Cognitive Processing in a Technical World (DP IB Psychology)

Blacker et al. (2014) investigates the extent to which action video games may improve visual working memory (VWM).

The two conditions that participants are randomly allocated to in Blacker et al. (2014):

• Condition 1: playing active video games e.g. call of duty

• Condition 2: playing a non-active game e.g. sims

The procedure used by Blacker et al. (2014) is as follows:

1. A self-report (rating scale) assessing participants' motivation to complete a visual working memory (VWM) task

2. Training using the game (action or non-action) for over 30 hours across 30 days

3. A self-report assessing participants' engagement in the VWM task

False.

In Blacker et al. (2014), participants who trained using the action game showed improvement in switching attention quickly compared to those trained on a non-action game.

Based on the findings, Blacker et al. (2014) concluded that action video games may improve visual working memory (VWM) through the enhancement of selective attention.

True.

Blacker et al. (2014) has good application as it highlights the responsivity of visual working memory (VWM) to training which could be used in educational settings where improving cognitive skills is a key objective.

The aim of Morina et al. (2015) is to assess how virtual reality exposure therapy (VRE) can be used to treat phobias.

Virtual reality exposure therapy (VRE) involves:

• a patient being gradually and safely exposed to the phobic stimulus until their distress and fear have decreased significantly

• a VR headpiece worn by the participant, projecting interactive 3D objects and situations associated with the phobia

• the patient being taught strategies to help them manage their fear and anxiety surrounding the phobic stimulus

True.

Morina et al. (2015) conducted a meta-analysis which used the findings of 14 clinical trials using virtual reality exposure therapy (VRE) in the treatment of specific phobias e.g. fear of spiders, heights, flying, climbing stairs.

a & c.

The findings of Morina et al. (2015) show that phobic patients responded well to VRE treatment.

The findings are supported by previous research into the use of VRE to treat phobias.

False.

A strength of Morina et al. (2015) is that patients may prefer VRE to other traditional forms of phobia therapy such as systematic desensitisation as it gives them more control of the process.

Virtual reality exposure therapy (VRE) might not be an option for most patients as it is expensive and time-consuming.

Sparrow et al. (2011) investigates the relationship between memory, technology, and the ‘Google effect’?

In Sparrow et al. (2011), participants are asked to learn new trivia and enter this information into a computer.

The two conditions of the independent variable are:

1. participants are told that the information they enter into the computer will be saved and they will have access to it at a later date

2. participants are told that the information they enter into the computer will be deleted

Half of the participants in both conditions are told that they need to remember the information they learn as they will need it later.

False.

In the Sparrow et al. (2011) study, condition 1 participants (told they could access the information at a later date) had a lower recall rate compared to participants in condition 2 (who were told that the information would be deleted).

The conclusion of Sparrow et al. (2011) is that the 'Google effect’ (reliance on technology to retain information) may lead to digital amnesia (being overly dependent on electronic sources to store and retrieve information), and this may have a negative impact on memory.

The findings of Sparrow et al. (2011) could be used to inform intervention strategies to improve recall in educational settings i.e. to encourage children not to rely on electronic forms of memory but instead to work on their own memory ability.

It is almost impossible to generalise the findings of the Sparrow et al. (2011) study as nothing is known of the sample demographic i.e. were they similar in age? Were they all familiar with technology? Were they from a range of cultures or was the sample ethnocentric?

b.

The aim of Rosen et al.'s (2011) study is to examine the extent to which texting during a lecture may impact recall of the lesson.

The procedure of Rosen et al. (2011) is as follows:

1. Participants are told that they will view a recorded lecture and may receive texts from researchers during the lecture

2. There are three conditions: receiving 4 texts, 8 texts, or no texts during the lecture

3. After the lecture, participants list information about the texts, note any personal texts, and answer questions about typical texting behaviours and attitudes towards texting during class

True.

The results of Rosen et al. (2011) are that 75% of participants agree that texting negatively impacts learning; 40% agree it is acceptable to text in class; 18% do not respond to texts in class. The more texts sent/received, the lower the score on the memory test.

Rosen et al. (2011) can be considered to have some ecological validity as participants are in a familiar situation, doing what they would normally be doing as college students in the real world.

Some elements of Rosen et al. (2011) can be considered artificial as students watched a recorded lecture and were allocated to a condition by researchers (some of whom were texted by the researchers), which would not happen in the real world.