IB Psychology SL MAGECs for SAQs/ERQs

Maguire (2000)

Aim: Brain structure differences in taxi drivers IV: Participant type taxi drivers vs control DV: Hippocampal volume measured by MRI scans Procedure: Quasi experiment independent samples design conducted in a lab setting using MRI scans comparing London taxi drivers with matched controls Results: Taxi drivers had larger posterior hippocampi showing brain plasticity

Rogers and Kesner (2003)

Aim: Role of acetylcholine in memory IV: Injection type acetylcholine antagonist vs control DV: Maze performance measured by number of errors Procedure: Laboratory experiment independent samples design on rats injected with chemicals and tested in a maze Results: Rats with acetylcholine blockers made more errors showing neurotransmitter role in memory

Wedekind et al (1995)

Aim: Role of MHC genes in attraction IV: Genetic similarity of MHC DV: Attractiveness ratings of T shirts Procedure: Laboratory experiment repeated measures design where women smelled T shirts worn by men Results: Women preferred men with dissimilar MHC genes

Caspi et al (2003)

Aim: Interaction between serotonin transporter gene and stress IV: Gene variant short vs long allele and number of stressful life events DV: Depression symptoms measured through diagnostic interviews Procedure: Longitudinal correlational study following participants over time Results: Individuals with short allele and more stress had higher depression

Weissman et al (2005)

Aim: Genetic transmission of depression IV: Parent depression status DV: Offspring mental health diagnoses Procedure: Longitudinal family study natural experiment design across generations Results: Children of depressed parents were more likely to develop depression

Newcomer et al (1999)

Aim: Effect of cortisol on memory IV: Cortisol dosage high low placebo DV: Verbal memory recall scores Procedure: Laboratory experiment independent samples design where participants were given cortisol and tested Results: High cortisol impaired memory

McGaugh and Cahill (1995)

Aim: Effect of emotion on memory IV: Emotional vs neutral story DV: Recall accuracy Procedure: Laboratory experiment independent samples design with participants hearing stories Results: Emotional story produced better recall

Draganski (2004)

Aim: Brain plasticity from learning IV: Training juggling vs no training DV: Gray matter volume measured by MRI Procedure: Longitudinal quasi experiment repeated measures design in lab setting scanning participants before and after training Results: Increased gray matter after juggling

Zhou (2014)

Aim: Effect of androstadienone pheromone on mood and attraction IV: Exposure to androstadienone vs control odor DV: Mood ratings and attraction judgments Procedure: Laboratory experiment repeated measures design where participants were exposed to pheromone and rated stimuli Results: Pheromone exposure influenced mood and increased perceived attractiveness

Brewer and Treyens (1981)

Aim: Effect of schema on memory IV: Presence of schema consistent vs inconsistent items DV: Recall accuracy Procedure: Laboratory experiment independent samples design where participants waited in an office and later recalled objects Results: Schema consistent items were recalled more accurately

English and Mussweiler (2001)

Aim: Anchoring bias in legal decision making IV: Anchor sentence provided by prosecutor DV: Judge sentencing decision length Procedure: Laboratory experiment independent samples design simulating courtroom decisions with judges Results: Higher anchors led to longer sentences showing anchoring bias

H M Milner (1966)

Aim: Role of hippocampus in memory IV: Brain damage case study DV: Memory performance on tasks Procedure: Case study conducted in clinical setting with repeated testing of patient HM Results: HM could not form new episodic memories but procedural memory remained intact

Loftus and Palmer (1974)

Aim: Effect of leading questions on memory IV: Verb used smashed collided etc DV: Estimated speed of cars Procedure: Laboratory experiment independent samples design using film clips of car crashes Results: Stronger verbs led to higher speed estimates

Loftus and Pickrell (1995)

Aim: Formation of false memories IV: Suggestion of false childhood event DV: Recall and belief in event Procedure: Laboratory experiment repeated measures design using family provided stories Results: Participants formed false memories

Sharot et al (2007)

Aim: Flashbulb memory and emotion IV: Proximity to 9 11 event DV: Brain activation and recall vividness Procedure: Laboratory experiment quasi design using fMRI scanning Results: Amygdala activation linked to vivid memories

Bartlett (1932)

Aim: Reconstructive nature of memory IV: Time delay between recalls DV: Changes in story recall Procedure: Laboratory experiment repeated measures design using serial reproduction of story Results: Memories became shorter and schema driven

Tversky and Kahneman (1974)

Aim: Use of heuristics in judgment IV: Type of heuristic task DV: Accuracy of judgments Procedure: Laboratory experiments independent samples design with decision tasks Results: People relied on heuristics leading to errors

