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PSY2002 > Skill > Flashcards

Skill Flashcards

1
Q

Stroop task: paradigm = _______, instruction = _________, condition = ________, measure = __________, conclusion = __________

A

stroop, colour-naming, conflict, speed and accuracy, word reading is automatic which interferes with controlled colour naming

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2
Q

what does the troop task explain?

A

automatic processing

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3
Q

the stroop task is one of several conflict tasks. list some of the others

A

flanker, simon, go/no task

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4
Q

what is a conflict task?

A

conflicts between control processes and automatic processes

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5
Q

respond to the central arrow and this is harder when arrows go in other way to the central arrow = what conflict task?

A

flanker

> > < > >

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6
Q

look at centre screen and push the named button with left or right hand = which conflict task?

A

simon

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7
Q

give an example of a real life conflict task

A

handle on push doors (handle suggests to brain that you should pull) > crash bars on doors have opposite effect of a conflict task and show congruency

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8
Q

explain how we can use the stroop task to test different aspects of automaticity

A

can investigate the nature of automatic processing as its an example of a generic type of task, experimenting with its conditions help us understand the nature of automatic processing

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9
Q

can anything become automatic?

A

yes

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10
Q

what did MacLeod and Dunbar (1988) finding on their study of training on the stoop task to see if anything can become automatic?

A

after extensive training shapes become automatic and interfere with the controlled process of naming colours. found that shape naming becomes automatic with extensive training. evidence that a process is neither completely automatic or controlled. automaticity is on a continuum

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11
Q

are automatic processes just faster?

A

no

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12
Q

what manipulation did Glaser and Glaser (1988) conduct to test whether automatic processes are faster than controlled?

A

Stimulus Onset Asynchrony (SOA) manipulation

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13
Q

what were the results from the SOA manipulation (Glaser and Glaser)?

A

no amount of head start for colour information produced interference on word reading, no reverse stroop effect found, there is more to automaticity than just speed of processing

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14
Q

do automatic processes operate independent of attention?

A

no

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15
Q

what did Besner er al find when only one letter of a coloured word was coloured in?

A

stroop effect was eliminated

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16
Q

what did Besner and Stolz find when one letter of a coloured word was cued?

A

stroop effect was reduced or eliminated

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17
Q

what did the attentional manipulations (to see if automatic processes operated independent of attention) change?

A

how you allocate your attention. By focusing on one bit of the stimulus you won’t show the stroop effect as it seems to only happen when there is broader attention on the whole word

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18
Q

How do response factors affect automaticity?

A

stimulus-response links are central

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19
Q

what did Durgin (2000) find when asking ppts to point to colour patches when given a colour category word?

A

ppts could name the colours without being influenced by the word but when asked to name the word were influenced by the colours. response compatibility is key to automaticity. it is not just a sensory process but about the ASSOCIATIONS BETWEEN STIMULUS AND RESPONSE

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20
Q

what are good examples of automatic processes and are thought to be similar to habits?

A

skills

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21
Q

what are the features of habits?

A

over learnt stimulus response pairs, triggered by environment, rapid, stereotyped, inflexible, ballistic

22
Q

Bebko said when a skill develops the automatic and controlled components of the performance emerge _______

A

together

23
Q

as skill develops what gets greater?

A

the automatic and controlled components of the skill

24
Q

what features make a skill MORE habit like?

A

highly practiced, fast, low attention demands

25
Q

what features make a skill LESS habit like?

A

sequenced, flexible, intended

26
Q

give an example of a skill that gives insights into controlled and automatic processes

A

typing (highly skilled and has automatic components)

27
Q

what part of typing is the automatic process and what part is the controlled process?

A

automatic = pressing keys, controlled = what you choose to type out

28
Q

what were the results from Logan and Crump’s (2010) study?

A

when ppts had an error corrected they said they hadn’t made any errors and didn’t notice, when told they had made an error when they hadn’t they believed it, showed a measure of sensitivity to errors. ppts slowed when they made a real error but not when they were told they did but didn’t

29
Q

what were Logan and Crump’s conclusions?

A

typing skill is controlled by hierarchical loops (outer and inner) and each loop is sensitive to different forms of feedback

30
Q

comprehension and generation (choosing words to type) = which loop?

A

outer

31
Q

translating word intentions into finger movements (pressing keys) = which loop?

A

inner

32
Q

what is the feedback of the outer loop?

A

visual feedback from screen

33
Q

what is the feedback of the inner loop?

A

finger/keyboard interactions

34
Q

frees attention to regulate the hard parts =

A

hierarchical control

35
Q

complex behaviours are neither entirely ______ or _______

A

automatic, controlled

36
Q

why does sill automate components of the process?

A

so you can put your attention to other things

37
Q

the yerkes dodson law says that performance is at its highest with ______ level of arousal

A

medium (inverted U relationship)

38
Q

arousal interacts with skill through _______

A

practice

39
Q

give an example of ‘choking’

A

penalties with pro-football players > come to do something you should do really easily and then can’t do it

40
Q

what were the results from the footballer and novices dribbling task study?

A

experts were best under dual conditions but only on dominant foot as skill is highly automatic so they are best if distracted, novices were always best under skill focused conditions

41
Q

what were the results from Logan and Crump’s manipulation of typing study?

A

when typists couldn’t use left hand to type their performance of touch typing collapsed. This was because misallocation of attention disrupts performance > lose ability to evolve typing to inner loop > had to pay attention to the automatic skill rather than controlled component > INTERFERED WITH PERFORMANCE

42
Q

what did the misallocation of attention show in Logan and Crump’s typing manipulation study?

A

choking

43
Q

what is another component of choking?

A

ironic processing

44
Q

trying not to think about something involves thinking about it =-

A

ironic processing

45
Q

what is a fundamental of skill?

A

that it develops through practice

46
Q

what can you do to improve skill when it feels like you’ve reached a limit/rate of improvement slows?

A

deliberate practice

47
Q

what features are involved with deliberate practice?

A

effortful/extensive, breaks skill into components, focus on reducing errors, use of targets, individually tailored training (coaching)

48
Q

Ericsson did qualitative research observing elite violinists and how they practice. what were the key findings?

A

4-5 hours practice a day, naps, obtained feedback, trained the hard stuff

49
Q

deliberate practice is also seen in figure skating. Gold medalists made more _____ in practice

A

errors

50
Q

who replicated Ericssons study on violinists with 10x the sample to see if the research was reliable?

A

Macnamara and Maitra (2019)

51
Q

what were the features of Macnamara and Maitra (2019) replication?

A

increased statistical power, looked at how practice alone doesn’t make an expert, used double blind assessment, practice more important than coaching

PSY2002 (8 decks)

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