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WorksheetsAS Level Studies
Total questions: 81
Worksheet time: 1hrs 21mins
Name
Class
Date
1.
What was the aim(s) of Canli’s study?
a)
Is the amygdala sensitive to varying degrees of emotional intensity?
b)
Does level of emotional intensity affect memory of stimuli?
c)
Can cognitive factors lead individuals to describe feelings with any number of emotional labels when physically aroused with no adequate explanation?
d)
Are eye movements related to dream content?
2.
What was the aim(s) of Dement and Kleitman’s study?
a)
Does dream recall differ between REM and nREM sleep?
b)
Is there a correlation between estimates of dream duration and REM length before waking?
c)
Are eye movements related to dream content?
d)
Does emotional intensity affect memory of stimuli?
e)
Is the amygdala sensitive to varying degrees of emotional intensity?
3.
What was the aim(s) of Schachter & Singer’s study?
a)
Can cognitive factors lead individuals to describe feelings with any number of emotional labels when physically aroused with no adequate explanation?
b)
Is the amygdala sensitive to varying degrees of emotional intensity?
c)
Does emotional intensity affect memory of stimuli?
d)
Are eye movements related to dream content?
4.
What was the aim(s) of Andrade’s study?
a)
Does doodling (sketching of patterns and figures unrelated to the primary task) aid in information processing (namely memory)?
b)
Does telling participants they loved eating asparagus as children cause them to generate false beliefs or memories about asparagus?
c)
Do children imitate behavior (specifically aggression) when they observe it in a role model?
d)
Can exposure therapy reduce the disgust and distress of those with button phobia?
5.
What was the aim(s) of Baron-Cohen’s study?
a)
Will people with Aspergers or Autism be impaired on the “Reading the Mind in the Eyes” test for distinguishing emotions?
b)
Are there sex differences in performance on ability to distinguish others’ emotions for those with Autism?
c)
Does the “Reading the Mind in the Eyes” test correlate with other measures of autistic traits?
d)
Do children imitate behavior (specifically aggression) when they observe it in a role model?
6.
What was the aim(s) of Laney’s first experiment?
a)
Does telling participants they loved eating asparagus as children cause them to generate false beliefs or memories about asparagus?
b)
Is the sight of asparagus more appealing to participants after a false love of asparagus has been conditioned into them?
c)
Does dream recall differ between REM and nREM sleep?
d)
Is the amygdala sensitive to varying degrees of emotional intensity?
7.
What was the aim(s) of Laney’s second experiment?
a)
Is the sight of asparagus more appealing to participants after a false love of asparagus has been conditioned into them?
b)
Were the results of Laney’s first experiment reliable?
c)
Can exposure therapy reduce the disgust and distress of those with button phobia?
d)
How obedient will people be when receiving orders from an authority figure?
8.
What was the aim(s) of Bandura’s experiment?
a)
Do children imitate behavior (specifically aggression) when they observe it in a role model?
b)
Does the sex of a role model/child matter when it comes to observational learning?
c)
How obedient will people be when receiving orders from an authority figure?
d)
Will people be obedient even if it meant someone could be seriously hurt?
9.
What was the aim(s) of Saavedra’s and Silverman’s study?
a)
Can exposure therapy reduce the disgust and distress of those with button phobia?
b)
What factors (victim type, victim race, model behavior, or bystander group size) affect Good Samaritanism most?
c)
Can cognitive factors lead individuals to describe feelings with any number of emotional labels when physically aroused with no adequate explanation?
d)
Are eye movements related to dream content?
10.
What was the aim(s) of Pepperberg’s study?
a)
Could a parrot use vocal labels to demonstrate understanding of the idea ‘same’ vs ‘different’?
b)
What factors (victim type, victim race, model behavior, or bystander group size) affect Good Samaritanism most?
c)
Can chimpanzees understand the needs of a member of the same species?
d)
Can cognitive factors lead individuals to describe feelings with any number of emotional labels when physically aroused with no adequate explanation?
11.
What was the aim(s) of Milgram’s study?
a)
How obedient will people be when receiving orders from an authority figure?
b)
Will people be obedient even if it meant someone could be seriously hurt?
c)
Do children imitate behavior (specifically aggression) when they observe it in a role model?
d)
Does the sex of a role model/child matter when it comes to observational learning?
