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Psychology > Unit 2 Core Studies > Flashcards

Unit 2 Core Studies Flashcards

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1
Q

What was Milgram’s sample?

A

40 males 20-50 years old from New Havens

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2
Q

Where did Milgram’s study take place?

A

Yale University

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3
Q

What inspired Milgram’s study?

A

Adolf Eichmann stating he was a “victim of obedience” during WW2. Wanted to test if it was just Germans who would follow authority figure.

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4
Q

How did Milgram get people to participate?

A

Paid $4.50 for just turning up.

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5
Q

What was the sampling method for Milgram’s study?

A

Self selecting- advertisement in newspaper and advert through doors.

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6
Q

How many people went up to 450V in Milgram?

A

65%

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7
Q

How many people surpassed 300V in Milgram?

A

100%

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8
Q

What is an example of qualitative data in Milgrams study?

A

“I dont think this is very humane”

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9
Q

What was the background/context to Piliavins study?

A

The Kitty Genovese case/Bystander Apathy

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10
Q

Whats the difference between Bystander Apathy and Diffusion of Responsibility? (Piliavin)

A

Bystander Apathy is the phenomenon that people are less likely to help if there are others present, whereas Diffusion of Responsibility is the explanation for this action, which is that when there are more people around, the responsibility dilutes and so people feel less responsibility to help.

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11
Q

What were the 4 hypothesis in Piliavins study?

A
  1. More likely to help ill than drunk
  2. More likely to help own race first
  3. Model
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12
Q

What were the four IV’s in Piliavins study?

A
  1. The type of victim (drunk or ill)
  2. The race of victim (black or white)
  3. Effect of the model (early-70secs or late-150 secs, and critical or adjacent) or no model
  4. Size of witnessing group (naturally occuring)
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13
Q

Where did Piliavins study take place?

A

8th Avenue New York Subway, from 7.5 minutes. Weekdays between 11am and 3pm.

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14
Q

What was the sample of Piliavins study?

A

4450 participants, 45% black and 55% white.

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15
Q

How many cane trials were there is Piliavins study where help was given?

A

62/65

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16
Q

How many drunk trials were there in Piliavins study where help was given?

A

19/38

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17
Q

What was the gender of helpers in Piliavins study?

A

90% of first helpers were male

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18
Q

What was the effect of the model in Piliavins study?

A

Little effect as most people intevened beforehand.

Critical or adjacent= no effect

Latency= earlier the model helped, the more helpers.

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19
Q

What are some results in Piliavins study regarding number of bystanders?

A

60% of 81 trials where help was given it was by 2+ people

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20
Q

Whats some qualitative data from Piliavins study?

A

“Its for men to help him”

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21
Q

Why might there not have been diffusion of responsibility in Piliavins study?

A

Trapped on train for couldnt escape situation.

Also, unlike Kitty Genovese’s case, people could see that no one else was helping.

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22
Q

What was the model created by Piliavin to explain how people react in emergency situations?

A

Arousal-cost-reward model. People subconsciously weigh up the pros and cons of a situation and this determines what they do.

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23
Q

How can Banduras study argue the behaviourist perspective?

A

Children learn through SLT

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24
Q

What are the four hypothesis in Banduras study?

A
  1. Aggressive models lead to aggression
  2. Non- aggressive models inhibit aggression
  3. Model of same sex more effective
  4. Boys more aggressive
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25
Q

What was Banduras sample?

A

72 children from Stanford university nursery. Equal boys and girls. Ages 3-5.

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26
Q

What happened in the pre-testing in Banduras study?

A

To control for participants variables.
Rated on four aggression scales by experimenter and teacher. Physical, verbal, towards inanimate objects and inhibition. 51 children rated independently by judges and compared (r=0.89). High inter rater reliability.

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27
Q

How were the children split up in Banduras study?

A

Put into triplets based on aggressive levels and then split into 8 experimental groups and two control groups.

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28
Q

What was the procedure in Banduras study?

A

Room 1= (control group did not have this condition) taken into room with toys, and depending on condition, model attacks Bobo dolls (with verbal aggression as well “sock him in the mouth!”), or not.

Room 2= room with really nice toys such as prams and cable cars but then the child is told that they are not for them.

Room 3= room with Bobo dolls. Some aggressive toys such as dart gun, and some non-aggressive toys. Observed through one way mirror, time point sampling every 5 seconds.

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29
Q

How was behaviour observed in Banduras study?

A

By male model in one way mirror. Time-point sampling every 5 seconds.

For half of children, independently judged by second observer. Consistency good.

