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Key studies Flashcards

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1
Q

SOCIAL INFLUENCE STUDIES

A

Kinda got this

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2
Q 
Lucas
Date:
Procedure:
Findings:
Conclusion:
A

:2006
:ppts were asked to solve easy and hard maths problem and the answers of three other ppts
:ppts would conform more on harder questions
:task difficulty is one variable

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3
Q

Use of Lucas ()

A

Research support for

Informational Social influence

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4
Q 
Asch
Date:
Procedure:
Findings:
Conclusion:
A

: 1951
: 123 American men had to say which of line A B or C matched line X on another card
: ppts conformed 36.8% of the time, 25% never conformed

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5
Q

Use of Asch

A

Research support for
Normative social influence

And the extent of social influence

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6
Q 
Asch's Variations 
Date:
Variation 1:
Variation 2:
Variation 3:
A

1955
Group size: varied no. of confederates between 1 and 15, conformity increased with group size but only to a point, one or two confederates isn’t enough to sway

Unanimity: having a non-conforming confederate, reduces conformity, whether or not they said the correct answer

Task Difficulty: lines more similar in length, conformity increased as pppts were less confident

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7
Q

Use of Asch Variations

A

Shows the variables that affect conformity

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8
Q 
Zimbardo
Date:
Procedure:
Findings:
Conclusion:
A

:1973
:21 volunteers, randomly assigned to role of guard or prisoners
:People conform to social roles, especially if there is lots of media portrayal about them

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9
Q

Use of Zimbardo

A

Shows conformity to social roles is a thing

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10
Q 
Milgram
Date:
Procedure:
Findings:
Conclusion:
A

1963
40 American Men volunteered, fixed draw to decide who was learner and who was teacher, Teacher sat in room with “experiment” and “Learner” was other side of the wall answering questions, the ppt had to deliver increasingly large electric shocks (15v -450V) to the “learner”.

All ppts delivered shocks up to 300V
12.5% stopped at 300 (confederate was banging on wall then stopped)
65% continued to the highest level

People are willing to obey even if they may harm others

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11
Q

Use of Milgram

A

Research into obedience

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12
Q 
Perry 
Date:
Procedure:
Findings:
Conclusion:
A

2013
Listened to tapes of Milgram’s ppts
Reported that only half believed the shocks were real
ppts may have been responding to demand characteristics

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13
Q

Use of Perry

A

Evaluating milgram

Showing low Internal validity

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14
Q 
Sheridan and King 
Date:
Procedure:
Findings:
Conclusion:
A

1972
Got students to give real shocks to a puppy
54% men and 100% women delivered what they thought was a fatal shock
Suggests effects Milgrams study were genuine because people behaved similarly when shocks were real

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15
Q

Use of Sheridan and King

A

Saying Milgram doesn’t have low internal validity

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16
Q

Milgram’s variations

Variation 1:
Variation 2:
Variation 3:

A

:Proximity - teacher and Learner in same room (to 40%), hand on plate (to 30%), Experimenter on phone (20.5%)
- less proximity = distance themselves from consequences.

:Location - run down office block rather than Yale (47.5%)
- Yale gave study legitimacy and authority

: Uniform - experimenter in everyday clothes “member of public” from street (20%)
- lab coat symbol of authority so obey

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17
Q

Use of Milgram’s variations

A

Shows variables that increase obedience

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18
Q 
Bickman
Date:
Procedure:
Findings:
Conclusion:
A

1974
3 confederates dress in a jacket and tie, a milkman’s outfit or security guards uniform
They each stood in the street and asked passers by to pick up litter
People were twice as likely to obey the security guard

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19
Q

Use of Bickman

A

Evaluation of Milgram’s variations

Research support

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20
Q 
Rank and Jacobsen
Date:
Procedure:
Findings:
Conclusion:
A

:1977
:asked to administer a nonlethal overdose of a drug they knew
:16 out of 18 nurses disobeyed doctors orders to administer excessive drug dose to a patient

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21
Q

Use of Rank and Jacobsen

A

Evidence against milgram and agentic state

Nurses remained autonomous even though doctor was obvious authority figure

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22
Q 
Hofling
Date:
Procedure:
Findings:
Conclusion:
A

:1966
: 22 nurses called by “Dr Smith” asking them to administer 20mg of Astroten, bottle says 10mg is max daily dose
: 21 nurses administeres he druf

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23
Q 
Elms
Date:
Procedure:
Findings:
Conclusion:
A
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24
Q

Use of Elms

A

Supports the authoritarian and dispositional explanations for obedience

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25
Q 
Adorno 
Date:
Procedure:
Findings:
Conclusion:
A
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26
Q

Use of Adorno

A

Created f-Scale

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27
Q 
Holland
Date:
Procedure:
Findings:
Conclusion:
A
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28
Q

Use of Holland

A

Support for Locus of control and resistance to social influence

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29
Q 
Moscovici 
Date:
Procedure:
Findings:
Conclusion:
A
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30
Q

Use of Moscovici

A

Explanation for minority influence

and social change

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31
Q 
Nolan 
Date:
Procedure:
Findings:
Conclusion:
A
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32
Q

Use of Nolan

A

Research support for conformity and social change

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33
Q

MEMORY STUDIES

A

too many

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34
Q 
Baddeley
Date:
Procedure:
Findings:
Conclusion:
A
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35
Q

Use of Baddeley

A

Flipping everything

Coding for STM and LTM

Research support for MSM

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36
Q 
Baddeley 
Date:
Procedure:
Findings:
Conclusion:
A
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37
Q 
Jacobs 
Date:
Procedure:
Findings:
Conclusion:
A
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38
Q

