Cognitive/developmental flash cards

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  • Created by: Alice
  • Created on: 02-01-13 16:41
Peterson and Peterson (1959)
duration of STM - 18-30 secs. Trigram retention task, recall trigrams after an interval of up to 18 secs while counting backwards in 3's.
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Bahrick et al (1975)
duration of LTM - 30 secs-lifetime. high school photograph study, matching names to faces - 70% accurate
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Miller (1956)
capacity of STM - 7(+/-2) items, digit span task. chunking information helps to remember more in 7 chunks - Cowan said it was limited to 4 chunks.
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Baddeley (1966)
encoding in STM (mainly acoustic) and LTM (mainly semantic). STM immediate recall study. LTM delayed recall study.
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Sperling (1960)
MULTI-STORE MODEL - limited duration of the sensory store. grid of digits for 50 milliseconds, participants asked to write all 12 down or just a row. - 5/12 = 42% accurate - 3/4 = 75% accurate
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Glanzer and Cunitz (1966)
MULTI-STORE MODEL - distinction between LTM and STM. ppts given a list of 20 words one by one and asked to recall as many as possible - primacy-recency affect
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Scoville and Milner (1957)
MULTI-STORE MODEL - brain damaged patient HM, caused by operation to remove hippocampus - new memories could not be made but pre operation memories were fine. hippocampus acts as a gateway for new memories.
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Baddeley et al (1975)
WORKING MEMORY MODEL - Phonological loop , word length effect showed that people could not remember long words as easily as they could not fit on the phonological loop.
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Baddeley et al (1975)
WORKING MEMORY MODEL - Visuo-spatial sketchpad, when given a visual task (tracking a light) it was hard to complete at the same time as another visual task - only one past of sketchpad at once!
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Shallice and Warrington (1970)
WORKING MEMORY MODEL - patient KF, had problems with his STM but not with his LTM - brain damage was restricted to phonological loop (forgot more auditory info than visual) STM works independently of LTM
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Loftus and Palmer (1974)
ppts watched a video of a car crash and were asked a question either using the word hit/smashed vs contacted. contacted gave a lower speed estimate.
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Yuille and Cutshall (1986)
interviewed people who had witnessed an armed robbery 4 months after the event. the questions included 2 misleading questions, however they provided accurate accounts that matched their original statements
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Parker and Carranza (1989)
compared primary school children and college students in their ability to identify an individual following a slide sequence of a mock crime. children were more likely to make a guess, but had a higher rate of innaccuracy
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Anastasi and Rhodes (2006)
used 3 age groups - showed each 23 photos which they had to rate on attractiveness. after a break they were shown 48 photos including the original 24. young and middle aged ppts had more accurate recognition, all recognised those of similar age best
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Kohken et al (1999)
metanalysis of 53 studies - found that the cognitive interview increased the amount of correct information by 34% compared to a standard interview
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Mello and Fischer (1996)
compared older and younger memories of a simulated crime using either CI or SI. the CI worked better for older ppts
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Milne and Bull
examined the 4 components of the CI and their effectiveness. some were interviewed with just one component and results were similar across all. when using mental reinstatement and report everything recall was higher.
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Dollard and Miller (1950)
Operant Conditioning - we learn when rewarded, attachment occurs because the child seeks the person who supplies the reward
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Harlow (1959)
showed food is less important than comfort - wire monkey, one supllied food the other comfort, the baby monkey spent most time with comforting monkey
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Shaffer and Emerson (1964)
infants were not necessarily most attached to the person who gives them food, but to the adult who was the most responsive and interactive
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Bowlby (1969)
attachment is innate and imprinting happens during sensitive period due to social releasers. child attaches to one figure (monotropy) and uses this as an internal working model for the continuity hypothesis
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Ainsworth (1978)
Strange Situation - secure=strong, contented relationship, insecure avoidant=tends to avoid social interaction/intimacy, insecure resistant=both seeks and rejects social interaction
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Kagan (1984)
(to do with Bowlby) the temparament hypothesis - a certain personality or temperament characteristics which shape the mother's responsiveness
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Hazan and Shaver (1987)
"Love Quiz" found that there was a characteristic pattern in later romantic relationships associated with attachment type
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Van Ijzendoorn and Kroonenburg (1988)
meta-analysis of 2000 S.S studies in 8 countries - found that there were similarities between cultures, all have secure attachment most
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Grossman and Grossman (1991)
found that german children tended to be insecurely attached - due to interpersonal distance created by parents, german chil rearing pracitces do not allow children to seek proximity
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Takahashi (1990)
