1. DEATH BY POWERPOINT

2. Core studies 2 feedback 1a. Hraba & Grant/Variables Racial preference Racial preference Racial awareness Racial awareness Racial self-identification Racial self-identification Race of best friend Race of best friend Measured by which doll the children chose in response to the questions “Give…….” Measured by which doll the children chose in response to the questions “Give…….”

3. 1b. Hraba and Grant/Validity Give examples from the study. Give examples from the study. 1. Ecological validity: use of dolls 2. Demand characteristics: 4 qs, 4 dolls 3. Forced choice: doesn’t indicate degree of preference. 4. Experimenter effect, but note H & G checked for this.

4. 1a. Gardner and Gardner/Variables DV: Washoe’s ability to learn language DV: Washoe’s ability to learn language Measured by the number of words she learnt (used spontaneously, used for 15 consecutive days, witnessed by 3 observers) Measured by the number of words she learnt (used spontaneously, used for 15 consecutive days, witnessed by 3 observers) Also measured by the nature of her language: use of combinations, creativity, transference, displacement etc Also measured by the nature of her language: use of combinations, creativity, transference, displacement etc

5. 1b. Gardner & Gardner/Validity Give examples from the study. Give examples from the study. Subjectivity Subjectivity Measurement not accurate: in this case too stringent. Measurement not accurate: in this case too stringent. Ecological validity Ecological validity Interpretation of results: some claimed Washoe was simply imitating words signed some moments before. Interpretation of results: some claimed Washoe was simply imitating words signed some moments before.

6. 1a. Gould/Variables DV: Innate intelligence DV: Innate intelligence Measured by the results of the Alpha test, Beta test and the spoken examination. Measured by the results of the Alpha test, Beta test and the spoken examination. General knowledge questions, analogies, some pictorial and numerical tasks. General knowledge questions, analogies, some pictorial and numerical tasks.

7. 1b. Gould/Validity You had already covered all this in your essays!!! Examples must be given. You had already covered all this in your essays!!! Examples must be given. Ethnocentrism Ethnocentrism Language barriers Language barriers Suitability of task e.g. had to be able to use a pen to pass the Beta test for illiterates. Suitability of task e.g. had to be able to use a pen to pass the Beta test for illiterates. Control of extraneous variables e.g. recruits were shouted at and rushed which may have affected their responses. Control of extraneous variables e.g. recruits were shouted at and rushed which may have affected their responses. Interpretation of results may be invalid. Interpretation of results may be invalid.

8. Suggest section 4 marks for detailed suggestion related to improving validity. 4 marks for detailed suggestion related to improving validity. 4 marks for specific prediction for results and why. 4 marks for specific prediction for results and why. Generally, people lost marks as they did not refer to the new results, just as you were warned! Generally, people lost marks as they did not refer to the new results, just as you were warned!

9. 2a. Milgram/Context The Holocaust The Holocaust Trial of Eichmann, who seemed ordinary Trial of Eichmann, who seemed ordinary The “Germans are different” hypothesis The “Germans are different” hypothesis Do Germans have a character defect which predisposes them to obedience to authority.? Do Germans have a character defect which predisposes them to obedience to authority.?

10. 2a. Piliavin/Context 1. Kitty Genovese 1. Kitty Genovese 2. Lab. experiments by Darley and Latane. 2. Lab. experiments by Darley and Latane. Piliavin wanted to investigate bystander apathy/diffusion of responsibility in the light of the event/findings, but in the field. Piliavin wanted to investigate bystander apathy/diffusion of responsibility in the light of the event/findings, but in the field.

11. 2a. Hraba and Grant/Context Clarke and Clarke’s study in 1939 Clarke and Clarke’s study in 1939 How much had racial preference and awareness changed in the intervening period, with so many social changes( Civil Rights movement etc)? How much had racial preference and awareness changed in the intervening period, with so many social changes( Civil Rights movement etc)?

12. 2b. Milgram/Real life Relate all points to the issue of investigating REAL LIFE EVENTS. Give examples from study. Relate all points to the issue of investigating REAL LIFE EVENTS. Give examples from study. Ecological validity Ecological validity Experimental realism Experimental realism Demand characteristics Demand characteristics Context (Nazi Germany v. America in the 60s) Context (Nazi Germany v. America in the 60s) Location (Concentration camps v. Yale Uni.) Location (Concentration camps v. Yale Uni.) Ethics (if real life event involves a distressing circumstance) + deception required Ethics (if real life event involves a distressing circumstance) + deception required Sample: was it representative? Sample: was it representative?

13. 2b. Piliavin/Real life Give examples from the study Give examples from the study 1. Location: tube v. open public area 2. Ethics: deception required 3. Sampling 4. Time of day

14. 2b. Hraba and Grant/Real life Give examples from the study. Give examples from the study. 1. Location: Lincoln, not same as original 2. Ecological validity: may not have reflected real feelings. 3. Demand characteristics 4. Experimenter effect

15. 3a. Schachter and Singer/ Physio That we need both a physiological response (provided by an injection of epinephrine) and a cognitive appraisal to experience an emotion. That we need both a physiological response (provided by an injection of epinephrine) and a cognitive appraisal to experience an emotion. Even the placebo group, who unexpectedly did show an emotional response, probably experienced physiological arousal simply because of being injected. Even the placebo group, who unexpectedly did show an emotional response, probably experienced physiological arousal simply because of being injected.

