Paper 2

• how does Bocchiaro change our understanding of the key theme?

  milgram demonstrated obedience to authority despite pain caused, and bocchiaro found similar results; however B also looked at personality traits (no sig difference - behaviour suggests we will obey in novel situations regardless of what we think); netherlands - allows cultural comparison
• how does Bocchiaro change our understanding of individual diversity?

  research in this area (milgram) has lead to understanding of historical events such as holocaust, the idea that when influenced by authority we will gradually carry out acts we once thought inconceivable. bocchiaro extended this to women.
• how does Bocchiaro change our understanding of social diversity?

  suggests that society needs to examine obedience to authority more critically as rates are very high. B does use students so can't necessarily tell us anything about other groups in society, but does look at a different part of society to M who studied a variety of occupations/education levels.
• how does Bocchiaro change our understanding of cultural diversity?

  B furthered M's ethnocentric research allowing cross-cultural comparison - obedience also high there; also suggests importance of considering dispositional factors; and shows that this behaviour has remained constant over time - research suggests it's an inherent part of being human.
• how does grant et al. change our understanding of the key theme?

  adds to rather than changes our understanding. confirms there are individual differences in different conditions. also adds to by exploring CDM instead of reconstructive memory.
• how does grant et al. change our understanding of individual diversity?

  adds to our understanding through increasingly detailed models of individual behaviour explaining specific elements of memory processing and how it can be improved/distorted. for example, grant found (further to L+P's finding about post-event info) that recall ability is affected by contextual cues at the time of encoding/retrieval.
• how does grant et al. change our understanding of social diversity?

  accuracy of memory is a concern for society as the criminal justice system often relies on EWT, the accuracy of which is questioned in both core studies. as both studies used american university students without specifying further sectors of society, grant doesn't change our understanding of social diversity.
• how does grant et al. change our understanding of cultural diversity?

  the pair of core studies can perhaps explain cultural differences by investigating factors influencing memory recall. although both are ethnocentric, they suggest nomothetic models of memory. further research needed to establish if they are.
• how does casey change our understanding of the key theme?

  we already knew certain functions are localised to certain regions, but now we know the parts specific to delay of gratification and how this can affect a person's ability to delay/need for instant gratification.
• how does casey change our understanding of individual diversity?

  individual differences in sensitivity to hot environmental cues affect ability to resist temptation
• how does casey change our understanding of social diversity?

  social/environmental factors such as hot and cool cues affect ability to resist temptation (especially if you are sensitive to those cues)
• how does casey change our understanding of cultural diversity?

  ethnocentric. further research should look at this, consider effect of culturally varying socioeconomic factors like food scarcity
• how does baron-cohen change our understanding of the key theme?

  shows that other conceptual frameworks can be used to explain/understand disorders than freud's.

  also shows that experimental method can be used in understanding disorders.
• how does baron-cohen change our understanding of individual diversity?

  both studies develop our understanding of individual differences. baron-cohen offers an explanation for differences in behaviour over a sustained period of time (life-long) while freud gave us insight into why behaviour might differ during short periods of time (e.g. phallic stage)
• how does baron-cohen change our understanding of social diversity?

  neither study does.
• how does baron-cohen change our understanding of cultural diversity?

  baron-cohen carried out in the UK (vs. vienna) and suggests that autism may be characterised in the same way across cultures, but like freud it only focused on one culture.
• how does chaney understand our understanding of individual diversity?

  bandura showed that males and females imitate/are influenced differently, affected more by same-sex models. chaney furthered understanding of how children learn, but didn't differentiate between genders.
• how does chaney understand our understanding of social diversity?

  bandura offered an explanation for behavior (SLT), chaney furthered understanding of how behaviourist theory can be used to improve behavior.
• how does chaney understand our understanding of cultural diversity?

  bandura used an American sample, chaney carried out study in Australia - suggests the principle of reinforcement is universal in children's learning.
• How procedure from bocchiaro study relates to key themes to responses to people in authority?

  ?recognise response is related to whistlblowing

  person in authority is experimenter

  obedience/ disobedience was investigated what participants asked to do
• Subjectivity


  Bias created by a person's own interpretation or point of view
• Socially Desirable Answers


  A tendency for respondents to answer questions in such a way that they present themselves in a better light
• Generalisability


  The extent to which findings can be shown in natural settings
• Ethnocentrism


  Favouring one group of people over others
• Validity


  The extent to which a researcher has measured what they intended to measure (refers to whether an observed effect is a genuine one)
• Lab Experiment


  An experiment carried out in a controlled setting
• Demand characteristics


  A feature of the procedure that influences a participant to try to guess what the study is about and look for clues as to how the researchers want them to behave
• Qualitative Data


  Information in words or images that cannot be counted or quantified
• Quantitative Data


  Information that represents how much or long or many etc.
• Longitudinal Study


  A study conducted over a long period of time
• Participant Observation


  Observations made by someone who is also participating in the activity being observed, which may affect their objectivity
• Field Experiment


  A controlled experiment that is conducted outside a lab
• Case study


  A research method that involves a detailed study of a single individual, institution or event
• Nature debate


  Argument that aspects of behaviour are innate and inherited
• Nurture debate


  Argument that aspects of behaviour are acquired through experience
• Usefulness


  How accurately a study can be generalised to a wide population - how applicable and relevant the findings are
• Snapshot Study


  A study carried out over a very short period of time such as hours and days, in comparison to a longitudinal study
• Reductionism


  The breaking down of complex ideas into more simple ideas - implying that this is desirable because because simpler concepts are easier to understand
• Natural Experiment


  A research method carried out in a naturalistic setting, where the researchers do not interfere in any way
• Observational Study


  Where the researchers watch or listen to participants engaging in whatever behaviour is being studied