Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
OCR Core Studies
Flashcards for the studies from OCR year 1
| Term | Definition |
|---|---|
| Milgram: Key word reminder | Electric shock |
| Milgram: Area | Social |
| Milgram: Theories Background | Nazi Germany and the defence of 'I was only following orders' |
| Milgram: Aim | Testing to see how far an authority figure can make someone do something (even an ordinary American) |
| Milgram: Sample | 40 US men, aged 20-50 from a range of professions |
| Milgram: IV or Procedure | Give a stranger an electric shock if they got a question wrong. The shock increased by 15V for each wrong answer. |
| Milgram: Dependent variables | Seeing how many will give the lethal electric shock (450V) or disobey the figure. |
| Milgram: Findings | 65% went to 450V; 100% went to 300V. Ppts showed a range of stress reactions, like trembling and digging their nails into their palms |
| Milgram: Conclusions | Most people will go beyond their morals, because an authority figure told them to do it. |
| Milgram: Why it is part of this area | Testing a social situation involving obedience. |
| Piliavin: Key word reminder | Subway |
| Piliavin: Area | Social |
| Piliavin: Theories Background | Diffusion of responsibility - the idea that in a crowd situation, most people just wait until someone else steps in to help |
| Piliavin: Aim | To see whether strangers would help, and how long it would take them in different situations |
| Piliavin: Sample | 4,450 public citizens on the subway in New York City |
| Piliavin: IV or Procedure | If the 'victim' was drunk or holding a cane; race of the victim; how many passengers were in the carriage at the time |
| Piliavin: Dependent variables | How quickly they helped him; if they helped him or ignored him; race and gender of the passengers |
| Piliavin: Findings | Man with cane was helped significantly more than the drunk man, and faster; more passengers led to faster help; males more likely to help; own-race more likely to help |
| Piliavin: Conclusions | People are more likely to be helped if the situation is not their fault; helpers have an own-race bias; diffusion of responsibility was not found to be accurate |
| Piliavin: Why it is part of this area | Testing a social setting and helping behaviour (pro-social behaviour) |
| Bocchiaro: Key word reminder | Whistle-blowing/ Disobediance |
| Bocchiaro: Area | Social |
| Bocchiaro: Theories Background | The extent to which individuals will comply with unethical requests from authority figures |
| Bocchiaro: Aim | To investigate the factors that influence individuals decisions to obey, disobey, or whistle blow when faced with a unethical thin |
| Bocchiaro: Sample | 149 undergraduate students from VU Uni Amsterdam |
| Bocchiaro: IV or Procedure | Scenario-based, observational design. To write a statement encouraging other students to participate in a harmful sensory deprivation study, without mentioning its negative effects. |
| Bocchiaro: Dependent variables | Whether participants obeyed, disobeyed, or whistle blowed. Scores from personality and morality assessments: HEXACO-PI-R and The Social Value Orientation (SVO) test |
| Bocchiaro: Findings | Majority of participants (76.5%) obeyed the unethical requests, while only 14.1% disobeyed and 9.4% whistle blew, suggesting that people are surprisingly obedient even when aware that their actions are unethical |
| Bocchiaro: Conclusions | That most people tend to obey authority despite ethical concerns, but only a small minority are willing to whistle blow, highlighting the challengers of promoting ethical behaviour in heirarchical situations |
| Bocchiaro: Why it is part of this area | As it explores how social influence and authority affect individuals behaviour and moral decision making within group and societal contexts |
| Levine: Key word reminder | Crossing the road |
| Levine: Area | Social |
| Levine: Theories Background | Helping behaviour in response to people in need. Reciprocal altruism - helping one another is for a shared goal, with the expectation that they would help you in the future |
| Levine: Aim | To see which cultures are more helpful (especially comparing individualist, simpatia and collectivist cultures) |
| Levine: Sample | 1,198 across 23 countries. Members of the public - opportunity sample |