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30
Q

What are some results in Banduras study regarding aggressive models making children more aggressive?

A

Boys shown physically aggressive male model performed average of 25.8 imitative aggressive acts, compared with 1.5 with non aggressive male model.

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31
Q

What were some results in Banduras study regarding the sex of the model.

A

Boys more likely to imitate male (25.8) than female (12.4).

Girls more likely to imitate female model verbally, but male model physically.

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32
Q

What is the background of Kohlbergs study?

A

Jean Piagets cognitive account of moral development.

Stage 1) under 8s have no understanding of intentions and think that all rule breakers are equally bad. c

Stage 2) over 8s develop to see things from other peoples point of view.

This is a universal process.

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33
Q

What was the aim of Kohlbergs study?

A

To build on previous theories such as Piagets that people move through distinct stages of moral development. Wanted to investigate how culture may affect this.

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34
Q

What was Kohlbergs USA sample?

A

75 boys, 10-16 (will be 22-28 by end of study)

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35
Q

What was Kohlbergs procedure?

A

Every 3 years, presented them with a moral dilemma. Their responses linked to 25 moral concepts.

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36
Q

What are some other countries which Kohlberg did research in?

A

Turkey, Malaysia and Mexico.

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37
Q

What are the first stage of moral development?

A

Obedience and punishment orientation- doing whats right so wont be punished.

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38
Q

What is the second stage of Kohlbergs moral development?

A

Self interest orientation - doing whats right to get a reward.

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39
Q

What is the third stage of Kohlbergs moral development?

A

Good boy good girl orientation - doing whats right because thats what the majority do and to please authority figures.

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40
Q

Whats stage 4 of Kohlbergs moral development?

A

Authority and social order orientation - doing whats right because its your duty to follow laws.

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41
Q

Whats stage 5 of Kohlbergs model of moral development?

A

Social contract orientation - doing the thing that benefits the greatest number of people. prepared to break rules for greater good.

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42
Q

What is stage 6 of Kohlbergs model of model development?

A

Universal ethical principle - set your own ethical principles and use these to dictate actions.

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43
Q

What was the background of Morays study?

A

Cocktail party effect by Cherry.

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44
Q

What was the apparatus used in Morays study?

A

Tape recording with two outputs. Male speaker.

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45
Q

What was the pre testing in Morays study?

A

4 passages of prose to shadow for practice

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46
Q

What was the sample used in Experiment 1 of Morays study?

A

Unknown number of undergraduate students and research workers from Oxford University.

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47
Q

What was the procedure for Experiment 1 of Morays study?

A

Shadowed attended message. Rejected message was list of words repeated 35 times.
Then recognition task was 21 words (7 from attended, 7 from rejected and 7 from neither). Chose words they recognised.

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48
Q

What were the results of Morays first experiment?

A

Mean of 4.9 words recognised from shadowed passage.

Mean of 1.9 wlrds recognised from rejected message.

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49
Q

Whats the conclusion of Morays first study?

A

When someone dorects their attentiom to an attended message, it is difficult to recall infomation from a rejected message.

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50
Q

What was the aim of Morays first experiment?

A

To test Cocktail party effect

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51
Q

What was the aim of Morays second study?

A

Investigate what couod break inattentional barrier? Message with meaning?

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52
Q

What was the sample of Morays second experiment.

A

12 undergraduate students and research workers at Oxford university.

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53
Q

What was the procedure of Morays second study?

A

10 passages of light fiction shadowed. Told to make as few mistakes as possible. All had instructions at the start to listen in right ear, and then 6 had instructions halfway through to change ear (3 were attentive and 3 were non-affective).

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54
Q

What were the findings from Morays second experiment?

A

Affective= 20/39

Non affective= 4/36

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55
Q

What was the conclusion from Morays second study?

A

Affective cues can break through inattentional barrier.

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56
Q

How did Morays second experiment inspire his third?

A

Passages 8 and 10 gave warning of instructions in the middle of the passage, which boosted how often the participants heard it. So, he wanted to investigate if an instruction about what to listen for in the rejected message would break inattentional barrier.

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57
Q

What was the aim of Morays third experiment?

A

To investigate the effect of instructions on rejected message breaking through the inattentional barrier.

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58
Q

What was the sample of Morays third study?

A

28 undergraduate students and research workers from Oxford University. (split into two groups of 14)

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59
Q

What was the procedure of Morays third experiment?

A

P’s dichotic listening task with sooken numbers at the end. Group 1 told theyd be asked q’s about shadowed message. Group 2 told specifically to rememeber as many digits as possible.

