Psychology SAQ prep

1 study per concept

Maguire et al. (2000) – London Taxi Drivers

• Aim: To examine whether structural changes could be detected in the brain of people with extensive experience of spatial navigation.

• Sampling Technique: Volunteer sampling (taxi drivers recruited via the London Taxi Association).

• Research Method: Quasi-experiment (comparison between pre-existing groups: taxi drivers vs. non-taxi drivers).

• Procedure: Structural MRI scans were obtained. 16 right-handed male London taxi drivers participated; all had been driving for more than 1.5 years. Scans of 50 healthy right-handed males who did not drive taxis were included for comparison. The mean age did not differ between the two groups.

• Results: 1) Increased grey matter was found in the brains of taxi drivers compared with controls in two brain regions, the right and left hippocampi. The increased volume was found in the posterior (rear) hippocampus.

  2)Changes with navigation experience – A correlation was found between the amount of time spent as a taxi driver and volume in the right posterior hippocampus.

Ronay & von Hippel (2010) – Skateboarders & Risk-Taking

• Aim: To examine whether men take more physical risks in the presence of an attractive female and if this is linked to testosterone levels.

• Sampling Technique: Convenience sampling (male skateboarders recruited at public skate parks).

• Research Method: Field experiment (manipulation in a real-world setting).

• Procedure: 96 young male skateboarders performed tricks. Asked to do 10 tricks - success, aborted attempt (indication of low risk), crash landing.

  Then asked to do 10 more - randomly allocated to original condition (male researcher) or an attractive female

  Saliva samples were collected to measure testosterone.

• Results: Risk-taking behavior increased in the presence of the female, and testosterone levels were significantly higher compared to the control condition.

Newcomer et al. (1999) – Cortisol & Memory

• Aim: To investigate the effects of cortisol (a stress hormone) on verbal memory.

• Sampling Technique: Volunteer sampling (participants recruited through newspaper ads).

• Research Method: True experiment (randomly assigned participants to conditions).

• Procedure: 51 healthy adults were divided into 3 groups: high-dose cortisol (160 mg/day), low-dose cortisol (40 mg/day), and placebo. They listened to and recalled a paragraph over 4 days.

• Results: The high-cortisol group had significantly worse memory performance than the placebo group, while the low-cortisol group showed no significant memory impairment.

Draganski et al. (2004) – Juggling & Brain Changes

• Aim: To determine whether learning a new motor skill (juggling) leads to changes in brain structure.

• Sampling Technique: Volunteer sampling (self-selected participants).

• Research Method: True experiment (random allocation to juggling vs. non-juggling group).

• Procedure: Participants had an initial MRI scan, then practiced juggling for three months, followed by another MRI. After stopping juggling for three months, a final MRI was taken.

• Results: The juggling group showed increased grey matter in the mid-temporal area, associated with visual motion processing. These changes decreased after they stopped practicing.

Caspi et al. (2003) – 5-HTT Gene & Depression

• Aim: To examine how the 5-HTT gene (which influences serotonin levels) interacts with stressful life events to predict depression.

• Sampling Technique: Longitudinal study using opportunity sampling from an existing birth cohort.

• Research Method: Quasi-experiment (genetic predispositions were naturally occurring).

• Procedure: 847 New Zealand adults were genotyped and classified based on whether they had the short or long allele of the 5-HTT gene. Life stressors and depression symptoms were assessed.

• Results: Individuals with the short allele were more likely to develop depression after stressful life events, suggesting a gene-environment interaction.

Milner (HM) (1966) – Case Study of Henry Molaison (HM)

• Aim: To understand the effects of hippocampal damage on memory function.

• Sampling Technique: Case study (opportunity sampling).

• Research Method: Longitudinal case study (mix of interviews, observations, experiments).

• Procedure: HM underwent multiple memory tests, including mirror-tracing tasks, IQ tests, and direct observations of his daily life.

• Results: HM had an intact procedural memory but could not form new episodic or semantic memories, supporting the distinction between different memory systems.

Hilliard & Liben (2010) – Gender Stereotypes in Children

• Aim: To investigate how gender labeling in the classroom affects children's stereotypes and social identity.

• Sampling Technique: Convenience sampling (pre-existing groups of children in schools).

• Research Method: True experiment (random assignment to experimental and control conditions).

• Procedure: 57 children (ages 3-5) were divided into two groups: one where teachers emphasized gender (e.g., “Good morning, boys and girls!”) and another where gender was not highlighted. After two weeks, children's gender stereotypes were measured.

• Results: The group with gender emphasis developed stronger gender stereotypes than the control group, supporting Social Identity Theory and stereotype formation.

Asch (1951) – Conformity & Social Pressure

• Aim: To investigate the extent to which individuals conform to group pressure.

• Sampling Technique: Volunteer sampling (college students recruited for a vision test).

• Research Method: True experiment (controlled conditions with manipulated independent variable).

• Procedure: 50 male students were placed in a group with confederates who deliberately gave incorrect answers about line lengths. The real participant answered last. Conformity rates were measured.

• Results: 75% conformed at least once, and the overall conformity rate was 32%. Participants often conformed due to normative social influence.

Bandura et al. (1961) – Bobo Doll Experiment

• Aim: To examine if children learn aggression through observation and imitation.

• Sampling Technique: Stratified sampling (children selected from Stanford University Nursery School).

• Research Method: True experiment (controlled conditions with random allocation).

• Procedure: 72 children were divided into three groups: aggressive model (adult attacking a Bobo doll), non-aggressive model, and control (no model). They were then observed in a playroom.

• Results: Children exposed to the aggressive model displayed more aggression toward the Bobo doll, supporting Social Cognitive Theory.

Berry (1967) – Conformity in Collectivist vs. Individualist Cultures

• Aim: To compare conformity levels between collectivist (Temne in Sierra Leone) and individualist (Inuit in Canada) cultures.

• Sampling Technique: Quasi-experiment (cultural background is a naturally occurring variable).

• Research Method: True experiment (controlled Asch-style conformity task).

• Procedure: Participants were given a standard line comparison test with misleading suggestions from the experimenter about the correct answer.

• Results: The Temne (collectivist) showed significantly higher conformity rates than the Inuit (individualist), supporting the influence of cultural dimensions.

Steele & Aronson (1995) – Stereotype Threat

• Aim: To examine the effect of stereotype threat on academic performance in African American students.

• Sampling Technique: Volunteer sampling (university students recruited).

• Research Method: True experiment (random allocation to conditions).

• Procedure: African American and White students took a test under two conditions: stereotype threat (told it measured intelligence) or non-threat (told it was a problem-solving task).

• Results: African American students performed worse under stereotype threat but performed equally to White students in the non-threat condition, demonstrating stereotype threat effects.

Antonova et al. (2011) – Acetylcholine & Spatial Memory

• Aim: To test the effect of acetylcholine (a neurotransmitter linked to memory) on spatial memory.

• Sampling Technique: Random sampling (participants randomly assigned to conditions).

• Research Method: True experiment (double-blind, repeated measures design, fMRI study).

• Procedure:

  • 20 men played a "virtual reality arena task" to test their spatial memory.

  • Two conditions:

    • One group received Scopolamine (blocks acetylcholine receptors).

    • The other group received a placebo.

  • Brain activity was measured using fMRI.

• Results:

  • The Scopolamine group performed worse, showing reduced hippocampal activity.

  • The placebo group performed better, suggesting acetylcholine is crucial for spatial memory.

• Conclusion:

  • Blocking acetylcholine impairs memory, supporting its role in learning & memory.