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52 Cards in this Set
- Front
- Back
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Bouchard et al. (2000) |
Behavioral Genetics A: intelligence in MZT's and MZA's P: 50 hours of testing and interviews F: heritability estimate of 70% |
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Rosenzweig and Bennet (1972) |
Brain Plasticity A: effect of enrichment or deprivation P: rats in different environments for 30-60 days F: increased cortex thickness and heavier frontal lobe |
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Martinez and Kesner (1991) |
Neurotransmitters A: role of acetylcholine on memory P: rats injected with scopolamine, physostigmine, or nothing and put in a maze F: scopolamine rats slower with more errors |
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Scoville and Milner (1957) |
HM suffered seizures from brain damage, had surgery to remove hippocampus, anterograde amnesia, no new memories |
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Money (1974) |
David Reimer lost his penis in a circumcision, parents encouraged to raise him as a girl, interviewed the twins once a year to support the theory of gender neutrality |
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Kasamatsu and Hirai (1999) |
Neurotransmission A: sensory deprivation and serotonin levels P: monks on a 72-hour pilgrimage, blood samples before and after F: serotonin levels increased, activating the hypothalamus and frontal cortex causing hallucinations |
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Baumgartner et al. (2008) |
Hormones and Behavior A: role of oxytocin in trust P: fMRI's during a trust game where some received oxytocin F: placebo group showed less trust after betrayal, oxytocin participants had less response in the amygdala and did not change trust |
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Maguire et al. (2000) |
Brain Plasticity A: plasticity in taxi drivers P: comparison of MRI scans F: taxi drivers had a larger hippocampus |
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Gallese et al. (1996) |
Mirror Neurons A: research motor neurons P: isolated a neural response that fired both when performing and observing an action F: the brain acted as if carrying out the action when only observing |
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Iacobani (2004) |
Mirror Neurons A: whether observation causes stimulation P: fMRI while looking at human faces with imitating at first and then only observing F: the same brain areas were activated |
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Sacks (2007) |
Clive Wearing suffered brain damage after a viral infection, anterograde and retrograde amnesia, 7-30 second memory, some procedural and semantic memory intact |
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Tierney et al. (2001) |
Cognition and Biology A: evaluate bilingual language compensation after infant brain damage P: PET scans to compare narrative speech and signing between controls and MA who had a lesion in his left frontal lobe F: MA's right hemisphere was more active than the controls, language function developed there |
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Scarr and Weinberg (1976) |
Behavioral Genetics A: contributing factors to lower IQ scores of black children P: examined IQ scores of black or interracial children adopted by advantaged, whites F: children brought up in low income families had a lower average, but eventually became the same as the high income children, niche picking |
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Fessler (2006) |
Evolutionary Explanations A: nausea in first trimester P: healthy pregnant women ranked 32 potentially disgusting scenarios F: women in the first trimester scored higher in sensitivity, morning sickness women experienced more disgust involving food |
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Curtis et al. (2004) |
Evolutionary Explanations A: patterns in disgust response P: online study asked to rank disgust level for 20 images, 77000 multicultural participants F: disgust was strongest for images which threatened the immune system, decreased with age |
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Atkinson and Shiffrin (1968) |
A basic structure of memory inspired by computer science, SM, STM, LTM, attention, coding, and rehearsal |
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Baddeley and Hitch (1974) (Model) |
A model of STM with central executive (control), episodic buffer (display), phonological loop (verbal and speech-based), and visuospatial sketchpad (visual and spatial info) |
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Baddeley and Hitch (1974) (Study) |
Memory A: different components of memory P: read and understand prose while remembering number sequences F: increase in reasoning time with simultaneous memory task, significantly impaired task with sequences of 6 numbers, but not 3 |
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Schema Theory
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A cognitive theory of processing and organizing information, humans integrate new information with existing, stored information |
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Bartlett (1932) |
