DEATH BY DEATH BY POWERPOINTPOWERPOINT

Core studies 2 feedbackCore studies 2 feedback

1a. 1a. Hraba & Grant/VariablesHraba & Grant/VariablesRacial preferenceRacial preferenceRacial awarenessRacial awareness

Racial self-identificationRacial self-identificationRace of best friendRace of best friend

Measured by which doll the children chose Measured by which doll the children chose in response to the questions “Give…….”in response to the questions “Give…….”

1b. 1b. Hraba and Grant/ValidityHraba and Grant/Validity

Give Give examplesexamples from the study. from the study.

1.1. Ecological validity: use of dollsEcological validity: use of dolls

2.2. Demand characteristics: 4 qs, 4 dollsDemand characteristics: 4 qs, 4 dolls

3.3. Forced choice: doesn’t indicate degree of Forced choice: doesn’t indicate degree of preference.preference.

4.4. Experimenter effect, but note H & G Experimenter effect, but note H & G checked for this.checked for this.

1a. 1a. Gardner and Gardner/VariablesGardner and Gardner/Variables

DVDV: Washoe’s ability to learn language: Washoe’s ability to learn languageMeasured by the number of words she Measured by the number of words she

learnt (used spontaneously, used for 15 learnt (used spontaneously, used for 15 consecutive days, witnessed by 3 consecutive days, witnessed by 3 observers)observers)

Also measured by the Also measured by the naturenature of her of her language: use of combinations, creativity, language: use of combinations, creativity, transference, displacement etctransference, displacement etc

1b. 1b. Gardner & Gardner/ValidityGardner & Gardner/Validity

Give Give examplesexamples from the study. from the study.SubjectivitySubjectivityMeasurement not accurate: in this case Measurement not accurate: in this case

too stringent.too stringent.Ecological validityEcological validity Interpretation of results: some claimed Interpretation of results: some claimed

Washoe was simply imitating words Washoe was simply imitating words signed some moments before.signed some moments before.

1a. 1a. Gould/VariablesGould/Variables

DV:DV: Innate intelligence Innate intelligenceMeasured by the results of the Alpha test, Measured by the results of the Alpha test,

Beta test and the spoken examination.Beta test and the spoken examination.General knowledge questions, analogies, General knowledge questions, analogies,

some pictorial and numerical tasks.some pictorial and numerical tasks.

1b. 1b. Gould/ValidityGould/Validity

You had already covered all this in your You had already covered all this in your essays!!! essays!!! ExamplesExamples must be given. must be given.

EthnocentrismEthnocentrism Language barriersLanguage barriers Suitability of task e.g. had to be able to use a Suitability of task e.g. had to be able to use a

pen to pass the Beta test for illiterates.pen to pass the Beta test for illiterates. Control of extraneous variables e.g. recruits Control of extraneous variables e.g. recruits

were shouted at and rushed which may have were shouted at and rushed which may have affected their responses.affected their responses.

Interpretation of results may be invalid.Interpretation of results may be invalid.

Suggest sectionSuggest section

4 marks for detailed suggestion related to 4 marks for detailed suggestion related to improving validity.improving validity.

4 marks for 4 marks for specificspecific prediction for results prediction for results and and whywhy..

Generally, people lost marks as they did Generally, people lost marks as they did notnot refer to the new results, just as you refer to the new results, just as you were warned!were warned!

2a. 2a. Milgram/ContextMilgram/Context

The HolocaustThe HolocaustTrial of Eichmann, who seemed ordinaryTrial of Eichmann, who seemed ordinaryThe “Germans are different” hypothesisThe “Germans are different” hypothesisDo Germans have a character defect Do Germans have a character defect

which predisposes them to obedience to which predisposes them to obedience to authority.?authority.?

2a. 2a. Piliavin/ContextPiliavin/Context

1. Kitty Genovese1. Kitty Genovese2. Lab. experiments by Darley and Latane.2. Lab. experiments by Darley and Latane.Piliavin wanted to investigate bystander Piliavin wanted to investigate bystander

apathy/diffusion of responsibility in the apathy/diffusion of responsibility in the light of the event/findings, but in the field.light of the event/findings, but in the field.

