end of the year stuff DP1 Psych kids weren't tested on

Lowe et al. (2004) - aim

investigated the potential role of social learning in promoting healthy eating in British school children, specifically to increase fruit and vegetable consumption

Lowe et al. (2004) - sample

749 children aged 5-11 in two inner-city London primary schools; one was the control, one underwent the Food Dudes Program

Lowe et al. (2004) - three key measures

1) food choice observed on a 5-point rating scale at lunch 2) weight of fruit consumed at snack time (ages 5-7) 3) parent questionnaires recalling eating behaviors

Food Dudes Program - procedure

over 16 days children watched video adventures featuring the Food Dudes (young superheroes fighting Junk Punks); teachers read letters from the Food Dudes; children received a Home Pack to encourage eating fruit and veg at home

Lowe et al. (2004) - results

significant increase in fruit and vegetable consumption at school and at home; children who ate only 4% of fruit given went up to eating 68% after watching the series; effects lasted 4 months after the program

Lowe et al. (2004) - control school result

no change in fruit and vegetable consumption rates without the Food Dudes intervention

Watson and Rayner (1920) - aim

to explore whether emotional responses could be learned through classical conditioning using an infant known as Albert B.

Little Albert - procedure

paired a white rat (neutral stimulus) with a loud noise from striking a metal bar (unconditioned stimulus); after several pairings Albert cried at the sight of the rat alone - classical conditioning

Little Albert - result

Albert showed fear (conditioned response) to the white rat even without the loud noise

Aversion therapy

pairing an unwanted behavior with something unpleasant to create a negative emotional response (e.g. pairing alcohol with nausea inducing drugs)

Meyer and Chesser (1970) - aim

to reduce alcohol consumption in individuals with alcohol dependence using classical conditioning

Meyer and Chesser (1970) - procedure

participants given apomorphine which induces nausea and vomiting then exposed to the sight smell and taste of alcohol; repeated multiple times to form a conditioned aversion

Meyer and Chesser (1970) - results

many developed a strong aversion to alcohol; some reported reduced cravings or abstinence; results were mixed and relapse rates increased after several months without continued support

Strack and Mussweiler (1997) - key finding

participants were given both plausible and implausible anchors; high anchors led to higher absolute judgments than low anchors across multiple questions

Anchoring bias

the heavy reliance on the first piece of information we intake which acts as an anchor when making decisions

Confirmation bias

the heavy focus on information that aligns with our beliefs and the discounting of information that does not

Three ways confirmation bias happens

selective exposure (only surrounding yourself with things you believe); selective perception (filtering out info that does or doesn't confirm your beliefs); selective retention (only remembering things that confirm your beliefs and forgetting what doesn't)

System 1 thinking

fast automatic intuitive thinking with minimal effort; prone to assumptions and bias such as emotional first reactions

System 2 thinking

slow deliberate effortful mode of reasoning; less likely to think this way due to effort; minimizes errors and involves analysis

Lord, Ross, and Lepper (1979) - aim

to test the effect of confirmation bias at Stanford University

Lord et al. (1979) - sample

48 undergraduate students who held opposing viewpoints on capital punishment

Lord et al. (1979) - procedure

students evaluated two fictitious studies on the topic of capital punishment and did not know the studies were fake

Lord et al. (1979) - results

participants pre-existing opinions heavily influenced their responses; both groups felt more committed to their original position after reading; further polarization of existing beliefs occurred

Green and Bavelier (2003) - aim

to investigate whether playing action video games can improve visual attention

Green and Bavelier (2003) - sample

16 males aged 18-23; VGPs played action games 4 or more days per week for 1 or more hour per day for 6 months; NVGPs had little to no video game usage in the past 6 months

Green and Bavelier (2003) - task

flanker compatibility task: decide if a square or diamond appeared within one of six circles while ignoring a distractor shape outside the rings in compatible or incompatible conditions

Green and Bavelier (2003) - results

VGPs could identify the target shape much more quickly and were not distracted by shapes outside the circles; at difficulty levels where NVGPs depleted attentional resources VGPs still had sufficient resources

Green and Bavelier (2003) - conclusion

video game playing increases the capacity of the visual attention system by speeding up perceptual processes leaving more attentional resources available

Selective (focused) attention

the ability to filter and focus on relevant information while ignoring distractions; inattentional blindness is very common

Schema theory (Omar scenario)

Omar's previous school schema (working independently) conflicted with his new school's norms (group work); he avoided group tasks and was seen as unfriendly because he was applying the wrong schema

Classical conditioning key terms

neutral stimulus, unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response

Operant conditioning key terms

positive reinforcement, positive punishment, negative reinforcement, negative punishment, fixed schedule, variable schedule

Fixed ratio schedule

reinforcement is given after a set number of responses

Fixed interval schedule

reinforcement is given based on time such as getting paid every 2 weeks

Gambler's fallacy

the belief that past random events affect future ones such as believing you are bound to win after many losses

Filter bubble

an algorithm showing you only similar or related content based on what you search or enjoy which creates an echo chamber

Loss aversion

the negative impact of a loss is felt more strongly than the positive impact of a gain; negative impact is about twice as strong as positive

Conjunction fallacy

believing a more specific scenario is more likely than a general one