Master this deck with 32 terms through effective study methods.
Imported from Quizlet
Aim - to investigate whether individual should conform to a majority giving an obviously incorrect answer procedure - 123 American male students tested - placed in groups with confederates, 6-8 people per group - shown line comparison task- matched standard line with one of three comparison lines - confederates deliberately gave incorrect answers on 12 of 18 trials findings - 36.8% conformity rate - 75% conformed at least once - 25% never conformed conclusion - people conform due to NSI (want to be accepted) even if answer is wrong
- artificial task: line judgement is trivial, behaviour may not reflect real-life conformity, limits generalisation and ecological validity + high control: standardised procedure reduces extraneous variables, strong cause-effect conclusions and high internal validity - temporal validity issue: conducted in 1950s America- may not apply today, may be cultural variations and supported by lower conformity in later replicaitons - ethical issues (deception): participants missed about true aim- potential psychological discomfort e.g.depression, feeling excluded and dumb
Procedure - number of confederates varied: 1,2,3+ - same line judgement tasks findings - 1 confederate- 3% conformity -2 confederates- 13% conformity 3 confederates- 32% conformity - after 3 confederates, conformity plateaus conclusion conformity increases with group size up to a point, then levels off
procedure - one confederate gave the correct answer or a different wrong answer - broke the majority unanimous agreement findings - conformity dropped from 36.8% to 5.5% conclusion - unanimity is crucial, even one dissenter greatly reduces conformity
procedure - lines made more similar in length, making task harder findings - conformity increased above 36.8% baseline conclusion - greater difficulty increases conformity due to ISI
Aim - to investigate obedience to authority procedure - 40 male participants - teacher-learner experiment with fake electric shocks (15v to 450v) - learner (confederate_ gave wrong answers and appeared to suffer - experimenter used standardised prods to encourage continuation findings - 65% went to 450v - all participants went to 300v many showed signs of stress but still obeyed conclusion - ordinary people will obey authority figures even when actions conflict with personal morals
+ high internal validity: standardised prods and procedure means that there is a reliable cause-effect conclusions that can be made - low ecological validity: artificial task in a lab that may not reflect real-world obedience although argued mundane realism - ethical issues: psychological distress, deception, lack of fully informed consent- challenged by modern ethical standards- seizures + real-world application- explains events like holocaust, supporting external validity
procedure variation - learner placed at different distances from participant findings - remote (voice only)- 65% - same room: 40% - forced proximity: 30% conclusion obedience decreases as moral strain increases and victim becomes more immediate
procedure - experiment moved from prestigious Yale university to a run-down office findings - obedience dropped from 65% to 47.5% conclusion - legitimacy of authority affects obedience with moderate effect
procedure - experimenter replaced by a member of public (no lab coat) findings - obedience dropped from 65% to 20% conclusion - visible authority is a key factor in obedience
Aim - to investigate imprinting in birds procedure - split goose eggs into two groups - one hatched with Lorenz present, other with their mother - Lorenz ensured he was the first moving object seen by half the golsings Findings - Goslings followed first moving object - Those hatched with Lorenz followed him everywhere Conclusion - imprinting occurs during a critical period shortly after brith and forms a strong attachment
- lack of generalisability to humans- birds imprint differently to human attachment- limited applicability + controlled conditions- high internal validity, clear cause-effect + supporting evidence- other animal studies replicate imprinting which increases the reliability - nature over nurture bias- underestimates role of learning and environment
Aim - to test whether attachment in monkeys is based on comfort or feeding Procedure - infant monkeys raised with two artificial motehrs - wire mother with milk bottle, cloth mother with no food - observed which mother monkeys preferred Findings - monkeys spent most time with the cloth mother - only visited wire mother for feeding - in stress situations they ran to cloth mother Conclusion - attachment is based primarily on contact comfort, not feeding
+ strong internal validity: highly controlled lab conditions- clear evidence for contact comfort + ethical issues: psychological harm to monkeys, long-term distress which has been criticised for animal abuse - species differences: monkeys are not the same as humans which limits generalisation around attachment
Aim - to classify types of infant attachment Procedure - 106 middle-class american infants aged 12-18 months - controlled observation with 8 stages involving serrations and reunions with caregiver - assessed on exploration, operation anxiety, stranger anxiety, reunion behaviour Findings - Secure (B) 60-75% - Insecure-avoidant (A) 20-25% - Insecure-resistant (C) 3-5% conclusion - attachment type reflects quality of early caregiver interaction
+high reliability- standardised procedure- consistent results across observers + good predictive validity: attachment type predicts later relationships through idea of internal working model, supporting the validity - cultural bias: based on american norms, may misclassify non-western children, shown through van Ijzendoorn cultural variations -artifical setting: lab based, may not reflect natural behaviour
Aim - to investigate whether attachment types vary across cultures Procedure - meta-analysis of 32 strange situation studies - included 8 countries and around 2000 infants findings - secure attachment most common in all cultures - differences within cultures greater than between - avoidant more common in Germany (35%), resistant in Japan (27%) conclusion - attachment is universal to an extent but cultural practices can influence distribution and norms
+large sample: high population validity, 2000 infants used meaning findings cane deemed to be representative + standardised method: based of strange situation which allows for valid cross cultural comparison without any confounding variables - imposed etic: western method applied globally- may not capture cultural differences accurately if its not the way children are treated/ brought up
Aim - to investigate the effects of institutional deprivation Procedure - Longitudinal study of 165 Romanian orphans adopted into UK families - compared children adopted before 6 months, after 6 months and UK control group (52) Findings - Early adopted children developed normally - late adopted children showed disinhibited attachment, lower IQ and social problems, disinhibited attachment Conclusion - there is a sensitive period for attachment of around 6 months and severe early deprivation can cause long-term difficulties
+longitudinal design: tracks development over time, giving study strong validity +real-world application: changed some adoption policies as early adoption encouraged more. showing the practicality and usefulness of the study - confounding variables: orphans experienced multiple deprivations, not just that of parents which means its hard to isolate cause +ethical strength: natural experiment meaning the two deliberate. harm is caused by the study.
