all case studies

Question 1

biological
harlow
phineas gage: aim

Answer 1

• investigate how serious damage to the left frontal lobe impacts behaviour

Question 2

biological
harlow
phineas gage: procedure

Answer 2

• phineas gage was a railroad worker who suffered a severe accident
• metal rod went through his skull almost fully destroying his left frontal lobe
• harlow observed gage’s behaviour after the accident and interviewed people who knew him both before and after

Question 3

biological
harlow
phineas gage: findings

Answer 3

• gage’s personality changed dramatically due to the brain damage
• before he was responsible and capable
• after he was highly emotional and unable to control impulses
• incapable of following through with plans
• began to behave inappropriately using vulgar language, acting violent and potentially touching children

Question 4

biological
harlow
phineas gage: conclusion

Answer 4

• this case study shows us that the frontal lobe plays an important role in personality
• impacts goal setting, self regulation and following social norms

Question 5

biological
harlow
phineas gage: evaluation

Answer 5

• first evidence on the role of the left frontal lobe on behaviour
• supports the principle of brain localization ie frontal lobe has a particular function
• not possible to replicate this study so not generalizable
• gage’s behaviour was inconsistent and there is unclear information
• don’t know that much information about his personality before the accident so we don’t know how much his personality actually changed

Question 6

biological
rosenzweig and bennet (1961)
rat neuroplasticity: aim

Answer 6

• investigate neuroplasticity in rats

Question 7

biological
rosenzweig and bennet (1961)
rat neuroplasticity: procedure

Answer 7

• rats were randomly placed in one of two different environments
• one was enriched environment (EE) where rats played with toys, games and a maze
• other was the deprived environment (DE) where they were alone in a cage with no toys
• rats either spent 30 or 60 days in their enclosures and were then killed to examine the changes in their brains

Question 8

biological
rosenzweig and bennet (1961)
rat neuroplasticity: results

Answer 8

• rats in the EE had a heavier frontal lobe and thicker cortex in comparison to rats in the DE
• a thicker cortex means more neural connections
• frontal lobe is important in decision making and self control

Question 9

biological
rosenzweig and bennet (1961)
rat neuroplasticity: conclusion

Answer 9

• being in a more stimulating environment causes new connections to form which changes brain structure
• this study supports the idea of neuroplasticity

Question 10

biological
rosenzweig and bennet (1961)
rat neuroplasticity: evaluation

Answer 10

• lab experiment so extraneous variables were controlled
• cause and effect relationship as rats were randomly chosen for each group
• questionable if rats apply to humans even though we have genetic similarity
• ethical issues as the rats were killed

Question 11

biological
maguire
(2000)
taxi neuroplasticity: aim

Answer 11

• investigate whether neuroplasticity occurs in london taxi drivers who need to memorise the area to get their license

Question 12

biological
maguire
(2000)
taxi neuroplasticity: procedure

Answer 12

• a sample of 16 healthy right handed london taxi drivers
• had their brains scanned using an MRI
• their brains were compared with non taxi drivers with the same characteristics

Question 13

biological
maguire
(2000)
taxi neuroplasticity: results

Answer 13

• the posterior (rear) of the hippocampus was significantly bigger in taxi drivers
• the anterior (front ) of the hippocampus was larger in the control group
• positive correlation between years of experience being a taxi driver and the size of the posterior hippocampus

Question 14

biological
maguire
(2000)
taxi neuroplasticity: conclusion

Answer 14

• hippocampus is the region of the brain associated with memory
• posterior hippocampus is related to spatial memory and navigation
• taxi drivers have a mental map which causes the increase

Question 15

biological
rogers
(2011)
serotonin: aim

Answer 15

• investigate the role that serotonin plays in perceiving emotional intimacy

Question 16

biological
rogers
(2011)
serotonin: procedure

Answer 16

• participants were 40 healthy male adults
• half the participants received a drink with tryptophan in it which increases levels of serotonin and the other half had a drink without it
• after participants were given photos of couples and asked to rate how “intimate” and “romantic” the couples seemed

Question 17

biological
rogers
(2011)
serotonin: results

Answer 17

• participants with lower serotonin (did not have tryptophan) rated the couples less intimate and romantic than the other group

