04e7ff60-2876-4f93-a53c-b1147e50aa3a Flashcards
(229 cards)
1
Q
What substance was injected into participants in the Antanova study?
A
Scopolamine or a placebo
2
Q
What is the name of the rat study Antanova conducted on humans regarding spatial memory?
A
Navigate a maze and remember the place
3
Q
What was the main task participants had to perform in the Antanova study?
A
Navigate a maze and remember the place
4
Q
What was the effect of scopolamine on participants’ performance in the maze?
A
Participants took longer to find their way to the flag
5
Q
What does the Antanova study suggest about scopolamine’s role in neurotransmission?
A
Scopolamine is an antagonist
6
Q
What did Bailey and Pilliard study?
A
The genetics of sexual orientation in twins
7
Q
What did Bailey and Pilliard find about monozygotic twins compared to dizygotic twins regarding sexual orientation?
A
Monozygotic twins were more likely to both be gay than dizygotic twins
8
Q
What does the research by Bailey and Pilliard suggest about genetic closeness and sexual orientation?
A
The more genetically close a set of people are, the more likely they are to show gay or straight characteristics
9
Q
What test did participants take in Bailey and Pilliard’s study?
A
CGN test, which is a childhood non-conformity test
10
Q
How did Bailey and Pilliard gather information about the participants’ sexuality?
A
They asked the participants’ relatives about the participants’ sexuality, or the participants themselves if relatives were unavailable
11
Q
What were the three scenarios participants were placed in during Beaman et al.’s study?
A
- A lecture about helping others
- A video clip about helping others
- A lecture about obesity and its emotional effects
12
Q
What was the purpose of the questionnaire given to participants in Beaman et al.’s study?
A
To check if they were paying attention to the lecture
13
Q
What did participants discover when led to another room in Beaman et al.’s experiment?
A
A man who appeared to be in need of assistance and was collapsed
14
Q
What were the researchers noting about the participants’ behavior in Beaman et al.’s study?
A
Their choice to assist the fallen man and their method of doing so
15
Q
Which group of participants was significantly more likely to assist the fallen man in Beaman et al.’s study?
A
Those who watched the video clip and heard the lecture about helping others
16
Q
What conclusion can be drawn about prosocial behavior from Beaman et al.’s study?
A
Prosocial behavior may benefit from instruction on helpful behavior
17
Q
What was the aim of Piliavin et al.’s 1969 study?
A
To study factors influencing bystander behavior in a real-world setting
18
Q
What model grounded Piliavin et al.’s study?
A
The Arousal-Cost Reward Model
19
Q
What does the Arousal-Cost Reward Model suggest?
A
People help to reduce their own negative emotional arousal rather than out of empathy
20
Q
What was the procedure of the Piliavin et al. study?
A
Conducted on a subway with unsuspecting passengers; a male victim collapsed 70 seconds into the ride
21
Q
What were the two conditions of the victim in the study?
A
- Appeared drunk
- Appeared ill (with a cane)
22
Q
What happened if no one helped the victim in the study?
A
A model helper intervened after another 70 seconds
23
Q
What percentage of trials saw spontaneous help?
A
78%
24
Q
How did the help received by the ill victim compare to the drunk victim?
A
- Ill victim: 95% helped, median 5 seconds
- Drunk victim: 50% helped, median 109 seconds
25
Who was significantly more likely to help in the study?
Men
26
What was the relationship between group size and helping behavior in the study?
Larger groups were more likely to help quickly, contrary to the diffusion of responsibility effect
27
What were some strengths of the Piliavin et al. study?
* High ecological validity
* Reduced demand characteristics
28
What were some limitations of the Piliavin et al. study?
* Lower internal and construct validity
* Limited generalizability (male victims only, all American)
* Ethical issues like lack of consent and deception
29
What criticism is directed at the Arousal-Cost Reward Model?
It may oversimplify motivations, ignoring genuine altruism and assuming rational decision-making under stress
30
What did Englich and Mussweiler study?
Anchoring bias in judicial decision-making
31
What model did Englich and Mussweiler link anchoring bias to?
The Dual Processing Model (DPM)
32
What are the two types of thinking in the Dual Processing Model?
