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psyhcology > year 10 end of year exam rev > Flashcards

year 10 end of year exam rev Flashcards

1
Q

what was the aim of the Gunderson et al study?

A

to see if children were affected with different parental praises

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2
Q

what was the procedure of the Gunderson et al study?

A

-53 children
-90 min video sessions of their interactions between caregiver and child
-were characterized into 3 different types of praises
-5 years later, the children’s behavior was measured and related to the type of praise they had from parents
-parents of the children answered a 8-item questionnaire on how malleable they considered cognitive ability to be

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3
Q

what was the result of the Gunderson et al study?

A

boys reported significantly more incremental motivational frame work for the intelligence domain. There was no significant differences in the sociomoral domain

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4
Q

what were the conclusions of the Gunderson et al study?

A

-boys received more process praise than girls
-parents with stronger incremental motivational framework were more likely to give person praise
-children whose parents used more process praise were more likely to have beliefs and behaviors associated with an incremental motivational framework

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5
Q

what was the evaluation of the Gunderson et al study?

A

that the more process praise received as a child, the more likely an incremental motivational framework will be developed

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6
Q

what does conservation mean?

A

know that length, quality or number are not related to how things look/appear

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7
Q

what does object permanence mean?

A

understanding an object still exists even if its hidden

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8
Q

at what stage does object permanence develop?

A

sensory motor stage

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9
Q

at what age does object permanence develop?

A

6 months

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10
Q

what is the function of the medulla in the brain?

A

sends signals from the brain to the rest of the body via spinal cord

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11
Q

what is the function of the cerebellum in the brain?

A

controls, motor, balance and movement

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12
Q

in Gunderson et all study of praise and mindset, what two types of praises did Gunderson look at?

A

-person
-process

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13
Q

what is an example of process praise?

A

'’you worked so hard and did a great job!’’

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14
Q

what is an example of person praise?

A

'’you have such a beautiful singing voice!’’

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15
Q

in Gunderson et all study of praise and mindset, at what ages were the children in the video recorded?

A

-14 months
-26 months
-38 months

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16
Q

what does morality mean?

A

knowing what right and wrong

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17
Q

what is an example of morality?

A

-speak the truth
-dont steal
-be kind

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18
Q

identify Piaget’s 4 stages of development in the correct order.

A

1)sensorimotor stage
2)pre-operational stage
3)concrete operational stage
4)formal operational stage

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19
Q

what are some behaviors at the sensorimotor stage?

A

-object permanence is acquired
-0-2 years old
-children focus on learning how to interact with physical objects

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20
Q

what are some behaviors at the pre-operational stage?

A

-symbolic play
-2-7 years old
-children’s thinking is highly egocentric
-they exhibit centration, leading to logical errors
-children dont understand reversibility or conservation (liquid test)

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21
Q

what are some behaviors at the concrete operational stage?

A

-children apply rules and strategies to help with their thinking
-they learn: seridation, classification, reversibility, conservation and decentration
-children have difficulties with understanding abstract ideas such as morality
-7-12 years old
-children decenter

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22
Q

what are some behaviors at the formal operational stage?

A

-they understand: sequences, consequences and abstract ideas
-think about how time can change things
-properties actions/events thoughts
-12+ years old
-about more than 2 things, such as thinking about height, weight, hair, color, age and gender when describing a person

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23
Q

in the concrete operation stage what do children learn?

A

-seridation
-classification
-reversibility
-conservation
-decentration

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24
Q

what stages occur within the pre-operational stage?

A

-symbolic function stage (2-4 years old)
-intuitive thoughts stage (4-7 years old)

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25
Q

in the formal operational stage what do children understand?

A

-sequences
-consequences
-abstract ideas

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26
Q

what are some strengths of Piaget’s theory of development?

A

-gives an understanding of a child’s intellectual growth
-encourages more research

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27
Q

what are some weaknesses of Piaget’s theory of development?

A

-task might of been too difficult for the children
-some studies show children can do things earlier than Piaget said
-lack validity

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28
Q

what are some strengths of Gunderson et al study?

A

-using a double-blind method meant that biases were avoided
-research was carried out in the home, meaning the findings were found in a natural environment

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29
Q

what are some weaknesses of Gunderson et al study?

A

-the participants were deceived and told the study was about child development. there was no debrief
-lack validity
-lacks generalisability

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30
Q

what was the evaluation of the Piaget’s theory of development?

A

-The tests that Piaget conducted were accused as lacking ‘human sense’
-Other studies show that even children as young as 3 months may have object permanence.