12.
What was the aim(s) of Piliavin’s study?
a)
What factors (victim type, victim race, model behavior, or bystander group size) affect Good Samaritanism most?
b)
Could a parrot use vocal labels to demonstrate understanding of the idea ‘same’ vs ‘different’?
c)
Could a parrot use vocal labels to demonstrate understanding of the idea ‘same’ vs ‘different’?
d)
How obedient will people be when receiving orders from an authority figure?
13.
What was the aim(s) of Yamamoto’s study?
a)
Can chimpanzees understand the needs of a member of the same species?
b)
Can chimpanzees respond to the needs of other chimps with targeted helping?
c)
Could a parrot use vocal labels to demonstrate understanding of the idea ‘same’ vs ‘different’?
d)
Can exposure therapy reduce the disgust and distress of those with button phobia?
14.
What was the sample for Canli’s study?
a)
10 right-handed female volunteers
b)
7 males and 2 female adults
c)
185 male University of Minnesota students taking introductory psychology. received course credit for participation
15.
What was the sample for Dement and Kleitman’s study?
a)
10 right-handed female volunteers
b)
7 males and 2 female adults
c)
185 male University of Minnesota students taking introductory psychology. received course credit for participation
16.
What was the sample for Schachter & Singer’s study?
a)
10 right-handed female volunteers
b)
7 males and 2 female adults
c)
185 male University of Minnesota students taking introductory psychology. received course credit for participation
17.
What was the sample for Andrade’s study?
a)
40 members of a participant panel at the Medical Research Council unit for cognitive research. 18-55 years old, mainly females (5 males)
b)
72 children (3-6yo; equal parts boy and girl) from the Stanford University nursery school
c)
7 males and 2 female adults
d)
15 people with Aspergers/High-Functioning Autism (AS/HFA) & 14 people with similar IQs (1 IQ point average difference)
18.
What was the sample for Baron-Cohen’s study?
a)
15 people with Aspergers/High-Functioning Autism (AS/HFA) & 14 people with similar IQs (1 IQ point average difference)
b)
122 ‘normal’ adults & 103 ‘normal’ students
c)
5 chimpanzees housed within the Primate Research Institute who had been part of many other perceptual and cognitive studies, including some similar to the current aim
d)
72 children (3-6yo; equal parts boy and girl) from the Stanford University nursery school
19.
What was the sample for Laney’s first experiment?
a)
128 undergrads (mostly females) at the University of California. Received course credit for participation
b)
72 children (3-6yo; equal parts boy and girl) from the Stanford University nursery school
c)
40 male (20-50yo) volunteers
d)
~4450 passengers traveling on an underground service between Harlem and the Bronx weekdays (11am-3pm) - opportunity sample
20.
What was the sample for Laney’s second experiment?
a)
103 undergrads (mostly females) from the University of Washington. Received course credit for participation
b)
185 male University of Minnesota students taking introductory psychology. received course credit for participation
c)
72 children (3-6yo; equal parts boy and girl) from the Stanford University nursery school
d)
1 African Gray parrot (“Alex”) who had been used for research on communication and cognition for 10 years - case study
21.
What was the sample for Bandura’s experiment?
a)
72 children (3-6yo; equal parts boy and girl) from the Stanford University nursery school
b)
40 male (20-50yo) volunteers
c)
122 ‘normal’ adults & 103 ‘normal’ students
d)
15 people with Aspergers/High-Functioning Autism (AS/HFA) & 14 people with similar IQs (1 IQ point average difference)
22.
What was the sample for Saavedra’s and Silverman’s study?
a)
1 nine-year-old Hispanic American boy with a phobia of buttons (case study)
b)
185 male University of Minnesota students taking introductory psychology. received course credit for participation
c)
15 people with Aspergers/High-Functioning Autism (AS/HFA) & 14 people with similar IQs (1 IQ point average difference)
d)
40 male (20-50yo) volunteers
23.
