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IB HL Psychology- 2019 Syllabus > Questions with Studies (ALL) > Flashcards

Questions with Studies (ALL) Flashcards

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1
Q

Explain one technique used to study the brain in relation to behaviour

A

MRI:
Maguire (taxi drivers)
Milner (HM- brain damage)
fMRI
Antonova (scopolamine and video games)
Sharot (9/11 flashbulb memories)

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2
Q

Explain one study of localization of function

A

Milner (HM- brain damage)
Maguire (taxi drivers)
Sharot (9/11 flashbulb memories)

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3
Q

Explain one study of neuroplasticity

A

Maguire (taxi drivers)
Draginski (jugglers)
Rosenzweig and Bennett (placed rats in impoverished, enriched and control condition to observe effect on brain development. Cortex thickness and overall brain weight were larger in EC)

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4
Q

Explain one effect of neurotransmission in human behaviour, making use of one study

A

Antonova (scopolamine and video games)
Rodgers and Kesner (scopolamine and maze running rats)

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5
Q

Explain the formation of neural networks using one study

A

Draginski (jugglers)

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6
Q

Explain the role of one agonist, making use of one study

A

Antonova (scopolamine and video games)

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7
Q

Explain the role of one antagonist, making use of one study

A

Antonova (scopolamine and video games)

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8
Q

Explain neural pruning, making use of one study

A

Draginski (jugglers)

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9
Q

Explain how excitatory or inhibitory synapses play a role in one behaviour, making use of one study

A

Antonova (scopolamine and video games)

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10
Q

Explain the role of one hormone in human behaviour, making use of one study

A

Newcomer (cortisol and prose)
Meaney (glucocorticoids- stroking rats)
McGaugh and Cahill (emotionally arousing story- adrenaline and amygdala activation)

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11
Q

Explain one study of the role of pheromones in human behaviour

A

Wedekind (MHC complex and smelly t-shirts)
Zhou (sexy stick figures)

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12
Q

Explain the role of one gene in human behaviour

A

Caspi (NZ cohort with 5HTT allele- stressful life events)
Suomi (monkeys)

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13
Q

Explain one evolutionary explanation of one behaviour

A

Disgust:
Fessler (disgust in pregnant women)
Curtis et al (rating disease salient and non-salient images + toothbrush)

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14
Q

Explain the use of twin studies and/or kinship studies using one study

A

Kendler (Swedish twin registry)
Weissman (grandparents, parents and children with depression)

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15
Q

Explain the use of one research method in one study using the biological approach to understanding human behaviour

A

Brain and Behaviour:
Antonova (scopolamine and video games)- experiment
Draginski (jugglers)- experiment
Milner (HM- brain damage)- case study

Hormones and Pheromones:
Newcomer (cortisol and prose)- experiement
Zhou (sexy stick figures)- experiment
Wedekind (smelly t-shirts and MHC complex)- double blind quasi experiment

Genetics:
Caspi (NZ cohort with 5HTT allele- stressful life events)- natural experiment (correlational)
Fessler (disgust in pregnant women)- online questionnaire
Curtis (rating disease salient and non-salient images + toothbrush)- online questionnaire

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16
Q

Explain one ethical consideration relevant to one study using a biological approach to understanding human behaviour

A

Brain and Behaviour:
Milner (HM- brain damage)- protection from harm
Sharot (9/11 flashbulb memory)- protection from harm
Chugani (baby brain PET scans)- informed consent

Hormones and Pheromones:
Newcomer (cortisol and prose)- protection from harm
Zhou (sexy stick figures)- anonymity

Genetics:
Caspi (NZ cohort with 5HTT allele- stressful life events)- protection from harm, anonymity
Kendler (Swedish twin registry)- anonymity
Weissman (grandparents, parents and children with depression)- informed consent
Fessler (disgust in pregnant women)- informed consent
Curtis (rating disease salient and non-salient images + toothbrush)- informed consent

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17
Q

HL Extension Animal

A

Brain and Behaviour:
Meaney (glucocorticoids- stroking rats)
Rodgers and Kesner (scopolamine and maze running rats)

Hormones and Genes:
Meaney (glucocorticoids- stroking rats)
Suomi (5HTT mother vs peer reared macaque monkeys)