| Levine: IV or Procedure | 3 conditions of the study: dropped pen, hurt leg picking up magazines, or helping a blind man cross a road. 4 culture variables: walking speed, wealth (PPP), city population and whether they were individualistic/collectivist/simpatia |
| Levine: Dependent variables | Helping rate (percentage of trials which led to help) |
| Levine: Findings | There was a significant negative correlation between wealth (PPP) and helping rate (-0.43 coeffient). Simpatia countries (e.g. Mexico, Spain, Brazil) were more helpful than other cultures |
| Levine: Conclusions | Richer cultures are less likely to offer help. They may be experiencing more reciprocal altruism, because they are more in need themselves, so they would benefit more when it comes back to them |
| Levine: Why it is part of this area | It is within a social context, i.e. outdoors with the public and how they interact |
| Loftus & Palmer: Key word reminder | Eyewitness |
| Loftus & Palmer: Area | Cognitive |
| Loftus & Palmer: Theories Background | Testing how accurate eyewitness testimonies and memory are - people tend to be bad at estimating speeds or recalling details, possibly due to leading questions |
| Loftus & Palmer: Aim | To see if leading questions (verbs) can make eyewitness testimony inaccurate |
| Loftus & Palmer: Sample | 45 university student volunteers |
| Loftus & Palmer: IV or Procedure | Ex1: Watch a video of a car crash and then asked 'how fast was the car going when it _____' - 5 verbs were either smashed, hit, collided, bumped or contacted. Ex2: Shown a video, asked either hit/smashed. A week later, asked if they saw the broken glass |
| Loftus & Palmer: Dependent variables | Ex1: Their estimate of the car's speed. Ex2: whether or not they said there was broken glass |
| Loftus & Palmer: Findings | Ex1: Smashed had the highest speed estimate (41mph); Contacted had the lowest (32mph). Ex2: Smashed group much more likely to report seeing glass (16/50) than hit (7/50) |
| Loftus & Palmer: Conclusions | EWT is unreliable as they can be affected by leading questions |
| Loftus & Palmer: Why it is part of this area | It concerns memory, which is a cognitive process of the brain and mind |
| Moray: Key word reminder | Selective attention |
| Moray: Area | Cognitive |
| Moray: Theories Background | People can focus on certain sensory inputs while filtering out others in a noisy environment |
| Moray: Aim | To investigate how much information people can selectively attend to and process from competing auditory messages |
| Moray: Sample | 12 participants mostly university students and staff |
| Moray: IV or Procedure | Whether the Ps name or other meaningful words were presented in the unattended ear during a dichroic listening task, where Ps had to shadow(repeat) the message in the attended ear |
| Moray: Dependent variables | The number of words or messages from the unattended ear that participants noticed or recalled |
| Moray: Findings | Ps generally failed to notice most information from the unattended ear, except for highly significant stimuli like own na,me which got through the attentional filter |
| Moray: Conclusions | Selective attention acts as a filter that blocks most unattended information from conscious awareness, but personally relevant stimuli can still capture attention |
| Moray: Why it is part of this area | As it investigates mental processes like attention and information processing in the brain |
| Grant: Key word reminder | Memory recall |
| Grant: Area | Cognitive |
| Grant: Theories Background | Theory of context dependent memory, which suggests that recall is better when the environment during learning and retrieval match |
| Grant: Aim | To Investigate how different levels of background noise during studying and testing affect memory performance |
| Grant: Sample | 39 participants aged 17-56 (opportunity sampling) |
| Grant: IV or Procedure | IV=Study condition (silent or noisy) and test condition (silent or noisy) Task involved reading an article and then completing short-answer and multiple choice tests based on the material |
| Grant: Dependent variables | The performance on the short-answer and multiple-choice recall tests (e.g. how many test items they answered correctly) |
| Grant: Findings | Found that memory recall was significantly better when the study and testing affect environments matched (SS or NN) compared to when they mismatched |
| Grant: Conclusions | Concluded that environmental contexts acts as a retrieval cue, so matching study and test conditions improves memory performance |