What was the sample for Pepperberg’s study?
a)
1 African Gray parrot (“Alex”) who had been used for research on communication and cognition for 10 years - case study
b)
~4450 passengers traveling on an underground service between Harlem and the Bronx weekdays (11am-3pm) - opportunity sample
c)
1 nine-year-old Hispanic American boy with a phobia of buttons (case study)
d)
5 chimpanzees housed within the Primate Research Institute who had been part of many other perceptual and cognitive studies, including some similar to the current aim
24.
What was the sample for Milgram’s study?
a)
40 male (20-50yo) volunteers
b)
~4450 passengers traveling on an underground service between Harlem and the Bronx weekdays (11am-3pm) - opportunity sample
c)
103 undergrads (mostly females) from the University of Washington. Received course credit for participation
d)
15 people with Aspergers/High-Functioning Autism (AS/HFA) & 14 people with similar IQs (1 IQ point average difference)
25.
What was the sample for Piliavin’s study?
a)
~4450 passengers traveling on an underground service between Harlem and the Bronx weekdays (11am-3pm) - opportunity sample
b)
1 African Gray parrot (“Alex”) who had been used for research on communication and cognition for 10 years - case study
c)
15 people with Aspergers/High-Functioning Autism (AS/HFA) & 14 people with similar IQs (1 IQ point average difference)
d)
10 right-handed female volunteers
26.
What was the sample for Yamamoto’s study?
a)
5 chimpanzees housed within the Primate Research Institute who had been part of many other perceptual and cognitive studies, including some similar to the current aim
b)
1 nine-year-old Hispanic American boy with a phobia of buttons (case study)
c)
1 African Gray parrot (“Alex”) who had been used for research on communication and cognition for 10 years - case study
d)
72 children (3-6yo; equal parts boy and girl) from the Stanford University nursery school
27.
What kind of experiment was Canli’s study?
a)
laboratory experiment
b)
natural experiment
c)
case study
28.
What kind of experiment was Dement and Kleitman’s study?
a)
laboratory experiment
b)
natural experiment
c)
case study
29.
What kind of experiment was Schachter & Singer’s study?
a)
laboratory experiment
b)
natural experiment
c)
case study
30.
What kind of experiment was Andrade’s study?
a)
laboratory experiment
b)
natural/quasi-experiment
c)
case study
d)
controlled observation (lab setting)
31.
What kind of experiment was Baron-Cohen’s study?
a)
laboratory experiment
b)
natural/quasi-experiment
c)
case study
d)
controlled observation (lab setting)
32.
What kind of experiment was Laney’s first experiment?
a)
Laboratory experiment
b)
case study
c)
Field experiment (New York City subway)
d)
controlled observation (lab setting)
33.
What kind of experiment was Bandura’s experiment?
a)
Laboratory experiment
b)
natural experiment
c)
case study
d)
controlled observation (lab setting)
34.
What kind of experiment was Saavedra’s and Silverman’s study?
a)
case study
b)
Field experiment (New York City subway)
c)
laboratory experiment
d)
controlled observation (lab setting)
35.
What kind of experiment was Pepperberg’s study?
a)
Case study
b)
laboratory experiment
c)
natural experiment
d)
controlled observation (lab setting)
36.
What kind of experiment was Milgram’s study?
a)
controlled observation (lab setting)
b)
case study
c)
natural experiment
d)
Field experiment (New York City subway)
37.
What kind of experiment was Piliavin’s study?
a)
Field experiment (New York City subway)
b)
laboratory experiment
c)
case study
d)
controlled observation (lab setting)
38.
What kind of experiment was Yamamoto’s study?
a)
laboratory experiment
b)
Field experiment (New York City subway)
c)
case study
d)
controlled observation (lab setting)
39.
What experimental design was used for Canli’s study?
a)
repeated measures design
b)
independent measures design
c)
matched pairs design
40.
What experimental design was used for Dement and Kleitman’s experiment?
a)
repeated measures design
b)
independent measures design
c)
matched pairs design
41.
What experimental design was used for Schachter & Singer’s study?
a)
repeated measures design
b)
independent measures design
c)
matched pairs design
42.
What experimental design was used for Andrade’s study?
a)
Independent measures design
b)
repeated measures design
c)
matched pairs design
43.
