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PSYCHOLOGY
A LEVELTeacher Guide
H567
Guide to Core Studies 2Version 2
2
CONTENTS
A LEVELPSYCHOLOGY
Social Psychology Responses to people in needPiliavin, I. M., Rodin, J., & Piliavin, J. A. (1969) Page 3 Good Samaritanism: An underground phenomenon? Levine, R.V., Norenzayan,A. & Philbrick,K. (2001) Page 8 Cross-cultural differences in helping strangers
Cognitive Psychology AttentionMoray , N. (1959) Page 15 Attention in dichotic listening: affective cues and the influence of instructionsSimons, D. J. & Chabris, C. F. (1999) Page 21 Gorillas in our midst: sustained inattentional blindness for dynamic events
Developmental Psychology Moral DevelopmentKohlberg, L. (1968) Page 29 The child as a moral philosopher.Lee, K., Cameron, C., Xu, F., Fu,G. Page 35 & Board, J. (1997) Chinese and Canadian children’s evaluations of lying and truth telling: Similarities and differences in the context of pro- and antisocial behaviours.
Biological Psychology Brain plasticityBlakemore, C. & Cooper, G. F. (1970) Page 42 Development of the brain depends on the visual environment.Maguire, E. A., Gadian, D. G., Johnsrude, I. S., Page 46 Good, C. D., Ashburner, J., Frackowiak, R. S. & Frith, C. D. (2000) Navigation-related structural change in the hippocampi of taxi drivers.
Psychology of Individual Differences Measuring differencesGould, S. J. (1982) Page 50 A nation of morons.Hancock, J., Woodworth, Page 57 M.T. & Porter, S. (2011) Hungry like the wolf: a word-pattern analysis of the language of psychopaths.
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1. Theory/ies on which the study is based
• Althoughpluralisticignoranceand/orgenuineambiguitymakeitlesslikelythatanindividualwilldefineasituationasanemergency,inmanysituationsthereasonanindividualmaynothelpisbecausetheydiffuseresponsibility.
• Diffusionofresponsibilityiswheretheresponsibilityforthesituationisspread(diffused)amongthepeoplepresent.Thisimpliesthatthemorepeoplepresent,themorethebystanderbelievestheresponsibilityisspreadoutsotheyfeellesspersonallyresponsibilityandarethereforelesslikelytohelp.
• Anotherexplanationfornothelpingavictiminneedisthatabystandermaybelievethatsomeoneelsewilldowhat’snecessarysothereisnoneedforthemtoofferassistance.Thisisknownas‘bystanderapathy’.
2. Background to the study
• SincethemurderofKittyGenovesein1964(awomanstabbedtodeathoveraperiodof30minutesinfrontofareported38unresponsivewitnesses),manysocialpsychologistshavestudiedtheconceptofgoodSamaritanism.
• ResearchbyDarleyandLatané(1968)foundthatbystandershearinganepilepticfitoverearphones,ledtothosewhobelievedotherwitnessestobepresentbeinglesslikelytohelpthevictimthanbystanderswhobelievedtheywerealone.
• SubsequentresearchbyLatanéandRodin(1969)ontheresponsetothevictimofafallconfirmedthisfindingandsuggestedthatassistancefrombystanderswaslesslikelyiftheywerestrangersthaniftheywereacquaintances.
• FieldexperimentsconductedbyBryanandTest(1967)showedthatindividualsaremorelikelytobegoodSamaritansiftheyhavejustobservedanotherindividualperformingahelpfulact.
• Muchoftheworkonvictimisationhasbeenconductedinlaboratorysettings,usingnon-visualemergencysituations.
• Thisstudywasdesignedtoinvestigate,underreallifeconditions,theeffectofseveralvariablesonhelpingbehaviour.
PILIAVIN, I. M., RODIN, J., & PILIAVIN, J. A. (1969)Good Samaritanism: An underground phenomenon? Journal of Personality and Social Psychology. Volume 13, No. 4, pages 289-299.
Social Psychology Responsestopeopleinneed
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3. Research Method
• Thestudywasafieldexperiment.
• ThefieldsituationwastheAandDtrainsofthe8thAvenueNewYorkSubwaybetween59thStreetand125Street.Thejourneyslastedabout7½minutes.
• Theexperimenthadfourindependentvariables(IVs):
(i)Typeofvictim(drunkorcarryingacane).
(ii)Raceofvictim(blackorwhite).
(iii)Effectofamodel(after70or150seconds,fromthecriticaloradjacentarea),ornomodelatall.
(iv)Sizeofthewitnessinggroup(anaturallyoccurringindependentvariable).
• Thedependentvariables(DVs)-recordedbytwofemaleobserversseatedintheadjacentarea-were:
(i)Frequencyofhelp.
(ii)Speedofhelp.
(iii)Raceofhelper.
(iv)Sexofhelper.
(v)Movementoutofcriticalarea.
(vi)Verbalcommentsbybystanders.
4. Sample
• Participantswereabout4,450menandwomenwhousedtheNewYorksubwayonweekdaysbetween11.00amand3.00pmbetweenApril15andJune26,1968.
• About45%wereblack,55%white.
PILIAVIN, I. M., RODIN, J., & PILIAVIN, J. A. (1969)Good Samaritanism: An underground phenomenon? Journal of Personality and Social Psychology. Volume 13, No. 4, pages 289-299.
Social Psychology Responsestopeopleinneed
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5. Outline of the procedure/study
• Therewere4teamsof4researchers:2femaleobservers,2males–oneactingasvictim,onethemodel.
• Thevictims(3white,1black)wereallmale,GeneralStudiesstudents,aged26-35years,anddressedalike.Theyeithersmelledofliquorandcarriedaliquorbottlewrappedtightlyinabrownbagorappearedsoberandcarriedablackcane.Inallaspectstheyactedidenticallyinbothconditions.
• Themodels(allwhite)weremalesaged24-29years.Therewere4modelconditions:
(i)Criticalarea-early.
(ii)Criticalarea–late.
(iii)Adjacentarea–early.
(iv)Adjacentarea–late.
• Theobserversrecordedthedependentvariables.Oneachtrialoneobservernotedtherace,sexandlocationofeveryriderseatedorstandinginthecriticalarea.Inadditionshecountedthetotalnumberofindividualswhocametothevictim’sassistance.Shealsorecordedtherace,sexandlocationofeveryhelper.Thesecondobservercodedtherace,sexandlocationofallpersonsintheadjacentarea.Shealsorecordedthelatencyofthefirsthelper’sarrivalafterthevictimhadfallenandonappropriatetrials,thelatencyofthefirsthelper’sarrivalaftertheprogrammedmodelhadarrived.Bothobserversrecordedcommentsspontaneouslymadebynearbypassengersandattemptedtoelicitcommentsfromaridersittingnexttothem.
• Thevictimstoodnearapoleinthecriticalarea.Afterabout70secondshestaggeredforwardandcollapsed.Untilreceivinghelpheremainedsupineonthefloorlookingattheceiling.Ifhereceivednohelpbythetimethetrainstoppedthemodelhelpedhimtohisfeet.Atthestoptheteamdisembarkedandwaitedseparatelyuntilotherpassengershadleftthestation.Theythenchangedplatformstorepeattheprocessintheoppositedirection.
• Between6-8trialswererunonagivenday,allusingthesame‘victimcondition’.
• ThereweremorecanetrialsthandrunktrialswhichweredistributedunevenlyacrossblackandwhitevictimsbecauseTeam2violatedintructionsbyrunningcaneratherthandrunktrialsbecausethevictim“didn’tlike”playingthedrunk!Subsequentstudentstrikespreventedadditionaltrialstocorrectthis.
PILIAVIN, I. M., RODIN, J., & PILIAVIN, J. A. (1969)Good Samaritanism: An underground phenomenon? Journal of Personality and Social Psychology. Volume 13, No. 4, pages 289-299.
Social Psychology Responsestopeopleinneed
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6. Key findings
• Thecanevictimreceivedspontaneoushelp95%ofthetime(62/65trails)comparedtothedrunkvictim50%ofthetime(19/38trials).
• Overalltherewas100%helpforthecanevictimcomparedto81%helpforthedrunkvictim.
• Helpwasofferedmorequicklytothecanevictim(amedianof5secondscomparedto109secondsdelayforthedrunkvictim).
• On49/81(60%)trialswhenhelpwasgiventhiswasprovidedby2ormorehelpers.
• 90%ofthefirsthelpersweremales.
• Therewasaslighttendencyforsameracehelpingespeciallyinthedrunkcondition.
• Nodiffusionofresponsibilitywasfound,infactresponsetimeswerefasterwithlargergroupsthansmaller.
• Morecommentsweremadebypassengersinthedrunkthanthecaneconditionandmostcommentsweremadewhennohelpwasgivenwithinthefirst70seconds.
PILIAVIN, I. M., RODIN, J., & PILIAVIN, J. A. (1969)Good Samaritanism: An underground phenomenon? Journal of Personality and Social Psychology. Volume 13, No. 4, pages 289-299.
Social Psychology Responsestopeopleinneed
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7. Possible conclusions
• Anindividualwhoappearsillismorelikelytoreceivehelpthanonewhoappearsdrunk.
• Withmixedgroupsofmenandwomen,menaremorelikelythanwomentohelpamalevictim.
• Withmixed-racegroups,peoplearemorelikelytohelpthoseofthesameraceasthemselves,particularlyiftheydeemthevictim’ssituationtobeofhisownmakinge.g.drunk.
• Thereisnostrongrelationshipbetweennumberofbystandersandspeedofhelpingwhenanincidentisvisible.
• Whenescapeisnotpossibleandbystandersareface-to-facewithavictim,helpislikelytobeforthcoming.
• Bystandersconductacost-rewardanalysisbeforedecidingwhetherornottohelpavictim.
• Subsequentspontaneoushelpfromotherswasirrespectiveofraceorvictimtype.
PILIAVIN, I. M., RODIN, J., & PILIAVIN, J. A. (1969)Good Samaritanism: An underground phenomenon? Journal of Personality and Social Psychology. Volume 13, No. 4, pages 289-299.
Social Psychology Responsestopeopleinneed
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1. Theory/ies on which the study is based
• Helpingbehaviourreferstovoluntaryactionsintendedtohelpothersandisaformofprosocialbehaviour.
• Theoriesabouthelpingbehaviourinclude:
- Kinselectiontheory:thisreferstothetendencytoperformbehavioursthatmayfavourthechanceofsurvivalofpeoplewithasimilargeneticbase(e.g.Hoffman,1981).
- Reciprocalaltruism:thisholdsthattheincentiveforanindividualtohelpinthepresentisbasedontheexpectationofthepotentialreceiptinthefuture(Trivers,1971).
- Responsibility-prosocialvalueorientation:holdsthatastronginfluenceonhelpingbehaviourisafeelingofandbeliefinone’sresponsibilitytohelp,especiallywhencombinedwiththebeliefthatoneisabletohelptheotherperson(Staub,2003).
- Socialexchangetheory:peoplehelpbecausetheywanttogaingoodsfromtheonebeinghelped.Theycalculaterewardsandcostsofhelpingothers,aimingtomaximisetherewardsandminimisethecosts(Foa&Foa,1975).
• Milgram(1970)proposedthatpeopleinurbanareasarelesshelpfulthanthoseinruralareasbecausetheycopewithstimulusoverloaddifferently:urbandwellersrestricttheirattentionmainlytopersonallyrelevantevents.Strangers,andtheirsituationsofneedmay,therefore,gounnoticed.
LEVINE, R.V., NORENZAYAN,A. & PHILBRICK,K. (2001) Cross-cultural differences in helping strangers.Journal of Cross-cultural Psychology, Volume 32, No. 5, pages 543-560.
Social Psychology Responsestopeopleinneed
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2. Background to the study
• Studiesconductedinseveraldifferentcountries(includingtheUSA,SaudiArabiaandSudan)havefoundthatpeoplelivinginurbanareastendtobelesshelpfulthanthoseinruralsettings(Hedge&Yousif,1992;Yousif&Korte,1995).
• Virtuallyallofthestudiesofcommunitydifferencesinhelpinghavefocusedonthesinglevariableofpopulationsize,mostoftentestingthehypothesisthatthetendencytohelpstrangersdeclinesasthesizeofthecityincreases.Steblay(1987)foundgeneralsupportforthishypothesiswiththedeclineinhelpingratebeginningatpopulationsof300,000.Shealsofoundthaturbanenvironmentsof300,000peopleormoreandruralenvironmentsof5,000peopleorlessweretheworstplacesifonewaslookingforhelp.
• Amajorculturaldifferenceinhelpingbehaviouristhedifferencebetweencollectivismandindividualism.Collectivistsattendmoretotheneedsandgoalsofthegrouptheybelongto,andindividualistsfocusontheirownselves.Therefore,collectivistswouldbemorelikelytohelpingroupmembers,butlessfrequentthanindividualstohelpstrangers(Triandis,1991).
• Althoughmanystudieshavedemonstratedthathelpingratesdifferbetweencommunitiesinasinglecountry,almostnosystematiccross-culturalresearchofhelpingbehaviourhadbeenconductedpriortothisstudy.
• Theaimofthisstudywasthereforetolookathelpingbehaviour,inawiderangeofcultures,inlargecitiesaroundtheworldinrelationtofourspecificcommunityvariables:(i)populationsize(ii)economicwell-being(iii)culturalvalues(individualism-collectivism,simpatia)(iv)walkingspeed(paceoflife).
• Thisstudyhadthreemaingoals:(i)Todetermineifacity’stendencytooffernonemergencyhelptostrangersisstableacrosssituationsoverawiderangeofculturesi.e.ishelpingstrangersacross-culturallymeaningfulcharacteristicofaplace?(ii)Toobtainadescriptivebodyofdataonhelpingbehaviouracrossculturesusingidenticalproceduresi.e.doeshelpingstrangersvarycross-culturally?(iii)Toidentifycountry-levelvariablesthatmightrelatetodifferencesinhelpingi.e.whataresomecommunitycharacteristicsthatarerelatedtohelpingofstrangersacrosscultures?
• Threeoverlappingtheoreticalexplanationsforcommunity-leveldifferencesinhelpingbehaviour,noneofwhichhadbeenpreviouslyconsideredincross-culturalresearch,weretested:(i)economicexplanations(ii)culturalvalues(iii)cognitiveexplanations:paceoflife.
LEVINE, R.V., NORENZAYAN,A. & PHILBRICK,K. (2001) Cross-cultural differences in helping strangers.Journal of Cross-cultural Psychology, Volume 32, No. 5, pages 543-560.
Social Psychology Responsestopeopleinneed
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3. Research method
• Thiswasaquasi-experimentcarriedoutinthefieldthatusedanindependentmeasuresdesign.
• Thefieldsituationwas23largecitiesaroundtheworldincludingRiodeJaneiro(Brazil),Calcutta(India),Madrid(Spain),Shanghai(China),Budapest(Hungary),Rome(Italy),NewYork(USA)andKualaLampur(Malaysia).Thestudyshouldbeconsideredasaquasi-experimentbecausetheindependentvariable–thepeopleineachcity–wasnaturallyoccurring.
• Theexperimentmeasured,throughtheuseofaseriesofcorrelationsofco-variables,helpingbehaviourinthreenonemergencysituations:
(i)whetherthevictimdroppedapen
(ii)whetherthevictimhadahurt/injuredleg
(iii)whetherthevictimwasblindandtryingtocrossthestreet.
