main thang

Question 1

cogitive approach assumptions

Answer 1

similatiries and diff between people can be explained through terms of individual patterns of cognitions
behavour and emotions can be understood through cognitive processes such as thinking, memory, language, attention and attention

Question 2

andrade sample

Answer 2

40 members of university of Plymouth, opportunity, paid for participating

Question 3

andrade result

Answer 3

7.8 vs 7.1
29% better in doodling

Question 4

baron cohen et al sample

Answer 4

1. 15 AF/HFA males, volunteer mean age of 30
2. adult comparison group, 122, selected from adult community groups and users of the Cambridge public library, 46.5 age
3. student comparison, undergraduates at cambridge, equal males and females, assumed to have high levels of IQ and A level results
4. IQ-matched, 116 IQ, 14 males

Question 5

Baron Cohen results

Answer 5

significant negative correlation between AQ test and eye test, but no correlation between IQ test and eyes test

AS/HFA (Group 1) correctly identified significantly fewer target words than participants in the three comparison groups.

Question 6

baron cohen - how many scenes?

Answer 6

36 scenes, 4 options each

Question 7

laney sample

Answer 7

firstly 128 students at Uni of California who rechieved course credit

secondly 103 students at uni of washington who received course credit for their time

Question 8

laney results

Answer 8

When asked a second time as part of the FHI if a participant loved asparagus the first time they tried it, participants in the
love condition response rose by 2.6 as opposed to the control whose rose just by 0.2

Question 9

laney - slideshow

Answer 9

20 photos for 30 seconds each

Question 10

biological approach assumptions

Answer 10

behaviourk, cognitions and emotions can be explained in terms of hormones and working of the brain

similarities and differences between people can be understood in terms of the biological factors and their interaction with others

Question 11

canli sample

Answer 11

10 right handed females

Question 12

canli results

Answer 12

positive correlation between emotional intensity and arousal r+0,68 and negative correlation between valance and arousal -0,66

Question 13

canli scenes numbers, for how many seconds and buttons

Answer 13

96 scenes, 48 new foils
presented for 2.88 sec and fixation cross for 12.96 sec
viewed a fixation cross,

four buttons to indicate emotional arousal on a scale from 0 (‘not emotionally intense at all’) to 3 (‘extremely emotionally intense’)

Question 14

dement and kleitman sample

Answer 14

9 but only 5 studied intensively
7 male 2 female

Question 15

dement and kleitman results

Answer 15

80% dreams were recalled when woken up in REM sompared to 7% when woken up from nREM

Horizontal eye movement: watching two people throwing tomatoes at each other, driving a car at an intersection a car sped from left to right, driving a car and looking ahead then a man appeared on the left
Vertical eye movement: climbing up a ladder and looking down, bouncing a ball and throwing into the basket

Question 16

schather and singer sample

Answer 16

all male 185, college students taking introductory psychology, agreed to be part of a pool of participants, given 2 course credit points

Question 17

schater and singer results

Answer 17

EPI MIS euphoria had the most intances of euphoria 22.56, EPI INF had the least 12.72

EPI IGN anger had the most angry instances of 2.28 vs EPI INF anger with -0.18

Question 18

social approach assumptions

Answer 18

behaviour, cognitions and emotions can be influenced by other individuals, groups social contexts

Question 19

miligram sample

Answer 19

Volunteer sample - A newspaper advertisement was used to recruit, 40 men, ages 20 - 50 years, New Haven (US), different backgrounds and occupations, unskilled workers, white collar workers (individuals who work in professional occupations) and professionals, promised $4.50 for taking part

Question 20

miligram results

Answer 20

• 368V is the mean average shock administered by participants, All participants gave at least 300 V, and 65% gave the maximum 450 V shock

Question 21

miligram interview after the pocedure

Answer 21

As part of the interview, participants were asked to estimate how painful they thought the final 450 V shock was, on a scale of 0–14 (‘not at all painful’ to ‘extremely painful’), Open-ended questions were asked, asked them how they were feeling

Question 22

miligram observations

Answer 22

Observers reported increased signs of nervousness in participants as they gave more powerful electric shocks, The participants were also frequently observed to be sweating, shaking and groaning, 14 out of the 40 men showed signs of nervous laughter or smiling, ‘I don’t think this is very humane’; ‘I’m gonna chicken out…; After the procedures ended the participants showed visible signs of relief: wiped their faces, sighed, shook their heads.

Question 23

piliavin sample

Answer 23

sample: passengers travelling on a subway between Harlem and the Bronx weekdays between 11 a.m. and 3 p.m., ‘unsolicited’ sample, 4450 people (45% black and 55% white)

Question 24

pilavin iv levels

Answer 24

Critical/early: model stood in critical area and waited 70 seconds to help victim
* Critical/late: model stood in critical area and waited 150 seconds to help victim
* Adjacent/early: model stood in adjacent area and waited 70 seconds to help victim
* Adjacent/late: model stood in adjacent area and waited 150 seconds to help victim
* No model condition: the model did not help the victim until after the trial was over and the train had reached the next stop.

Question 25

piliavin results

Answer 25

nearly 80% of victims received spontaneous help (i.e. helped before model intervened or in a no-model condition), in around 60% of cases more than one person helped, in terms of the type of victim participants were more likely to help the victim with the cane than the drunk victim, In terms of race, both black and white cane victims were equally likely to receive help.

