2006PSY - Cognitive Psychology - Laboratory Report Information Sheet - Arts and Humanities Assignment Help

Assignment Task

This assignment requires you to prepare a laboratory report for the experiment undertaken in the second week of tutorial classes(week 3 of term). We have provided you with the Method and Results, your task is to complete the rest of the report (Title page, Abstract, Introduction, Discussion and References)

Recall that the experiment involved a change detection task.Participants were presented with 130 coloured natural indoor scenes, where a single object has been removed to create the ‘changed’ image. For this study, a greyscale set of the same images was also created. Images were presented in stimulus pairs where the colour condition of the original and changed image were varied. The four pairs were Colour-Colour, Colour-Greyscale, Greyscale-Greyscale, and Greyscale-Colour. 

Think about why we did not use a traditional Flicker paradigm and only presented the image twice.

Thinkabout the cognitive processes occurring for the two different views of the image.  

View 1
When viewing the image for the first time the cognitive system has to encode as much of the image as possible in order to build a detailed representation

View 2
Along with processing the new image, we are also trying to compare what is in front of us with the previous presentation to detect what has changed, which requires us to retrieve that original image version.

We are investigating the role that colour may play in our ability to successfully detect a change. We know from the literature that the presence of colour has been implicated as facilitating memory in other experimental paradigms, however we do not know whether colour is important during the encoding phase or retrieval phase when comparing images to detect a change. By manipulating the presence of colour at these two viewing phases we can systematically investigate these effects. 

Formulate your hypotheses. The general question of whether colour affects encoding, or retrieval, or both,can be teased apart with specific hypotheses.  You should be able to formulate three hypotheses which make a prediction ofhow the pairings of colour presentations of the images are likely to improve performance in the change detection task, depending on what phase colour is important for.

Information relevant to each section of the lab report will be discussed in tutorials in Weeks 4, and 6. While it is strongly advised students attend these tutorials, the PowerPoint slides used in each tutorial and a recording of one of the sessions will be made available on Learning@Griffith.

Main APA Issues
It is important that your report follow the traditional lab report format. You will be marked on your written communication ability (punctuation, grammar, clarity), your literature review skills, and interpretation of findings in the discussion. You should adhere to APA 7th Edition formatting requirements, including statistical copy.

Include a reference list of all papers/sources, and use correct APA formatting which is assessed in the marking criteria. It is important to acknowledge all sources in-text using correct formatting (if quotations are used indicate page number of the original source)

Suggested Readings (to get you started)
You should conduct a brief literature review to assist you in preparing the introduction of the report. However we offer a few ‘suggested’ readings to get you started. These are offered as a starting point only;students should read more broadly and include an additional 8 sources.  Note these references should be presented in APA formatting (intentionally omitted).

• 1.Simons, D. J. (2000). Current approaches to change blindness. Visual cognition, 7(1-3), 
2. Spence, I., Wong, P., Rusan, M., & Rastegar, N. (2006). How color enhances visual memory for natural scenes. Psychological Science, 17(1), 
3. Wichmann, F. A., Sharpe, L. T., & Gegenfurtner, K. R. (2002). The contributions of color to recognition memory for natural scenes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(3), 

Marking Criteria (out of 100 marks; worth 30%)
While the word limit for the assignment is a maximum of 1500 words, the decision on how to allocate words to each section is entirely up to you. Students might choose to “save words” in some sections and use more in others. However, for those students who require guidance, a ‘suggested’ number of words for each section is offered (please note you do not need to stick to this – it will depend on several factors – these are rough guidelines only). 

Learning Outcomes Assessed:
This assignment will provide you with practical experience in the process of analysing psychological experiments in the field of cognitive psychology, as well as expanding on your knowledge of relevant psychological theories (e.g. global versus local processing, visual processing). Experimental cognitive psychology is an important source of evidence contributing to the body of scientific literature into human psychology, and students will have the opportunity to interpret data collected from human participants to test experimental hypotheses. Importantly, students will also gain valuable practice in the written skills to communicate these findings to a scientific audience, by submitting a traditional laboratory report in APA 7th edition format. This provides a foundation for later psychology courses.

Section 2.2 of Course Profile
After successfully completing this course you should be able to:
1 Apply expanded and elaborated knowledge of core topics in Cognitive Psychology to be able to understand key topics, theories and experiments, some of which were introduced in first-year Psychology.    
2  Critically evaluate the evidence upon which theories in Cognitive Psychology are based.    
3  Apply the skills required to carry out cognitive psychology research using human participants and interpret the findings.    
4  Apply the written skills required to communicate psychological research findings.    
Participants 
Participants were Griffith University undergraduate students. Participants were excluded if they indicated a visual defect that may have hindered their ability to detect changes or reported colour blindness. A total of 314 participants were included in the analysis (Nfemale = 225, Nmale = 87, Nnon-binary = 2). Participants were provided an information sheet and completed a consent form. 
Stimuli
Images were matched pairs composing of an original image (A) and a changed image (A’). The images used were a modified version of the Change Blindness Database (Sareen et al., 2016) which contains 130 coloured natural indoor scenes, where a single object has been removed to create the ‘changed’ image. For this study, a greyscale set of the same images was also created. Images were presented in stimulus pairs where the colour condition of the original and changed image were varied. The four pairs were Colour-Colour, Colour-Greyscale, Greyscale-Greyscale, and Greyscale-Colour. 
Procedure
In each trial the participant was presented with a blank screen (500ms) before being presented with an image (A) for 2000ms followed by a blank screen (350ms) and the image pair (A’). Participants were asked to decide whether a change had occurred between the scenes and press “P” or “A” if they did not detect a change. A change was presented with every image pair. If the participant detected a change, they were asked to indicate what item had been changed by writing in a textbox. Each trial would timeout with no response after 10s and a 250ms posttrial pause was used between each trial. The task was created using Inquisit 

Results
Results were extracted using the open-source statistical software R (https://www.r-project.org/; version 4.0.2) before being analyzed using the Statistical Package for Social Sciences (SPSS: https://www.ibm.com/au-en/analytics/spss-statistics-software; version 27.0). A one-way ANOVA was conducted examining the effect of colour presentation on proportion of detected changes. The assumption of normality and sphericity were met. Tukey correction for post hoc-tests was used to reduce the likelihood of Type-2 error caused by multiple testing. Effect size interpretation is in accordance with Cohen (1988).

Table 1

Proportion of changes detected
The results indicate that the colour presentation significantly influenced the proportion of changes that were detected (F(2,1252) = 12.07, p < .001, ?p2 = .03). The pattern of results is shown in Table 1 and Figure 2. More changes were detected in the colour-greyscale (t(314) = .06, p < .004, d = 0.25) and colour-colour presentations (t(314) = .09, p < .001, d = 0.33) compared to greyscale-colour, each was a small effect. Change detection was enhanced in the colour-greyscale (t(314) = .06, p = .01, d = .35) and colour-colour (t(314) = .09, p < .000, d = 0.42) presentation compared to greyscale-greyscale images. No other comparisons reached significance.
Figure 2
Error bar chart of image pair presentation on proportion of changes detected

Note. C-C = Colour-Colour, C-G = Colour-Greyscale, G-G = Greyscale-Greyscale, G-C =Greyscale-Colour. 

References
1. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Second Edition. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
2. Sareen, P., Ehinger, K. A., & Wolfe, J. M. (2016). CB Database: A change blindness database for objects in natural indoor scenes. Behavior research methods, 48(4), 1343-1348.
 

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