* System 1: Fast, automatic, based on heuristics and biases
* System 2: Slower, more analytical and deliberate
33
What was the main hypothesis of Englich and Mussweiler's study?
A prosecutor's sentence recommendation (the 'anchor') would influence a judge's final sentencing decision
34
What was the design of Englich and Mussweiler's study?
Independent samples design with 19 young trial judges
35
What was the average age of the judges in the study?
29 years old
36
What case did all judges read in the study?
The same rape case
37
What were the two anchors used in the study?
* A low anchor of 2 months
* A high anchor of 34 months
38
What was the average sentence recommendation from judges given the low anchor?
18.78 months
39
What was the average sentence recommendation from judges given the high anchor?
28.70 months
40
What does the significant difference in recommendations indicate?
Even trained judges were influenced by the anchor, relying on System 1 thinking
41
What does the study's true experiment support?
A cause-and-effect relationship between the anchor and sentencing
42
What limitations did the study have?
* Small sample size and limited experience of judges reduce generalizability
43
What did the pilot study help validate?
Realistic anchors and demonstrated System 2 thinking for comparison
44
What does this study highlight about expert decision-makers?
Anchoring bias can affect even expert decision-makers, showing that quick decisions often come from biased, heuristic-based System 1 thinking
45
Who conducted the study on Primacy, Recency, and the Multi-Store Model in 1966?
Glanzer and Cunitz
46
What does Atkinson & Shiffrin's Multi-Store Model propose?
It posits separate short-term (STM) and long-term memory (LTM) stores
47
What is the Serial Position Effect?
It is the better recall of early (primacy) and late (recency) list items with poorer recall of middle items
48
What was the design of Study 1 in Glanzer & Cunitz (1966)?
Independent-groups design with 240 Army men split into six conditions
49
What were the variables manipulated in Study 1?
* Presentation rate (3 s, 6 s, 9 s per word)
* Whether each word was repeated immediately
50
What was the procedure in Study 1?
Participants heard eight 20-word lists and had two minutes to write down recalled words
51
What did the findings of Study 1 indicate about the primacy effect?
The primacy effect was stronger when more time was available for rehearsal
52
How did the recency effect change with different presentation rates in Study 1?
The recency effect remained unchanged regardless of presentation rate or repetition
53
What was the conclusion of Study 1 regarding rehearsal and memory?
Extra rehearsal boosts LTM encoding (primacy), but STM maintenance (recency) is independent of rehearsal time
54
What was the design of Study 2 in Glanzer & Cunitz (1966)?
Repeated-measures design with 46 Army men experiencing all three recall delays
55
What were the recall delays used in Study 2?
* Immediate recall
* 10 s distractor
* 30 s distractor
56
What were participants required to do after seeing the word lists in Study 2?
Recall immediately or perform a counting task for 10 s or 30 s before recall
57
What was the effect of a 10 s delay on the recency effect in Study 2?
The recency effect was significantly reduced
58
What happened to the recency effect with a 30 s delay in Study 2?
The recency effect was abolished
59
What was the overall conclusion of Study 2 regarding recall delays?
Delaying recall disrupts STM retention (eliminating recency) but leaves LTM-based primacy intact
60
What is the relationship between primacy and long-term memory (LTM)?
Early items benefit from rehearsal and transfer into LTM
61
What happened to HM after his brain surgery in 1953?
He lost the ability to form new long-term memories
62
What was HM's main memory problem?
* Anterograde amnesia
* Retrograde amnesia
* Short-term memory (STM) still worked
* Long-term memory (LTM) could not transfer new information from STM
63
What type of memory was still intact in HM?
Procedural memory
64
How did Milner study HM?
Used tests, interviews, observations, and memory tasks
65
What did Corkin later use to confirm brain damage in HM?
MRI scans
66
What did this study show about the hippocampus?
The hippocampus is key for turning short-term memories into long-term ones
67
What does HM's case support regarding memory systems?
STM and LTM are separate systems, supporting the Multi-Store Model
68
What did Hilliard and Liben study?
Gender salience and stereotypes
69
What theory is connected to Hilliard and Liben's study?