Question 18

biological
rogers
(2011)
serotonin: conclusion

Answer 18

• serotonin plays a role in how humans judge the closeness of people’s relationships
• possible implications of depression as they perceive their relationships as less than they are

Question 19

biological
rogers
(2011)
serotonin: evaluation

Answer 19

• casual relationship between the levels of serotonin and ratings of relationships
• rating closeness is not something people would do in real life, low ecological validity
• only in one culture (british) findings should be replicated on a bigger scale

Question 20

biological
albert
(1986)
testosterone: aim

Answer 20

• investigate how testosterone influences aggression in “alpha male” rats

Question 21

biological
albert
(1986)
testosterone: procedure

Answer 21

• rats were placed in cages and the alpha males were identified by observation
• alpha males randomly assigned to one of 4 conditions
• A castration
• B castration followed by implanting tubes of testosterone
• C castration followed by implanting empty tubes
• D “fake” operation where rats were cut open and sewn up again with no change

Question 22

biological
albert
(1986)
testosterone: results

Answer 22

• A and C rats whose testosterone levels were diminished displayed less aggression
• B and C rats testosterone levels remained the same so there was no change in behaviour

Question 23

biological
albert
(1986)
testosterone: conclusion

Answer 23

• testosterone plays an important role in aggression and status seeking
• higher testosterone = higher levels of aggression and dominance

Question 24

biological
albert
(1986)
testosterone: evaluation

Answer 24

• carefully controlled extraneous variables in a lab, causal relationship between IV (testosterone levels) and DV (aggression and status)
• rats may not be generalizable to humans
• permanent surgery on rats, ethical?

Question 25

biological dabbs (1995) testosterone crimes: aim

Answer 25

- investigate the relationship between testosterone and criminality

Question 26

biological dabbs (1995) testosterone crimes: procedure

Answer 26

- testosterone levels were measured by saliva samples from 692 male prisoners - prisoners criminal records analysed for violent and non violent crimes

Question 27

biological dabbs (1995) testosterone crimes: results

Answer 27

- prisoners with higher testosterone levels, more likely to commit violent crimes (rape, murder, assault) - prisoners with lower testosterone levels, non violent crimes (credit card fraud etc)

Question 28

biological dabbs (1995) testosterone crimes: conclusion

Answer 28

- testosterone is seemingly linked to violent criminal acts

Question 29

biological dabbs (1995) testosterone crimes: evaluation

Answer 29

- correlational study as no variables were manipulated - can't be sure testosterone was the cause of people being more violent - lots of extraneous variables - strength is large sample size - only conducted on males so not generalizable to women

Question 30

biological savic et al (2009) human pheromones scan: aim

Answer 30

- investigate whether human pheromones exist and how they impact our brains

Question 31

biological savic et al (2009) human pheromones scan: procedure

Answer 31

- researchers exposed participants (24 men and women) to the smell of two chemicals - chemicals were almost identically to naturally produced sex hormones, testosterone and estrogen - as participants smelled the chemicals their brains were scanned with a PET machine

Question 32

biological savic et al (2009) human pheromones scan: results

Answer 32

- hypothalamus became activated in men when they smelled the female hormone and in women when they smelled the male hormone - hypothalamus is linked to sexual behaviour and not normally activated by other smells

Question 33

biological savic et al (2009) human pheromones scan: conclusion

Answer 33

- suggests sex pheromones exist in humans and they influence sexual behaviour

Question 34

biological savic et al (2009) human pheromones scan: evaluation

Answer 34

- well controlled lab experiment showing a causal relationship between the chemicals (IV) and activity in the hypothalamus (DV) - small number of participants, needs to be replicated to confirm - measured changes in brain activity not actual behaviour - would these people act on the brain activity? unknown

Question 35

biological zhou sex pheromones: aim

Answer 35

- investigate how sex pheromones can alter perception

Question 36

biological zhou sex pheromones: procedure

Answer 36

- involved 4 groups of people straight men, straight women gay men, gay women - participants were shown a shape made out of light dots that appeared to be walking - the gender of the shape was androgynous but participants had to say whether or not they thought the shape was male or female - during this the scent of either a male or female pheromone was released in the air - male sweat, female urine

Question 37

biological zhou sex pheromones: results

Answer 37

- participants responded to the pheromones of the gender they were attracted too - when straight women/gay men smelled the male pheromone, they were more likely to view the figure walking as male

