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pyschology mock 2 Flashcards

1
Q

what is a repeated measures design

A

when the researcher uses the same pp in each conditions- test pp 2 or more times

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2
Q

what are strengths of a repeated measures design

A
  • pp varaibles do not differ between conditions as the pp are the same people
  • statistical test can be more reliable-there is limited variation between 2 conditions
  • you only need 1 group of pp so it is not time consuming an is economical
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3
Q

what are the weaknesses of repeated measures design

A

-demand charactersistics-pp can compare the different conditions of the study and are more likely to guess the aim
- ordeer effects like practice,fatique and boredom can occur-pp do 2 or more conitions in the study

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4
Q

what is an independant measures design

A

if 2 groups in an experiment consist of different indiviuals .
eg. a group of boys and a group of girls

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5
Q

what are the strengths of a independant measures design

A
  • no demand characteristics, so pp cant compare different conditions of study and unlikly to guess aim
  • order effects like practice,fatigue and boredom are avoided because pp only do one condition in the study
  • same test can be used for both groups with only iv manipulated so can be good way to test differences
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6
Q

what are the weaknesses of an independant measures design

A
  • pp variables differ, which could becomes confounding variables
  • statictcal test can be less relaible-there is more variation between 2 conditions
  • you have to find twice as many people-could be time consuming and uneconomical
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7
Q

what is a matched pairs deign

A

match every subject in one group with a very similar person in the other group

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8
Q

what are the strengths of a matched pairs design

A
  • pp variables like 1Q,education and culture are controlled because people are paired on similar traits
  • order effects are avoided-pp take part in only one condition
  • demand characteristsics are less of a problem as pp only take part in 1 condition and arent gonna gusee the aim
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9
Q

what are the weaknesses of a matched pairs design

A
  • pp variables can never be perfectly matched so cannot copletely control this
  • matching pp is time consuming and not always effective-close matches can be hard to find
  • if 1 person drops out then their pair has to be dropped from data-can be expensive if have to be repliacted
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10
Q

what are the dispositional factors of collective behaviour

A
  • morality
    -personality
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11
Q

how does morality affect collective behaviour

A
  • an individuals morality can influence their behaviour in a grou[
  • it involves a person sense of what is right or wrong
  • people with high moral strength will be less affected by the social norm created by the group
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12
Q

what is a strength and weakness of morality

A

+ application from nazi germeny as a woman was exucuted for ciculating anti-nazi literature.standing up to what she believed at a great personal cost.some people are willing to sacrifice their life for the good of others
- must also consider situational factors such as deindiviuation and not to do with a persons strong morality

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13
Q

how does personality affect collective behaviour

A
  • people with stronger internal locus of control take greater responsibilty for their own actions
  • they are less likely to take part in group behaviour and are more likley to act as indivuals in collective situations compared to those with an external locus of control
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14
Q

what is a strength and weakness of personality

A

+ tested pp to see if they would report researchers for conducting an unethical study.those willing to speak out had very similr scores on a personality test
- must also consider situational factors of why crowds act,eg prosocial and anti crowd behaviour may be due to deindividuation and not with an internal locus of control

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15
Q

what are the social factors affecting collective behaviours

A
  • social loafing
  • deindividuation
  • culture
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16
Q

how does social loafing affect collective behavior

A
  • inviduals put in less effort into completing tasks when they are part of a group compared to when alone
  • when working in a group the diffusion of reponsibilty occurs as individuals do not need to work as hard
    people are less likely to social loaf when: small group,complating task they think are important, competing with another group
  • it can be reducedwhen people identify and evaluate each indivuals effort in the group task eg allocate specific roles
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17
Q

what are the strengths and weaknesses of social loafing

A

+ supporting evidence from research on tug of war teams in which each individuals when they join a group worked less hard.indivuals perfromence decreased as more people joined
+ 84 males undergrads were ked to shout loudly on their own or in a group.when pp were in larger groups,they indiviaully make less noise
- does not apply to all tasks like brain storming so the group output was higher than the individual input

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18
Q

how does deindividuation affect collective behaviour

A

refers to what happens when we lose our sense of individuality
- pyschologists found people tend to become deindividuated when in a crowd as they feel anonymous
- in a crowd,people lose their sense of reponsibilty for what they do.this results in behaviour that would not normally be typical of the person. less able to monitor their own behaviour and judge their actions as their behaviour is part of the group

