OCR Psychology

• Loftus & Palmer Aim


  To investigate the effects of leading questions
• Loftus & Palmer Sample (Exp. 1)


  5 groups of 9 students (45)
• Loftus & Palmer Sample (Exp. 2)


  3 groups of 50 students (150)
• Loftus & Palmer Method

  Two lab experiments, both with independent measures
• Loftus & Palmer Procedure (Exp. 1)


  Participants shown seven film-clips of traffic accidents then asked to recount what they've just seen then made to answer questions about the clips
• Loftus & Palmer Five Verbs


  Contacted, hit, bumped, collided, smashed
• Loftus & Palmer Results (Exp. 1)


  Stronger verbs resulted in higher speed estimates
• Loftus & Palmer Procedure (Exp. 2)


  Participants watched a one minutes video with a car crash then were questioned using either "hit" or "smashed" then, a week later, were asked if they'd seen any broken glass
• Loftus & Palmer Results (Exp. 2)


  More participants had "seen" glass when the verb "smashed" was used
• Loftus & Palmer Conclusions

  False memories are constructed because the semantics become integrated with memory
• Grant et al. Aim


  Whether context cues help remember information and whether a matching environment helps recall information
• Grant et al. Sample


  39 students from Iowa aged 17-56 gathered by a snowball sample (8 researchers found 5 participants)
• Grant et al. Method


  A lab experiment with independent measures
• Grant et al. Two Tests


  10 multiple-choice questions (recognition)16 short-answer questions (retrieval)
• Grant et al. Procedure

  Participants were given an article to read and told they were going to be tested. Their reading times were recorded an they were given two minutes before being tested. They were given short answer then the multiple choice. They were debriefed after the tests on the nature of the experiment
• Grant et al. Conditions


  Silent-silentSilent-noisyNoisy-silentNoisy-noisy
• Grant et al. Controls


  Headphones were used for both conditions, same article read, 2 minutes between reading and testing
• Grant et al. Results


  Scores were better in the matched conditions with scores being slightly better in the S-S condition
• Grant et al. Conclusions


  Context cues are important when retrieving memory and silent study is better
• Moray's Aim


  Whether 'non-attended' messages can be remembered in a dichotic listening task
• Moray's Sample


  Male and female undergrads and researchers. 12 participants in experiment 2 and 2x14 participants in experiment 3
• Moray's Method


  3 lab experiments with the first one having a repeated measures design and the two others having an independent measures design
• Moray's Exp. 1


  35 simple words were listed in the unattended ear while the participant shadowed a piece of prose. Participants then had to select the words they heard from a list containing words from both texts and some extra, unheard words. Mean words recalled: Shadowed message- 4.9; Rejected message- 1.9; Similar words from either - 2.6
• Moray's Exp. 2


  Instructions were given in the unattended ear with half the participants' name being included in the instructions. 20/39 of participants heard their name in the unattended message
• Moray's Exp. 3


  Participants shadowed one of two messages. In some of the messages digits were either in both messages, or in one. Controls with no numbers were also inserted. One group was told they'd be asked questions about the content of the shadowed message at the end. The other group had to remember as many numbers as they could. There were no significant differences between the two groups.
• Moray's Conclusions


  No content from rejected messages is remembered; neutral material doesn't break through the attentional block; meaningful material does break through the block
• Simons and Chabris Aim


  To investigate what role attention plays in visual perception
• Simons and Chabris Method


  A laboratory experiment with independent measures
• Simons and Chabris Sample

  228 volunteer undergrad observers
• Simons and Chabris Conditions

  Umbrella/gorilla, opaque/transparent, easy/hard task
• Simons and Chabris Procedure

  Four 75 second long video tapes shown of a white and black team playing basketball. Observers told to watch either team and to either count the passes (easy task) or count the air passes and the bounce passes (hard task)
• Simons and Chabris Results

  46% of 192 failed to notice the unexpected event. The gorilla was noticed more when observers were watching the black team
• Simons and Chabris Conclusions

  Paying close attention to one aspect means we may not notice other, unexpected aspects (inattention blindness)
• Milgram's Aim


  To investigate people's tendency for destructive obedience
• Milgram's Sample


  Volunteer sample of 40 mean between the ages of 20 and 50
• Milgram's Method


  Non-naturalistic observation/lab experiment
• Milgram's Procedure


  The participants were "randomly allocated" to be teachers while a stooge was the learner. Participants were told to administer voltage between 15-450V whenever the learner got a question wrong. When participants showed reluctance the researchers gave verbal prompts.
• Milgram's Verbal Prods


  "The experiment requires you to continue" "You have no other choice, you must go on"
• Milgram's Results


  100% went to 300V and 65% went up to 450V. Participants displayed sign of stress such a nervous laughter
• Milgram's Conclusions

  People find obeying destructive orders stressful. People are more obedient than we expect