What experimental design was used for Laney’s first experiment?
a)
Independent measures design
b)
repeated measures design
c)
matched pairs design
44.
What experimental design was used for Laney’s second experiment?
a)
Independent measures design
b)
repeated measures design
c)
matched pairs design
45.
What experimental design was used for Bandura’s experiment?
a)
Independent measures design
b)
repeated measures design
c)
matched pairs design
46.
What experimental design was used for Milgram’s study?
a)
Repeated measures design (technically - everyone performed the same task, but there weren’t really any other experimental/control conditions)
b)
independent measures design
c)
matched pairs design
47.
What experimental design was used for Piliavin’s study?
a)
Independent measures design
b)
repeated measures design
c)
matched pairs design
48.
What experimental design was used for Yamamoto’s study?
a)
Repeated measures design
b)
independent measures design
c)
matched pairs design
49.
What was the independent variable in Canli’s study?
a)
Intensity of emotional arousal (scale of 0-3; self-reported)
b)
Whether participants were woken up from REM sleep, nREM sleep, or at random
c)
Knowledge of injections
d)
emotional situation placed in
50.
What was the independent variable in Dement and Kleitman’s study?
a)
Intensity of emotional arousal (scale of 0-3; self-reported)
b)
Whether participants were woken up from REM sleep, nREM sleep, or at random
c)
Knowledge of injections
d)
emotional situation placed in
51.
What was the independent variable in Schachter & Singer’s study?
a)
Intensity of emotional arousal (scale of 0-3; self-reported)
b)
Whether participants were woken up from REM sleep, nREM sleep, or at random
c)
Knowledge of injections
d)
emotional situation placed in
52.
What was the independent variable in Andrade’s study?
a)
Whether participants doodled or not
b)
Whether participants had a false belief embedded (love of asparagus)
c)
Type of victim - ‘drunk’ vs ‘ill’
d)
Ability of the chimpanzee to give targeted helping to another chimp - helper chimp can see the tool use situation vs. can’t see tool use situation
53.
What was the independent variable in Baron-Cohen’s study?
a)
Type of participant (AS/HFA, ‘normal’ adult/student, IQ matched group)
b)
Ability of the chimpanzee to give targeted helping to another chimp - helper chimp can see the tool use situation vs. can’t see tool use situation
c)
Whether participants doodled or not
d)
Type of victim - ‘drunk’ vs ‘ill’
54.
What was the independent variable in Laney’s first experiment?
a)
Whether participants had false belief that they enjoyed asparagus as a child
b)
Model type: aggressive, non-aggressive, or none
c)
Gender of the child
d)
Whether participants doodled or not
55.
What was the independent variable in Laney’s second experiment?
a)
Whether participants had a false belief embedded (love of asparagus)
b)
Ability of the chimpanzee to give targeted helping to another chimp - helper chimp can see the tool use situation vs. can’t see tool use situation
c)
Type of participant (AS/HFA, ‘normal’ adult/student, IQ matched group)
d)
Whether participants doodled or not
56.
What was the independent variable in Bandura’s experiment?
a)
Model type: aggressive, non-aggressive, or none
b)
Model gender: same as child or opposite of child
c)
Gender of the child
d)
Model behavior - close to victim vs distant
57.
What was the independent variable in Piliavin’s study?
a)
Type of victim - ‘drunk’ vs ‘ill’
b)
Race of victim - black vs white
c)
Model behavior - close to victim vs distant
d)
Model type: aggressive, non-aggressive, or none
58.
What was the independent variable in Yamamoto’s study?
a)
Ability of the chimpanzee to give targeted helping to another chimp - helper chimp can see the tool use situation vs. can’t see tool use situation
b)
Whether participants had a false belief embedded (love of asparagus)
c)
Whether participants doodled or not
d)
Type of victim - ‘drunk’ vs ‘ill’
59.
What was the dependent variable in Canli’s study?
a)
Amygdala activation (from fMRI)
b)
memory of stimuli (measured 3 weeks later)
c)
Whether or not participants recalled a dream
d)
Observations (non-participant observers)
e)
self-report of emotion felt following arousal
60.