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19
Q

what are the strengths of deindividuation

A

+ supporting evidence-a study on children who were dressed in halloween costumes took money nearby
+ interviews with young people who looted during riots said they felt sewpt along by the crowd.they felt anonymous so joined into. so deindiduation can lead to antisocial behaviour

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20
Q

what are the weaknesses of deindividuation

A
  • does not always result in antisocial behaviour.milgrims study was repeated but the pp were dressed different. nurses gave fewer shocks than the KKK pp.but those in their own clothes gace the fewest shocks. deindivisuation is taking on identity of group which s not always antisocial
  • another explanation is overcrowding- freedman said overcrowding situations increases excitement and this leads to prosocial behaviour so it can also be explaines through crwoding
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21
Q

how does culture affect collective behaviour

A
  • in collectivists cultures social loafing is less likley to occur as people are prepared to work just as hard for the good of group
  • individualistic cultures people are focused on individual needs
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22
Q

what are the strengths o culture as an factor of collective behaviour

A

+ in one group, they were indivudally identifiable and in the other they werent. the individuals effort was the same on both tasks for chinese pp but not americans-as soon as they thought they were being indivually assesed they increased effort.

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23
Q

what are the weaknesses o culture as an factor of collective behaviour

A
  • cant generalise accross whole country,people vary considerably.they may belong to different religions or political party whihc may have certain values.so national cultures may not be representative in term of collectivists and individualists ideas.
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24
Q

what are the social factors affecting bystander behaviour

A
  • cost of helping
  • presence of others
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25
Q

how does cost of helping affect bystander behaviour

A
  • weighing up the costs and rewards of helping a person
  • in some circumstances people may decide its too costly to intervene(could get hurt or lose money)
  • cost could be low so we help ,so cost of not helping involves guilt
  • if the costs outweigh the rewards, we are less likely to help
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26
Q

what is the weakness of the cost of helping

A
  • is not the only factor. piliavin also included the interpretation of the event. is a person does not judge it s an emergency they will not help.so one factor cannot explain why someone will or wont help
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27
Q

how does the presence of others affect bystander behaviour

A
  • we are more likely to help people when we are alone than when we are with other people
    2 reasons:
    1. sometimes difficult to determine whether or not a siruation is in fact an emergency.we do not like to react and make ourselves look foolish. if they do nothing, we conform to the group.
    2. diffusion of responsibilty- a person less likely to take responsibilty for their actions when other bystandrs are present
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28
Q

what are the strengths of presence of others

A

+ supporting eveidence from darley who recruited students to have discussions over intercom. during, as student(confederate) had a fit and called for help. 85% reported when alone. 31% when they thought there were other bystanders

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29
Q

what are the weaknesses of the presence of others

A
  • faul found bystanders at an emergency were very helpful in very serious sitautions even when there were lots of others around
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30
Q

what are the dispositional factors affecting bystander behaviour

A
  • similatrity to vcitim
  • expertise
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31
Q

how does similarity to vistim explain bystander behaviour

A

when bystander and victim have similarities they are more likely to offer help
- being the same gender,age,culture etc. we find it easier to emphathise with them because we think they are like us
- when assisting them,we feel better because our distress at their situations

32
Q

what is a strength of similarity to victim

A

+ levine supported the idea when they found that when manchester untied fans were faced with helping a vistim,they were more likely to help if vistim had a manu shirt on

33
Q

what is the weakness of similarity to victim

A
  • similarty alone cant explain bystander behaviour in many studies people help even if they do not have similarities-so must be multiple factors
34
Q

how does expertise affect bystander behaviour

A
  • more likely to help if they think they have ‘expert skill’ to help in situation
  • people without these skills may not offer to help as they know that they may do more harm then good
35
Q

what is a strengths and weakness of expertise

A

+ supporting evidence when pp witnessed a workman having an accident, researchers found registered nurses were more likely to help than no-medical students
- however, reserahers found that actual descisions to help was uaffected by expertise-but expertise did effect the quality of help offered, so may be important but other factors can influence it

36
Q

what is the conclusion of aschs study

A
  • results show people are inslunced by group pressure even when involved in a task with a clear cut answer
  • when interviewd after, many pp suggested they had gone with the group for fear of being ridiculed or though ‘odd’
  • results show high levels of independance.group pressure was strong but the majority of pp went against the majority.
37
Q

what is the method of asch study of conformity.

