Psychology Key Studies Paper 1

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  • Created by: E3student
  • Created on: 29-10-19 16:56
Aim of Murdock
To see how the recall of lists of words relates to the serial position curve
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Method of Murdock
Participants were presented with a list of 20 words at 1 word a second. They had to recall as many words as they could remember in any order (free recall). The test was repeated with the same participants but with a different list of words.
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Results of Murdock
The words at the end of the list were recalled first showing the recency effect and the words at the start of the list were also recalled well known as the primacy effect. The words in the middle weren't recalled well.
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Conclusion of Murdock
Primacy effect as they had been rehearsed and passed into long-term store. Recency effect as words in short term memory. Overall shows there's separate stores of information called multi-story model.
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Evaluation of Murdock (negatives)
Lacks ecological validity - not an everyday task. Small sample of similar ages so not representative.
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Evaluation of Murdock (positives)
Memory loss victims that have lost their STM but have kept their LTM support this theory of separate memory stores.
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Aim of Bartlett
To see if people, when given an unfamiliar story to remember, would alter the information so it makes more sense to them.
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Method of Bartlett
Each participant was asked to read a story called 'War of the Ghosts' twice. Then they had to retell the story to another person and that person had to recall the story to another person. Each story told was recorded.
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Results of Bartlett
After the story was passed on the passages became shorter, details were changed and the order of events was changed. Canoes changed to boats and paddling changed to rowing.
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Conclusion of Bartlett
Our memory is influenced by our own beliefs and stereotypes.
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Evaluation of Bartlett (negatives)
Story was confusing and that could have been why participants forgot the study. Used a sample of Cambridge uni students so not representative.
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Evaluation of Bartlett (positives)
Can be applied to society because we often say information that has been passed on to us.
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Aim of Gilchrist and Nesberg
To investigate how motivation affects perception
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Method of Gilchrist and Nesberg (Part 1)
Participants were split into 2 groups - one went 20 hours without food and one was the control group who had normal meals. Participants were seen a set of pictures and then shown them again (but told they looked different).
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Method of Gilchrist and Nesberg (Part 2)
Participants had to adjust the brightness of each picture to look the same as the first image. Tested at start of study, after 6hrs, after 20hrs.
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Results of Gilchrist and Nesberg
Control group made a little difference in brightness with time but experimental group made image brighter with time as they became hungrier
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Conclusion of Gilchrist and Nesberg
Hunger can affect the way that we perceive images so motivation affects perception
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Evaluation of Gilchrist and Nesberg (positives)
Study was controlled so easily replicated. High ecological validity as people were hungry. Random allocation so no researcher bias.
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Evaluation of Gilchrist and Nesberg (negatives)
Participants were students of similar ages so can't be applied to society. Participants were volunteers so behaviour may not have been representative
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Aim of Bruner and Minturn
To see how expectation can direct perception
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Method of Bruner and Minturn
Test stimulus was an ambiguous figure of a broken 'B'. Half shown series of letters then stimulus, then shown numbers then stimulus, then mixed numbers and letters then stimulus. The other half got shown numbers first.
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Results of Bruner and Minturn
Participants drew a 13 when shown the numbers first and participants drew a B when shown letters first.
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Conclusion of Bruner and Minturn
Expectations directly affect how the stimulus is interpreted.
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Evaluation of Bruner and Minturn (positives)
Controlled and counterbalances makes it reliable. Supports Gregory’s theory of constructivist perception. Lab study - control EV
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Evaluations of Bruner and Minturn (negatives)
Lacks ecological validity as not a real-life task. Challenges Gibson’s theory of direct perception. Small sample size.
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Aim of Hughes Policeman doll study
To see if children can see things from another person's point of view at an earlier age than Piaget suggested
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Method of Hughes Policeman doll study (part 1)
Children were shown a model with 2 intersecting walls forming a cross. A policeman doll was placed in the cross and the child had to hide a boy doll so the policeman couldn't see him. The child could practise before the actual experiment began.
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Method of Hughes Policeman doll study (part 2)
Another policeman was added and the child had to hide the boy doll so neither policeman could see him.
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Results of Hughes Policeman doll study
90% of 3 1/5 to 5 year olds were able to hide the boy doll from the two policemen
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Conclusion of Hughes Policeman doll study
Children between 3 1/2 to 5 years can see things from someone else's point of view if the situation is familiar to them and the task makes sense
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Evaluation of Hughes Policeman doll study (positives)
Task made better sense to children e.g like hide and seek so more reliable
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Evaluation of Hughes Policeman doll study (negatives)
researcher’s expectations may have influenced the children’s behaviour. They may unconsciously have given the children cues how to behave in the naughty policeman task so lack validity. Contradicts Piaget.
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Aim of McGarrigle and Donaldsons Naughty Teddy study
To see if children developed conservation skills at an earlier age than Piaget found if the change to materials was accidental.
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Method of McGarrigle and Donaldsons Naughty Teddy study
A chid was shown 2 rows of counters and asked if there was the same amount in each row. The 'Naughty teddy' accidentally messed up a row infront of the child. The psychologist told off the teddy and asked the child if there's the same no. of counters
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Results of McGarrigle and Donaldsons Naughty Teddy study
62% of 4-6 year olds said there was the same amount of counters in each row therefore could conserve. Only 16% could conserve in Piaget's study
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Conclusion of McGarrigle and Donaldsons Naughty Teddy study
Children can conserve under 7 if the change to material is accidental
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Evaluation of McGarrigle and Donaldsons Naughty Teddy study (positives)
Challenges Piaget's theory
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Evaluation of McGarrigle and Donaldsons Naughty Teddy study (negatives)
Over 30% children still failed to conserve. Children all came from one school. Children may have changed their answer because they thought it was wrong before.
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Other cards in this set

Card 2

Front

Participants were presented with a list of 20 words at 1 word a second. They had to recall as many words as they could remember in any order (free recall). The test was repeated with the same participants but with a different list of words.

Back

Method of Murdock

Card 3

Front

The words at the end of the list were recalled first showing the recency effect and the words at the start of the list were also recalled well known as the primacy effect. The words in the middle weren't recalled well.

Back

Preview of the back of card 3

Card 4

Front

Primacy effect as they had been rehearsed and passed into long-term store. Recency effect as words in short term memory. Overall shows there's separate stores of information called multi-story model.

Back

Preview of the back of card 4

Card 5

Front

Lacks ecological validity - not an everyday task. Small sample of similar ages so not representative.

Back

Preview of the back of card 5
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