Question 38

biological zhou sex pheromones: evaluation

Answer 38

- well controlled lab experiment, casual relationship between IV and DV - low ecological validity - pheromones came from areas that people wouldn't normally be exposed too - not sure how it would impact real world behaviour or if it even would have an effect

Question 39

biological francis et al (2003) genes and environment: aim

Answer 39

- investigate how interaction between genes and the environment impacts how rats nurture their offspring

Question 40

biological francis et al (2003) genes and environment: procedure

Answer 40

- mothers separated into groups of either high licking or low licking - licking in rats is a sign of care and affection - after 12 hours of being born rats with high licking mothers were switched to rats with low licking mothers and vice versa

Question 41

biological francis et al (2003) genes and environment: findings

Answer 41

- rats raised by high licking mothers were less stressed and grew up to be high licking mothers too even if their biological mother was a low licker - lost the methyl groups around high licking causing that gene to be turned on

Question 42

biological francis et al (2003) genes and environment: conclusion

Answer 42

- being in a loving environment impacts genes | - those epigenetic changed genes are passed on to the next generation

Question 43

biological francis et al (2003) genes and environment: evaluation

Answer 43

- well controlled experiment - use of animals is less unethical, switching human babies in real life? - easier to study across generations due to rats and not humans - done on rats so not sure generalizable to humans

Question 44

biological waran and tod (2005) dog pheromone: aim

Answer 44

- investigate impacts of DAP (dog appeasing pheromone) on behaviour on dogs in the animal shelter

Question 45

biological waran and tod (2005) dog pheromone: procedure

Answer 45

- DAP is a synthetic chemical that mimics pheromones released by lactating dogs 3 days after birth - DAP was released in the air to 37 dogs while 17 dogs had nothing - a student who didn't know which group of dogs observed their behaviour over a week

Question 46

biological waran and tod (2005) dog pheromone: results

Answer 46

- DAP dogs barked less and were more interested in strangers - sound levels 80 peak db for DAP dogs - 100 peak db for control dogs

Question 47

biological waran and tod (2005) dog pheromone: conclusion

Answer 47

- pheromones send chemical signals to dogs that make them less anxious and more relaxed

Question 48

biological waran and tod (2005) dog pheromone: evaluation

Answer 48

- well controlled lab experiment, clear relationship established - use of animals was ethica; no dogs were harmed - could have benefited the animals - unlikely DAP would impact humans at all - DAP can be used to calm down anxious dogs

Question 49

cognitive bransford and johnson (1972) washing machine: aim

Answer 49

- investigate how schemas help us to store new information in our memory

Question 50

cognitive bransford and johnson (1972) washing machine: procedure

Answer 50

- participants randomly divided into 3 groups - group 1 told the story is about laundry before they are read the story - group 2 is told the story after - group 3 is not told - then all participants are tested on how well they can recall the paragraph

Question 51

cognitive bransford and johnson (1972) washing machine: findings

Answer 51

- group 1 that were told the topic before they heard the paragraph had a much better memory than the other groups

Question 52

cognitive bransford and johnson (1972) washing machine: conclusion

Answer 52

- schemas help participants encode new information by helping them interpret what is happening - memory isn't just copying what you hear but interpreting it based on past experiences

Question 53

cognitive bransford and johnson (1972) washing machine: evaluation

Answer 53

- easy to replicate, high reliability - experimental design, casual relationship - wouldn't happen in real life low ecological validity

Question 54

cognitive bartlett (1932) cultural schemas: aim

Answer 54

- investigate how cultural schemas influence can memory

Question 55

cognitive bartlett (1932) cultural schemas: procedure

Answer 55

- british participants asked to read native american folk story "war of ghosts" twice - asked to use serial reproduction soon after being read it - then that person had to write it down

Question 56

cognitive bartlett (1932) cultural schemas: findings

Answer 56

- the length of the story became shorter - story became more conventional canoe: boat, eel hunting: fishing - no matter how different the story remained whole

Question 57

cognitive bartlett (1932) cultural schemas: conclusion 

Answer 57

- participants found it hard to remember because it didn't fit their own cultural schemas - couldn't relate to prior experiences - cultural schemas can lead to memory distortions

