• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

Card Range To Study

through

image

Play button

image

Play button

image

Progress

1/17

Click to flip

Use LEFT and RIGHT arrow keys to navigate between flashcards;

Use UP and DOWN arrow keys to flip the card;

H to show hint;

A reads text to speech;

17 Cards in this Set

  • Front
  • Back

Describe laboratory experiments

Laboratory experiments involve an artificial task and often standardised task and usually take place in an artificial setting which is highly controlled. The participants are therefore aware that they are taking part in a study so should be briefed and give informed consent. Laboratory experiments can involve the use of any participant design and sampling method.

Describe laboratory experiments

Field experiments take place in the participants natural environment and the task usually appears to them as a part of their real life. The participants are usually unaware they are taking part in a study meaning they aren't briefed or given informed consent. Field experiments usually involve the independent measures and opportunity sampling as the participants need to remain unaware.

Describe natural experiments

Natural experiments are conducted in a natural environment. The independent variable is not manipulated directly by the researcher. The researcher takes advantage of a naturally-occurring situation.

Describe independent variable

The IV is the variable that is manipulated or changed in order to demonstrate a difference between the experimental conditions.

Describe dependent variable

The DV is the variable that is measured or the result of the experiment.

Describe experimental hypothesis

This is a statement made about the predicted outcome of a study. Usually based on a theory and is designed to test this, if the likely direction is predicted it is called a directional/one-tailed hypothesis. Non-directional/two-tailed is when a differences is stated but not the direction it will go.

Describe null hypothesis

It is a statement that the results will be due to chance not to what was predicted.

Describe repeated measures

The same participants are used in all experimental conditions.

Describe independent measures

When only one of the experimental conditions is tested on a group of participants.

Describe matched pairs

Same as independent measures but all participants are matched on a quality or characteristics important to the study.

Describe order effects
They are caused by the order in which conditions are performed by participants. These are caused because of practice effects- when the participants become more skilled when performing the conditions, or fatigue effects- when the participants become tried or bored when performing conditions.

Describe Levels of Processing theory of memory

Information that is more deeply processed (processed in a semantic format) is more likely to be remembered than information that is less deeply processed (processed in a phonetic or structural format). There are three different forms of processing; semantic- processing through meaning, which leads to best remembering. Phonetic- processing through how information sounds, which leads to not as good remembering. And structural- processing through what it looks like, which leads to the worst remembering of information.

Describe the Multi Store Memory theory of memory

There are three types of information store. Information enters through our sensory organs and is stored in the sensory register for a fraction of a second. If this information is then attended to it is transferred into the STM. STM is able to store 7+/-2 chunks of information and is stored in acoustic form for a couple of seconds. If this information is then rehearsed, so repeated, it will be transferred into the LTM. If it is not rehearsed, the information will be lost on a FIFO (first in first out) principle. The LTM has an unlimited capacity and can last up to a lifetime. Information in the LTM is stored in semantic form- stored by meaning from the individual.

Describe Cue Dependent theory of forgetting

This theory applies to long term memory, not to short term memory. This theory states that forgetting occurs when cues for memory retrieval are absent. This suggests that memory depends on cues being available and that if they are later absent, retrieval of information isn’t successful. Even though we may be knowledgeable of the memory we want to retrieve, we are simply just unable to actually retrieve it due to the absence of these cues. Context cues are cues that are related to the environment we were in when the information was transferred to memory. State cues are cues that refer to the physical and emotional state we were in when the information was transferred to memory.

Describe Repression theory of forgetting

This theory suggests that we forcibly forget facts and events that bring us anxiety or unhappiness, and therefore suggesting we are protecting ourselves from having to revisit these states and emotions. Freud believed that these memories are still active in the mind, however we are unaware of them, and at times, they may trigger symptoms. Freud believed that we have the tendency to recall happy memories more easily than unhappy ones. Occasionally we may recall memories but repress the emotion attached to it. At it’s most dramatic, repression can lead to us completely blanking a traumatic event such as sexual abuse in early childhood.

Describe Reconstructive Memory theory

Suggests that memory is not an exact version of the truth,it is a reconstructed version. This is because when we retrieve information weoften only have fractions of the original information stored. To make sense ofthe fragments of memory that are stored, we fill in the gaps of missinginformation by drawing upon the knowledge of what is likely to fit in. we useexperience, imagination and best guess to make sense of and complete thememory. This does not mean we are intentionally lying or making it up, it is justthe way our memory works.

What are schemas, stereotypes and leading questions?

Schemas- unit of memory, we each have a schema for everyaspect of the world, consisting of all the information we have related to it. Reconstructivememories activate the relevant schemas and makes sense of the information inthem.

Stereotypes- pre-convieved ideas about people. Schemas abouta type of person.


Leading questions- questions that hint to a certain answer. ‘’THE’’and ‘’A’’ suggest different things, they effect the answers given.