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Name a suitable revision technique a student could use to learn Bowlby's theory and how they could use it. (4 marks)
Outline what research has shown about the effect of misleading information on the accuracy of EWT. (4 marks)
Explain the difference between Sam (secure) and Dan (insecure-resistant) behaviour when their mother returns? (2 marks)
Apart from ethical issues, explain one or more limitations of using the strange situation to assess the type of attachment in young children. (4 marks)
Encoding is the way in which information is stored/processed into memory e.g. acoustic, visual, semantic.
Strength: supporting research such as dual task studies or evidence from brain scans.
WMM gives better account than MSM especially in relation to STM.
Limitations: Little known about how central executive works or research from Damasio on EVR to suggest that it is not a unitary store.
LTM is not fully explained by WMM.
Report Everything
Change Perspective
Change Order
Mental reinstatement of the orginal context
Method of loci= Student could imagine a familiar route (e.g. around their house) and could drop pieces of information to be remembered at landmarks e.g. a pair of jeans to represent genetic in the bedroom. When they wanted to recall the information they would re-trace their steps around the route.
Loftus and Palmer APFC in brief.
Any study which is recognisable e.g. Anastasi & Rhodes: young and middle aged participants were more accurate than older participants.
Yarmey: no difference in the ability of older participants to recall physical characteristics of a young oman.
Parker and Caranza: primary and college students showed mock crime slides. Children more likely to identify but less accurate.
Must be recognisable study.
Yuille and Cutshill: witnesses who had been most distressed at time of shooting gave more accurate account five months later.
Christianson and Hubinette: real witnesses questioned. Those who had been directly threatened more accurate in recall and remembered more details than onlookers.
Loftus et al: weapon focus effect, attention draw towards weapon and away from others face.
etc.
Genetic
Adaptive
Secure Base
Social Releasers
Sensitive period
Monotropy and hierarchy
Internal working model
Continuity hypothesis
All must be identified and explained in brief.
The process of classical and operant conditioning must apply to attachment. If it doesn't then 0 marks.
Elaboration needed for full 2 marks.
Punching, hitting, use of swear words, biting etc.
Reasonable account of Shea, NICHD or EPPE.
Findings must relate to aggression and not peer relations.
Reasonable account of Andersson, Clarke-Stewart et al, DiLalla.
Findings must relate to peer relations and not aggression.
Biased/not representative as some people are more likely to volunteer than others so findings cannot be generalised to others.
Right to withdraw - use of briefing and de-brief
Confidentiality - use of numbers of fake names, not publishing names or pictures.
Deception - ethical committe, presumptive consent and de-brief.
Informed consent - presumptive consent, briefing participants.
Could be used to check specifics of an experiment e.g how long participants have to carry out the task. The changes can be made accordingly.
Could be used to check that participants understand the instructions and what they are required to do. These again could be altered before the actual study.
Could be used to ask a few participants about their experience taking part.