Question 58

cognitive bartlett (1932) cultural schemas: evaluation

Answer 58

- supports the idea that schemas can lead to false memories - took place a long time ago, modern psychological research was not developed - procedure was not carefully controlled - not ecologically valid but some argue it is because we remember information our friends and family tell us

Question 59

cognitive murdoch (1962) remember list: aim

Answer 59

- investigate how the position of words in a list affects memory

Question 60

cognitive murdoch (1962) remember list: procedure

Answer 60

- shown a list of words 1 at a time or 1-2 seconds | - as soon as all the words were shown participants had to recall as many words as they could

Question 61

cognitive murdoch (1962) remember list: results

Answer 61

- remembered more words at the beginning of the list (primacy effect) and the end (recency effect) - worst recall for the middle of the list

Question 62

cognitive murdoch (1962) remember list: conclusion

Answer 62

- words at the beginning put into long term memory | - words at the end put into short term memory

Question 63

cognitive murdoch (1962) remember list: evaluation

Answer 63

- supports the multi store model of memory - debatable if the beginning of the list is really in long term memory - low ecological validity

Question 64

cognitive loftus and palmer (1974) words memory: aim

Answer 64

- investigate how leading questions can influence eyewitness memory

Question 65

cognitive loftus and palmer (1974) words memory: procedure

Answer 65

- study conducted on american students | - shown a video on a car crash

Question 66

cognitive loftus and palmer (1974) words memory: findings

Answer 66

- participants estimated the car was going much faster when they question said smashed vs contacted - more participants said there was broken glass when the question was smashed even when there was none

Question 67

cognitive loftus and palmer (1974) words memory: conclusion

Answer 67

- leading questions can change the memory of an event | - "smashed" is associated with more severe accidents which suggests higher speeds and broken glass

Question 68

cognitive loftus and palmer (1974) words memory: evaluation

Answer 68

- well controlled lab experiment - findings may not apply to other age groups or cultures - speed estimates have low ecological validity, may not have been motivated to be accurate

Question 69

cognitive brown and kulik (1977) emotional memory: aim

Answer 69

- investigate whether people have unusually vivid memories of highly emotional events

Question 70

cognitive brown and kulik (1977) emotional memory: procedure

Answer 70

- 80 americans, half white half african american - participants asked to recall assassinations of famous people like JFK - also asked to remember an emotionally intense personally event, death of a family member etc

Question 71

cognitive brown and kulik (1977) emotional memory: results

Answer 71

- nearly all participants had vivid memories of where they were and what they were doing when they heard JFK was assassinated - african americans had vivid memories of martin luther king assassination - 73/80 had vivid memories of an emotionally intense personal event

Question 72

cognitive brown and kulik (1977) emotional memory: conclusion

Answer 72

- emotionally intense events are remembered in great detail

Question 73

cognitive brown and kulik (1977) emotional memory: evaluation

Answer 73

- study supports the idea of flashbulb memory showing the connection between emotion and memory - study could not verify if their memories were accurate - details of their memories could have changed over time

Question 74

cognitive neissar and harsch (1992) flashbulb true: aim

Answer 74

- access the accuracy of flashbulb memories

Question 75

cognitive neissar and harsch (1992) flashbulb true: procedure

Answer 75

- challenger space ship broke killing all members on board - within 24 house american psychology students filled in a survey with 7 questions asking what they were doing and where they were when it happened - 2.5 years later participants filled in the questionnaire again - researchers compared both versions to see if the participants memories would be accurate 2.5 years later - participants were also asked how confident they were on a scale of 1 -5 on their memory of the event

Question 76

cognitive neissar and harsch (1992) flashbulb true: results

Answer 76

- most participants there were significant changes between the 2 questionnaires - out of the 7 questions, only 2.95 were answered identically to the original survey

Question 77

cognitive neissar and harsch (1992) flashbulb true: conclusion

Answer 77

- flashbulb memories may be detailed and vivid but not accurate

Question 78

cognitive neissar and harsch (1992) flashbulb true: evaluation

Answer 78

- all american university students so not generalizable - contained a real life event so ecological validity is high - although the event was shocking, didn't contain personal relevance for the students - death of a parent in their own lives maybe would have been remembered better

