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Cognitive Psychology > Moray - 1959 > Flashcards

Moray - 1959 Flashcards

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1
Q

Who is the background to Moray?

A

Cherry (1953)

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2
Q

What method to test selective attention did Cherry test out?

A

shadowing

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3
Q

What did Cherry find out through using shadowing?

A

one of two dichotic messages for his study on attention in listening found participants who shadowed a message presented to one ear were ignorant to the content of a message simultaneously presented to the other ear

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4
Q

What two researchers carried on Cherry’s ideas?

A

Hampton & Morris (1996)

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5
Q

What did Hampton & Morris investigate?

A

how people can attend to one message by investigating why so little seemed to be remembered about other conversations

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6
Q

What does the first experiment in Moray’s study aim to do which links to Cherry (1953)?

A

aimed to test Cherry’s findings more rigorously

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7
Q

What did Moray’s second and third experiments aim to investigate?

A

aimed to investigate other factors that can affect attention in dichotic listening

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8
Q

What was the method in this study?

A

Laboratory experiment (all 3 tasks)

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9
Q

What are the strengths of using a lab experiment?

A
  • high control which reduced the impact of any extraneous variables = more valid results
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10
Q

What are the weaknesses of using a lab experiment?

A
  • lacks ecologically validity and mundane realism= less valid results
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11
Q

What was the equipment used?

A

A Brenell Mark IV stereophonic tape recorder modified with two amplifiers

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12
Q

What did the modification of the tape recorders do?

A
  • allowed two independent outputs through attenuators
  • one output going to each earpiece of a pair of headphones
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13
Q

Why was matching for loudness only approximate?

A

participants were asked to say when two messages were equally loud to the experimenter = subjective

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14
Q

How many experiments were there?

A

3

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15
Q

What was the design in experiment 1?

A

repeated measures

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16
Q

What is a strength of repeated measures design?

A

no individual differences between conditions of the IV = more reliable

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17
Q

What is a weaknesses of a repeated measures design?

A
  • order effects more likely (boredom, fatigue, practice)
  • demand characteristics are more likely
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18
Q

What was the design for experiment 2&3?

A

independent measures

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19
Q

What is a strength of independent measures?

A
  • no order effects
  • reduced chance of demand characteristics
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20
Q

What is a weakness of independent measures design?

A
  • individual differences between groups
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21
Q

What are the IVs for experiment 1?

A

1- the dichotic listening test
2- the recognition test

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22
Q

What was the DV for experiment 1?

A

the number of words recognised correctly in the rejected message

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23
Q

What was the IV in experiment 2?

A

whether or not instructions were prefixed by the participants own name

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24
Q

What was the DV in experiment 2?

A

the number of affective instructions

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25
Q

What were the IVs in experiment 3?

A
  • whether digits were inserted into both messages or just one
  • whether participants had to answer questions about the shadowed message at the end of each passage or just had to remember numbers
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26
Q

What was the DV in experiment 3?

A

the number of digits correctly reported

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27
Q

What is the sample?

A

undergraduate and research workers of both sexes

28
Q

What is a strength of this sample?

A
  • lacks gender bias (both sexes)
29
Q

What is a weakness of this sample?

A
  • age bias (undergrad students)
  • culture bias (from same place)
  • small (unrepresentative)
30
Q

What is important to note about the sample per experiment?

A

1- not noted how many
2- 12
3- 2 groups of 14 (28)

31
Q

What happened before the experiment?

A

participants were given four passages of prose to shadow for practice

32
Q

What is standardised about the passages throughout the whole study?

A

recorded by a male speaker

33
Q

What is a strength of standardising the speaker of the passages?

A
  • no gender differences
  • reliable results
34
Q

What was the participant hearing in experiment 1?

A

a short list of simple words in one ear and a shadowed passage in the other

35
Q

How often was the word list repeated?

A

35 times

36
Q

What was the participant asked to report after?

A

the content of the rejected message

37
Q

What did the recognition test consist of?

A

words in passage and word list also some words that were presented for the first time

38
Q

What did the extra info in the recognition test serve as?

A

a control

39
Q

What was the gap between the end of the shadowing and the beginning of the recognition test?

A

30 seconds

40
Q

Why was there a 30 second delay between the end of the experiment (1) and the recognition test?

A

so any info recalled is not from the short term memory (as info is stored in the STM for up to 30s)

41
Q

What is important to note about how loud the word list was being spoken during the test?

A
  • faded in after shadowing had already begun
  • equal in intensity to shadowed message
  • at the end it faded out and became inaudible as the prose finished
42
Q

What was the purpose of experiment 2?

A

to conduct the limits of the efficiency of the attentional block

43
Q

What was the material in experiment 2?

A

10 short passages of light fiction

44
Q

What were participants in experiment 2 told?

A

that their responses would be recorded and that objects of the experiment was for them to score as few mistakes as possible

45
Q

What did half of the passages contain?

A

the participants own name

46
Q

How were the passages read?

A

steady monotone voice at a 130 words per minute pace

47
Q

How were participant responses gathered?

A

recorded and later analysed

48
Q

What did the passages in experiment 3 include?

A

numbers - sometimes present in both, one, or none (as a control)

49
Q

What were the different groups in experiment 3 asked?

A

1st group - content of the passage
2nd group - amount of numbers correctly remembered

50
Q

What type of test was used to analyse the results in experiment 3?

A

a t-test

51
Q

What is a t-test?

A

a test that compares mean scores of two groups

52
Q

What type of data was gathered?

A

quantitative

53
Q

What is a strength of quantitative data?

A
  • objective
  • easy to analyse and compare
54
Q

What is a weakness of quantitative data?

A

no reasoning behind WHY for behaviour

55
Q

What was the mean score in experiment 1 of words presented in the shadowed message?

A

4.9 / 7

56
Q

What was the mean score in experiment 1 of words presented in the rejected message?

A

1.9 / 7

57
Q

What was the mean score in experiment 1 of words presented for the first time on the recognition test?

A

2.6 / 7

58
Q

What are some findings from experiment 1?

A
  • there was no trace material from the rejected message being recognised
  • the difference between the new material and that from the shadowed message was significant at the 1 % level
  • the 30 second delay was not likely to have caused the rejected message to be lost
59
Q

Do Moray’s experiment 1 support or go against Cherry?

A

support

60
Q

What was found from experiment 2?

A

most participants ignored the instructions that were presented in the passages they were shadowing and said they thought this was merely an attempt to distract them

61
Q

What was the difference in attention between affective and non-affective instructions in experiment 2?

A

instructions were more heard when affective (39 presented and 20 heard) than non-affective (36 presented and 4 heard)

62
Q

Why were the affective instructions presented 39 times when it was meant to have 36 like the non-affective?

A

3 participants incorrectly switched over to the other ear (all during passage 10)

63
Q

What was found in experiment 3?

A

there was no significant difference between any of the conditions

64
Q

What are some conclusions of this study?

A
  • subjectively important message such as a persons own name can penetrate the block
  • it is very difficult to make neutral material important enough to penetrate the block
65
Q

How does this study link to the understanding of behaviour?

A
  • attention = selective as unable to focus unless subjectively important
  • suggests most info is not processed unless deemed relevant

Cognitive Psychology (10 decks)

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