Social Identity Theory (SIT)
70
What was the main focus of Hilliard and Liben's study?
To see if making gender more noticeable in a preschool classroom would increase gender stereotypes and reduce play with the opposite sex
71
How many children participated in Hilliard and Liben's study?
57 U.S. children, ages 3 to 5
72
What type of preschools were involved in the study?
Two preschools with a mix of boys and girls that usually avoided gendered language
73
What was the pre-test used in the study?
A picture-based test (POAT-AM) measuring kids' gender flexibility
74
What were the two groups in Hilliard and Liben's study?
* High gender salience
* Low gender salience (control)
75
What did the high gender salience group experience?
Teachers used more gendered language, lined up kids by gender, and had gender-based bulletin boards
76
What were the results of the study regarding stereotypes in the high-salience group?
Stereotypes increased; kids gave fewer 'both boys and girls' answers
77
What happened to cross-gender play in the high-salience group?
Cross-gender play decreased; they played less with the opposite sex
78
What was the outcome for the low salience (control) group?
They showed no major changes
79
What conclusion did Hilliard and Liben draw from their study?
Making gender more obvious led kids to adopt stronger gender stereotypes and play less with the opposite sex
80
What does the study support regarding Social Identity Theory?
Kids started seeing the other gender as an 'out-group'
81
What is a strength of Hilliard and Liben's study?
It was conducted in a real preschool setting, providing high ecological validity
82
What is a limitation of Hilliard and Liben's study?
It only involved middle/upper-class children
83
What did Kimball study?
Whether watching TV would increase gender stereotypes in children
84
Who was involved in Kimball's study?
536 children from four Canadian towns
85
How did Kimball's study work?
Researchers used a questionnaire called the SRD (Sex Role Differentiation Scale)
86
What were the findings of Kimball's study regarding gender roles?
Before TV, Notel kids had more equal views about gender roles than kids in towns with TV
87
What conclusion can be drawn from Kimball's study?
Exposure to TV increased gender stereotyping, supporting Social Cognitive Theory
88
What was the main focus of Kulkofsky et al (2011)?
Differences in the rate of flashbulb memories in collectivistic and individualistic cultures
89
Which five countries were included in the Kulkofsky et al (2011) study?
* China
* Germany
* Turkey
* the UK
* the USA
90
What was the sample size of the Kulkofsky et al (2011) study?
274 adults
91
What demographic were all participants in the Kulkofsky et al (2011) study identified as?
Middle class
92
What task were participants asked to perform in the Kulkofsky et al (2011) study?
Recall as many memories as they could of public events occurring in their lifetime
93
How long were participants given to recall memories in the Kulkofsky et al (2011) study?
Five minutes
94
What type of questionnaire was created from the recalled events in the Kulkofsky et al (2011) study?
A 'memory questionnaire' with five questions about how they learned about the event
95
What aspect of the events were participants asked about in addition to recalling memories in the Kulkofsky et al (2011) study?
The importance of the event to them personally
96
How long were participants given to recall memories in the Kulkofsky et al (2011) study?
Five minutes.
97
What type of questionnaire was created from the recalled events in the Kulkofsky et al (2011) study?
A 'memory questionnaire' with five questions about how they learned about the event.
98
What aspect of the events were participants asked about in addition to recalling memories in the Kulkofsky et al (2011) study?
The importance of the event to them personally.
99
How was the questionnaire translated for the Kulkofsky et al (2011) study?
It was translated and back-translated into Mandarin Chinese, German, and Turkish by bilingual research assistants.
100
What did Kulkofsky et al (2011) find about the role of personal importance in collectivistic cultures?
In collectivistic cultures like China, personal importance and intensity of emotion played less of a role in predicting flashbulb memories.
101
What was found about national importance in relation to flashbulb memory formation across cultures in the Kulkofsky et al (2011) study?
National importance was equally linked to flashbulb memory formation across cultures.
102
What was the aim of the Leuck and Wilson (2010) study?
To identify factors that influence acculturative stress among Asian immigrants and Asian Americans in the U.S.
103
How many participants were involved in the Leuck and Wilson (2010) study?
2095 people.