Digits were sometimes in both, sometimes in neither, and sometimes just one ear. Moray was only interested in if they heard it in the rejected message as the others its a given they will.

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60
Q

What were the findings of Morays third study?

A

Whether they were told to remember as many digits as possible or just that they would be asked about shadowed passage made no significant difference in how many numbers were remembered between the two groups.

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61
Q

What was the conclusion of Morays third study?

A

Numbers dont break inattentional barrier, even when told to listen out for them.

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62
Q

What was the background of Loftus and Palmers study?

A

Barlett says memory is not accurately played back like in a movie. We reconstruct the event affected by pre existing beliefs about what might typically happen, and past experiences (schemas)

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63
Q

What was the aim of Loftus and Palmers study?

A

To investigate the effect of language, especially leading questions, on memory.

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64
Q

What was the sample of Loftus and Palmers first experiment?

A

45 American students from Washington State Uni

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65
Q

What was the procedure of Loftus and Palmers first experiment?

A

Participants watched 7 road safety clips 5s-30s. After filled out questionnaire of what they’d seen. Each groups critical question used a different verb.

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66
Q

What were the five different verbs used in the first experiment of Loftus and Palmers study?

A

smashed, collided, hit, bumped, contacted.

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67
Q

What were the results of Loftus and Palmers first experiment?

A 
smashed= 40.5mph
contacted= 31.8mph
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68
Q

What was the conclusion of Loftus and Palmers first experiment?

A

Leading questions can affecr the accuracy of our memory?

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69
Q

What were the explanation of results of Loftus and Palmers first study?

A
  1. verb affected memory

2. response bias- not sure what to say, but verb suggests what they should say

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70
Q

What was the sample of Loftus and Palmers second experiment?

A

150 students from Washington University (different group from experiment 1)

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71
Q

What were the 3 conditions (IVs) for Loftus and Palmers second experiment?

A

“smashed”, “hit” and control group (not asked critical question)

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72
Q

What was the DV of Loftus and Palmers second experiment?

A

Whether or not they reported seeing broken glass one week later.

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73
Q

What was the procedure of Loftus and Palmers second experiment?

A

Participants watched a clip of car crash and given questionnaire (where critical questionnaire with IV comes in)
Week later, ALL participants asked ‘Did you see any broken glass?’. There was no broken glass.

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74
Q

What were the results of Loftus and Palmers second experiment?

A

smashed= 16/50
hit= 7/50
control group= 6/50

(therefore hit not significant)

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75
Q

What was the conclusion of Loftus and Palmers second experiment?

A

Language can make people think they saw things that werent there.

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76
Q

After their research, what did Loftus and Palmer propose memory is made up of?

A
  1. Original perception of event (actual details of what was witnessed)
  2. Info gained after event
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77
Q

What are the two levels of consciousness according to the psychodynamic perspective? (Freud)

A

Conscious and unconscious

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78
Q

According to the psychodynamic perspective, how does the unconscious reveal itself?

A

Through our behaviour, therapy (free association), dream analysis and freudian slips.

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79
Q

According to the psychodynamic perspective, what are the two drives?

A

Eros (life instinct) and Thanatos (death instinct)

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80
Q

According to the psychodynamic perspective, what are the three parts of our personality?

A

Id, superego, and ego.

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81
Q

According to the psychodynamic perspective, what is the Id?

A

We are born with this as a part of our unconscious instinct. Seeks immediate gratification and avoids pain.

82
Q

According to the psychodynamic perspective, what is the superego?

A

A part of our conscious which forms around 5- values and morals. Guilty if rules are broken.

83
Q

According to the psychodynamic perspective, what is the ego?

A

Balance between Id and superego.

84
Q

According to the psychodynamic perspective, what is ego anxiety?

A

What ego cannot resolve conflict between Id and superego.

Can lead to mental health problems according to Freud.

85
Q

What was the background of Freuds study?

A

Oedipus Complex which is when children develop a desire to possess their opposte sex parent and became jealous of their same sex parent (their rival) and so wish to get rid of them.

Also, the psychosexual stages of development.

86
Q

What was the aim of Freuds study?

A

To document the case of ‘Little Hans’ who was in the phallic stage of development in order to confirm his theorys on the unconscious and Oedipus Complex.

87
Q

What was the sample used in Freuds experiment?

A

Little Hans.
Nearly 3.
From Vienna.
Raised with ‘minimal force’ and was a cheerful baby.

88
Q

What was the sampling method used in Freuds study?

A

He put out a call to his friends and supporters asking them to send him info about their childs development.

89
Q

What was the procedure of Freuds study?