Key Idea - depression results from faulty thinking patterns Main concepts - negative triad: negative views about self, world and future - cognitive biases- overgeneralisation, catastrophising -maladaptive schemas- develop from negative childhood experiences Conclusion - distorted thinking patterns lead individuals to interpret experiences pessimistically, causing and maintaining depression
+strong supporting evidence: depressed individual show more negative thinking, supporting theory +practical application: led to effective treatments through CBT showing real-world usefulness - cause v effect issue: negative thinking may be a symptom not cause which weakens the explanatory power of the explanation - reductionist: ignores biological social factors
Aim - to demonstrate learning through association Procedure - Dogs presented with food (UCS) producing salivation (UCR) - Pavlov paired food with a bell (NS) repeatedly Findings - Dogs eventually salivated to the bell alone, (CS-CR) Conclusion - learning occurs when a neutral stimulus becomes associated with an unconditioned stimulus
+ high control: strong internal validity, clear cause-effect relationship demonstrated + scientific method: objective measurement leading to reliable findings - limited to simple behaviour: cannot explain complex human behaviour - animal research issue: generalisation to humans may be limited
Aim - to investigate how behaviour is shaped by consequences Procedure - Animals placed in Skinner box - lever press produced food reward or avoided shock Findings - behaviour increased when followed by reinforcement - reduced when followed by punishment Conclusion - behaviour is shaped and maintained by reinforcement and punishment
+ strong empirical support: behaviour clearly shaped by reinforcement- replicable findings + practical applicaitons: used in education and behaviour modification schemes - reductionist: ignores cognitive/ emotional factors - animal generalisation issue: behaviour may differ in humans
Aim - to investigate whether aggression can be learned through observation Procedure - 72 children, 36 boys 36 girls aged 3-6 observed adult behaving aggressively or non-aggressively toward a Bobo Doll - later allowed to play in room with doll Findings - children who observed aggressive models were more aggressive - Boys showed more physical aggression Conclusion - Behaviour can be learned through observation and imitation of role models
+ controlled experiments, giving high internal validity due to clear link between observation and behaviour + shows role of cognition: improves on behaviourism, making it a more complete explanation of behaviour - demand characteristics: children may imitate because they think its expected, reducing the generalisability do the findings - ethical issues: children exposed to aggression, leading to potential future negative behaviour.
Aim - to investigate functions of the left and right hemispheres Procedure - 11 split-brain patients shown image to one visual field at a time - information processed by opposite hemisphere Findings - LH: language and speech -RH: visual and spatial processing - patients could draw objects seen in RH but could not verbally describe them Conclusion - the brain is lateralised, with specialised functions in each hemisphere
+highly controlled procedure: precise presentation of stimuli, same for everyone giving study strong internal validity - unique sample: only split-brain patients meaning that there is low population validity, reducing generalisability of study +real-world application: improved understanding of brain lateralisation - task artificiality: visual tasks may not reflect everyday functioning, lifting external validityi
Aim - to test ToM in autistic children Procedure - children shown story with Sally and Anne dolls - Sally places marble in basket and leaves - Anne moves marble to box - child asked where sally will look Findings - most typical children answered basket (85%) - many autistic answered box, only 20% correct Conclusion - Autism may involve difficulty understanding false beliefs and other peoples mental states
+ controlled comparison groups: autism vs down's vs typical, strengthens validity + clear operationalisation of ToM- false-belief task provides measurable outcome - reductionist: ToM does not fully explain autism - Task validity issue: performance may be due to language/ comprehension, not ToM