psychology
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psychology - Leaderboard
psychology - Details
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126 questions
| 🇬🇧 | 🇬🇧 |
| Sensory memory. Capacity, coding, and duration. | Capacity: Potentially unlimited Coding: Raw (no encoding) Duration:1/4sec-4sec |
| Short term memory. Capacity coding and duration | Capacity: 5-9 Coding: Acoustic Duration: 18s |
| What is the little Albert experiment | Experiment in the behaviorist approach, Watson made a child afraid of all furry animals. Part of classical conditioning Exposed a child to a NS (rat) and a UCS (loud banging) |
| What is the little Albert experiment | Experiment in the behaviorist approach, Watson made a child afraid of all furry animals. Part of classical conditioning Exposed a child to a NS (rat) and a UCS (loud banging) |
| Long term memory. capacity coding and duration | Capacity: Potentially unlimited Coding: Semantic Duration: Potentially unlimited |
| How do you lose Sensory, short term, and long term memory | Sensory: Lack of attention, decay STM:Displacement, decay LTM:Interferance, decay, retrieval failure |
| What is the little Albert experiment | Experiment in the behaviorist approach, Watson made a child afraid of all furry animals. Part of classical conditioning Exposed a child to a NS (rat) and a UCS (loud banging) |
| How do memories move into the different stages | Environment--> sensory --> attention --> Elaborate rehearsal --> long term memory |
| Who was John B Watson | American founder of the behaviorist approach, did the Little Albert experiment |
| What did sperling do | Multi store model, studied capacity of sensory register using 3 rows of letters and tone to signify which one to recall, they increased the time between seeing the letters and the tones to see how long the capacity is |
| What did Jacobs do | Multi store model capacity of STM. 443 female participants asked to read digits and letters and recall them in the correct order. The length of the digits and letters increased every time, the amount of characters recalled was the capacity of sensory memory, which is 5-9 |
| What did Peterson and Peterson do | Multi store model duration of STM Trigram followed by distractor task which lasted an increasing amount of time. The amount of time that still allowed people to recall the trigram was the duration of short term memory, which is 18sec |
| What did tulving do | Used brain scans to determine where different LTM are stored. Episodic in temporal lobe, semantic in hippocampus, and procedural in cerebellum |
| What did bahrick do | Multi store model duration of LTM. Asked people to recall names of people in their graduating yearbook. Duration was tested by asking people of different ages. Duration was potentially lifelong |
| What did baddeley do | Muti store model coding of STM and LTM. Showing participants 4 sets of words that were either acoustically similar/dissimilar, and semantically similar/dissimilar. They had to recall the lists right away (STM) and then 20 mins later (LTM). People got the most mistakes on acoustically similar words for STM, therefore STM codes acoustically. People got the most mistakes on semantically similar words in LTM, therefore LTM codes semantically. |
| What is HM case study | HM had an operation to remove his hippocampus to cure this epilepsy. This worked, but he lost the ability to lo learn new episodic or semantic memories, he could still learn new procedural memories |
| What is the little Albert experiment | Experiment in the behaviorist approach, Watson made a child afraid of all furry animals. Part of classical conditioning Exposed a child to a NS (rat) and a UCS (loud banging) |
| What is the little Albert experiment | Experiment in the behaviorist approach, Watson made a child afraid of all furry animals. Part of classical conditioning Exposed a child to a NS (rat) and a UCS (loud banging) |
| What are the key ideas of the behaviorist approach | We should not study mental processes, but rather what we see/measure We were born a blank slate (tabula vasa) basic processes of learning are the same in all species |
| Who did classical conditioning | Watson and pavlov |
| Who did operant conditioning | Skinner |
| What was skinner's research | Learning is abnormal active process. Positive/negative reinforcement/punishment. Operant conditioning |
| What was pavlov's research | Learning is a passive process, dogs learned to salivate at food learned through association through a series of conditioned/unconditioned stimuli and response. |
| Internal reliability | The extent to which a measure is consistent within itself e.g the first half of a depression questionare would produce the same result as the second half |
| External reliability | How consistent a measure is from one user per time. eg a colorblind test will always have the same result no matter when take it. |
| Internal validity | Are you actually measure the effect of the independent variable on the dependent variable |
| External validity | Can the findings of the experiment be applied to real life |
| Ecological validity | External validity in relation to the setting, for example if the test was done in a lab would it be applicable to real life |
| Temporal validity | External validity in relation to time, will the results be the same as time passes |
| Who was Descartes | French Philosopher who was the first guy to separate mind from body, called cartesian dualism |
