Psych Case Studies (Y12+Y13) Flashcards
Conformity → ISI → Lucas
→ Lucas found conformity to a wrong maths answer greater when questions was difficult
Conformity → NSI → Asch
→ Participants conformed by giving wrong answer the confederates gave in order to fit in with the group
Conformity → variables that affect conformity → Asch’s variations
→ Group size → more likely to conform when in a large group
→ Found conformity increased by 30% when group size increased
→ Unanimity → more likely to conform when groups gives same answer rather than different ones → confeds giving right answer decreased conformity to 5%
→ Task Difficulty → conformity higher when difficulty higher
+ = High control → Strong internal validity
- = Mundane realism → low ecological validity
- = Ethical issues of deceptions
+ = Supports NSI
- = Ethnocentrism and beta bias → American males
Conformity to social roles → Zimbardo
→Stanford University, Student volunteers paid to take part, randomly issues guard or prisoner with allocated unfiroms, prisoners referred to by numbers
→Found identification was high, guards aggressive and prisoners submissive
+ = Real life applications → US prisons
+ = Debriefed after
+ = Lead to ethical guidelines development
- = Psychological harm, lack of informed consent
- = Population validity → Ethnocentrism and Beta bias
Obedience → Milgram
→ Yale University, Randomly selected male volunteers
→ Roles given → Teacher for the participant, Learner for confederate in electric chair
→ 65% went to 450v, no parts stopped below 300V
+ = Real life applications→ social order and morality
+ = Debriefed after, upto 75% said they had learned something
+ = Controlled → high internal validity
- = Deception
- = Socially sensitive (excusive personality for bad actions)
- = Lacked realism
Obedience → situational variables → Milgram’s variations
→ Proximity → 62% when teacher and experimenter in the same room
→ Location → switched to run-down location → less obedience
→ Uniform → obeyed less when experimenter wore ordinary clothes rather than lab coat due to authority legitimacy
Authoritarian personality → Adorno
-> Used F-scale on Milgram’s results → found people with high conformity scored high on F-scale
Social influence resistance → Locus of control → Oliner + Oliner
→Interviewed people who rescued jews and people who didn’t rescue jews → found rescuers had a higher internal locus of control
Minority influence → Moscovici
→Studied consistency, lab experiment, female participants, 36 blue slides was shown and were asked if it was blue or green
→Confederates that consistently gave wrong answers had 8% say slides were green, confederates that inconsistenly answered had 1% conform
MSM → STM coding → Baddeley
→Found accousticaly similar words were more difficult to recall immediately → found STM relies on accoustic coding → similarly with LTM and semantic coding
MSM → STM capacity→ Jacobs
→ Asked partcipants to recall sequence of numbers which gradually increased → He found 7+/- two items was STM capacity → Miller also stated chunking aids memory
MSM → STM duration → Peterson and Peterson
→ Told participants triagrams of letters → break in between where they had to recall numbers in reverse order → when asked to recall triagrams, high forgetting was found due to lack of rehearsal
MSM → LTM → HM
→ Brain surgery for seizures → Could not form new memories but kept old memories
WMM → Support → KF
→ KF suffered accident that affected his brain → could recall verbal but not visual information → supports seperation of slave stores
Explanations for forgetting → Interference theory → McGeoch
→ Studied retroactive interference → learnt two lists → lists that were similar produced worse recall
Explanations for forgetting → Retrieval failure → Baddeley
→Retrieval failure due to absense of cues
→4 groups of divers (learnt in sea + recall in sea, learnt on land + recall in sea, learnt in sea + recall on land, learn onland + recall on land)
→Memory greater when recalling in the same environment information was learnt
EWT →Misleading information → Leading questions → Loftus and Palmer
→Participants watched car accident video, then asked questions with different verbs → ‘how fast was the car going when it crashed?’ vs ‘how fast was the car going when it bumped?’
- = Lack of ecological validity due to use of video
- = Lack of populatin validity due to American sample
+ = High control
EWT →Misleading information → Post-even discussion → Gabbert
→American university students watched girl stealing money from wallet, either tested individually (control group) or in pairss
-Told they watched the same video but all videos were different
-70% in pair group recalled info they had not seen
- = Low ecological validity due to use of video
- = Unknown as to why distortion occurs
EWT → Anxiety reducing accuracy → Loftus et al
→ 2 groups → one group witnessed man come out room with a pen, other group witnessed man come out room with bloody knife
→ Recall of man was lower for the one with bloody knife (weapon-focus effect)
