P1 research

• asch's study

  included 123 male ppt - each put into a group of 6 other confederates, and they had to identify which line (a, b or c) was most similar to the comparison line - with one correct answer

  they were put second to last for 12 rounds

  findings - 3/4 or 75% of ppts answered wrongly along with the other confederates at least once

  overall conformity was 32%

  
• asch's varaitions

  group size - when group sized increase → conformity increased

  unanimity - when there was another person who answered right —> conformity decreased

  task difficulty - when the task difficulty increased —> conformity increased - due to informational social influence
• zimbardo's stanford prison experiment

  24 male ppt that were selected randomly with psychological testing beforehand

  12 were randomly assigned as guards and 12 randomly assigned as prisoners

  zimbardo played the role of prison superintendent

  observational study

  guards were given uniform, bat and sunglasses and were told to run the prison but only to case no violence

  prisoners were given uniform and id number and were provided 3x meals a day and family visits - ie. basic rights of prisoners

  prisoners were arrested from their own homes with real police unexpectedly

  guard abused their power and as such the experiment had to be cut short from 2 weeks to six days as the prisoners were experiencing psychological harm - eg. some when asked what their name was they would reply with their id number

  both roles, had lost the indivuals
• milgrams study

  40 males aged between 20-50

  with confederate as learner connected to electric shock machine and ppt as teacher

  teacher asked questions and leaner got them wrong forcing the teacher to shock them → going upto 450v.

  the experiemtor had 4 prompts to give before the ppt was allowed to leave the experiment → eg. "you must go on" or "you have no choice"

  after 300v confederate stopped repsonding idicating death or unconciousness

  65% shocked upto 450v

  all ppts shocked to at least 300v

  
• milgrams variations

  our perception of the quality of authority before engaging with it (bickman 1974)

  uniform - bickmans research, milgrams variation where experimentor is wearing everyday clothes, obedience dropped

  location - when moving milgrams study from yale to run down office building - obedience dropped from 65% → 47.5%

  proximity - when the experimenter said the instructions over the phone - obedience dropped from
• holland (research support for LOC)

  replicated milgrams study and assessed their LOC - with 37% high internal loc disobeying, cimpared to 23% of high externals disobeying
• moscovivi - support for minority influence

  shown 36 blue slides → 2 confederates said all the slides were green and 32% gave the same answers BUT 68% never never agreed with the minority, perhaps people are receptive to minority groups
• mass et al - support for group membership in bringing social change

  looked at hetrosexual views on homosexuals. found that the hetrosecual minority group were more able to chnage the views of a hetrosecual majority than a homosexual minoirty . → shows the importnance of group membership in minority influence.
• glanzer + cunitz - research support for primary and recency affect

  in their experiment, where ppts had to remember a list of worlds that were given one by one - they found that indivuals remembers the first and the last words of the list. this highlights the first words had gone into the long term memory (ltm) and the last words had been in the short temr memory (stm)
• sperling - research support for capacity + duration of sensory register

  flashed a grid of letters 12 in total fir 1/20th of second and found that recall of one row was 75%. this suggests that all rows were contained within the coding of the iconic store, so the capacity of the sensory register is large

  plus, when asked to recall all letters individuals could only recall the first 4 or 5 letters suggesting the sr duration was only one second or less.
• baddely - research support for coding of the stm and ltm

  he created 4 word lists, whereby they were acoustically similar, acoustically dissimilar, semantically similar and semantically dissimilar -worst recall was accoustically similar and sematically dissimilar - suggesting that coding in the achoustic + ltm memories are built on previous connections → research support for elaborative rehersal
• jacobs - rs for capacity of the stm

  jacobs found that when presented with lists of leters and numbers. numnbers were recalled 9, and letters 7 —> supporting capacity of the stm. (7+/-2)
• peterson and peterson - duration of the stm

  peterson n peterson asked individals to recall trigrams while counting backwards (interference task) - to stop maintance rehersal. it was foud that after 18 seconds recall was less than 10%.
• capacity of the ltm

  2400 diary entries of 6 years whereby when recall was tested with cues about one particular detail, there was 75% recall after 1 year and 45% after 5 years. as for recalling events, there was a 80% recall after 5 years. this shows the ltm capacity is very large and potentially limitless.
• bahrick - support for duration of the ltm

  bahrick asked 392 ppl 17-74 to recall the names of old school freinds from photographs → was found that recall after 15 years was 90% and 80% after 48 years. - longtitudinal study
• clive wearing - case study to support separate types of ltm

  clive wearing had retrograde amnesia - can recall semantic memories - ie. facts abt his life and can play the piano (procedural) → shows that the types of ltm are separate and are not all one.
• baddely - support for separate vss and pl

  baddley found that when he asked ppts to do two visual tasks (tracking racking moving lights at the same time as describing the angles of the letter F) they performed worse than those asked to do one visual task and one verbal task. this suggetss that the vss and pl exist as separate systems and that in the first conditions the vss was overwhelmed.