104
What were the backgrounds of the participants in the Leuck and Wilson (2010) study?
Chinese, Filipino, Vietnamese, and other Asian backgrounds.
105
What method was used to collect data in the Leuck and Wilson (2010) study?
Semi-structured interviews conducted by culturally and linguistically matched interviewers.
106
What topics were covered in the interviews of the Leuck and Wilson (2010) study?
Language use, discrimination, social support, family cohesion, and economic satisfaction.
107
What percentage of participants showed acculturative stress in the Leuck and Wilson (2010) study?
70%.
108
What factors were linked to lower acculturative stress in the Leuck and Wilson (2010) study?
* Bilingualism
* Strong family ties and shared values
* Good social networks
* High satisfaction with U.S. life and opportunities.
109
What factors were linked to higher acculturative stress in the Leuck and Wilson (2010) study?
* English-only preference
* Experiences of discrimination
* Prejudice
* Xenophobia.
110
What conclusion was drawn from the Leuck and Wilson (2010) study?
Maintaining native language and culture while adapting to U.S. life helps reduce stress.
111
What are some strengths of the Leuck and Wilson (2010) study?
* Large, diverse sample
* Culturally sensitive interviews
* Rich, personal data.
112
What are some limitations of the Leuck and Wilson (2010) study?
* Interviews are time-consuming and subject to interviewer bias
* Data is self-reported and subjective
* Risk of ecological fallacy.
113
What relevance does the Leuck and Wilson (2010) study have?
It shows how protective factors like bilingualism and family support help reduce stress in the acculturation process.
114
What did the study by Loftus and Pickrell (1995) investigate?
The creation of false memories through suggestion.
115
What was the aim of Loftus and Pickrell's study?
To determine whether it is possible to implant a memory of an event that never actually happened.
116
How many participants were recruited in the Loftus and Pickrell (1995) study?
24 participants.
117
What type of events were participants presented with in the Loftus and Pickrell study?
Four short narratives—three true events and one false event.
118
What was the false event presented to participants in the Loftus and Pickrell study?
Being lost in a mall at around age five.
119
What percentage of participants 'remembered' the false event in the Loftus and Pickrell study?
About 25%.
120
What conclusion did Loftus and Pickrell draw from their study?
False memories can be implanted through suggestion, showing the malleability of human memory.
121
What implications did the Loftus and Pickrell study raise?
The reliability of eyewitness testimony, especially in legal contexts.
122
What criticism was raised regarding the false memory used in the Loftus and Pickrell study?
The false memory was relatively mild, so results might not generalize to more traumatic or implausible events.
123
What ethical concerns were raised in the Loftus and Pickrell study?
Concerns about the deception involved in implanting false memories.
124
What impact did the Loftus and Pickrell study have on memory research?
It highlighted how easily memory can be manipulated under certain conditions.
125
What was the aim of Loftus and Palmer's Study 1 (1974)?
To see if changing the verb in a speed estimation question affects the speed reported.
126
What method was used in Loftus and Palmer's Study 1?
45 students watched 7 short films of traffic accidents and estimated the speed of the cars using one of five verbs.
127
What were the five verbs used in Loftus and Palmer's Study 1?
* Smashed
* Collided
* Bumped
* Hit
* Contacted.
128
What were the mean speed estimates for 'smashed' and 'contacted' in Loftus and Palmer's Study 1?
'Smashed' resulted in 40.8 mph and 'contacted' gave 31.8 mph.
129
What conclusion was drawn from Loftus and Palmer's Study 1?
The verb used influenced memory recall, possibly due to response bias or schema activation.
130
What was the aim of Loftus and Palmer's Study 2 (1974)?
To test if memory could be altered beyond just speed estimates, specifically if people would falsely recall seeing broken glass.
131
What method was used in Loftus and Palmer's Study 2?
150 students watched a 1-minute car crash video and were divided into groups that heard different verbs.
132
What were the results regarding false memories in Loftus and Palmer's Study 2?
'Smashed' group had more false memories (16 said 'yes' to glass) than 'hit' (7) and control (6).
133
What conclusion was drawn from Loftus and Palmer's Study 2?
