Two Key Studies of Biological Theories of Attraction (DP IB Psychology)

Revision Note

Claire Neeson

Last updated

Key study 1: (Evolutionary theory): Clarke & Hatfield (1989)

Aim: To investigate the differences in choosiness shown by males and females when approached by a stranger offering sex

Participants: 

  • The study was carried out on 2 different dates: study 1 in 1978; study 2 in 1982

  • Both study dates involved using an opportunity sample of 48 female and 48 male students from Florida University 

Procedure: 

  • 5 female and 4 male confederates were instructed to place themselves at one of 5 pre-determined points around the university campus

  • The confederates were approximately 22 years old, similar to the ages of the student participants they would be approaching

  • Each confederate approached an opposite-sex lone participant and at random made one of the following predetermined requests:

    • “I’ve watched you around campus, I find you very attractive” followed by either:

      • “Would you go out with me tonight?”

      • “Would you come over to my apartment tonight?”

      • “Would you go to bed with me tonight?”

  • The confederates were instructed to only approach participants they found genuinely attractive and whom they would actually consider having sex with.

Results: 

  • The request for a date was met with around 50% agreement from both men and women (in both study 1 and study 2)

  • The request to go to the confederate’s apartment produced 69% of ‘yes’ responses from men but between 0-6% ‘yes’ responses from women (in both study 1 and study 2) 

  • 75% (study 1) and 69% (study 2) of males said ‘yes’ to having sex with the confederate compared to 0% of the women in both study 1 and study 2

  • In short, around ¾ of the male participants were willing to have sex with a stranger whereas none of the women were willing to do so

Conclusion: 

  • Women do appear to operate a system of increased choosiness when it comes to taking risks in their sexual behaviour

  • Men seem to be more open to a possibly risky sexual encounter with a stranger

Evaluation of Clarke & Hatfield (1989)

Strengths 

  • The use of naïve participants in a real-life environment makes this study high in ecological validity:

    • the participants are unlikely to have been under the influence of demand characteristics due to the well-planned procedure

    • the use of confederates who were of their own age and demographic was a good way of ensuring that the participants did not feel suspicious about being approached on campus

    • the responses of the participants could be said to be high in mundane realism

  • The agreement rate in the responses of both male and female participants between the 1978 and the 1982 studies increases the study’s reliability as it shows consistency over time

Limitations: 

  • There would have been a huge array of extraneous variables beyond the researchers’ control:

    • how attractive each participant found the confederate

    • the social pressures on men to seem always willing to say yes to sex

    • Whether the participant was gay

    • Whether the participant was in a committed relationship

    • Whether the participant (particularly the female participants) felt threatened or alarmed by the request from a stranger

  • The ethical considerations are hugely problematic:

    • the participants were being put ‘on the spot’ and may have reacted with embarrassment, outrage or distress to the request

    • it could also be argued that the confederates were being put into a potentially tricky situation, perhaps feeling that they would have to go through with their offer of sex, even if they didn’t really want to

Key study 2: (Neurochemical theory) Fisher et al. (2005)

Aim: To investigate a possible link between dopaminergic brain regions/systems and the early stages of romantic love

Participants: 

  • A self-selected sample of 10 female and 7 male students from New York State University

  • The participants were aged 18-26 years old (mean age = 20 years)

  • All participants reported that they were ‘in love’ (time spent together from a range of 1-17 months with a mean of 7 months)

Procedure

  • Participants were placed in an fMRI scanner

  • Each participant was shown a photograph of their romantic partner followed by a distraction task

  • There were then shown a ‘neutral’ photograph of an acquaintance with whom they had no emotional connection

Results: 

  • The fMRI showed that the areas of the brain most active when the photograph of the romantic partner was viewed were

    • the right ventral tegmental areas in the midbrain

    • the right caudate nucleus also in the midbrain

  • These regions of the brain have been associated with dopamine production which in turn has been associated with motivation and reward

Conclusion: 

  • People who are in the early stages of romantic love may access brain regions associated with dopamine release when in the presence (physical or virtual) of their romantic partner

  • Therefore, it could be said that people become ‘addicted to love’

Evaluation of Fisher et al. (2005)

Strengths

  • The findings support previous research into the role of dopamine in substance addiction so it is interesting to see how romantic love may fall under the same framework of craving and withdrawal

  • A clear link was shown between dopaminergic areas of the brain only when the photograph of the romantic partner was shown:

    • this finding increases the internal validity of the study

    • this finding adds weight to the idea that Fisher really was measuring the effect of romantic love on the brain 

 Limitations

  • It could be argued that a sample with a mean age of 20 years are likely to be socially active and involved in pleasure-focused activities:

    • the ‘pleasure centre’ of their brains would therefore be more receptive to dopamine

    • the same may not have been found if an older sample had been used

    • thus the above argument limits the generalisability of the findings

  • There could be other explanations for the activation of the dopamine-rich areas of the brain being active during the fMRI, for example:

    • excitement at taking part in a study

    • curiosity as to the outcome of the study

    • so the above points mean that Fisher cannot claim cause-and-effect from her findings

Worked Example

ERQ (EXTENDED RESPONSE QUESTION) 22 MARKS

The question is, ‘Evaluate one or more studies of biological theories of attraction’. [22]

This question is asking you to weigh up the strengths and limitations of one or more studies which  investigate biological theories of attraction. Here are two paragraphs which evaluate one of the research methods used:

One strength of Clarke & Hatfield’s (1989) use of a field experiment is that this type of method is high in ecological validity, particularly with the use of naive participants. As far as the participants were concerned a stranger who looked as if s/he was a student propositioned them on campus which (although the third request was quite outrageous) would not set any alarm bells ringing. If an older person or someone who didn’t look ‘student-like’ had approached them then this may have set off alarm bells e.g. ‘Who is this old, creepy guy?’, ‘Why is this older person on campus?’ Thus, demand characteristics could be avoided and the responses of the students could be said to be genuine (the procedure therefore could be said to be high in mundane realism).

On the other hand, the fact that the participants had no idea that they were taking part in an experiment or that they were being ‘set up’ by the researchers does bring with it huge ethical issues. Participants could not give informed consent, have the right to withdraw and the very nature of the requests could have caused huge embarrassment or distress to them. This disregard for ethics means that the study could not be replicated today. It is also possible that the confederates could have put themselves in harm’s way if they decided that they wanted to actually go and have sex with one of the participants. This type of research would immediately be blocked by an ethics committee today due to its lack of safeguarding and protection of those involved.

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Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.