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Psychology > Core Studies(year 1) > Flashcards

Core Studies(year 1) Flashcards

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1
Q

Milgram sample

A

40 men, self-selected, new haven newspaper ad $4.50 20-50

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2
Q

Milgram ethics

A

Deception(memory and learning)
Informed consent
Protection from harm
Dodgy right to withdraw
Did debrief

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3
Q

Loftus and palmer aim

A

To investigate the effect of leading questions on eye witness testimony

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3
Q

Loftus and palmer aim

A

To investigate the effect of leading questions on eye witness testimony

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4
Q

L&P research method +design

A

Lab experiment
Independent measures

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5
Q

L&P: exp 1 variables

A

IV: verb( smashed collided bumped hit contacted)
DV:speed estimates

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6
Q

L&P exp 1 sample

A

45 students into 5 groups of 9

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7
Q

L&P exp 1 procedure

A

7 clips of car accidents, had to answer questionnaire, critical question how fast the cars going

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8
Q

L&P exp 1 results

A

Smashed:40.8
Collided:39.3
Bumped:38.1
Hit:34.0
Contacted:31.8

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9
Q

L&P exp 1 conclusions

A

How the question was phrased did influence
People are not good at judging speed

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10
Q

L&P exp 2 variables

A

IV: verb( hit smashed or not asked )
DV: wether broken glass was seen

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11
Q

L&P exp2 sample

A

150 students 3 groups

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12
Q

L&P exp 2 procedure

A

1 min film 4 second car accident
Group asked how fast when_ each other or not asked
1 week later returned and asked more questions the critical one being did you see any broken glass

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13
Q

L&P exp2 results

A

Smashed 16 yes
Hit 7 yes
Control 6 yes

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14
Q

L&Pexp 2 conclusion

A

Leading question did actually alter memory
2 types of info
1= own perception at time
2= supplied after

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15
Q

Grant aim

A

Investigate the importance of environmental context dependency effects on learning

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16
Q

Grant research method and design

A

Lab
Independent measures

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17
Q

Grant variables

A

IV: silent or noisy conditions(reading)
Matching/mismatching conditions(test)
DV: short answer test/10
Multiple choice /16

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18
Q

Grant sample

A

39 ptts 17-56 yrs
17 f 23m
Opportunity sample

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19
Q

Grant procedure

A

All wore headphones
Silent didn’t hear anything
Noisy heard cafeteria noises
After 2min break short answer was given followed by mc in matching/mismatching conditions

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20
Q

Grant results

A

Matching: silent 6.7(short answer) 14.3(MC) noisy 6.2(SA) 14.3(MC)
Mismatching: silent noisy4.6(SA)
12.7(MC)
Noisy silent 5.4(SA) 12.7(MC)

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21
Q

Grant conclusions

A

Studying and testing in the same context leads to better performance
Silence performed slightly better

