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Psychology > Unit 2 Exam Chap 6,7,8 & 9 > Flashcards

Unit 2 Exam Chap 6,7,8 & 9 Flashcards

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1
Q

aim

A

a statement outlining the purpose of the investigation

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2
Q

hypothesis

A

a testable prediction of the relationship between two or more variables (events or characteristics)

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3
Q

independent variable

A

the variable that is manipulated in order to measure its effect on the dependent variable

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4
Q

dependent variable

A

the variable that the researcher uses to observe and measure the effects of the independent variable

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5
Q

qualitative data

A

non numerical information involving the participants experience of what is being studied

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6
Q

quantitative data

A

numerical information about the “quantity” or amount of what is being studied

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7
Q

extraneous variable

A

any factor that is not the independent variable which can affect the experiments dependent variable
-situational
-participant
-experiementer
eg. time of day
can be controlled by.. eg. consistency

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8
Q

experimental group

A

exposed to IV

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9
Q

control group

A

NOT exposed to IV

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10
Q

conclusion

A

WAS HYPOTHESIS SUPPORTED??
a decision about what the results obtained from a research investigaton
-what were the results?

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11
Q

generalisation

A

the extent of results can be applied study to a wider population, determines validity

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12
Q

sample

A

part of the population that is selected for research purposes

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13
Q

population

A

the entire group of research interest from which a sample is drawn and to which the researcher will seek to generalise (apply) the results of their investigation.

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14
Q

representative sample

A

a sample that closely resembles the population from which is it drawn in key characteristics

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15
Q

random sampling

A

ensures every member of the popular of research interest has equal chance of being selected to be part of the sample

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16
Q

convenience sampling

A

involves selecting participants based on their accessibility and availablity to the researcher

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17
Q

stratified sampling

A

process of selecting a sample from a population comprised of various subgroups in such a way each subgroup is represented

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18
Q

confidentiality

A

privacy, protection and security of a participants personal information in terms of personal details and the anonymity in individual results, including the removal of identifying elements

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19
Q

debriefing

A

ensures that the end of the experiment, the participant leaves understanding the experiments aims, results and conclusions

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20
Q

informed consent

A

ensures that participants understand the nature and purpose of the experiment including potential risks (both physical and psychological) before agreeing to participate in the study

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21
Q

deception

A

permissible when participant knowing the true purpose of the experiment may affect the behaviour while participating in study

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22
Q

voluntary participation

A

ensures no coercion or pressure is put on the participant to partake in the experiment and they freely choose to be involved.

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23
Q

withdrawal rights

A

involves a participant being able to freely discontinue their involvement in an experiment at any time during or after the conclusion of an experiment, without penalty

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24
Q

mean, median and mode

A

mean- adding all number and dividing by the amount of numbers
median-middle number
mode- number that occurs the most

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25
Q

Person Perception

A

refers to the mental processes we use to think about and evaluate other people.
- person perception leads us to make judgements based on limited information that may be inaccurate, first impressions can be influenced by expectations, biases, and incomplete information. aka physical cues

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26
Q

attitude

A

an evaluation a person makes about an object, person, group, event or issue.

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27
Q

tricomponent model-

A

affective component (feelings)-
a refers to the emotions, reactions or feelings an individual has towards an object, person, event or issue.
eg. “i feel scared when i see a snake”

behavioural component (actions)-
the way in which attitude is expressed through our actions
eg. “i avoid snakes and scream if i see one”

cognitive component (beliefs)-
beliefs we have about an object, person, group, event or issue.
eg. “i think snakes are gross and dangerous”

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28
Q

cognitive dissonance

A

unpleasant psychological state that occurs when people become aware that there is inconsistenty among their various beliefs, attitudes or other cognition,
or
that their behaviour conflicts their cognitions.

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29
Q

what’s a stereotype?

A

a stereotype is a generalisation about the personal characteristics of the members of a societal group
-stereotypes tend to be fixed and resistent to change
-it can lead to social stigma

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30
Q

prejudice

A

negative attitude towards another person or social group, formed in advance of any experience with that person or group.

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31
Q

discrimination

A

takes place when a person or a social group is treated differently than others

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32
Q

social categorisation- what are in groups and out groups?

A

ingroups- any group which you belong to or identify with
out groups- any group you do not belong to or identify with

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33
Q

what is attribution?