Question 79

cognitive phelps (2004) brain region flashbulb: aim

Answer 79

- investigate which brain regions play a role in flashbulb memory

Question 80

cognitive phelps (2004) brain region flashbulb: procedure

Answer 80

- 24 participants who were in new york when 9/11 happened recalled their memories of that event while having their brain scanned by an fMRI machine - participants were also asked to rate how detailed and vivid their memories were of the 9/11 attacks

Question 81

cognitive phelps (2004) brain region flashbulb: results

Answer 81

- only participants who were very close to the attacks had very vivid and detailed memories of 9/11 - the further away from the attacks the less detailed the memories were - participants who were closed showed increased activity in the amygdala - amygdala regards emotions

Question 82

cognitive phelps (2004) brain region flashbulb: conclusion

Answer 82

- flashbulb memories are likely to occur when witnessing a shocking event firsthand not just seeing it on the news - the amygdala is involved in flashbulb memories - strong emotions = vivid detailed memories

Question 83

cognitive phelps (2004) brain region flashbulb: evaluation

Answer 83

- study supports the theory of flashbulb memory and supports brown and kulik's hypothesis - suggests flashbulb memories are only created when the event is personally relevant - small scale study only involving 24 participants - did not verify the accuracy of the participants memories of 9/11

Question 84

cognitive atler and oppenheimer (2007) font system thinking: aim

Answer 84

- investigate how font impacts thinking

Question 85

cognitive atler and oppenheimer (2007) font system thinking: procedure

Answer 85

- 40 princeton students completed a cognitive test - test contained 3 questions and measures whether people use fast thinking and get it wrong or slow thinking and get it right

Question 86

cognitive atler and oppenheimer (2007) font system thinking: findings

Answer 86

- with students using the easy font only 10% answered all three questions correctly - hard font 65% of participants answered all three correctly

Question 87

cognitive atler and oppenheimer (2007) font system thinking: conclusion

Answer 87

- difficult to read font = slowing down using system 2 thinking and vice versa

Question 88

cognitive atler and oppenheimer (2007) font system thinking: evaluation

Answer 88

- strong evidence for dual processing theory, supports Kahneman's model of fast system 1 and slow system - study only involved princeton undergrad students, not representative or generalizable - ecological validity is low

Question 89

cognitive khaneman and tversky (1974) cognitive anchors: aim

Answer 89

- investigate how anchors influence thinking and decision making

Question 90

cognitive khaneman and tversky (1974) cognitive anchors: procedure

Answer 90

- participants spun a wheel with numbers ranging from 1 to 100 - the wheel was rigged so it would only land on either 10 or 60 - afterwards participants were asked to estimate what percentage of U.N. member countries were african countries

Question 91

cognitive khaneman and tversky (1974) cognitive anchors: findings

Answer 91

- participants who spun the number 10 gave a significantly lower estimate for african U.N. membership than those who spun the 60 - mean estimate for the low spinning group was 25% compared to 45% for the other group

Question 92

cognitive khaneman and tversky (1974) cognitive anchors: conclusion

Answer 92

- the random number had an anchoring impact on the participants estimates even though it had no relation to the topic

Question 93

cognitive khaneman and tversky (1974) cognitive anchors: evaluation

Answer 93

- well controlled experiment

Question 94

cognitive khaneman and tversky (1973) availability heuristic: aim

Answer 94

- investigate how the availability heuristic impacts judgement

Question 95

cognitive khaneman and tversky (1973) availability heuristic: procedure

Answer 95

- participants were asked if a random word is taken from the english language, is it more likely that the word starts with the letter k or that is the third letter?

Question 96

cognitive khaneman and tversky (1973) availability heuristic: results

Answer 96

- over 2/3rds of participants thought it was more likely words would begin with the letter k - in reality twice as many words that have k as the third letter

Question 97

cognitive khaneman and tversky (1973) availability heuristic: conclusion

Answer 97

- results of this study are likely to due the availability heuristic - they found it easier to find words that have k as the first letter and then assume there are more

Question 98

cognitive khaneman and tversky (1973) availability heuristic: evaluation

Answer 98

- easy to replicate, reliable - low ecological validity - participants were all american college students, not generalizable

Question 99

cognitive bechara et al (2000) brain damage decision: aim

Answer 99

- investigate the effects of ventromedial prefrontal cortex (vmPRC) damage on decision making