A

Hans father made notes on Hans behaviour and interpreted these himself. Then hed send these weekly to Freud by letter. Freud would interpret these himself and give Hans father guidance on what to talk to Hans about and what behavious to look out for.

Hans and Freud only met once during the study…dun dun dun 😈

90
Q

Hans had a phobia about his mother letting go of his head in the bath and him going under water.

What was Freuds interpretation, and an alternative explanation?

A

Death wish for sis Hanna (no offence Hanna), scared hed be punished for deathwish.

Could just be that children are scared of water.

91
Q

Hans has a phobia horse will bite him.

What was Freuds interpretation, and an alternative explanation?

A

Castration anxiety as Mum threatened 15 months early she’d get Dr. A to cut it off if he didnt stop touching his widdler.

However, could be because he overheard some random lass saying dont do out his finger to the horse or itll bit him

92
Q

Hans had a fear of buses and carts etc etc falling when they turned.

What was Freuds interpretation, and an alternative explanation?

A

Because Dad had said “when the horse fell down did you think of your daddy?” and Hans popped off with “Yes. Its possible”. Seen as desire for father to die.

Could just be because he saw a bus horse fall down once- scary experience.

93
Q

Hans was scared of horses with blinkers and muzzle.

What was Freuds interpretation, and an alternative explanation?

A

Horses represents his dad- blinkers are glasses and muzzle is moustache.

However, Hans could just be scared of horses..

94
Q

Describe the fantasy Little Hans had when he got out of the bath, and a Freudian interpretation of this.

A

Mumma was powdering him and he be like “why dont you put your finger there?” (😳) and she be like “because its not proper”.

Seduction attempt.

95
Q

Describe the fantasy Little Hans had when he got into his mums bed one morning, and a Freudian interpretation of this.

A

He said that Aunty M had said he has a “dear little thingummy”.

Seduction attempt.

96
Q

Describe the fantasy Little Hans had about his dream, and a Freudian interpretation of this.

But whats an alternative explanation for this?

A

Big giraffe and crumpled giraffe. Took crumpled away and big started screaming. Then it stopped calling out and he sat on crumpled.

Big giraffe= Han’s father (long neck is penis)
Crumpled= Mother.
Desire for mothers poonanny.

HOWEVER could just be because they had visited zoo five days earlier.

97
Q

Describe the ting between Little Hans and his shit.

What is a Freudian interpretation of this?

What is an alternative explanation for this?

A

Took interest in lumf (faeces). Followed his mum to the toilet (😕).

Represents Little Hans about pregnancy (because we all know you get bloated when you need to drop a log) and competition for mothers love.

HOWEVER could just be because he suffered from constipation.

98
Q

Describe the first fantasy of Little Hans imaginary friend.

What is a Freudian interpretation of this?

What is an alternative explanation for this?

A

Are you ready for most far fetched thing in existance?

Imaginary friend name is Lodi= saffalodi= a sausauge= faeces.

Represents concerns of pregnancy and competition for mothers love.

However, imaginary friends are a normal part of childhood.

99
Q

Describe the two plumber fantasies Little Hans had.

What is a Freudian interpretation of this?

A

First fantasy= plumber stuck big borer to his stomach.

Second fantasy= removed bum and widdler and replaced with bigger versions.
Represents him wanting to be like dadday darlinnn😌 overcame castration complex!!

100
Q

Describe the last fantasy of Little Hans imaginary friends.

What is a Freudian interpretation for this?

What is an alternative explanation for this?

A

Told his imaginary friends he was the dadday, mummy was the mummy and daddy was the grandaddy.

Represents a satisfactory conclusion to Oedipus Complex of being with mother without killing off dad.

However, imaginary friends are a normal part of development.

101
Q

What is the conclusion of Freuds study?

A

Confirmed his psychosexual stages theory.

102
Q

What was the aim of Goulds study?

A

To produce reliable and valid measure of intelligence.

Prove psychology is scientific.

103
Q

Give a little background of Yerkes work which Goukd reviewed.

A

Implemented IQ tests and analysed what they showed in 1917. Yerkes holds the hereditarianism argument that intelligence is genetic.

104
Q

What was the sample used in Yerkes study.

A

1.75 million soldiers including white Americans, “negroes” and European immigrants.

105
Q

In Yerkes study, what was the Army Alpha?

What was a problem with the way it was designed?

A

Test taken by literal recruits. Included number sequences and analogies. c

CULTURALLY BIASED- questions about American culture.

106
Q

In Yerkes study, what was the Army Beta?

What was a problem with the way it was designed?

A

Taken by illeterate and those who failed the Army Alpha. Included maze running and cube counting.

