Unit 4 Flashcards
What is the duration and capacity of sensory memory
Sensory memory: Iconic and Echohic 0.3-3 seconds with unlimited capacity
Short term memory: 12-30 seconds and 5-9 capacity
Evaluate two models of memory?
Multi-store memory was proposed by Baddley and Hitch. It consists of a phonological loop which stores auditory memory. It aids in storing what we hear. The visiospacial sketchpad is visual short term memory, where what we see is stored briefly. The central executive combines auditory and visual memory to help us comprehend things. The episodic buffer helps retrieve information from the long term memory, that can be combined with the working memory.
Craig and Lockhart proposed the levels of processing model. It suggests that the deeper the information is processed, the easier it will be to retrieve. Words can be comprehended at three levels, structural (looking at letters), phonemic (through rhyme) and semantic where words are learnt through sentences.
Explain how information is stored in long-term memory
Memories are stored within long term memory as both implicit (easy to recall information) and explicit (have to think to know) memory.
Describe the role of the hippocampus in memory formation and storage
The hippocampus creates background knowledge on certain memories and relates them to stimuli, to help with consolidation
Think of the hippocampus as a librarian organizing books (memories) in a library (brain) based on their relevance and connections to other books, making it easier to remember and recall information.
Consider the role of the cerebellum in forming and storing implicit
(procedural) memories
The cerebellum encodes implicit (unconscious) memories while you are completing simple tasks. These memories can be triggered by certain stimuli.
Think of the cerebellum as a silent observer during tasks like riding a bike; it quietly stores how to balance and pedal without you consciously thinking about it, ready to kick in when needed.
Distinguish between recall, recognition and relearning
Recall: The brain remembers a memory without any additional clues
Recognition: The brain remembers a memory by using an external clue or trigger
Relearning: A memory is left so long it can no longer be retrieved and has to be learnt.
Describe how information is lost
Encoding Failure: Stimuli are confused when learning, wrong associations are made (glasses)
Retrieval Failure: Stimuli cannot be recognised due to a lack of clues or external stimulus
Interference Effects: Previously learnt stimuli interferes when learning new information.
Think of encoding failure like putting your glasses in the fridge by mistake
retrieval failure as not being able to find your keys without any clues
and interference effects as old songs playing in your head while trying to learn new lyrics.
Discuss strategies to improve memory
Chunking: Chunking relevant or similar information together to make it easier to recall
Rehearsal: Repeating words in order to remember them.
SQ4R: Involves six steps: survey, question, read, recite, relate and review to help learning and retention
Compare classical conditioning (Ivan Pavlov 1897/1902), operant conditioning (BF Skinner 1948) and social learning theory (Albert
Bandura 1977)
Classical Conditioning: Response v Stimulus (pavlov dog)
Operant Conditioning: Behaviour v Consequence (skinner rat)
Social Learning Theory: Learning through observing behaviours, punishments and rewards.
Explain the difference between primary (family) and secondary (media, schooling) socialisation
Primary Socialisation: Learning the VABS of parents
Secondary Socialisation: Learning the VABS of media, friends, school
Describe gender and compare social learning, cognitive developmental and biology-based theories of gender role formation
Social Learning: Children learn gender through following their role models actions
Cognitive Developmental: Children learn gender from what they see and hear around them, watching rewards and punishments
Biology Based: Children are biologically predisposed to follow gender norms
Describe group social influence, with reference to compliance, identification and internalisation
Compliance: A belief is held externally but not internally
Identification: A belief is held because a celebrity holds a belief
Internalisation: A belief is held both internally and externally
Group social influence can be understood as compliance (external belief), identification (belief due to a celebrity), and internalization (belief held both internally and externally), like how people may follow trends or adopt values.
Deduce how status and power operate in groups, with reference to the Stanford Prison experiment (Haney, Banks & Zimbardo 1973)
When people are placed into a certain social group, they begin to demonstrate the stereotypical actions of the group. When placed in a position of power and with the influence of others doing the same, ultimate power corrupts
Predict how obedience, conformity and social norms (Robert Cialdini et
al. 2006) lead to behaviour change
Evaluate historical social psychological research, with reference to studies conducted by Stanley Milgram (1963) and Solomon Asch (1951).
Milgrim’s obedience: Milgrim wanted to discover whether participants would obey an authority figure if they were asked to cause severe harm to another being. Patients were required to shock the other person if they answer incorrectly, starting at 15 volts to lethal volts. Milgrim violated the no harm principle as subjects had seizures and intense anxiety. Subjects were encouraged not to withdraw from the experiment by authority. Subjects were also deceived of the purpose of the experiment.
