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101 Cards in this Set
- Front
- Back
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Golden rule |
•Experiments always involve a minimum of 2 groups •Allows to make comparisons •Looking for difference between the conditions |
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Independent variable |
•What the researcher manipulates •Creates the difference between groups |
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Dependent variable |
What the researcher measures |
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Cause and effect |
1 thing causes another to change |
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Types of experiments |
•Lab •Field •Natural/Quasi |
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Key Features Where IV DV EV
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•Where - a tightly controlled artificial environment •IV - researcher directly manipulates the IV •DV - measure the effect on DV •attempt to minimise Extraneous variable this is not always possible •they use standard procedures, each participant has the same experience |
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Extraneous variable |
A variable other than the IV that could be causing the change in DV |
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Who did the Bobo doll experiment and when |
•Albert Bandura •1961 |
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•Albert Bandura
•1961 |
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What did people think watching violence led to |
Reduced aggression |
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Who did the Bobo doll experiment and when |
•Albert Bandura •1961 |
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What did people think watching violence led to |
Reduced aggression |
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Who did bandura experiment on |
Children aged 3-5 |
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Who did the Bobo doll experiment and when |
•Albert Bandura •1961 |
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What did people think watching violence led to |
Reduced aggression |
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Who did bandura experiment on |
Children aged 3-5 |
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What did he do in the experiment |
Put an adult in a room with a child and a set of toys including an inflatable bobo doll after a minute the adult would beat up the doll for 10 minutes and then leave and the researcher would observe what the child did |
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Who did the Bobo doll experiment and when |
•Albert Bandura •1961 |
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What did people think watching violence led to |
Reduced aggression |
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Who did bandura experiment on |
Children aged 3-5 |
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What did he do in the experiment |
Put an adult in a room with a child and a set of toys including an inflatable bobo doll after a minute the adult would beat up the doll for 10 minutes and then leave and the researcher would observe what the child did |
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What did the children who had an aggressive model do |
Copied the adult |
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What types of things did the adult do |
•Pummelled the doll •Flung it in the air •Kicked it • Threw it down and beat it |
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What types of things did the adult do |
•Pummelled the doll •Flung it in the air •Kicked it • Threw it down and beat it |
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What did the children use even though they weren't modelled |
Attracted to the guns which had less appeal with no exposure |
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What types of things did the adult do |
•Pummelled the doll •Flung it in the air •Kicked it • Threw it down and beat it |
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What did the children use even though they weren't modelled |
Attracted to the guns which had less appeal with no exposure |
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Social Learning theory |
Learning through observation and imitation |
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What types of things did the adult do |
•Pummelled the doll •Flung it in the air •Kicked it • Threw it down and beat it |
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What did the children use even though they weren't modelled |
Attracted to the guns which had less appeal with no exposure |
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Social Learning theory |
Learning through observation and imitation |
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Two different types of models |
•Live •Symbolic |
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What types of things did the adult do |
•Pummelled the doll •Flung it in the air •Kicked it • Threw it down and beat it |
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What did the children use even though they weren't modelled |
Attracted to the guns which had less appeal with no exposure |
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Social Learning theory |
Learning through observation and imitation |
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Two different types of models |
•Live •Symbolic |
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Who we imitate |
Those who are similar to us e.g. Same sex |
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Why do we imitate people who are similar to us |
Because we feel there is a similar chance of receiving the same outcome |
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Why do we imitate people who are similar to us |
Because we feel there is a similar chance of receiving the same outcome |
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Do we observe and imitate automatically |
No we go through an internal mental processes we think about the consequences and whether it is possible to imitate the behaviour and whether there is a positive outcome |
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Why do we imitate people who are similar to us |
Because we feel there is a similar chance of receiving the same outcome |
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Do we observe and imitate automatically |
No we go through an internal mental processes we think about the consequences and whether it is possible to imitate the behaviour and whether there is a positive outcome |
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Where did he experiment take place |
In psychology labs at Stanford University |
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Why do we imitate people who are similar to us |
Because we feel there is a similar chance of receiving the same outcome |
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Do we observe and imitate automatically |
No we go through an internal mental processes we think about the consequences and whether it is possible to imitate the behaviour and whether there is a positive outcome |
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Where did he experiment take place |
In psychology labs at Stanford University |
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What was the independent variable |
Whether the children were exposed to an aggressive or passive role model |
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Why do we imitate people who are similar to us |
Because we feel there is a similar chance of receiving the same outcome |
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Do we observe and imitate automatically |
No we go through an internal mental processes we think about the consequences and whether it is possible to imitate the behaviour and whether there is a positive outcome |
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Where did he experiment take place |
In psychology labs at Stanford University |
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What was the independent variable |
Whether the children were exposed to an aggressive or passive role model |
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What was the dependent variable |
The level of aggression displayed by the child towards the bobo doll |
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Why do we imitate people who are similar to us |
Because we feel there is a similar chance of receiving the same outcome |
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Do we observe and imitate automatically |