2a. 2a. Hraba and Grant/ContextHraba and Grant/Context

Clarke and Clarke’s study in 1939Clarke and Clarke’s study in 1939How much had racial preference and How much had racial preference and

awareness changed in the intervening awareness changed in the intervening period, with so many social changes( Civil period, with so many social changes( Civil Rights movement etc)?Rights movement etc)?

2b. 2b. Milgram/Real lifeMilgram/Real life

Relate all points to the issue of investigating Relate all points to the issue of investigating REAL LIFE EVENTSREAL LIFE EVENTS. Give examples from study.. Give examples from study.

Ecological validityEcological validity Experimental realismExperimental realism Demand characteristicsDemand characteristics Context (Nazi Germany v. America in the 60s)Context (Nazi Germany v. America in the 60s) Location (Concentration camps v. Yale Uni.)Location (Concentration camps v. Yale Uni.) Ethics (if real life event involves a distressing Ethics (if real life event involves a distressing

circumstance) + deception requiredcircumstance) + deception required Sample: was it representative?Sample: was it representative?

2b. 2b. Piliavin/Real lifePiliavin/Real life

Give Give examplesexamples from the study from the study

1.1. Location: tube v. open public areaLocation: tube v. open public area

2.2. Ethics: deception requiredEthics: deception required

3.3. SamplingSampling

4.4. Time of dayTime of day

2b. 2b. Hraba and Grant/Real lifeHraba and Grant/Real life

Give Give examplesexamples from the study. from the study.

1.1. Location: Lincoln, not same as originalLocation: Lincoln, not same as original

2.2. Ecological validity: may not have Ecological validity: may not have reflected real feelings.reflected real feelings.

3.3. Demand characteristicsDemand characteristics

4.4. Experimenter effectExperimenter effect

3a. 3a. Schachter and Singer/ PhysioSchachter and Singer/ Physio

That we need both a That we need both a physiologicalphysiological response response (provided by an injection of (provided by an injection of epinephrine) and a cognitive appraisal to epinephrine) and a cognitive appraisal to experience an emotion.experience an emotion.

Even the placebo group, who Even the placebo group, who unexpectedly did show an emotional unexpectedly did show an emotional response, probably experienced response, probably experienced physiological arousalphysiological arousal simply because of simply because of being injected.being injected.

3a. 3a. Dement & Kleitman/ PhysioDement & Kleitman/ Physio

Using an EOG and an EEG, Using an EOG and an EEG, correlationscorrelations were found between were found between physiologicalphysiological aspects aspects of dreaming and of dreaming and subjectivesubjective experience: experience:

REM sleep and dreaming: most dreams REM sleep and dreaming: most dreams reported during REM sleepreported during REM sleep

Duration of dreams and estimate of Duration of dreams and estimate of duration of dreamsduration of dreams

Direction of eye movement and content of Direction of eye movement and content of dream.dream.

3a. 3a. Sperry/ PhysioSperry/ Physio

Following hemisphere deconnection by severing Following hemisphere deconnection by severing the corpus callosum, subjects appeared to have the corpus callosum, subjects appeared to have two separate memories and even two separate two separate memories and even two separate consciousnesses. (Give example)consciousnesses. (Give example)

Evidence was found to verify Evidence was found to verify lateralisation of lateralisation of functionfunction: the left hemisphere being responsible : the left hemisphere being responsible for speech production whereas the right is for speech production whereas the right is aphasic and agraphic but can categorise, carry aphasic and agraphic but can categorise, carry out simple mathematical problems and show an out simple mathematical problems and show an emotional response.emotional response.

3a. 3a. Raine/ PhysioRaine/ Physio

Murderers were found, through PET scans, to Murderers were found, through PET scans, to have lessened or asymmetrical activity in certain have lessened or asymmetrical activity in certain areas of their brains, suggesting brain damage.areas of their brains, suggesting brain damage.

For example, there was less activity in the pre-For example, there was less activity in the pre-frontal cortex compared to the brains of the frontal cortex compared to the brains of the control group. control group.

This links to the idea of This links to the idea of localisation of functionlocalisation of function, , as the prefrontal cortex is said to be the area as the prefrontal cortex is said to be the area which is responsible for controlling our actions. which is responsible for controlling our actions.