What was the dependent variable in Dement and Kleitman’s study?
a)
Amygdala activation (from fMRI)
b)
memory of stimuli (measured 3 weeks later)
c)
Whether or not participants recalled a dream
d)
Observations (non-participant observers)
e)
self-report of emotion felt following arousal
61.
What was the dependent variable in Schachter & Singer’s study?
a)
Amygdala activation (from fMRI)
b)
memory of stimuli (measured 3 weeks later)
c)
Whether or not participants recalled a dream
d)
Observations (non-participant observers)
e)
self-report of emotion felt following arousal
62.
What was the dependent variable in Andrade’s study?
a)
Place recall - unexpected test
b)
Party attendee recall - expected test (plausible mishearings like Craig vs Greg were marked correct)
c)
“Reading the Mind in the Eyes” test score
d)
Targeted helping behavior - correct tool vs incorrect tool
63.
What was the dependent variable in Baron-Cohen’s study?
a)
“Reading the Mind in the Eyes” test score
b)
Score on the AQ test (only used on the AS/HFA and IQ-matched groups)
c)
Targeted helping behavior - correct tool vs incorrect tool
d)
Level of bystander helping
64.
What was the dependent variable in Laney’s first experiment?
a)
Self-reported responses to 5 different questionnaire
b)
“Reading the Mind in the Eyes” test score
c)
Level of bystander helping
d)
memory of stimuli (measured 3 weeks later)
65.
What was the dependent variable in Laney’s second experiment?
a)
Self-reported responses to 4 questionnaires
b)
Participant feedback to a 20-picture slideshow of common foods
c)
Level of bystander helping
d)
Whether or not participants recalled a dream
66.
What was the dependent variable in Bandura’s experiment?
a)
What learning the child displayed - aggressive or non-aggressive tendencies
b)
“Reading the Mind in the Eyes” test score
c)
Targeted helping behavior - correct tool vs incorrect tool
d)
Whether or not participants recalled a dream
67.
What was the dependent variable in Piliavin’s study?
a)
Level of bystander helping
b)
Targeted helping behavior - correct tool vs incorrect tool
c)
Self-reported responses to 5 different questionnaire
d)
Whether or not participants recalled a dream
68.
What was the dependent variable in Yamamoto’s study?
a)
Targeted helping behavior - correct tool vs incorrect tool
b)
Self-reported responses to 5 different questionnaire
c)
Level of bystander helping
d)
memory of stimuli (measured 3 weeks later)
69.
What were the results of Canli’s study?
a)
Participant ratings of emotional intensity reflected the valence and arousal characteristics of stimuli
b)
Scenes rated as highly emotionally intense were recalled better than those rated lower.
c)
Uninterrupted dream stages typically last 3-50 minutes (avg. ~20 min), are longer later at night, and show intermittent bursts of ~2-100 rapid eye movements
d)
in the euphoria condition: misinformed patients reported feeling happier, while informed patients reported feeling the least positive. The same occurred in the anger condition
70.
What were the results of Dement and Kleitman’s study?
a)
Participant ratings of emotional intensity reflected the valence and arousal characteristics of stimuli
b)
Scenes rated as highly emotionally intense were recalled better than those rated lower.
c)
Uninterrupted dream stages typically last 3-50 minutes (avg. ~20 min), are longer later at night, and show intermittent bursts of ~2-100 rapid eye movements
d)
in the euphoria condition: misinformed patients reported feeling happier, while informed patients reported feeling the least positive. The same occurred in the anger condition
71.
What were the results of Schachter & Singer’s study?
a)
Participant ratings of emotional intensity reflected the valence and arousal characteristics of stimuli
b)
Scenes rated as highly emotionally intense were recalled better than those rated lower.
c)
Uninterrupted dream stages typically last 3-50 minutes (avg. ~20 min), are longer later at night, and show intermittent bursts of ~2-100 rapid eye movements
d)
in the euphoria condition: misinformed patients reported feeling happier, while informed patients reported feeling the least positive. The same occurred in the anger condition
72.
