Tag: classical research

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Schachter & Singer (1962) Critique: “Cognitive, Social, And Physiological Determinants Of Emotional State”

Schachter, S., & Singer, J. (1962). Cognitive, Social, And Physiological Determinants Of
Emotional State. Psychological Review, 69(5).

Arhe Vaninetti
Research Methods & Statistics, PSY301, Pacific University, Oregon
March 16, 2023

Cognitive, Social, And Physiological Determinants Of Emotional State
Within Schachter & Singer’s (1962) study on the stages of emotion, they aimed to find that emotions are the result of physiological factors (neurological and bodily emotions), and cognitive interpretation of those physiological factors. The findings of this study supported the Two-Factor Theory of Emotion. Namely, the researchers hoped to establish that emotion is not a simultaneous event, but rather two distant bodily functions that happen in tandem (and may or may not match each other). Continue reading “Schachter & Singer (1962) Critique: “Cognitive, Social, And Physiological Determinants Of Emotional State””

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Simons & Chabris (1999) Critique: “Gorillas in our Midst: Sustained Inattentional Blindness for Dynamics Events”

Simons, D., & Chabris, C. (1999). Gorillas in Our Midst: Sustained Inattentional Blindness
for Dynamic Events. Perception, (28) 1059-1074.

Arhe Vaninetti
Research Methods and Statistics, PSY301, Pacific University, Oregon
March 13, 2023

In Simons & Chabris’ (1999) study on perception and inattentional blindness, they aimed to create a comprehensive study that highlighted previous research on the topic, as well as to expand and consolidate their additional research. For this study, the researchers examined where attention is focused (mainly around a stimulus and not on it), as well as established typical methodology from previous studies (i.e., Neisser and Becklen, 1975). From these previous studies, Simons & Chabris (1999) suggest that the experiments on inattentional blindness could have been improved with varying task difficulty, and direct comparisons with the superimposed (transparent) versions of the videos and with the opaque versions of the videos. Continue reading “Simons & Chabris (1999) Critique: “Gorillas in our Midst: Sustained Inattentional Blindness for Dynamics Events””

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Loftus & Pickrell (1995) Critique: “The Formation of False Memories”

Loftus, E. F., & Pickrell, J. E. (1995). The Formation of False Memories. Psychiatric Annals, 25, 720-725.

Arhe Vaninetti
Research and Statistics, PSY301, Pacific University, Oregon
March 9, 2023

Loftus & Pickrell (1995) created an experimental design as part of their research on false memories and confabulation. Famously referred to as the “Lost in the Mall” study, this research team aimed to find if false memories could be created through the power of suggestion. They selected 24 student participants from the University of Washington population. From there they contacted an older relative of the participants and asked them for three stories from the participant’s childhood (around ages 4-6) that were not traumatic events or events that were retold frequently. Continue reading “Loftus & Pickrell (1995) Critique: “The Formation of False Memories””

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Loftus & Palmer (1974) Critique: “Reconstruction of Automobile Destruction — An Example of the Interaction between Language and Memory.”

Loftus & Palmer (1974). Reconstruction of Automobile Destruction — An Example of the Interaction between Language and Memory. 

Arhe Vaninetti 

Research Methods and Statistics, PSY301, Pacific University, Oregon

March 6, 2023 

During the era of history, the issue of false memories and languages’ effects on interpretations were being heavily researched due to various court-based cultural factors. The understanding of memory, whether short term or long, was reviewed largely due to weak understanding. The notion of implanting memories, false eyewitness memories, false accusations, and confabulated memories were Loftus & Palmer’s (1974) influences in creating a study on memory distortion in eyewitness testimony. This study was set up not only to be about memory confabulation, but specifically in the context of a legal issue. Continue reading “Loftus & Palmer (1974) Critique: “Reconstruction of Automobile Destruction — An Example of the Interaction between Language and Memory.””

