A small mark appeared above one of the positions where a letter would appear, at varying time intervals before or after presentation of letters
- They only had to report one letter at a time, minimizing output interference
- They seemed to be holding about 12 items in the iconic store
3
Q
LOP, Craik & Tulving (1975)
A
- Participants received a list of words
- A question preceded each word, encouraging different levels of item elaboration - physical, phonological, and semantic
- The deeper the level of processing encouraged by the question, the higher the level of recall achieved
4
Q
LOP, Burgess & Weaver (2003)
A
- Participants were showed photos of faces
- They were asked questions about the persons, encouraging either deep or shallow processing
- Faces that were deeply processed were better recognized on a subsequent test
5
Q
Amnesia, Milner (1957)
A
- Henry Molaison
- Anterograde amnesia
- Was able to learn new procedural tasks however
- Supports the notion of different systems for explicit-implicit memory
6
Q
Double dissociations
A
- Patients with different kinds of neuropathological conditions showing opposite patterns of deficits.
- Lesion in area 1 leads to impairment in function A but not function B; lesion in structure 2 leads to impariment in function B but not A
7
Q
Direct perception, E. Gibson (1991)
A
- Infants who lack prior knowledge quickly develop aspects of perceptual awareness, such as depth perception
- Supports the notion of direct perception pioneered på J. Gibson
8
Q
Global/local precedence, Navon (1977)
A
- When objects are arranged in groups, there are global features and local features
- Participants were shown figures with both local and global features. For example, the figure used in the book has a global feature, it looks like an H. Its local feature are the many small letters X the figure is made of. People are typically quicker detecting an H than an X
- People are faster in identifying features at the global than at the local level. This effect is also known as global precedence
- However, when letters in the figure are more widely spaced, the effect is reversed to a local precedence effect
9
Q
Line orientation sensitive neurons, Hubel & Wiesel (1979)
A
- Some neurons in the visual cortex become activated only when they detect the sensation of line segments of particular orientations
- These cells show a hierarchical structure in the degree of complexity of the stimuli to which they respond
- Neurons capable of recognizing complex objects are referred to as gnostic/grandmother cells
- Provides support to the notion of feature-matching theories in perception and attention (search)
10
Q
Context effects, Palmer (1975)
A
- Participants were asked to identify obejcts after viewing them in either an appropriate or inappropriate context for the items
- Objects that were appropriate to the context were recognized more rapidly than objects in an inappropriate context
- Provides support to the notion of context effects, influence from the surrounding environment, in perception
11
Q
Gestalt principles in perception, Palmer (1977)
A
- Participants were shown novel geometric shapes that served as targets
- They were then shown fragments of the shapes, and they had to say whether the fragment was part of the original novel geometric shape
- Participants were quicker to recognize the fragments as part of the original target if they conformed to Gestalt principles, such as symmetry, closure, continuity, similarity, and proximity.
12
Q
Two pattern recognition systems, Farah (1998)
A
- Participants were shown drawings of houses and faces, each tied to a name
- After learning the pairings, they had to recognize parts of either the faces or houses as a whole, or just parts of them
- Recognition of parts of faces was more difficult than recognition of parts of houses
- Provides support to the theory that we have two systems for recognizing patterns, and recognition of faces is primarily dependent on the second, configurational system - making it hard to recognize features alone
13
Q
Vigilance, Mackworth (1948)
A
- Participants watched a visual display looking like a clock, moving in continuous steps, but it would sometimes take a double step
- This double step needed to be detected by the particiapnts
- Participants’ performance began to deteriorate substantially after half an hour
- Over time, they were less willing to risk reporting false alarms, and err instead by failing to detect the presence of the signal stimulus, showing a higher rate of misses
14
Q
Selective attention, Cherry (1953)
A
- Participants successfully shadowed distinct messages in dichotic-listening tasks, although it required significant amounts of concentration
- They were able to notice physical, sensory changes in the unattended message, but not semantic changes such as change in language
- One-third of people will switch their attention to their name, and these people tend to have limited working-memory capacity
15
Q
Selective attention, Treisman (1960)
A
- Participants shadowed coherent messages, and at some point the remainder of the coherent message was switch from the attended to the unattended ear
- Participants picked up the first few words of the message they had been shadowing in the unattended ear, so they must have been somehow processing the content of the unattended message.
- Lead to the attenuator model of selective attention