No we go through an internal mental processes we think about the consequences and whether it is possible to imitate the behaviour and whether there is a positive outcome |
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Where did he experiment take place |
In psychology labs at Stanford University |
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What was the independent variable |
Whether the children were exposed to an aggressive or passive role model |
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What was the dependent variable |
The level of aggression displayed by the child towards the bobo doll |
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Were there any extraneous variables present |
•showing demand characteristics •boys have a higher testosterone |
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Why do we imitate people who are similar to us |
Because we feel there is a similar chance of receiving the same outcome |
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Do we observe and imitate automatically |
No we go through an internal mental processes we think about the consequences and whether it is possible to imitate the behaviour and whether there is a positive outcome |
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Where did the experiment take place |
In psychology labs at Stanford University |
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What was the independent variable |
Whether the children were exposed to an aggressive or passive role model |
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What was the dependent variable |
The level of aggression displayed by the child towards the bobo doll |
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Were there any extraneous variables present |
•children showing demand characteristics by trying to please the researcher by doing what they think they should •boys have a higher testosterone |
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Did he keep the procedures standardised |
Yes all the children saw the same doll and encountered the same toys |
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Ecological validity |
The extent to which the findings of a research study are able to be generalised to real life settings |
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Ecological validity |
The extent to which the findings of a research study are able to be generalised to real life settings |
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Is ecological validity a strength or weakness of lab experiments and why |
Weakness as the experiment is artificial |
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Ecological validity |
The extent to which the findings of a research study are able to be generalised to real life settings |
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Is ecological validity a strength or weakness of lab experiments and why |
Weakness as the experiment is artificial |
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Reliability |
The consistency of a study. If it's measured repeatedly, for it to be considered reliable the same results should be apparent |
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Ecological validity |
The extent to which the findings of a research study are able to be generalised to real life settings |
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Is ecological validity a strength or weakness of lab experiments and why |
Weakness as the experiment is artificial |
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Reliability |
The consistency of a study. If it's measured repeatedly, for it to be considered reliable the same results should be apparent |
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Is reliability a strength or weakness of lab experiments and why |
Strength because they use standardised procedures |
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Ecological validity |
The extent to which the findings of a research study are able to be generalised to real life settings |
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Is ecological validity a strength or weakness of lab experiments and why |
Weakness as the experiment is artificial |
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Reliability |
The consistency of a study. If it's measured repeatedly, for it to be considered reliable the same results should be apparent |
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Is reliability a strength or weakness of lab experiments and why |
Strength because they use standardised procedures |
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Demand characteristics |
An experimental artefact where participants form an interpretation of the experiment purpose and subconsciously change their behaviour to fit the interpretation |
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Ecological validity |
The extent to which the findings of a research study are able to be generalised to real life settings |
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Is ecological validity a strength or weakness of lab experiments and why |
Weakness as the experiment is artificial |
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Reliability |
The consistency of a study. If it's measured repeatedly, for it to be considered reliable the same results should be apparent |
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Is reliability a strength or weakness of lab experiments and why |
Strength because they use standardised procedures |
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Demand characteristics |
An experimental artefact where participants form an interpretation of the experiment purpose and subconsciously change their behaviour to fit the interpretation |
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Is demand characteristics a strength or weakness of lab experiments and why |
Weakness because they aren't being natural |
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Ecological validity |
The extent to which the findings of a research study are able to be generalised to real life settings |
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Is ecological validity a strength or weakness of lab experiments and why |
Weakness as the experiment is artificial |
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Reliability |
The consistency of a study. If it's measured repeatedly, for it to be considered reliable the same results should be apparent |
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Is reliability a strength or weakness of lab experiments and why |
Strength because they use standardised procedures |
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Demand characteristics |
An experimental artefact where participants form an interpretation of the experiment purpose and subconsciously change their behaviour to fit the interpretation |
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Is demand characteristics a strength or weakness of lab experiments and why |
Weakness because they aren't being natural |
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Internal validity |
The extent to which a study can be generalised to other settings,other people and over time |
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Ecological validity |
The extent to which the findings of a research study are able to be generalised to real life settings |
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Is ecological validity a strength or weakness of lab experiments and why |
Weakness as the experiment is artificial |
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Reliability |
The consistency of a study. If it's measured repeatedly, for it to be considered reliable the same results should be apparent |
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Is reliability a strength or weakness of lab experiments and why |
Strength because they use standardised procedures |
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Demand characteristics |
An experimental artefact where participants form an interpretation of the experiment purpose and subconsciously change their behaviour to fit the interpretation |
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Is demand characteristics a strength or weakness of lab experiments and why |
Weakness because they aren't being natural |
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Internal validity |
The extent to which a study can be generalised to other settings,other people and over time |
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Is internal validity a strength or weakness of the lab experiments and why |
Strength because it is done in a controlled environment |
