This document has a full COMPLETE notes of all the studies on the AS syllabus in a possible question-answer format. It covers possibly all the question types that can come up on the exam for all the studies, e.g. why was the study carried out, what was the sample size, findings, evaluate strengths ...
(Cognitive approach concentrates on how our mind works – looks at internal mental processes such as attention, thinking and
memory. It sees human mind like a computer that receives information, processes it and gives response)
Andrade Laney Baron-Cohen
Why was carried out To test whether doodling aids No previous research has To investigate theory of mind in
concentration, measured by investigated the false beliefs for AS/HFA. To improve original
recall performance on memory a positive event and explored study which had problems: only
test (no prior studies). consequences; to investigate two options so 50% chance of
positive false memory effects guessing; some were too easy,
by suggesting to participants could have been solved by eye
that they had loved asparagus direction; more females than
as children. males; Only opposite choices;
No glossary.
Aim To see whether doodling To investigate a positive false To replicate previous study; to
improves or hinders memory effects by suggesting test whether there was
concentration. to participants that they had negative correlation between
loved asparagus as children; To the scores on eyes test and
explore consequences of false autism spectrum; to test
positive memory and its whether females scored better
underlying mechanism. on eyes test than males.
Behavior investigated -Whether doodling affects -Whether a memory for false -Theory of mind
concentration positive event could be -Whether autistic adults can
-By hindering or improving it implanted read emotion in the eyes
-Does doodling distract -Whether telling a subject that -Whether autistic adults score
attention away from task they had loved asparagus as low in the Eyes test and high on
-Or improve performance by children led them to self-report the AQ test
aiding arousal. a belief that this was true -Whether there is gender
, memory difference.
-Whether a false positive belief
for asparagus led to
consequences such as
willingness to order it in
restaurant.
Why cognitive approach Andre studies cognitive process Laney studies cognitive process Baron-Cohen is investigating
of attention and how a of memory. Tries to implant cognitive process of Theory of
secondary task such as positive false memory for mind in AS/HFA through eyes
doodling may hinder/improve loving asparagus as a child and test, which measures first stage
performance on a primary task, the consequences of this in of theory of mind – attributing
if doodling will aid terms of whether someone a relevant mental state.
concentration assessed by would order it in restaurant
memory task. and in exp.2 whether the
picture of asparagus made it
more appealing.
IV and DV IV: doodling and non-doodling IV: love group and control IV: autistic or not; males or
DV: Mean correct recall, false group; believers and non- females
alarms and memory scores. believers DV: Scores on eyes test and AQ.
DV: ratings on critical items on
both questionnaires in sessions
1&2, comparison.
Sample Opportunity sampling; 40 Volunteer sampling; received Group 1-volunteer sampling via
subjects, only 5 males; UK. credit for participating; 128 magazine, 15 males AS/HFA;
undergraduates 77% females Group 2-opportunity sampling,
(exp.1); 103 undergraduates – 122 normal adults from Exeter
received course credits (exp. 2) or Cambridge public library
users;
Group 3-opportunity sampling,
103 undergraduates at
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