3b. 3b. Strengths/ PhysioStrengths/ Physio

Link all comments to physiological psychologyLink all comments to physiological psychology

1.1. Highlights how our behaviour is influenced by Highlights how our behaviour is influenced by physical aspectsphysical aspects e.g.Raine e.g.Raine

2.2. Is usually highly Is usually highly objectiveobjective, scientific, using , scientific, using technical equipment e.g. Raine, D&Ktechnical equipment e.g. Raine, D&K

3.3. Tends to provide Tends to provide reliablereliable results under highly results under highly controlled conditions which can be replicated. controlled conditions which can be replicated. e.g. Raine, D & K, Sperry (stress aspects of e.g. Raine, D & K, Sperry (stress aspects of control)control)

4.4. UsefulnessUsefulness e.g Raine, Schachter & Singer e.g Raine, Schachter & Singer

3b. 3b. Weaknesses/ PhysioWeaknesses/ Physio

Problems with samplingProblems with sampling, either finding a , either finding a large enough sample or one that you can large enough sample or one that you can generalise from e.g. Sperrygeneralise from e.g. Sperry

Reductionist:Reductionist: only looks at a physiological only looks at a physiological explanation for complex behaviour when explanation for complex behaviour when there may be many .e.g. Rainethere may be many .e.g. Raine

Lack of ecological validityLack of ecological validity due to high due to high levels of control e.g. D & Klevels of control e.g. D & K

4a. 4a. Rosenhan/SituationsRosenhan/Situations

Diagnosis may be partly dependent on the Diagnosis may be partly dependent on the situationsituation one is in. “Being sane in insane one is in. “Being sane in insane places” is very difficult to prove!!places” is very difficult to prove!!

Give example e.g. queuing/pacing corridorsGive example e.g. queuing/pacing corridors ““Stickiness of diagnostic labelling”Stickiness of diagnostic labelling”

4a. 4a. Tajfel/SituationsTajfel/Situations

Discrimination may occur merely due to Discrimination may occur merely due to the the situationsituation of being categorised into of being categorised into groups.groups.

Give example of matrix choices.Give example of matrix choices.However, However, individual differencesindividual differences must have must have

occurred: not everyone discriminated. The occurred: not everyone discriminated. The mean number of points given to the in-mean number of points given to the in-group moved from 7 to only 9 for the group moved from 7 to only 9 for the intergroup choice.intergroup choice.

4a. 4a. Zimbardo/SituationsZimbardo/Situations

Powerfully showed the effect of the Powerfully showed the effect of the situation( the prison environment) and the situation( the prison environment) and the strength of role play.strength of role play.

The The situational hypothesissituational hypothesis was supported was supported and the dispositional hypothesis was and the dispositional hypothesis was rejected.rejected.

““NormalNormal” students succumbed to ” students succumbed to pathology of power and the pathological pathology of power and the pathological prisoner syndrome. Give example.prisoner syndrome. Give example.

4a. 4a. Schachter and SingerSchachter and Singer

Showed how people look to the Showed how people look to the contextcontext of of the situation they are in order to the situation they are in order to cognitively label any physiological arousal cognitively label any physiological arousal they are experiencing.they are experiencing.

Explain the difference of the results Explain the difference of the results between the epi. ignorant/epi. misinformed between the epi. ignorant/epi. misinformed and the epi. informed.and the epi. informed.

Your example could refer to the stooges.Your example could refer to the stooges.

4 problems when studying effect of 4 problems when studying effect of situationssituations

Keep your answer focused on Keep your answer focused on topictopic Remember to give Remember to give examplesexamples

1.1. Ecological validity: S&S, ZimbardoEcological validity: S&S, Zimbardo

2.2. Demand characteristics: Tajfel, Zim.Demand characteristics: Tajfel, Zim.

3.3. Validity: Rosenhan, S&S.Validity: Rosenhan, S&S.

4.4. Ethics: Zim, Tajfel, S&S, Rosenhan!Ethics: Zim, Tajfel, S&S, Rosenhan!

5.5. Participant observation: Zim.Participant observation: Zim.