• Thedependentvariable(DV)wasthehelpingrateofthe23individualcities(calculatedtogiveeachcityanOverallHelpingIndex).
• Thethreemeasuresofhelpingwerecorrelatedwithstatisticsreflectingpopulationsize,economicwell-being,culturalvalues(individualism-collectivism,simpatia)andthepaceoflifeforeachofthe23locations.
4. Sample
• Participantsinthisstudywerelargecitiesineachof23countries–inmostcasesthelargestineachcountryi.e.individualsineachofthesecitiesatthetimeoftheexperiment.
• Eachofthethreehelpingmeasuresandthewalkingspeedmeasurewereadministeredintwoormorelocations,inmaindowntownareas,duringmainbusinesshours,oncleardays,duringthesummermonthsofoneormoreyearsbetween1992and1997.
• Forthedroppedpenandhurtlegsituations,onlyindividualswalkingalonewereselected.Children(youngerthan17yearsold),andpeoplewhowerephysicallydisabled,veryold,carryingpackagesetc(i.e.thosewhomightnotbefullycapableorexpectedtohelp)wereexcluded.
• Participantswereselectedbyapproachingthesecondpotentialpersonwhocrossedapredeterminedline.
LEVINE, R.V., NORENZAYAN,A. & PHILBRICK,K. (2001) Cross-cultural differences in helping strangers.Journal of Cross-cultural Psychology, Volume 32, No. 5, pages 543-560.
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LEVINE, R.V., NORENZAYAN,A. & PHILBRICK,K. (2001) Cross-cultural differences in helping strangers.Journal of Cross-cultural Psychology, Volume 32, No. 5, pages 543-560.
Social Psychology Responsestopeopleinneed
5. Outline of the procedure/study
• Datawascollectedbyeitherinterested,responsiblestudentswhowereeithertravellingtoforeigncountriesorreturningtotheirhomecountriesforthesummer,orbycross-culturalpsychologistsandtheirstudentsinothercountrieswhovolunteeredtoassisttheauthors.
• Allexperimenterswerecollegeageanddressedneatlyandcasually.Tocontrolforexperimentergendereffectsandtoavoidpotentialproblemsinsomecities,allexperimentersweremen.
• Toensurestandardisationinscoringandtominimiseexperimentereffects:
(i)allexperimentersreceivedbothadetailedinstructionsheetandon-sitefieldtrainingforactingtheirroles,learningtheprocedureforparticipantselectionandscoringofparticipants
(ii)theexperimenterspractisedtogether
(ii)noverbalcommunicationwasrequiredoftheexperimenter.
• Thethreehelpingmeasureswere:
(i)Droppedpen.Walkingatacarefullypractised,moderatepace(15paces/10seconds),experimenterswalkedtowardasolitarypedestrianpassingintheoppositedirection.When10to15feetfromtheparticipant,theexperimenterreachedintohispocketandaccidentally,
withoutappearingtonotice,droppedhispenbehindhim,infullviewoftheparticipant,andcontinuedwalkingpasttheparticipant.Atotalof214menand210womenwereapproached.Participantswerescoredashavinghelpediftheycalledbacktotheexperimenterthathehaddroppedthepenand/orpickedupthepenandbroughtittotheexperimenter.
(ii)Hurtleg.Walkingwithaheavylimpandwearingalargeandclearlyvisiblelegbrace,experimentersaccidentallydroppedandunsuccessfullystruggledtoreachdownforapileofmagazinesastheycamewithin20feetofapassingpedestrian.Atotalof253menand240womenwereapproached.Helpingwasdefinedasofferingtohelpand/orbeginningtohelpwithoutoffering.
(iii)Helpingablindpersonacrossthestreet.Experimenters,dressedindarkglassesandcarryingwhitecanes,actedtheroleofablindpersonneedinghelpgettingacrossthestreet.(ThecanesandtrainingfortherolewereprovidedbytheFresnoFriendshipCentrefortheBlind).Experimentersattemptedtolocatedowntowncornerswithcrosswalks,trafficsignals,andmoderate,steadypedestrianflow.Theysteppeduptothecornerjustbeforethelightturnedgreen,heldouttheircane,andwaiteduntilsomeoneofferedhelp.Atrialwasterminatedafter60secondsorwhenthelightturnedred,whicheveroccurredfirst,afterwhichtheexperimenterwalkedawayfromthecorner.Atotalof281trialswereconducted.Helpingwasscoredifparticipants,ataminimum,informedtheexperimenterthatthelightwasgreen.
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6. Key findings
NB:Forpurposesofanalyses,eachofthe23cities/countrieswastreatedasasingleparticipant.
- Theabovetableshowsthattwoofthethreecorrelationsweresignificant.
- Allthreeintercorrelationswereinthepositivedirection.
• Nosignificantgenderdifferencesinhelpingbehaviourwerefoundinthetwoconditionsinwhichrelativelyequalnumbersofmaleandfemaleparticipantsweretargetedbytheexperimenter(hurtleg,droppedpen):droppedpen,M(men)=.67,M(women)=.69,t(22)=.39,ns;hurtleg,M(men)=.63,M(women)=.65,t(22)=.75,ns.
• AnOverallHelpingIndexwascalculated,combiningresultsforthethreehelpingmeasures.Resultsshowedthatthemosthelpfulcities/countrieswere(1)RiodeJaneiro(Brazil),93%,(2)SanJose(CostaRica),91%(3)Lilongwe(Malawi),86%.Theleasthelpfulcities/countrieswere(23)KualaLampur(Malaysia),40%(22)NewYork(USA),45%,(21)Singapore(Singapore),48%.
. . . continues
LEVINE, R.V., NORENZAYAN,A. & PHILBRICK,K. (2001) Cross-cultural differences in helping strangers.Journal of Cross-cultural Psychology, Volume 32, No. 5, pages 543-560.
Social Psychology Responsestopeopleinneed
Intercorrelations of Helping MeasuresHelping Measure
BlindPerson DroppedPen HurtLeg
DroppedPen 28**
HurtLeg .21 .36***
Blind+Pen+Leg .67**** .77**** .73****
**p<.10.***p<.05.****p<.01using1-tailedsignificancetest.n=23inallcases.
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6. Key findings
. . . continued Correlations Between Helping Measures and Other Community Characteristics
- Theabovetableshowsthat,onaverage,therewerelowcorrelationsbetweenthecommunityvariablesandhelpingmeasures.
- Theonlystatisticallyreliablerelationshipwasbetweentheeconomicproductivitymeasureandoverallhelping:citiesthatweremorehelpfultendedtohavelowerPPP.
• Althoughstatisticallyinsignificant,therewasasmallrelationshipbetweenwalkingspeedandoverallhelping,withparticipantsinfastercitiessomewhatlesslikelytohelp.
• Moreindividualisticcountriesshowedsomewhatlessoverallhelpingandlesshelpinginthehurtlegsituationthancollectivistcountries,butnoneofthecorrelationsreachedsignificance.
• Therewasnorelationshipbetweenpopulationsizeandhelpingbehaviour.
• Thetwocommunityvariablesofeconomicproductivityandindividualism-collectivismandwalkingspeedwerehighlyintercorrelated:economicproductivitywaspositivelycorrelatedwithindividualismandnegativelycorrelatedwithwalkingspeedi.e.fasterplaceshadstrongereconomicproductivity.Individualismwasalsonegativelycorrelatedwithwalkingspeedi.e.fasterplacesweremoreindividualistic.
• Simpatiacountries(Brazil,CostaRica,ElSalvador,MexicoandSpain)were,onaverage,morehelpfulthannonsimpatiacountries.
• Overall,acity’shelpingratewasrelativelystableacrossallthreemeasures.
LEVINE, R.V., NORENZAYAN,A. & PHILBRICK,K. (2001) Cross-cultural differences in helping strangers.Journal of Cross-cultural Psychology, Volume 32, No. 5, pages 543-560.
Social Psychology Responsestopeopleinneed
Helping Measure
CommunityCharacteristic OverallHelping BlindPerson HurtLeg DroppedPen
Populationsize(city) -.03
(23)
–.06
(23)
.22
(23)
–.21
(23)
Purchasingpowerparity(PPP) –.43***
(22)
–.42***
(22)
–.21
(22)
–.32*
(22)
Walkingspeed .26
(20)
–.06
(20)
.23
(20)
.24
(20)
Individualism-collectivism –.17
(23)
–.09
(23)
.21
(23)
–.07
(23)
NOTE:*p<.15.***p<.05,2-tailed.Samplesizesinparentheses.Statisticsforsomecommunitycharacteristicswerenotavailableforsomecountries,resultinginsmallersamplesizesforthoseanalyses.
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7. Possible conclusions
• Thehelpingofstrangersisacross-culturallymeaningfulcharacteristicofaplace.
• Therearelargecross-culturalvariationsinhelpingrates.
• Helpingacrossculturesisinverselyrelatedtoacountry’seconomicproductivity.
• Countrieswiththeculturaltraditionofsimpatiaare,onaverage,morehelpfulthancountieswithnosuchtradition.
• Althoughfastercitiestendtobelesshelpfulthanslowercities,thelinkbetweeneconomichealthandhelpingisnotaby-productofafastpaceoflifeinaffluentsocieties.
• Thevalueofcollectivism-individualismisunrelatedtohelpingbehaviours.
LEVINE, R.V., NORENZAYAN,A. & PHILBRICK,K. (2001) Cross-cultural differences in helping strangers.Journal of Cross-cultural Psychology, Volume 32, No. 5, pages 543-560.
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1. Theory/ies on which the study is based
• Attentionhasaselectivenature.
• Broadbent(1958)arguedthattheworldiscomposedofmanymoresensationsthancanbehandledbytheperceptualandcognitivecapabilitiesofthehumanobserver.Tocopewiththefloodofavailableinformation,humansmustselectivelyattendtoonlysomeinformationandsomehow‘tuneout’therest.Attention,therefore,istheresultofalimited-capacityinformation-processingsystem.
• Almostallearlymodelsofattentionassumedserialprocessing,astep-by-stepprocessinwhicheachoperationiscarriedoutinturn.ThefirstofthesewasBroadbent’s(1958)filtermodel,followedbyTreisman’s(1964)attentionmodelandthepertinencemodel(Deutsch&Deutsch,1963;Norman,1969).
• Earlyattemptstoexplaindividedattention,suchasKahneman’s(1973)centralcapacitytheory,alsoassumedserialprocessing.
• However,Allport’s(1980b)multi-channeltheoryofdividedattentionholdsthattwoormoreoperationscanbecarriedoutatthesametime.
• Therearetwomainmethodsofstudyingattention:
(i)Selectiveattention–herepeoplearepresentedwithtwoormoresimultaneous‘messages’,andareinstructedtoprocessandrespondtoonlyoneofthem.Themostpopularwayofdoingthisistouseshadowinginwhichonemessageisfedintotheleftearandadifferentmessageintotherightear(throughheadphones).Participantshavetorepeatoneofthesemessagesaloudastheyhearit.TheshadowingtechniqueisaformofdichoticlisteningwhichwasfirstusedbyCherry(1953)whenhestudiedthecocktailpartyphenomenon.
(ii)Dividedattention–thisisadual-tasktechniqueinwhichpeopleareaskedtoattendandrespondtoboth(orall)themessages.Whereasshadowingfocusesattentiononaparticularmessage,thedual-taskmethoddeliberatelydividespeople’sattention.
2. Background to the study
• Cherry’s(1953)methodof‘shadowing’oneoftwodichoticmessagesforhisstudyofattentioninlisteningfoundparticipantswhoshadowedamessagepresentedtooneearwereignorantofthecontentofamessagesimultaneouslypresentedtotheotherear.
• OtherresearchersthenmovedonfromCherry’sworkonhowpeoplecanattendtoonemessagebyinvestigatingwhysolittleseemedtoberememberedabouttheotherconversations(Hampton&Morris,1996).
• ThefirstexperimentinthisstudyaimedtotestCherry’sfindingsmorerigorouslywhilstthesecondandthirdexperimentsaimedtoinvestigateotherfactorsthatcanaffectattentionindichoticlistening.
MORAY, N. (1959) Attention in dichotic listening: affective cues and the influence of instructions. Quarterly Journal of Experimental psychology, Volume 11, No. 1, pages 56-60.
Cognitive Psychology Attention
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3. Research method
• Alltaskswerelaboratory-based,hadhighlevelsofcontrolandhadanIVandDV.Thereforetheywerealllaboratoryexperiments.
• Inalltasks,theapparatususedwasaBrenellMarkIVstereophonictaperecordermodifiedwithtwoamplifierstogivetwoindependentoutputsthroughattenuators,oneoutputgoingtoeachoftheearpiecesofapairofheadphones.Matchingforloudnesswasapproximate,byaskingparticipantstosaywhentwomessagesthatseemedequallyloudtotheexperimenterweresubjectivelyequaltothem.
Experiment 1Thisusedarepeatedmeasuresdesign.
Thisindependentvariables(IVs)were:
(i)thedichoticlisteningtest
(ii)therecognitiontest
Thedependentvariable(DV)was:thenumberofwordsrecognisedcorrectlyintherejectedmessage.
Experiment 2Thisusedanindependentmeasuresdesign.
Theindependentvariable(IV)was:whetherornotinstructionswereprefixedbytheparticipant’sownname.
Thedependentvariable(DV)was:thenumberofaffectiveinstructions.
Experiment 3Thisalsousedanindependentmeasuresdesign.
Theindependentvariables(IVs)were:
(i)whetherdigitswereinsertedintobothmessagesoronlyone
(ii)whetherparticipantshadtoanswerquestionsabouttheshadowedmessageattheendofeachpassageorwhetherparticipantshadtomerelyrememberallthenumberss/hecould.
Thedependentvariable(DV)was:thenumberofdigitscorrectlyreported.
MORAY, N. (1959) Attention in dichotic listening: affective cues and the influence of instructions. Quarterly Journal of Experimental psychology, Volume 11, No. 1, pages 56-60.
Cognitive Psychology Attention
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4. Sample
• Participantswereundergraduatesandresearchworkersofbothsexes.
• ParticipantnumbersarenotgivenforExperiment1but12participantstookpartintheexperimentalconditionsinExperiment2andtwogroupsof14participantswereusedinExperiment3.
MORAY, N. (1959) Attention in dichotic listening: affective cues and the influence of instructions. Quarterly Journal of Experimental psychology, Volume 11, No. 1, pages 56-60.
Cognitive Psychology Attention
5. Outline of the procedure/study
• Beforeeachexperimenttheparticipantsweregivenfourpassagesofprosetoshadowforpractice.Allpassagesthroughoutthestudywererecordedbyonemalespeaker.
Experiment 1• Ashortlistofsimplewordswasrepeatedlypresentedtooneoftheparticipant’searswhilsttheyshadowedaprosemessagepresentedtothe
otherear.(Thewordlistwasfadedinaftershadowinghadbegun,andwasequalinintensitytotheshadowedmessage.Attheendoftheprosepassageitwasfadedoutsoastobecomeinaudibleastheprosefinished.)
• Thewordlistwasrepeated35times.
• Theparticipantwasthenaskedtoreportallhecouldofthecontentoftherejectedmessage.
• S/hewasthengivenarecognitiontestusingsimilarmaterial,presentinneitherthelistnorthepassage,asacontrol.