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Snowdon et al. (1996) Critique: “Linguistic Ability in Early Life and Cognitive Function and Alzheimer’s Disease in Late Life: Findings from the Nun Study”

Snowdon et al. (1996). Linguistic Ability in Early Life and Cognitive Function and Alzheimer’s Disease in Late Life: Findings from the Nun Study. 

Arhe Vaninetti 

Research Methods and Statistics, PSY150, Pacific University, Oregon

March 1, 2023 

Snowdon et al. (1996) aimed to find if linguistic ability was associated with Alzheimer’s disease or declined cognitive function in later life. In this study, the researchers convenience sampled from the School Sisters of Notre Dame congregation, and found ample participants, but narrowed it down to 93 nuns who had similar demographic characteristics and had written autobiographies in their early life. Commonly, after a nun had spent 4 years in training, they would often write an autobiography before they took their vows—which Snowdon et al. then used to characterize which nuns had high/low linguistic ability through linguistic complexity and idea density. Continue reading “Snowdon et al. (1996) Critique: “Linguistic Ability in Early Life and Cognitive Function and Alzheimer’s Disease in Late Life: Findings from the Nun Study””

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Bandura, Ross, & Ross (1961) Critique: “Transmission of Aggression through Imitation of Aggressive Models”

Bandura, Ross, & Ross (1961). Transmission of Aggression through Imitation of Aggressive Models. Journal of Abnormal and Social Psychology, 63[3], 575-582

Arhe Vaninetti 

Research Methods & Statistics, PSY301, Pacific University, Oregon

February 27, 2023 

The study conducted by Bandura, Ross, & Ross (1961) was the keystone to assessing the transmission and incidental learning of aggressive behavior in children aged 37 to 69 months old (or around 3 to 5 years old). The 72 children (36 male and 36 female) were divided into the following groups: the control group (24 children), the aggressive group (24 children), and the nonaggressive group (24 children). It is noted in the study that in each group, both control and experimental, half of the children were male and half were female. Continue reading “Bandura, Ross, & Ross (1961) Critique: “Transmission of Aggression through Imitation of Aggressive Models””

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Mineka et al. (1984) Critique: “Observational Conditioning of Snake Fear in Rhesus Monkeys”

Mineka, Davidson, & Cook Keir (1984). Observational Conditioning of Snake Fear in Rhesus Monkeys. 

Arhe Vaninetti 

Research Methods and Statistics, PSY301, Pacific University, Oregon 

February 19, 2023 

Mineka et al. (1984) aimed to study and correct previous literature on the observational conditioning of the snake fear in rhesus monkeys and to extrapolate from their findings how the research related to human subjects. In Mineka et al.’s (1984) study, the designed experiment was based on previous research by Mineka et al. (1980) where they tested the fear response of young monkeys to snakes. Mineka et al. cited this previous research as having limitations in measuring the fear responses in young monkeys due to the monkeys’ attachment to their social group, which meant that the experimenters’ tests on food latency may have been testing the monkeys’ reactions to a new environment instead. Continue reading “Mineka et al. (1984) Critique: “Observational Conditioning of Snake Fear in Rhesus Monkeys””

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Seigman & Meier (1967) Critique: “Failure to Escape Traumatic Shock”

Seligman, M., & Maier, S., (1967). Failure to Escape Traumatic Shock.

Arhe Vaninetti 

Research Methods and Statistics, PSY301, Pacific University, Oregon

February 21, 2023 

Martin E. Seligman began his research on dogs’ Pavlovian responses by initially establishing the concept of learned helplessness, with former research partner J. Bruce Overmier in 1967. Seligman & Meier (1967) continues this research and introduces the concept of control as the vehicle with which dogs could associate with the ability to escape. In Experiment I, Seligman & Meier initially chose 30 ‘mongrel’ dogs that weighed between 25 and 29 pounds. It is important to note that some dogs were removed as subjects because of their ability to learn to escape the shocks, because they were not large enough for the harnesses, or because they died during the experiment, which left the researchers with 24 total subjects divided into 8 groups, with 3 dogs in each group. Continue reading “Seigman & Meier (1967) Critique: “Failure to Escape Traumatic Shock””

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