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31
Q

what does ego-centrism mean?

A

only having one perspective on a situation

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32
Q

what stage do children decentre?

A

Concrete operational stage

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33
Q

what age do children decentre?

A

7 years old

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33
Q

identify Dwecks 2 types of mindsets

A

-fixed
-growth

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34
Q

what does Willingham suggest?

A

factual knowledge precedes a skill

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35
Q

according to Willingham, he suggests that to learn a new skill, what 2 things are of most importance?

A

-practice
-effort

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36
Q

what was the aim of the Piaget and Inhelders Three mountains study?

A

-to investigate the age at which children begin to take the perspective of another person
-how ego-centrism affects children’s reasoning about the world

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37
Q

what was the procedure of the Piaget and Inhelders Three mountains study?

A

Piaget placed a small doll on one of the mountains. Piaget then showed a child several pictures of the three mountains. The child was then asked to choose the photo that would match what the doll could see.

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38
Q

what was the result of the Piaget and Inhelders Three mountains study?

A

-children towards 6 years old did show an attempt to represent the dolls perspective
-children selected the picture that are their own perspective
-children aged 7-9 years old attempted to reflect the perspective of the doll, but this is not consistent across the trials
-between 9-12 years old, the children demonstrate a mastery in the skill of viewing the model from the perspective of the doll in all trials

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39
Q

what were the conclusions of the Piaget and Inhelders Three mountains study?

A

-children who were in the pre-operation stage were egocentric
-towards the end of the pre-operational stage, children started ti realise that the doll has a different perspective
-they were able to look at mountains from multiple perspectives
-they were able to construct mental images of the dolls perspective

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40
Q

what was the evaluation of the Piaget and Inhelders Three mountains study?

A

children below the age of seven have difficulty in taking the perspective of another person suggest that children in the pre-operational stage are egocentric

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41
Q

what are some strengths of the ‘three mountain task’?

A

-qualitative data was rich and detailed
-experimental methods were used so the study could be repeated
-the study was repeated with many childern

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42
Q

what are some weaknesses of the ‘three mountain task’?

A

-other studies produced different findings where the task was more appropriate for younger children
-results may be due to children not being able to understand the task, rater than a reflection of the ‘stage’ they were in

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43
Q

what was the aim of the Peterson and Peterson study?

A

investigate the duration of short-term memory and also provide evidence for the multi-store model

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44
Q

what was the procedure of the Peterson and Peterson study?

A

sample pool of 24 psychology students and having them recall random trigrams out loud, yet making them count backwards from a random number to prevent the rehearsal of these trigrams

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45
Q

what were the results of the Peterson and Peterson study? (experiment 1)

A

-over 80% accurately recalled the trigram after a 3 second interval
-the longer the interval between reading and recalling the trigram the less accurate their recall
-but less than 10% accurately recalled the trigram after a 18 second interval

46
Q

what was the result of the Peterson and Peterson study? (experiment 2)

A

-the extra time to rehearse increased the accuracy of recall

47
Q

what was the conclusion of the Peterson and Peterson study?

A

Peterson & Peterson found that the longer the interval the less accurate the recall

48
Q

what was the evaluation of the Peterson and Peterson study?

A

the longer that each student had to count backwards (the distraction task), the less accurate they could recall the trigrams

49
Q

what were some strengths of the Peterson and Peterson study?

A

-high repeatability meaning high reliability and can be repeated again
-the study provides supports for the multi story model because it shows that STM has a limited capacity and that there are likely to be separate stores in the memory. Also that we need to rehears in the STM

50
Q

what were some weaknesses of the Peterson and Peterson study?

A

-lacks mundane realism as its not a real life situation
-the setting has low ecological validity because it is not reflective of a normal day to day environment
-the sample lacks population validity and the results cant be generalized to the whole population

51
Q

what was the aim of the Bartletts war of the ghosts study?

A

Bartlett wanted to see whether cultural background and unfamiliarity with a text would lead to distortion of memory when participants recalled a story

52
Q

what was the procedure of the Bartletts war of the ghosts study?

A

Bartlett asked British participants to hear a story and reproduce it after a short time and then repeatedly over a period of months or years (serial reproduction)

53
Q

what were the results of the Bartletts war of the ghosts study?

A

-7 out of the 20 participants omitted the title
-10 of the participants changed the title
-some changed ‘canoes’ to ‘boats’
-the participants preserved the order of events and main themes in the story

54
Q

what was the conclusion of the Bartletts war of the ghosts study?