• Thegapbetweentheendofshadowingandthebeginningoftherecognitiontestwasabout30seconds.
Experiment 2• Thisexperimentwasconductedtofindoutthelimitsoftheefficiencyoftheattentionalblock.
• Participantsshadowedtenshortpassagesoflightfiction.
• Theyweretoldthattheirresponseswouldberecordedandthattheobjectoftheexperimentwasforthemtotrytoscoreasfewmistakesaspossible.
• Insomeofthepassagesinstructionswereinterpolated,butintwoinstancestheparticipantswerenotwarnedofthese.
• Inhalfofthecaseswithinstructionsthesewereprefixedbytheparticipant’sownname.
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5. Outline of the procedure/study
• Theorderofpresentationisshownbelow:
Passage Instructions as start of passage Instructions within passage
1 Listentoyourrightear Allright,youmaystopnow.
2 Listentoyourrightear Noinstructions.
3 Listentoyourrightear JohnSmith,youmaystopnow.
4 Listentoyourrightear Noinstructions.
5 Listentoyourrightear Changetoyourotherear.
6 Listentoyourrightear Noinstruction.
7 Listentoyourrightear JohnSmith,changetoyouotherear.
8 Listentoyourrightear:youwillreceiveinstructionstochangeears. Changetoyourotherear.
• The‘noinstructions’passageswereinterpolatedinthetableatrandom.
• Thepassageswerereadinasteadymonotonevoiceatabout130wordsperminute.
• Participants’responsesweretape-recordedandlateranalysed.
Experiment 3• Experiment2indicatedthatinstructionsmightalterthesetofinstructionsaparticipantinsuchawayastoalterthechancesofmaterialinthe
rejectedmessagebeingperceived.Experiment3testedthispointfurther.
• Twogroupsof14participantsshadowedoneoftwosimultaneousdichoticmessages.
• Insomeofthemessagesdigitswereinterpolatedtowardstheendofthemessage.Theseweresometimespresentinbothmessages,sometimesonlyinone.Thepositionofthenumbersinthemessageandrelativetoeachotherinthetwomessageswerevaried,andcontrolswithnonumberswerealsoused,randomlyinserted.
• Onegroupofparticipantswastoldthatitwouldbeaskedquestionsaboutthecontentoftheshadowedmessageattheendofeachmessage,theothergroupwasspecificallyinstructedtorememberallthenumbersthatitcould.
MORAY, N. (1959) Attention in dichotic listening: affective cues and the influence of instructions. Quarterly Journal of Experimental psychology, Volume 11, No. 1, pages 56-60.
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6. Key findings
Experiment 1
Recognition scores for words from shadowed and rejected messages
-Therewasnotraceofmaterialfromtherejectedmessagebeingrecognised.
-Thedifferencebetweenthenewmaterialandthatfromtheshadowedmessagewassignificantatthe1percent.level.
• The30-seconddelaywasunlikelytohavecausedtherejectedmaterialtobelostbecausewordsfromearlyintheshadowedmessagewererecognised.
• ThesefindingssupportthosefoundbyCherry(1953).
Experiment 2• Mostparticipantsignoredtheinstructionsthatwerepresentedinthepassagestheywereshadowing,andsaidtheythoughtthiswasmerely
anattempttodistractthem.
Relative frequencies of hearing affective and non-affective instructions when presented In the rejected message
(pooledfor12participants)
MORAY, N. (1959) Attention in dichotic listening: affective cues and the influence of instructions. Quarterly Journal of Experimental psychology, Volume 11, No. 1, pages 56-60.
Cognitive Psychology Attention
Meannumberofwordsrecognised
Wordspresentedinshadowedmessage 4.9outof7
Wordspresentedinrejectedmessage 1.9outof7
Wordspresentedforthefirsttimeinrecognitiontest 2.6outof7
Affective(instructionsprecededbyname) Non-Affective(instructionsnotprecededbyname)
Numberoftimespresented 39 36
Numberoftimesheard 20 4
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MORAY, N. (1959) Attention in dichotic listening: affective cues and the influence of instructions. Quarterly Journal of Experimental psychology, Volume 11, No. 1, pages 56-60.
Cognitive Psychology Attention
7. Possible conclusions
• Inasituationwhereaparticipantdirectshisattentiontothereceptionofamessagefromoneear,andrejectsamessagefromtheotherear,almostnoneoftheverbalcontentoftherejectedmessageisabletopenetratetheblocksetup.
• Ashortlistofsimplewordspresentedastherejectedmessageshowsnotraceofbeingrememberedevenwhenpresentedmanytimes.
• Subjectively‘important’messages,suchasaperson’sownname,canpenetratetheblock:thusapersonwillhearinstructionsiftheyarepresentedwiththeirownnameaspartoftherejectedmessage.
• Whileperhapsnotimpossible,itisverydifficulttomake‘neutral’materialimportantenoughtobreakthroughtheblocksetupindichoticshadowing.
6. Key findings
- Thereshouldhavebeen36setsofinstructionsprecededbytheparticipant’snamepresentedintherejectedmesssage.Howeverthediscrepancyisduetothreeparticipantswhoheardtheinstructionsandactuallychangedover,sothatthesecondsetofinstructionswhichwouldnormallyhavebeenheardaspartoftheshadowedmessagewerenowheardaspartoftherejectedmessage.Thesealloccurredinpassage10.
• Themeannumberofinstructionsheardwhenpresentedintherejectedmessagewascalculated,andthedifferencebetweenthe‘names’and‘nonames’wassignificant:t=3.05(significantatgreaterthanthe1percent.level,wheret=2.81.
• Ononly4outofthe20occasionsinwhichthe‘names’instructionswerehearddidtheparticipantsactuallymakeachangetotheothermessage.
Experiment 3• Thedifferencebetweenthemeannumberofdigitsreportedunderthetwoconditionsofsetwereanalysedandsubmittedtoattest.Innone
ofthecases,whetherthescorewasthemeannumberofdigitsspokenduringshadowing,norinthenumberreported,northesumofthesetwowasthedifferencesignificantevenatthe5%levelofconfidence.
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1. Theory/ies on which the study is based
• Focusedvisualattention:theclutteredscenesofeverydaylifepresentmoreobjectsthananindividualcanrespondtowardssimultaneously,andoftenmorethancanbefullyperceivedatanyonetime.Accordingly,mechanismsofattentionarerequiredtoselectobjectsofinterestforfurtherprocessing.Inthecaseofvision,onesuchmechanismisprovidedbyeyemovements,whichallowanindividualtofixateonparticularregionssotheybenefitfromthegreateracuityofthefovea(anareaatthebackoftheeyeresponsibleforcentral,sharpvision)(Driver,1996).
• Attentionisnecessaryforchangedetection.
• Changeblindness:individualsoftendonotdetectlargechangestoobjectsandscenesfromoneviewtothenext,particularlyifthoseobjectsarenotthecentreofinterestinthescene(Rensinketal,1997).
• Individualsperceiveandrememberonlythoseobjectsanddetailsthatreceivefocusedattention.
• Inattentionalblindness:whenattentionisdivertedtoanotherobjectortask.Observersoftenfailtoperceiveanunexpectedobject,evenifitappearsatfixation(e.g.MackandRock,1998).
• Avisuallydemandingtask‘loads’thebrain’sattentionsoanindividualbecomesincreasinglyblindtodistractionsandperformanceimprovesi.e.theharderonehastoconcentrate,thelesslikelyoneistobedistracted(e.g.Fisher,2007).
• Theoriesofdividedattentioninclude:Kahneman’slimitedcapacitytheory;Allport’s,Eysenck’s,Baddeley’smulti-channeltheories;SchneiderandShiffrin’sautomaticitymodel;NormanandShallice’sSAS(supervisoryattentionalsystem)model.
SIMONS, D. J. & CHABRIS, C. F. (1999) Gorillas in our midst: sustained inattentional blindness for dynamic events. Perception, Volume 28, pages 1059-1074.
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2. Background to the story
• Previousstudieshadshownincreasinginterestintheissueoftheprecisionofvisualrepresentations.Inthesestudiesobservershadtoengageinacontinuoustaskthatrequiredthemtofocusononeaspectofadynamicvisualscenewhilstignoringothers.Atsomepointduringthetaskanunexpectedeventoccurred.Resultsshowedthatthemajorityofobserversdidnotreportseeingtheunexpectedeventeventhoughitwasclearlyvisibletoobserversnotengagedintheconcurrenttask(e.g.BecklenandCervone,1983;StoffregenandBecklen,1989).
• Althoughthesepreviousstudieshavehadprofoundimplicationsfortheunderstandingofperceptionwithandwithoutattention(e.g.changeblindness,inattentionalblindness),theempiricalapproachhasrecentlyfallenintodisuse.Onegoalofthisstudywasthereforetorevivetheempiricalapproachusedintheearlierstudies.
• Thisstudyincludesmuchinformationinto‘inattentionalblindness’bysuchauthorsasMackandRock(1998),RubinandHua(1998);and‘selectivelooking’byNeisserandBecklen(1975),Becklen,NeisserandLittman(1979),BecklenandCervone(1983),Stoffregenetal(1993);allofwhichhelpedtoformthebasisforthisstudy.
• Thisstudythereforebuildsonclassicstudiesofdividedvisualattentiontoexamineinattentionalblindnessforcomplexobjectsandeventsindynamicscenes.
• Toovercomethefactthatpreviousresearchdidnotsystematicallyconsidertheroleoftaskdifficultyindetection,andnodirectcomparisonsweremadebetweenperformancewithasuperimposedversionofthedisplaywithaliveversion,forthisstudyseveralvideosegmentswiththesamesetofactions,inthesamelocation,onthesamedaywerefilmed.Alargenumberofnaiveobserverswereaskedtowatchthevideorecordingsandlateranswerquestionsabouttheunexpectedevents.
3. Research method
• Thisisprimarilyalaboratoryexperimentthatusedanindependentmeasuresdesign.
• Theindependentvariables(IVs)werewhethertheparticipanttookpartin:
(i)TheTransparent/UmbrellaWomancondition
(ii)TheTransparent/Gorillacondition
(iii)TheOpaque/UmbrellaWomancondition
(iv)TheOpaqueGorillacondition.
SIMONS, D. J. & CHABRIS, C. F. (1999) Gorillas in our midst: sustained inattentional blindness for dynamic events. Perception, Volume 28, pages 1059-1074.
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3. Research method
(Fromlefttoright,toptobottom:Transparent/UmbrellaWoman,Transparent/Gorilla,Opaque/UmbrellaWoman,Opaque/Gorilla)
• Foreachofthefourdisplaystherewerefourtaskconditions:
(i)White/Easy
(ii)White/Hard
(iii)Black/Easy
(iv)Black/Hard.
SIMONS, D. J. & CHABRIS, C. F. (1999) Gorillas in our midst: sustained inattentional blindness for dynamic events. Perception, Volume 28, pages 1059-1074.
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3. Research method
• Overallthereweretherefore16individualconditions.
• Thedependentvariable(DV)wasthenumberofparticipantsineachofthe16conditionswhonoticedtheunexpectedevent(UmbrellaWomanorGorilla).
• AcontrolledobservationwassubsequentlyconductedinwhichparticipantswatchedadifferentvideoandhadtoattendtotheWhiteteamandengageintheEasymonitoringtask.
Materials• Fourvideotapes,each75secondsindurationwerecreated.
• Eachtapeshowedtwoteamsofthreeplayers,oneteamwearingwhiteshirts,theotherblackshirts.
• Playersmovedaroundinarelativelyrandomfashioninanopenareainfrontofabankofthreeelevatordoors.
• Themembersofeachteampassedastandardorangebasketballtooneanotherinastandardisedorder:player1→player2→player3→player1.Passeswereeitherbounceoraerial.Playerswouldalsodribbletheball,wavetheirarmsandmakeothermovementsconsistentwiththeiroverallpatternofaction.
• After44-48secondsofactioneitheroftwounexpectedeventsoccurred:intheUmbrella-Womancondition,atallwomanholdinganopenumbrellawalkedfromoffcameraononesideoftheactiontotheother,lefttoright.(Theactionsoftheplayers,andtheunexpectedeventweredesignedtomimicthestimuliusedinpreviousresearchbyNeisserandcolleagues.)IntheGorillacondition,ashorterwomanwearingagorillacostumethatfullycoveredherbodywalkedthroughtheactioninthesameway.Ineithercase,theunexpectedeventlasted5seconds,andtheplayerscontinuedtheiractionsduringandaftertheevent.
• Thereweretwostylesofvideo:intheTransparentcondition,thewhiteteam,blackteamandunexpectedeventwereallfilmedseparately,andthethreevideostreamswererenderedpartiallytransparentandthensuperimposedbyusingdigitalvideo-editingsoftware.IntheOpaquecondition,allsevenactorswerefilmedsimultaneouslyandcouldthusoccludeoneanotherandthebasketballs.(Thisrequiredsomerehearsalbeforefilmingtoeliminatecollisionsandotheraccidentsandtoachievenatural-lookingpatternsofmovement.)
• AllvideoswerefilmedwithanSVHSvideocameraandweredigitisedandeditedusinganonlineardigital-editingsystem.
• InaseparateOpaque-stylevideorecording,thegorillawalkedfromrighttoleftintothelivebasketball-passingevent,stoppedinthemiddleoftheplayersastheactioncontinuedallaroundit,turnedtofacethecamera,thumpeditschest,andthenresumedwalkingacrossthescreen.
SIMONS, D. J. & CHABRIS, C. F. (1999) Gorillas in our midst: sustained inattentional blindness for dynamic events. Perception, Volume 28, pages 1059-1074.
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4. Sample
• Fortheexperiment:228participants(referredtoas‘observers’throughouttheoriginalstudy),almostallundergraduatestudents.Eachparticipanteithervolunteeredtoparticipatewithoutcompensation,receivedalargecandybarforparticipating,orwaspaidasinglefeeforparticipatinginalargertestingsessionincludinganother,unrelatedexperiment.
• NB:datafrom36participantswerediscardedsoresultswereusedfrom192participants.Thesewereequallydistributedacrossthe16conditions.
• Forthecontrolledobservation:12differentparticipantswatchedthevideoinwhichthegorillathumpeditschest.
5. Outline of the procedure/study
• Twenty-oneexperimenterstestedtheparticipants.Toensurestandardisationofproceduresawrittenprotocolwasdevisedandreviewedwiththeexperimentersbeforedatacollectionwasbegun.
• Allparticipantsweretestedindividuallyandgaveinformedconsentinadvance.
• Beforeviewingthevideotape,participantsweretoldtheywouldbewatchingtwoteamsofthreeplayerspassingbasketballsandthattheyshouldpayattentiontoeithertheteaminwhite(theWhitecondition)ortheteaminblack(theBlackcondition).
• Theyweretoldtokeepeitherasilentmentalcountofthetotalnumberofpassesmadebytheattendedteam(Easycondition)orseparatesilentmentalcountsofthenumberofbouncepassesandaerialpassesmadebytheattendedteam(Hardcondition).
• Afterviewingthevideotapeandperformingthemonitoringtask,participantswereimmediatelyaskedtowritedowntheircount(s)onpaper.
• Theywerethenaskedthefollowingadditionalquestions:
(i)Whileyouweredoingthecounting,didyounoticeanythingunusualinthevideo?
(ii)Didyounoticeanythingotherthanthesixplayers?
