Andrade (Doodling) AICE Psychology AS

Cognitive psychologists are interested in the processes that work within the mind and how it affects behavior:

Attention, Memory, decision making, language

Concurrent cognitive tasks

doing two things at once (is there an internal competition)

Multi-Store Memory Model

Shows the flow of information through the memory system

Encoding

Converting sensory information into a format that the brain can store

Working Memory Model

Shows the memory held temporarily and memory from LTM

3 Components of the Working Memory Model

phonological loop, Visio-spatial sketchpad, central executive

The Central Executive

Controls activity of working memory in the other two components

Phonological Loop

rehearsal of auditory information

Visio-Spatial

stores visual and spatial information, including visual imagery

Strength of working model

Specific part of the brain light up when specific tasks are performed Multi tasking for some…NOT GOOD

Weakness of working model

Can't prove central executive actually exists, can't explain why some people are better at multi tasking/ have various talents

Strength of multi

STM- LTM evidence is backed by serial position effect etc Primacy and Recency Effect (remembering first and last

Weakness of multi store model

Information can bypass STM(flashbulb). NOT everyone stores information the same(auditory, visual, kinesthetic etc)

Basic Background of study

High brain activity during to boring tasks devoted today dreaming
Doodling can reduce daydreaming
Performing two tasks at once divides attention
Doodling as a second task prevents attention from dipping from the boring task
Doodling places LOW LOAD (stress) on executive resources of theworking memory
Doodling PRACTICALLY can help people perform tasks of routine concentration

Research Method

Lab Experiment

IV

Whether or not doodling while monitoring voicemail

DV

Content Retention of target information/ accuracy

Experimental Group

Doodling while listening

control group

Not doodling while listening

Design

Independent Measures

Aim:

to see if doodling aids concentration

Hypothesis

doodling while completing an auditory task will have animpact on concentration

Location & Research method

Laboratory Experiment: Devon, UK

Means of collecting data:

response sheets for each group, recall test[to test remembrance of names and places], self-report[asking P's how they felt about the test and whether or not they thought there would be a recall test]

Procedure

Participants completed an unrelated experiment• P's asked if they minded staying after 5 mins for research• 1) Given standardized instructions (recording about a friend inviting them to a party and to write the names of people that were going)• 2) In quiet room Doodling group were told to shade in the shapes while listening to the tape• 3) Played tape, 2.5 minutes long• Response sheets collected and then given a 1 min apology• 4) Participants were asked to recall the names and places (half of each group was asked names and then places while the other half of each group was asked places and then names) heard in the recording.• 5) During debriefing participants were asked if they expected a memory test (to determine demand characteristics)

Sampling Technique

Opportunity

Sample

40 members of the MRC Applied Psychology Unit. Broken up 20 in each group ages 18-55
17F and 3M doodling
18F and 2M control

Counterbalancing

to control for fatigue effects
half recalled names of party-goers first and other half recalled names of places first

Results

Results/Data:
• (determined by subtracting inaccurate responses from correct)• Average scores: Doodling 7.5, control 5.8
• One participant did not doodle and was replaced.
• 3 doodlers and 4 controls suspected a memory test. This did not affect the overall results
• Doodlers did the same or better in every category for both tasks(names and places)
• 15 doodlers and 9 controls scored the maximum score of 8.

Conclusions

Conclusions drawn from data
:• doodling, as defined in the study/operationalized, enhanced recall and possibly concentration
• doodling can potentially reduce boredom

Ecological Validity

Moderate because although it is a controlled lab, the situation of sitting in a room taking notes from an instructor is common.

Mundane Realism

Moderate because the act of taking notes is relatively high the operationalization/restriction/standardization of doodling is uncommon

Extraneous variables

• Doesn't account for individuals' ability to remember
  • doesn't account for individuals' ability to concentrate
  • accounting for age groups within each group, especially as they relate to ability to remember/recall
  • Shading in relation to social desirability

GRAVE: Generalizability

similar level of interests and intellectual backgrounds. More women

GRAVE: Reliability

Good controls, well done, Recording is always the same

GRAVE: Applicability

Very good application: auditory attention/ high

GRAVE: Validity

Not natural- no free doodling…some NOT allowed to doodle

GRAVE: Ethics

No trauma, little deciet

Ethical Considerations:

generally ethical; drawbacks were, partial deception of aim, worked while a little fatigued, and forced to listen to something boring
Positives: volunteers, aim told was true(partial), "boring" is somewhat subjective, recording was subjectively short, debriefed

Implications

-Could provide insight to why people doodle and clarify misconceptions (i.e that it is necessarily deviant)-Could allow for implementation of modalities in organizations/institutions to enhance concentration and/or recall.-Could lead to general understanding of connection between diversionary activities and task at hand-Could assist in alleviating worry or other negative emotions during tasks