Key Studies

Question 1

Hudson (1960)

Answer 1

• Hudson goes to school with Africans and learns about 3D pictures
• Pictorial depth Perception
• African cultures could perceive 2D but did not have the visual cues to perceive 3D

Question 2

Deregowski (1972)

Answer 2

• Deregowski threw a spear through a cube which bounced off the trident and split an elephant
• Pictorial depth perception
• If perception of picture relies on learning by conducting a cross-cultural quasi-experiment
• African participants, 2D perceivers, built a flat model, drew trident with ease, preferred split elephant

Question 3

Deregowski Muldrow & Muldrow (1972)

Answer 3

• Deregowski, Muldrow & Muldrow are walking ip and down the Lowlands and Highlands and see a buck, leopard and hunting scene
• Highland (likely exposure to pictures) and lowland (little exposure)
• Recognise animals depicted but difference between Highland and Lowland

Question 4

Baddeley & Hitch (1974)

Answer 4

• Baddeley & Hitch drew a loop on their sketchpad while their executive boss interrupts because their computer is buffering
• Phonological loop – auditory working memory
• Visuospatial sketchpad – visual short term memory
• Central Executive – puts together sound and vision enables mental manipulation
• Episodic buffer – helps retrieve information from LTM

Question 5

Grant et al. (1998) – Context-dependent Memory

Answer 5

• Grant is taking a test in a noisy hall
• Performance was better in matching conditions that mismatching.
• Context-dependent memory is important for retrieval of newly learnt information

Question 6

Pavlov (1897/1902)

Answer 6

• Classical conditioning
• Pavlov’s dogs salivating to the sound od a bell
• Dogs would salivate at ringing bell only – associate bell with food
• UCS, UCR, NS, CS, CR

Question 7

Bandura (1977)

Answer 7

• Social learning theory
• Bandura – Bobo – remember the children imitating the adult’s behaviour of hitting the Bobo Doll
• Assessed willingness of people to imitate behaviour observed in others
• Observer must attend to modelled behaviour, remember it and reproduce the behaviour

Question 8

Watson & Rayner (1920)

Answer 8

• Classical conditioning
• Little Albert – imagine poor Albert and the white rat and the banging sound
• White rat, loud noise and fear
• Fear of animal can be conditioned. Fear response from white rabbit, dog, fur coat, cotton wool and Santa Clause mask (different degrees)

Question 9

Skinner (1948)

Answer 9

• Operant conditioning
• Skinner zaps pigeons and rats to teach them manners
• Positive and negative punishment and reinforcement
• Reinforced behaviour would be repeated or not reinforced would be extinguished
• Positive (stim. Added) negative (stim. Removed)

Question 10

Zimbado, Haney and Bank (1973)

Answer 10

• Stanford prison experiment
• Guards and prisoners settled into roles
• Showed people readily comply with social roles
• Guards had inflated sense of status power due to title

Question 11

Cialdani (2006)

Answer 11

• Petrified wood forest
• Investigated whether normative communication to visitors would impact on stealing behaviour
• Injunctive Normative (how ppl should behave)– reduce theft,
• Descriptive Normative (how ppl typically act)– increase theft

Question 12

Milgram (1963)

Answer 12

• Shocking
• Obey an authority figure and carry out actions that cause severe pain to another person
• All participants obeyed up to 300 volts – 65% gave shocks up to 450 volts

Question 13

Asch (1951)

Answer 13

• Conformity
• 75% conformed on at least 1 occasion giving wrong answer
• 25% Never conformed
• People will conform because they believe the group is better informed

Question 14

Darley and Latane (1968)

Answer 14

• Bystander effect
• Actor fakes a seizure and number of bystanders varied, length of time taken to report was measured
• Presence of bystanders reduce individual’s feeling of personal responsibility and lowered speed of reporting (diffusion of responsibility)