AS Psychology Unit 1 & 2 (Edexcel)

Anmerkungen:

• The 4 areas of the Ethical Guidelines. Remember these for Ethical Discussion.

1. Respect
2. Competence
3. Integrity
4. Responsibilty

1. Interviews

   Anmerkungen:

   • Know the difference between types of interviews. Difference between Question Types.
   1. Structured Interview

      Anmerkungen:

      • Pre-set Order of Questions Quantitative Data
   2. Unstructured Interview

      Anmerkungen:

      • Questions are open Interview Structure is flexible Qualitative data
   3. Semi-Structured Interview

      Anmerkungen:

      • Schedule of questions Researcher has freedom to follow up on some responses.
   4. Open Question

      Anmerkungen:

      • Qualitative data Consists of words Opinion-based
   5. Closed Question

      Anmerkungen:

      • Limits possible responses Quantitative Data Reduced to numbers/quantities
2. Sampling
   1. Random

      Anmerkungen:

      • Equal chance to be selected Unbiased Difficult in large numbers
   2. Stratified

      Anmerkungen:

      • Break population into groups Very representative Time consuming Difficult
   3. Opportunity

      Anmerkungen:

      • Whoever is available. Easy & Quick Not very representative
   4. Volunteer/Self Selecting

      Anmerkungen:

      • Participants select themselves Access a wide variety of people Motivation may make behaviour different. May have 'special' qualities.
3. Evaluation
   1. Reliability
   2. Subjectivity
   3. Validity

Anmerkungen:

• Following an order given by a person with RECOGNISED AUTHORITY over you.

1. Milgram (Shock Test) 1963

   Anmerkungen:

   • Behavioural Study of Obedience to Malevolent Authority. The aim was to measure how obedient 'naive' participants would be when ordered to give intense electric shocks. 40 Volunteers Selected by advertising Not in College/High School Rigged draw made sure participant was always given the role of 'teacher' 'Teacher' gives shocks for every incorrect answer to the 'actor' 'Actor' goes silent after '315v' after complaining about pain/heart problems Measured by how far they went up the generator before refusing to go further.
   • Every participant went to at least 300v. 26 went all the way to 450v. Variations conducted include: Learner in the same room (40% went to the end) When teacher had to hold learners hand (30%)
2. Meeus and Raaijmakers (Interview Sabotage) 1985

   Anmerkungen:

   • Administrative Obedience : Carrying Out Orders to use Psychological-Administrative Violence To test obedience where harm would be done Participants ordered to harass a job applicant to make him nervous while sitting a test. 92% of Participants obeyed Variatons involved removing researcher presence and having two rebellious peers. Obedience dropped HUGELY in both.
3. Agency Theory

   Anmerkungen:

   • Human behaviour evolved to include the tendency to obey because rule-based behaviour enables stability in a complex human society.
   1. Autonomous

      Anmerkungen:

      • Using our free will and take responsibility for our actions.
   2. Agentic

      Anmerkungen:

      • Where we act on behalf on another
   3. Moral Strain

      Anmerkungen:

      • Doing something that goes against our principles but seems to be for the greater good.
   4. Prejudice

      Anmerkungen:

      • An attitude towards another person based on little or no knowledge.
      1. Discrimination

         Anmerkungen:

         • Behaviour towards another person based on prejudice.
4. Social Identity Theory (Tajfel, 1970)
   1. Social Categorisation

      Anmerkungen:

      • The automatic act of putting yourself and others into groups along with stereotypical beliefs. In group - Groups you belong to Out group - Outside your in group
   2. Social Identification

      Anmerkungen:

      • Absorbing the culture of your group Associate with your group's values and norms Differentiate between out groups
   3. Social Comparison

      Anmerkungen:

      • To boost your own self-esteem, you need your group to appear 'better' by making other groups look bad in comparison.

1. Hofling et al. (Nurse Study) 1966

   Anmerkungen:

   • Investigate aspects of the nurse-physician relationship. 3 hospitals. One as control. 12 nurses and 21 students nurses asked to fill a questionnaire.  Nurse is asked to give an overdose of a drug to a patient. Medication order given by phone. Drug is unauthorised. Unfamiliar voice.
   • Questionnaire: 10/12 nurses and 21/21 students said they would have given the medication. Experiment: 21/22 nurses started to give the medication. Nearly all said they shouldn't have.
2. Tajfel et al. (Fake Art) 1971

   Anmerkungen:

   • Aim was to test whether grouping was enough to produce prejudice. Schoolboys split into two groups Klee & Kandinsky Asked to award poins to two other boys (one from each group) at a time. Boys typically awarded more points to members of their in group.
3. Sherif et al. (Robber's Cave) 1961

   Anmerkungen:

   • 2 groups of Boys. Field study. Unaware of each others existence. When introduced, strong in group prejudice was shown. 