Schemas and Culture A: role of culture in schema processing P: participants read and reproduced a Native American legend F: memory changed, became shorter and more conventional |
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Allpart and Postman (1947) |
Schemas and Culture A: if schemas affect recall P: W and B Americans shown an argument between well-dressed B and poorly dressed W with a razor followed by serial reproduction F: with the W, the black man ended up being the aggressor holding the weapon |
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Anderson and Pichert (1978) |
Schema Theory A: influence on encoding and retrieval P: burglar/house buyer scheme based on 72 points, distraction task, recall, half switch, recall F: changed schema -> 7% more points on second recall and 10% increase in points related specifically to second, same schema did not recall as much |
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Loftus and Palmer (1974) |
Reliability of Memory A: effect of leading questions on EWT P: How fast were the cars going when they smashed/collided/hit/bumped/contacted? F: leading questions had an effect on speed estimations |
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Yuille and Cutshall (1986) |
Reliability of Memory A: accuracy in recall EWT with real eyewitnesses P: 13 witnesses from theft and shooting interviewed 4-5 months later, two false leading questions (broken headlight and yellow panel) F: misleading questions had little effect on recall, 10 said no broken headlight or yellow panel |
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Le Doux's Model of Emotion |
Neurological Pathways for Fear Response The short route: thalamus to amygdala The long route: thalamus to neo-cortex to hippocampus to amydala Effective, but inaccurate VS slow, but more appropriate response through evaluation |
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Gazzaniga et al. (2000) |
Emotional Response A: effect as a result of brain damage P: emotional response in autistic children F: impaired ability to recognize emotions from a set of facial expressions |
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Two-Factor Theory of Emotion |
Physiological arousal and emotional interpretation interact to determine emotions. Strength of arousal determines intensity, interpretation determines which emotion |
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Schachter and Singer (1962) |
Cognition and Biology in Emotion A: two-factor theory of emotion P: injected participants and put into groups (A informed, A misinformed, A ignorant, control) and two conditions (anger and euphoria) F: participants given information on effects showed minimal changes in emotion because they had an explanation, the others used cues |
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Brown and Kulick (1977) (Theory) |
Flashbulb Memory Emotion effects memory by enhancing it. Vivid and detailed emotional events appear to be recorded in the brain. |
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Brown and Kulick (1977) (Study) |
Emotion and Memory A: how FBM works P: interviewed 80 Americans with questions about 10 events and asked how often they rehearsed the events F: JFK's assassination led to most FBM, African A's recalled more FBMs of civil rights leaders, most recalled family deaths |
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Neisser and Harsch (1992) |
Emotion and Memory A: accuracy of FBM P: 106 students asked to report on the circumstance of their learning about the Challenger Space Disaster in 1986 after 24 hours and then 2 years later (only 44) F: 2 years: 11/44 remembered the questionnaire and major discrepancies even with confidence |
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Zimbardo et al. (1995) |
Social Self A: reactions in difficult situations P: simulated a prison with participants assigned to guard or prisoner, behavior observed F: environment influenced guards to perform brutal and sadistic behaviors, conformed to social roles |
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Festinger et al. (1956) |
Participant Observation A: observe behavior of a doomsday cult P: became part of the cult that believed they would be saved by flying saucers on 21.12, pretended to be believers F: some members reasoned that their prayers saved them, others left |
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Milgram (1963) |
Conformity A: obedience to authority P: told to administer fake electric shocks to a confederate who gave wrong answers F: 65% of participants administered electric shocks to the highest level |
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Ross et al. (1977) |
Fundamental Attribution Error A: if FAE occurs even with acting awareness P: assigned to game show host, contestant, or audience (asked to rank intelligence) F: audience attributed the host's performance to dispositional factors rather than situational |
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Greenberger et al. (1982) |
Self-Serving Bias A: effect of performance on SSB in public/private P: participants got scored on a task in private or public settings and were asked to make attributions for their scores F: more likely to attribute good scores to disposition and bad scores to situation in public |
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Kashima and Triandis (1986) |
