Studies Chart

Lotfus and Palmer (1974)

• Aims: to test their hypothesis that the language used in eyewitness testimony

can alter memory.

• Methods: Participants were shown 7 films of car accidents around 1 minute and then the participants will be asked to estimate the speed of how fast was the car using different verbs ___. (Verb in the question was changed to smashed/collided/hit/bumped/contacted

• Results: Speed estimates were influenced by the verbs/wordings used; the

more severe sounding verb made the participants estimate faster speed

• Conclusion:
• Learning Objective: With reference to relevant research studies, to what

extent is one cognitive process reliable and Evaluate schema theory with reference to research studies.

Mosconi (2005)

• Aims: test how the hippocampi region interacts with Alzheimer’s disease / to

investigate metabolism in the hippocampus, which is when the neurons in the

brain activation response in the body and dies.

• Methods: Had 52 normal participants for a period of 9 - 24

years long. They used brain scanning program computer PET that measures metabolic activity occurring in the hippocampus.

• Results: Patients diagnosed with Alzheimer's Disease was known to have

reduced metabolism in the hippocampus later stage in life.

• Learning Objective: Explain how biological factors may affect one cognitive process.

Schwindt and Black (2009)

• Aims: To test the effect of episodic memory on AD.

• Methods: Meta analysis of fMRI studies on episodic memory of AD patients,

compared to normal people.

• Results: There were greater brain activity in the MTL and frontal lobe of normal

people. AD patients had increased activation in the prefrontal cortex.

• Conclusion: It is a well established fact that AD patients have decreased

activation of MTL.

• Learning Objective: Explain how biological factors may affect one cognitive process.

Bartlett (1932)

• Aims: Bartlett aimed to determined how social and cultural factors influence schemas and hence can lead to memory distortions.
• Methods: English background participants were asked to read “War of The Ghosts” a native American folktale and ask them to replicate it down again
• Result: As the number of reproduction increased, the story got shorter and more changes and rephrased unfamiliar words : Canoes -> Boats   Hunting Seals -> Fishing
• Learning Objective: Discuss how social or cultural factors affect one cognitive process.

Schacter and Singer (1962)

• Aims: To test the two factor theory of emotion and show that both cognition and biological factors with emotion
• Methods: Have 184 male college student participants taken to private room ,the experimenters inform them that experiment wants to see “effect of vitamin injection of visual skills” .The participants were given either a placebo shot (with no side effect) or an adrenaline shot .And then participants divided into 2 groups Euphoria and Anger group .
• Result: Euphoria condition ->misinformed participants were feeling happier than all other groups ->Ignorant participants were the second happiest  Anger condition ->Ignorant participants felt the angriest ->Placebo participants felt the second angriest
• Learning Objective: To what extent do cognitive and biological factors interact in emotions

Tierney Et Al (2001)

• Aims: Evaluating using PET scans, bilingual language compensation following

early childhood brain damage.

• Methods: Researchers compared Old man to 12 control participants, who were

fluent in sign language, PET scanning technology were used while participants

produced narrative signs.

• Results: The old man’s right hemisphere was more active than the controls’

during the production of narrative speech and sign language.

• Conclusion: Language function can develop in the right hemisphere instead of

the left as an adaptation following his early brain damage.

• Learning Objective: Discuss the use of brain imaging technologies in investigating the relationships between biological factors and behaviour.

Atkinsonand Shiffrin (1968) MS Brewerand Treyens “Picnic Basket” (1981)

• Aims: see whether a stereotypical schema of an office would affect memory in

recalling items in an office.

• Methods: Participants were taking into a university student office and left alone

for 3540

seconds before taken into another room. They were asked to list

down as much things as they can remember from the previous office.

• Results: Participants recalled only “typical office” items according to their

schema. They couldn’t recall the wine and the picnic basket that were sitting in

the office.

• Conclusion: Participants’ Schema of an office influenced their memory. They

didn’t mention or recall the wine and picnic basket because it’s not part of their

“Typical Office” Schema.

• Learning Objective: Evaluate schema theory with reference to research studies.

Flashbulb Memory Brown and Kulik (1977)

• Aims: To investigate that flashbulb memory is real and how it works
• Methods: 80 American participants were asked about major events by asking the ones that is consequential and nonconsequential Ex: Princess diana death ,9/11 ,John F Kennedy assassination
• Results: Participants answered the questions with no hesitation and have confident and tend to remember the shocking event well such as 9/11
• Learning Objective: Evaluate one theory of how emotion may affect one cognitive process.

Anderson and Pichert (1978)

• Aims: Investigating if schema processing influences encoding and retrieval.

• Methods: Half of their participants were given the schema of a burglar and

other half was given the schema of a potential house buyer. Participants heard

the story which was based on 72 points. Previously rated by a group of people

based on their importance to a potential house buyer. participants performed a

distraction task for 12 minutes before recalling was tested.

• Results: Participants who changed schema recalled 7% more points on the second recall test than the first. There was also a 10% increase in the recall of points directly linked to the new schema.
• Learning Objective: Evaluate schema theory with reference to research studies.