(iii)Didyouseeagorilla/womancarryinganumbrellawalkacrossthescreen?
• Afterany“yes”responses,participantswereaskedtoprovidedetailsofwhattheynoticed.Ifatanypointaparticipantmentionedtheunexpectedevent,theremainingquestionswereskipped.
• Afterquestioning,participantswereaskediftheyhadpreviouslyparticipatedinasimilarexperiment,heardofsuchanexperimentorheardofthegeneralphenomenon.Iftheysaid“yes”theywerereplacedandtheirdatawerediscarded.
• Participantsweredebriefed;thisincludedreplayingthevideotapeonrequest.
• Eachtestingsessionlasted5-10minutes.
SIMONS, D. J. & CHABRIS, C. F. (1999) Gorillas in our midst: sustained inattentional blindness for dynamic events. Perception, Volume 28, pages 1059-1074.
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6. Key findings
From the experiment;NB:datafrom36participantswerediscardedforthefollowingreasons:
(i)theyalreadyknewaboutthephenomenonand/orexperimentalparadigm(n=14)
(ii)theyreportedlosingcountofthepasses(n=9)
(iii)passeswereincompletelyorinaccuratelyrecorded(n=7)
(iv)answerscouldnotbeclearlyinterpreted(n=5)
(v)theparticipant’stotalpasscountwasmorethanthreestandarddeviationsawayfromthemeanoftheotherparticipantsinthecondition(n=1).
Theremaining192participantsweredistributedequallyacrossthe16conditionsofthe2x2x2x2design(twelvepercondition).
• Percentage of participants noticing the unexpected event in each condition
SIMONS, D. J. & CHABRIS, C. F. (1999) Gorillas in our midst: sustained inattentional blindness for dynamic events. Perception, Volume 28, pages 1059-1074.
Cognitive Psychology Attention
Easy task Hard task
Whiteteam Blackteam Whiteteam Blackteam
Transparent
UmbrellaWoman 58 92 33 42
Gorilla 8 67 8 25
Opaque
UmbrellaWoman 100 58 83 58
Gorilla 42 83 50 58
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6. Key findings
• Outofall192participantsacrossallconditions,54%noticedtheunexpectedeventand46%failedtonoticetheunexpectedevent.
• MoreparticipantsnoticedtheunexpectedeventintheOpaquecondition(67%)thantheTransparentcondition(42%).
• EvenintheOpaqueconditionasubstantialproportionofparticipants(33%)failedtoreporttheevent,despiteitsvisibilityandtherepeatedquestionsaboutit.
• MoreparticipantsnoticedtheunexpectedeventintheEasy(64%)thantheHard(45%)condition.
• TheeffectoftaskdifficultywasgreaterintheTransparentcondition(Easy56%,Hard27%percondition)thanintheOpaquecondition(Easy71%,Hard62%,percondition).
• TheUmbrellaWomanwasnoticedmoreoftenthantheGorillaoverall(65%versus44%).Thisrelationheldregardlessofthevideotype,monitoringtaskorattendedteam.
• TheGorillawasnoticedbymoreparticipantswhoattendedtotheactionsoftheBlackteamthanthosewhowatchedtheWhiteteam(Black58%,White27%,percondition).
• HowevertherewaslittledifferencebetweenthoseattendingtotheBlackteamandthoseattendingtotheWhiteteaminnoticingtheUmbrellaWoman(Black62%,White66%,percondition).
From the controlled observation:• Only50%noticedtheevent(roughlythesameasthepercentagethatnoticedthenormalOpaque/Gorillawalkingevent(42%)underthesame
taskconditions).
SIMONS, D. J. & CHABRIS, C. F. (1999) Gorillas in our midst: sustained inattentional blindness for dynamic events. Perception, Volume 28, pages 1059-1074.
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7. Possible conclusions
• Individualshaveasustainedinattentionalblindnessfordynamicevents.
• Individualsfailtonoticeanongoingandhighlysalientbutunexpectedeventiftheyareengagedinaprimarymonitoringtask.
• Inattentionalblindnessisaubiquitousperceptualphenomenon(ratherthananartefactofparticulardisplayconditions).
• Thelevelofinattentionalblindnessdependsonthedifficultyoftheprimarytask.
• Individualsaremorelikelytonoticeunexpectedeventsiftheseeventsarevisuallysimilartotheeventstheyarepayingattentionto.
• Objectscanpassthroughthespatialextentofattentionalfocus(andthefovea)andstillnotbe‘seen’iftheyarenotspecificallybeingattendedto.
• Thereisnoconsciousperceptionwithoutattention.
SIMONS, D. J. & CHABRIS, C. F. (1999) Gorillas in our midst: sustained inattentional blindness for dynamic events. Perception, Volume 28, pages 1059-1074.
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1. Theory/ies on which the study is based
• Atbirthwe’reallamoral,lackinganysystemofpersonalvaluesandjudgementsaboutwhatisrightandwrong.
• Inthefieldofmoraldevelopment,moralityisusuallydefinedasprinciplesforhowindividualsoughttotreatoneanother,withrespecttojustice,others’welfare,andrights.
• Themaintheoriesofmoraldevelopmentinclude:
• (a)Freud’spsychoanalytictheory(circa1930).Freudbelievedthatthepersonality(psychicapparatus)comprisesofthreeparts:theid,egoandsuperego.Theidcontainseverythingthatisinherited,thatispresentatbirth,theinstincts.Theegoisapartoftheidwhichbecomesmodifiedbythedirectinfluenceoftheexternalworldandrepresentsreasonandcommonsense,incontrasttothepsychewhichcontainsthepassions.Notuntilthesuperegohasdevelopedcanindividualsbedescribedasmoralbeings.Thesuperegorepresentstheinternalisationofparentalandsocialmoralvalues.Therearetwomainaspectsofthesuperego,theconscienceandtheego-ideal.Theconsciencerepresentsthepunishingparentandimposesfeelingsofguiltforimmoralthoughtsordeeds;whereastheego-idealrepresentstherewardingparentandisresponsibleforfeelingsofprideandsatisfaction,for‘good’thoughtsordeeds.
• Freudproposedtheexistenceofatensionbetweentheneedsofsocietyandtheindividual.AccordingtoFreud,themoraldevelopmentproceedswhentheindividual’sselfishdesiresarerepressedandreplacedbythevaluesofimportantsocialisingagentsinone’slifesuchasparents.
• (b)Skinner’sbehaviouristtheory(1938).Skinner,likeFreud,focusedonsocialisationastheprimaryforcebehindmoraldevelopment.IncontrasttoFreud’snotionofastrugglebetweeninternalandexternalforces,Skinnerfocusedonthepowerofexternalforces(reinforcementcontingencies)toshapeanindividual’sdevelopment.
• (c)Piaget’scognitivetheory(1965).Piagetfocusedontheindividual’sconstruction,construalandinterpretationofmoralityfromasocial-cognitiveandsocial-emotionalperspective.Tounderstandadultmorality,Piagetbelievedthatitwasnecessarytostudybothhowmoralitymanifestsinthechild’sworldandthefactorsthatcontributetotheemergenceofcentralmoralconceptssuchaswelfare,justiceandrights.Interviewingchildrenusingtheclinicalinterviewmethod,Piagetarguedthatyoungchildren(tenyearsofageandyounger)werefocusedonauthoritymandates,andthatwithagechildrenbecomeautonomous,evaluatingactionsfromasetofindependentprinciplesofmorality.
KOHLBERG, L. (1968) The child as a moral philosopher. Psychology Today, Volume 2, No. 4, pages 24-30.
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2. Background to the study
• TheearliestmajorpsychologicalstudyofmoralcharacterwasconductedbyHartshorneandMay(1928-30).Thestudyfocusedonavarietyofvirtuesincludinghonesty,service(altruismorgenerosity),andself-control.Theirfindingsshowedtherewerenopersonalitytraits,psychologicaldispositionsorentitieswhichcorrespondtowordslikehonest,serviceandself-control.
• KohlbergwasinspiredbyPiaget’spioneeringefforttoapplyastructuralapproachtomoraldevelopmentratherthanlinkingittopersonalitytraits.HethereforeexpandedonPiagetiannotionsofmoraldevelopmentandsawmoraldevelopmentasamoregradualprocessthanPiaget.Heprovidedasystematicthree-level,six-stagesequenceofdevelopmentwhichreflectedchangesinmoraljudgementthroughoutthelifespan.Specifically,Kohlbergarguedthatdevelopmentproceedsfromaselfishdesiretoavoidpunishment(personal),toaconcernforgroupfunctioning(societal),toaconcernfortheconsistentapplicationofuniversalethicalprinciples.
• OvertheyearsKohlberggraduallyelaboratedatypologicalschemewhichdescribedgeneralstructuresandformsofmoralthoughtwhichcanbedefinedindependentlyofthespecificcontentofparticularmoraldecisionsoractions.
• Thetypologycontainsthreedistinctlevelsofmoralthinking,andwithineachoftheselevelsdistinguishestworelatedstages,
Kohlberg’s theory of moral development- Everyoneprogressesthroughthelevelsandstagesinorder.
• InthisstudyKohlbergaimedtofindevidencetosupporthistheoryofmoraldevelopment.
KOHLBERG, L. (1968) The child as a moral philosopher. Psychology Today, Volume 2, No. 4, pages 24-30.
Developmental Psychology MoralDevelopment
Level Stage Moral reasoning shown
1.Preconventional(usuallyoccupieschildrenaged4-10)
1.Punishmentandobedienceorientation Rulesarekepttoavoidpunishment
2.Instrumental-relativistorientation ‘Right’behaviouristhatwhichultimatelybringsrewardstooneself
2.Conventional 3.Goodboy-goodgirlorientation ‘Good’behaviouriswhatpleasesothers–conformitytogoodness
4.Lawandorderorientation Doingone’sduty,obeyinglawsisimportant
3.Post-conventional 5.Socialcontractorientation ‘Right’iswhatisdemocraticallyagreedupon
6.Universalprinciplesorientation
Moralactionistakenbaseduponself-chosenprinciples
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3. Research method
• Thiswasalongitudinalstudywhichfollowedthedevelopmentofthesamegroupofboysfor12yearsbypresentingthemwithhypotheticalmoraldilemmas,alldeliberatelyphilosophical,someofthemfoundinmedievalworksofcasuistry.Theaimwastoshowhow,asyoungadolescentsdevelopintoyoungmanhood,theymovethroughthedistinctlevelsandstagesofmoraldevelopmentproposedbyKohlberginhistheoryofmoraldevelopment.
• Kohlbergalsostudiedmoraldevelopmentinotherculturesusinghypotheticalmoraldilemmas.Thisstudythereforehasacross-culturalelement.
4. Sample
• 75Americanboyswhowereaged10-16atthestartofthestudywerefollowedatthree-yearintervalsthroughtoages22-28.
• MoraldevelopmentwasalsostudiedinboysofotherculturesincludingGreatBritain,Canada,Taiwan,MexicoandTurkey.
KOHLBERG, L. (1968) The child as a moral philosopher. Psychology Today, Volume 2, No. 4, pages 24-30.
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5. Outline of the procedure/study
Using 75 American boys• Participantswerepresentedwithhypotheticalmoraldilemmasintheformofshortstoriestosolve.
• Thestoriesweretodetermineeachparticipant’sstageofmoralreasoningforeachof25moralconcepts/aspects.
• Aspectsassessedincluded:
- MotiveGivenforRuleObedienceorMoralAction
- Thevalueofhumanlife:testedbyaskingtheparticipant:
Aged10:“Isitbettertosavethelifeofoneimportantpersonoralotofunimportantpeople?”
Aged13,16,20and24:“Shouldthedoctor‘mercykill’afatallyillwomanrequestingdeathbecauseofherpain?”
Using different cultures• Taiwaneseboys,aged10-13,wereaskedaboutastoryinvolvingtheftoffood:“Aman’swifeisstarvingtodeathbutthestoreownerwon’tgive
themananyfoodunlesshecanpay,whichhecan’t.Shouldhebreakinandstealsomefood?Why?”
• YoungboysinGreatBritain,Canada,MexicoandTurkeyweretestedinasimilarway.
KOHLBERG, L. (1968) The child as a moral philosopher. Psychology Today, Volume 2, No. 4, pages 24-30.
Developmental Psychology MoralDevelopment
6. Key findings
In relation to ‘Motive Given for Rule Obedience or Moral Action’: EachofKohlberg’ssixstageswereshownasfollows:
1:Obeyrulestoavoidpunishment.
2:Conformtoobtainrewards,havefavoursreturnedetc.
3.Conformtoavoiddisapproval,dislikebyothers.
4.Conformtoavoidcensurebylegitimateauthoritiesandresultantguilt.
5.Conformtomaintaintherespectoftheimpartialspectatorjudgingintermsofcommunitywelfare.
6.Conformtoavoidself-condemnation.
In relation to the ‘value of human life’: Thesixstageswereshownasfollows:
1.Thevalueofahumanlifeisconfusedwiththevalueofphysicalobjectsandisbasedonthesocialstatusorphysicalattributesofitspossessor.
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6. Key findings
2.Thevalueofhumanlifeisseenasinstrumentaltothesatisfactionoftheneedsofitspossessororofotherpeople.
3.Thevalueofhumanlifeisbasedontheempathyandaffectionoffamilymembersandotherstowarditspossessor.
4.Lifeisconceivedassacredintermsofitsplaceinacategoricalmoralorreligiousorderofrightsandduties.
5.Lifeisvaluedbothintermsofitsrelationtocommunitywelfareandintermsoflifebeingauniversalhumanright.
6.Beliefinthesacrednessofhumanlifeasrepresentingauniversalhumanvalueofrespectfortheindividual.
• InhisstudyKohlberggivesexamplesofhowboysinhisresearchdemonstratedeachstageofmoralreasoningandhowvalueschangeasindividualsprogressthroughthestages.
• Resultsshowedthatabout50%ofeachofthesixstagesaparticipant’sthinkingwasatasinglestage,regardlessofthemoraldilemmainvolvedandparticipantsshowedprogressthroughthestageswithincreasedage.
• NotallparticipantsovertheperiodofthestudyprogressedthroughallthestagesandreachedStage-6.
• Participantsprogressedthroughthestagesoneatatimeandalwaysinthesameorder.
• Onceaparticipanthadreachedaparticularstage,theyeitherstoppedorcontinuedtomoveupward.NoadultsinStage-4hadbeenthroughStage-6,butallStage-6adultshadgonethroughatleastStage-4.
• Achildatanearlierstageofdevelopmenttendstomoveforwardwhenconfrontedwiththeviewsofachildonestagefurtheralongandtheyseemtopreferthisnextstage.
Cross-cultural findings:• Taiwaneseboysaged10-13tendedtogive‘classic’Stage-2responses.
• Middle-classurbanboysaged10intheUS,TaiwanandMexicoshowedtheorderofuseofeachstagetobethesameastheorderofitsdifficultyormaturity.
• IntheUS,byage16,Stage-6wasrarelyused.Atage13,thegood-boy,middlestage(Stage-3)wasnotused.
• MexicoandTaiwanshowedthesameresultsexceptthatdevelopmentwasalittleslower.
• Attheageof16,Stage-5thinkingwasmuchmoresalientintheUSthaneitherMexicoorTaiwan.