A

Bartlett concluded that the memory is reconstructive and that people will actively amend information in order to make it fit in with their own personal schemas and beliefs

55
Q

what was the evaluation of the Bartletts war of the ghosts study?

A

that people are prone to make errors during reconstructive memory processes

56
Q

what were some strengths of the Bartletts war of the ghosts study?

A

-remembering a story is similar to something we would have to do in everyday life so the study has high ecological validity
-the study has high reliability because the results were consistent
-the data gathered was qualitative, this can be considered a strength because lots of information an rich and detailed

57
Q

what were some weaknesses of the Bartletts war of the ghosts study?

A

-the story contained strange words meaning lock of mundane realism
-the data gathered was qualitative, it could also be a weakness because it could be time consuming and difficult to analyse the data
-the time intervals weren’t the same for every participant meaning the study lacked standardization

58
Q

what are the 5 processes of memory?

A

-encoding
-storage
-recall
-retrieval
-forgetting

59
Q

what does storage mean?

A

creation of a permanent record of information

60
Q

what does capacity of memory mean?

A

maximum an individual can retain or recieve

61
Q

what does duration mean?

A

how long a memory can be held before forgetting

62
Q

what are the features of the STM including coding, capacity and duration?

A

-18 seconds duration
-7-9 items capacity
-acoustic encoding

63
Q

what are the features of the STM including coding, capacity and duration?

A

-unlimited capacity
-unlimited duration
-semantic encoding

64
Q

what does reconstructive memory mean?

A

the process of piecing together information from stored knowledge when there is no clear memory of an event

65
Q

what does schema mean?

A

mental framework that organises and stores information

66
Q

what role does ‘rehearsal’ play in the multi-store model of memory?

A

helps to retain information in the STM, and consolidate it to LTM

67
Q

what are the differences between reductionism and holism?

A

-Reductionism breaks down complex psychological processes into small parts and reduces them to simple explanations
-Holism argues that people should be viewed as a whole rather than as individual parts and focuses on the interaction of all parts.

68
Q

what is retrograde amnesia?

A

when you can’t recall memories from your past

69
Q

what is anterograde amnesia?

A

when you can’t form new memories but can still remember things from before the injury

70
Q

what is the difference between qualitative data and quantitative data?

A

-Quantitative data is numbers-based, countable, or measurable
-Qualitative data is interpretation-based, descriptive, and relating to language

71
Q

what is meant by ecological validity?

A

a measure of how test performance predicts behaviours in real-world settings

72
Q

what is meant by independent variable?

A

the characteristic of an experiment that is manipulated or changed by researchers, not by other variables in the experiment

73
Q

what is meant by dependent variable?

A

the variable that changes as a result of the independent variable manipulation

74
Q

what is meant by the control variable?

A

anything that is held constant or limited in a research study

75
Q

In Peterson and Peterson study of memory, what were the recall intervals?

A

3,9,6,12,15,18 seconds

76
Q

In Peterson and Peterson study of memory, participants were asked to count back before recalling the letters, what were the participants asked to count backwards in?

A

in 3s or 4s

77
Q

what is pro-social behaviour?

A

behaviour seen as helpful, kind, co-operative and peaceful

78
Q

give 3 examples of pro-social behaviour

A

-charity work
-donating money
-voluntary work

79
Q

what is anti-social behaviour?

A

behaviour that is unhelpful, destructive and aggressive

80
Q

give 3 examples of anti-social behaviour

A

-shouting, swearing and fighting
-harassment
-verbal abuse

81
Q

what situational factors affect conformity?

A

-group size
-anonymity
-task difficulty

82
Q

what personal factors affect conformity?

A

-locus of control
-expertise

83
Q

what is visual agnosia?

A

when people can recognize common objects

84
Q

what are the symptoms of visual agnosia?

A

-unable to recognise colour of objects
-unable to recognise and name things
-unable to recognise places they are familiar with

85
Q

what is prosopagnosia?

A

when you dont develop the ability to recognise faces

86
Q

what are the symptoms of prosopagnosia?

A

-unable to recognise familiar faces
-all faces might seem as the same
-unable to identify age/gender

87
Q

what are the functions of the right hemisphere?

A

-musical ability
-face recognition
-left hand control
–left vertex control

88
Q

what are the functions of the left hemisphere?

A

-brocus area
-controls speech
-understanding written words
-right hand control
-right vertex function

89
Q

what is meant by brain lateralisation?

A

the tendency for some neural functions of cognitive process to be specialized to one side of the brain or the other

90
Q

what affect can damaging the left hemisphere and broca’s area have on a person?

