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Biological Approach > Sperry (1968) > Flashcards

Sperry (1968) Flashcards

1
Q

What is epilepsy?

A

the tendency to have recurrent seizures which are caused by sudden bursts of excess electric activity in the brain

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2
Q

What does excess electric activity in the brain cause?

A

temporarily disruption to normal messages passing between nerve cells so that they become halted or mixed up

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3
Q

How is epilepsy usually treated?

A

medication to prevent the seizures - severe cases where medication does not work a procedure called ‘split-brain’ is carried out

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4
Q

What is a ‘split-brain’ procedure?

A

when a laser severs the corpus callosum and the connections between the two hemispheres

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5
Q

What is the purpose of the ‘split-brain’ procedure?

A

any seizure will be contained in only one hemisphere of the brain and people will have an absent seizure - causing less physical damage

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6
Q

What is a ‘split-brain’ procedure a replacement for?

A

a frontal lobotomy - removal of frontal lobe

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7
Q

What was Sperry’s aim?

A

to study the effects of hemisphere disconnection (‘split-brain’)

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8
Q

What did Sperry aim to prove?

A

show that each hemisphere has a different function - lateralisation of functioning

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9
Q

What was Sperry’s sample?

A

11 ‘split-brain’ patients who had advanced history of epilepsy that could not be treated by medication

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10
Q

What are strengths of the sample?

A
  • had both males and females (no gender bias)
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11
Q

What are weaknesses of the sample?

A
  • small = unrepresentative = lacks population validity = ungeneralisable results
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12
Q

What was the sampling technique did Sperry use?

A

Opportunity sampling

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13
Q

What are strengths of this technique?

A
  • easy to obtain
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14
Q

What are weaknesses of this technique?

A
  • likely to be the same type of people (not a lot of variation)
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15
Q

What was the method?

A

Quasi-experiment

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16
Q

What made this study a quasi?

A

having a ‘split-brain’ is the IV which is naturally occurring

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17
Q

What are strengths of the method?

A
  • no researcher bias
  • more ecologically valid
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18
Q

What are weaknesses of the method?

A
  • cannot be generalised to people who the IV does not apply to (only a certain population)
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19
Q

What can this study also be considered?

A

a case study

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20
Q

Why can this study be considered a case study?

A

it studies a small group of people and testing them multiple times over a period of time + collecting lots of qualitative data

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21
Q

What is the IV?

A

having ‘split-brain’

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22
Q

What is the DV?

A

performance on the visual and tactile tasks

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23
Q

What did the DV aim to demonstrate?

A

lateralisation of functioning

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24
Q

What was the apparatus used in the procedure?

A

tachistoscope

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25
Q

What was the set up for the participants?

A
  • wore an eye patch on one eye
  • sat in front of a screen with hand holds
  • covered hands
  • asked to fixate on a black cross in the middle of the screen
26
Q

What are the 3 types of media used?

A
  • images
  • words
  • objects
27
Q

What was standardised about the types of media used?

A
  • same difficulty to identify
  • same time to process
  • same experimenter used
28
Q

Why is standardisation a strength?

A
  • it makes the study replicable therefore results more reliable
  • causality can be established therefore more valid
29
Q

What are the two types of tasks?

A

visual & tactile

30
Q

What are the key components of the visual tasks?

A
  • images flashed
  • 35 millimetre transparencies
  • standardised projector
  • 1/10th of a second
  • either LVF or RVF
  • other eye covered
31
Q

What two symbols were participants shown?

A

’?’ or ‘$’

32
Q

Which visual field was presented with each symbol?

A

’?’ = LVF
‘$’ = RVF

33
Q

What were participants required to do for the ‘?’ symbol?

A

asked to name what they saw

34
Q

What did participants do if they could not complete the task for the ‘?’ symbol?

A

asked to draw what they saw with their left hand

35
Q

What were participants required to do for the ‘$’ symbol?

A

asked the same questions as previously

36
Q

What happened if the participants could complete the first task?

A

they were not asked to draw what they saw

37
Q

What were some participants shown and asked to do?

A

’?’ to their LVF and ‘$’ to their RVF - asked to name AND then draw with left hand

38
Q

What was the main component of the tactile task?

A

having an object placed in either the left or right hand

39
Q

What object was placed in the participants left hand?

A

a key

40
Q

What object was placed in the participants right hand?

A

tennis ball

41
Q

What were participants asked?

A

to name what was in their hand

42
Q

What did participants have to do if they could not name the object?

A

given a grab bag and asked to select the item with their left hand amongst other items

43
Q

What were the visuo-tactile tasks?

A

combined seeing an image and picking an object

44
Q

What is an example of a visuo-tactile task?

A

having the word key shown to the LVF and the word ring to the RVF and asking participants to say what they saw and select the object

45
Q

What were the key findings for the visual tasks and the ? symbol?

A
  • when ? shown to LVF they could not identify seeing it and would say they did not know what it was
  • able to draw it with left hand
  • after seeing drawing they could name it
46
Q

What is the explanation for the LVF and the ? symbol?

A

LVF is processed by right hemisphere and there are no language areas located there to be able to name what they saw

47
Q

What are the key findings for the visual task and the $ symbol?

A

could easily name when shown to RVF

48
Q

What is the explanation for the RVF and the $ symbol?

A

processed by left hemisphere where there are language areas

49
Q

What were the key findings for the participants who were shown a ? to their LVF and a $ to their RVF at the same time?

A

would have seen $ but draw ? with their left hand

50
Q

What is an explanation for the combined visual task?

A
  • RVF is being processed by left hemisphere containing language allowing participant to name the $ symbol
  • LVF is being processed by right hemisphere doesn’t have language areas and can’t name the ? symbol
  • right hemisphere controls left hand it can get it to draw what it saw
51
Q

What would participants have done if they were asked to draw with their right hand?

A

$ - controlled by left hemisphere and processed info from LVF

52
Q

What are the key findings of the tactile tasks in terms of the key ?

A
  • when given a key in their left hand - could not identify
  • when given grab bag of objects - left hand is able to retrieve object
53
Q

What are the key findings of the tactile tasks in terms of the tennis ball?

A

easily able to name what it was in their right hand

54
Q

What are the key findings of the tactile tasks when both hands were used?

A

given grab bag hands acted independently and retrieve correct items

55
Q

What are the key findings of the tactile tasks and using both hands in relation to split-brain?

A

able to complete quicker - likely due to the lack of communication between the two hemispheres

56
Q

What are the key findings of the visuo-tactile tasks?

A
  • when the word key shown to LVF and ring to the RVF participant would pick up key but say they saw the word ring
57
Q

What is the explanation of the visuo-tactile tasks and the key and ring?

A
  • information of ring in the RVF is processed by the left hemisphere - language = can say what word they saw
  • key in LVF is processed by right hemisphere - no language = cannot name but can select (right hem controls left hand)
58
Q

What are the conclusions drawn about this study?

A
  • the left hemisphere is responsible for language
  • left hemisphere controls right side of the body
  • right hemisphere is responsible for creative tasks
  • right hemisphere controls the left side of the body
  • there is a lack of cross integration
  • the two hemispheres have own stream of consciousness
59
Q

What type of data did Sperry collect?

A

qualitative data

60
Q

How can you tell its qualitative data?

A
  • not numerical
  • says how it demonstrates lateralisation of functioning
61
Q

What is a strength of qualitative data?

A

provides explanations and the ‘why’ behind behaviour

62
Q

What is a weakness of qualitative data?

A
  • subjective
  • not easy to analyse or compare

Biological Approach (10 decks)

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