Change Blindness: A Vision Phenomenon Kayla Miller Morningside College Abstract This paper discusses the phenomenon of change blindness or inattentional blindness. Change blindness is the failure to notice obvious changes or events in our visual environment (Robinson- Riegler & Robinson-Riegler, 2008). In this study, a flicker paradigm was used. A flicker paradigm is when an original and a modified image continually alternate, one after the other, with a brief blank field between the two. The results clearly indicate that reaction time was quicker when the change appeared in the center of the screen rather than the marginal region of the screen.
The superior recall of items at the start of the list is called the primary effect, whilst the superior recall of the items at the end of the list is called the recency effect. This is good evidence for the multi-store model of memory because it shows the difference between the STM and the LTM. Rundus & Atkinson (1970) Rundus and Atkinson asked participants to rehearse out loud the list they were given (similar to Murdock's experiment). Tape recordings showed that words from the beginning of the list were more likely to be rehearsed than later ones. Because of the limited capacity of the STM, words from the middle of the list are thought to be lost completely or unavailable for recall.
And sometimes when you suffer from this disabilities, people are easily judge you in a way that they try to seclude you or belong you to have a below average intelligence and assume that you can not do or think the same as other people. In the other hand there is also positive impact of this disability because help is always at hand, aids and benefits are available to support you and some opportunities to have a better outlook in life is be presented. 2. Identify steps that can be taken to overcome factors that have a negative impact on individuals with sensory loss In my own opinion, the thing that can overcome factors that have a negative impact on individuals with sensory loss is to first recognize what is the problem and try to acknowledge or seek help. Like for example if an individual suffers from blindness, the person should open himself for treatment, that he/she should seek help to correct the problem.
There are two forms of perceptual set; that of context and past experience. This experiment tested past experience perceptual set. It tested at what rate humans are influenced by their memory or expectations of what a stimulus is on how they perceive an ambiguous image (a stimulus which can be perceived as two different images). This would be due to the new stimulus being merged with a mental image created by past experiences. Alampay and Bugelski (as cited by Chandler, 1961) conducted a famous experiment which showed the effects of perceptual set.
The independent group design could have meant, by chance, the group who were told to expect no negative withdraws, were naturally more determined people, thus increasing their chance of giving up anyway. Without a control group we cannot see how many people would have relapsed with no expectations being induced. Furthermore, self report methods were used when reporting withdrawal symptoms, which are subjective and could be influenced by demand characteristics, with people guessing the aim of the study and trying to give answers to help the experimenter. Another cognitive explanation is the self medicated model, which descried relapse as a result of the individual believing without their addiction they cannot cope, focus on a task or feel bored without their addiction to occupy them. For example a smoker may feel too stressed to function properly at work, therefore relapse and continual smoking occurred to reduce these negative
PSYC 101 Johnston 13 April 2012 MBTI Assessment After taking the MBTI, or Myers Briggs Type Indicator, I got back the results of “E, S, F, J.” For those unfamiliar to this personality test, “E” stands for extraversion, “S” stands for sensing, “F” stands for feeling, and “J” stands for judging. To expand even more, extraversion is often described as thinking first and acting later. Extraverts typically feel deprived when cut off from the outside world and tend to be motivated by the people and things. Individuals described as sensing often mentally live in the now and use common sense and practical solutions. The attributes of someone characterized as feeling would contain being sensitive to the needs and reactions of other people, and also employing personal feelings and thinking about the impact made on others when making a decision.
University of Essex Department of Psychology Research Methods in Psychology (PS114) Laboratory Report 3pm The effect of randomisation of the type of word on confidence rating of recall 1104231 Date: 28/11/2011 Word count: 838 ------------------------------------------------- The effect of randomisation of the type of word on confidence rating of recall Abstract An experiment modelled on a study into false recall and recognition (Roediger and McDermott, 1995) showed that the false recall and recognition in a list learning paradigm was not affected by the randomisation of the order of words. In the experiment, each subject studied 8 lists of words, where the words appeared in a random order, and were asked to recall whether a non-present associated word was present in the list or not. Results showed that randomisation did not eliminate the false memory effect. The results support Roediger and McDermott’s study; there was no methodological flaw in grouping related words together, and show that randomising the word order had no significant effect in the false memory illusion; people still remember events that never happened. Method Participants A total of 179 first year psychology undergraduates at the University of Essex participated as part of their course project for PS114 – Research Methods in Psychology.
The converse has been found to be true as well: Instructional strategies that appear to slow the learner's progress during training often lead to better post training or transfer performance. For example, many studies have shown beneficial effects of random over blocked practice on transfer of learning, even though blocked practice often leads to better performance during the training session. In a 2 × 3 factorial experiment (N = 120), with the factors practice schedule (random, blocked) and critical thinking prompts (before task, after task, none), this study investigates whether this also applies to complex judgment tasks and whether critical thinking prompts can enhance the effectiveness of particular practice schedules. It is hypothesized that prompts provided after task execution yield best transfer in a random practice schedule, whereas prompts provided before task execution yield best transfer in a blocked schedule. In line with this hypothesis, a blocked schedule led to better performance than random practice during training but not on the transfer test, where a random schedule was beneficial.
For example, participants began to search for the “f” fricative before the words had appeared on the screen, suggesting that they may have began to understand what the research aim of the study was and therefore showing demand characteristics. Although this shows a methodological weakness in using eye tracking technology, the experimenters compensated for this weakness by creating more ambiguous words in order to make it more difficult for the participants to automatically choose the “f” fricative and force them to think about what word it was that they heard. This led to the study being heightened in validity as participants took longer to judge the word meaning that there were no longer anticipation effects. There are further limitations in the study as the experimenters seemed to assume that
The height of release was something that I found to be a major part of the error making, as it varied from throw to throw. It meant that I could not be definite on how hard I had to throw the ball to make my target. I discovered that if I fully extended my arm at the point of release I could gain maximum distance due to the ball not having to travel as far. From here I continued doing massed practiced as I had discovered and fixed my previous errors. I thought it was more beneficial using mass practice compared to distributed practice as I was no longer at the cognitive stage and I had a fair understanding of what I needed to do.