| Grant: Why it is part of this area | As it investigates internal mental processes, specifically how environmental contexts affects memory recall |
| Simons & Chabris: Key word reminder | Inattentional blindness |
| Simons & Chabris: Area | Cognitive |
| Simons & Chabris: Theories Background | Grounded in theories of visual attention and perception, particularly that we have limited attentional capacity and often fail to notice unexpected stimuli when focused on a demanding task |
| Simons & Chabris: Aim | To investigate the phenomenon of inattentional blindness and test how different factors, such as task difficulty and similarity of unexpected events to the attended task, influence noticing unexpected stimuli |
| Simons & Chabris: Sample | 228 participants, mostly undergraduate students, who were offered a candy bar or a small fee for taking part |
| Simons & Chabris: IV or Procedure | IV = the type of unexpected event (gorilla or umbrella woman), the type of video (transparent or opaque team), and the task (counting passes by the white or black team) that participants had to perform |
| Simons & Chabris: Dependent variables | DV = whether or not participants noticed the unexpected event (gorilla or umbrella woman) during the video |
| Simons & Chabris: Findings | Only about half of the participants noticed the unexpected event, and noticing was less likely when the event was unexpected or similar to the attended task, showing inattentional blin |
| Simons & Chabris: Conclusions | Concluded that people often fail to notice unexpected but visble events when their attention is focused on a specific task, highlighting the limits of selective attention |
| Simons & Chabris: Why it is part of this area | As it studies internal mental processes like attention and perception that affect how we process and notice information |
| Bandura: Key word reminder | Aggression |
| Bandura: Area | Developmental |
| Bandura: Theories Background | Social Learning Theory - we learn our behaviour by observing others, and are more likely to copy people we identify with |
| Bandura: Aim | To see if children imitated aggressive behaviour |
| Bandura: Sample | Children from Stanford University Nursery School. 72, including 36B:36G, aged 3-5 years |
| Bandura: IV or Procedure | They were asked to play with toys after seeing a role model. The model was either aggressive or not aggressive to the Bobo Doll. The model was either male or female. |
| Bandura: Dependent variables | Whether the child imitated the aggressive behaviour; the types of aggression they showed/didn't show towards the doll |
| Bandura: Findings | Children most often imitated the acts of the model (aggressive model = aggressive children); also, more likely to imitate a model of the same gender |
| Bandura: Conclusions | Behaviour is picked up by observing the people in your environment - Social Learning Theory can be demonstrated experimentally. |
| Bandura: Why it is part of this area | It studies the development of behaviour and its causes (e.g. the root cause of aggression) |
| Kohlberg: Key word reminder | Moral long |
| Kohlberg: Area | Developmental |
| Kohlberg: Theories Background | Built on Piaget's idea that children's moral reasoning develops with age, adding it progresses through three levels and six universal stage |
| Kohlberg: Aim | To investigate how moral reasoning develops over time and whether it follows a universal sequence of stages |
| Kohlberg: Sample | 72 American boys aged 10-16 at the start, followed longitudinally into adulthood |
| Kohlberg: IV or Procedure | IV= age (development over time), and the task was responding to moral dilemmas like the Heinz dilemma |
| Kohlberg: Dependent variables | The type and stage of moral reasoning shown in boys' responses to the dilemmas |
| Kohlberg: Findings | Showed that moral reasoning developed in the same universal sequence of stages, through not everyone reached the final stage |
| Kohlberg: Conclusions | Moral development occurs in universal stages that progress with age, supporting a stage-based theory |
| Kohlberg: Why it is part of this area | As it studies how moral reasoning changes and matures across the lifespan |
| Chaney: Key word reminder | Funhaler |
| Chaney: Area | Developmental |
| Chaney: Theories Background | Positive reinforcement and operant conditioning. Getting rewarded for doing something means they are more likely to repeat it |
