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AS Psychology > Cognitive Approach 3 - Pozzulo et al. > Flashcards

Cognitive Approach 3 - Pozzulo et al. Flashcards

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1
Q

When was Pozzulo?

A

2011

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2
Q

How is our memory different from that of a computer?

A

It can come out distorted or warped and not perfect.

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3
Q

How can information change our memory?

A

Information we receive may cause us to alter our memories.

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4
Q

Is memory an active or passive process?

A

Active process

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5
Q

When can information be altered in our brains?

A

During encoding and afterwards.

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6
Q

Who did research into how easily our memory can be manipulated?

A

Elizabeth Loftus.

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7
Q

What did the Pozzulo & Lindsay (1997) study show?

A

Children were less likely than adults to say I don’t know to a question, even when they knew it was a possible response.

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8
Q

What are line-ups used for?

A

Police use them for witnesses to identify a culprit.

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9
Q

What did Pozzulo & Lindsay (1998) show?

A

When the culprit is not in the line-up, children are more likely than adults to identify an innocent person.

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10
Q

What does the study focus on?

A

Social effects on child witnesses.

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11
Q

What are three reasons Pozzulo identifies for why children may be more likely to give incorrect responses to line-ups than adults?

A
  1. Children may feel they have to make a choice. Non-response isn’t an option.
  2. Children may view the person asking the question as an authority figure which makes them more likely to comply with the request.
  3. Children may feel more pressure than adults and may fear getting in trouble for not answering.
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12
Q

What are the two types of line-ups?

A

Target-present and target-absent.

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13
Q

Why did Pozzulo use identification and rejection of a cartoon character?

A

Since it is familiar, kids should identify them with the same accuracy as adults (~100%). Cognitively easy task so differences due to social factors.

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14
Q

How many hypotheses were there?

A

4

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15
Q

What were the four hypotheses?

A

1 - Children will be as good as adults at identifying cartoon faces in a target-present line-up.
2 - Children will be as worse than adults at identifying human faces in a target-present line-up.
3 - Children will be as worse than adults at identifying cartoon faces in a target-absent line-up.
4 - Children will be as worse than adults at identifying human faces in a target-absent line-up.

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16
Q

What was the experiment type?

A

Lab experiment

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17
Q

What were the three IVs?

A

Age: Young children vs. Adults
Line-up type: Identification vs. Rejection
Level of cognitive demand (familiarity of target): cartoon vs human

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18
Q

What was the experiment design?

A

For comparison between adults and children - independent measures.
For comparison of line-up type - repeated measures.

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19
Q

What did the photos of the cartoons look like?

A

Black and white and cropped close.

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20
Q

What did the photos of the humans look like?

A

Head and shoulders.

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21
Q

What was the DV?

A

Whether the participant identified the correct face if present and the empty silhouette if not.

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22
Q

How were the children’s responses recorded?

A

The children pointed and the experimenter recorded the response.

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23
Q

How were the adult’s responses recorded?

A

They recorded them themselves on a sheet.

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24
Q

What was the total sample size?

A

112

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25
What was the sample size of children?
59
26
What was the sample size of adults?
53
27
What was the age range and mean age of the children?
4-7 4.98
28
What was the gender balance in the children?
21 females and 38 males.
29
Where were the children recruited from?
Pre-K/K classes in 3 private schools in Eastern Ontario, Canada.
30
What was the age range and mean age of the adults?
17-30 20.54
31
What was the gender balance in the adults?
36 females and 17 males.
32
Where were the adults recruited from?
The Introductory Psychology Participant Pool at Eastern Ontario University.
33
What were the two target cartoons?
Dora the Explorer and Go, Diego, Go!
34
Were all the children and adults familiar with the target cartoons?
Yes
35
Who were the two human face targets?
Two Caucasian students.
36
What two media were prepared by the experimenters?
Video clips and line-up photoarrays.
37
How long was the video clip and how long was spend on the individual's face?
6 seconds 2-3 seconds
38
What was the content of the human videos?
A female brushing her hair and a male putting a coat on.
39
Was there color and sound in the videos?
Yes color, no sound.
40
Did the target wear the same outfits in the photo arrays that they did in the video?
No
41
How many foil photos were chosen for each target?
4
42
What three things did the foil photos have similar to the target?
Facial features, hair length, and color.
43
What size were all the human photos cropped to?
Face, neck, and top of shoulders.
44
What was the content of the cartoon videos?
Dora talking to the audience and Diego putting on a pair of gloves for safety.
45
What size were all the cartoon photos cropped to and why?
Face, because they all wore the same outfit so it wouldn't affect familiarity.
46
What did target-present line-ups contain?
The target and three foils.
47
What did target-absent line-ups contain?
Four foils.
48
What did every line-up contain?
A blank silhouette.
49
How was the line-up shown to the participants?
As a simultaneous array. All the photos in the line-up at once plus the blank silhouette.
50
How was the position of the target in each line-up chosen?
It was randomised.
51
Why were the photos blank and white?
The bright cartoon colors would have distracted from identifying the cartoon.
52
How many videos did each participant watch?
4
53
How was counterbalancing used?
In each of the four line-up tasks, the position of the target and its matching foil were counterbalanced.
54
In an equivalent target-absent line-up, where was the 4th foil placed?
In the same position of the original target.
55
What were the videos and photo arrays presented on?
A 13-inch laptop screen.
56
What were the four conditions?
Cartoon target-present Cartoon target-absent Human target-present Human target-absent
57
Where did the adults complete the study?
At the lab
58
What were the adults told the study was a test on?
Memory
59
Where and who tested the children?
3 female experimenters went to the children's school.
60
What were the children told the study was about?
A project on TV shows and computer games.
61
How was Right to Withdraw utilized in this study?
It was made clear to the children they could change their minds about participating and they would not get in trouble.
62
How did the experimenters make the kids comfortable with them?
They did crafts with them beforehand.
63
How were the experimenters dressed?
Professional-casual clothes. (Sweater or blouse with smart trousers)
64
Why weren't the experimenters dressed overly formal?
It may have influenced the children's responses through social pressure by suggesting authority.
65
Were the participants tested individually or in a group?
Individually.
66
What were the participants asked after each video?
A free recall/filler question. "What did the cartoon character/person look like?"
67
What following questions were the children asked after the initial question?
"Do you remember anything else?" or "Do you remember anything from the video?"
68
What were the adults asked after the initial question?
"Do you remember anything else about the cartoon character/person?"
69
What were the children told after each filler task?
"Please look at the photos. The person/cartoon may or may not be there. If you see the person/cartoon, please point to the photo. If you do not see the person/cartoon, please point to this box." (Indicating the blank silhouette)
70
How did the instructions given to the adults after the filler task differ from the ones given to the children?
They recorded their responses themselves on a matching sheet.
71
What two key differences did the researchers want to investigate?
1 - The difference between children's and adults' identification and rejection accuracy. 2 - The difference in children's identification and rejection accuracy between cartoon characters and humans.
72
How good were the children at the cartoon target-present line-up?
Almost 100% accuracy.
73
What is the most likely social factor affecting a low rejection rate by children?
The child's expectation that they should make a selection rather than a non-response.
74
Are the effects of cognitive vs social demands relative or absolute?
Relative.
75
What is the GRAVE analysis?
HHHMH
76
What are six strengths of the study?
Standardised environment (lab) DV operationalised Quantitative data Controlled demand characteristics High internal validity Good ethics (consent, right to withdraw)
77
What are three weaknesses of the study?
Low ecological validity No real importance felt by participants Deception

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