Post-event information (the verb) influenced memory, consistent with schema processing.
134
What overall theory does Loftus and Palmer's study support?
Bartlett's theory of reconstructive memory, showing that memory can be distorted by suggestive language.
135
What are the implications of Loftus and Palmer's research?
It has key implications for the reliability of eyewitness testimony in legal settings.
136
What did Maguire (2000) investigate?
Whether extensive spatial navigation experience leads to neuroplastic changes in the brain, specifically in the hippocampus.
137
What was the aim of Maguire's study?
To examine if the brains of London taxi drivers differ structurally from those of non-taxi drivers due to their navigation experience.
138
Who were the participants in Maguire's study?
16 right-handed male London taxi drivers and 50 right-handed male controls from an MRI database.
139
What test did all taxi drivers complete in Maguire's study?
The demanding 'Knowledge' test.
140
What type of study design was used in Maguire's research?
A quasi-experiment, correlational in nature, and single-blind.
141
What techniques were used to measure brain structure in Maguire's study?
Voxel-based morphometry (VBM) and pixel counting.
142
What were the results regarding the hippocampi in taxi drivers compared to controls?
Posterior hippocampi were significantly larger in taxi drivers, while anterior hippocampi were smaller.
143
What correlation was found in Maguire's study?
A positive correlation between years spent driving and size of the right posterior hippocampus.
144
What conclusion did Maguire's study support regarding neuroplasticity?
The study demonstrates neuroplasticity, showing the brain's ability to change in response to environmental demands.
145
What does Maguire's study suggest about the posterior hippocampus?
It is crucial for recalling spatial information.
146
What are some strengths of Maguire's study?
* Controlled for bias (single-blind)
* Ethically sound
* Used non-invasive MRI.
147
What are some limitations of Maguire's study?
* Quasi-experiment design
* Male-only sample limits generalizability
* Causality cannot be confirmed.
148
Why is Maguire's study relevant?
It is useful for understanding brain imaging, neuroplasticity, and hippocampal function.
149
What study did Martin and Halverson conduct in 1983?
They conducted a study to investigate how gender schemas influence memory in young children.
150
What was the aim of Martin and Halverson's 1983 study?
To examine how gender schemas affect children's memory and whether they distort information to align with their beliefs about gender.
151
How many children participated in Martin and Halverson's 1983 study?
48 children (24 boys and 24 girls) aged 5-6.
152
What assessment did children complete before the main procedure in the study?
A gender stereotyping assessment (SERLI).
153
What types of images were shown to children in the study?
16 images of males and females performing gender-consistent or gender-inconsistent activities.
154
What were children asked to do one week after viewing the images?
They were asked to recall the images and identify the person's gender while rating their confidence in their memory.
155
What did the results of the study indicate about children's memory of gender-consistent images?
Children remembered gender-consistent images more accurately.
156
How did children recall female and male characters in the study?
Female characters were recalled better with consistent activities, while male characters were remembered better with inconsistent activities.
157
What tendency was observed regarding children's recall of gender-inconsistent images?
Children often distorted gender-inconsistent images, such as recalling a girl with a hammer as a boy.
158
What was the conclusion of Martin and Halverson's study?
The findings support gender schema theory, showing that children distort or ignore information that doesn't align with their gender expectations.
159
What were some strengths of Martin and Halverson's study?
* It was standardized
* Replicable
* Controlled for response bias
* Included confidence ratings.
160
What were some limitations of Martin and Halverson's study?
* Low ecological validity
* Cross-sectional design
* Unclear operationalization of schema.
161
What was the aim of Neisser and Harsch's study?
To find out whether flashbulb memories are actually accurate over time.
162
What was the procedure of Neisser and Harsch's study?
Participants filled out a questionnaire about how they first heard the news of the Challenger space shuttle explosion, followed by a follow-up questionnaire 2.5 years later.
163
How many participants were involved in Neisser and Harsch's study?
106 university students.
164
What was the average accuracy score of participants' memories in Neisser and Harsch's study?
The average accuracy score was only 2.95 out of 7.
165
What conclusion did Neisser and Harsch draw regarding flashbulb memories?
Flashbulb memories may feel vivid and accurate, but they can be highly unreliable.