| Chaney: Aim | To see if, through positive reinforcement, children would be more inclined to take medicine |
| Chaney: Sample | 32 children aged 1.5-6 years (22M:10F). All asthmatic and Australia |
| Chaney: IV or Procedure | The type of inhaler they were given - either the standard or a Funhaler (which incorporates toys, like a whistle and a spinner) |
| Chaney: Dependent variables | How many of the children used the inhaler the previous day |
| Chaney: Findings | More children used the Funhaler (81%) compared to the standard inhaler (59%). They also took more dosage each time they did it |
| Chaney: Conclusions | Operant conditioning and positive reinforcement works at increasing medical adherence |
| Chaney: Why it is part of this area | The use of children in the sample, and the focus on the development of behaviours and their causes |
| Lee: Key word reminder | Moral |
| Lee: Area | Developmental |
| Lee: Theories Background | Based on Kohlbergs theory or moral development and explored culture and social normas influence children's moral reasoning about lying and truth telling |
| Lee: Aim | To investigate cross-cultural differences in children's moral evaluations of lying and truth telling in prosocial and antisocial situations |
| Lee: Sample | 120 Chinese children and 108 Canadian children ages 7,9 and 11 years old |
| Lee: IV or Procedure | IV=The social story type (prosocial or antisocial), the truth or lie told, and the culture.(Chinese or Canadian), and the task was for children to listen to stories and rate the character's behaviour on a scale |
| Lee: Dependent variables | The rating the children gave to the character's behaviour on a 7 point scale ranging from very, very good to very, very naughty |
| Lee: Findings | Chinese children rated truth-telling in prosocial situations less positively and lying more positively with age, while Canadian children showed the opposite pattern |
| Lee: Conclusions | Moral development is influenced by cultural norms and social values, showing both universal and culture-specific patterns in children's moral reasoning |
| Lee: Why it is part of this area | It studies how moral reasoning and understanding of lying and truth telling change as children grow and develop across cultures |
| Sperry: Key word reminder | Split-brain |
| Sperry: Area | Biological |
| Sperry: Theories Background | Corpus callosum - part of the brain that connects your hemispheres. Functional lateralisation - deciding which hemispheres are responsible for which tasks |
| Sperry: Aim | To see which sides of the brain do what functions, especially focusing on language |
| Sperry: Sample | 11 people who had had surgery to severe their corpus callosum. They were experiencing seizures prior to their surgery |
| Sperry: IV or Procedure | "Ppts looked at a screen; a word or image appeared on one side and they were asked to say it aloud. |
| Ppts had an object placed in one hand and were asked to identify it." | |
| Sperry: Dependent variables | If they could say, draw or point to the correct word |
| Sperry: Findings | When an object was shown to the left of the screen (right hemisphere), then they couldn't say it, but they could if it appeared to the right of the screen (LH). Could draw words in the RH or use their left hand to point to it |
| Sperry: Conclusions | Left hemisphere is capable of language tasks that the right hemisphere is not capable of. Each hemisphere has a separate stream of consciousness |
| Sperry: Why it is part of this area | It deals with the brain and how it functions |
| Blakemore & Cooper: Key word reminder | Neuroplasticity |
| Blakemore & Cooper: Area | Biological |
| Blakemore & Cooper: Theories Background | Theory of brain plasticity, which suggests that sensory experiences during critical periods influence the development of the visual cortex |
| Blakemore & Cooper: Aim | To investigate how visual experiences during critical periods affect the development of orientation-selective neurons in kittens' visual cortex |
| Blakemore & Cooper: Sample | Two kittens raised from birth in controlled visual enviroments with either only vertical or only horizontal black and white striped |
| Blakemore & Cooper: IV or Procedure | IV=The orientation of the visual environment (vertical or horizontal striped), and the task was for the kittens to explore the environment and later have their visual responses tested in a laboratory setting |
