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22 Cards in this Set
- Front
- Back
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1.BIOLOGICAL PERSPECTIVE FOCUS
The biological influences on behaviour and metal processes including the brain, nervous system, endocrine system, the immune system and genetics. |
1. BIOLOGICAL PERSPECTIVE MAJOR ASSUMPTIONS
All our thoughts, feelings and behaviours are associated with underlying bodily activities/events and processes. |
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DEFINITION OF INDEPENDENT VARIABLE (IV)
The variable in an experiment which the researcher manipulates in order to assess it effects on participants responses. |
DEFINITION OF DEPENDENT VARIABLE (DV)
The variable in the experiment the researcher chooses to measure in order to assess the effects of the independent variables. |
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1. STATE THE INDEPENDENT VARIABLE
The coke STATE THE DEPENDENT VARIABLE The results of the perception task and the motor reaction test |
1. STATE THE AIM
The aim of this experiment is to observe the impact of soft drink (caffeine) on a visual perception task and motor reaction test. |
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1. STATE THE HYPOTHESIS
It is predicted that those who consumed the coke will have a quicker reaction and higher score than those who did not consume the caffeine in the coke. |
1. MATERIALS
- Coke - Pen/Paper - Cup - Ruler - Computer (www.cognitivefun/net/test/2 |
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1. DISCUSSION
What did the results show? Did they support your hypothesis? After looking at and observing the results, we can see that my hypothesis was actually incorrect. I hypothesized that the caffeine in the coke would increase the consumer’s reaction rate, but after finding the overall average, we can see that caffeine in fact slows down ones reaction time. In both tests, those who did not consume the coke were able to quickly and more effectively react to both of the tests proving that having no caffeine in your blood stream assists your brain at reacting swifter and more enhanced. |
1. DISCUSSION
How does this activity link to the Biological perspective? This activity links to the biological perspective because the biological perspective is a view that focusses on the physiological influences of behaviour and mental processes. This includes the brain and the rest of the nervous system, the endocrine system, the immune system and genetics. In this experiment, we can see that the caffeine in the coke is the physiological influence on all of the previously listed features. The caffeine in the coke affected our underlying bodily activities and thus influenced our reaction time and concentration. |
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1. DISCUSSION
Why do you think you found/observed what you did? I believe that I found what I did when completing this experiment because my belief is that caffeine gives the consumers the impression that they are being stimulated and roused but in actual fact the opposite thing is occurring in their body and their brain is actually being slowed down and their reaction time is being more delayed. Sugar may also have had an affect on the brain as it too alters the way we think and perceive things. |
1. DISCUSSION
How could this experiment be improved? I believe that this experiment could have been improved by having the same person test their reaction time before their consumption of caffeine and after woods. This way we can compare the one person’s abilities before and after as opposed to comparing the effects on numerous people’s abilities. |
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2. BEHAVIOURAL PERPECTIVE FOCUS
The behaviour perspective focuses on how behaviour is acquired or modified by environmental consequences such as rewards and punishments. |
2. STATE THE AIM
The aim of this experiment is observe whether or not one will salivate when they hear the ring of a bell and being able to eat wiz fizz, as aw well as just hearing the bell but not eating the wiz fizz. |
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2. STATE THE INDEPENDENT VARIABLE
The bell alone and the bell alongside the wiz fizz. STATE THE DEPENDENT VARIABLE Whether or not we salivate when the bell rings. |
2. STATE THE HYPOTHESIS
I hypothesise that the bell will have no effect on the salivation of the participant after only hearing it ring 5 times. |
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2. MATERIALS
- Wizz Fizz - Bell - Recording sheet/ results table - Pen/ pencil |
2. ETHICAL CONSIDERATIONS
- Confidentiality - Participants rights - Voluntary participation - Withdrawal rights - Informed consent - Deception - Debriefing - Professional Conduct |
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2. DISCUSSION
What did the results show? Did they support your hypothesis? I hypothesised that the bell will have no effect on the consumer after only hearing it ring 5 times. After looking at the results we can see that this is true. The recordings prove that after hearing the bell for 5 times and consuming the wizz fizz 3 out of those times, the bell has no effect on our saliva glands and when we salivate. After we had consumed the wizz fizz, only 6 out of 23 claimed that the salivated on the 5th ring which meant that 17 did not salivate. We cannot prove that they salivated because they knew they were getting more wizz fizz nor can we disprove it. Fact is that they salivated when they heard the bell which could indicate numerous possibilities. Overall, I believe that the results did support my hypothesis and I don’t believe that after on hearing a bell ring 5 times, that our body can get into the routine of salivating for food. |
2. DISCUSSION
