Flashcards
Psychology unit 1 studies
Cards in this deck (12)
- 1Memory: Peterson & Peterson (1959) study on multi-store modelAim: to see if rehearsal was vital to keep information in the short term memory.
Method: PS were given letters in threes to remember(GYT, MKY). Straight away after they were asked to count backwards in threes out loud for varying lengths of time. this was done to prevent rehearsal. Lastly, ps were asked to recall the letters in order.
Results: ps had forgotten all of the info after 18 seconds.
Conclusion: unless we rehearse info we cannot hold it in the stm. - 2Bartlett (1932) War of ghosts Reconstructive memoryAim: To see if ps when given something unfamiliar to remember will alter the info.
Method: Ps were give a native American legion to read called "the war of the ghosts". Then they were asked to retell it as accurately as possible. The retelling repeated several times of the following weeks.
Results: Ps found it hard to remember unfamiliar bits from the legend concerned with spirits, as well as they alters other bits so it made sense to them. Each retelling the story changed more.
Conclusion: memory is influenced by our own beliefs. - 3Craik and Lockhart (1972) Levels of processing modelAim: To investigate whether the type of question asked about words will affect the recall.
Method: ps were given a list of words and asked q. about these words. the answers were 'yes' or 'no'. Some q. required structural phonetical or semantic processing. then they were given a longer list and asked to identify the words they had q. about.
Results: ps identifies 70% of semantically processed words, 35% phonetically processed and 15% structurally.
Conclusion: the more deeply the information is processed, the more likely it will be remembered. - 4Godden and Baddeley (1975) InterferenceAim: To see see if there is a difference in recall when ps learn and are tested in the same place or learn and tested in different places.
Method: Ps were deep sea divers that were divided into 4 groups and were given a list of words to learn in different conditions:
1: learn underwater recall underwater
2: learn underwater recall on shore
3: learn on shore recall underwater
4: learn on shore recall on shore
Results: Group 1 and 4 recalled 40% more than group 2 and 3
Conclusion: Recall of information will be better if it happens at the same context as the learning took place. - 5Loftus and Palmer (1974) Eye witness testimony 1Aim: to see if asking leading questions will affect the accuracy of recall
Method: ps were shown films of car accidents. Some were asked ' how fast was the car going when it hit the other?' others were asked ' how fast was the car going when it smashed the other car?'
Results: ps who heard the word 'smashed' gave a higher estimate of the car's speed than the ps who heard the word 'hit'.
Conclusion: leading questions will reduce the accuracy of recall. the ps were mislead by the word 'smashed' - 6Bruce and Young (1998) Eye witness testimony 2Aim: to see if familiarity affects the accuracy of recall
Method: Psychology lecturers got caught on cctv cameras at the entrance of the building. ps were asked to identify their faces from photographs (that they saw previously on the cctv camera videos)
Results: the lecture's students made more correct identifications that other ps and police officers.
Conclusion: previous familiarity enables to recall faces better. - 7Davitz and Davitz (1961)Aim: to see the effect of paralinguistics when assessing an emotion
Method: ps were give a tape of records to listen to. They were asked to identify the emotions using paralinguistic cues.(tome of voice, emphasis)
Results: Ps easily identified emotions like:fear, amusement, disgust, affection.
Conclusion: Paralinguistics majorly affects the way people perceive messages when judging emotion. - 8Argyle (1968) Eye contactAim: to see whether interrupting eye contact affects conversation
Method:
Pairs of ps were observed having conversations. In half of the conversations the one of the ps wore dark glasses.
Results: in the conversations were the ps wore dark glasses there were more pauses and interruptions compared to the other case where the glasses weren't worn
Conclusion: Eye contact regulates the smooth flow of conversation. - 9Hess (1963) Pupil dilationAim: to see whether pupil dilation has an effect on emotion
Method: ps were shown a 2 identical pictures of the same girl. The only difference between them was that on tone her pupils were dilated and on the other they weren't
Results: ps liked the dilated pupils photograph more than the other
Conclusion: pupil dilation has an unconscious but powerful effect on emotion.
- 10Sackeim ( 1978) Facial expressions and brain hemispheresAim: to look at the relationship between the hemispheres of the brain and facial expressions
Method: Pictures of faces were shown to pp showing different emotions were cut down the middle. One half was then attached to the other identical half(mirror image) and shown to ps. they were asked which one they like better.
Results: Majority of the ps chose the left mirrored photograph because they said it looked 'warmer'
Conclusion: Left side of the face seems to express emotions better than the right side
- 11McGinely (1975) Postural echoAim: To see the effect of postural echo when having a conversation
Method: A confederate elf the experiment approached individuals in a social setting and had conversations. Half of the time the confederate used postural echo, the other half didn't. Then the experimenter approached the individuals and asked them what they thought of the confederate
Results: When postural echo was used the individuals liked the confederate more rather than when postural echo wasn't used.
Conclusion: Postural echo gives an unconscious message of friendliness
- 12Lefevre & McGinley (1975) Open/close postureAim:
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- Flashcards on Psychology unit 1 studies, created by Maria Usanova on 04/06/2017.
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