Asch’s conformity: Asch wanted to investigate the extent in which individual would conform in a group scenario. Subjects were asked to identify the length of a line in a room full of actors who purposefully gave incorrect answers.
Describe social factors that influence prosocial behaviour, with reference to the reciprocity principle and social responsibility
Prosocial behaviour can be defined as a behaviour that benefits other people or society in general. There are two main influencing factors for prosocial behaviour, The Reciprocity Principle and Social Responsibility. The Reciprocity Principle is due to upholding the social expectations of society, doing things for others when they do things for you. Social Responsibility is when their is a societial expectation to help the disadvantaged.
Describe personal characteristics that influence prosocial behaviour
Personal characteristics that influence prosocial behaviour include:
Empathy: Do we feel like they are suffering and want to alleviate suffering?
Mood: Am I in a good enough mood to help?
Competence: Am I able to personally stop the suffering?
Altruism: Am I selfless? Will I help if nothing will be gained?
Consider factors that influence antisocial behaviour
Antisocial behaviour is harmful and counterproductive to society, factors that effect antisocial behaviour are:
Groupthink: Will this disrupt group harmony or single somebody out?
Diffusion of responsibility: If more people are present, you feel less likely to help.
Audience inhibition: Feeling self conscious about helping.
Social Influence: If no-one else helps, you assume nobody needs help.
Cost Benefit Analysis: Weighing up the pros and cons.
Discuss the general aggression model (GAM)
The general aggression model (GAM) is like a recipe for understanding how different factors like personal traits and situational cues can mix together to influence aggressive behavior, similar to how ingredients combine to create a dish.
Explain how media can influence aggression
Media can influence aggression through repeated exposure to violent content in advertising, video games, and social media
“monkey see monkey do”
Describe biological theories of attraction (Buss, Abbott, Angleitner, Asherian, Biaggio et al. 1990)
Factors that influence biological attractiveness is facial symmetry and male and female averageness. Buss did the Intentional Mate Program to find universal mating selection preferences. Mutual respect and love was found to be universal in all cultures. Chastity was universal in collectivist cultures.
Recognise social and cognitive origins of attraction
Social cognitive origins of attraction include:
Proximity: The ability to be close to or in the physical space of a partner
Reciprocity: Getting love back from a partner
Similarity: The amount of common traits you share with a partner
Predict why relationships change and end, with reference to Duck’s LO-4.15 stages of dissolution (i.e. intrapsychic stage, dyadic stage, social stage,
grave-dressing stage and resurrection stage) (Stephanie Rollie and Steve Duck 2006).
Intrapsychic: Feeling unsatisfied
Dyadic: Confronting partner
Social: Approaching others about the situation
Grave Dressing: Maximising partner faults, minimising own
Resurrection: Personal growth
Describe implicit and explicit attitudes
Implicit attitudes are like hidden biases we may not be aware of, while explicit attitudes are our conscious beliefs that we openly express, similar to an iceberg where only the tip is visible.
Predict how discrepancies between attitudes and behaviours can lead to
cognitive dissonance (Leon Festinger 1957)
If a persons attitude does not match their behaviour, they can experience cognitive dissonance or psychological stress.
Evaluate social identity theory (Henry Tajfel 1970)
Social identity theory (tajfel) proposes that groups make up part of a persons social identity. In social identity theory we
Socially categorise (assign to groups)
Socially identity (copy behaviours of our group)
Socially compare (in group vs out group)
Describe attributions, and recognise how attributions are used to explain behaviour
Contrast self-serving and confirmation biases
Describe stereotypes using the tri-component model of attitudes
Affective: Feelings towards a person or group
Behaviours: Behaviours towards a person or group
Cognitive: Assumptions towards a person or group
Distinguish between prejudice and discrimination
Describe scapegoating, direct experience, personal and group prejudice
and the prejudiced personality
Scapegoating: Prejudice because of social frustration (a group is taking our jobs)
Personal experience: I have had a bad experience with this group of people
Group prejudice: Growing up with prejudice and believing those opinions to be correct
Prejudice can be on the basis of social differences; describe prejudice
LO-4.24 expressed as sexism and ageism.
Describe how membership, influence, integration and the fulfilment of needs, and shared emotional connection lead to a sense of community
(David McMillan and David Chavis 1986)
Consider what is meant by culture
Distinguish between multiculturalism and pluralism
Distinguish between culture shock, acculturation and assimilation
Describe ways to reduce prejudice, with reference to intergroup contact, sustained contact, superordinate goals, mutual interdependence and
equality (equal-status contact).