Culture and Self-Serving Bias A: cultural differences of SSB in Japan and US P: asked to remember details of slides from unfamiliar countries and then explain performance F: US students attributed success to ability, Japanese students attributed failure to lack of ability |
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Social Identity Theory |
Based on the assumption that individuals strive to improve their self-image by trying to enhance their self-esteem based on personal identity or various social identities |
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Tajfel et al. (1971) |
Social Identity Theory A: demonstrate the minimal group paradigm P: schoolboys randomly allocated to groups and were told to give rewards or penalties to other participants F: demonstrated in-group favoritism and were willing to give higher rewards to their own group |
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Jane Elliot (1968) |
Social Identity Theory A: the effects of group bias on self-esteem P: segregated a primary school class based on eye color. Bl were smarter, quicker, and more successful. Br were lazy, untruthful and stupid F: Bl became bossy, arrogant, and more smart, Br became timid, submissive, and had worse performance |
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Snyder and Swann (1978) |
Confirmation Bias and Stereotyping A: investigate CB in stereotyping P: females told they would meet an introvert or extrovert and had to prepare questions for them F: came up with questions that confirmed their perceptions of introverts and extroverts |
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Aronson and Steele (1995) |
Stereotype Threat A: effect of ST on performance P: 30 min verbal test to AA's and EA's told it was a test of their abilities or just a laboratory task F: AA's scored worse than EA's when told it was testing abilities, but better for the laboratory task |
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Bandura (1963) |
Social Learning Theory A: if children would imitate aggression modelled by adults and the effect of gender P: exposed to an adult model who beat up a doll or built toys and was same or different sex, they were then placed in a room with the doll F: observers of aggression were more aggressive and girls were more likely to imitate verbally |
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Charlton et al. (2002) |
Social Learning Theory A: whether St. Helena children would exhibit more aggressive behavior with TV (1995) P: observed before and after the introduction of TV through cameras and interviews F: no increase in aggressive or antisocial behavior |
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Dickerson et al. (1992) |
Foot-in-the-Door A: investigate FITD P: asked students to sign a poster and take a survey about water usage and wastage and then monitored shower times F: participants showered an average of 3.5 minutes, shorter than dorm students |
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Cialdini et al. (1975) |
Door-in-the-Face A: investigate DITF P: asked students to chaperone a zoo trip with 83% refusal, tried again by asking them to work two hours a week for two years first F: 100% refused the job and about 50% agreed to chaperone the zoo trip |
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Asch (1951) |
Conformity A: influence of perceived group pressure P: 1 participant and 7 confederates asked to match lines based on lengths, confederates gave unanimous wrong answers plus a control F: 0.7% errors in control, 75% gave at least one wrong answer in experimental group |
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Sherif (1936) |
Conformity A: conformity to perceived group norm P: used the autokinetic effect and asked participants to estimate the light's movement in groups or alone F: estimated with their own frame of reference when alone and used other's estimations when in groups which continued when alone |
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Cultural Dimensions |
Individualism vs Collectivism: measure of preferance over working alone or in groups, indication of degree of social integration Masculinity vs Femininity: depicts the degree to which masculine traits are preferred to female characteristics |
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Bond and Smith (1996) |
Individualism vs Collectivism A: effect of culture on conformity P: meta-analysis of 133 conformity studies in 17 countries using the Asch paradigm F: individualistic countries have a lower rate of conformity (US, UK, France) compared to collectivist societies (Fiji, Brazil, Hong Kong) |
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Mead (1935) |
Masculinity vs Femininity A: compare M and F traits in New Guinea tribes P: covert observation of three tribes F: 1: same sensitive behavior in both genders, 2: both genders aggressive and ruthless, 3: females with more dominant traits and males with more feminine traits |
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Hofstede (1967-73) |
Cultural Dimensions A: identify traits through classification of behavior according to culture P: surveyed 60000 employees from 50 countries F: identified multiple dimensions (power distance index, uncertainty avoidance index, long- and short-term orientation, indulgence vs restraint, I vs C, M vs F) |