A
  • a lab experiment with 123 american male studnets who were reffered to as naive pp as they did not know the full aims of the study. other sudents were confederates.
    1. each naive pp was tested with a group fo 6-8 pp.the naive pp though the others were real pp. all men sat round the table,the naive pp was always near the end of the table. pp did not know true aim of study
    2. the men were shown 2 large cards, one with a single standard black line, and another with 3 comparison lines
    3. on each trial,starting from the left each man asked to say out loud whether a,b,c line matched the standrd line.
    4. in total, there were 18 trials.on the first few confederates gace correct answers but then on 12 ‘critical trails’ confederates selected the same wrong answers
38
Q

what was the aim of aschs study

A
  • to investigate how people respond to group pressure,he chose to test this in a situation where the answers was clearly wrong
39
Q

what were the results of aschs study

A
  • on the 12 critcal trials the naive pp gace wrong answer 36.8% of the time(agreed with answers of confederates)
  • 25% of pp never gave a wrong answer so 75% conformed at least once
40
Q

what were the strengths of aschs study

A

+ study was a lab experiment which allowed control of extraneous variables and terefore has high internal validity and minimal issues with extraneous variables
+ use of deception,pp did not know true aim so could not give informed consent BUT it was necessary for conducting the study as if pp knew they would not conform
+ did not know true aim so demand characteristcs were unlikly to arise and affect the validity

41
Q

what were the weaknesses of ash study

A
  • lack of protection from harm,being only one to perceive line differently distressed most pp.they reported feeling anxious and a fear of rejection
  • sample was only male,american students so not represnataive of population and not reflect conforming across cultures.USA is indiviualsitsic so conformity could be higher in collectivist cultures and women could differ
42
Q

what does milgrims agency theory of obedience suggest

A

people are obedient to authority figures even to the point of destructive obedience
- sometime spoeple act as agents for others,they obey because the beliefs that the person giving the orders is taking responsibilty for their actions

43
Q

what is an agentic state

A

act on behalf of someone else and could blindly obey orders.the person feels no personal responsibilty for their action

44
Q

what is an autonomous state

A

where they behave according to their own ideas and feel responible for their own actions

45
Q

what is authority as a social factor affecting obedience(milgrims theory)

A
  • milgrim suggested the agentic shift to describe the change from autonomous to agentic state
  • this is due to their position in the heiracrchy being higher up-so they obey
  • occurs when a person perceives someone else as a figure of authority
46
Q

how does cultures affect obedinece

A
  • the culture you live in is the set of beleifs and expectations of your society.obeidnce to authorit figures is a strong social norm in some.
  • collectivists cultures place greater importance on group values and authority and obedience
  • individuilistic cultures place greater value on independence and freedom
47
Q

how does proximity affect obedience

A
  • proximity increase ‘moral strain’ that a person feels which leads to an increased sense of person responsibilty
  • the closer the proximity the higher the obedinece
  • when distances, we do not see the results of our actions,we are distanced from our consequences
48
Q

what are the weaknesses of milgrims theory

A
  • reserach studied did not have 100% obedinece, 35% did not obey which suggests there must be other factors so cannot explain it fully
  • agency theory allows people to justify destructive obedinece eg nazi soldiers were not just obedient to authority figures,what about prejudice and racism involved suggests theory is not credible as it allows people to believe what they do is not their responsibility
  • french and raven say we obey those who have a different type of power eg coercive power will perusde people to do what they want and not by being in an agentic state
49
Q

what are the strengths of milgrims theory

A

+ theory can be applied to explain genocide behaviour ike holocaust in which nazi soldiers carried out blind obedinece behaving destructively as they were in anagentic state
+ suggests people obey figures without question is supported by milgrims study of obedinec in which pp obeyed the experimenter and behaved agenticallty giving people shocks
+buss showed students a film of milgrims study and asked them to identify who was responsible-they blamed the experimenter who they siad had legitmet authority-supports as students recognise pp obeyed and became agentic