• Resultsfortwoisolatedvillages,oneinYacatan,oneinTurkey,alsoshowedthatmoralthoughtincreasedsteadilyfromages10-16thoughithadnotachievedaclearascendencyoverpreconventionalthought.
• Trendsforlower-classurbangroupswereintermediateintherateofdevelopmentbetweenthoseformiddle-classandforvillageboys.Inthesethreedivergentculturestherefore,middle-classchildrenwerefoundtobemoreadvancedinmoraljudgementthanmatchedlower-classchildren.
• NoimportantdifferenceswerefoundinthedevelopmentofmoralthinkingamongCatholics,Protestants,Jews,Buddhists,Moslemsoratheists.
KOHLBERG, L. (1968) The child as a moral philosopher. Psychology Today, Volume 2, No. 4, pages 24-30.
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7. Possible conclusions
• Thereisaninvariantdevelopmentalsequenceinanindividual’smoraldevelopment.
• Eachstageofmoraldevelopmentcomesoneatatimeandalwaysinthesameorder.
• Anindividualmaystopatanygivenstageandatanyage.
• MoraldevelopmentfitswithKohlberg’sstage-patterntheory.
• Thereisaculturaluniversalityofsequenceofstages.
• Middle-classandworking-classchildrenmovethroughthesamesequencebutmiddle-classchildrenmovefasterandfurther.
• This6-Stagetheoryofmoraldevelopmentisnotsignificantlyaffectedbywidelyrangingsocial,culturalorreligiousconditions.Theonlythingthatisaffectedistherateatwhichindividualsprogressthroughthesequence.
KOHLBERG, L. (1968) The child as a moral philosopher. Psychology Today, Volume 2, No. 4, pages 24-30.
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1. Theory/ies on which the study is based
• Children’smoraljudgementsaboutlyingandtruthtellingprimarilyrelyontheextenttowhichaverbalstatementdiffersfromfactualityandwhetherornotthelieispunished.Notuntilaround11yearsofagedochildrenbegintousetheprotagonist’sintentionasthekeyfactoroftheirmoraljudgements(Piaget1932/1965).
• OtherresearchersdisagreewithPiaget’sclaimthattheuseofintentionemergesatonlyaround11yearsofage.Thereisnowageneralconsensusthatpreschoolchildrenandyoungschool-agedchildrenaredistinctlycapableofdistinguishinglyingfrombehaviouralmisdeedsandcanmakeconsistentandaccuratemoraljudgementsinasimilarwaytothatofolderchildrenandadultswhenboththefalsityofastatementandthespeaker’sintentiontodeceivearehighlightede.g.Wimmeretal,1984.
• ThefollowingtheoriesofmoraldevelopmentarereferredtointheoverviewofKohlberg’sstudy,‘Thechildasamoralphilosopher’:
(a)Freud’spsychoanalytictheory
(b)Skinner’sbehaviouristtheory
(c)Piaget’scognitivetheory
(d)Kohlberg’scognitivetheory.
• Sweetser(1987)proposedafolkloristicmodeloflying.Shesuggestedthattheconceptoflyingisnotsimplyacognitiveconstructdefinedbysuchkeysemanticfeaturesasfactuality(whetherastatementreflectsthetruth),intention(whetherthespeakerintendstodeceive),andbelief(whetherthespeakerbelievesthestatement)alone,butitisalsoasocio-culturalconstruct.Shearguedthattheunderstandingoflyingisgreatlyinfluencedbytheculturalnormsandmoralvaluesinwhichindividualsaresocialised.However,untilthisstudy,littlesystematicdevelopmentalevidencehadbeenfoundtosupportthisproposal.
• Kohlbergconductedcross-culturalresearchtosupporthistheoryofmoraldevelopment,butdidnotspecificallyfocusonthe‘artoflying’.
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LEE, K., CAMERON, C., XU, F., FU,G. & BOARD, J. (1997) Chinese and Canadian children’s evaluations of lying and truth telling: Similarities and differences in the context of pro- and antisocial behaviours. Child Development, Volume 68, No. 5, pages 924-934
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2. Background to the study
• Children’sunderstandingandmoraljudgementoflyingandtruthtellingwasanearlytopicofinvestigationindevelopmentalpsychologye.g.Binet,1896;Hall,1891.
• Sincetheearly1980s,developmentalpsychologistshaveshowedrenewedinterestinchildren’sunderstandingandmoraljudgementsoflyingandtruthtellinge.g.Wimmer,Gruber&Perner,1984;Peterson,1995.
• Despitetheadvancesofresearchinrecentyears,understandingofthedevelopmentofchildren’smoraldevelopmentoflyingisstillsomewhatrestricted.OneofthelimitationsisthatnearlyallpreviousresearchwasconductedwithchildreninWesterncountries.Thesechildrenwereraisedinindustrialisedenvironmentsthatemphasiseindividualism,self-assertion/promotionandcompetition.Itwasthereforeunclearwhetherthefindingswiththesechildrencouldbegeneralisedtochildrenofothersocio-culturalbackgrounds.
• Thisstudywasconductedtobridgethegapbetweenthisliteraturebydirectlytestingthepositedeffectofcultureonchildren’smoralevaluationsoflyingandtruthtelling.
• ThisstudycomparesthemoraljudgementsofCanadianchildrenandChinesechildrenfromthePeople’sRepublicofChina(PRC)insituationsinwhichpro-andantisocialactionsweredeniedoracknowledged.
• TheoriginalstudycontainsadetailedjustificationforwhyChinesechildreninthePRCwerecomparedwithchildrenfromtheWesterncultureofCanada.
Developmental Psychology MoralDevelopment
LEE, K., CAMERON, C., XU, F., FU,G. & BOARD, J. (1997) Chinese and Canadian children’s evaluations of lying and truth telling: Similarities and differences in the context of pro- and antisocial behaviours. Child Development, Volume 68, No. 5, pages 924-934
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3. Research method
• Thiswasalaboratoryexperimentwhichusedanindependentmeasuresdesign.
• Theindependentvariables(IVs)were:
(i)whethertheparticipantheardthesocialstoryorthephysicalstory
(ii)whethertheparticipantheard(prosocial)storiesinvolvingachildwhointentionallycarriedoutagooddeed(adeedvaluedbyadultsinbothcountries)or(antisocial)storiesinvolvingachildwhointentionallycarriedoutabaddeed(adeedviewednegativelyinbothcultures).
Therewerethereforefourconditions:ProsocialBehaviour/Truth-Tellingstories,ProsocialBehaviour/Lie-Tellingstories,AntisocialBehaviour/Truth-Tellingstories,AntisocialBehaviour/Lie-Tellingstories.
• Thedependentvariables(DVs)were:
(i)theratinggiventothestorycharacter’sdeed(rangingbetweenvery,verygoodandvery,verynaughty)
(ii)theratinggiventowhatthecharactersaid(verbalstatement)(rangingbetweenvery,verygoodandvery,verynaughty).
• Thefactthatparticipantswerereadfourscenarios(twoprosocialandtwoantisocial)andaskedtoapplythesameratingscaletoboththecharacter’sdeedanditsresponseineachstorymeansthestudyhadelementsofarepeatedmeasuresdesignwithinit.
4. Sample
• 120Chinesechildren:407-year-olds(Mage=7.5years,20male,20female),409-year-olds(Mage=9.4years,20male,20female),and4011-year-olds(Mage=11.3years,20male,20female).TheywererecruitedfromelementaryschoolsinHangzhou,ZhejiangProvince,amedium-sizedcity(provincialcapital)inthePRC.
• 108Canadianchildren:367-year-olds(Mage=7.4years,20male,16female),409-year-olds(M=9.6years,24male,16female),3211-year-olds(Mage=11.5years,14male,18female).TheywererecruitedfromelementaryschoolsinFredericton,NewBrunswick,Canada.LikeHangzhou,FrederictonisaprovincialcapitalbutitspopulationisconsiderablysmallerthanHangzhou.
• Althoughthesocio-economicstatusoftheChinesechildrenwasnotknown(nosuchcategorisationexistsinthePRC),mostCanadianchildrenwerefrommiddle-classfamilies.
Developmental Psychology MoralDevelopment
LEE, K., CAMERON, C., XU, F., FU,G. & BOARD, J. (1997) Chinese and Canadian children’s evaluations of lying and truth telling: Similarities and differences in the context of pro- and antisocial behaviours. Child Development, Volume 68, No. 5, pages 924-934
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5. Outline of the procedure/study
• HalfoftheChinesechildrenparticipatedinthesocialstoryconditionandtheotherhalfwereplacedinthephysicalstorycondition.Thechildrenwererandomlyassignedtoeachcondition.
• FromtheCanadiansample:197-year-olds,209-year-oldsand1711-year-oldswererandomlyassignedtothesocialstoryconditionandtheotherchildrenwereassignedtothephysicalstorycondition.
Materials• Participantswerereadfourscenariosaccompaniedbyillustrations,twoprosocial,twoantisocial.All8storiescanbefoundinAppendixofthe
originalarticle,howevertheProsocialBehaviour/Lie-Tellingstorywentasfollows:
HereisAlex.Alex’sclasshadtostayinsideatrecesstimebecauseofbadweather,soAlexdecidedtotidyuptheclassroomforhisteacher.
(Question1:IswhatAlexdidgoodornaughty?)
SoAlexcleanedtheclassroom,andwhentheteacherreturnedafterrecess,shesaidtoherstudents,“Oh,Iseethatsomeonehascleanedtheclassroomforme.”TheteacherthenaskedAlex,“Doyouknowwhocleanedtheclassroom?”Alexsaidtohisteacher,“Ididnotdoit.”
(Question2:IswhatAlexdidgoodornaughty?)
• Eachparticipantwastestedindividually.
• Participantswerefirstinstructedaboutthemeaningofthewordsandthesymbolsforratingthedeedsandverbalstatementsona7-pointratingchart.Thesewere:very,verygood(3redstars),verygood(2redstars),good(1redstar),neithergoodnotnaughty(bluecircle),naughty(1blackcross),verynaughty(2blackcrosses),very,verynaughty(3blackcrosses).
• Participantswerethenreadeitherthefoursocialorfourphysicalstories.Thestory’s‘deed’sectionwasreadfirstandthentheywouldindicatetheirratingeitherverbally,non-verballyorbothontheratingchart.
• Theywerethenreadthesecondsectionofthestoryandwouldthenindicate,inthesameway,theirratingforthecharacter’sverbalstatement.
• Themeaningofeachsymbolwasrepeatedeverytimeaquestionwasasked.
• Thewords‘good’and‘naughty’,inthetwoquestionswerealteredwithinsubjects.
• Tocontrolforordereffects,foreachcondition,twoordersofthefourstorieswerefirstdeterminedusingarandomisationtable.Abouthalfoftheparticipantsineachconditionwerereadthestoriesinonepredeterminedorder,andtheotherhalfwerereadthemintheotherorder.
• Participantsweretheninvolvedinpost-experimentaldiscussions.
Developmental Psychology MoralDevelopment
LEE, K., CAMERON, C., XU, F., FU,G. & BOARD, J. (1997) Chinese and Canadian children’s evaluations of lying and truth telling: Similarities and differences in the context of pro- and antisocial behaviours. Child Development, Volume 68, No. 5, pages 924-934
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6. Key findings
NB:Participants’ratingswereconvertedaccordingtothefollowingscale:very,verygood=3,verygood=2,good=1,neithergoodnornaughty=0,naughty=1,verynaughty=2,very,verynaughty=3.
Preliminaryanalysesoftheeffectsoforderandgendershowednosignificantdifferencessothedataforthesetwodimensionswerecombinedforsubsequentanalyses.
• Prosocial Behaviour/Truth-Telling Situations:Aplanned2(culture:CanadianandChinese)x2(condition:physicalandsocialstories)x3(age:7,9,11years)analysisofcovariancewiththeratingsofdeedsascovariateswasconductedonparticipants’ratingsoftruthtelling.Thecovariatewasnotsignificant,t(1)=.34ns;indicatingthatchildrenofbothculturesratedtheprosocialbehaviourssimilarly.TheageandculturemaineffectsweresignificantwithCanadianchildrenateachagegivingsimilarratingstotruthtellingwhereasChinesechildren’sratingsbecamelesspositiveasageincreased.Theconditionmaineffectwasnotsignificant.
• Prosocial behaviour/Lie-Telling Situations:- Aplanned2x2x3analysisofcovariancewiththeratingsofdeedsascovariateswasconductedonparticipants’ratingsoflietelling.The
covariatewassignificant,t(1)=2.88,p≤.01,indicatingthatchildrenfromthetwoculturesratedtheprosocialbehavioursdifferentlybothindifferentagegroupsandinthetwoconditions.Afterpartialingouttheeffectof,theageandculturemaineffectsremainedsignificant.Theconditionmaineffectwasnotsignificant.Onlytheinteractionbetweenageandculturewasthereforesignificant.
- Overall,Canadianchildrenratedlietellinginthissituationnegativelybutasageincreasedtheirratingsbecamesomewhatlessnegative.
- Overall,Chinesechildren’sratingsoflietellinginthissituationchangedfromnegativetopositiveasageincreased.
• Antisocial Behaviour/Truth-Telling Situations:- Aplanned2x2x3analysisofcovariancewiththeratingsofdeedsascovariateswasconductedonparticipants’ratingsoftruthtelling.
Thecovariatewasnotsignificant,t(1)=-1.51,ns,indicatingthatchildrenfrombothculturesratedtheantisocialbehaviourssimilarly.Nomaineffectorinteractionwassignificant.
- Childrenfrombothculturesratedtruthtellinginthissituationverypositively.
Developmental Psychology MoralDevelopment
LEE, K., CAMERON, C., XU, F., FU,G. & BOARD, J. (1997) Chinese and Canadian children’s evaluations of lying and truth telling: Similarities and differences in the context of pro- and antisocial behaviours. Child Development, Volume 68, No. 5, pages 924-934
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6. Key findings
• Antisocial behaviour/Lie-Telling Situations:- Aplanned2x2x3analysisofcovariancewiththeratingsofdeedsascovariateswasconductedonparticipants’ratingsoflietelling.The
covariatewassignificant,t(1)=4.96,p≤.01,indicatingthatchildrenofbothculturesratedtheantisocialbehavioursdifferentlyindifferentagegroupsinthetwoconditions.Afterpartialingouttheeffectofthecovariates,theagemaineffectremainedsignificant.Thecultureandconditionsmaineffectswerenotsignificant.Onlytheinteractionbetweenage,cultureandconditionwassignificant.
- BothChineseandCanadianchildrenratedlietellingnegativelyinthiscondition.
- Overall,negativeratingsincreasedwithage,irrespectiveofculture.
- Chinese7-year-oldsratedlietellinglessnegativelythenolderchildreninthephysicalstorycondition,whereasCanadian7-year-oldsratedlietellinglessnegativelythanolderchildreninthesocialstorycondition.
LEE, K., CAMERON, C., XU, F., FU,G. & BOARD, J. (1997) Chinese and Canadian children’s evaluations of lying and truth telling: Similarities and differences in the context of pro- and antisocial behaviours. Child Development, Volume 68, No. 5, pages 924-934
Developmental Psychology MoralDevelopment
7. Possible conclusions
• Intherealmoflyingandtruthtelling,acloserelationshipbetweensocio-culturalpracticesandmoraljudgementsexists.
• Specificsocialandculturalnormshaveanimpactonchildren’sdevelopingmoraljudgements,whichinturn,aremodifiedbyageandexperienceinaparticularculture.