Question 26

yamamoto sample

Answer 26

5 chimos Primate Research Kyoto ResearchInstitute

Question 27

yamaoto results

Answer 27

the ‘can see’ condition, objects were offered in 91% of trials, mostly occurred following requests from the paired chimpanzee
others

Question 28

learning approach assumptions

Answer 28

conditioning and social learning helps to explain changes in behaviour

Question 29

pepperberg ethics and things he already knew

Answer 29

during the day, the parrot had free access to all areas of the laboratory and at night he was confined to a wire cage, he was fed a diet suitable for his species and given toys to play with, he could already name the colours red, green, yellow, blue and grey, several shapes and different kinds of material, He engaged in training sessions 2 to 4 times a week, each session lasting between 5 min and 1h, Model/Rival technique-based on social learning

Question 30

pepperberg results

Answer 30

Familiar objects: 76.6% on all trials, which is very significant and well above 33.3% chance
Transfer test: 85% on all trials
Probes: Alex scored 90.2% on all trials, showing he was processing questions

Question 31

pavlov example

Answer 31

Before conditioning: unconditioned stimulus (food) → unconditioned response (salivation)
Before conditioning: neutral stimulus (bell ringing) → no response
During conditioning: unconditioned stimulus (food) + neutral stimulus (bell ringing) → unconditioned response (salivation)
After conditioning: conditioned stimulus (bell ringing) → conditioned response (salivation).

Question 32

saavedra aims

Answer 32

Aim 1: To determine the cause of a button phobia. (to examine the role of classical conditioning in relation to fear and avoidance of a particular stimulus.)
Aim 2: To successfully treat the button phobia using exposure-based cognitive-behavioural therapy. (In the context of a specific phobia, researchers wanted to see if using a type of exposure therapy could reduce the disgust and distress associated with buttons.)

Question 33

saavedra aims

Answer 33

Aim 1: To determine the cause of a button phobia. (to examine the role of classical conditioning in relation to fear and avoidance of a particular stimulus.)
Aim 2: To successfully treat the button phobia using exposure-based cognitive-behavioural therapy. (In the context of a specific phobia, researchers wanted to see if using a type of exposure therapy could reduce the disgust and distress associated with buttons.)

Question 34

data collected saavedra and silverman

Answer 34

Questions requiring ‘yes’ or ‘no’ answers are asked about symptoms and the total number of ‘yes’ answers determines whether the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) criteria are met.

Second, questions are asked about whether those symptoms cause clinically significant impairment
 These questions are answered using a ‘feelings thermometer’, a 9-point scale (from 0 to 8) and ‘clinically significant’ is determined if the score is 4 or greater for each question.

Question 35

cognitive reconstructing - saavedra and silverman

Answer 35

Cognitive restructuring aims to identify irrational or negative thoughts and replace them with more realistic or positive thoughts

Question 36

saavedra results

Answer 36

before treatment, the imaginal exposure of ‘hundreds of buttons falling on your body’ was rated as 8 on the distress scale after the exposure it went as low as ‘3’
despite his behaviour towards the fearful stimuli improving, his feelings of disgust, fear and anxiety actually increased as a result of the positive reinforcement therapy.
At 6 month and 12 month follow-up sessions, the child-parent anxiety disorders interview schedule was re-administered and the boy reported minimal distress. He also no longer met the diagnostic criteria for a specific phobia of buttons. Further he was wearing school uniform with buttons on a daily basis

Question 37

saavedra conclusion

Answer 37

The button phobia and experience of disgust was successfully treated using exposure-based, cognitive-behavioural therapy

Question 38

bandura sample

Answer 38

72 children aged 3 to 6 years, (36 boys and 36 girls) from Stanford University nursery school.

Question 39

bandura- The 4 stages of Social Learning Theory:

Answer 39

1. Attention 2. Retention 3.ReproductioN 4. Motivation


Question 40

bandura IV levels

Answer 40

72 children
24 in Agressive model
- female model 6boys and 6 girls
male model 6 boys and 6 girls

24 in non-agressive
- female model 6boys and 6 girls
male model 6 boys and 6 girls

24 control group no model

Question 41

data coleected bandura

Answer 41

• the 20 min session was divided into 5s intervals, giving 240 response ‘units’

  
  • observers data were compared (to assess inter-reliability) and showed correlations in the 0.9 range

Comments were made by the children when observing the models: ‘Who is that lady? That’s not the way for a lady to behave. Ladies are supposed to act like ladies . . .’‘You should have seen what that girl did in there. She was just acting like a man. I never saw a girl act like that before. ‘That man is a strong fighter, he punched and punched and he could hit Bobo right down to the floor and if Bobo got up he said, ‘Punch your nose.’

Question 42

bandura results

Answer 42

Children exposed to aggressive models imitated their exact behaviours and were significantly more aggressive, both physically and verbally, than those children in the nonaggressive model or control groups. These children also imitated the model’s non-aggressive verbal responses.
This effect was greater for boys than girls although boys were more likely to imitate physical aggression and girls more likely to imitate verbal aggression (though not significantly so).
Boys were also more likely to imitate a same-sex model as, to a lesser extent, were girls.
the mean for imitative physical aggression for male subjects (25.8) is much higher than that for female subjects (7.2).

Question 43

bandura conclusions

Answer 43

All four hypotheses were supported:
There were many more instances of aggression in the aggression group than in the non-aggression group and the control group
Boys showed more physical aggression when with a male model; girls show more verbal aggression when with a female model
Children in all groups, both male and female, showed aggressive gun play even though this had not been observed in the room 1 (‘exposure’) situation