Simons and Chabris Flashcards

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1
Q

What year was this study done

A

1999

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2
Q

What’s inattentional blindness

A

when you fail to see something because your paying attention to something else

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3
Q

What happened in Neissers study in 1970s

A

Participants watched videos of basketball teams and counted no of passes.
22/28 failed to see a women with an umbrella walk across screen.
3 vids were overlayed - transparent effect

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4
Q

Aims

A

Investigate wether transparency of vid affects attention
Investigate effects of nature of unexpected event, what told to focus on and difficulty of task

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5
Q

Sample

A

228 undergrad students
36 removed
192 remained (12 per condition)

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6
Q

Procedure

A

75 sec video and asked questions
16 conditions based on 4 IVs
independent measures

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7
Q

what we’re the 4 IVs

A
  1. vid appearance (transparent/opaque)
  2. event (woman & umbrella/gorilla)
  3. similarity of task (count white/black team)
  4. difficulty (no of passes/no of bounce and aerial passes)
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8
Q

What was the DV

A

if participants reported the unexpected event or not

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9
Q

results

A

overall 46% level of inattentional blindness
opaque 66.5%/transparent 41.6%
woman 65.5%/gorilla 42.6%
black 67%/white8%
easy 63.5%/difficult 44.6%

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10
Q

conclusions

A

Paying attention to one task may result in people failing to see an unexpected event nearly half the time
Provides evidence for sustained inattentional blindness

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11
Q

Which was more likely to see the unexpected event - opaque or transparent

A

opaque - easier to see and clearer

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12
Q

which was noticed more out of gorilla and woman

A

woman - more likely to notice something usual

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13
Q

which team when focused on was more likely to see gorilla

A

black - similar to what focusing on

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14
Q

easy or hard task more likely to see event?

A

easy - wont focus so much

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15
Q

sample size (external reliability)

A

228 is large so can establish consistent effect but 12 per condition isn’t enough

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16
Q

population validity

A

all Harvard students so isn’t generalisable

17
Q

link to usefulness

A

can be used to aid attention of students by altering tasks and stimuli

18
Q

link to holism

A

looks at multiple reasons attention can be broken - task difficulty/similarity…

19
Q

link to determinism

A

attention was determined by task and video presented to them

20
Q

similarity between classic and contemporary studies (sample)

A

both has students in sample
-Moray used oxford uni
-S&C used mostly harvard

21
Q

similarity between classic and contemporary studies (deception)

A

both included deception
-Moray didn’t tell about aim of rejected passage
-S&C weren’t told about unusual event

22
Q

difference between classic and contemporary studies (design)

A

different exp designs
-Moray repeated measures
-S&C independent groups

23
Q

difference between classic and contemporary studies (attention)

A

different types of attention
-Moray audible
-S&C visual

24
Q

How has this study changed our understanding of attention

A

-tells us about new type of attention
-tells us how you might miss something rather than notice it

25
Q

how has this study not changed our understanding of attention

A

tells us the same thing in that if we are focused on one thing we are likely to miss something else

26
Q

how has this study not changed our understanding of individual diversity

A

both studies showed individual differences in attention but didn’t investigate why this was the case

27
Q

how has this study not changed our understanding of social diversity

A

both studies were carried out on similar types of people

28
Q

how has this study changed our understanding of cultural diversity

A

S&C investigated attention in US rather than UK

29
Q

how has this study not changed our understanding of cultural diversity

A

both studies found similar results so shows there seems to be no difference