FINAL AICE PSYCH EXAM REVIEW (PAPER 1) QUESTIONS WITH 100% CORRECT ANSWERS

ADNRADE SAMPLE - 40 MEMBERS OF A PARTICIPANT PANEL FROM A MEDICAL RESEARCH. AGED 18-55 AND WERE 35 FEMALES AND 5 MALES. VOLUNTEER SAMPLE FIRST STUDY AND OPPORTUNITY SAMPLE SECOND STUDY. ANDRADE AIM - TO KNOW WHETHER THIS ACTIVITY ASSISTED INFORMATION PROCESSING, PERHAPS BY ENABLING PEOPLE TO ATTEND MORE EFFECTIVELY OR BY ENHANCING THEIR MEMORY. ANDRADE CONCLUSIONS - -DOODLING HELPS CONCENTRATION ON PRIMARY TASK -DOODLING ENCOURAGES DEEPER INFO PROCESSING -DOODLERS NOTICED MORE TARGET WORDS BC OF THE EFFECT ON ATTENTION ANDRADE METHOD AND DESIGN - LAB EXPERIMENT AND INDEPENDENT MEASURES ANDRADE PROCEDURE - P'S PLACED IN 2 GROUPS: DOODLE/CONTROL. DOODLE GROUP RECEIVED A PAPER WITH ALTERING SQUARES AND CIRLCES. P'S WERE THEN LED TO A DULL AND QUIET ROOM WHERE THEY LISTENED TO A 2.5 MONOTONE PHONE MESSAGE. THEY WERE TOLD THEY WERE BEING RESEARCHED ON NAMES AND NOT PLACES. RESEARCHER COLLECTED PAPERS AND THEN APOLOGIZED FOR DECEPTION. THERE WAS THEN A SURPRISE RECALL TEST WHERE THE P'S HAD TO MENTION NAMES AND PLACES THAT THEY MAY HAVE HEARD. THE PROCEDURE WAS COUNTERBALANCED. THIS WAS A LOT OF QUANTITATIVE DATA. ANDRADE RESULTS - -CONTROL GROUP CORRECTLY IDENTIFIED 7.1 OUT OF 8 NAMES MENTIONED -DOODLE GROUP CORRECTLY IDENTIFIED 7.8 OUT OF 8 NAMES. -OVERALL DOODLERS HAD BETTER RESULTS THAN CONTROL GROUPANDRADE STRENGTHS AND WEAKNESSES - STRENTHS: -EVERYTHING WAS HIGHLY CONTROLLED, EVEN EXTRANEOUS VARIABLES. -STANDARDIZED PROCEDURE -HIGH VALIDITY -USE OF DOODLE SHEET WEAKNESSES: -LOW MUNDANE REALISM -P'S MEMBERS OF SAME RECRUITMENT PANEL -DEMAND CHARACTERISTICS -NO QUALITATIVE DATA BANDURA AIM - To observe observational learning of aggression Would children reproduce aggressive behavior when the model was no longer present Would children look for gender differences in learning of aggressionBANDURA METHOD AND DESIGN - lab experiment/Independent measures design BANDURA PHASE 1 - Each individual child was shown to a room with attractive toys such as a fire engine and a baby crib. After 2 mins of play, they were told "these are the best toys and must be kept for the other children" BANDURA PHASE 1 CONCLUSIONS - Study provided support for Bandura's social learning theory Learning through social behaviour & modeling Shows identification of which models are likely to be imitated Study shows that children can learn as a result of imitation and without reinforcement This suggests that modeling is a form of observational learning BANDURA PHASE 1 RESULTS - Children from the aggressive model group showed significantly more imitation of the model's physical & verbal aggression and non-aggressive verbal responses (H1) Children from the aggressive model group showed more partial imitation & non-imitative physical & verbal aggression (but not to a sig. degree) (H1)BANDURA PHASE 2 - Each child individually taken to an experimental room at the nursery and the model (adult) was invited to "join in the game" Child seated at one corner with stickers and potato prints Model adult seated at opposite corner with tinker toys, a mallet, and the Bobo doll. Experimenter sat over at desk "working" and did not disturb them. Phase 2 Experimentation: Non-aggressive condition: Model assembles and plays with the tinker toys and ignores the Bobo doll for the 10 minute duration Aggressive condition: Model started playing by himself/herself w/the tinker toys for a minute... Then started beating up Bobo with specific acts that could be imitated by the child... Laying Bobo on his side, sitting on it & punching it, hitting it with the mallet, throwing it in the air, and kicking it around Said remarks of "pow," "hit him down," & "he sure is atough fella!" Models were supposed to be identical in their actions (control)