• ChinesechildrenratetruthtellinginprosocialsituationslesspositivelyandlietellinginthesamesituationslessnegativelythanCanadianchildren.
• BothChineseandCanadianchildrenshowsimilarmoralevaluationsoflietellingandtruthtellingrelatedtoantisocialbehaviours.
• Theemphasisonself-effacementandmodestyinChinesecultureincreasinglyexertsitsimpactonChinesechildren’smoraljudgements.
• Moraldevelopmentisahighlycontextualisedprocessandisaffectedbythecultureand/orsocialenvironmentinwhichindividualsaresocialised.
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1. Theory/ies on which the study is based
• Catintelligenceisthecapacityofthedomesticatedcattolearn,solveproblemsandadapttoitsenvironment.
• AccordingtoresearchersatTuftsUniversitySchoolofVetinaryMedicineinBoston,thephysicalstructureofthebrainsofhumansandcatsisverysimilar:bothhavecerebralcorticeswithsimilarlobes,botharegyrencephalici.e.theyhaveasurfacefolding,bothhavegreyandwhitematter.
• Thethalamusofacat,constitutingahypothalamus,epithalamusanddorsalpartsandincludingalateralgeniculatenucleus,andadditionalsecondarynuclearstructuresareresponsibleforcontrollingimpulsestothecortex,functionsofsleep,memoryoriginallyformedofsensorydataandothercellularfunctioning.
• Kittens’brainshaveaneuroplasticity:controlofvisualstimulicorrelatedwithchangesinRNAstructures:catspossessvisual-recognitionmemoryandhaveflexibilityofcerebralencodingfromvisualinformation,adaptabilitycorrespondingtochangingenvironmentalstimuli(Grouseetal,1979;Okujavetal,2005,Okujavetal,2009).
• Inanormalcat,neuronesofthevisualcortexareselectivefortheorientationoflinesandedgesinthevisualfield,andthepreferredorientationsofdifferentcellsaredistributedallaroundtheclock(Hubel&Wiesel,1962).
2. Background to the study
• HirschandSpinelli(1970)reportedthatearlyvisualexperiencecanchangeneuralorganisationinkittens.Theyrearedkittenswithoneeyeviewingverticalstripes,theotherhorizontalandfoundthatoutof21neuroneswithelongatedreceptivefieldsallweremonocularlydriven,andinallbutonecasetheorientationofthereceptivefieldcloselymatchedthepatternexperiencedbythateye.
• BlakemoreandCooperthereforebeganarelatedprojectandthisstudyisapreliminaryreportoftheirfindings.
• TheirapproachisslightlydifferenttothatofHirschandSpinelliinthattheyallowedkittensnormalbinocularvisioninanenvironmentconsistingentirelyofhorizontalorverticalstripes.(Monocularvisionisvisioninwhicheacheyeisusedseparatelywhereasbinocularvisionisvisioninwhichbotheyesareusedtogether).
• Theaimofthisstudywasthereforetoinvestigatethedevelopmentoftheprimaryvisualcortex(incats)andtofindoutifsomeofitspropertiessuchasorientationselectivityareinnate(assuggestedbyHubelandWiesel)orlearned.
BLAKEMORE, C. & COOPER, G. F. (1970) Development of the brain depends on the visual environment. Nature, Volume 228, pages 477-478.
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3. Research method
• Thiswasalaboratoryexperimentwhichusedanindependentmeasuresdesign.
• Theindependentvariable(IV)was:whetherthekittenswererearedinahorizontaloraverticalenvironment.
• Thedependentvariable(DV)wastheirvisuomotorbehaviouroncetheywereplacedinanilluminatedenvironmenti.e.whetherthehorizontallyraisedkittenscoulddetectverticallyalignedobjectsand/oriftheverticallyraisedkittenscoulddetecthorizontallyalignedobjects.
4. Sample
• Kittens(studiedfrombirthuntilthisreportwascompiled)wererandomlyallocatedtooneofthetwoconditions.
• Twoofthekittens(onerearedinahorizontalandoneinaverticalenvironment)wereusedtostudyneurophysicaleffects.
BLAKEMORE, C. & COOPER, G. F. (1970) Development of the brain depends on the visual environment. Nature, Volume 228, pages 477-478.
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5. Outline of the procedure/study
• Thekittenswerehousedfrombirthinacompletelydarkroom.
• Fromtheageoftwoweekstheywereputintoaspecialapparatusforanaverageofaboutfivehoursperday.Thekittenstoodonaclearglassplatforminsideatallcylindertheentireinnersurfaceofwhichwascoveredwithhighcontrastblack-and-whitestripes,eitherverticalorhorizontal.Therewerenocornerstoitsenvironment,noedgestoitsfloorandtheupperandlowerlimitstoitsworldofstripeswerealongwayaway.Itcouldnotevenseeitsbodyasitworeawideblackcollarthatrestricteditsvisualfieldtoawidthofabout130o(Thekittensdidnotseemupsetbythemonotonyoftheirsurroundingsandsatforlongperiodsinspectingthewallsofthetube.)
• Thisroutinewasstoppedwhenthekittenswere5monthsold(wellbeyondthe‘criticalperiod’inwhichtotalvisualdeprivationcausesphysiologicaldeficits,Hubel&Weisel,1970).
• Thekittenswerethentakenforseveralhourseachweekfromtheirdarkcagetoasmall,well-litroom,furnishedwithtablesandchairs.
• Theirvisualreactionswereobservedandrecorded/noted.
• At7.5months,twoofthekittens(onerearedinthehorizontalandonerearedintheverticalenvironment)wereanaesthetisedsotheirneurophysiologycouldbeexamined.
BLAKEMORE, C. & COOPER, G. F. (1970) Development of the brain depends on the visual environment. Nature, Volume 228, pages 477-478.
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6. Some key findings
• Regardlessofwhetherthekittenshadbeenexposedtoverticalorhorizontalstripes,theywereinitiallyextremelyvisuallyimpaired:
- Theirpapillaryreflexeswerenormalbuttheyshowednovisualplacingwhenbroughtuptoatabletopandnostartleresponsewhenanobjectwasthrusttowardsthem.
- Theyguidedthemselvesmainlybytouch.
- Theywerefrightenedwhentheyreachedtheedgeofthesurfacetheywerestandingon.
- Theyshowed‘behaviouralblindness’inthatthekittensraisedinthehorizontalenvironmentcouldnotdetectverticallyalignedobjectsandviceversa.
- Onlytheeyesofthekittenbroughtupinverticalstripesfollowedarodheldverticallyandonlytheeyesofthekittenrearedinhorizontalstripesfollowedtherodifitwasheldhorizontallyi.e.bothkittensremainedblindtocontoursperpendiculartothestripestheyhadlivedwith.
• Thekittensquicklyrecoveredfrommanyofthedeficienciesandwithinatotalofabout10hoursofnormalvisiontheyshowedstartledresponsesandvisualplacingandwouldjumpwitheasefromachairtothefloor.
• However,someoftheirdefectswerepermanent:
- Theyalwaysfollowedmovingobjectswithveryclumsy,jerkyheadmovements.
- Theyoftentriedtotouchthingsmovingontheothersideoftheroom,wellbeyondtheirreach.
• Theneurophysiologicalexaminationshowed:
- Noevidenceofsevereastigmatism,whichmighthaveexplainedthebehaviouralresponses.
- Horizontalplanerecognitioncellsdidnot‘fire-off’inthekittenfromtheverticalenvironmentandverticalplanecellsdidnot‘fire-off’inthekittenfromthehorizontalenvironmentsotherewasdistinctorientationselectivity,showingthekittenssufferedfrom‘physicalblindness’.
- About75%ofcellsinbothcatswereclearlybinocularandinalmosteverywaytheresponseswerelikethatofanormalkitten.
- Thedistributionsofpreferredorientationwerehowevertotallyabnormal:notoneneuronehaditsoptimalorientationwithin20ooftheinappropriateaxisandtherewere,intotal,onlytwelvewithin45oofit.Thisanisotropy(thepropertyofbeingdirectionallydependent)wassignificantatp≤0.00001:chisquaredtest.
- Noobviouslargeregionsof‘silent’cortexcorrespondingtothe‘missing’corticalcolumnswereobserved/found.
BLAKEMORE, C. & COOPER, G. F. (1970) Development of the brain depends on the visual environment. Nature, Volume 228, pages 477-478.
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7. Possible conclusions
• Visualexperiencesintheearlylifeofkittenscanmodifytheirbrainsandhaveprofoundperceptualconsequences.
• Akitten’svisualcortexmayadjustitselfduringmaturationtothenatureofitsvisualexperience.
• Akitten’snervoussystemadaptstomatchtheprobabilityofoccurrenceoffeaturesofitsvisualinput.
• Braindevelopmentisdeterminedbythefunctionaldemandsmadeuponit,ratherthanpre-programmedgeneticfactors.
• Theenvironmentcandetermineperceptionatbothabehaviouralandphysiologicallevel–atleastincats.Itisquestionableastowhetherresultscanbegeneralisedtohumans.
BLAKEMORE, C. & COOPER, G. F. (1970) Development of the brain depends on the visual environment. Nature, Volume 228, pages 477-478.
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MAGUIRE, E. A., GADIAN, D. G., JOHNSRUDE, I. S., GOOD, C. D., ASHBURNER, J., FRACKOWIAK, R. S. & FRITH, C. D. (2000) Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences of the United States of America. Volume 97, No. 8, pages 4398-4403.
Biological Psychology Brainplasticity
1. Theory/ies on which the study is based
• Thehippocampusisoneofthemajorstructuresofthelimbicsystem.Thehumanlimbicsystemisverysimilartothatofprimitiveanimalsandisoftenreferredtoasthe‘oldmammalianbrain’.Itiscloselyinvolvedwithbehavioursthatsatisfycertainmotivational,learningandemotionalneedsincludingfeeding,fighting,escape,andmating.
• Thehippocampusplaysanimportantroleinthelayingdownofnewmemories.Itisfoundinsideeachhemisphereofthebrainandisthoughttoplayanimportantroleinfacilitatingspatialmemoryandnavigation.Recentresearch,suchasthisstudy,hasindicatedthatlesionstothehippocampusaffectanindividual’sabilitytorememberthelocationofdifferentplacesandthings.
2. Background to the study
• Researchhasshownincreasedhippocampalvolumerelativetobrainandbodysizeinsmallmammalsandbirdswhoshowbehaviourrequiringspatialmemorye.g.foodstoring.
• Insomespecies,hippocampalvolumesenlargespecificallyduringseasonswhenspatialabilityisgreatest.
• Researchhasalsoshownthattherearedifferencesinthestructureofhealthyhumanbrainse.g.betweenmalesandfemales,musiciansandnon-musicians.
• Howeverpastresearchhasnotshown:
(i)Whetherdifferencesinbrainstructureissusceptibletoplasticchangeinresponsetoenvironmentalstimulation.
(ii)Thepreciseroleofthehippocampusinhumans.
(iii)Whetherthehumanbrainrespondstoexperiencesrequiringspatialmemoryinthesamewayassmallermammalsandbirds.
• Maguirethereforeaimedtoshowthatthehippocampusinthehumanbrainisthestructureassociatedwithspatialmemoryandnavigation.
• HersampleofLondontaxidriverswasidealbecausetheyhavetoacquireextensivespatialandnavigationalinformation(passTheKnowledge)onthecityofLondontogaintheirtaxidrivinglicence.
• Heruseofagroupoftaxidriverswithawiderangeofnavigationalexperienceallowedhertoexaminethedirecteffectofspatialexperienceonbrainstructure.
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3. Research method
• Thiswasaquasi/naturalexperimentbecausetheindependentvariable(IV)–whethertheparticipantwasaLondontaxidriverorapersonwhodidnotdrivetaxis–wasnaturallyvaryingandsocouldnotbemanipulatedorcontrolledbytheresearchers.Thedependentvariable(DV)wasthevolumeofthehippocampiincludingtheiranterior,bodyandposteriorregions;measuredbyanalysingMRIscansofparticipants’brainusingthetwotechniquesofVBMandpixelcounting.
• Thestudyusedanindependentmeasures,matchedparticipantsdesign.
MAGUIRE, E. A., GADIAN, D. G., JOHNSRUDE, I. S., GOOD, C. D., ASHBURNER, J., FRACKOWIAK, R. S. & FRITH, C. D. (2000) Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences of the United States of America. Volume 97, No. 8, pages 4398-4403.
Biological Psychology Brainplasticity
4. Sample
• Theexperimentalgroupof16taxidriverswereallhealthy,right-handed,maleLondontaxidrivers,meanage44years(range32-62years),meantimeasalicensedLondontaxidriver(passedTheKnowledge)14.3years(range1.5-42years).
• Thecontrolgroupwhodidnotdrivetaxis(50fortheVBManalysis,16forthepixelcounting)werematchedforhealth,handedness,sex,meanageandagerange.
5. Outline of the procedure/study
• ThescansofthecontrolgroupwereselectedfromthestructuralMRIscandatabaseatthesameunitwherethetaxidriverswerescanned.• TheMRIscansofallparticipantswereanalysedusing:
(i)VBM(voxel-basedmorphometry)whichisanautomaticprocedurethat‘normalises’thescanstoatemplatetoeliminateoverallbrainsizeasavariableandthenidentifiesdifferencesingreymatterdensityindifferentregionsofthebrain.Thebrainsofthe16taxidriverswerecomparedtothoseof50non-taxidriverstoseeiftherewereanydifferencesinstructure.
(ii)Pixelcountingcomparedthevolumeofanterior,bodyandposteriorcross-sectionsofthetaxidrivers’hippocampiwiththoseofapreviouslyage,genderandhandedness-matchedsampleof16controlstakenfromthe50usedintheVBManalysis.TheimageswereanalysedbyonepersonexperiencedinthetechniqueandblindedtowhetherthescanwasofataxidriveroracontrolandtheVBMfindings.Thisprocedureallowedthetotalhippocampalvolumetobecalculated.
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6. Key Findings
• VBManalysisshowednosignificantdifferencesbetweenthebrainsofthetwogroupsexcept:(i)Taxidrivershadsignificantlyincreasedgreymattervolumeintherightandleftposteriorhippocampicomparedtocontrols.(ii)Inthecontrolstherewasarelativelygreatergreymattervolumeintherightandleftanteriorhippocampicomparedtotaxidrivers.
• Pixelcountingshowedthatalthoughtherewasnosignificantdifferenceinoverallvolumeofthehippocampibetweenthetwogroups:(i)Taxidrivershadasignificantlygreaterposteriorhippocampalvolumethancontrols.(ii)Controlshadasignificantlygreateranteriorrighthippocampalvolumethanthetaxidriversandasignificantlygreaterhippocampalbodyvolumeontherightthantheleft.
Regions of the brain with the largest volume
• Correlationsshowedasignificantpositivecorrelationbetweenthelengthoftimeasataxidriverandtherightposteriorhippocampalvolume,butanegativecorrelationfortheanteriorhippocampalvolume.
MAGUIRE, E. A., GADIAN, D. G., JOHNSRUDE, I. S., GOOD, C. D., ASHBURNER, J., FRACKOWIAK, R. S. & FRITH, C. D. (2000) Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences of the United States of America. Volume 97, No. 8, pages 4398-4403.