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18
Q

HL Extension Animal Research Methods

A

Brain and Behaviour:
Meaney (glucocorticoids- stroking rats)- experiment
Rodgers and Kesner (scopolamine and maze running rats)- experiment

Hormones and Genes:
Meaney (glucocorticoids- stroking rats)- experiment
Suomi (5HTT mother vs peer reared macaque monkeys)- experiment

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19
Q

HL Extension Animal Ethics

A

Brain and Behaviour:
Meaney (glucocorticoids- stroking rats)- protection from harm, cost/benefit
Rodgers and Kesner (scopolamine and maze running rats)- protection from harm, cost/benefit

Hormones and Genes:
Meaney (glucocorticoids- stroking rats)- protection from harm, cost/benefit
Suomi (5HTT mother vs peer reared macaque monkeys)- protection from harm, cost/benefit

20
Q

Explain one model of memory, use one study to support

A

Multi-Store Model:
Landry and Bartling (random letter lists with articulatory suppression- 1,2)

Working Memory Model:
Glanzer and Cunitz (army dudes- primacy and recency word list)

21
Q

Explain schema theory, use one study to support

A

Bransford and Johnson (washing clothes with title vs no title)

22
Q

Explain one theory of thinking and decision making (rational and intuitive) use one study to support

A

Kahenman and Tversky (1x2x3x4x5x6x7, 7x6x5x4x3x2x1 anchored to first number)

Alter and Oppenheimer (fluent/disfluent font)

23
Q

Explain reconstructive memory, use one study to support

A

Loftus and Palmer (leading questions car crash)

24
Q

Explain one biases in thinking and decision-making, use one study to support

A

Anchoring bias, Kahneman and Tversky (1x2x3x4x5x6x7, 7x6x5x4x3x2x1 anchored to first number)

25
Q

Explain the influence of emotion on one cognitive process, use one study to support

A

Sharot (9/11 flashbulb memories)

26
Q

Cognitive Research Methods

A

Cognitive Processes:
Bransford and Johnson (washing clothes with title vs no title)- experiment

Reliability of Cognitive Processes:
Loftus and Palmer (leading questions car crash)- experiment

Emotion and Cognition:
Sharot (9/11 flashbulb memories)- quasi experiment

27
Q

Cognitive Ethics

A

Informed Consent

Cognitive Processes:
Landry and Bartling (random letter lists with articulatory suppression- 1,2)- informed consent

Reliability of Cognitive Processes:
Loftus and Palmer (leading questions car crash)- informed consent

Emotion and Cognition:
Sharot (9/11 flashbulb memories)- informed consent

28
Q

Explain one study of Social Identity Theory

A

Tajfel (Klee and Kandisky, in-group favouritism)

29
Q

Explain Social Cognitive Theory, making use of one study

A

Bandura (bobo doll)

30
Q

Explain one study that shows one effect of stereotypes on behaviour

A

Steele and Aronson (black and white, intelligence vs problem solving test)

31
Q

Explain one theory of the formation of stereotypes, making use of one study

A

Hamilton and Gifford (group A and B minorities, positive vs negative traits)

32
Q

Explain one cultural dimension

A

Berry (individualism vs collectivism, conformity, lines, Inuit vs Temne vs Scots)

33
Q

Explain one study of one effect of culture on behaviour or cognition

A

Kearins (Aboriginal vs non Aboriginal children, artificial vs manmade object board reconstruction)

34
Q

Explain one study of enculturation

A

Odden and Rochat (Samoan children, fishing, rituals, interviews)

35
Q

Explain acculturation using one study

A

Lueck and Wilson (Asian American immigrants on acculturative stress)

36
Q

Sociocultural Research Methods

A

The Individual and the Group:
Bandura (bobo doll)- experiment

Cultural Origins of Behaviour and Cognition:
Kearins (Aboriginal vs non Aboriginal children, artificial vs manmade object board reconstruction)- quasi experiment

Cultural Influences on Individual Attitudes, Identity and Behaviours:
Odden and Rochat (Samoan children, fishing, rituals, interviews)- naturalistic observation

37
Q

Discuss one or more cognitive theories of cognitive development

A

Piaget:
Piaget and Inhelder (3 mountains task with doll perspective)
Hughes (boy doll and policeman doll, place boy where police will not find him)
McGarrigle and Donaldson (‘naughty teddy’ with counters for conservation of matter- number of counters does not change with distance between)

