The Cognitive Area Flashcards
What are the studies within the cognitive area and how they pair
Classic: moray (1) and lofts and Palmer (2) contemporary: simons and Chabris (1) and grant (2)
What is the background for morays study
Colin cherry investigated the cocktail party effect where while in a place full of information such as a party, we pay attention if someone mentions our name, even if we weren’t listening before. He conducted a series of studies to see if Name broke attention barriers during a shadow task when listening dichotically to two stimuli
What is the aim for morays study
Cherry found ps who shadowed one task could recall nothing of the content of the rejected task but could distinguish between speech, noise and tones and gender of voice changing. Aim was to provide rigorous empirical tests of cherry’s findings
What was the sample for morays study
Made you of undergraduate students and research workers of both sexes, no sample size for experiment 1 but 12 in experiment 2 and two groups of 14 (28) in experiment 3
What was the general method for morays study
3 laboratory experiments were conducted, all were dichotic listening tasks (one message in the left ear, a different one in the right) that required the ps to shadow one message (repeat out loud one of the stimuli as they listen- attended and not the rejected) while two messages were played to them, one in each ear.
What was the common apparatus used across the 3 experiments in morays study
A Brenell mark IV stereophonic tape recorder, modified with twin amplifiers to give 2 independent outputs , one to each ear piece in a set of headphones. Loudness was matched by asking ps to saw when messages appeared to be of equivalent vol to them. Ps asked to do 4 trial shadowing tasks on passages of prose. Loudness was around 60 decibels above ps hearing threshold and speech rate 150 words/min. All passages recorded by one male speaker
What was the method results and conc from experiment one in morays study
A short list of simple words was spoken 35 times as the rejected/blocked message. At end of shadowing task, ps asked to recall what they could remember from attended message. After 30s after completion, ps given recognition test of 21 words, 7 from shadowed, 7 from rejected and 7 were similar but not present in either passage. Mean no. Words recognised from shadowed was 4.9/7, from rejected was 1.9/7 and for similar was 2.6/7. Conc=when attention is directed to one message, little verbal content of the other can penetrate block
What was the method, results and conc from experiment 2 in morays study
Aimed to see an an affective instruction (using someone’s name) will be strong enough to grab someone’s attention. Had 12 students/researchers from Oxford uni. Two passages of light fiction were heard (one in each ear) both had instructions at the start and another instruction within them. First instruction was to listen to their right ear and in two cases (passages 8 and 10), initial instruction was followed by a warning to change ears. There were 3 affective instructions (ps own name before instruction on 3,7 and 10), 3 non affective one 1.5 and 8 and 4 with no instructions (2,4,6,9). In total ps had 10 trials, each listening to two passages in monotone male voice 130 words/min of light fiction and had to do shadowing task. Results- no. Times heard affective instructions was 20 and presented 39 times. Times heard non affective was 4 and presented 36 times. Conc- t test showed less than 1% due to chance so names does break block, also mean increase in mean freq in how many were heard if given warning of instructions
What was the method, results and conc from experiment 3 of morays study
Wanted to find out if bring instructed to listen out for information would break the inattentional barrier. 14 in each condition so 28 male and female undergrads/researchers from Oxford- independent groups. Ps were told to shadow one of the messages from dichotic listening tas. in some of the massages, digits were put in(sometimes in shadowed or rejected in both or in none). One group told they would be asked qs about shadowed message, other told to remember as many digits as possible. Results- no sig diff in mean scores of digits recalled correctly in 2 conditions conc- non affective information can’t be made important enough to break block
What is the background to L&Ps study
Bartlett found evidence that memory is reconstructed and affected by past experiences and schemas. Loftus was concerned with fragility of memory and effects of stress on ability of victims to recall facts. Experiment where showed ps a film of a hood io and tested memory for details. Ps who saw a violent version has less memory of details. Loftus also suggests info gained at time of event and after affect our memory
What was the aim of L&Ps study
To investigate the effects of language on memory, guessed info received after an event in the form of leading qs (asked in a way that pushes someone to a particular answer) would change a memory
What was the research method for L&Ps study
Lab experiment as watched standardised films in controlled environment. And independent groups
What was the sample in L&Ps study
150 divided into 3 groups (50 in each) American students from Washington state uni (male and female)
What was the method and results + concs for L&Ps study - experiment 1
2 experiments carried out. All ps were shown 7 clips of road safety videos from Seattle police, each 5-30seconds long. 4/7 contained staged crashes and known speeds of vehicles (40,20and30). given questionnaire after each clip with 2 parts, first asked to give account of accident and 2 with questions relating to the accident, shown diff order for order effects. Critical q was about the speed of the cars an iv was that verb in the q was changed ‘about how fast were the cars going when they x each other ‘ x was contacted, hit, bumped, collided or smashed. DV was the mean speed estimate in mph. Results- actual speed and mean estimates of speed: for 20-37.7mph, 30-36.2mph, 40-39.7, 40-36.1. Verb used and mean estimate of speed: smashed-40.8mph, collided-39.3mph, bumped-38.1mph, hit-34.0mph, contacted-31.8mph conc- leading qs affect memory- could be due to response bias(between 2 speeds but verb biased towards higher) or verb affected memory
What was the method, results, concs for L&Ps study experiment 2
To investigate whether ps estimated higher speeds from response bias or memory change. 150 students from Washington uni (3 groups of 50). All ps watched another single clip of a staged car crash, each p completed 2 questionnaires, one immediately after viewing the clip which asked to describe accident and a series of qs with critical q to estimate speed of vehicles. Group one asked how fast going when smashed into each other, group 2 hit and group 3 not asked about speed of vehicles. They went away for a week, then a week later has the Second questionnaire,had 10 qs about accident, critical: do you see any broken glass? Results-ps in smashed conditions had higher speed estimates than hit (10.46mph compared to 8mph) and more likely to answer yes: response yes: smashed-16, hit-7, control-6 response no: smashed-34, hit-43, control-44 conc- leading qs can cause reconstruction of memory