Requires reading skills to read questions, and 3/7 parts required knowledge of numbers and how to write them.

107
Q

In Yerkes study, what was the Individual Examination?

A

Spoken test but rarely done.

108
Q

How does Gould argue that there was systematic bias in Yerkes study?

A

Men who were most likely to be illiterate are black men (due to segregation) and immigrants. This lowered the mean IQ scores of these groups.

109
Q

How was Yerkes mental tests supposed to be administered, but how were they actually administered?

A

Illiterate men and those who failed Army Alpha shouldve automatically been assigned to Army Beta HOWEVER there were too many in this queue so they lowered the defination of literate.

110
Q

What were the findings from Yerkes mental tests?

A
  1. White American=13 (just above that of a moron)
  2. Darker southern Europe dumber than lighter northern Europe.
  3. Black American= 10.41(lighter are more intelligent)
111
Q

How were the results from Yerkes’ test interpreted?

A

Genetic explanation for why some are less intelligent.

112
Q

How could the results of Yerkes study of been more accurately interpreted?

A

Results due to systematic bias- more of a test on knowledge of US culture than intelligence.

113
Q

How were the findings of Yerkes study applied?

A

Immigration Restriction Act 1924- 6 mill (including many Jews) couldnt enter USA and obvs this was bad.

Eugenics argument.

114
Q

What is an example of qualitative data from Gould about Yerkes’ study?

A

He had ‘consciously bypassed something of importance’.

115
Q

What was the aim of Sperrys study?

A

To investigate the functions of the seperate hemispheres.

116
Q

What was the sample of Sperrys study?

A

11 patients who had severe epilepsy and underwent commissurolormy.

117
Q

What was the equipment used in Sperry’s study?

A

Tachistoscope which participant would stare in the middle of the screen. An image which will flash for 1/10th of a second.

118
Q

In Sperry’s study, explain what would happen if participants were presented with an image in either the right or left visual field.

A

Right visual field= saw what they saw.

Left visual field= cant say but can draw or pick out from objects.

119
Q

In Sperry’s study, explain what would happen if participants were presented with two images simultaneously (apple to the left and key to the right)?

A

Say they saw a key, and draw an apple with their left hand out of sight but not sure why.

120
Q

In Sperry’s study, explain what would happen if participants were presented with a simple maths problem to the left visual field?

A

Be able to do it as right hemisphere does math.

121
Q

In Sperry’s study, explain what would happen if participants felt an unseen object with left or right hand.

A

Right hand= express through speech and writing.

Left hand= choose from another group of objects.

122
Q

What was the conclusion of Sperry’s study?

A

Lateralisation of brain function.

123
Q

What was the aim of Blakemore and Cooper’s study?

A

To investigate how being raised in a visually restricted environment would affect the visual brain development of cats by:

  1. comparing behavioural consequences of raising kittens seeing either only horizontal or vertical lines.
  2. Investigating the neurophysiological effect on neurons in kittens visual cortexes.
124
Q

What was the sample used in Blakemore and Coopers study?

A

Kittens from birth to 1 year.

For 2nd research aim 2 cats were used.

125
Q

What was the procedure of Blakemore and Coopers study?

A

New-borns in complete dark for two weeks, then in cylinder for 5 hours a day until 5 months old (when critical period of development was over). Wore collar so couldn’t see own body. After this they were put in a well-lit room with furniture.

126
Q

From Blakemore and Coopers study, what were the initial behavioural results?

A

No visual placing (not putting out legs when meeting table).

No startle reflect when object was thrust towards them.

127
Q

From Blakemore and Coopers study, what were behavioural results after 10 hours of exposure?

A

Many deficits disappeared like no visual placing or no startle response.

However, jerky when chasing objects (I.e.) numping into stuff.

128
Q

From Blakemore and Cooper’s study, how did the horizontally and vertical raised cats differ?

A

Blind to contours perpendicular to the orientation they had experienced. Evident as only startle response to perspex sheet with lines presented in same orientation as condition.

129
Q

From Blakemore and Cooper’s study, describe the procedure for the neurophysiological test.

A

Two cats had electrodes inserted into primary visual cortex to take readings from individual neurons. It showed the optimal orientation for each neuron.

130
Q

From Blakemore and Cooper’s study, describe the findings for the neurophysiological test.

A

The optimal orientation for visual neurons changed depending on what condition they were raised in.

131
Q

What were the conclusions of Blakemore and Cooper’s study?

A

Brain plasticity basically but cba to type out the anything else.

132
Q

What was the aim of Grant et al’s study?