| Who was Wundt | German Guy to invented introspection |
| Positives and negatives of introspection | Positive Standardized, useful insights if they do it properly, proper introspection trains participants in a lab setting. Negative Unfalsifiable, demand characteristics |
| Who founded the cognitive approach | Ulric Neisser, German born American psychologist |
| What is cognitive approach | Comparing human mind to computer using Inferences, Theoretical models, and Schema |
| What is schema | The idea that information is stored as 'folders' in your brain, these develop through experience and everyone's schema is unique to themselves |
| What is fMRI machine | Machine that scans blood flow in the brain, psychologists infer that this measures oxygen levels and therefore which parts of the brain are working |
| Disadvantages to the cognitive approach PEELS | Based on inferences - subjective, psychologists are making assumptions - each psychologist may come up with a different assumption - lower inter observer reliability compares human mind to computer - humans can process information logically like computers- human minds can process emotions where computers cannot - Reductionist |
| What is cognitive neuroscience | Computer models which mimic the human mind, merges biological and cognitive approaches to psychology. |
| What are theoretical models | The comparison of the human mind to a computer. That information in the brain is processed in stages, where memories and information are stored as files and folders (schema) |
| What are inferences | The assumption of the mental process behind and input and output |
| What have modern psychologist built to mimic the human mind | Computer models |
| Nature or nurture | More nature the comparison of the human mind to a computer suggests a predetermined "code" or set of rules that cannot be changed |
| Free will or determinism | Deterministic the idea that thoughts and feelings are driven entirely by mental processes that cannot be changed. Things like schema are shaped by the environment, which is out of control of the person |
| Holistic or reductionist | Reductionist The comparison of the human mind to a computer oversimplifies the complexity of the human mind, as computers can;t do things like processing emotion. |
| Idiograophic or nomothetic | Nomothetic suggests that everyone has the same mental processes that work in the same way however there are some idiographic elements, such as schema being unique to each individual |
| Is social learning theory Holistic or reductionist | Combines cognitive and behaviorist approach |
| Social learning theory nature or nurture | Nurture, Albert Bandar states that all behaviours is learned from experience |
| How do humans learn directly/indirectly | Humans learn directly through classical/operant conditioning, but also learn indirectly through vicarious reinforcement. |
| Modelling | Imitating behaviors of people you identify with, can be someone attractive, higher status, or similar characteristics. May not be physically present |
| Vicarious reinforcement | Seeing behavior and consequences of behavior, and imitating/avoiding the behavior according to that |
| What are the 4 meditational processes | Attention- Noticing behavior Retention- Remembering behavior Motor reproduction- replicate behavior Motivation- Will to perform behavior |
| Key ideas of biological approach | Neurochemistry is responsible for behavior, which has a physiological source, and can be altered by the environment |
| Genotypes | Genetic code in DNA. The potential for the characteristic to be shown |
| Phenotypes | How the genotype is expressed in the environment. Observable characteristics. |
| Excitatory neurotransmitters | Releases hormones that make you driven and motivated, such as dopamine |
| Inhibitory neurotransmitters | Releases hormones that make you calm, such as seritonin |
| Biological approach nature or nurture | Mostly nature, due to brain scans, genes, hormones etc suggest that we are born with our characteristics. Some elements of nurture, as phenotypes and evolution are affected by the environment |
| Biological approach holistic or reductionist | Reductionist, just looking at biology, lowest level of explanation |
| Biological approach idiographic or nomothetic | General laws of behavior based on biology |
| Key ideas of psychodynamic approach | Early childhood experience determines adult personality |
| What part of the mind can be manifested in dreams or parapaxes | Precocious level |
| What is the tripartite model | Id, ego, superego. Devil, angel, and balance |
| What are the psychosexual stages of development | Oral 0-1 Anal 1-3 Phallic 3-5 Latency 5-12 Genital |
| What are the consequences of unresolved anal conflict | Widthholding- perfectionist, obsessive Expelling- thoughtless, messy |
| Define Holism vs reductionism | Holism- Can only understand someone by studying them as a whole individual Reductionism- reduce behavior down to specific parts to understand it, for example you can understand someone by looking at things like genetic and family life |
| Define Idiographic vs nomothetic | Idiographic- Individuals and what makes them unique Nomothetic- psychology Formulates general laws of behaviour |
| Field experiments | Carried out in natural/everyday setting. manipulable IV |
| Natural experiments | Situational factors such as people who have broken a bone (naturally occurring IV). does not manipulate IV. controlled/natural setting |