A

the process by which we explain the cause of our own or another persons bahaviour

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34
Q

influences of media on behaviour

A

tv-
use of education kids learn words
Exposure to aggression and violence
Video games -
Can be used to educate in train
Excess can cause bad hygiene due to distractions
Social media -
Fostering a supportive social network
Can be a distractor and impact learning
Advertising-
Useful to those who shop online
Unrealistic life ideas perpetuated by ads

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35
Q

group

A

is any collection of two or more people who interact with and influence one another and who share a common purpose.

36
Q

status

A

refers to the importance of an individuals position in the group, as perceived by members of the group

37
Q

power

A

refers to an individual or groups ability to control or influence another person or group, even when they try to resist this influence

38
Q

reward power

A

Power through control over rewards

39
Q

Coercive power

A

Power through control over punishments or other force

40
Q

Legitimate power

A

Power through a right to require and demand obedience

41
Q

Referent power

A

power through respect

42
Q

Expert power

A

Power through superior abilities

43
Q

Informational power

A

Power through access to and use of informational resources

44
Q

SPE aims

A

To explore how situational factors and assigned roles influence behavior in a simulated prison setting.

45
Q

SPE hypothesis

A

Participants will conform to their roles as guards or prisoners and exhibit extreme behaviors.

46
Q

SPE participants

A

24 male college students, selected for psychological stability and physical similarity.

47
Q

SPE results

A

Guards became abusive, prisoners became submissive and emotionally distressed, leading to the experiment’s early termination.

48
Q

SPE Conclusion

A

The study demonstrated that people would conform to assigned roles and that power dynamics could lead to extreme behaviors

49
Q

SPE ethical issued

A

Informed consent, psychological harm, lack of intervention, inadequate debriefing.

50
Q

SPE IV and DV

A

iv- role assigned
dv- behaviours

51
Q

obidience

A

occurs when we follow the commands of someone with authority, or the rules, or laws of our society.

52
Q

milligrams experiment aims, IV, DV, hypothesis and participants

A

Aim-To investigate the extent to which people would obey authority figures, even when the actions conflicted with their conscience.
Hypothesis -Milgram hypothesized that people would obey authority figures even when asked to perform harmful actions, due to the strong influence of authority.
Independent Variable (IV)- The authority figure’s presence and commands (the experimenter’s instructions).
Dependent Variable (DV)- The level of shock the participant was willing to administer to the learner.
Participants- 40 male participants aged 20–50, from various professions and educational backgrounds.

53
Q

milligrams experiments results and ethical issues

A

Key Results - 65% of participants administered the maximum 450-volt shock.
- All participants went up to at least 300 volts, at which point the learner screamed and fell silent.
Ethical Issues 1. Deception: Participants were misled about the true purpose of the experiment (they thought the shocks were real).
2. Informed Consent: While participants consented to take part, they were not fully informed about the nature of the study or the potential distress it would cause.
3. Psychological Harm: Many participants showed signs of stress, such as sweating, nervous laughter, and even one participant having a seizure.
4. Right to Withdraw: Although participants were told they could leave at any time, the experimenter’s prompts (“Please continue”) made it difficult for participants to feel free to withdraw.
5. Debriefing: The participants were not adequately debriefed immediately after the study, and many were left with feelings of distress, believing they had caused real harm to the learner.

54
Q

conformity

A

tendency to adjust once thought feelings of behaviours so that they are more consistent with those of other people, or with accepted standards about how person should behave in certain situations

55
Q

asches experiment on conformity

A

im To investigate the extent to which social pressure from a majority group could influence an individual to conform, even when the group’s answer is obviously wrong.
Hypothesis Asch hypothesized that participants would conform to the majority opinion, even if it was incorrect, due to group pressure.
Independent Variable (IV) The presence and responses of confederates who provided either correct or incorrect answers (the group majority).
Dependent Variable (DV) The participant’s response to the comparison lines (whether they conformed to the group’s incorrect answer or gave the correct response).
Participants 123 male college students, each taking part in groups of 7–9 people (with the real participant always seated last or second-to-last).
Key Results - 37% of participants conformed to the wrong answers on the critical trials.
- 75% of participants conformed at least once.
- 25% of participants never conformed.
Ethical Issues 1. Deception: Participants were deceived about the true nature of the study, believing it was a “vision test” rather than a study on conformity.
2. Informed Consent: The participants did not know they were taking part in a conformity experiment, which violated the principle of informed consent.
3. Psychological Harm: The study caused some participants stress, as they were put in a situation where they were forced to go against their own perceptions to fit in with the group. Some later reported feeling embarrassed or upset.
4. Right to Withdraw: Although participants could technically withdraw, the pressure to conform made it hard for them to feel comfortable doing so.

