aice pysch

Dement and Kleitman (1957)

  • Aim: To investigate the relationship between REM sleep and dreaming.

  • Method: Lab experiment with EEG recordings of sleep stages, participants woken during REM and non-REM.

  • Results: Participants were more likely to report dreams during REM sleep; eye movement patterns corresponded to dream content.

  • Conclusion: REM sleep is strongly associated with dreaming.

  • Strengths/Weaknesses: Objective measurements (EEG), but low ecological validity due to artificial sleep setting.

Hassett et al. (2008)

  • Aim: To examine sex-typed toy preferences in monkeys.

  • Method: Rhesus monkeys were presented with human "boy" and "girl" toys; behavior recorded and analyzed.

  • Results: Male monkeys preferred "boy" toys; female monkeys played with both types.

  • Conclusion: Suggests biological influences on toy preferences.

  • Criticism: Possible anthropomorphism; may not fully reflect human behavior.

Hölzel et al. (2011)

  • Aim: To investigate if mindfulness meditation changes brain structure.

  • Method: MRI scans before and after 8-week mindfulness-based stress reduction (MBSR) program.

  • Results: Increased gray matter density in hippocampus and other areas.

  • Conclusion: Meditation can lead to physical brain changes associated with learning and memory.

Cognitive Approach

Andrade (2010)

  • Aim: To test if doodling aids concentration and memory.

  • Method: Participants listened to a dull telephone message while either doodling or not.

  • Results: Doodlers recalled more information than non-doodlers.

  • Conclusion: Doodling helps with cognitive processing and attention.

Baron-Cohen et al. (2001)

  • Aim: To test theory of mind in adults with autism or Asperger’s.

  • Method: Used the "Eyes Test" — participants judged emotional states from photos of eyes.

  • Results: Participants with autism/Asperger's scored lower than neurotypical controls.

  • Conclusion: Supports the idea that autism involves impairments in theory of mind.

Pozzulo et al. (2008)

  • Aim: To investigate the accuracy of child vs. adult eyewitnesses.

  • Method: Participants viewed a staged event, then identified the perpetrator from a lineup.

  • Results: Adults were more accurate with target-present lineups; children had higher false positives in target-absent.

  • Conclusion: Age impacts reliability of eyewitness testimony.

Learning Approach

Bandura et al. (1961)

  • Aim: To study if children learn aggression through imitation.

  • Method: Children observed an adult model behaving aggressively, non-aggressively, or not at all with a Bobo doll.

  • Results: Children who observed aggressive models showed more aggression.

  • Conclusion: Aggression can be learned through observational learning.

Saavedra and Silverman (2002)

  • Aim: To treat a child with a phobia of buttons using CBT.

  • Method: Case study of a 9-year-old boy; included cognitive restructuring and exposure therapy.

  • Results: Reduction in fear and disgust related to buttons.

  • Conclusion: CBT was effective for treating specific phobia.

Fagen et al. (1976)

  • Aim: To examine operant conditioning in infants using reinforcement.

  • Method: Used mobile kicking paradigm to assess learning and memory.

  • Results: Infants increased kicking when it resulted in movement of mobile.

  • Conclusion: Infants learn through reinforcement; supports operant conditioning principles.

Social Approach

Milgram (1963)

  • Aim: To investigate obedience to authority.

  • Method: Participants instructed to give increasingly strong electric shocks to a "learner" (actor).

  • Results: 65% gave the maximum 450V shock.

  • Conclusion: People will obey authority figures even against their morals.

Perry et al. (2013)

  • Aim: To analyze Milgram’s recordings and investigate participant beliefs.

  • Method: Re-analyzed audio tapes and transcripts from the original study.

  • Results: Many participants expressed doubt or suspected the shocks weren't real.

  • Conclusion: Raises questions about Milgram’s findings and internal validity.

Piliavin et al. (1969)

  • Aim: To study bystander behavior in a real-life setting.

  • Method: Confederate collapsed on subway; either appeared drunk or ill; measured time to help.

  • Results: "Ill" victim helped more quickly than "drunk" one; help more likely with more people.

  • Conclusion: Type of victim and group size influence helping behavior.