The remaining condition Essays

The remaining condition Essays The remaining condition Essay The remaining condition Essay The aim of the experiment was to investigate whether using pairs of either similar or dissimilar stimuli during a dual-task would affect response times. Participants were asked to complete a dual-task in which they selected either colours or numbers from a list of words, while at the same time verbally answering a series of mental arithmetic questions. The results of the experiment showed that response times when similar stimuli were used (both tasks relating to numbers) were slower than when dissimilar stimuli were used (tasks related to colours and numbers). This provides support for the theory that we have pools of resources which are allocated to processing different types of stimuli, and thus drawing on one resource pool for two tasks will increase the response time compared to drawing on two separate resource pools. Hypotheses  The experimental hypothesis tested in this experiment was:  Participants will take longer to complete a dual-task that requires responding to similar stimuli than a dual-task that requires responding to dissimilar stimuli. This was a one tailed hypothesis.  The null hypothesis was:  There will be no difference in the time taken by participants to complete a dual-task that requires responding to similar stimuli than a dual-task that requires responding to dissimilar stimuli. Method  Design The experiment employed a between-participants design. Participants were asked to carry out two tasks at the same time (dual-task) the tasks were selecting a particular type of word from a list, while answering mathematical questions verbally. The independent variable was the type of words that the participant had to select (by placing a tick) from a list. There were two conditions in the first, participants were asked to place a tick next to words which were the name of a colour. This was the control condition, requiring two dissimilar responses. In the second, participants were asked to place a tick next to words which were numbers. This was the experimental condition, requiring two similar responses. In both conditions, while the participant was selecting words as instructed, a series of simple sums were read out and the participant was asked to calculate the answer mentally and respond verbally. The dependant variable was the time taken to complete the word selection task, to the nearest second this was recorded using a clock with a second hand. The task ended as soon as the participant had selected all the appropriate words in the list. The lists in both conditions were identical except for the words relating to the condition itself. The lists contained the same number of words, with the condition-relevant words appearing in the same positions in both lists. Words that were not relevant to the condition itself were the same for both conditions. The sums, which were read out to the participants, were the same for both conditions. The participants were allocated to a condition randomly using a coin toss until one of the conditions contained enough participants, then the remaining participants were allocated to the remaining condition. Participants The participants for the experiment were family and friends of the researcher. None of them had any specific knowledge of psychology. They were recruited by asking if they would be happy to take part in a short psychological experiment. The age range of the participants was 24 64 years and there were five men and five women. This data was added to the provided data, so that the total participants came to twenty four. Materials A clock with a second hand was used to time how long it took each participant to complete the task. The lists of words for each condition consisted of thirty six words, presented in two columns of eighteen on a sheet of A4 paper. In each column, nine words were relevant to the condition (e.g. they were a colour or a number) and these words appeared in the same position in the column for both conditions. The non-relevant words were the names of animals and were the same in both conditions. Each word had a box next to it for the participant to place a mark in if the word was a colour (condition one) or a number (condition two). The researcher used a sheet of paper with a list of sums on it to read out as the participant was completing the word selection task the same sheet was used in both conditions. Copies of these materials can be found in the appendix. Procedure Each participant was asked if they would be willing to be tested as part of an experiment. A coin toss determined which condition the participant was allocated to (until one of the conditions had enough participants, then the remaining condition was used). The age and sex of the participant was recorded. The participant was then asked to turn the piece of paper in front of them over when signalled, and to place a tick next to all the words that were the names of colours/numbers (depending on the condition) as quickly as possible. The participant was also told that they would be asked a series of mathematical sums at the same time as completing the word task. The exact instructions given to the participants in each condition can be found in the appendix. The test commenced when the second hand of the clock was at a suitable position. As the participant worked through the list ticking the relevant words, the mathematical sums were read out. The mathematical task continued until the word selection task was completed, then the time was noted again. This allowed the time taken for the task to be calculated and recorded. The participant was then told how long it had taken them to do the task, and asked whether they had any questions or comments. Results  The experimental hypothesis being tested was:  Participants will take longer to complete a dual-task that requires responding to similar stimuli than a dual-task that requires responding to dissimilar stimuli. This was a one tailed hypothesis.  The data collected was the time (seconds) it took each participant to complete the task. The mean and standard deviation for each condition are shown below.