Question 100

cognitive bechara et al (2000) brain damage decision: procedure

Answer 100

- 2 groups of participants, 5 with vmPRC damage and 13 healthy controls - participants played an online gambling game, after clicking a card they were told if they either won or lost money - decks A and B would give higher and higher losses as the game continued - testing skin conductive response to measure the participants emotional reaction

Question 101

cognitive bechara et al (2000) brain damage decision: findings

Answer 101

- normal controls (no brain damage) quickly learned to avoid decks A and B and exhibited a stress response - participants with brain damage continued to choose the bad edecks and showed no stress reaction

Question 102

cognitive bechara et al (2000) brain damage decision: conclusion

Answer 102

- study suggests that participants with vmPRC damage do not experience somatic markers

Question 103

cognitive bechara et al (2000) brain damage decision: evaluation

Answer 103

- study supports the somatic marker hypothesis - small study so should be replicated with a larger sample - correlational results no manipulation of variables

Question 104

cognitive sparrow et al (2011) offloading: aim

Answer 104

- investigate how technology can lead to cognitive offloading of factual information

Question 105

cognitive sparrow et al (2011) offloading: procedure

Answer 105

- participants were asked to type 40 trivia facts into a computer - randomly assigned 2 groups - group 1 told the computer would store everything and the other group 2 were told everything would be erased - within the 2 groups they were divided again, half were told to remember the facts and the other half were not asked

Question 106

cognitive sparrow et al (2011) offloading: findings

Answer 106

- participants that were told the computer would erase the information remembered 30% more facts - told the computer would store remembered 20% - telling the participants to remember had no impact on memory

Question 107

cognitive sparrow et al (2011) offloading: conclusion

Answer 107

- when people think information will be stored electronically, they make less effort to remember - even when told to remember they won't bother because they can just look it up later

Question 108

cognitive sparrow et al (2011) offloading: evaluation

Answer 108

- supports the theory of cognitive offloading - well controlled lab experiment showing a causal relationship - potential demand characteristics

Question 109

cognitive hoffman et al computer hire: aim

Answer 109

- compare the hiring decisions of human managers with computer algorithms

Question 110

cognitive hoffman et al computer hire: procedure

Answer 110

- 15 businesses who employ low skilled service workers - computer algorithm to predict the job performance of 300,00 job applicants based on questions about skill and personality - algorithm sorted them into high, medium and low potential - hiring managers could still overrule the algorithm

Question 111

cognitive hoffman et al computer hire: results

Answer 111

- algorithm was correct, employees rated green stayed 12 days longer than yellow employees who stayed 17 days longer than red employees - hiring manager overruled , wrong

Question 112

cognitive hoffman et al computer hire: conclusion

Answer 112

- computer algorithms can make accurate predictions | - human intuition is often wrong

Question 113

cognitive hoffman et al computer hire: evaluation

Answer 113

- high ecological validity - not generalizable to other types of jobs - nothing about job performance

Question 114

sociocultural cialdini (1976) football team group: aim

Answer 114

- investigate the role of social identity in self esteem

Question 115

sociocultural cialdini (1976) football team group: procedure

Answer 115

- 7 large american universities which had popular football teams - researchers recorded the clothing worn monday after a big football match against a rival uni - also asked their opinion on the team performance

Question 116

sociocultural cialdini (1976) football team group: findings

Answer 116

- students more likely to wear clothing associated with their school if the team won - "we" of team won - "they" if team lost

Question 117

sociocultural cialdini (1976) football team group: conclusion

Answer 117

- social identity is important in self esteem | - people associate themselves with the group when its successful and distance when it fails

Question 118

sociocultural cialdini (1976) football team group: evaluation

Answer 118

- ecological validity is high - unsure if generalizable to other cultures and age groups - not sure if findings apply to other groups such as politics or religion

Question 119

sociocultural tajfel (1971) group allocation: aim

Answer 119

- investigate how even minimal groups effect behaviour

Question 120

sociocultural tajfel (1971) group allocation:

Answer 120

- british schoolboys were randomly divided into groups by which painting they prefer or over/under estimating the number of dots on a picture - after playing competitive games participants had the opportunity to divide money or points to members of each group

Question 121

sociocultural tajfel (1971) group allocation:

Answer 121

- majority of boys gave more money/points to members of their own group - wanted to maximize the difference between the groups to their own benefit - would accept less money for their group if the other group had even less money - rated their own group members as more likeable