A

To investigate context dependant memory effects on recall and recognition for MEANINGFUL info (not just list of words of some other useless bullshit)

133
Q

What was the sample of Grant et al’s study?

A

8 psychology students were experimenters and brought along 5 acquaintance each as participants. 39 p’s total. 17-56 y/o.

134
Q

In Grant’s study, how was the recall and recognition tests operationalised?

A

Recall was short answer recell test out of 10 and recognition was MCQ’s out of 16.

135
Q

What was the procedure of Grant et al’s study?

A

Tested individually. 2 mins between study and test conditions. Recall, then recognition test.

136
Q

What was the results of Grant et al’s study?

A

Both same conditions was 14.3, both differing were 12.7.

137
Q

What was the conclusion of Grant et al’s study?

A

Context-dependant memory is significant.

138
Q

What was the background to Simons and Chabris’ research?

A

Neisser’s research on ‘selective looking’. Basketball thing but transparent, so not very ecologically valid.

139
Q

What was the aim of Simons and Chabris’ study?

A

To confirm inattentional blindness occurs in a realistic complex situation lasting more than 5 seconds.

They also wanted to test a number of variables in how they affect inattentional blindness such as _______)

140
Q

What was the sample of Simons and Chabris’ study?

A

228 undergraduates. some without payment, some candy bar, some paid if they had done another unrelated study.

141
Q

What were the controls of Simons and Chabris’ study?

A

Same actors and event always happened about 44 seconds in.

142
Q

What were the four IV’s of Simons and Chabris’ study?

A

Gorilla or umbrella? Focus on black or white team? Difficulty of task? Opaque or transparent?

143
Q

What was the procedure of Simons and Chabris’ study?

A

Mentally counted passes, and recorded them on paper immediately after.

Asked questions about if they noticed anything unusual? If yes, they were asked to provide details.

144
Q

What was the findings of Simons and Chabris’ study?

A

Overall inattentional blindness was 46%. More likely to see opaque, gorilla when focusing on black team, when doing easy task, and umbrella as you are less likely to see something if its not supposed to be there (umbrella 65% gorilla 44%)

145
Q

What was the conclusion of Simons and Chabris’ study?

A

Confirms aim.

“no conscious perception without attention”

146
Q

Describe how Bocchiaro used a pilot study, and why was it good.

A

Eight pilot tests to ensure procedure was credible and morally acceptable.

It was good as it gave experimenters time to standardise behaviour, and ensured cover story was believable.

147
Q

What was the sample used in Bocchiaros study?

A

149 undergraduate students recruited by flyers on the campus of UV Campus in Amsterdam. Paid $7 or course credit. So basically students were bribed into it lollllsss :/.

148
Q

What was the procedure of Bocchiaro’s study?

A

Room 1- met experimenter who had formal clothes and stern demeanor. Had to name a few students. Told sensory deprivation cover story and how they wanted to replicate it at the uni, and that they wanted them to write to the students mentioned to encourage them to do it. Left for 3 mins to reflect.

Room 2- had computer and they were encouraged to use words like ‘superb’ and ‘incredible’ and forbidden to mention negative side effects of sensory deprivation. There was also a mailbox and Research Committee form explaining unethical work should be reported by ticking the box and putting it in the mailbox. Left for 7 mins.

Back to room 1- two personality inventory tests. (HEXACO and Social Value Orientation). probed for suspicion, given full debrief, and given email so they could contact researcher.

149
Q

What were the findings of Bocchiaro’s study?

A

Obedient 76.5%, comparison group 3.6%.

Whistle-blower 9.4%

150
Q

What was the conclusion of Bocchiaro’s study?

A

Situational pressures have a powerful effect on behaviour.

People poor at accurately predicting their behaviour- casts doubt on use of imagined scenarios.

‘Better than average’ phenomenon.

151
Q

What was the aim of Levine’s study?

A

To investigate if helping strangers in non-emergency situations varies across cultures.

To investigate if tendency within a city to help a stranger in a non-emergency situation is stable across different situations.

152
Q

What was the sample of Levine’s study?

A

23 major cities around the world.

153
Q

What was the procedure of Levine’s study?

A

Pen dropped. Operationalised as if person called to the confederate that they dropped their pen, or picked up pen and brought it to them.

Confederate with leg brace drops magazines and struggles to pick the up. operationalised if they offered to help or helped w/o offering.

Blind person (with shades and blind cane) at the crossing. Stepped up to corner just before lights turned green and waited for 60 secs or until lights turned red. Operationalised as being informed it was green at a minimum.

154
Q

In Levines study, what measures were taken and how were participants selected.

