Questions with Studies (ALL) Flashcards
Explain one technique used to study the brain in relation to behaviour
MRI:
Maguire (taxi drivers)
Milner (HM- brain damage)
fMRI
Antonova (scopolamine and video games)
Sharot (9/11 flashbulb memories)
Explain one study of localization of function
Milner (HM- brain damage)
Maguire (taxi drivers)
Sharot (9/11 flashbulb memories)
Explain one study of neuroplasticity
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)
Explain one effect of neurotransmission in human behaviour, making use of one study
Antonova (scopolamine and video games)
Rodgers and Kesner (scopolamine and maze running rats)
Explain the formation of neural networks using one study
Draginski (jugglers)
Explain the role of one agonist, making use of one study
Antonova (scopolamine and video games)
Explain the role of one antagonist, making use of one study
Antonova (scopolamine and video games)
Explain neural pruning, making use of one study
Draginski (jugglers)
Explain how excitatory or inhibitory synapses play a role in one behaviour, making use of one study
Antonova (scopolamine and video games)
Explain the role of one hormone in human behaviour, making use of one study
Newcomer (cortisol and prose)
Meaney (glucocorticoids- stroking rats)
McGaugh and Cahill (emotionally arousing story- adrenaline and amygdala activation)
Explain one study of the role of pheromones in human behaviour
Wedekind (MHC complex and smelly t-shirts)
Zhou (sexy stick figures)
Explain the role of one gene in human behaviour
Caspi (NZ cohort with 5HTT allele- stressful life events)
Suomi (monkeys)
Explain one evolutionary explanation of one behaviour
Disgust:
Fessler (disgust in pregnant women)
Curtis et al (rating disease salient and non-salient images + toothbrush)
Explain the use of twin studies and/or kinship studies using one study
Kendler (Swedish twin registry)
Weissman (grandparents, parents and children with depression)
Explain the use of one research method in one study using the biological approach to understanding human behaviour
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
Explain one ethical consideration relevant to one study using a biological approach to understanding human behaviour
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
HL Extension Animal
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)
HL Extension Animal Research Methods
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
HL Extension Animal Ethics
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
Explain one model of memory, use one study to support
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)
Explain schema theory, use one study to support
Bransford and Johnson (washing clothes with title vs no title)
Explain one theory of thinking and decision making (rational and intuitive) use one study to support
Kahenman and Tversky (1x2x3x4x5x6x7, 7x6x5x4x3x2x1 anchored to first number)
Alter and Oppenheimer (fluent/disfluent font)
Explain reconstructive memory, use one study to support
Loftus and Palmer (leading questions car crash)
Explain one biases in thinking and decision-making, use one study to support
Anchoring bias, Kahneman and Tversky (1x2x3x4x5x6x7, 7x6x5x4x3x2x1 anchored to first number)
Explain the influence of emotion on one cognitive process, use one study to support
Sharot (9/11 flashbulb memories)
Cognitive Research Methods
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
Cognitive Ethics
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
Explain one study of Social Identity Theory
Tajfel (Klee and Kandisky, in-group favouritism)
Explain Social Cognitive Theory, making use of one study
Bandura (bobo doll)
Explain one study that shows one effect of stereotypes on behaviour
Steele and Aronson (black and white, intelligence vs problem solving test)
Explain one theory of the formation of stereotypes, making use of one study
Hamilton and Gifford (group A and B minorities, positive vs negative traits)
Explain one cultural dimension
Berry (individualism vs collectivism, conformity, lines, Inuit vs Temne vs Scots)
Explain one study of one effect of culture on behaviour or cognition
Kearins (Aboriginal vs non Aboriginal children, artificial vs manmade object board reconstruction)
Explain one study of enculturation
Odden and Rochat (Samoan children, fishing, rituals, interviews)
Explain acculturation using one study
Lueck and Wilson (Asian American immigrants on acculturative stress)
Sociocultural Research Methods
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
Discuss one or more cognitive theories of cognitive development
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)
Discuss brain development in relation to developing as a learner
Chugani (baby brain PET scans)
Geidd (adolescent brain pruning, MRI scans on children every second year)
Werker (infants and Hindi phonemes)
Developing as a learner influenced by biological/cognitive/sociocultural factors
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)
Developing as a Learner Research Methods
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
Developing as a Learner Ethics
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
Prevalence
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)
Biological Aetiologies
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)
Cognitive Aetiologies
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)
Sociocultural Aetiologies
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)
Abnormal Research Methods
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
Abnormal Ethics
