The Animals And Non Gamers

This experiment was conducted by surveying ninety-six people, 48 males and 48 females, to complete a short survey. The survey asked them if they were color blind and whether they were male or female. They were then given five color cards (blue, green, pink, purple and yellow) and ordered the sample colors from their favorite to least favorite on a scale of 1-5.

The same number of words and their length were the same in both conditions. The same colour shades and the order they were used, as well as how many times each word was presented, to negate practice effects, was equal in both conditions. The order of the conditions was alternated consecutively, participant one starting with condition one and then participant two starting with condition two and so on, again to negate any practice effects.

In experiment 1, participants were instructed to press a key to determine if the stimulus was red, blue, yellow, or green. On the second half of the experiment, the stimulus appeared in grey with only one colored letter which was positioned randomly. Error rates for the experiment were below 2.5% for each condition, which is quite low. Experiment 2 was the same as experiment 1 except that there were 114 data collections instead of 288 and there were 36 practice trials instead of 72. According to experiment 1 and 2 it is suggested that the effect of

Design for this study was a within-participants design. IV is the conditions which were presented to the participants, thus Condition 1 with colour related words and Condition 2 with colour neutral words, both conditions included 6 words, each word was shown five times in their incongruent colours. DV was the overall time achieved for each condition measured in seconds. The order was counterbalanced therefore participants with odd order numbers were firstly given condition 1 and then condition 2 and vice versa for the even order numbers.

The current study had 23 participants from Miami University took part in this experiment. Throughout the study, 2 participants were excluded from analyses, because they failed to follow task instructions or failed to complete the entire experiment. This left a final sample of 21 participants (16 female, 4 male, 1 do not wish to disclose). The mean age was 21.20 years (SD = 7.06). Most of the participants were white (n = 16) while the rest included Asian, Black/African American, and Bi- or Multiracial (n = 5). In addition, in the demographic section of the survey, participants answered their academic standing: freshman, sophomore, junior, senior, or other. The majority of the participants were juniors (n = 9) closely followed by

They were then tested on the same faces again and were asked to consider both sets of answers and provide a final answer. At the end of test two, the participants moved onto the second learning phase and repeated the experiment with the other group of faces. At the end of the experiment, the participants were asked two questions: “Do you agree that people are generally better at recognizing faces from their own ethnic groups than faces from different ethnic groups?” and “Do you think that you are better at recognizing faces from your own ethnic group than faces from other ethnic

The experiment was in the form of a word recognition test. Participants went through a list of 12 words; the words were all thematically related (car, wheel, bike, motorcycle …), with the exception of one of two in the list (pencil). After they had gone through the list, they were presented with another set of words, and were asked to recognize which of those words had been present in the initial list. Each of these ‘recognition sets’ contained at least one word that belonged to the same overarching theme of the initial list, but wasn’t actually present in it (brakes). Thus, there were three types of words participants could have chosen on the ‘recognition sets’: words that appeared on the list, words that did not appear, but were related to the ones on the list, and those

Design A repeated measures design was used. Each variable exhibited one of 3 levels of congruence. Congruent variables consisted of words which matched both in semantic meaning and font colour, Control variables had semantic meanings unrelated to their colour (for example the word "house" presented in blue), and incongruent variables had semantic meanings which contrasted with the colour in which they were displayed (for example the word "blue" displayed in the colour red). 16 variables of each type were presented to each of the 20 participants tested. Each level of congruence was randomly distributed throughout the test. Reaction times were measured for each participant for each stimulus, as related to the congruence of each stimulus responded to.

On the Race of Participants graph it shows which race was able to identify the famous and non-famous names faster. The graph Male and Female Participants, shows if females or males had more knowledge of the names. On the original study, this was significant to see if races or genders changes the results of the participants. The Repeated Measurement, was a strength in the study because it was a success. The study was an opportunistic self-selection, also a strength. The Limitations of the study was that some participants were talking during the experiment, Non-participants in the experiment area, Classroom music playing in the background, Misnumbering of participants, Wrong powerpoint was used, and classroom setup in both trials. For better results and improvement in this study the researcher recommends that the Non-participants are removed out of the room, no music in the background, recount the number of participants at least twice, and set up the classroom in a way that will be good for the participants in the study. The study was a success, the students were able to identify the number of famous names faster than non-famous names. Although, there were some limitations that could affect the results, the study was still a

Participants: To conduct this experiment fifty-two college students will be selected. A sample test will be given out before any final decisions are made on who will partake in this study. This sample test will insure that the participants’ level of intelligence are similar. Twenty-six students, men and women, will make up the experimental group, and twenty-six will make up the control group. In each group there will be thirteen men, and thirteen women, to make the twenty-six. Each group member is placed in a certain group based on his/her sample test score.

Psychology college students attending the University of California, Los Angeles were asked to complete this experiment as a course requirement. The sample size was twenty-one students. When conducting the experiment, we did not ask if the students had any disabilities such as color blindness or blindness. Every student just went through with the experiment without any questions being asked. All participants were asked to be the experimenter and the subject of the study.

“CLICK” What’s that, “KERR-ChecK” look around, on no I’m frozen “ BANG!” oh no, run! As the deer tried to run he was shot, when the narrator tried to run he made It; the difference between the narrator and that deer is that the narrator hunted deer, but then he was was the deer. Only a few shots were fired at him, but he was still terrified for his life for three days; he survived but had to kill for his life. Rainsford might get bored of hunting,he’s been the hunter and hunter, and finally hunting again might bring back those fears. Even though Rainsford won the “Game” he now knows why he shouldn’t hunt again.

The survey was created using Google Forms, and provides a list of several questions relating to colors and the associated emotions. The first five questions ask what emotion does one commonly associate with one specific color. The following ten questions show ten different film stills with the correct color needed. Those questions are each accompanied with a film still selected due to their individual color. The person taking the survey is provided with five answer choices with each still. The two film stills with the same color, different tone, have the exact same answer choices, just in a different order. The reason for the choices being in different order is so a conclusion can be drawn on whether or not the tone changes the emotion,

People as animals have instinctive tendencies to care for themselves first no matter how narcissistic an ideal that may seem to be it is by all means a logical defense and mechanism for self preservation. Defiance of this principle, however, can be seen often when humans or animals put themselves on the line to protect a family member or loved one, but what makes an individual more likely to help a relative than a random person in need? Nearly everybody at some point in their life will care about another person aside from the sociopathic few. For most people their first encounter with a loving bond comes from their childhood household; wherein, they are born with and constantly encounter one or two parents that will go to great lengths to help them. This instills people with an idea of common family values such as your obligation and desire to help those you're biologically close with. People make friends and establish a hierarchy of peoples importance almost assigning value to the lives of others based upon their relation putting "family first". What aspect of the human psyche makes this evaluation of people’s value morally sound? This behavior isn’t only exhibited in humans either. There are some animals that will stick to groups comprised of their blood relatives while others will form packs of trustworthy individuals regardless of relation. In my opinion it's the alteration of our definition of family and expanding it to encompass everyone that we care about and holding all of these people in the same regard.

The experimental group was shown the same list of words as the control group, but with one words written in a different colour to the rest; this was to be the outstanding item (Appendix 2). The participants were also given 1 minute to read and memorise the words and 1 minute immediately following to recall as many as they could.