Unit 3: Cognitive Approach

Question 1

Multi-store model (Peterson and Peterson)

Answer 1

Info transferred from sensory store to short-term store, then rehearsed and moved to long-term store

Question 2

Levels of processing model (Peterson and Peterson)

Answer 2

Three levels information can be processed: structural, phonological, semantic

Question 3

Dual task technique (Baddeley and Hitch)

Answer 3

Participants carry out two tasks at once to prevent them from rehearsing information

Question 4

Working memory model (Baddeley and Hitch)

Answer 4

Is a limited capacity store for retaining information for a short period of time while performing mental operations on the info (visuospacial sketchpad, phonological loop, episodic buffer)

Question 5

Central executive (Baddeley and Hitch)

Answer 5

Monitors and coordinates the operation of the sub systems

Question 6

Visuospacial sketchpad (Baddeley and Hitch)

Answer 6

Stores visual and spacial info

Question 7

Phonological loop (Baddeley and Hitch)

Answer 7

Stores sounds

Question 8

Episodic buffer (Baddeley and Hitch)

Answer 8

Messenger that communicates between long term memory and the slave systems

Question 9

Schema theory (Bransford and Johnson)

Answer 9

Mental pattern recognition devices that evaluate information based on prior experiences

Question 10

Scripts (Bransford and Johnson)

Answer 10

Patterns of behavior that are learned through interaction with the environment

Question 11

Dual processing model (Kahneman and Tversky)

Answer 11

Two systems used to process information: system one (quick) processing and system two (rational) processing

Question 12

Heuristics (Kahneman and Tversky)

Answer 12

Cognitive biases that people use when making decisions

Question 13

Representative heuristics (kahneman and tversky)

Answer 13

People judge the probability of an event based on its similarity to a stereotype

Question 14

Availability heuristics (Kahneman and Tversky)

Answer 14

People judge the likelihood of an event based on how easily an example of the event comes to mind

Question 15

Peak end rule (Kahneman and Tversky)

Answer 15

Judge experiences on how they were at their peak and how they ended

Question 16

Anchoring effect (Kahneman and Tversky)

Answer 16

People rely heavily on the first piece of information when making decisions or estimations

Question 17

Framing effect (Kahneman and Tversky)

Answer 17

Language used to frame a process influences perceptions

Question 18

Leading questions (Loftus and Palmer)

Answer 18

Questions that suggest which answer is desired

Question 19

Misinformation effect (Loftus and Palmer)

Answer 19

Person’s memory becomes distorted due to misleading information about an event

Question 20

Reconstructive memory (Loftus and Palmer)

Answer 20

We rebuild memories every time we try to remember something, leads to incorrect memories (schemas can impact)

Question 21

Forced choice question (Loftus and Palmer)

Answer 21

Fixed set of possible answers and is implied which is correct

Question 22

Flashbulb memory (Buchannen and Lovallo)

Answer 22

Vivid, intense memories of significant events that are not always accurate

Question 23

Buss

Answer 23

Aim: test if evolutionary theories explain mate preferences across cultures
Procedure: Two translated surveys asking participants to rate or rank characteristics
Results: Women valued good financial prospects more than men, men preferred younger partners, men valued physical attractiveness more than women, men from collectivist cultures valued chastity and domestic skills, women from collectivist cultures valued ambition, status, finances

Question 24

Levine et. al.

Answer 24

Aim: Investigate cultural differences in the importance of love in marriage
Procedure: Survey on students asking about their attitude on importance of love for marriage, participants from eleven countries
Results: Strong differences in the percieved importance of love between countries. Countries with more importance had higher divorce rates, mostly western/individualistic cultures

Question 25

Fisher et. al.

Answer 25

Aim: Investigate a link between dopaminergic brain regions and early stages of romantic love Procedure: Participants placed in an fMRI scanner and shown a picture of their romantic partner, then given a distraction task and a photo of someone they don’t have a connection with Results: fMRI showed that dopaminergic regions of the brain were the most active when viewing photo of their partner, areas associated with motivation and reward

Question 26

Gottman and Levenson

Answer 26

Aim: Determine how communication affects marital satisfaction and likelihood of divorce Procedure: Interviews and observations recorded to analyze facial expressions, couples discussed one neutral, one pleasant, and one unpleasant topics, video analyzed by coding, follow-up to determine who stayed together Results: Two groups identified: regulated and unregulated. Regulated had more positive interactions and non-regulated were more likely to divorce. Participants who showed the four horsemen characteristics were more likely to divorce

Question 27

Fincham et. al.

Answer 27

Aim: Measure correlations between attributions and marital satisfaction Procedure: 130 mostly white couples given questionnaires and test determining marital satisfaction, also attributions were analyzed Results: Marital satisfaction had a negative correlation with causual attributions at the beginning of the study, persisted after 18 months (negative attributions leads to less marital satisfaction)

Question 28

Graham and Conoley

Answer 28

Aim: Understand the role of attributions in relationships Procedure: mostly white couples underwent stress measurement, attribution measurement, and marital satisfaction measurement Results: Stressful events had less of an impact on marital satisfaction if the participant had positive attributions of their partners (moderation/buffering effect)