  dual task studies → we can talk and draw at the same time as the info sent to the central executive - ie. speech and what we want to draw is sent to the visuo spacial sketchpad (drawing) and the phonlogical loop (speech)
• patient kf - support for separate vss and pl

  patient kf → had selective impairment to his verbal stm caused by brain injury BUT his visual stm was not affected. suggests that vss and pl are separate systems. + located in different parts of the brain
• baddely - rs for word length effect

  baddely found that ppl could remember shorter words like bond and yeild rather than words like oppotunity (polysyballic). this uggers the capacity of the pl is not the number of distnicr itms but bey how long it takes to ay the word (2 seconds) —→ word length affect
• schmidt - support for retroactive interference

  showed 17- 74 year olds their childhood home and area surrounding areas without the street names. it was found that the more times they moved, the less street names they could recall -> suggesting retroactive interference
• greenberg and underwood - support for proactive interference

  asked ppt to learn 10 paired words lists then gave them 48 hours before rcall - repeated 4 times. it was found the number of correctly recalled word pairs decreased the more word pairs had been learnt. 69% for the first list and 25% on the forth list. suggesting that proactive ntereference was invoved in decreasing the recall rate of the later lists.
• godden and baddley - research support for context cues

  goddena dn baddely, studied divers asking the to learn new material either on dry land or underwater. it was found recall was worse if learnt on land than water - supporting the concept of contxt cues.
• overton - research support for state cues

  overton asked ppts to learn material drunk or sober and had them recall, and found that recall was worse when recall was done ina different internal mental state
• tulving - support for organisational cues

  asked ppts to learn 48 words - the ppt either used free recall (answering in any order) or recall to match 12 4 word catagoeies. recall was found to be better in the catagory conditions - suggestting that catagories acted as cues for aiding recall.
• Loftus and Palmer - rs support for misleading info, leading questions + reconstructive memory

  showed ppts clip of car crashed and asked them how fast did the two cars ________ each other - changing the verb each time. they found that - the more extreme the verb - the faster people thought they crashed into each other → contacted 31.8mph and smashed 40.8mph

  a week later, ppts were asked if they remebered seeing glass in clip of the accident. those who had previously said smashed were twice as likely to recall seeing glass than the hit condition —> supporting substitution bias
• gabbert - research support for post event discussion

  videos of crime shots from different perspectives were shown to pairs of ppts. they were allowed to discuss after, with unique information in each clip. when asked to separate recall their clip, they included things that were not in their clip but in their description —> suggest memory conformity
• johnson and scott - research support for anxiety in ewt

  johnson and scottt - naive ppt sat in a waiting room and heard a normal conversation, whereby the indivdual walked out with pen and pen ink on his hands. in the seond condition, the ppts eard a intense argry conversation and saw a man come out with a knife and bloody hands. when asked to identify the perosn, 49% were able to identify the person with the pen and only 33% could identify the person
• fisher - support for the cognitive interview

  support for the cognitive interview -> 17 detectives trained in C1 and the other 9 in SI, results ofund that cognitive interview trained detectives recived 47% more information in real interviews after their training and 63% more info than untrained detectives —> suggesting that the cognitive interview is effective in enhancing memory, imporving info gained in the real world.
• kohnken - discredits the cognitive interview

  meta analysis on 2500 interviews, where he found in CIs, there was a significant amount of correct information reported but also a lot of incorrect information → suggest that there may be more info but may not be more accurate
• meltzoff and moore - rs for reciproaciy through imitation

  expeirmentor displayed factial gestures infront of new-born babeies, and recordings were shown to those blind to the experiment. it was found that infants matched the response of the experimenter. these results suggest the ability to observe and reciprocate through imitation
• condon and sander- rs for Interactional synchrony


  videotaped interactions between adults and noenates - focusing om the movements of the neonates in response to adult speech, and they found evidence interactional synchroncy between the neornates movementns and the rhthemic patterns of the adults speech. → suggest that humans are born with ability to socially interact
• schaffers stages of attachment

  1. asocial phase (0-6 weeks)2. indiscriminate attachment phase (6weeks to 7months)3. specific attachment phase (7months to 9 months)4. multiple attachment phase (9/10 months)
• schaffer and emerson - rs for schaffers stage of attachment

  60 working class babies + their famillies were studied and in the first year, data was collected through observations and nterviews, with the final checkup at 18 months. behaviours assessed - stranger and separation anxiety. it was found that separation anxiety occured in most babies from 25 - 32 weeks with stranger anxiety occuringa month later. after last follow up, 87% of babies had formed multiple attachments.
• schaffer - most common attachment figures

  mothers (65%), both parents (30%), fathers (3%)
• field - rs for the role of the father


  observed primary caretaker mothers, primary caretaker fathers and seondary caretaker fathers interacting with 4 month old infants. they found fathers focuses more on game playing and pc fathers showed more sensatievely responsive behaviour.
• verrissimo - rs for role of the father


  obsrrved rships with mothers and fathers and then observed the rships in school. they found the best predictor with increased ability to make friends in school came from the father → suggesting an important role for the fathers in socialisation.
• lorenz - imprinting


  randomly divided eggs, with the mother and half incubating with him. the goslings with the mother impirnted on her, and the goslings he hatched were imprinted on him.orenz found that the goslings had a critical period of around 32 hrs and if a gosling didnt end up seeing a large moving object in this time, they would lose the ability to imprint.lorenz's rsearch suggests that imprinting is a strong evolutionary and biological feature of attachment in certain birds + imirnitng is visual - not other sense.
• harlows findings


  infant monkeys spent majority of their time with the cloth mother, and only went to the wire mother to feed, and went to the cloth mother for comfort when frightened
• harlows follow up research on the monkeys


  follow up research showed that the infant monkeys had problems raising their own infants due to maternal deprivation
• bowlbys monotropic theory

  the idea that infants have an inbuilt tendency to make an initial attachment with one attachment figure, usually the mother - supported by evolution as mothers want to pass on their genes and infants have a drive to survive.