psychology
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psychology - Leaderboard
psychology - Details
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97 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 |
| 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 |
| What are the advantages and disadvantages to the cognitive approach | Advantages- allows useful insight into mental processes can be used to treat certain disorders such as depression, using cognitive behavioral therapy. use of scientific methods Disadvantages- Based on inferences, therefore psychologists are guessing the mental processes behind the behavior. Reductionist, as comparing the human mind to a computer oversimplifies the mind, as computers can't process things such as emotion |
| What is cognitive neuroscience | Computer models which mimic the human mind, merges biological and cognitive approaches to psychology. |
| 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 | Naturally occurring IV. Situational factors such as people who have broken a bone. does not manipulate IV. controled/natural setting |
| Quasi experiments | Naturally occurring IV. Participant factors. controlled/natural setting. doesn't manipulate IV |
| 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 |
| Evaluation of johnson and scott study | Contradicts yullie and cutshall study unethical as ppts were made unnecessarily stressed + didnt have full disclosure of the study being performed on them bad internal validity as they may have been testing unusualness instead of stress (pickel's study) |
| Procedure and findings of pickel's study | Similar to johnson and scott, but used a chicken and a gun instead of a pen and a gun. ppts rememberd better if it was a chicken. Contradicts Johnson and Scott's study in showing that ppts may remember more because of unusualness and not anxiety. |
| Yullie and cutshall | Positive effect of Anxiety on eyewitness testimony |
| Johnson and scott | Negative effect of anxiety on eyewitness testimony |
| Loftus and palmer | Leading questions misleading information |
| What are the stages of cognitive interview | Report everything, reinstate context, change order, change perspective, rapport |
| Report everything | If ptts are encouraged to report every detail, no matter how minor, certain bits recalled can become cues that triggers more important information to be remembered |
| Reinstate context | Mentally recreate the original environment |
| Change order | Ppts asked to recall events in order, in reverse order, or start in the middle |
| Change perspective | Imagine viewing the situation from a different perspective such as from the eyes of another witness or the victim |
| Why is reporting everything good | Small details can be cues for bigger/more important details Police can also piece together small details from many witnesses |
| Why is reinstating context good | Putting the mind back to the situation can make memories more accessible due to emotions and context acting as cues |
| Why is changing order good | Ppts often form pre existing sets of ideas that they will follow when answering questions. Recalling the events in a different order will break these sets. |
| Why is changing perspective good | Details recalled can vary depending on the character's perspective |
| Loftus and palmer study | Studying leading questions |
| Procedure of loftus and palmer study | Ppts watched videos of the same car crash from different angles, then were asked to estimate how fast the cars were going when they crashed. They were asked leading questions, for example "how fast were the cars when they smashed/bumped/hit/contacted" |