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BTEC Applied Psych - STAFF > Unit 1 - LAA1 - Cognitive Priming > Flashcards

Unit 1 - LAA1 - Cognitive Priming Flashcards

1
Q

When you see or hear one stimulus (PRIME) this affects your response to a later stimulus - how?

A

It is usually processed faster.

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2
Q

True or False?

When you see or hear one stimulus (PRIME) this affects your response to a later stimulus as it is usually processed slower.

A

False - it is usually processed faster.

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3
Q

The prime triggers a network of what?

A

Related concepts in memory

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4
Q

True or false

Priming may happen below your level of awareness, eg you do not know your response is being influenced.

A

True

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5
Q

What is meant by the following statement “Priming may happen below your level of awareness”

A

You do not know your response is being influenced.

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6
Q

Repetition priming is…

A

When exposure to a stimulus affects our later response to the exact same stimulus

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7
Q

When exposure to a stimulus affects our later response to the exact same stimulus is known as what type of priming?

A

Repetition priming

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8
Q

Semantic priming is…

A

When exposure to a stimulus affects our later response to a stimulus with similar physical features/similar meaning.

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9
Q

When exposure to a stimulus affects our later response to a stimulus with similar physical features/similar meaning is known as what type of priming?

A

Semantic priming

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10
Q

Associative priming is….

A

When exposure to a stimulus affects our later response to a stimulus that we associate with the original stimulus

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11
Q

When exposure to a stimulus affects our later response to a stimulus that we associate with the original stimulus is known as what type of priming?

A

Associative priming

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12
Q

Give an example of associative priming

A

Word fish is associated with chips

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13
Q

Give an example of semantic priming

A

If you see or hear the word computer it is easier to recognise/recall the word laptop later

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14
Q

Scenario:
Danyal plays a loft of aggressive computer games like Call of Duty. Using your knowledge of cognitive priming, what effect will playing these games have on his aggression?

A

Make Danyal more aggressive - he will be mentally primed (ready) to act in an aggressive way

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15
Q

Harris, Bargh and Brownell (2009) carried out research into cognitive priming - what was the aim of their research?

A

To investigate if food adverts prime children and adults to eat more snacks

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16
Q

Fill in the missing information to complete aim of Harris, Bargh and Brownell (2009) research.

To investigate if ________adverts prime children and adults to eat more snacks

A

Food

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17
Q

Who were the sample is Harris, Bargh and Brownell (2009) research.

A

Sample: 118 Children

18
Q

What was the IV in Harris, Bargh and Brownell (2009) research?

A

Half ppts watched an episode of Disney “Recess” cartoon with 30 second food adverts and the other half watched the same episode with non-food adverts (games, entertainment ads)

19
Q

In Harris, Bargh and Brownell (2009) research what were the children given whilst they watched the episode of “Recess”

A

Snacks - Goldfish crackers and water

20
Q

What was the DV in Harris, Bargh and Brownell (2009) research?

A

How many Goldfish crackers were eaten measured by weighing the remaining goldfish crackers.

21
Q

Which option A or B is the IV in Harris, Bargh and Brownell (2009) research?
A) How many Goldfish crackers were eaten measured by weighing the remaining goldfish crackers.
B) Half ppts watched an episode of Disney “Recess” cartoon with 30 second food adverts and the other half watched the same episode with non-food adverts (games, entertainment ads)

A

B
Half ppts watched an episode of Disney “Recess” cartoon with 30 second food adverts and the other half watched the same episode with non-food adverts (games, entertainment ads)

22
Q

What was the key finding of Harris, Bargh and Brownell (2009) research?

A

45% of Children who saw the cartoon with food advertising ate considerably more goldfish crackers while watching than did children who saw non-food advertising.

23
Q

Which group (condition) ate more goldfish crackers whilst watched the TV show?

A

The children who saw the food adverts

24
Q

What % of children who saw the cartoon with food adverts ate more Goldfish crackers than the children who watched the non-food adverts?

A

45%

25
Q

What characteristics were found to NOT relate to how many snacks were consumed - list x3

A

weight, gender, proportion of TV watched or ethnicity.

26
Q

In Harris, Bargh and Brownell (2009) experiment 2 - who were the sample?

A

98 university students between the ages of 18 and 24

27
Q

In Harris, Bargh and Brownell (2009) experiment 2 - the ppts watched the same 16 minute TV programme, alone which included 4 minutes of adverts - what were the 3 conditions?

A

1) food advertising that promoted snacking and/or junk food

2) food advertising that promoted nutrition benefits

3) no food advertising.

28
Q

In Harris, Bargh and Brownell (2009) experiment 2 there were 3 conditions? Which one is missing from the list below:
* Food advertising that promoted snacking and/or junk food
* food advertising that promoted nutrition benefits

A

no food advertising.

29
Q

In Harris, Bargh and Brownell (2009) experiment 2 there were 3 conditions? Which one is missing from the list below:
* Food advertising that promoted snacking and/or junk food
* no food advertising

A

food advertising that promoted nutrition benefits

30
Q

In Harris, Bargh and Brownell (2009) experiment 2 there were 3 conditions? Which one is missing from the list below:

  • food advertising that promoted nutrition benefits
  • no food advertising
A

Food advertising that promoted snacking and/or junk food

31
Q

What were the findings of n Harris, Bargh and Brownell (2009) experiment 2.

A

Adults consumed more of both healthy and unhealthy snack foods following exposure to snack food advertising compared to the other conditions.

32
Q

A03: How is cognitive priming an important part of applied psychology?

A

It is used to influence people towards healthy eating

33
Q

A03:
What did Moller and Krahe find that SUPPORTS cognitive priming and aggression?

A

The ppts who played violent video games were more likely to interpret the accidental push as deliberate and act in an aggressive way.

34
Q

A03:
Why is cognitive priming difficult to scientifically measure?

A

Because the association between the stimuli is an internal process that would be difficult to test and replicate

35
Q

A03:
The association between the stimuli is an internal process that would be difficult to test and replicate - why is this a weakness of cognitive priming?

A

Unscientific

36
Q

A03:
Moller and Krahe carried out research into cognitive priming - did their research support or contradict cognitive priming?

A

Support

37
Q

A03:
One ____________ of cognitive priming is that it can be used to help us understand and prevent cognitive causes of obesity. Harris et al found that advertising can affect how many ___________ people eat because of cognitive priming. This can be used to __________ this influence or direct the influence towards __________ eating instead. Therefore, cognitive priming is an important part of ____________ psychology.

A

Strength
Snacks
Prevent
Healthy
Applied

38
Q

A03
Möller and Krahé (2009) carried out research to support cognitive priming - what were they investigating the link between?

A

the link between video gaming and aggression

39
Q

A03
Möller and Krahé (2009) carried out research to support cognitive priming - what did they give to their ppts to investigate the link between video gaming and aggression?

A

Students were given a scenario in which someone was accidently pushed and spilt their drink.

40
Q

A03
Why is cognitive priming difficult to replicate

A

BTEC Applied Psych - STAFF (51 decks)

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