A

Only business hours and summer months.

P’s selected randomly, but not children, elderly, disabled, or people doing other tasks.

155
Q

What were the results of Levines study?

A

The most helpful city was Rio De Janeiro, then San Jose (Costa Rica).

Least helpful country was Malaysia, then New York.

156
Q

What was the conclusion of Levines study?

A

Countries with less economic productivity is more likely to help a stranger in a non-emergency situation.

The culture of being simpatia (in Spain) prioritises amiable social behaviours, and so this explains it.

157
Q

What was the aim of Chaney’s study?

A

To investigate if operant conditioning could influence a child to use their inhaler properly.

158
Q

What was the sample used in Chaney’s study?

A

32 children (22 boys and 10 girls) from aussie aussie aussie down anda. 1.5-6 years old.

159
Q

How was the sample of Chaney’s study chosen, and why was this method good?

A

Randomly by GPs, which is good as it reduces sampling bias.

160
Q

What was the procedure of Chaney’’s study?

A

Initial data collected about inhaler such as frequency of use and attitude towards it.

Then used funhaler for 2 weeks.

Then questionnaire sent to parents to measure adherence.

161
Q

What were some key findings from Chaney et als study?

A

Parents able to successfully medicate their child went from 10% to 73%.

Parents completely happy with medication went from 10% to 61%

162
Q

Why couldn’t counterbalancing be used in Chaney’s study?

A

Usually used to control for order effects, but if a child used a funhaler before normal inhaler this may change their attitude.

163
Q

What was the conclusion of Chaney’s study?

A

Operant conditioning is effective in influencing children to properly use their inhaler.

164
Q

What was the aim of Lee’s study?

A

To investigate how culture affects moral development of evaluations regarding the morality of truth-telling and lying.

165
Q

What was the sample used in Lee’s study?

A

120 Chinese and 108 Canadian. Ages 7, 9, and 11.

166
Q

What was the procedure of Lee’s study?

A

Each child introduced to 7 point rating scale that they’d use later.
Split into two groups (physical stories and social stories).
Each group heard four brief stories, two pro social and two anti social.
Then asked to rate behaviours.

167
Q

What was a key finding from Lee’s study?

A

Pro-social lying always rated badly by Canadians, but more positively for Chinese with age.

168
Q

What was the conclusion of Lee et al’s study?

A

Close relationship between socio-cultural practices and moral judgement.

169
Q

What was the background of Casey et al.’s study?

A

Marshmellow test by Miscel

170
Q

What was the aim of Casey et al.’s study?

A

Investigate if those who were low delayers from Marshmellow study (1999) and also self control measures in heir twenties and thirties would show more errors on Go/No-Go task than high delayers when shown a hot stimuli (rewarding emotional face.

171
Q

What was the sample of Casey et al.’s study?

A

59 (27 lds and 32 hds)

172
Q

What was the procedure of Casey et al.’s first experiment?

A

Before each task, p’s told what was target stimlu (m,f, happy, fearful). Faces were shown on a laptop for 500ms. Each participant did 4 Go/No-Go tasks.

160 faces in each Go/No-Go task- 120 Go and 40 No-Go

173
Q

What were the key results of Casey et al.s first exp?

A

Low delayers made significantly more mistakes on the hot task than on the cool task (p=0.005)

Also lds made more mistakes on No-Go hot task than hds: 15% mistake lds, 11% mistakes hds (APPROX)

174
Q

What was the conclusion from Casey et als first experiment?

A

lds who struggled on marshmellow test still struggle.

175
Q

What was the aim of Casey et al.s second experiment

A

Recreate HOT go/nogo task in an FMRI scanner to examine which areas of the brajn are associated with self control.

176
Q

What was the sample used in Casey’s second exp?

A

26 (15hds and 11lds)

177
Q

What was the procedure of Casey et als second experiment

A

48s trials for 2 runs of hot task in FMRI scanner.

178
Q

What were the results of Casey et als second experiment?

A

Inferior frontal gyrus- lds lower activity. (resisting temptation)

Ventral striatum- lds higher activity (reward centre)

179
Q

What is the conclusion of Casey’s second experiment?

A

Alluring qualities of a stimulus affect cognitive control abilities

180
Q

What is the overall conclusion from both of Casey et als experiments

A

Resisting/ not resisting temptation is a individualistic characteristic. (4-44)

Physiological basis for resisting temptation.

181
Q

What was the aim of Maguires study?

A

Investigate the diff in hippocampus of London taxi drivers compared to controls.

182
Q

What was the sample used in Maguires study?

