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A-level psychology > Moray (1959) > Flashcards

Moray (1959) Flashcards

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1
Q

describe the background for morays research

A
  • (1950s) aviation becoming popular, air traffic controllers found it difficult to listen to one pilot and ignore incoming messages from others. likelihood of catastrophes increased.
  • (1955) Cherry interested in how people put up an international barrier at a party with multiple conversations going on
    ‘cocktail party effect’ theorised, this barrier is only broken by the sound of your name
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2
Q

define the cocktail party effect

A

we would hear a conversation outside our ‘barrier’ only when our name is said within a crowded room

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3
Q

define Dichotic listening

A

headphones are worn by a participant and a different message is played to each ear

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4
Q

define shadowing

A

when a participant is told to focus on a piece of text and repeat it out loud as they hear it

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5
Q

define affective instructions

A

when a person is asked to do something, proceeded by their name being said

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6
Q

define non-affective instructions

A

when a person is asked to do something but their name is not being used

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7
Q

what is the aim of Morays study ——–

A

to provide a vigorous empirical test of Cherrys findings

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8
Q

name the apparatus used in all experiments

A

Brenell mark IV stereophonic tape recorder, headphones

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9
Q

describe the sample used in experiment one

A
  • undergraduate students + research workers
  • both genders
  • from oxford university
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10
Q

describe the procedure of experiment one

A
  • short list of simple words spoken 35 times as the ‘rejected’ or ‘blocked’ message
  • at end of shadowing task, participants asked to remember what they remember of the ‘rejected’ message
  • 30 seconds after the activity participants given 21 words (7 from rejected, 7 from blocked and 7 similar words from neither passage) and were tested to see whether or not they recognised the words
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10
Q

describe the procedure of experiment one

A
  • short list of simple words spoken 35 times as the ‘rejected’ or ‘blocked’ message
  • at end of shadowing task, participants asked to remember what they remember of the ‘rejected’ message
  • 30 seconds after the activity participants given 21 words (7 from rejected, 7 from blocked and 7 similar words from neither passage) and were tested to see whether or not they recognised the words
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11
Q

what was the mean number of recognised words in the shadowed passage

A

4.9

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12
Q

what was the mean number of recognised words in the rejected passage

A

1.9

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13
Q

what was the mean number of recognised words in the neither passage

A

2.6

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14
Q

what quote concluded experiment one

A

‘in a situation where a subject divides his attention to the reception of a message from one ear and rejects a message from the other ear, almost none of the verbal content of the rejected message is able to penetrate the block set up’

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15
Q

describe the aim of experiment 2

A

to test whether an affective cue (one with strong meaning to the participant) can penetrate the ‘block’ and be attended to

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16
Q

describe the sample used in experiment two

A
  • 12 participants
  • students or research workers
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17
Q

describe the IV of experiment two

A

whether an instruction within a rejected passage…
- was proceeded by the participants name (affective)
- was not preceded by the participants name (non-affective)

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18
Q

describe the DV of experiment two

A

whether participants were more likely to hear an instruction in a message they weren’t paying attention to if it is proceeded by their name

(operationalised by whether they reported hearing the instruction or actually followed the instruction)

19
Q

describe the procedure of experiment two

A
  • two passages of light fiction were played into either ear of a participant
  • both passages participants heard contained an instruction at the start of the passages and another instruction within the passages
  • both passages read in a steady, single male, monotone voice at around 130 words per minute
20
Q

what experimental design was experiment two and why

A

repeated measures. all participants experienced the same 10 passages in the same order

21
Q

what were the participants told the aim of the study was in experiment 2

A

to make as few mistakes as possible when shadowing the passages of light fiction

22
Q

when given affective instructions how many times did participants hear the instructions in the rejected passage

A

20/39 (39 instructions presented in rejected passage)

23
Q

when given non-affective instructions how many times was the instruction in the rejected message heard

A

4/36 (36 instructions presented in rejected passage’

24
Q

what were the conclusions of experiment two

A

a person will hear instructions if they are presented with their own name. affective messages (like names) can break the ‘inattentional’ barrier

25
Q

what effect did giving participants a warning to expect instructions to change ears do to the results

A

a participant was more likely to hear material in the rejected message

26
Q

describe the aim of experiment three

A

to test the theory that being given a pre-warning means participants are more likely to hear material in the rejected message

27
Q

describe the sample of experiment three

A
  • 14 participants
  • male and female
  • undergraduate students
  • oxford university
28
Q

what was experiment 3 experimental design

A

independent measures

29
Q

independent variables of experiment 3

A

(warning) group told to remember as many of the digits as possible
(no warning) group told they would be asked about the shadowed message at the end of the passage

30
Q

dependent variable of experiment 3

A

how many digits the participants were able to recall from the rejected message

31
Q

describe the procedure of experiment 3

A
  • participants asked to shadow one message
  • message sometimes contained digits towards the end
  • digits sometimes only in shadowed passage, rejected message, both or in neither (control)
32
Q

describe the results of experiment 3

A

there was no difference in the mean score of digits recalled correctly between the two set conditions

33
Q

describe the conclusions from experiment 3

A

because the digits were, unlike the persons own name, neutral information, warmings didn’t help to break the inattentional barrier. the information had to be meaningful to break this.

34
Q

name the 4 overall conclusions from all of the experiments

A

1- almost none of the verbal content from the rejected message penetrates a block when attending to another message
2- a short list of simple words cannot be remembered even when repeated several times
3- subjectively ‘important’ messages such as names can penetrate the barrier
4- it is difficult to make neutral material (eg digits) important enough to break the inattentional barrier

35
Q

which ethical guidelines did moray uphold and how

A
  • confidentiality (names not presented on the study)
  • protection from harm (questions and tasks not very stressful, for example shadowing a message of simple words)
  • informed consent ( all participants aware of objective, experiment one all told to shadow a passage and answer questions at the end)
36
Q

which ethical guideline did moray break and how

A

deception (experiment 3, control group not told about instructions)

37
Q

how could morays study be described as ethnocentric

A
  • only conducted in Oxford, England, middle class area, may not be diverse culturally
    (results on inattentional barriers cannot be generalised to other cultures and countries)
38
Q

in what ways is morays study not ethnocentric

A
  • the ability to concentrate on one demanding task at a time is not cultural but a universal idea of attention and human nature.
39
Q

in what way does morays study have a high internal reliability

A
  • same equipment used in all three experiments (headphones, Bredell mark IV stereophonic tape recorder)
  • same shadowed and rejected message given to participants. same timing, volume, voice in experiments 1 and 2
    (consistent across participants)
40
Q

in what way does morays study have a low external reliability

A

exp 2 - 12 participants
exp 3 - 14 participants
not large enough to establish consistent effects

41
Q

in what way did morays study have a high internal validity

A
  • lab experiment (controlled environment)
  • same voice, passages, place ( no influence on results)
42
Q

in what ways did morays study have a low internal validity

A

hearing ability of participants not checked, understanding of words being spoken not checked (extraneous variables not all accounted for)

43
Q

argue the population validity for morays study

A

high- both genders (diverse)
low- only students/undergaduates from the same oxford university ( low diversity )

44
Q

argue the ecological validity of morays study

A

-(lab experiment) repeating messages out loud in a controlled environment not similar to real life
- wearing headphones and answering questions after not similar to real life
- listening to multiple conversations at the same time similar to real life (cocktail party effect)

A-level psychology (26 decks)

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