56
Q

DeIndividuation

A

Reduce self awareness, inhibiting feelings of personal responsibility and inner restraint that can occur when in a crowd

57
Q

group size

A

His results showed that conformity increased with group size

58
Q

unanimity

A

complete agreement, among the other group members as to what the answer is.

59
Q

informational influence

A

occurs when conformity results from a need for direction and information on how to respond in a specific situation.

60
Q

normative influence

A

to conform occurs when our response in a group situation is guided by one or more social norms.

61
Q

culture

A

) than in other parts of the world such as Africa, Fiji and Asia (e.g. Hong Kong and Japan).

62
Q

social loafing

A

the tendency of an individual to make less effort when involved in a group activity than when working alone.

63
Q

sensation vs perception

A

sensation- Detection of raw sensory input (e.g., light, sound) Physical process involving sensory receptors
perception-
Interpretation and organization of sensory input Cognitive process involving the brain

64
Q

attention

A

the process of focusing on specific stimuli or aspects of the sensory environment whilst ignoring and therefore excluding others.

65
Q

sustained attention

A

maintenance of attention on a specific stimulus or task for a continuous period of time without being distracted

66
Q

divided attention

A

ability to distribute our attention so that two or more activities may be performed simultaneously.

67
Q

selective attention

A

choosing and attending to a specific stimulus whilst at the same time excluding other stimuli

68
Q

top down processing

A

a perceptual process that starts ‘at the top’ with higher level ‘cognitive processing’ in the brain and then works ‘down’ from the whole to the details

69
Q

figure ground

A

Gestalt principle of visual perception, that involves organising visual information by perceptually dividing a visual scene into a ‘figure’, which stands out from the ‘ground’, which is its surroundings

70
Q

similarity

A

Gestalt principle of visual perception that involves a tendency to perceive parts of a visual image that have similar features, such as size, shape, texture or colour, as belonging together in a unit, group or ‘whole’

71
Q

proximity

A

Gestalt principle of visual perception, that involves a tendency to perceive parts of a visual image which are positioned close together as belonging together in a group; also called nearness

72
Q
A
73
Q

depth cues

A

sources of external cues or internal cues that help us perceive how far away objects are and therefore percieve depth

74
Q

convergence

A

changes in tension in the eyes involving the brain detecting and interpreting depth. the greater tension in the eyes when the object is close and less tension when the object gets further away

75
Q

retinal disparity

A

slight difference in location of the images on the retina due to the eyes being slightly apart

76
Q

accommodation

A

the automatic adjustment of the shape on the lens to focus on an object in response to changes in how far away the object is. The lens bulges for close objects and elongates for far objects.

77
Q

linear perspective

A

the apparent convergence of actual or imagined parallel lines as they recede into the distance

78
Q

interposition

A

occurs when one object partially blocks or covers another, and he partially blocked object is percieved as further away than the object that obscures it

79
Q

texture gradient

A

the gradual reduction of the detail that occurs in an object or surface as it recedes into the distance, compared with an object or surface that is close and perceived in fine detail.

80
Q

relative size

A

refers to the tendency to visually percieve the object that produces the largest image on the retina as being closer, and the object that produces the smallest image on the retina as being further away

81
Q

height in the visual field

A

refers to the location of objects in our field of vision, whereby objects that are located closer to the horizon are perceived as being more distant than objects located further from the horizon

82
Q

perceptual set

A

a temporary readiness to perceive something in accordance with expectations of what it is

83
Q

what factors affect perceptual set

A

past experience, motivation, context

84
Q

visual illusion

A

misperception of external visual stimuli that occurs as a result of a distortion or mistake when interpreting the stimuli

85
Q

why do illusions occur?

A

heuristics, top down processing, depth perception, contrasting and ambiguous sensory imput

Psychology (11 decks)

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