Bandura (1961)

Aim: Social learning of aggression IV: Exposure to aggressive or non aggressive model DV: Imitative aggressive behavior Procedure: Laboratory experiment independent samples design using Bobo doll Results: Children imitated aggressive models

Harris and Fiske (2006)

Aim: Neural basis of dehumanization IV: Social group type extreme outgroup vs others DV: Brain activation in mPFC measured by fMRI Procedure: Laboratory experiment repeated measures design Results: Reduced activation for dehumanized groups

Kulkofsky et al (2011)

Aim: Cultural influence on memory IV: Cultural background DV: Memory detail and style Procedure: Cross cultural study independent samples design using recall tasks Results: Cultural differences in memory processes

Lueck and Wilson (2010)

Aim: Acculturative stress in immigrants IV: Level of acculturation factors DV: Self reported stress levels Procedure: Correlational survey study Results: Greater language barriers increased stress

Tajfel et al (1970)

Aim: Minimal group paradigm and discrimination IV: Group assignment DV: Allocation of rewards Procedure: Laboratory experiment independent samples design Results: Participants favored their own group

Ainsworth (1970)

Aim: Types of attachment IV: Caregiver responsiveness DV: Infant behavior in Strange Situation Procedure: Controlled observation repeated measures design in lab setting Results: Identified secure avoidant and resistant attachment

Chugani (1999) and Giedd (2004)

Aim: Brain development across childhood IV: Age DV: Brain metabolism and structure Procedure: Longitudinal brain imaging studies Results: Significant developmental changes observed

Coan Schaefer and Davidson (2006)

Aim: Effect of social support on stress IV: Presence of partner handholding DV: Brain response to threat Procedure: Laboratory experiment repeated measures design using fMRI Results: Social support reduced threat response

Coie and Dodge (1988)

Aim: Social competence and peer relations IV: Peer status categories DV: Behavioral outcomes Procedure: Naturalistic observation and correlational design in school settings Results: Aggressive children more rejected

Condry and Condry (1976)

Aim: Gender stereotypes in perception IV: Gender label boy vs girl DV: Interpretation of emotion Procedure: Laboratory experiment independent samples design Results: Same behavior interpreted differently

Curtiss (1977)

Aim: Language development and critical period IV: Social isolation DV: Language ability Procedure: Case study in clinical setting of Genie Results: Lack of early language exposure impaired development

Fonagy et al (1991)

Aim: Attachment and mentalization IV: Attachment security DV: Reflective functioning scores Procedure: Correlational study using interviews Results: Secure attachment linked to better mentalization

Koluchova (1972)

Aim: Effects of deprivation on development IV: Level of neglect DV: Cognitive and social functioning Procedure: Case study of twins Results: Recovery possible with intervention

Li et al (1999)

Aim: Cultural differences in cognitive development responding to Piaget and Inhelder IV: Cultural background Chinese vs Western DV: Learning beliefs and cognitive performance Procedure: Cross cultural study independent samples design using tasks and interviews Results: Chinese children emphasized effort over maturation challenging Piaget

Martin and Halverson (1983)

Aim: Gender schema theory IV: Gender consistent vs inconsistent information DV: Recall accuracy Procedure: Laboratory experiment independent samples design using story recall Results: Children remembered schema consistent information better

Nichols (1996)

Aim: Role of social interaction in cognitive development IV: Level of social interaction DV: Learning and reasoning performance Procedure: Observational and experimental tasks in social settings Results: Social interaction enhanced development

Pollitt (1995)

Aim: Effect of poverty and nutrition on cognitive development IV: Level of poverty and nutrition DV: Cognitive test performance Procedure: Longitudinal field study correlational design in real world settings Results: Poverty and malnutrition negatively impacted cognition

Repacholi and Gopnik (1997)

Aim: Development of theory of mind IV: Age group 14 vs 18 months DV: Understanding of others preferences Procedure: Laboratory experiment independent samples design using broccoli cracker task Results: Older infants understood different preferences

Rutter (2007)

Aim: Effects of institutional deprivation IV: Duration of time in orphanage DV: Cognitive and emotional development Procedure: Longitudinal natural experiment following Romanian adoptees Results: Earlier adoption led to better outcomes

Ronay and von Hippel (2010)

Aim: Testosterone and risk taking IV: Presence of attractive female observer DV: Risk taking behavior Procedure: Field experiment independent samples design with skateboarders Results: Men took more risks when observed

Landry and Bartling (2011)

Aim: Effect of rehearsal strategies on memory IV: Type of rehearsal chunking vs none DV: Recall of letters Procedure: Laboratory experiment independent samples design Results: Chunking improved memory recall