studies Flashcards
(22 cards)
Piliavin et al
We are more likely to help an ill victim than a drunk victim
Men are first helpers more than females
People offer more help in bigger groups
Diffusion of responsibility does not always happen
Milgram
65% went to 450 V
Haney et al.
The experiment disintegrated very quickly
The guards began to humiliate & punish the prisoners and many prisoners began to show signs of mental & emotional distress.
guards used to be normal people, with uniform they changed
Young et al
CBT helped, Clients reported an increase in their ability to control problem behaviours
Caspi et al
This study looks at whether a gene (5-HTT) linked to the neurotransmitter serotonin makes some people more likely to be depressed after stressful life events than others.
Participants with a short version of the 5-HTT gene who experienced stressful life events were more likely to be diagnosed with depression.
Damasio et al
Phineas gage
Ventromedial region of the frontal lobe responsible for sensible decisions
Sperry
The left hemisphere= language abilities (saying the word or picture)
The right hemisphere = spatial abilities (feel the object)
Multi Store Model of Memory (Richard Atkinson and Richard Shiffrin)
They looked at the findings from memory experiments conducted by other researchers and were able to identify 3 different stores in our memory system: The sensory register, Short term memory and Long term memory.
Reconstructive Memory (Bartlett, 1932)
Omissions: We leave out unfamiliar, unpleasant or irrelevant details
Transformations: Details are changed to make them more rational (make sense)
Familiarisation: We change unfamiliar details to align with our own schema
Rationalisation: We add details to our recall to give a reason for something that may not have originally fitted with a schema
Peterson and Peterson
The longer each student counted backwards, the less able they were to accurately recall the trigram.
Bartlett’s War of The Ghosts
Participants did not recall accurately but were influenced by schemas and altered details to fit their schema.
Piaget’s Theory
0-2 years – Sensorimotor
2-7 years – Pre Operational
7-11 years – Concrete Operational
11+ years – Formal operational
Piaget and Inhelder
Children up to 7 were egocentric
Older children were non egocentric
Dweck’s mindset
Children should be praised for effort rather than ability
2) Children can develop a fixed mindset and give up on challenges because it is not ‘in them’ to succeed
Willingham’s theory of practice
Willingham suggested that to learn and develop skills you must have previous knowledge. Knowledge frees up space in our working memory. This allows us to practice skills such as problem solving.
practice and effort
cognitive, physical and social development
Bandura, Ross and Ross (1961)
Transmission of aggression through imitation of role models
Charlton et al
Children’s behaviour across five years of broadcast television: a naturalistic study in a remote community.
Hans Eysenck (1964)
How a criminal thinks
Freud
little hans
Siffre (1975)
To see how people would get on when travelling through space where they could be isolated and would not have external zeitgebers.
Hobson and McCarley
Activation Synthesis Theory
Asch (1951)
Asch (1951) used a line study to support conformity to
majority influence with 74% conforming at least once to an
obvious incorrect answer
