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psych AS level > Andrade (40ppt) gyno > Flashcards

Andrade (40ppt) gyno Flashcards

1
Q

Studies in cog psych could help workers doing repetitive jobs who cannot concentrate

  • How could results of Andrade applied to this problem?
A

RESULTS
- memory for names + places by doodlers (7.5) better than mean of control group (5.8)

  • doodling during work may aid their concentration
  • will be able to notice + remember things they have to do better
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2
Q

Describe how Andrade recruited her sample of ppts + explain why she decided to recruit them this way

A
  • all completed diff study at uni (unrelated)
  • asked if they had 5 mins to help w another study
  • opportunity sampling
  • enhance boredom of task by using ppl who were alr planning to go home
  • done to recruit ppt faster/quicker as ppt alr there
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3
Q

State aim of study

A
  • to investigate wheter doodling aids concentration or not BY ENHANCING MEMORY
  • to investigate if doodling affects recall of places/names.
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4
Q

How was ‘monitoring’ performance score’ calculated for each ppt?

A
  • number of correct names - number of false alarms
  • difference between (same as above)
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5
Q

One result from monitoring performance score

A
  • monitoring performance significantly higher in doodling condition (7.8) compared to control (7.1)
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6
Q

Describe materials used in BOTH ‘doodling’ condition and control groups

A
  • mock telephone message recorded + rate of 227 words per min
  • played at comfy listening vol
  • script had 8 names of those attending party
  • names of 3 ppl + one cat who couldn’t attend
  • a piece of paper + pencil
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7
Q

Outline one finding from this study

A
  • memory score for doodling group was higher than control
  • doodling aids concentration while participating in boring task (positive correlation)
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8
Q

Explain one real world application based on finding outlined

A
  • could be useful for teachers as they may allow students to doodle during a difficult task requiring them to concentrate on
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9
Q

Outline the procedure for a participant who was in the doodling condition

A
  • recruited aft completing diff study
  • taken in visually dull room
  • asked to listen to dull tape recording of mock telephone message
  • WHILST LISTEINING asked to shade in squares + squares on paper given to them
  • told it doesn’t matter how neatly/quickly as its to relieve boredom
  • instructed to write names of party goers
  • aft 1 min of talking w experimenter asked to write names of party goers or places
  • SURPRISE TEST
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10
Q

Identify two feature of sample

A
  • 18-55 years old
  • (20) ppt in each condition
    -35 females + 5 males
  • gynocentric
  • all from applied psychology unit
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11
Q

State how ppt were allocated to conditions i

A
  • Randomly
  • Had equal chance of being chosen for either condition/doodling vs non doodling
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12
Q

Identify one strength

A
  • experimental so easy to replicate + cause and effect relationship found/studied
  • quantatative data collected = comparison easier
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13
Q

Learning Approach

A

The learning approach assumes that:

  1. conditioning helps to explain changes in behaviour.
  2. social learning helps to explain changes in behaviour.
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14
Q

Outline situational vs individual explanations in psych

A
  • individual side refers to behaviours that are dispositional e.g personality
  • situational side refers to behaviour from external factors in enviornment e.g home life/upbringing
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15
Q

INDIVIDUAL DEBATE

A
  • everyone doodled diif based on personality type e.g someone doodled 100 items so large range of shapes
  • e.g ppl who are labeled as extroverts may require to do more than 1 thing at once to stimulate themselves aiding in concentration
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16
Q

SITUATIONAL Debate

A
  • Andrade ensures everyone was bored so situation caused them to doodle + concentrate more when doodling
  • task itself caused an improvement in concentration as doodling helps focus more = doodling group recalled more names than control
17
Q

Describe ways to aid concentration via Andrades model

A
  • could provide paper and instruct ppl to doodle whilst completing task
  • they can doodle anything they want
  • could give the paper with preset shapes for shading in whilst completing task focusing on specific info
18
Q

Identify 2 examples where reponse is recorded as “false alarm” for recall of names

A
  • names mentioned on tape as non attenders
  • any new name
19
Q

1 problem with sample

A
  • might not be representative sample as all members of Pscyhology unit ppt panel so might be more motivated
  • Sample was gender biased = more females so results may not generalize to males doodling + memory
20
Q

Outline instructions given ONLY to “doodling group” listed before listening to telephone message

A
  1. Asked to shade in squares + circles
  2. Told it doesnt matter how neatly they do it
  3. Told it doesnt matter how quickly they do it
  4. They were told it was to relieve boredom
21
Q

State experimental design used in study

A
  • Independent groups/measures
  • ppt took part in either doodling or control conditions
22
Q

Outline materials used by ppt in doodling condition

A
  • used pencil for shading
  • shapes on paper approx, 1cm in diamter
  • paper was A4
    1. cm margin on left side to write info down
  • alternating rows of shapes of eitheir squares OR circles
23
Q

Outline results for false alarms for places

A
  • both doodling + control group has same avg recal
24
Q

1 result from memory scores for names (monitored info)

A
  • doodling condition scored avg higher (7.8) than control as they had mean score of (7.1)
25
Q

1 methodolical strength

A
  • standerdized procedure+ controls e.g length of script so replicable + reliable
  • clear cause + effect only doodling causing changes in recall rates
26
Q

Ethical weakness

A
  • ppt decieved as unaware they would have to remeber names/surprise test
  • ppt may experience psychological distress as not expecting memory test/couldn’t remember names + placs
27
Q

Describe procedure of study from when tape finished playing

A
  • experimenter collected in response sheets
  • engaged ppt for 1min in convo
  • experimenter apologized for surprise recall test
  • 1/2 ppt asked to recall names
  • 1/2 ppt asked to recall places
  • debriefing happened + asked if suspected memory test
28
Q

Describe psychology being investiagted

A
  • looking at wheter doodling aids concentration/memory
  • cognitive processing of dual tasks
  • arousal levels must be maintained to concentrate
  • encoding of info w/ dual tasks
29
Q

1 strength of study in EXPERIEMNETAL designs

A
  1. Potential reduction in demand characteristics as ppt ONLY allowed to doodle or not = would NOT have worked out the aim
  2. Two groups could be compared w/o any risks of order/practice/boredom effects
30
Q

2 features of mock telephone message

A
  1. Monotone/dull voice
  2. 227 words per min
  3. Lasted for 2.5 mins
  4. Comfortable listening vol
  5. Contained 8 names of ppl attending party
  6. Contained 3 names not attending + cat
  7. 8 place name

psych AS level (12 decks)

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