16. 3a. Dement & Kleitman/ Physio Using an EOG and an EEG, correlations were found between physiological aspects of dreaming and subjective experience: Using an EOG and an EEG, correlations were found between physiological aspects of dreaming and subjective experience: REM sleep and dreaming: most dreams reported during REM sleep REM sleep and dreaming: most dreams reported during REM sleep Duration of dreams and estimate of duration of dreams Duration of dreams and estimate of duration of dreams Direction of eye movement and content of dream. Direction of eye movement and content of dream.

17. 3a. Sperry/ Physio Following hemisphere deconnection by severing the corpus callosum, subjects appeared to have two separate memories and even two separate consciousnesses. (Give example) Following hemisphere deconnection by severing the corpus callosum, subjects appeared to have two separate memories and even two separate consciousnesses. (Give example) Evidence was found to verify lateralisation of function: the left hemisphere being responsible for speech production whereas the right is aphasic and agraphic but can categorise, carry out simple mathematical problems and show an emotional response. Evidence was found to verify lateralisation of function: the left hemisphere being responsible for speech production whereas the right is aphasic and agraphic but can categorise, carry out simple mathematical problems and show an emotional response.

18. 3a. Raine/ Physio Murderers were found, through PET scans, to have lessened or asymmetrical activity in certain areas of their brains, suggesting brain damage. Murderers were found, through PET scans, to have lessened or asymmetrical activity in certain areas of their brains, suggesting brain damage. For example, there was less activity in the pre- frontal cortex compared to the brains of the control group. For example, there was less activity in the pre- frontal cortex compared to the brains of the control group. This links to the idea of localisation of function, as the prefrontal cortex is said to be the area which is responsible for controlling our actions. This links to the idea of localisation of function, as the prefrontal cortex is said to be the area which is responsible for controlling our actions.

19. 3b. Strengths/ Physio Link all comments to physiological psychology Link all comments to physiological psychology 1. Highlights how our behaviour is influenced by physical aspects e.g.Raine 2. Is usually highly objective, scientific, using technical equipment e.g. Raine, D&K 3. Tends to provide reliable results under highly controlled conditions which can be replicated. e.g. Raine, D & K, Sperry (stress aspects of control) 4. Usefulness e.g Raine, Schachter & Singer

20. 3b. Weaknesses/ Physio Problems with sampling, either finding a large enough sample or one that you can generalise from e.g. Sperry Problems with sampling, either finding a large enough sample or one that you can generalise from e.g. Sperry Reductionist: only looks at a physiological explanation for complex behaviour when there may be many.e.g. Raine Reductionist: only looks at a physiological explanation for complex behaviour when there may be many.e.g. Raine Lack of ecological validity due to high levels of control e.g. D & K Lack of ecological validity due to high levels of control e.g. D & K

21. 4a. Rosenhan/Situations Diagnosis may be partly dependent on the situation one is in. “Being sane in insane places” is very difficult to prove!! Diagnosis may be partly dependent on the situation one is in. “Being sane in insane places” is very difficult to prove!! Give example e.g. queuing/pacing corridors Give example e.g. queuing/pacing corridors “Stickiness of diagnostic labelling” “Stickiness of diagnostic labelling”

22. 4a. Tajfel/Situations Discrimination may occur merely due to the situation of being categorised into groups. Discrimination may occur merely due to the situation of being categorised into groups. Give example of matrix choices. Give example of matrix choices. However, individual differences must have occurred: not everyone discriminated. The mean number of points given to the in- group moved from 7 to only 9 for the intergroup choice. However, individual differences must have occurred: not everyone discriminated. The mean number of points given to the in- group moved from 7 to only 9 for the intergroup choice.

23. 4a. Zimbardo/Situations Powerfully showed the effect of the situation( the prison environment) and the strength of role play. Powerfully showed the effect of the situation( the prison environment) and the strength of role play. The situational hypothesis was supported and the dispositional hypothesis was rejected. The situational hypothesis was supported and the dispositional hypothesis was rejected. “Normal” students succumbed to pathology of power and the pathological prisoner syndrome. Give example. “Normal” students succumbed to pathology of power and the pathological prisoner syndrome. Give example.

24. 4a. Schachter and Singer Showed how people look to the context of the situation they are in order to cognitively label any physiological arousal they are experiencing. Showed how people look to the context of the situation they are in order to cognitively label any physiological arousal they are experiencing. Explain the difference of the results between the epi. ignorant/epi. misinformed and the epi. informed. Explain the difference of the results between the epi. ignorant/epi. misinformed and the epi. informed. Your example could refer to the stooges. Your example could refer to the stooges.

25. 4 problems when studying effect of situations Keep your answer focused on topic Keep your answer focused on topic Remember to give examples Remember to give examples 1. Ecological validity: S&S, Zimbardo 2. Demand characteristics: Tajfel, Zim. 3. Validity: Rosenhan, S&S. 4. Ethics: Zim, Tajfel, S&S, Rosenhan! 5. Participant observation: Zim.