| Blakemore & Cooper: Dependent variables | The kittens visual perception and ability to respond to different orientations, measured by their behaviour and neuronal recordings |
| Blakemore & Cooper: Findings | Kittens only developed visual neurons responsive to the orientation they were exposed to, showing impaired perception of the other orientation |
| Blakemore & Cooper: Conclusions | Early visual experience is crucial for normal development of the visual cortex, demonstrating the brain's plasticity during critical periods influence |
| Blakemore & Cooper: Why it is part of this area | It investigates how brain development and neural structures are shaped by sensory experiences and biological processes |
| Casey: Key word reminder | self-control |
| Casey: Area | Biological |
| Casey: Theories Background | Based on the delay of gratification theory by Mitchell, the study explored how our ability to resist temptation is linked to brain function and self-control mechanisms |
| Casey: Aim | To investigate whether delay of gratification in childhood predicts self-control and brain activity in adulthood |
| Casey: Sample | 59 participants who had previously taken part in Mischel's original "marshmallow test" as children |
| Casey: IV or Procedure | IV= Childhood delay-of-gratification ability (high vs low), and the tasks were "hot" (emotional/rewards) and "cool" (neutral) go/no-go response-inhibition tasks performed during fMRI |
| Casey: Dependent variables | Accuracy and reaction times on the go/no-go tasks, plus brain activity measured in the inferior frontal gyrus and ventral striatum using fMRI |
| Casey: Findings | High delayers showed better impulse control and greater activity in the inferior frontal gyrus, while low delayers made more errors on hot tasks and showed higher ventral striatum activity |
| Casey: Conclusions | Self-control is a stable individual trait linked to specific brain regions, with low delayers showing more difficulty resisting tempting stimuli even in adulthood |
| Casey: Why it is part of this area | It's part of the biological area because it links behaviour (self-control) to brain activity and neural mechanisms |
| Maguire: Key word reminder | Taxi |
| Maguire: Area | Biological |
| Maguire: Theories Background | Brain plasticity - the brain can grow or shrink due to knowledge, experience, training etc. Hippocampus - part of the brain that is heavily linked with memories |
| Maguire: Aim | To compare the hippocampus of a taxi driver to a control group, to see if your brain is plastic |
| Maguire: Sample | 16 male taxi drivers (with 1.5 years - 42 years of taxi driving experience). Control group was 16 non-taxi driver controls |
| Maguire: IV or Procedure | Ppts had their brain scanned using an MRI scanner. Pixel counting was used to see the size of particular parts of the brain, specifically the posterior (body, anterior) hippocampus. |
| Maguire: Dependent variables | Number of pixels in their posterior hippocampus, compared to the body and anterior hippocampus areas |
| Maguire: Findings | More grey matter in the taxi drivers' posterior hippocampus, compared to controls, even though the overall hippocampus was the same volume for each group. Found a positive correlation between years as a taxi driver and size of posterior hippocampus |
| Maguire: Conclusions | The brain can change with information, and with practice and repetition |
| Maguire: Why it is part of this area | It deals with the brain and how it functions |
| Freud: Key word reminder | Little Hans |
| Freud: Area | Individual Differences |
| Freud: Theories Background | Psychosexual stages - over time, it refers to the body parts that require most stimulation, or give the most fascination. Oedipus Complex - boys are in love with their mother and must compete with their father for her affection |
| Freud: Aim | To see what Little Hans was experiencing, and to gain a fuller understanding of why he was feeling the way he was |
| Freud: Sample | Little Hans - from age 3 to 5. His father was a fan of Freud's and would send him letters, detailing Hans' issues |
| Freud: IV or Procedure | This was not an experiment with an IV. Freud received letters from Hans' father, detailing his fears, worries and dreams. Freud used this to create theories. |
| Freud: Dependent variables | Freud analysed Hans' dreams, in particular focusing on themes such as fear, family, jealousy etc. |