166
What strengths did Neisser and Harsch's study have?
* Longitudinal
* Naturalistic = high ecological validity
* Used both questionnaires and interviews (method triangulation).
167
What limitations were noted in Neisser and Harsch's study?
* Can't be exactly replicated (case study of a real event)
* Participant drop-out over time
* Possible demand characteristics.
168
What was the aim of Ronay and von Hippel's 2010 study?
To see if men take more physical risks in front of attractive women, and whether testosterone plays a role in this behavior based on evolutionary theory.
169
Who were the participants in Ronay and von Hippel's study?
96 young male skateboarders in Australia with an average age of ~21.6.
170
How were participants divided in Ronay and von Hippel's study?
One group performed tricks in front of a male researcher, and the other group performed in front of an attractive female researcher.
171
What tasks did the skateboarders perform in the study?
Each skateboarder performed an easy trick and a hard trick 10 times.
172
What measurements were taken during Ronay and von Hippel's study?
Researchers recorded the number of successes, crashes, and aborted tricks, and took saliva samples to measure testosterone.
173
What was observed about risk-taking in Ronay and von Hippel's study?
Men took more risks in front of the female researcher, with fewer aborted attempts.
174
What was observed about testosterone levels in the study?
Testosterone levels were significantly higher in the condition where men performed in front of the female researcher.
175
What did the heart rate measurements indicate in the study?
Heart rate was similar in both groups, indicating that the differences in behavior were not due to excitement or nervousness.
176
What conclusion was drawn from Ronay and von Hippel's study?
Men are more willing to take risks in the presence of attractive women, and testosterone may influence this behavior.
177
What is the evolutionary theory related to the study's findings?
Risk-taking might be a way to impress potential mates, supporting the idea of intrasexual selection.
178
What was a strength of Ronay and von Hippel's study?
It had high ecological validity due to the natural setting.
179
What were some limitations of Ronay and von Hippel's study?
* Possible order effects from repeated tricks
* Non-standardized tricks affecting risk perception
* Ethical concerns about participants' awareness of the study's true purpose.
180
What challenge is associated with proving the behavior in the study was linked to mating intentions?
It is hard to prove that the behavior was actually linked to mating intentions.
181
What was the aim of Sharot et al's study?
To investigate the biological basis of flashbulb memories, specifically the role of the amygdala when recalling emotional memories like 9/11.
182
How many participants were involved in Sharot et al's study?
24 people who were in New York City during the 9/11 terrorist attacks.
183
What method did Sharot et al use in their study?
A quasi-experiment using fMRI scanning, conducted 3 years after the event.
184
What type of cues were shown to participants during the fMRI scanning?
Neutral word cues paired with either 'Summer' or 'September' to prompt memories.
185
What did participants do after the fMRI scanning?
They rated their memories on vividness, detail, confidence, and arousal, and wrote descriptions of their personal memories.
186
What percentage of participants reported having flashbulb memories of 9/11?
Only half of the participants.
187
What was found regarding participants' proximity to the World Trade Center on the day of the attack?
Those closer to the attack had more vivid, detailed, and confident memories.
188
What did fMRI scans reveal about amygdala activation in relation to proximity to the attack?
Those closer to the attack had greater activation of the amygdala when recalling 9/11 compared to summer cues.
189
What conclusion did Sharot et al reach about personal closeness to an emotional event?
Personal closeness to an emotional event enhances memory vividness and detail.
190
What percentage of participants reported having flashbulb memories of 9/11?
191
What did fMRI scans reveal about amygdala activation in relation to proximity to the attack?
Those closer to the attack had greater activation of the amygdala when recalling 9/11 compared to summer memories.
192
What conclusion did Sharot et al reach about personal closeness to an emotional event?
It increases amygdala activation, which may help form flashbulb memories.
193
What role does the amygdala play according to Sharot et al's study?
It plays a key role in processing emotionally charged memories.
194
What was a strength of Sharot et al's study?
It used fMRI, a reliable brain imaging technique.
195
What was a limitation of Sharot et al's study?
It had a small sample size and was culturally biased (only from NYC).