How dose Hitchcock present duality and the complexity of the human nature in the film Psycho Essays

How dose Hitchcock present duality and the complexity of the human nature in the film Psycho Essays How dose Hitchcock present duality and the complexity of the human nature in the film Psycho Paper How dose Hitchcock present duality and the complexity of the human nature in the film Psycho Paper Essay Topic: Film Hitchcock presents duality and the complexity of the human nature by using contrast in the film. The main kinds of contrast shown in the film are black and white, light and shadow, and the fight between good and evil. In the film see that there are two sides to peoples personalitys, hitchhike often shows this by using mirror images. Psycho was made in the 1960s. At this point of time colour was in wide use, however, Hitchcock decided to make the film in black and white, his reasons, the films too scary! However, filming the film in black and white added to the effect of duality, such as light shadow, mirror images and life and death. Hitchcock portrays good and bad in people by using black and white, light and shadow and mirror images. For example, in the first scene Marion is in a hotel with her lover Sam, she is dressed in white this gave us, the audience the impression that Marion was innocent. This is because white is often associated with something clean or pure however, when she turns from good to bad we see her dressed in black. Hitchcock often presents duality by using mirror images, we often see a mirror image of a person when a different made up side to a person is being portrayed, and when a character is trying to cover up their true identity and become someone else. For example, when Marion checks in at the Battes Motel, she gives a false name and address at the reception, next to the desk is a mirror image of her-self. This shows the two sides to Marion, good and bad. Through out the film men are portrayed as more menacing than women, they are normally surrounded by sharp objects while women are surrounded by more circular objects. For example, in the pallor scene we see a one 2 one conversation between Norman and Marion. Sharp, pointed objects such as stuffed animals and pictures surround Norman, while oval shapes like an oval mirror surround Marion. Also in this scene Norman is in shade while Marion is brightly lit. These contrasts suggest that Norman is evil and that he has a dark side to him, and Marion is good. One of the main contrasts in this film is Normans split personality: himself and his mother. In the film we learnt that Norman murdered his mother and her lover, because he was jealous. He was jealous of his mothers lover, he felt that his mother was giving all her attention to her lover and not him this growing jealousy lead to the murders of his mother and her lover. This film was all about peoples past lives and secrets hunting them. For example, Marion left her hometown phoenix so she could get away from the crime that she committed. But during her journey a policeman was chasing her. Hitchcock portrays the policeman as menacing, this effect was created by the big black glasss covering the policemans eyes so we couldnt see his facial expressions, he also looked as if he was talking down to her The consequence of the decisions taken by Marion lead to her death. She chose to take the money witch lead her to run away and she chose to check in at the Battes Motel Hitchcock presents the duality and the complexity of the human nature in the film Psycho by using a number of effects such as light and shadow. I think this film was a successful thriller for its time. Hitchcock used an intelligent plot, which inspired a new generation of directors all around the world. Hitchcocks work was often described as the mystery, the madness, the suspense all wrapped up in a neat little box. I think that this is an excellent description of Hitchcocks work because he structured the film Psycho so that we wouldnt know what was going to happen next. He skilfully used music to create suspense, he done this by changing the tempo dramatically

Learning Tool Essay Example | Topics and Well Written Essays - 250 words

Learning Tool - Essay Example The video should be supported by other information that would more comprehensively discuss the concept of Fordism. More information that is useful to explain the concept talked about â€Å"Fordism, Post-Fordism and the Flexible System of Production† (Willamette University, n.d.). Please indicate the source (url; literature reference; attach pdf) that you see will be useful in enhancing students’ learning within management in context. N.B. Materials should not cause offence (for example in racist language or sexist or images) The video that presented an overview of Fordism can be used as a source of information that provided crucial aspects of Fordism through the assertion that it was a driving force of modernization (Krier, 2010). As such, it was noted specifically at 4:29 minutes of the video, that Fordism existed during the 1920s to the 1970s and where powers of society effectively matched the power of capitalism (Krier, 2010). The source could be effectively used in enhancing one’s knowledge on concepts of Fordism as evolving from previous periods’ manifested characteristics on industrialization and capitalization, as