| Quasi experiments | Naturally occurring IV. Participant factors (e.g age or gender). controlled/natural setting. doesn't manipulate IV |
| Lab experiments | Experiment carried out in a special environment where variables can be controlled (doesn't necessarily have to be a lab). Manipulate IV |
| 4 advantages of lab experiments | Control of extraneous variables can establish cause and effect good internal reliability replicable |
| 5 disadvantages of lab experiments | Demand characteristics no mundane realism no generalisability fake setting low external validity |
| Advantages of field experiment | Better generalizability no demand characteristics mundane realism good ecological validity because of authentic behaviour due to ppts being unaware of being studied |
| Disadvantages of field experiment | Bad internal reliability bad external reliability cant establish cause and effect unethical because they cannot get consent extraneous varaibles |
| Advantages of natural experiment | We can find out about topics and cases we can't see or study otherwise high external validity |
| Disadvantages of natural experiment | Rare cases mean that you may not be able to find a large enough sample size depending on the strata low generalizability risk of confounding variables due to rare cases not being exactly the same/perfectly controlled |
| Advantages of quasi experiment | Easy to collect ppts in controlled conditions- better external validity |
| Disadvantages of quasi experiment | Confounding variables no control cannot randomly split ppts because IV is pre decided (e.g boys and girls) |
| Independant groups design | All participants experience one side of the IV only |
| Repeated measures design | All participants experience all conditions of the IV |
| Matched pairs design | How to group participants. They are paired together based on a variable relevant to the investigation, then split into two groups |
| Systematic sample | Every nth number of the population |
| Stratified sample | Sample represents proportions of people in sub groups (strata) eg, 100 students, 50% boys. Sample should be 10 students, 5 boys. |
| Volunteer sample | Anyone who wants to do it can do it |
| Opportunity sample | Researcher selects whoever is available |
| Stratified sample advantages | Representative sample no bias |
| Stratified sample disadvantages | Time consuming complete representation is impossible due if there is multiple strata |
| Cognitive peel points | Strength- treat psychological disorders Strength- use of scientific methods- Weakness- compares mind to computer- Weakness- research lacks ecological validity- |
| Cognitive strength of treating psychological disorders EEL | Strength- treat psychological disorders- explain depression-treatment with cognitive behavioral therapy-improve lives of millions |
| Cognitive strength of using scientific methods EEL | Research in lab with controlled conditions- cognitive neuroscience, fMRI is objective-Aligns psychology with natural sciences |
| Behaviorist peel points | Strength-scientific strength-principles of conditioning are used in real world weakness- ethical issues with animals in research weakness- mechanistic view on behavior |
| Social learning theory peel points | Bobo doll experiments support principles of social learning theory strength-more comprehensive explanation of behavior than behaviorist approach |
| Procedure of yuille and cutshall study | Natural experiment involving a real life gun shooting 13 witnesses were interviewed right after the shooting by police, then 4-5 months after by psychologists. They were asked to rate their stress level at the time of the incident, along with two misleading questions. |
| Findings of yuille and cutshall study | The more stressed they were, the more details the participants could recall Small details like height, weight, or age estimates were sometimes wrong |
| Evaluations of yuille and cutshall study | Good ecological validity and no mundane realism--> this was a natural experiment involving a real gun shooting replicated police interviews bad gerneralisablility because there were only 13 participants and they studied one unique event only. contradicts Johnson and scott study |
| Anxiety's positive effect on EWT | Fight or flight--> physiological arousal Could lead to more accurate EWT as people tend to focus on important details to survive+are on high alert |
| What does the Yerkes-dodson law describe | Relationship between emotion arousal (anxiety) and performance. If its too low or too high you wont remember much, if its moderate then you will remember more |
| What is the negative effect of anxiety on EWT | High levels anxiety cause tunnel vision where subjects focus entirely on the object causing anxiety (weapon, etc). This leads to poor and inaccurate EWT |
| Procedure of Johnson and scott study | Johnson and scott made participant think that they were taking place in another lab study. While they were doing the fake study, they heard arguing in another room, then they experienced one of two conditions: 1: A man walks through the door with a pen and grease in his hands (low stress) 2: The argument included the sound of glass breaking, and the man comes through with a bloody letter opener ppts were then asked to identify the right man |
| Findings of johnson and scott study | Low stress= better recall, 49% accurate High stress= worse recall, 33% accurate |