question rev Flashcards
one possible ethical issue which may arise during this research is protrction from harm. explain how psychologists could deal with this ethical issue
-when participants sseems distressed remind them pf their right to withdraw
explain how a cog itive interview is different from a standard inerview
cognitive interviews contain processes such as CR,RO,CP,RE
astandard intevriew may ask witnesss to recall an event but a cognitive interview could ask them to recall the context which the event ocurred eg. external or internla environment
one technique used in cognitive intervirw is report everything and the officer reads out instructions to the articipants .identify one other tecnique which could have been used by the police officer rin this cognitive interview and write down the instructions he could read out to participants
-recall in revere order
-Tell me what you saw on the film
in a different order to how it actually happened
from results on the table what might the psychologust conclude about the effectivements off cognitie interview
it was effective because there were more correct items recalled and
the number of incorrect items stayed the same / didn’t increase.
outline one weakness of uaing a field experiment in this experiment
some particpants could be further away drom the stage than others causing their vision to be distprted ansd not see things therefore lack of control variables.
suggest why pshycologists includes the question “did you see the man in glasses push the other man”
: it was a leading question (1 mark); the psychologist wanted to see
whether including misleading information would affect the participant’s memory of the event
outline tecniques used in the ognitivr intervoew and discuss the effectiveness of these tecniquues on the accuracy of ewt
RE
RO
CP
CR
recall is enhanced, e.g. role of context reinstatement; work on reconstructive memory; use of context; makes the event more meaningful
usefulness of the cognitive interview with children; less useful when
there is increased time between event and recall
Kohnken et al (1999);
DESCRIBE AND EVALUATE AT LLEAST ONE WAY OF IMPROVING EYE WITNESS RECALL. refer to evidence in your answer
4 features: restore
context; recall everything even trivial detail; recall in reverse order; recall from
another perspective. Credit also features of the enhanced cognitive interview eg
relax, speak slowly. Likely evidence: Geiselman (1985).
usefulness of the cognitive interview with children; less useful when there is increased time between event and recall.
outline and evaluate research into the effects of misleading info on ewt
Loftus and Palmer (1974)
Gabbert et al (2003)
real-life application
use of artificial materials less anxiety-inducing than in real-life
demand characteristics in lab studies reduce validity
outline one explanation for forgetting . how might this explanation account for aarons poor prerromance in the spanish exam
Retrieval failure
absence of cues
* Lack of external contextual cues – where environment for learning and recall
is different (e.g. different room)
* Lack of internal contextual cues – where physical state for learning and recall
is different
Aaron is not in the same context as when he learnt the material for his
Spanish exam – ‘an unfamiliar room’
* Aaron is not in the same physical, emotional state as when he learnt the
material – ‘full of nerves
bireifly evaluate the explanation of forgetting you have outlined in your answer
-godden and baddley
-absnse of cues
-didnt control vsriabes
Sarah learnt and recalled in a different environment / context
* the cues present when learning the psychology material in the classroom would not
have been present at recall in the lecture theatre for Sarah
* the absence of the cues meant that Sarah did not have any triggers to aid her recall
and this caused retrieval failure
* using research evidence to support the explanation of why Sarah’s performance is
likely to be worse, e.g. Godden & Baddeley (1975) or Abernethy (1940)
* better students might refer to the encoding specificity principle.
describe and evaluate interference as an explanation for frogtting
Interference is where two lots of information become confused in memory
* Proactive interference is where old learning affects recall of new information
* Retroactive interference is where new learning affects recall of old information
* Newer information may overwrite earlier information
* Interference is more likely to occur when the two pieces of information are
similar/response competition
* The impact of passage of time/intervening events on forgetting
-baddley and hitch
-lab
-valifity
-low eological
-applications like revison strategies
researcher A found that young animlas seemed to attach for comfort rather than for food
researcher B found that mobile newborn animals would follow the first large movng obect they saw
give the name of researcher A and state the type of animals studied by tbis researcher and same for researcher B
HARLOW and rhesus monkeys
lorenz and gosling
briefly discuss one limitation of using animals to study attachment into humans
-Problems of extrapolation to attachment in human infants – what applies to
non-human species may not also apply to human infants.
* Difference in nature and complexity of the bond.
outline the procedure used in one study of animal attachment
Harlow – wire and cloth mother research or any later variations.
or
Lorenz – imprinting research with greylag geese.
outline how lorenz and harlow studied attachment using animals
lorenz
goose eggs were randomly divided
* half were hatched with the mother present (in natural environment)
* half were hatched in an incubator with Lorenz present
* the behaviour of all goslings was recorded
harlow
-in a controlled environment, infant monkeys reared with two mother surrogates
* plain wire mother dispensing food, cloth-covered mother with no food
* time spent with each mother was recorded
* details of fear conditions
* long-term effects recorded: sociability, relationship to offspring,
what is meant by the term attachment
Attachment is a strong, enduring, emotional and reciprocal bond between two people,
especially an infant and caregiver.
briefly evaluate research into caregiver infant interaction
-meltzoff aand moore
-* babies cannot communicate so inferences must be drawn
* well-controlled – studies ‘capture’ micro-sequences of interaction
* practical issues – babies are often asleep or being fed
* issue of intentionality – are imitative behaviours deliberate/conscious?
* some studies have failed to replicate earlier findings, eg Koepke et al (1983
explain one reason why it is difficult to draw conclusions about the role of caregiver infant interaction in the development of attachment
cannot ever show cause and effect because it is ethically impossible
to manipulate the amount / quality of caregiver-infant interaction
name three stages of attahcment identified by schaeffer
-ascoial
-indiscriminate
-disceimnate
-multiple attachments
what is meant by reciprocity
– caregiver-infant interaction is a two-way/mutual process; each party
responds to the other’s signals to sustain interaction (turn-taking). The behaviour of
each party elicits a response from the other
outline two features of caregiver infant interactions
interactional synchrony – adults and babies respond in time to sustain
communication
reciprocity / turn-taking – interaction flows both ways between adult and infant
interactional synchrony – ‘…as if they are one person..’ / ‘…perfectly in time
with each other..’
* reciprocity / imitation / sensitive responsiveness – ‘Tasneem smiles, Aisha
smiles back…’
describe wundts rle in the development of psychology
Wundt known as ‘the father of psychology’ – moved from philosophical roots to
controlled research.
* Set up the first psychology laboratory in Liepzig, Germany in 1870s.
* Promoted the use of introspection as a way of studying mental processes.
* Introspection – systematic analysis of own conscious experience of a stimulus.
* An experience was analysed in terms of its component parts e.g. sensations,
emotional reaction etc.
* His work paved the way for later controlled research and the study of mental
processes e.g. by cognitive psychologists.
