Lab flashcards

What was tested in the Memory Lab?

We tested how rehearsal type (repetition vs. visualization) and organization (organized vs. unorganized) affect memory. IVs = rehearsal and organization; DVs = recall % and recognition (Hits – False Alarms); CVs = word type, study time, and delay. Hypothesis: visualization and organization improve memory.

What did we do in the Memory Lab and why?

Participants completed two tasks: a word recall task using repetition or visualization, and a picture recognition task using organized or random image sets. The 2x2 design tested how deeper processing and structure impact memory.

Key terms – Memory Lab

Free recall = no cues; Recognition = identify old/new; Hits = correct "yes"; False alarms = incorrect "yes"; Repetition = shallow encoding; Elaboration = meaningful encoding; Encoding = learning info; Retrieval = recalling info.

What was tested in the IAT Lab?

We tested how congruent (stereotype-consistent) vs. incongruent (inconsistent) pairings affect reaction time. IV = pairing type; DV = Skill Time (reaction time); CVs = layout, instructions, key setup. Hypothesis: faster responses for stereotype-consistent pairs show stronger implicit associations.

What did we do in the IAT Lab and why?

Participants sorted words by gender or role, first alone and then in congruent or incongruent pairings. Reaction time differences revealed how strongly participants had learned associations like Male–Career and Female–Family.

Key terms – IAT Lab

Implicit = automatic/unconscious; Response latency = reaction speed; Congruent = matches stereotype; Incongruent = mismatches stereotype; Interference = slower response due to conflict; Bias = tendency to favor; Prejudice = belief; Discrimination = action.

What was tested in the Stroop Lab?

We tested the effect of congruency between ink colour and word meaning on reaction time. IVs = Task Type (Name Ink vs. Read Word) and Congruency (Congruent vs. Incongruent); DV = reaction time; CVs = font size, item count, error/practice. Hypothesis: Incongruent ink-naming causes delays.

What did we do in the Stroop Lab and why?

Students named ink colours or read words across six conditions: baseline, congruent, and incongruent. The design showed how automatic reading interferes with controlled colour naming. Interference = incongruent RT – congruent/baseline RT.

Key terms – Stroop Lab

Stroop Effect = delay when word and ink conflict; Congruent = match; Incongruent = mismatch; Interference = time delay from conflict; Automatic = fast, unconscious (reading); Controlled = focused, effortful (naming colours); Subtractive method = isolate processes by comparing RTs.