The first part of the experiment served to establish an intergroup categorisation. At first the boys were brought together in a lecture room and were told that the experimenters were interested in the study of visual judgements. Forty clusters of varying numbers of dots were flashed on a screen and the boys were asked to record each estimate in succession on prepared score sheets. There were two conditions in the first part of the experiment. In one condition, after the boys had completed their estimates they were told that in judgements of this kind some people consistently overestimate the number of dots and some consistently underestimate the number, but that these tendencies are in no way related to accuracy.
Every participant was exposed to the controlled experimental conditions. Groups 1+7 ABC 2 ACB 3+8 BAC 4 BCA 5 CAB 6 CBA Materials The materials used were paper and a stop watch. Procedure 1)Once received the briefed and given the equipment go to an area where it is quit 2)Take it in turns to read through the three papers as quickly as you can 3)While having someone time you 4) Record your results. Results Biased sample- the sample consisted only of students of a particular age range which meant that the results gained are only valid for this population. The results are not generalisable to the whole population.
The results, taken together with those in 1969 of Potter and Levy for slower rates of sequential presentation, suggest that on the average a scene is understood and so becomes immune to ordinary visual masking within about 100 msec but requires about 300 msec of further processing before the memory representation is resistant to conceptual masking from a following picture. Possible functions of a short-term conceptual memory, such as the control of eye fixations, are discussed. As we glance around, we make a series of gotten or are simply not identified in the rapid saccades that present a new scene to first place. A verbal item may be recognized, the retina every 300 msec or so. New scenes held briefly in short-term memory, and then —for example, pictures—are remarkably
ASSESSMENT AND LEARNING (AAL) ASSIGNMENT Mark Wilkinson Task 1 – Write an analytical account of how an organization records the results of assessment and how these results are used in quality assurance processes in that organization For this task I will be looking at how my employer Tower Hamlets Idea Store Learning (THISL) records the success of the non-accredited adult learning courses that it runs. As part of my contracted duties for THISL I have run a number of non-accredited Adult Safeguarded Learning (ASL) courses. The Achievement Data Capture forms are the primary source used by THISL to determine the success of non-accredited courses(Please see Appendix 1). This form is produced on an ATHENA database which then uses the information inputted by the course tutor to generarate figures for percentage pass rates, succes rates and retention(Please see Appendix 2). These figures are then used in the yearly audit together with data from lesson observations and learner feedback to give a record of the strengths, weaknesses and areas for improvement for the Visual Arts department as a whole.
Eight participants volunteered to participate in this experiment. Participants were handed two sheets of paper for the purpose of reading them individually and were timed for each individual sheet. The participants were instructed to read the sheets as expeditiously and accurately as possible, ignoring the written word, naming the colour and correct any errors made during the process. The contrast in time for reading the two sheets was recorded to show the level of interference between them. The results suggest that participants took shorter time to read the nonsense words than that of reading the incongruent words.
Their partner timed the response time and input the data into a spreadsheet. It was found that like the Shepard and Metzler study, participants took proportionally longer to respond with more extreme angles of rotation. However results also showed they were overall much faster to respond to familiar objects than they were in the original study. These results can lead to new interpretations of the mental rotation process. Mental Rotation: How does the angular orientation of an object affect a participant’s reaction time?
Part 1 Summarising and interpreting the information in the table drawn on research by Stanley Milgram. ( pg 11 of DSE 141 Assignment booklet) The table shows the predictions by college students and three experimental results one made by the original study and two variations of the experiment. Where the participant learned with co – ‘teachers’ who defy the authority figure (variation 1) and where the participant teamed with co – ‘teachers’ who obey the authority figure (variation 2). ‘Each participant went through identical experimental procedure at which the teacher stopped shocking the learner . The experiment shows that on average level of shock at which teachers refused to continue in volts (variation 2) scored the highest (380), variation 1 scored 240 and 368 by the original study the difference is relatively small with variation 2 being quite high with the predictions made of 140 by the students.
The results concluded that the high commonality association had more meaningfulness in regards to memory than did the low commonality association words. The low commonality list took more trial so learn the same quantity of words, than did the high commonality because of the high commonality because of the meaningfulness of the association between the stimulus word and the desired response. The results also depict the low commonality word association took more trials to learn more of the correct response to the given stimuli, where the high commonality list had the ceiling affect after the first of second trial. The three hypothesis we began the experiment with are: hypothesis 1- high commonality list will have more correct response on average than the low commonality list; hypothesis 2- As the trials increase participants will have greater average of correct responses; hypothesis 3- the high commonality list will have a greater increase per trial of average correct responses. .
The Stroop Effect and Reaction Time Johanna F. Hermida Florida Atlantic University Abstract We are looking to why the process of reading congruent stimuli can be facilitated by automatic process or interfered by it. The purpose of this experiment is to study the reaction time that the participants take to complete each task by replicating the previously carried out Stroop Effect by using numbers. 118 students taking a psychology class participated in the experiment. Participants were presented with 4 Stroop experiment task sheet which consists of four parts which was the control, neutral, congruent and incongruent conditions; what we are measuring is the reaction time that the participants take to complete the task, by manipulating the 4 conditions. Time was taken and recorded for each participant to say out the number of signs in the control condition and to say out the number of numbers in the neutral, congruent and incongruent conditions.
Describe the evidence for the distinction between STM and LTM The multi store claims that STM and LTM are separate and distinct stores. Glanzer and Cunitz (1966) illustrate this by creating a laboratory experiment. They gave their participants a series of words and presented them one at a time to test their free recall. However, there were two conditions and these were that they first had to recall words immediately once they had been presented and condition 2 was that the participants were given a distractor task after the words had been presented and had to count backwards in threes before 30 seconds before they were asked to recall the words. Their findings show that the outcome was that people were better at recalling the words both at the beginning and the end of the list more easily than those in the middle.