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A-level Psychology > Cognitive Approach > Flashcards

Cognitive Approach Flashcards

(33 cards)

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1
Q

Aim of Andrade

A

To know whether doodling assists information processing (by attending more effectively or enhancing memory)

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2
Q

Research method used in Andrade

A

Laboratory experiment

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3
Q

Design used in Andrade

A

Independent measures design
(Control group/doodling group)

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4
Q

Number of participants in Andrade

A

40

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5
Q

Where were the participants, in Andrade, members of?
Where were they recruited from?

A

MRC (medical research council) Applied Psychology Unit, originally recruited from the general public

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6
Q

What ages were the members in Andrade?

A

18-55yrs

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7
Q

How was the sample chosen in Andrade?

A

Participants were asked if they wanted to participate in another study after finishing a fake experiment

Volunteered to join a ‘pool’ of people who may be chosen to participate

opportunity sampling - using who was readily available at the time

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8
Q

How were the participants assigned to a condition in Andrade?

A

Random allocation

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9
Q

Number and genders of participants in control group (Andrade)

A

20 participants (18 female, 2 male)

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10
Q

Number and genders of participants in doodling group (Andrade)

A

20 participats (17 female, 3 male)

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11
Q

What did researcher change about the recall order between participants in Andrade?

A

Question order was counterbalanced

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12
Q

How long was the mock telephone message in Andrade?

A

2.5 mins

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13
Q

How many wpm was the mock telephone message in Andrade?

A

227 wpm

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14
Q

Apparatus given to doodling group (Andrade)

A
  • Pencil
  • A4 paper with 10 shapes ( 1cm diameter squares and circles in alternating rows)
    —> + space for writing target information
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15
Q

Apparatus given to control group (Andrade)

A
  • Pencil
  • Blank A4 paper
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16
Q

Type of data gathered in Andrade

Study These Flashcards
A

Quantitative data
- mean number of correct recall, false alarms and scares for names and places

17
Q

Controls in Andrade

Study These Flashcards
A
  • Standardised instructions
  • standardised/same message (volume + speed)
18
Q

Were the participants paid in Andrade’s study?

Study These Flashcards
A

Yes, a small sum

19
Q

What happened to one participant in the doodling group of Andrade?

Study These Flashcards
A

They didn’t doodling so were replaced

20
Q

Type of data collected in Andrade

Study These Flashcards
A

Quantitative data

Mean number of correct recall, false alarms and scores for names and places

21
Q

Size of margin on the paper in Andrade

22
Q

How were participants in Andrade assigned to a condition?

Study These Flashcards
A

Random allocation

23
Q

Mean number of correct names recalled in the control group of Andrade

24
Q

Mean number of correct names recalled in the doodling group of Andrade

25
Mean number of false alarms in the control group of Andrade
5
26
Mean number of false alarms in the doodling group of Andrade
1
27
Background of Andrade
Andrade was unsure of whether doodling impairs performance, by moving concentration from the primary task, or whether it improves performance and aids concentration.
28
Strengths of Andrade
Can control extraneous variables - lab experiment using independent measures design Very standardisable (so ppt’s equally likely to be bored and daydream) - same monotonous tone, dull and quiet room, asking to do experiment when about to leave —> more valid - differences due to doodling or not —> more reliable - all ppt’s similarly bored
29
Example of controlling and extraneous variable in Andrade
Allowing participants to listen to the recording at a comfortable volume
30
Aim(s) of Baron-Cohen
• To test whether a group of adults with Asperger Syndrome (AS) or High-functioning Autism (HFA) would be impaired on the revised version of the ‘Reading the Mind in the Eyes’ task. • To test if there was an association between performance on the revised eyes test and measures of autistic traits. • To investigate if there were sex differences in those without autism on the task. To see if females score higher on the eyes test than males (female superiority) • To see if there is an inverse correlation between the eyes test and the AQ test, for a sample of normal adults
31
Problems with the original Baron-Cohen study
• No glossary • Only two response options - ppt had 50% chance of getting correct answer (could guess) • Answer choices were opposites - easy to identify emotion (revised - 4 options) • Contained both basic and complex mental states, so contained some items that were too easy —> basic because they are recognised universally - can be recognised purely as emotions, without the need to attribute a belief to the person • Some items that could be solves simply by checking the gaze direction of the face • More female faces than male • Few choices - only 25 pictures - results showed ceiling effect - everyone scored highest possible score
32
Results of original Baron-Cohen study
• Adult males measurement in the general population scored a mean of 18.8 (SD = 2.5) • Adult females measurement in the general population scored a mean of 21.8 (SD = 1.8) • Adults with HFA or AS performed significantly worse than sex-matched normal controls, or adults with Tourette’s syndrome • Adults with HFA or AS scored an average of 16.3 out of 25 (SD = 2.9) • Adults with TS scored an average of 20.4 out of 25(SD = 2.6) • Groups with TS did not differ significantly on this test from the general population
33
Hypotheses of original Baron-Cohen study
• Participants in the AS/HFA group will score significantly lower scores on the revised Eyes Test than the control group (but unimpaired on gender judgements) • Participants in the AS/HFA group will score significantly higher on the Autism Spectrum Quotient Test (AQ) • Females in the ‘normal’ groups (groups 2 and 3) will score higher on the Eyes Test than males in those groups • Males in the ‘normal’ group (group 3) would score higher on the AQ measure than females Scores on the AQ and the Eyes test would be negatively/inversely correlated

A-level Psychology (7 decks)

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