| Freud: Findings | Little Hans were having dreams, such as 'the giraffe fantasy'. He also suffered from a phobia of horses after being bitten by one and having seen a horse fall over in the street. |
| Freud: Conclusions | Freud concluded that Little Hans had romantic feelings towards his mum and his dreams are a way of coping with his thoughts. He was scared of his father, and this has been displaced onto horses unconsciously |
| Freud: Why it is part of this area | Freud used these ideas to explain individual differences, for example some people may have unresolved issues like this, which causes phobias, anxieties, neuroses (mental illnesses) |
| Gould: Key word reminder | Bias |
| Gould: Area | Individual Differences |
| Gould: Theories Background | Based on concerns about intelligence testing and cultural bias, examining how IQ tests may unfairly favour certain social and cultural groups |
| Gould: Aim | To investigate the claims and methodology behind intelligence testing, particularly the accuracy and fairness of army IQ tests |
| Gould: Sample | Review of US army WW1 recruits IQ test data and historical records rather than direct participants |
| Gould: IV or Procedure | Gould analyzed existing IQ test scores and demographic factors, focusing on the methods and tasks used in army intelligence testing |
| Gould: Dependent variables | Reported IQ scores and the interpretations of intelligence based on these scores |
| Gould: Findings | Gould found that IQ tests were culturally biased, misused, and often gave misleading measures of intelligence across different social and ethnic groups |
| Gould: Conclusions | IQ tests are unreliable and biased measures of intelligence, reflecting social and cultural factors rather than innate ability |
| Gould: Why it is part of this area | Because it examines variations in intelligence and how they are measured across people |
| Baron-Cohen: Key word reminder | Autism |
| Baron-Cohen: Area | Individual Differences |
| Baron-Cohen: Theories Background | Based on the theory of mind, investigating whether autistic individuals struggle to understand others' mental states |
| Baron-Cohen: Aim | Test if adults with autism or Asperger's syndrome have difficulty identifying others' emotions using the "Reading the mind in the eyes task" |
| Baron-Cohen: Sample | 15 adults with autism or Asperger's, 122 neurotypical adults, and 103 adults with Tourette's syndrome |
| Baron-Cohen: IV or Procedure | IV=Participant group (Autism/Aspergers, neurotypical, Tourette's), and the task was identifying emotions from photographs of people's eyes |
| Baron-Cohen: Dependent variables | Number of correct responses identifying the emotions from the eyes task |
| Baron-Cohen: Findings | Adults with autism or Asperger's scored significantly lower on the eyes task than neurotypical or Tourette's participants |
| Baron-Cohen: Conclusions | Adults with autism or Asperger's have impairments in theory of mind, affecting their ability to read emotions from eyes |
| Baron-Cohen: Why it is part of this area | As it investigates how people differ in social cognition and theory of mind abilities |
| Hancock: Key word reminder | Psychopathy |
| Hancock: Area | Individual Differences |
| Hancock: Theories Background | The study was based on theories of psychopathy suggesting that individuals with high psychopathic traits have distinct emotional processing and linguistic patterns |
| Hancock: Aim | To investigate whether language used by psychopaths in murder confessions reflects their emotional and interpersonal deficits |
| Hancock: Sample | 14 male psychopaths and 38 male non-psychopaths who were convicted murderers in Canadian prisions |
| Hancock: IV or Procedure | IV= psychopathy level (high vs low), and the tasks performed was analysing participants murder confession transcripts using linguistic software |
| Hancock: Dependent variables | The frequency and types of words used in the confessions, including emotional, social and casual language |
| Hancock: Findings | Psychopaths used more words related to basic needs and fewer words reflecting emotion, social interaction, or moral reasoning compared to non-psychopaths |
| Hancock: Conclusions | Psychopaths show emotional and interpersonal deficits in their language, focusing on basic needs rather than social or moral concerns |
| Hancock: Why it is part of this area | As it examines how personality traits like psychopathy influence behaviour and language patterns |
Created by:
SBlakeley
Popular Psychology sets