A

significantly affect the use of spontaneous speech and motor speech control

91
Q

3 bits of research to evaluate sex differences in brain lateralisation

A

-females have a larger brocas area than males
-males did not always do better than females in spatial tasks
-males were better at some spatial tasks than females
-theres no evidence that females use both hemispheres for language tasks

92
Q

what was the aim of the Piliavins Bystander study?

A

investigated whether subway passengers would be more likely to help someone drunk or ill and white or black

93
Q

what was the procedure of the Piliavins Bystander study?

A

Using teams of 4 university students (male victim, male model, 2 female observers), a situation was created on the train to see how passengers would react. A ‘victim’ staged an ‘emergency’ by collapsing (in the designated ‘critical area’). After collapsing, the victim lay on his back on the floor

94
Q

what was the result of the Piliavins Bystander study?

A

more help was given and more quickly than ‘the bystander effect’ and ‘diffusion of responsibility’ would have suggested.

95
Q

what was the conclusion of the Piliavins Bystander study?

A

more help was given and more quickly than ‘the bystander effect’ and ‘diffusion of responsibility’ would have suggested

96
Q

what was the evaluation of the Piliavins Bystander study?

A

The procedure is likely to have been affected by a range of extraneous variables that were impossible to control: Individual differences such as personality and mood

97
Q

what was the aim of the Damsio-Phineas Gage study?

A

Damsio aimed to create a 3D computerised model of Phineas Gage’s skull (based on his actual skull) including the holes made by the iron rod

98
Q

what was the procedure of the Damsio-Phineas Gage study?

A

The researchers took photographs and measurements of Gage’s skull, and from this, they created a 3D computerised model of his skull. They also took measurements of the iron rod, which was 3cm in diameter and 109cm in length

99
Q

what was the result of the Damsio-Phineas Gage study?

A

his ventromedial prefrontal cortex must have been destroyed bilaterally

100
Q

what was the conclusion of the Damsio-Phineas Gage study?

A

the ventromedial area of the frontal lobe seems to control our impulses around people and control of emotions

101
Q

what was the evaluation of the Damsio-Phineas Gage study?

A

It was likely that the damage was only in Gage’s frontal lobe, and no other areas of his brain

102
Q

what are some strengths of the Piliavins Bystander study?

A

-As this was a field experiment, the participants did not know they were part of a study, so they had no demand characteristics
-There was a large sample size of 4550 participants, so the study results are generalisable.

103
Q

what are some weaknesses of the Piliavins Bystander study?

A

-The study has some ethical issues; as this was a field experiment, the participants could not consent before being in the study
- Also, it was not possible to withdraw from the study.
-It may have been stressful for the participants to see someone collapse

104
Q

what are some strengths of the Damsio-Phineas Gage study?

A

-we can used this for treatment for similar damage
-it has high validity as it uses scientific techniques

105
Q

what are some weaknesses of the Damsio-Phineas Gage study?

A

-it is low validity, reliability and constant because they were guessing
-lacks generalisability and reliability due to the specific and rare nature of the injury meaning its difficult to generalise

106
Q

what was the aim of the Haney, Banks and Zimbardo’s prison study?

A

They wanted to investigate prisoner-guard conflict in a simulated prison environment

107
Q

what was the procedure of the Haney, Banks and Zimbardo’s prison study?

A

The 24 volunteers were randomly assigned to either the prisoner or guard group. Prisoners were to remain in the mock prison 24 hours a day during the study. Guards were assigned to work in three-man teams for eight-hour shifts

108
Q

what were the guards allowed to do after they finished their shift?

A

go home like normal

109
Q

what were the results of the Haney, Banks and Zimbardo’s prison study?

A

-guards ignored the rules
-some guards wanted to stay at the end of the shift
-some prisoners were released early because of physical and psychological trauma
-guards aggression increased despite the emotion break down of the prisoners
-prisoners rarely spoke about ‘real life’

110
Q

what were the conclusions of the Haney, Banks and Zimbardo’s prison study?

A

-guards miss-used their power by miss treating the prisoners
-prisoners rebelled at first but then turned depressed anxious and nervous
-guards were deindividuated
-prisoners were deindividuated

111
Q

what are some weaknesses of the Haney, Banks and Zimbardo’s prison study?

A

-there was limited generalisability because of difficult finding application and because the study only lasted 6 days

112
Q

what are some strengths of the Haney, Banks and Zimbardo’s prison study?

A

-the prisoners were becoming emersed in the situation, meaning the results were valid

psyhcology (15 decks)

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