looked at 660 japanese infants - there were no insecure-avoidant attachments as children are rarely separated from mothers. led to extreme distress in the strange situation
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Rothbaum et al (2000)
argued that the attachment theory cannot be applied across all cultures as it is rooted in america culture
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Clark-Stewart et al (1994)
found that children had a better ability to negotiate with peers if they had experienced group based day care
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Field (1991)
amount of time spent in day care positively correlated with the number of friends they had in school
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Robertson and Robertson (1967-73)
Disruption of attachment - fostered children briefly and found that when substitute emotional care was given, little distress was caused
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Curtis (1977)
Genie - found at the age of 14 with no ability to talk or stand straight. she never recovered as she was discovered to late
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Koluchova (1972)
Czech twins - found at age 7 after being locked up for thei whole life - after being lovingly looked after they progressed and developed normally. they were discovered at a young enough age to recover
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Rutter et al (1988)
Romanian orphanage - looked at 100 children institutionalised, those adopted before 6 months developed normally, those developed after 6 months had disinhibitted attachment and peer difficulties
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Tizard and Hodges (1978)
followed 65 children from birth to adolescence who had been institutionalised before 4 months. 70% did not show caring feelings towards others. those adopted by foster families did better than those that went back to parents - both had peer problems
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NICHD study
longitudinal study of 1000 families. when studied at age 5, those who spent more time in daycare were more aggressive/disobedient. those in full time daycare were 3 times more likely to have behavioural problems (hitting)
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Pavlov
Clasical Conditioning - food produces pleasure. mother is associated with food, so also produces pleasure forming an attachment
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Lorenz
imprinting of ducks - he was the first thing they saw so they attached to him
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Tronik et al
the efe, children were looked after by different women of the tribe but slept with mother - still attached to mother despite communal help
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Fox
israeli kibbutz, in the strange situation children had ewual attachment to mother as to carer. at reunion, the attachment was much greater to the mother
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Imposed Etic
theories are developed in particular cultures and then their results applied across cultures however this may not always work
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Robertson
filmed in a hospital. saw Joh who was separated from his mother for 9 days. he went from happy to distressed and rejected his mother. the father gave more comfort.
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Privation
the lack of having any attachments due to the failure to develop such attachments in early life
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Quinton et al
followed ex-institutionalised women and found that they experienced the most difficulties as parents - poor parenting
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Gardner
deprivation dwarfism - stunted growth due to poor care
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Belsky et al (2007)
suggested that children's development was more affected by factors at home than at day care
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Schenk and Grusek (1987)
found that those that attended day care were more likely to help another child in need, even though those that stayed at home still knew what to do
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Vliestra (1981)
used teacher ratings of New Zealand children and found that those that attended hlaf day care had better peer relations than those who attended full time
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Atkinson and Shriffin (1968)
MULTISTORE MODEL - environmental stimuli, sensory memory, attention, STM, maintenance rehearsal, elaborate rehearsal to long term memory, LTM to retrieval to STM, information retrieval
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Yerkes-Dodson law
performance improves on a task as levels of arousal rise up to an optimal point and then delinces with further increase
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Cliaseri et al (2006)
the more toxicated a person becomes the less attention allocated to peripheral tasks, decreasing their EWT abilities
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Cognitive Interview
Report Everything, Mental Reinstatment of the original context, change the order, change perspective
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Broadly and MacDonald (1993)
memory improvement techniques can be used to overcome short term memory deficits in children with Down Syndrome - mnemonics
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Other cards in this set

Card 2

Front

duration of LTM - 30 secs-lifetime. high school photograph study, matching names to faces - 70% accurate

Back

Bahrick et al (1975)

Card 3

Front

capacity of STM - 7(+/-2) items, digit span task. chunking information helps to remember more in 7 chunks - Cowan said it was limited to 4 chunks.

Back

Preview of the back of card 3

Card 4

Front

encoding in STM (mainly acoustic) and LTM (mainly semantic). STM immediate recall study. LTM delayed recall study.

Back

Preview of the back of card 4

Card 5

Front

MULTI-STORE MODEL - limited duration of the sensory store. grid of digits for 50 milliseconds, participants asked to write all 12 down or just a row. - 5/12 = 42% accurate - 3/4 = 75% accurate

Back

Preview of the back of card 5
View more cards

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