KEY STUDIES Flashcards

1
Q

TRIPLETT (1898)

A

(rather than cycling) Fishing reels turned a silk band around a drum which was connected to a pulley by a chord - a flag had to travel around the pulley 4 times.
children were in pairs or alone
findings- some faster, some slower, some the same
explanations-competitive instincts and ideas of faster movement/ slower people choked under pressure.

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2
Q

DIANNE TICE (1992)

A

undergrads asked to act as stimulus persons for postgrad clinic psychology trainees. Task to answer verbal questions in a way that would reflect an aspect of their personality.
they were intruscted to present themselves as less emotionally responsive or more emotionally responsive.
Then they rated their ‘true’ level of emotion/25 a low score being less emotionally responsive.
When beleived their earlier behaviour was public their self conception moved in direction of their action e.g. closer to a score of one for those who were less emotionally responsive, or closer to 25 for those who had been more emotionally responsive.

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3
Q

TORY HIGGINS (BOND, KLEIN, STRAUMAN)

A

Made people think about their future based on personal goals and also others obligations
Priming the idea self can lead to dejection(depression, low self esteem) where as priming the ought self can lead to agitation(anxiety and stress).
People with high actual ideal and actual ought self-discrepancy experienced a increase in dejection but not agitation after primed to focus on their ideal self AND an increase in agitation but not dejection after being primed to focus on ought self.

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4
Q

Asch - warm versus cold

then kelley

A

Found warm vs cold most important factor to how people see others.
Kelley- introduced himself as one of warm or cold followed by other adjectives. the ones who heard cold described him as self centres, unsociable, irritable.

Influencing factors to Kelley-
personal constructs
primary effects- ones said first more effect
negativity- biased towards negative info
physical attractiveness- attractive people are seen as more able.

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5
Q

Van gynn et al-

A

4 conditions- power training and imagery or neither- found performance improved with training. It also improved with imagery as imagery improves self conception which improves performance- just imagining improves ur self identity which improves performance.

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6
Q

Harre et al

A

When drivers rated their driving behaviour with peers. most showed self enhancement bias. (describe oneself more positively)

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7
Q

Medvec

A

Found happiest was gold then bronze then silver- silver look up saying we could have got the gold. But bronze do downwards comparison saying look how many i did better than. Silver upwards comparison (more likely to get depression) look at what i could have done etc..

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8
Q

shrauger and schoeneman

A

reviewed 62 studies- people did not tend to see themselves as others saw them (meta perspective) instead saw them how they think others see them and this is the most prevelent to their own identity.

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9
Q

Steele-

A

Asked people to tell them how much food they have in their cuboard to help with a community food project- (50% baseline)
Can we influence their behaviour y challenging their identity beforehand?
so they called before hand talking about statements on their community before the actual research call
1) said their community was uncooperative with community projects (95%)
2) not concerned about driver safety (95%)
3) cooperative with community projects (65%)

so by challenging identity can change peoples behaviour.

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10
Q

Greene and House

A

Walk around campus advertising a sandwhich shop
Asked people yes or no and do you think your friend will say yes or no.
YES- 62% friends also
NO- 67%
this demonstrates the false consensus effect.

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11
Q

Schachter and singer

A

ppts injected with epinephine or a placebo and told the following
1- informed symptom of arousal
2- not given any information
3-misinformed dizziness
Researcher acted as confederates in waiting rooms in 2 conditions- euphoria and angry
Findings- others affected- those who were in the room with the angry confederate was angry- showing bias of how others affect us- emotions are labels that we put on things- emotions and separate to our physiological response e.g. you feel fear but label it as excitement and u can almost trick yourself.

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12
Q

Sherif 1954/1961- KEYYY GROUPS

A

3 phases (matched ppts)
1- arrive to camp (run by experimenters)
2- split into 2 groups
3- made names for groups made flags and engaged in competition with the other group (tug of war)

there was lots of intergroup hostility (set fire to other teams flag) and intragroup solidarity(unity)

findings- ethnocentrism (favour your group)
prejudice, discrimination
boys did not have authoritarian or dogmatic personalities checking for extraneous factors
in groups formed even with friends in the outgroup
simple contact did not improve intergroup relations

to reverse the negative aspects they created a scenario where they blocked the water so groups ended up having to work together and their identity of in group became boy camp.- make a common goal
could make a common enemy