Biological Psychology Brainplasticity
Left hippocampus Right hippocampus
Anterior CONTROLS
Body CONTROLS
Posterior TAXIDRIVERS TAXIDRIVERS
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7. Possible conclusions
• ThereareregionallyspecificstructuraldifferencesbetweenthehippocampioflicensedLondontaxidriverscomparedtothosewhodonotdriveLondontaxis.
• TheprofessionaldependenceonnavigationalskillsinlicensedLondontaxidriversisassociatedwitharelativeredistributionofgreymatterinthehippocampus.
• Itcanbesuggestedthatthechangesinthearrangementofhippocampalgreymatterareacquiredi.e.duetonurture.
• Findingsalsoindicatethepossibilityoflocalplasticityinthestructureofanormalhumanbrainwhichallowsittoadaptinresponsetoprolongedenvironmentalstimuli.
MAGUIRE, E. A., GADIAN, D. G., JOHNSRUDE, I. S., GOOD, C. D., ASHBURNER, J., FRACKOWIAK, R. S. & FRITH, C. D. (2000) Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences of the United States of America. Volume 97, No. 8, pages 4398-4403.
Biological Psychology Brainplasticity
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1. Theory/ies on which the study is based
• Intelligencecanbeseenasessentiallyasystemoflivingandactingoperationsi.e.astateofbalanceorequilibriumachievedbythepersonwhenheisabletodealadequatelywiththedatabeforehim.Butitisnotastaticstate,itisdynamicinthatitcontinuallyadaptsitselftonewenvironmentalstimuli(Piaget,J1960PsychologyofIntelligence,Patterson,NJ:Littlefield,Adams.).
• Biologicaldefinitionsseeintelligenceasrelatedtoadaptationtotheenvironment.
• Intelligenceisaninnate,generalcognitiveability(Burt,C.L.(1955).“TheEvidencefortheConceptofIntelligence,”BritishJournalofEducationalPsychology,25,158–177).
• Intelligenceistheabilitytodealwithcognitivecomplexity(Gottfredson,LindaS1998Thegeneralintelligencefactor.ScientificAmerican,Incorporated).
• Theoriesofintelligenceinclude:
- Psychometric(factor-analysis)theoriese.g.Spearman’stwo-factortheory(1904),Burt(1949)andVernon’s(1950)hierarchicalmodel,Thurstone’sprimarymentalabilities.
- Fluidandcrystallisedintelligencee.g.Cattell,1963;Horn&Cattell,1967,1982.
- Information-processingapproache.g.Sternberg,1979;Fishbein,1984.
- Gardner’s(1983,1998)theoryofmultipleintelligence.
• Tryingtodefineintelligencehasprovedproblematicsoresearchershavetendedtofocusinsteadontestingintelligence,whateverintelligencemaybe!
• Akeyissuerelatedtointelligenceistheoneofnatureandnurture.Isintelligenceinnate(nature)orlearned(nurture)?Ifitislearnedwearen’ttestinganunchangingthingbutsomethingthatisaproductofaperson’sexperience.Inwhichcaseoneshouldbeabletoenhanceaperson’sexperienceinsuchawaythattheirintelligenceincreases.Ifintelligenceislearnedthentheonlypointintestingwouldbetoworkoutwhoneedsmoreteaching.Ontheotherhand,ifintelligenceisinnateandunchangingthenthepointoftestingistoclassifypeople.Intelligencetestsdoassumethatintelligenceisaninnateandfixedquantity,because,otherwisewhatisthepointindoingthem?
• Theterm‘IQ’istheusualtestscoregiveninanintelligencetest.Itstandsfor‘intelligencequotient’,aquotientbeingtheresultofadivision–mentalage(MA,one’sscoreonthetest)dividedbyone’schronologicalage(CA).Thisisdonebecauseonewouldexpecta5-year-oldtodolesswellthana10-year-old;thereforethescoresshouldbeadjustedfortheirage.Thequotientisthenmultipliedby100togetridofdecimals:
IQ = MA x 100CA
GOULD, S. J. (1982) A nation of morons. New Scientist, Volume 6, pages 349-352.
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2. Background to the study
• In1904,BinetandSimonwerecommissionedbytheFrenchgovernmenttodeviseatestwhichwouldidentifythosechildrenwhowouldn’tbenefitfromordinaryschoolingbecauseoftheirinferiorintelligence.TheresultwastheSimon-Binettest(1905),generallyacceptedasthefirstintelligencetest.
• In1910,TermanatStanfordUniversitybeganadaptingtheSimon-BinettestforuseintheUSA.ThetestbecameknownastheStanford-Binettest.Ithasbeenrevisedandmodifiednumeroustimessince.
• Wechslerdevelopedthemostwidelyusedtestofadultintelligence,theWechslerAdultIntelligenceScale(WAIS)in1944.Thishasalsobeenrevisednumeroustimessinceitwasfirstused.
• TheStanford-BinetandWechslertestsareindividualtests,giventoonepersonatatime;whereasgrouptestsareadministeredtoseveralpeopleatonce.AmajorimpetustothedevelopmentofgrouptestingwasAmerica’sinvolvementinWW1.Aquickandeasymethodofselectingoveronemillionrecruitswasneeded,andtheresultwastheArmyAlphaandBetatests.
• YerkeswasapsychologistatHarvardUniversity.Atthistime(early1900s)psychologywasperceivedasa‘soft’science,soYerkeswantedtoimproveitsstatusbydemonstratingthatitcouldbeasobjectiveandquantifiableastheotherscientificdisciplines.Yerkesalsobelievedthatintelligencewasinheritedandthereforecouldnotbechanged(duetonature).Hesawanopportunitytogivepsychologythestatusitdeservedbyincorporatinghisideasofinheritedintelligenceandthedevelopmentofmentaltesting,whichatthetimewasinitsearlieststages.Hebelievedthatifhecouldshowthatintelligencetestswerereliableandvalid,thenthisquantifiablemeasurewouldprovehispoint.WiththeoutbreakofWW1,thenowColonelYerkes,developedtheideathatitmightbepossibletouserecruitsfortheAmericanarmyasasourceofsufficientdatatoshowthatintelligencetestingwasscientific.Previouseffortstodothishadbeeninsufficientlyco-ordinatedorweresimplyinadequate.ColonelYerkesmanagedtopersuadetheAmericangovernmenttogoalongwithhisidea.
• ThisCoreStudyaimedtoexaminetheearlyhistoryofintelligencetestingasconductedbyYerkesonarmyrecruitsintheUSAduringWW1.Gouldaimedtoidentifythefollowingissuesinpsychology:
- Theproblematicnatureofpsychometrictestingingeneralandthemeasurementofintelligenceinparticular.
- Theproblemoftheoreticalbiasinfluencingresearchinpsychology,inparticularhowpsychologicaltheoriesontheinheritednatureofintelligenceandtheprejudiceofasocietycandramaticallydistorttheobjectivityofintelligencetesting.
- Theproblemofthepoliticalandethicalimplicationsofresearch,inthiscasetheuseofbiaseddatatodiscriminatebetweenpeopleinsuitabilityforoccupationandevenadmissiontoacountry.
GOULD, S. J. (1982) A nation of morons. New Scientist, Volume 6, pages 349-352.
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3. Research method
• TheGouldstudyisnotapieceofempiricalresearch.ItisimportanttobeawarethatthearticleisaneditedextractfromGould’s(1981)book,‘TheMismeasureofMan’inwhichhetracesthehistoryofthemeasurementofhumanintelligencefromnineteenthcenturycraniology(themeasurementofskulls)totoday’shighlytechnicalandsophisticatedmethodsofIQtesting.
• ThestudyisthereforeareviewarticlethatlooksatthehistoryofRobertM.Yerkes’intelligencetestingofrecruitsfortheUSarmyinWW1,andhisattempttoestablishpsychologyasascientificdiscipline.
4. Sample
• 1.75millionarmyrecruitsintheUSAduringWW1.TherecruitsincludedWhiteAmericans,‘Negroes’andEuropeanimmigrants.
GOULD, S. J. (1982) A nation of morons. New Scientist, Volume 6, pages 349-352.
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5. Outline of the procedure/study• FromMaytoJuly1917,Yerkes,togetherwithanumberofcolleagueswhosharedhisviewsonthehereditarynatureofintelligence,wrotethe
armymentaltests.Togethertheydevelopedthreetypesoftest,thefirsttwoofwhichcouldbegiventolargegroupsandtooklessthananhourtocomplete.
THE ARMY ALPHA TEST• Thiswasdesignedforliteraterecruits.Itconsistedofeightparts.Itincludeditemswithwhichwearetotallyfamiliaraspartofintelligence
testing:analogies,fillinginthenextnumberinasequenceetc.ItrequiredagoodbasicunderstandingofEnglishlanguageskillsandliteracy.AlthoughthetestswereconsideredbyYerkestomeasure‘nativeintellectualability’(intelligencethatisnotinfluencedbyeducationand/orculture),theywereinfactextremelybiased.Afterall,howcouldsomeonewhowasunfamiliarwithAmericancultureachieveadecentscore?Thefollowingexamplesgivesomeideaofthetypeofquestionsasked:
• WashingtonistoAdamsasfirstisto…….
• Criscoisa:patientmedicine,disinfectant,toothpaste,foodproduct?
• Thenumberofkaffir’slegsis2,4,6,8?
• ChristyMatthewsonisfamousasa:writer,artist,baseballplayer,comedian?
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5. Outline of the procedure/studyTHE ARMY BETA TEST• ThiswasatestdesignedforpeoplewhowereilliterateorfailedtheArmyAlphaTest.Ithadsevenpartsandconsistedofpicturecompletion
taskse.g.
• Thepictureswereagainculturallyspecificandwouldhavebeenextremelydifficulttocompleteifparticipantshadnoknowledgeofsomeoftheitems.Therewerealsomazetests,countingthenumberofcubes,findingthenextinaseriesofsymbolsandtranslatingnumeralsintosymbolsusingacodetoworkfrom.
• Theinstructionswerewritten(inEnglish),inthreeofthesevenpartstheanswershadtobegiveninwriting,yetthiswasatestforilliterateswhomayneverhaveheldapencilbeforehand!
GOULD, S. J. (1982) A nation of morons. New Scientist, Volume 6, pages 349-352.
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Item 18 A B C
D E F
?
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5. Outline of the procedure/studyTHE INDIVIDUAL SPOKEN EXAMINATION:Ifrecruitsfailedontheothertwotests,theyweresupposedtobegivenanindividualspokenexamination,thishoweverrarelyhappened.
• EveryindividualwasgivenaGradefromAtoE,withplusandminussignse.g.C-indicatedalowaverageintelligence,suitableforthepositionofordinaryprivateinthearmy;Dindicatedapersonrarelysuitedfortasksrequiringspecialskill,forethought,resourcefulnessorsustainedalertness.
• Administrationofthetestscausednumerousproblems:
• RecruitswhowereilliterateshouldimmediatelyhavebeenassignedtotheBetaTest,orgivenitiftheyfailedtheAlphatest,butthisonlyhappenedinsomecamps.ThereforeilliterateorimmigrantrecruitsoftensattheAlphaTestandcameoutscoringnexttonothing.
• InfactthelevelsofliteracyamongstAmericans,especiallyblackAmericans,weremuchlowerthanYerkesanticipatedandthisconfoundedtheproblemsfurther.
• QueuesfortheBetaTestbegantobuildupandthisledtoanartificialloweringofstandardsbytheadministratorsinordertoreallocatemorementotheAlphaTest.Insomecamps,theminimumlevelofschoolingwassufficienttowarrantsittingtheAlphatest,whereasinotherstherecruitshadtoachieveacertaingrade.
• Besidestheseinconsistenciesinadministration,furtherproblemsarosewithmen,especiallyblackmen,whofailedtheAlphaTestnotbeingallowedtore-sittheBetaTest.
• OnlyonefifthofthosewhofailedtheBetaTestwereallowedtotaketheindividualexaminations.
GOULD, S. J. (1982) A nation of morons. New Scientist, Volume 6, pages 349-352.
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6. Key findings
• ThedatawasanalysedbyE.G.Boring,Yerkes’lieutenant,whomanipulatedtheresults.Selecteddatawasconvertedtoacommonstandardtolookforracialandnationalaverages.
• Thefollowing‘FACTS’emerged:
• Theaveragementalageofwhite,American,adult,malesstoodjustabovetheedgeofmoronityatashockingandmeagre13.(Termanhadpreviouslysetthestandardat16.)Thisindicatedthatthecountrywas‘anationofmorons’andassuchwastakenbytheeugeniciststoshowthatthepoor,Negroesandfeeble-mindedhadbeeninterbreedingandloweringtheoverallintelligenceofthepopulation.
• ThedataalsoshowedthatEuropeanimmigrantscouldbegradedbytheircountryoforiginwiththedarkerpeopleofSouthernEuropeandtheSlavsofEasternEuropebeinglessintelligentthanthefairpeopleofWesternandNorthernEurope.
• Theblackmanhadanaveragementalageof10.41.Howeverthelightertheskincolour.Thehigherthescore.
ANALYSIS AND SUBSEQUENT DEVELOPMENTS• Thetestshadalargeimpactonofficerscreening.Bytheendofthewar,twothirdsofthemenwhohadpromotedwerethosewhohadtaken
thetestsandachievedgoodtestresults.AccordingtoYerkestherewasalsoa‘steadystreamofrequestsfromcommercialconcerns,educationalestablishmentsandindividualsfortheuseofarmymethodsofpsychologicalexaminingorfortheadaptationofsuchmethodsforspecialneeds’.
• The‘fact’thattheaveragementalageofAmericanwas13wasconcerningbutthemostimportantimplicationthesestestshadwasthedifferencesinracialandnationalgroups.Bearinginmindthatthesetestswerenowacceptedmeasuresofinnateintelligence,herewasevidencethattherereallywasadifferencebetweenracialandnationalgroupsintheirlevelsofintelligence.Interestinglyenough,NordicpeoplefromnorthernEuropehadbeenshowntobethemostintelligent.
• This‘evidence’wasusedbyCarlBrigham,AssistantprofessoratPrincetonUniversity,inabookwhichwasidealpropagandaforanyracists.Thebookdispelledanypossibleconcernsthatmightberaisedabouttheaccuracyofthefindingsbysomeverystrangereasoning.AlthoughsomeJewswereextremelyaccomplishedscholars,statesmenandperformingartists,therewereonlynoticeablebecausetheywereunusualexceptionstotherule.Themajorityhadbeenassessedashavinglowlevelsofintelligence.
• Althoughthetestsweresupposedtobeaccurateirrespectiveofcountryoforiginorfirstlanguage,evenYerkesadmittedtheresultsshowedthattherewasaproblemforpeoplewhoweren’tfamiliarwithEnglish.ThemostrecentimmigrantshadbeenLatinsandSlavswhospokelittleEnglish,so,naturally,theyhadscoredthelowestscoresofall.
. . . continues
GOULD, S. J. (1982) A nation of morons. New Scientist, Volume 6, pages 349-352.
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7. Possible conclusions
• IQtestsareculturallyandhistoricallybiased.
• IQtestsdonotmeasureinnateintelligence.
• IQtestingisoftenunreliable.
• IQtestsmaynotproducevalidresults.
• Inappropriate,poorlyadministeredIQtestscanleadtotragicconsequences.
• Nationscanbegradedbytheirintelligence.