Vygotsky:
Nichols (children working collaboratively vs alone= higher results and motivation)
Odden and Rochat (Samoan children, fishing, rituals, interviews)

38
Q

Discuss brain development in relation to developing as a learner

A

Chugani (baby brain PET scans)
Geidd (adolescent brain pruning, MRI scans on children every second year)
Werker (infants and Hindi phonemes)

39
Q

Developing as a learner influenced by biological/cognitive/sociocultural factors

A

Biological:
Chugani (baby brain PET scans)
Geidd (adolescent brain pruning, MRI scans on children every second year)
Werker (infants and Hindi phonemes)

Cognitive:
Piaget and Inhelder (3 mountains task with doll perspective)
Hughes (boy doll and policeman doll, place boy where police will not find him)
McGarrigle and Donaldson (‘naughty teddy’ with counters for conservation of matter- number of counters does not change with distance between)

Sociocultural:
Nichols (children working collaboratively vs alone= higher results and motivation)
Odden and Rochat (Samoan children, fishing, rituals, interviews)

40
Q

Developing as a Learner Research Methods

A

Piaget and Inhelder (3 mountains task with doll perspective)- experiment
Hughes (boy doll and policeman doll, place boy where police will not find him)- experiment
Nichols (children working collaboratively vs alone= higher results and motivation)- experiment
Geidd (adolescent brain pruning, MRI scans on children every second year)- correlational study
Chugani (baby brain PET scans)- correlational study

41
Q

Developing as a Learner Ethics

A

Piaget and Inhelder (3 mountains task with doll perspective)- informed consent
Hughes (boy doll and policeman doll, place boy where police will not find him)- informed consent
Nichols (children working collaboratively vs alone= higher results and motivation)- informed consent
Geidd (adolescent brain pruning, MRI scans on children every second year)- anonymity, protection from harm
Chugani (baby brain PET scans)- anonymity, protection from harm

42
Q

Prevalence

A

Brown and Harris (South London depressed women and stressful life events- protective vs vulnerability factors)
Manson (Native Americans do not have one word for depression but 5 different categories- worry sickness, heartbroken, unhappiness, drunken craziness and disappointment pouting)
Furnham and Malik (women of native British [half] and Asian [half] origin on cultural differences in depression beliefs)

43
Q

Biological Aetiologies

A

Kendler (Swedish twin registry)
Caspi (NZ cohort with 5HTT allele- stressful life events)
Nurnberger and Gershon (concordance rates- meta analysis of 7 twin studies- MZ=65%, DZ=14%, as MZ was not 100%, environmental factors are important in developing depression)
Cai (Analysis of DNA sequences in 5303 Chinese women with depression and 5337 controls- genetic sequences linked in mitochondria)

44
Q

Cognitive Aetiologies

A

Alloy (thinking style of American uni students, followed up after 6 years to see who had developed depression)
Joiner (thinking style questionnaire for uni students before midterms and depressive symptoms assessed after)
Nolen-Hoeksema (rumination following loss of a loved one increases likelihood of developing depression)

45
Q

Sociocultural Aetiologies

A

Brown and Harris (South London depressed women and stressful life events- protective vs vulnerability factors)
Rosenquist, Fowler and Christakis (contagious depression, 3% separation, heart disease study)
Kirmayer (different socially acceptable depression symptoms based on culture e.g. Japan- spiritual guidance and/or time with family)

46
Q

Abnormal Research Methods

A

Biological:
Kendler (Swedish twin registry)- correlational
Caspi (NZ cohort with 5HTT allele- stressful life events)- correlational

Cognitive:
Alloy (thinking style of American uni students, followed up after 6 years to see who had developed depression)- questionnaires and structured interviews
Joiner (thinking style questionnaire for uni students before midterms and depressive symptoms assessed after)- questionnaire
Nolen-Hoeksema (rumination following loss of a loved one increases likelihood of developing depression)- structured interview

Sociocultural:
Brown and Harris (South London depressed women and stressful life events- protective vs vulnerability factors)- surveys
Rosenquist, Fowler and Christakis (contagious depression, 3% separation, heart disease study)- questionnaire

47
Q

Abnormal Ethics

A

IB HL Psychology- 2019 Syllabus (50 decks)

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