A

16 male London taxi drivers.
All right handed.
All been licensed for at least 18 months (to 42 years)

183
Q

What was the procedure of Maguires study?

A

16 taxi driver brain scans comapred with 16 scans of control group matched for age.

Voxel-based morphemetry and pixel counting used to analyse MRI scans.

184
Q

From Maguires study, what was voxel based morphometry?

A

3d measure of grey matter in brain.

185
Q

From Maguires study, what was pixel counting?

A

2d measure, hippocampus broken up into 26 slices and number of pixels in posterier, anterior and main body counted.

Done by professional who was blind to whose scan was td or ntd.

186
Q

How were the control group collected for Maguires study?

A

selected 50 scans from MRI database at the centre where taxi drivers were scanned.

187
Q

What was the key results of Maguires study?

A

The VBM showed a significantly increased grey matter in the posterior of td compared to ntds.

Correlational analysis showed more time as taxi driver made right anterior hippocampus smaller and right posterior hippocampus bigger.

188
Q

From Maguires study, what was found to be the difference between anterior and posterior hippcampus functioning?

A

Due to the fact that in TDS, posterior was larger and anterior was smaller, it suggests that:

posterior deals with already known memories (maps)

anterior deals with new knowledge (not much as taxi driver all day)

189
Q

From Maguires study, what was the difference found between the left and right hippocampus functioning?

A

Right, not left, correlated with years of driving experience. Suggests right side holds “mental maps”, whereas left holds memories not dependant on using cognitive maps.

190
Q

What is the conclusion of Maguires study?

A

regional differences between tds and ntds.

brain has plascity had meet the demands needed; namely, a redistribution of grey matter in brain from anterior to posterior.

correlational analysis confirmed is due to environmental factors (if it was due to individualistic factors then time as td wouldnt matter)

191
Q

From Baron-Cohen’s study, whats the triad of impairment (background)

A

social communication
social interaction
social imagination

impairments in all three

192
Q

What was the aim of Baron-Cohen’s study?

A

Develop advanced test to investigate ToM competence in adults without ceiling effect through the form of an eye task.

193
Q

What was the sample of Baron-Cohen’s study?

A

16 autism, from ad in Communication
50 normal, from subject panel at Cambridge Uni (excluding students)
10 tourettes

194
Q

What was the procedure of Baron-Cohen’s study?

A

Individually tested in either lab, clinic, or home.

4tasks in random order:
Eye Task- 25 photos shown.

Strange stories-two examples from 12 story types in which someone isnt saying the literal truth asked to explain why.

Gender recognition (control task)- identify gender from faces on eye task

Basic emotion recognition (control task)- whole faces shown of 6 basic emotions.

195
Q

From Baron-Cohen’s study, how was the eye task created?

A

photo show to 2m2f judges who discusses target word and foil word.

then tested on panel of 8 additional judges blind to study.

196
Q

What was the key results of Baron-Cohen’s study?

A

means score on eye task /25:
autism= 16
others=20

normal group:
male=18.8
female=21.8

197
Q

What was the conclusion of Baron-Cohen’s study?

A

Adults with autism, despite havung average or higher intelligence, have subtle deficits in emotion reading.

Female > males

198
Q

What was the aim of Hancocks study?

A

To examine language characteristics of psychopaths when describing their homocides on three major characteristics: subordinating conjunctions, references to physiological and material needs, and disfluences.

199
Q

What was the sample used in Hancocks study?

A

52 male murderers from canadian hospital. Volunteered.

14pps
32 non pps

200
Q

What was the procedure Baron-Cohen’s Hancocks study?

A

Stage 1- PCL-R.
25+= pp.

Stage 2-At start, aim and procedure explained. Participant asked about homocide by two psych grad students and one research student (blind to score). Turned into typed transcripts.

Stage 3-
Wmatrix (14pps speechs into 1 and compared to nonpp. Tags part of speech and semantic concepts)

Dictionary of Affect in Language/DAL (emotion content on lang pos vs. neg)

201
Q

What were the results of Hancocks study?

A

pp used more subordinating conjunctions (Hypothesis 1) more casual about murder.

pp talked about basic needs more than higher level needs. (Hypo 2)

no diff in emotional content.
pp used 33% more disfluences than non pps.
more past words than present/psychological distancing. (Hypo 3)

202
Q

What was the conclusion of Hancocks study?

A

pps more likely to describe cause and effect relationship when describing their murder. more likely to view it as a logical outcome. uses less emotionally intense language.

from the idiosyncratic way they describe the powerfully emotional event of their crime, it can be concluded pps operate on a primitive yet rational level.

Psychology (6 decks)

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