1. Lab Experiment
   1. Advantages

      Anmerkungen:

      • Extraneous Variables can be controlled Can be certain the independent variable did have an effect on the measured dependent variable
   2. Disadvantages

      Anmerkungen:

      • Artificial Environment May not apply to real situations Often aware of being part of research Experimenter Effects
2. Field Experiment
   1. Advantages

      Anmerkungen:

      • Participants may not be aware of research Ecological Validity
   2. Disadvantages

      Anmerkungen:

      • No control over setting More time-consuming Ethical Problems
3. Natural Experiment

   Anmerkungen:

   • Field experiment but the independent variable is not manipulated by the researcher.
   1. Advantages

      Anmerkungen:

      • Ecological Validity More ethical
   2. Disadvantages

      Anmerkungen:

      • Lack of control over participants Extraneous Variables affecting results
4. Terminology
   1. Experimental Hypothesis

      Anmerkungen:

      • Prediction of study outcome.
      1. One Tailed/Directional

         Anmerkungen:

         • Direction of results can be predicted
      2. Two Tailed/Non - Directional

         Anmerkungen:

         • A change or difference can be predicted, but not the direction.
   2. Null Hypothesis

      Anmerkungen:

      • Statement that the results will be due to chance not to what was predicted.
   3. Variables
      1. Independent

         Anmerkungen:

         • Manipulated or changed in order to demonstrate a difference between the experimental conditions.
      2. Dependent

         Anmerkungen:

         • Variable that is measured or the result of the experiment.
      3. Extraneous

         Anmerkungen:

         • Any variable, except the IV that can influence findings.
      4. Confounding

         Anmerkungen:

         • A factor that has not been controlled and that has a direct impact on findings.
      5. Situational

         Anmerkungen:

         • Things such as environment.
      6. Participants

         Anmerkungen:

         • For example in a driving test one's driving skills gives them an advantage.
   4. Operationalisation

      Anmerkungen:

      • Defining how you intend to measure the DV and alter conditions for the IV.
   5. Participant Design

      Anmerkungen:

      • Describes how the participants are distributed.
      1. Independent Measures Design

         Anmerkungen:

         • When one of the conditions is tested on a group
      2. Repeated Measures Design

         Anmerkungen:

         • The same participants used in all experimental conditions
      3. Matched Pairs Design

         Anmerkungen:

         • Same as IM design, but  all participants matched on a quality.
   6. Order Effects

      Anmerkungen:

      • Occur when they're in all conditions of experiment. Become practiced at the test or becoming tired from the test.
      1. Counterbalancing

         Anmerkungen:

         • Participants divided equally between conditions to experience them in different order.
      2. Randomising

         Anmerkungen:

         • Purely random counterbalancing.
   7. Ecological Validity

      Anmerkungen:

      • How well a study represents a natural situation
   8. Experimenter Effects

      Anmerkungen:

      • Things that may influence the way a participant responds because of the experimenter.
   9. Demand Characteristics

      Anmerkungen:

      • Changing behaviour due to knowledge of experiment

1. Craik and Lockhart (Processing) 1972

   Anmerkungen:

   • Investigating how deep and shallow processing affects memory recall. Participants presented with 60 words answering 1 of  3 questions. 1 of each type of processing. They recalled more words that were semantically processed.
   1. Shallow Processing
      1. Structural Processing

         Anmerkungen:

         • Using the physical qualities of something to encode it.
      2. Phonetic Processing

         Anmerkungen:

         • Using sound to encode something
   2. Deep Processing
      1. Semantic Processing

         Anmerkungen:

         • Encoding the meaning of a word relating to similar words.
      2. Elaboration Rehearsal

         Anmerkungen:

         • Having a more meaningful analysis of information
   3. Rehearsal Types
2. Atknison and Shiffrin (Multi-Store Model) 1968
   1. Sensory Register

      Anmerkungen:

      • Information enters, lasting around 2 seconds. If not attended to, lost immediately.
   2. Short Term Memory

      Anmerkungen:

      • Lost if not rehearsed e.g Phone Number
   3. Long Term Memory

      Anmerkungen:

      • Information is stored from STM. Lasts for years Infinite Storage
3. Baddeley and Hitch (Working Memory) 1974
   1. Phonological Loop

      Anmerkungen:

      • Deals with verbal information. 'Inner voice'
   2. Primary Acoustic Store

      Anmerkungen:

      • Holds acoustic information
   3. Visuo-spatial Scratchpad

      Anmerkungen:

      • Deals with visual and spatial information
   4. Central Executive

      Anmerkungen:

      • Directs the flow of information
4. Reconstructive Memory

   Anmerkungen:

   • Using imagination and best guesses to complete the memory.

1. Cue Dependent Forgetting

   Anmerkungen:

   • Failure to remember as an accessibility problem. If we don't remember it's because we're not in a similar situation.
   1. Tip of the Tongue Phenomenom

      Anmerkungen:

      • Knowing the memory exists but being temporarily unable to recall it.
   2. Tulving's Specificity Principle

      Anmerkungen:

      • The greater the similarity between the encoding event and retrieval event, the greater the likelihood of recalling the original memory.
2. Context Dependent Forgetting

   Anmerkungen:

   • Being in the same environment as a memory can aid recall of the memory
   1. Godden & Baddeley (Diver Study) 1975

      Anmerkungen:

      • Were asked to recall words in a different environment (under water and on land). Without the same conditions, divers forgot the words.
   2. Grant and Bredahl et al. (Word Recall) 1998

      Anmerkungen:

      • Memory for unrelated words where low when learned in noisy conditions and testing in quiet conditions. Opposite for quiet learning and quiet testing.

1. Collins and Loftus (Spreading Activation Model) 1975
2. Loftus et al (Weapon Focus) 1987