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22
Q

Milgram aim

A

To measure level of obedience to an authority figure

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23
Q

Milgram research method and design

A

Controlled observation

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24
Milgram results
65% went all the way All went to 300v( enough to kill) 14 refused to go all the way
24
Milgram results
65% went all the way All went to 300v( enough to kill) 14 refused to go all the way
25
Milgram conclusion
All showed high level of obedience
26
Bocchiaro aim
To investigate rates of obedience disobedience and whistleblowing in a situation that was ethically wrong Investigate accuracy of people's estimates Investigate dispositional factors in o d and w
27
Bocchiaro research method and design
Lab study
28
Bocchiaro sample
Exp group: 149 students 96f 53m self selected 7euros or course credit Comp group: 138 8 pilot test groups:92 students
29
Bocchiaro procedure
Cover story- sensory deprivation on brain function, had very bad effects Had to write a statement using adjectives exciting incredible Experimenter left for 3 mins then they moved to second room to write statement or whistle blowing forms Completed 2 personality tests and found out whether they had faith then debriefed
30
Bocchiaro results
Comp group: 3.6% said they'd obey 31.9 disobey 64.5 whistle blowing Exp group: 76.5 obeyed, 14.1 dis 9.4 wb No difference in personality test( hexaco and independent games measure) Those with strong faith more likely to whistle-blow
31
Bocc conclusion
People are obedient People overestimate blowing the whistle and underestimate obedience Behaving morraly Is challenging Whistle blowers tend to have more faith
32
Bandura aim
To demonstrate learning can occur through observation and imitation can occur in the absence of the model
33
Bandura hypothesis
Children shown aggressive models will show more imitative aggressive acts Children shown non-aggressive models will show less aggressive behaviours Boys more aggressive Children will imitate same-sex more
34
Bandura sample
36 boys+girls 3-5 yrs from Stafford nursery school
35
Bandura research method and design
Lab Matched pairs
36
Bandura variables
IV: model type DV: imitative aggressive behaviour
37
Band model conditions
6 boys opposite sex 6 girls opposite sex 6 boys same sex 6 girls opposite sex Both aggressive and non aggressive
38
Band procedure
Watched model(not control) Second room told toys were for other kids New room observed 20 mins one way glass Imitation physphysical aggression Imitation verbal aggression Imitative non aggressive verbal Partial Imitation: Mallet aggression Sitting on bobo Non imitative a Punching Gun play Non aggressive behaviour
39
Band conclusion
Aggressive models showed more imitative aggression and non imitative and partial imitative Boys more aggression Imitated male model more but girls female for verbal
40
Chaney aim
To see if funhaler can improve adherence to medical regime
41
Chaney research methods and design
Field exp Repeated measures
42
Chaney variables
IV: type of inhaler DV: adherence rates(self report)
43
Chaney sample
32 Australian kids 10m 22f 1.5-6 yrs with asthma
44
Chaney procedure
Completed initial questionnaire 2 weeks on funhaler second questionnaire During time parent was called at random about whether kid had been medicated day before
44
Chaney procedure
Completed initial questionnaire 2 weeks on funhaler second questionnaire During time parent was called at random about whether kid had been medicated day before
45
Chaney results
80% took 4 or more with funhaler (50 normal) 22/30 reported always been successful compared 3/30 normal 81% medicated previous day 68% reported pleasure 10 with normal
46
Chaney conclusion
Funhaler provides positive reinforcement leads to improved adherence Funhaler could improve clinical outcome May improve overall health
47
Sperry aim
Show each hemisphere possesses independent stream of consciousness and has own separate chain of memories
48
Sperry design
Quasi exp case study
49
Sperry variables
IV: hemisphere disconnection DV: performance on visual and tactile tasks
50
Sperry sample
11 epilepsy split brain
51
Sperry procedure
Visual field: cover one eye stare fixation point image is presented for 1/10th second name and describe image Tactile tests: both eyes covered object is placed in hand and asked to describe it or retrieve from bag of object
51
Sperry procedure
Visual field: cover one eye stare fixation point image is presented for 1/10th second name and describe image Tactile tests: both eyes covered object is placed in hand and asked to describe it or retrieve from bag of object
52
Sperry results
Visual: rvf can be described in speech, lvf no speech yes writing Tactile: verbally right hand, left hand no verbal,
53
Sperry conclusion
Each hemisphere works independently,and has no knowledge of what the other is doing
54
Casey aim
Asses whether delay of gratification in childhood predicts impulse control in their 40's
55
Casey research method and design
Quasi Repeated measures
56
Casey variables
IV: high/low delayer DV: performance on impulse control task exp1 neural activity fMRI scans exp2
57
Casey exp1 sample
32 high delayers 27 low delayers
58
Casey procedure exp 1
Go/no go task cool version male female hot version facial expressions
59
Casey exp 1 results
Both high accuracy on go trials Low delayers committed more false alarms no go Hot task low delayers performed worse
60
Casey exp 2 sample
27 ptts from exp1 15 high 11 low
61
Casey exp 2 procedure
fMRI examine activity ventral stratum and inferior frontal gyrus to see if it correlated Completed hot task
62
Baron Cohen aim
To devise a more challenging task to test for theory of mind. Demonstrate that deficit in theory of mind is unique to autism/ aspergers by comparing with tourettes and normal
63
BC research method and design
Quasi Lab and field
64
BC variables
IV: autism ts or normal DV: eyes task performance
65
BC sample
A: 13m 3f normal intelligence Normal: 25m 25f random sample Ts: 8m 2 f referral centre normal intelligence
66
Freud aim
Give an account of boy suffering from phobia, prove oedipus complex
67
Freud research method design
Case study self report
68
Freud sample
Little hans horse phobia age 5
69
BC: results
Autsim group did significantly worse than control group in identifying emotions
70
BC conclusion
People with autism struggle to recognise mental states
71
BC procedure
25 b&w photos of eyes 3 secs and asked to choose between 2 mental states Control tasks: gender of eyes basic emotion task
72
Freud procedure
Observed by father Giraffe fantasy plumber fantasy and family dream
73
Freud conclusion
LH experienced castration anxiety and oedipus complex but resolved
74
Freud results
Horses fear = castration anxiety and fear of father( oedipus complex)
75
Freud plumber fantasy
Plumber replaces widdler and bum with new larger ones( identifying with father)
76
Freud giraffe dream
One large one crumpled.took smaller and sat on it (mother) large one cried out

Psychology (3 decks)

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