What were the results of Andrade’s study?
a)
Doodlers recalled 29% more names and places on average compared to non-doodlers
b)
Participant ratings of emotional intensity reflected the valence and arousal characteristics of stimuli
c)
Subject correctly responded to 76.6% of trials, demonstrating that parrots can distinguish between ‘same’ and ‘different’
d)
Children with aggressive models imitated their models’ exact behavior, and were more aggressive than than the other two model groups
73.
What were the results of Baron-Cohen’s study?
a)
Participants in the AS/HFA group were significantly worse at identifying target words that the control groups
b)
Sex characteristics were apparent between males and females on the test, but they weren’t significant
c)
Doodlers recalled 29% more names and places on average compared to non-doodlers
d)
Children with aggressive models imitated their models’ exact behavior, and were more aggressive than than the other two model groups
74.
What were the results of Laney’s first experiment?
a)
Responses from people in the ‘love asparagus’ condition rose on average from 1.5 to 4.1 after false feedback from researchers was given
b)
Doodlers recalled 29% more names and places on average compared to non-doodlers
c)
Participant ratings of emotional intensity reflected the valence and arousal characteristics of stimuli
d)
Subject correctly responded to 76.6% of trials, demonstrating that parrots can distinguish between ‘same’ and ‘different’
75.
What were the results of Laney’s second experiment?
a)
Love group reported loving asparagus the first time they tried it significantly more than the control group
b)
Believers reported a significantly greater desire to eat asparagus than the control group
c)
Believers rated the asparagus photo as more appetizing than the control group
d)
Nearly 80% of victims received spontaneous help before model could intervene
76.
What were the results of Bandura’s experiment?
a)
Children with aggressive models imitated their models’ exact behavior, and were more aggressive than than the other two model groups
b)
Boys were more physically aggressive than girls, while girls were slightly more verbally aggressive than boys
c)
Boys were significantly more likely to imitate the same-sex model that girls, though the effect was still mirrored in the girls
d)
Responses from people in the ‘love asparagus’ condition rose on average from 1.5 to 4.1 after false feedback from researchers was given
77.
What were the results of Saavedra’s and Silverman’s study?
a)
Positive reinforcement therapy: successful completion of all exposure tasks and greater ability to approach buttons positively
b)
Positive reinforcement therapy: feelings of self-reported distress increased between each session
c)
Imagery exposure therapy: appeared successful in reducing self-reported rating of distress
d)
Subject correctly responded to 76.6% of trials, demonstrating that parrots can distinguish between ‘same’ and ‘different’
78.
What were the results of Pepperberg’s study?
a)
Subject correctly responded to 76.6% of trials, demonstrating that parrots can distinguish between ‘same’ and ‘different’
b)
Nearly 80% of victims received spontaneous help before model could intervene
c)
Responses from people in the ‘love asparagus’ condition rose on average from 1.5 to 4.1 after false feedback from researchers was given
d)
Chimpanzees are capable of flexible targeted helping based on the goals of the other chimps
79.
What were the results of Milgram’s study?
a)
Participants showed extremely high levels of destructive obedience (65% willing to go the highest voltage - told it was deadly)
b)
Most participants displayed nervousness when delivering shocks, seen shaking, groaning, and sweating, yet still followed the directions of the experimenter
c)
Children with aggressive models imitated their models’ exact behavior, and were more aggressive than than the other two model groups
d)
Responses from people in the ‘love asparagus’ condition rose on average from 1.5 to 4.1 after false feedback from researchers was given
80.
What were the results of Piliavin’s study?
a)
Nearly 80% of victims received spontaneous help before model could intervene
b)
Participants were more likely to help a victim with a cane over a drunk victim
c)
Race of the victim did not matter, but there was minor evidence of greater willingness to help a victim of the same race as the participant
d)
Children with aggressive models imitated their models’ exact behavior, and were more aggressive than than the other two model groups
81.
What were the results of Yamamoto’s study?
a)
Chimpanzees are capable of flexible targeted helping based on the goals of the other chimps
b)
Subject correctly responded to 76.6% of trials, demonstrating that parrots can distinguish between ‘same’ and ‘different’
c)
Nearly 80% of victims received spontaneous help before model could intervene
d)
Responses from people in the ‘love asparagus’ condition rose on average from 1.5 to 4.1 after false feedback from researchers was given
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