Question 122

sociocultural tajfel (1971) group allocation:

Answer 122

- supports social identity theory | - even random meaningless groups impact our behaviour

Question 123

sociocultural tajfel (1971) group allocation:

Answer 123

- teenage boys known to be competitive, not generalizable | - could have had demand characteristics if they felt the aim was to get the most money possible

Question 124

sociocultural bandura (1961) bobo the clown: aim

Answer 124

- investigate whether aggression can be learned by observing others

Question 125

sociocultural bandura (1961) bobo the clown: procedure

Answer 125

- performed on 3 groups of uk kindergarteners - children were first rated on how aggressive they tended to be and matched to be in a group with the same average rating - group 1 saw adult behaving aggressively to "bobo doll", hitting kicking and smashing - group 2 saw adult assembling toys - group 3 was the control and they saw no model - after children were taken into a room one at a time with the doll and their behaviour was observed

Question 126

sociocultural bandura (1961) bobo the clown: findings

Answer 126

- group 1 (seen the aggressive model) more likely to behave aggressively towards the doll imitating the model - boys were more likely to be more aggressive if the model was a man than a woman

Question 127

sociocultural bandura (1961) bobo the clown: conclusion

Answer 127

- supports social cognitive theory, behaviour can be learned by observing and imitating others and with identification with the model

Question 128

sociocultural bandura (1961) bobo the clown: evaluation

Answer 128

- casual relationship between variables - demand characteristics, hitting the doll because they thought they were supposed too - low ecological validity, doll = real person ? - limited generalizability to other age groups

Question 129

sociocultural carney and levine (2015) 16 and pregnant: aim

Answer 129

- impact of the show "16 and pregnant" on teen sexual behaviour and teen pregnancy rate

Question 130

sociocultural carney and levine (2015) 16 and pregnant: procedure

Answer 130

- identified areas where the show was popular - measured whether those areas had greater decreases in teen pregnancy in comparison to areas where the show was watched less - analyzed google searches right after a new episode

Question 131

sociocultural carney and levine (2015) 16 and pregnant: findings

Answer 131

- areas where "16 and pregnant" were watched more had a greater decrease in teen pregnancy in comparison with other areas - spike of search terms like "how to get birth control" after a new episode aired

Question 132

sociocultural carney and levine (2015) 16 and pregnant: conclusion

Answer 132

- "16 and Pregnant" had a positive impact in reducing the rate of teen pregnancy

Question 133

sociocultural carney and levine (2015) 16 and pregnant: evaluation

Answer 133

- supports social cognitive theory, outcome expectancies on behaviour - seeing negative consequences teens are less likely to have unprotected sex - high ecological validity - correlational study so can't be sure extraneous variables were the cause of reduction in teen pregnancy rates

Question 134

sociocultural shih et al (1999) stereotypes and performance: aim

Answer 134

- investigate how negative stereotypes can hurt performance (stereotype threat) while positive stereotypes can improve performance (stereotype boost)

Question 135

sociocultural shih et al (1999) stereotypes and performance: procedure

Answer 135

- 46 asian american women studying in uni randomly assigned to 3 groups - 1: questionnaire about their identity as women - 2: questionnaire about their identity as asian - 3: control group given no questionnaire - all groups were given a test with difficult math problems

Question 136

sociocultural shih et al (1999) stereotypes and performance: results

Answer 136

- when reminded of their gender, negative stereotypes about women and maths caused increased anxiety and worse performance, stereotype threat - when reminded of their race, positive stereotypes about asian people and maths caused increased confidence and better performance, stereotype boost

Question 137

sociocultural shih et al (1999) stereotypes and performance: conclusion

Answer 137

- gender, worse performance - race, better performance - due to existing stereotypes about both those parts of themselves

Question 138

sociocultural shih et al (1999) stereotypes and performance: evaluation

Answer 138

- use of asian american female participants was useful as researchers could see both boost and threat - well controlled lab experiment clear casual relationship between stereotype and performance on math test - small sample size, needs to be replicated - may not be generalizable to other race, gender and age groups