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13
Q

Zimbardo 1971 ROLES

A

stanford uni prison- 24 psychologically stable volunteers
split into guards and prisoners randomly
2 week study cancelled after 6 days
some guards were brutal
some prisoners showed severe emotional disturbance and became docile/submissive
they complied with the expected role
shows how you can get normal people to show uncharacteristic behaviors due to the role given

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14
Q

Batson et al- empathy and why we help others

A

this study

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15
Q

Modelling prosocial behaviour (ruchton and teachman)

A

effects of rewards and punishment on childrens ability to behave generously.
Boys aged 8-11 watched adults on a token machine - they then gave a token to charity for a poor child with no parents. the child then sed the machien and when given a token to charity either got positive or negative reinfomrcement. Significant effects- positive reinforceent meant more tokens were given away and negative reinforcement meant less were.

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16
Q

Bryan and Test- modelling

A

seeing if they would help another diriver in need
condition 1- a mile or 2 before drive past someone helping another driver
condition 2- driver just passed the second car
50% more likely to stop in condition 1

17
Q

Hornstein- modelling

A

people observed a model returning a wallet
condition 1- model was pleased
2- not much emotion
3- model was negative about having to help

wanted to see what the actual ppts did - more likely to hand in the wallet in condition 1.

18
Q

Latane and Darely- bystander

A

Experimental room where they made a smoke filled room- told the study would happen soon then the smoke started.
75% alone acted
with 2 strangers 38% acted
2 passive confederates 21% acted

19
Q

Pigmalion in the classroom (rosenthal and jacobson)

A

randomly allocated kids to bloomers or later bloomers. those told they were bloomers actually did do better on follow up studies in the next years. self profiling prophecy - showing prejudice is very powerful.

20
Q

Reverse discrimination- Fajardo

A

white teachers favoured essay marking on black students than white backgrounds.

21
Q

Duncan- detecting racism

A

shown a argument between someone who is white and someone who is black. ended in one of them pushing the ohter
when it was the white person who was pushing -13% viewed it as violent
when it was black- 73% viewed it as violent
shows prejudice

22
Q

Masculine and feminine tasks (Deaux and Emswiller)

A

female actor and male actor on male and female tasks- when they did a task well as a man it was skill but for females it was seen as luck

23
Q

Backlash (Heilman)

A

students given ideas employees in male stereotypical jobs- change if its a man or women to see peoples perceptions- say if its down to the individual or more ambiguous e.g. when shown previous success such as a cv (successfull) men and women were seen as equally competent- when previous success was ambiguous males were seen more competent but men were seen as more likeable when it was also success.

24
Q

student voting (NEWCOMBE)

A

FIRST YEAR STUDENTS TRADITIONALLY CONSERVATIVE- moved to more liberal by third year due to being in groups and around different people

25
Q

spanking children- STRAUS 2003

A

longitudinal study over 2 years
looking for a relationship between spanking and antisocial behaviour.
recorded how often the child was spanked
found a positive relationship between spanking and antisocial behaviour- those who were more spanked went on to be more aggressive in the future
supports social learning theory

26
Q

Placebo BAGUE 2009

A

given non alcoholic cocktails- still acted more aggressively- more of a role?
learnt on a night out you take on the role pretend drunk even if you have not actually had any drink.

27
Q

Bystander- GAERTNER AND DOVIDO

A

with no others white females were more likely to help black or white peopel in need.
with people around white and white acted the same however when they were black there was a bystander effect.
bystander effect seems more prominent when poeple are different to you

28
Q

LATANE AND DARLEY- 3 in 1 study on bystander effect

A

brought into lab shown by technician and they say that bit of equipment is dangerous and also telling them they have had heart problems recently- sent to computer to do a fake research product
look through the glass see the technician fix the dodgy equipment and saw him electric shock and pass out

testing 3 themes- diffusion of responsibility- had others working at computer
audience inhibition- had cameras - thought they could all see you but you cant see them
social influence- you could see others

FOUND all 3 were significant to the bystander effect

perfect way to make a bystander effect- lots of people, fear of audience, and social influence

29
Q

sexual arousal - bystander effect- Przybyla

A

males females watching movies that were erotic or non erotic
saw other gender drop papers- see who helped
those who watched the erotic films were more likely to help.

30
Q

evidence of social learning theory - anderson 2003

A

song lyrics strongly related to aggression

black and bevan 1992- aggressive films lead to aggressive actions