196
What type of study design did Sharot et al's research have?
Correlational—can't prove cause and effect.
197
What was a limitation regarding the ecological validity of Sharot et al's study?
The artificial setting (inside an fMRI) resulted in low ecological validity.
198
What does Sharot et al's study not explain about flashbulb memories?
It doesn't explain why some people form flashbulb memories from media exposure alone.
199
What was the aim of Wedekind's 1995 study?
To investigate whether MHC (Major Histocompatibility Complex) genes influence mate preference through body odor.
200
Who were the participants in Wedekind's 1995 study?
49 female and 44 male university students in Switzerland, all MHC-typed.
201
What procedure did men follow in Wedekind's 1995 study?
Men wore a T-shirt for two nights under controlled, scent-neutral conditions.
202
What did women do with the T-shirts in Wedekind's 1995 study?
Women smelled 7 T-shirts: 3 from MHC-similar men, 3 from MHC-dissimilar men, and 1 unworn shirt (control).
203
What factors did women rate the T-shirts on in Wedekind's 1995 study?
* Intensity
* Pleasantness
* Sexiness
204
When were most women tested in Wedekind's 1995 study?
During the second week of menstruation, when their sense of smell is strongest.
205
How were women classified in Wedekind's 1995 study?
Based on oral contraceptive use.
206
What was a key result of Wedekind's 1995 study regarding women's scent preferences?
Women generally preferred the scent of men with dissimilar MHC genes.
207
What preference did women on the pill show in Wedekind's 1995 study?
They preferred MHC-similar scents.
208
What does Wedekind's 1995 study suggest about MHC and mate selection?
MHC influences mate selection, possibly to ensure greater immune diversity in offspring.
209
What conclusion was drawn about human mate choice in Wedekind's 1995 study?
It may be biologically influenced by MHC compatibility detected through pheromones.
210
What potential effect do oral contraceptives have on mate preference according to Wedekind's 1995 study?
They may interfere with natural mate preference mechanisms.
211
What was a strength of Wedekind's 1995 study?
It used a double-blind design to reduce bias.
212
What ethical considerations were met in Wedekind's 1995 study?
Consent and debriefing were provided.
213
What was a limitation of Wedekind's 1995 study?
The sample was not diverse, having a similar age and cultural background.
214
What criticism is often directed at Wedekind's 1995 study?
Some consider it reductionist, ignoring social and cognitive influences on attraction.
215
What was the aim of Draginski et al (2004)?
To investigate whether learning a new skill (juggling) would affect the brain's structure (i.e., demonstrate neuroplasticity).
216
What method did Draginski et al (2004) use to observe changes in brain structure?
A longitudinal study using MRI.
217
How many participants were involved in Draginski et al (2004) study?
24 young non-jugglers (21 females, 3 males).
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How were participants divided in Draginski et al (2004)?
Into two groups: Jugglers and Non-jugglers.
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What did the jugglers do in Draginski et al (2004)?
Learned and practiced a 3-ball juggling routine for 3 months.
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What was the control condition in Draginski et al (2004)?
Non-jugglers did not learn juggling.
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When were MRI scans taken in Draginski et al (2004)?
At 3 points: Before learning, after 3 months of juggling, and 3 months after stopping juggling.
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What was the result for jugglers after 3 months of juggling in Draginski et al (2004)?
They showed a significant increase in grey matter in the mid-temporal area.
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What happened to the grey matter of jugglers after stopping juggling in Draginski et al (2004)?
It decreased but remained higher than the baseline.
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What was the result for non-jugglers in Draginski et al (2004)?
They showed no change in brain structure.
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What conclusion was drawn from Draginski et al (2004)?
Learning a new skill leads to brain plasticity—specifically, structural changes in grey matter.
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What does the study by Draginski et al (2004) suggest about the brain?
The brain can adapt to environmental demands through changes in structure.
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What is a strength of the Draginski et al (2004) study?
It demonstrates cause-and-effect due to its experimental design.
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What is a limitation of the Draginski et al (2004) study?
It has a small sample size and only one skill was tested.
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What is another limitation of the Draginski et al (2004) study?
Findings may not generalize to other types of learning or populations.