Question 139

sociocultural berry (1967) pressure conform: aim

Answer 139

- investigate cultural differences in the pressure to conform

Question 140

sociocultural berry (1967) pressure conform: aim

Answer 140

- investigate cultural differences in the pressure to conform

Question 141

sociocultural berry (1967) pressure conform: procedure

Answer 141

- 3 groups of participants from different cultures - africa, rice farming - canada, hunting and fishing - scottish people, reference - each participant were shown cards with 1 standard line and 3 comparison line - participants had to match the standard line to one comparison line in length - after completing the task twice, on the third time, participants were told that "most ___ people think the correct answer is line ___" , correct line - for the next three cards the experimenter gives a hint but points to the wrong line each time - seeing if they ignore the advice or follow their group in choosing the obviously incorrect line

Question 142

sociocultural berry (1967) pressure conform: findings

Answer 142

- african group had highest rate of conformity | - inuit had the lowest rate of conformity

Question 143

sociocultural berry (1967) pressure conform: conclusion

Answer 143

- african culture is more conformist - canadian culture is more individualistic - rice farming in africa needs coordination of many people while hunting fish is an individual activity

Question 144

sociocultural chen et al (2005) orientation decision: aim

Answer 144

- investigate how long term or short term orientation impacts decision making

Question 145

sociocultural chen et al (2005) orientation decision: procedure

Answer 145

- bicultural singaporean americans, exposed to both cultures - randomly assigned to have one culture primed (brought to mind) over another by showing photos of either culture - afterwards participants were asked to order a book from an online shop with 2 delivery options - option one free shipping but taking longer, option 2 pay for shipping but faster delivery time

Question 146

sociocultural chen et al (2005) orientation decision: findings

Answer 146

- american culture more likely to pay extra for fast shipping - singaporean culture more likely to opt for the free shipping

Question 147

sociocultural chen et al (2005) orientation decision: conclusion

Answer 147

- singaporean culture has long term orientation so they value patience and saving money for the future - american culture has short term orientation so they want immediate gratification

Question 148

sociocultural chen et al (2005) orientation decision: evaluation

Answer 148

- well designed experiment, casual relationship - bicultural participants absorbed values of both cultures - only involved singaporean americans don't know if it is generalizable to other orientations - could be extraneous variables that explain the results

Question 149

sociocultural odden and rochat (2004) learning samoa: aim

Answer 149

- study the role of observational learning based on social cognitive theory (SCT) in enculturation in Samoa

Question 150

sociocultural odden and rochat (2004) learning samoa: procedure

Answer 150

- observational, longitudinal study, 25 months with 28 children - adults have non interventionist approach to their children, they can learn important skills and values on their own - children's behaviour was observed - completed a multiple choice test on samoan values and society at the end

Question 151

sociocultural odden and rochat (2004) learning samoa: results

Answer 151

- children were never taught how to fish but through observing at age 12 were capable fishermen despite never being taught - through the test, most children knew the norms of their culture through observing and imitating

Question 152

sociocultural odden and rochat (2004) learning samoa: conclusion

Answer 152

- observational learning plays a significant role in enculturation - children can learn values, norms and behaviours of their culture by observation and imitation

Question 153

sociocultural odden and rochat (2004) learning samoa: evaluation

Answer 153

- strength is longitudinal and can observe new skills learned - only one samoan village can't be sure it applies to other cultures - researcher bias

Question 154

sociocultural lueck and wilson (2010) immigrant stress: aim

Answer 154

- factors that can affect acculturation stress in asian immigrants to america

Question 155

sociocultural lueck and wilson (2010) immigrant stress: procedure

Answer 155

- 2000 asian americans, half born in asia and immigrated to america, other half children of immigrants - interviewed about their acculturation experiences - semi structured interview

Question 156

sociocultural lueck and wilson (2010) immigrant stress: results

Answer 156

- around 70% of participants felt acculturation stress less acculturation stress - bilingual participants - same values as their family member - satisfied with economic opportunities more acculturation stress - discrimination, prejudice, stereotyping

Question 157

sociocultural lueck and wilson (2010) immigrant stress: conclusion

Answer 157

- acculturation stress is very common with immigrants | - many factors that impact acculturation stress

Question 158

sociocultural lueck and wilson (2010) immigrant stress: evaluation

Answer 158

- large, diverse sample size - researcher bias, looking for patterns in the data that confirm their hypothesis - difficult to translate questions from languages so there can be different interpretations