How could this experiment be improved? This experiment could be improved by making it become a longer, and more extensive experiment that would go on for days or even weeks. This could scientifically prove that the human brain can be trained to react in certain ways to different noises and indications. No one can possibly expect the human brain to become so transfixed on something so minor in a matter of 5 rings of a bell, and I believe that this is not a very virtuous way of proving such major capabilities of the brain. Also, asking participants if they had salivated was a subjective measure – an objective measure would be ideal as it would be much more accurate. |
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DEFINITION OF ETHICS
The standards that guide individuals to identify, good, desirable or acceptable conduct when carrying out research. |
DEFINTION OF ETHICS - CONFIDENTIALITY
Subjects have the right not to have any of their details released unless they have given written consent for this to happen. This procedure must be explained to all subjects at the beginning of a research. |
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3. COGNITIVE PERSPECTIVE FOCUS
The cognitive perspective focuses on how we acquire, process, remember and use information about ourselves and the world around us. |
3. PURPOSE OF THE ACTIVITY
To observe and understand the way we acquire, process, remember and use information about ourselves and the world around us. Also to find out what intelligence we best learn by. |
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3. RESOURCES USED
- Computer - Websites http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/ http://www.literacynet.org/mi/assessment/findyourstrengths.html |
3. DESCRIPTION OF ACTIVITY/TASK
Students are to take 2 tests in which they will answer all of the questions truthfully and what they believe best describes themselves. After they take these tests, they will be given the different intelligences in which they learn by. |
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3. OBSERVATIONS
I found that in both tests, I am Kinesthetic smart as well as Interpersonal and Linguistic. I believe that I am defiantly Kinesthetic smart along with Interpersonal but I am not sure about linguistically intelligent. |
3. DISCUSSION
What did the activity show you in terms of the psychological concept being learned? In terms of the psychological concept being learned, the activity showed me that I learn best moving about and doing sports as well as being able to respond well to others around me. I also learn through language and linguistics. |
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4. SOCIO - CULTURAL PERSPECTIVE FOCUS
The socio-cultural perspective focusses on the roles of social and cultural influences on human behaviour and mental processes. |
4. STATE THE AIM
To observe whether society and the culture we live in will have a major influence on whether or not we will find humour in the jokes that are either told to us as a group or read as an individual. |
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4. STATE THE INDEPENDENT VARIABLE
The independent variable in this experiment would be whether you heard the joke in a group or whether you read it alone. STATE THE DEPENDENT VARIABLE The dependent variable in this experiment would be how humorous people found the jokes. |
4. STATE THE HYPOTHESIS
It is predicted that those who are in the experimental group will find the jokes more humorous. |
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4. MATERIALS
- Jokes - Result table - Laptops |
4. DISCUSSION
What did the results show? Did they support your hypothesis? After looking at the results, it is proven that those who were in the experimental group found the jokes more humorous. We found this by finding the average between the 2 different groups results and the experimental group had the highest average. I hypothesized that those in the experimental group would in fact find the jokes funnier than those who weren’t in the experimental group. This suggests that my hypothesis was correct. |
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4. DISCUSSION
How could this experiment be improved? This experiment could have been improved by having jokes that were more humorous and that people our age could have related to a bit better. This would have increased the levels of humour people found in the jokes and the experiment could have been taken with a lot more enthusiasm and eagerness. - The way in which the jokes are delivered - Prior knowledge of jokes - Jokes that aren’t sexist or culturally inappropriate (some participants may have found these offensive) |
2. BEHAVIOURAL PERSPECTIVE MAJOR ASSUMPTIONS
behaviour can be explained in terms of learning processes |
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3. COGNITIVE PERSPECTIVE MAJOR ASSUMPTIONS
Internal mental processes are important in their own right as well as important influences on observable behaviour. |
4. SOCIO - CULTURAL PERSPECTIVE MAJOR ASSUMPTIONS
Socio-cultural factors such as sex, age, income level, religion and culture in which people grow up in are important influences. |
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DEFINTION OF EXTRANEOUS VARIABLE
Extraneous variable is a variable other than the IV that can cause a change in the DV. |
DEFINITION OF EXPERIMENTAL GROUP
The experimental group is exposed to the experimental condition, that is, the IV present. |
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DEFINITION OF CONTROL GROUP
The control group is exposed to the control condition, that is, the IV is absent. |
DEFINITION OF SOCIO
Socio refers to the study of influences within a society or culture; for example, how sex, age, race or income level can affect how we think, feel or behave. |
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DEFINITION OF CULTURAL
Cultural refers to the study of similarities and differences in how people think, feel or behave across different cultures. |
By Claire
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