50
Q

what was the aim of the bee study

A

to investigate how bees communicate the location of a food source to each other

51
Q

what was the procedure of the bee study

A
  • food sources for hive of bees were created by placing glass containers of sugar-water at different locations
  • a hive with glass slides was used so that bees behaviour could easily be observed.when the bees visted the container of sugar-water they were marked with tiny spots of paint,this made it easy to identify the bees
  • the reseracher observed and recorded the movements the bees made and recorded the movemnets the bees made when they returned to the hive after collecting the food
52
Q

what were the results of the bee study

A
  • observed making different moevments that seemed to depend on how far away the food source was from hive
  • when food was no more than 100m away, bees did a round dance by turning rapidly in circles
  • when food was further they did a tail wagging dance
53
Q

what were the conclusions of the bees study

A
  • bees use a variety of different movements to communicte to each other the distance and direction of food sources
54
Q

what are the strengths of the bee study

A

+ it was a field experiment so carried out in a real life environemnt for pp,
+ his reaserahc is valuable as it gives more important insights into a form of animal communication as before this no one knew how they communivate

55
Q

what were the weakness of the bees study

A
  • low in relaibility as did not consider the role of sound.other study show when bees dance in silnece other bees dont explore the food.communication is even more comlicated
  • other factors, gould found bees did not respond to a waggle dance of the food was in the middle of the lake.suggests explanation is a it wrong as it doesnt account f or this factor
56
Q

what is an independent variable

A

that is changed

57
Q

what is the dependant variable

A

measured

58
Q

what is an extraneous variable

A

factors that the experimenter will try and control to reduce unwanted influences

59
Q

why are eyes important

A

in helping us to read what someone is thinkgin or feeling

60
Q

why are eyes important in flow of conversation

A
  • it is difficult to have a convo with someone who refuses to look at you
    argyle- study to see how eye contact aids the natural flow of convo.when one pp wore glassess there were more interpuptions and puases
61
Q

why are eyes important to attraction

A
  • dilated puils generally send positive signals than contracted pupils and can make you seem more attractive
  • levels of eye contact may increase when closer to someone
  • conway suggested people who mainatin eye contact are judged to be more attractive
62
Q

how are eye contact important for expressing emotion

A
  • show how intense the emotion is they are feeling
  • ## adams- found joy and anger were seen to be more intense when there was direct gaze, bu sadness and fear when there was an inverted gaze
63
Q

what is a closed posture

A

for eg, crossed arms whilst he is talking to you may be indicating that he is resistant to you
- can indicate hostility,unfreindliness and anxiety

64
Q

what is open posture

A

for example legs apart and arms out
- inicates friendliness,openness and welcoming

65
Q

what is postural echo

A

when one or both pp in convo begin to copy others body langauge
- communicates agreemnet or freindliness
- can be deliberate or unconscious

66
Q

what is touch(haptic)

A
  • refers to how we communicate by sense of touch
  • touch allows us to experinec different sensations eg pleasure or pain
  • can convey phycical intimacy
67
Q

what is personal space

A

we like to maintain a certain distnace from other people
- we feel anxious when it is invaded
- can chaneg depending on who it is

68
Q

how does culture affect personal space

A

there are different cultural norms. sommer observed groups of white and arab people in convo. english people were comfortable with space between 1 and 1.5 metres where as arab people much less

69
Q

how does gender affect personal space

A

men and women use their space differnetly. men prfer larger space when reacting with men comapred to 2 women.
- when talking, collett found men prefer to sit opposite , women side by side
- men dont like having the space invaded from the front
- women dont like havg their space invaded from the side

70
Q

how does status affect personal space

A
  • the higher your staus the more space you consider yours
  • eauals tend to mainatin a closer space then those with unequal status.
71
Q

what does the sapir wharf hypotheis suggest

A

thinking depends on language

72
Q

what are the strengths of the sapir whorf

A

+ gordon found langauge of tribe in brazil contains only 3 counting words,1,2, and many. he shows people have difficulty recounting numbers higgher than this
+ explains the link between smartness and language. childrens smartness is influence by the language they hear and speak. working class will fall behind as the restricted words used will negatively affect their thinking

73
Q

what are the weaknesses of the sapir whorf

A
  • methods are unrelaible, made several claims that were untrue, they climed eskimos had more words for snow but they have the same number as english
  • if a person has no word for something they wont undestand it this is untrue. language doenst control humans ability to reason or have an emotional response to something. eg having the whole house to yourself the germand have a word for it but english can understand concept even though we have no word
74
Q

what does the strong sapir whorf suggest

A

language determines though so if a partiualr language has no words for a certain thought, object or idea then people who speak that language will have no way of thinking about it. the language you learn, determines what you think about.

75
Q

what does the weak version of the sapir whorf suggests

A

language influences the way in which people think about things but it does not completely determine what they think about. eg it is possible for native englsih speakers to think about the different types of snow that were identfied in inuit language even though they have not experienced the types.

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