• Americaisanationofmorons!
GOULD, S. J. (1982) A nation of morons. New Scientist, Volume 6, pages 349-352.
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6. Key findings
. . . continued • THE IMMIGRATION RESTRICTION ACTwaspassedin1924bytheUSCongressandwasshapedbyYerkes’findings.Peoplefromsouthernand
easternEuropeandfromtheAlpineandMediterraneannationswhohadscoredverypoorlyonthearmytestswerenolongerwelcomeintheUSA.Thewaythiswascontrolledwasbylookingatdatafromacensusofimmigrants,whichhadbeenconductedin1890whenimmigrationfromsouthernandeasternEuropewasverylow.ItwasdecidedthatthequotaofimmigrantsallowedintoAmericawouldbe2%ofeachrecordednationtakenfromthe1890figures.Thisobviouslymeantthatthenumbersof‘theunwanted’wouldbeverylow.Gould,inhisbook,makesitclearwhymorerecentdatafromanothercensus(1920)wasnotusedasthebasis–becausetheproportionsofimmigrantsin1920wasverydifferenti.e.therehadbeenmoresouthernandeasternEuropeanimmigrantssoworkingonthe2%immigrationquotawouldhavemeantmorewouldhavebeenallowedintoAmerica!
• TheseimmigrationrestrictionsweretohavehorrendousconsequencesastheimmigrationfromsouthernandeasternEuropewasallbutceased.ThepersecutionoftheJewswhichstartedwellbeforetheactualbeginningoftheSecondWorldWar,meantthatmanyJewstriedtoescapefromtheirhomeland,buttherewas‘noadmittance’toAmerica.Calculationssuggestthatasmanyas6millionpeoplefromsouthern,centralandeasternEuropeweredeniedentryintoAmericabetween1924andthestartofWW2,in1939.ThefateofmanyofthemasaresultoftheNaziregimeiswellknown.
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1. Theory/ies on which the study is based
• Languagecommunicatesdirectlyanindividual’sthoughtstoanotherperson.
• Therelationshipbetweenlanguageandthoughthasbeenthesubjectofmuchdebateamongphilosophersandpsychologists.Viewsfallintofourmaincategories:
(i)Thoughtisdependenton,orcausedby,languagee.g.Watson’s‘peripheralist’approach,theSapir-Whorflinguisticrelativityhypothesis(LRH).
(ii)Languageisdependenton,andreflects,thoughtse.g.Piaget(1959),Pinker(2010),Everett(2009).
(iii)Thoughtandlanguageareinitiallyquiteseparateactivitiese.g.Vygotsky(1962).
(iv)Languageandthoughtsareoneandthesame.
• Wordscanrevealsignificantinsightsaboutpsychologicalfunctioninge.g.Pennebaker,Mehl&Niederhoffer(2003)“Psychologicalaspectsofnaturallanguageuse:Ourwords,ourselves.”Annualreviewofpsychology54.1(2003):547-577.
• Underlyingcognitiveandemotionalprocessescanberevealedthroughsubtlepatternsinwordchoice.
• Quantitativewordcountscanbeusedasatoolintheidentificationandexaminationofabnormalpsychologicalprocesses(Oxman,Rosenberg,Schnurr&Tucker,1988).Psychopathymaythereforebereflectedinidiosyncraticlinguisticstyles.
• Psychopathshavespecificcombinationsofcognitive,socialandemotionalcharacteristicsthatdifferentiatethemfromthegeneralpopulation(Hare,2003,2006).
2. Background to the study
• AcomputerisedanalysisbyJunghaenel,Smyth&Santner(2008)oflanguageproducedbypsychiatricpatientsrevealedfewerwordspertainingtooptimism,basiccognitivefunctions,referencestothefuture,andcommunicationwithotherscomparedtoasampleofcommunityvolunteers.
• Therehasbeenlittleexaminationofthespeechassociatedwithpsychopaths(Hare,1993)whocompriseabout1%ofthegeneralpopulation(Hare,2006).
• Hare(2003)foundthatstudiesofpsychophysiology,neurology,andbehaviourhaveshownpsychopathstoexhibitawhollyselfishorientationandprofoundemotionaldeficit.
• ResearcherssuchasRaineetal(2003,2004)andOliveria-Souzaetal(2008),havefoundthatthepsychopath’sdiminishedcapabilityforneuralsensibilityappearstohavebiologicalunderpinnings.
HANCOCK, J., WOODWORTH, M.T. & PORTER, S. (2011) Hungry like the wolf: a word-pattern analysis of the language of psychopaths. Legal and Criminal Psychology, Volume 18, No. 1, pages 102-114
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2. Background to the study
• Patrick(2006)foundpsychopathsexhibitnoapparentdeficitsinintellect.• Previousstudieshaverevealedthatpsychopaths’languageappearstobelesscohesivethannon-psychopaths:
- Cleckley(1976)observed,throughcasestudies,thatthediscourseofpsychopathswasmorelikelytoincludeatangentialandincoherentqualitythannon-psychopaths.
- Williamson(1993)analysedthenarrativesofpsychopathsandnon-psychopathsandfoundthattheformerusedmorecontradictory,logicallyinconsistentstatements.
- Similarly,Brinkley,Newman,Harper&Johnson(1999)foundthatnarrativesofpsychopathscontainedfewercohesivetiesandmoreintegrateddetailsthannon-psychopaths.
• Thisstudywasthefirsttouniquelyexaminethespecificqualitiesofpsychopathiclanguageusingsophisticatedstatisticaltextanalysistools.Theresearchersexaminedthelanguagecharacteristicsofpsychopaths(indescribingtheirviolentcrimes)onthreemajorcharacteristics:(i)Theirinstrumentalnature.(ii)Theiruniquematerialandsocioemotionalneeds.(iii)Theiremotionaldeficit.(TheexpectationsofHancocketalinrelationtothesethreecharacteristicscanbefoundintheoriginalstudy.)
• Theiraimwastoexaminewhetherthelanguageofpsychopathsreflected,aspredicted,aninstrumental/predatoryworldview,uniquesocioemotionalneedsandapovertyofeffect.
HANCOCK, J., WOODWORTH, M.T. & PORTER, S. (2011) Hungry like the wolf: a word-pattern analysis of the language of psychopaths. Legal and Criminal Psychology, Volume 18, No. 1, pages 102-114
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3. Research method
• PsychopathywasmeasuredusingPschopathyChecklistRevised(PCL-R;Hare,1991,2003).• Thisstudyusedsemi-structured/open-endedinterviews(aself-reportmethod)whichemployedtheStep-WiseInterviewtechniquetogather
datainrelationtothelanguageofpsychopathsandnon-psychopathswhohadcommittedmurder.• ThenarrativesweresubsequentlytranscribedandanalysedthroughcontentanalysisusingtheWmatrixandtheDAL.
4. Sample
• 52malemurders(14psychopathic,38non-psychopathic)incarceratedinCanadiancorrectionalfacilitieswhoadmittedtheircrimeandvolunteeredforthestudy.
• 8convictions(16%)wereforfirst-degreemurder,32(64%)ofconvictionswereforsecond-degreemurderand10(20%)ofconvictionswereformanslaughter.
• Therewerenodifferencesbetweenthetypeofcrime(manslaughter,second-degreemurder,first-degreemurder)andpsychopathyversuscontrol(non-psychopathy).
• Meanageatthetimeoftheircurrenthomicidewas28.9years(SD=9.2,rangeof14-50years).• Thetwogroupsdidnotdifferonage(psychopaths:M=39.71years,SD=7.53;controls:M=39.91years,SD=9.76,t(50)=.06,ns.• Thetwogroupsdidnotdifferintheamountoftimesincethehomicidewascommitted(psychopaths:M=11.87years,SD=7.78;controls:M=
9.82,SD=6.78,t(50)=.93,ns.
Psychology of Individual Differences Measuringdifferences
HANCOCK, J., WOODWORTH, M.T. & PORTER, S. (2011) Hungry like the wolf: a word-pattern analysis of the language of psychopaths. Legal and Criminal Psychology, Volume 18, No. 1, pages 102-114
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5. Outline of the procedure
• Firstly,potentialparticipantswereaskedwhethertheywouldbeinterestedintakingpartinaresearchstudy.• Interestedindividualsunderwentapsychopathyassessment:
- PsychopathywasmeasuredusingthePsychologyChecklist-Revised(PCL-R).Psychopathy,asmeasuredbythePCL-Rischaracterisedby20criteriascoredfrom0–2foramaximumscoreof40.Theclinicaldiagnosticcut-offforpsychopathyisscoresof30orabove.(Furtherdetailsofthiscanbefoundintheoriginalstudy.)
- ThePCL–RassessmentswereeitherconductedbyextensivelytrainedprisonpsychologistsoraresearcherwhowaswelltrainedinthecodingofthePCL–R(aninter-raterreliabilitycheckshowedasignificantpositivecorrelationwithp≤.001).
- Usingacut-offscoreof25(whichhadpreviouslybeenjustifiedforresearchpurposese.g.Jackson,Rogers,Neumann&Lambert,2002),14offenderswereclassifiedaspsychopathicand38asnon-psychopathic.
• Participantsweretheninterviewed.Atthebeginningoftheinterview,thepurposeofthestudy(toexaminethemannerinwhichhomicideoffendersrecalltheirhomicideoffence)andtheprocedurewereverballyexplained.
• Whilebeingaudio-taped,participantswereaskedtodescribetheirhomicideoffencesinasmuchdetailaspossible.Inthisopen-endedinterviewingprocedure,eachparticipantwasencouragedtoprovideasmuchinformationaboutthecrimeaspossiblefromthebeginningtotheend,omittingnodetails.ParticipantswerepromptedtoprovidetodothisusingastandardisedprocedureknownastheStep-WiseInterview(seeYuille,Marxson&Cooper,1999).
• Theinterviewersweretwoseniorpsychologygraduatestudentsandoneresearchassistant,allofwhomwereblindtothepsychopathyscoresoftheoffenders.
• Interviewslastedabout25minutes.• Thenarrativesweresubsequentlytranscribed,asclosetoverbatimaspossibleandthencheckedtoensurespellingerrorswerecorrected,all
interviewercommentsweredeletedandpropernounsandabbreviationswerespelledout.• Twotextanalysistoolswerethenusedtoanalysethetranscripts:
(i)ThecorpusanalysisprogrammeWmatrix(Rayson,2003,2008),whichwasusedtocomparepartsofspeechandtoanalysesemanticconceptscontainedinthepsychopathandcontrolcorpora.
(ii)TheDictionaryofAffectinLanguage(DAL)softwareprogramme(Whissell&Dewson,1986)wasusedtoexaminetheaffectivetoneofthewords.
(Detailsofthesetextanalysistoolscanbefoundintheoriginalstudy.)
HANCOCK, J., WOODWORTH, M.T. & PORTER, S. (2011) Hungry like the wolf: a word-pattern analysis of the language of psychopaths. Legal and Criminal Psychology, Volume 18, No. 1, pages 102-114
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6. Key findings
• Theinterviewsofthepsychopathsandcontrolsproducedatotalof127,376words.The14psychopathnarrativescontained29,562wordsandaveraged2,201.5(SE=408.1)perparticipant.The38controlnarrativescontained97,814wordsandaveraged2,554.3(SE=367.0)perparticipants.Therewasnosignificantdifferenceintheaveragenumberofwordsproducedbypsychopathsandcontrols,t(50)=.59,ns.
Instrumental language analysis- Psychopathsproducedmoresubordinatingconjunctionsthancontrolse.g.because,since,as,sothat.
Hierarchy of needs analysis- Psychopathsusedapproximatelytwiceasmanywordsrelatedtobasicphysiologicalneeds,includingeating,drinkingandmonetary
resourceswhendescribingtheirmurdersthancontrols.- Controlsusedsignificantlymorelanguagerelatedtosocialneeds,includingfamily,religionandspiritualitythanpsychopaths.
Semantic content of homicide descriptions, related to Maslow’s hierarchy of needs across psychopathic and non-psychopathic offenders
Psychopaths Controls
Frequency % Frequency %
Physiological & safety needs
Food 89 .30 117 .12
Drink 196 .66 370 .38
Clothing 120 .41 266 .27
Money 78 26 160 .16
Social needs
Family 84 .28 555 .57
Religion 36 .12 201 .21
HANCOCK, J., WOODWORTH, M.T. & PORTER, S. (2011) Hungry like the wolf: a word-pattern analysis of the language of psychopaths. Legal and Criminal Psychology, Volume 18, No. 1, pages 102-114
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6. Key findings
Emotional expression of language - Thedegreetowhichthepsychopathshadphysiologicallydistancedthemselves/weresimplydetachedfromtheirhomicidewasexamined
throughtheuseofthepastandpresentformofverbsandtherateofarticles:
Temporal representations of psychopathic and non-psychopathic offenders.
- Psychopathsusedmorepasttenseverbsthancontrolse.g.stabbed.- Psychopathsusedfewerpresenttenseverbsthancontrolse.g.stab.- Psychopathsproducedahigherrateofarticlesthancontrols,revealingthattheirlanguageinvolvedmoreconcretenouns.
• Psychopathiclanguagewassignificantlylessfluentthancontrols.• Initially,nosignificantdifferencesintheemotionalcontentoflanguagebetweenthetwogroupsintermsofpleasantness,intensityorimagery
werefound.Howeverfurtheranalysisshowedpsychopathytobeassociatedwithlesspositivelyvalencedandlessemotionallyintenselanguage.
HANCOCK, J., WOODWORTH, M.T. & PORTER, S. (2011) Hungry like the wolf: a word-pattern analysis of the language of psychopaths. Legal and Criminal Psychology, Volume 18, No. 1, pages 102-114
Psychology of Individual Differences Measuringdifferences
Psychopaths Controls
Frequency % Frequency %
Temporal construal
Lexicalverbs-pasttensee.g.gave 1,798 6.08 5,466 5.59
Lexicalverbs–presenttensee.g.work 727 2.46 2,853 2.92
Articlese.g.a,the 1,281 4.33 3,877 3.96
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7. Possible conclusions
• Psychopathsaremorelikelythannon-psychopathstodescribecauseandeffectrelationshipswhendescribingtheirmurder.
• Psychopathsaremorelikelytoviewtheircrimeasalogicaloutcomeofaplanthannon-psychopaths.
• Psychopathsfocusmoreonphysiologicalneedsthanhigherlevelsocialneedsthannon-psychopaths.
• PsychopathsarefocusedonalowerlevelofnecessitiesinMaslow’shierarchyofneedsthannon-psychopaths.
• Psychopathswilllinguisticallyframetheirhomicideasmoreinthepastandinmorepsychologicallydistanttermsthannon-psychopaths.
• Psychopathsgivelessemotionallyintensedescriptionsoftheircrimesanduselessemotionallypleasantlanguagethannon-psychopaths.
• Psychopathiclanguageissubstantiallymoredisfluentthanthatofnon-psychopaths.
• Psychopathsdescribepowerfulemotionalevents(theircrimes)inanidiosyncraticmanner.
• Psychopathsoperateonaprimitivebutrationallevel.
HANCOCK, J., WOODWORTH, M.T. & PORTER, S. (2011) Hungry like the wolf: a word-pattern analysis of the language of psychopaths. Legal and Criminal Psychology, Volume 18, No. 1, pages 102-114
Psychology of Individual Differences Measuringdifferences
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