Use of Jacobs

A

Capacity of STM

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39
Q 
Linton 
Date:
Procedure:
Findings:
Conclusion:
A
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40
Q 
Peterson and Peterson 
Date:
Procedure:
Findings:
Conclusion:
A
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41
Q

Use of Peterson and Peterson

A

Duration of STM

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42
Q 
Bahrick 
Date:
Procedure:
Findings:
Conclusion:
A
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43
Q

Use of Bahrick

A

Duration of long term memory

44
Q 
KF
Researchers: 
Date:
Procedure:
Findings:
Conclusion:
A

:Shallice and Warrington
:
:

45
Q

Use of KF

A

Counterevidence for MSM

Supports WMM

46
Q 
HM
Date:
Procedure:
Findings:
Conclusion:
A
47
Q

Use of HM

A

Case study to support different types of long term memory

48
Q 
Clive Wearing 
Date:
Procedure:
Findings:
Conclusion:
A
49
Q

Use of Clive Wearing

A

Case study to support different types of LTM

50
Q 
Loftus and Palmer 
Date:
Procedure:
Findings:
Conclusion:
A
51
Q

Use of Loftus and Palmer

A

Show effect of Leading Questions

52
Q 
Gabbert
Date:
Procedure:
Findings:
Conclusion:
A
53
Q

Use of Gabbert

A

Show the effect of Post-event discussion

54
Q 
Johnson and Scott
Date:
Procedure:
Findings:
Conclusion:
A
55
Q

Use of Johnson and Scott

A

Show negative effect of Anxiety on recall

56
Q 
Yuille and Cutshall 
Date:
Procedure:
Findings:
Conclusion:
A
57
Q

Use of Yuille and Cutshall

A

Show that Anxiety can have a positive effect on recall

58
Q 
Yerkes and Dodson 
Date:
Procedure:
Findings:
Conclusion:
A
59
Q

Use of Yerkes and Dodson

A

Explain the contradictory findings regarding anxiety’s effect on recall

60
Q 
Kohnken 
Date:
Procedure:
Findings:
Conclusion:
A
61
Q

Use of Kohnken

A

Increase the accuracy of EWT using cognitive interview

62
Q 
Fisher and Geiselman 
Date:
Procedure:
Findings:
Conclusion:
A
63
Q

Use of Fisher and Geiselman

A

Developed the cognitive interview

64
Q

ATTACHMENT

A

tears

65
Q 
Schaffer and Emerson 
Date:
Procedure:
Findings:
Conclusion:
A
66
Q

Use of Schaffer and Emerson

A

The formation of attachments

Contradicts learning theory

67
Q 
Meltzoff and Moore
Date:
Procedure:
Findings:
Conclusion:
A
68
Q

Use of Meltzoff and Moore

A

Investigated interactional synchrony

69
Q 
Lorenz 
Date:
Procedure:
Findings:
Conclusion:
A
70
Q

Use of Lorenz

A

Different ways animals attach

and critical period

71
Q 
Harlow 
Date:
Procedure:
Findings:
Conclusion:
A
72
Q

Use of Harlow

A

Do animals prioritise comfort or food

Contradicts Learning theory

73
Q 
Brazelton
Date:
Procedure:
Findings:
Conclusion:
A
74
Q

Use of Brazelton

A

Supports Bowlby’s monotropic theory of attachment

75
Q

Ainsworth

A
76
Q 
Ainsworth
Date:
Procedure:
Findings:
Conclusion:
A
77
Q

Use of Ainsworth

A

Types of attachment

78
Q

Use of Ainsworth

A

Types of attachment

79
Q

Use of Ainsworth

A

Types of attachment

80
Q

Use of Ainsworth

A

Types of attachment

81
Q 
Van Ijendoorn 
Date:
Procedure:
Findings:
Conclusion:
A
82
Q

Use of Van Ijzendoorn

A

Look at cultural variations of type of attachment

83
Q 
Rutter
Date:
Procedure:
Findings:
Conclusion:
A
84
Q

Use of Rutter

A

Effect of Institutionalisation

85
Q 
Hazan and Shaver 
Date:
Procedure:
Findings:
Conclusion:
A
86
Q

Use of Hazan and Shaver

A

Influence of early attachment on adult relationships

87
Q

APPROACHES

A
88
Q 
Pavlov
Date:
Procedure:
Findings:
Conclusion:
A
89
Q

Use of Pavlov

A

Supports classical conditioning and behaviourist approach

90
Q 
Skinner 
Date:
Procedure:
Findings:
Conclusion:
A
91
Q

Use of Skinner

A

Operant Conditioning and Behaviourist approach

92
Q 
Bandura 
Date:
Procedure:
Findings:
Conclusion:
A
93
Q

Use of Bandura

A

Social learning theory

94
Q

PSYCHOPATHOLOGY

A
95
Q 
Watson and Raynor 
Date:
Procedure:
Findings:
Conclusion:
A
96
Q

Use of Watson and Raynor

A

Behavioural explanation of phobias

97
Q 
Gilroy 
Date:
Procedure:
Findings:
Conclusion:
A
98
Q

Use of Gilroy

A

Support for behavioural treatment for phobias

99
Q 
Grazoli and Terry
Date:
Procedure:
Findings:
Conclusion:
A
100
Q

Use of Grazoli and Terry

A

Cognitive explanation of depression

101
Q 
March
Date:
Procedure:
Findings:
Conclusion:
A
102
Q

Use of March

A

Cognitive treatment for depression

103
Q 
Nestadt 
Date:
Procedure:
Findings:
Conclusion:
A
104
Q

Use of Nestadt

A

Biological explanations for OCD

105
Q 
Soomro 
Date:
Procedure:
Findings:
Conclusion:
A
106
Q

Use of Soomro

A

Biological treatment for OCD

107
Q

Haslam

A

Psychology (12 decks)

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