What was the second independent variable in the study?

Nature of target faces – familiar cartoon characters or unfamiliar human faces.

What was the third independent variable in the study?

Type of line-up – target-present or target-absent

Which two independent variables used a repeated measures design?

Nature of target faces and type of line-up

How was randomization used in the study?

The order of the four videos Diego, Dora, male actor, female actor and the position of targets/foils in line-ups were randomized to avoid order effects.

What was the purpose of randomizing the order of the videos?

To prevent order effects, such as fatigue or practice. For example, if the videos were always presented in the same order, participants might become tired and perform worse on later line-ups (fatigue effect), or they might improve due to familiarity with the task over time (practice effect).

What was the age range of the child participants in Pozzulo et al.'s study?

Children aged 4–7 years (mean age = 4.98, standard deviation = 0.82)

How many children participated in the study, and what was the gender distribution?

59 children – 21 females and 38 males

From where were the child participants selected?

Three private schools in Eastern Ontario, Canada

What was the age range of the adult participants in Pozzulo et al.'s study?

Adults aged 17–30 years (mean age = 20.54, standard deviation = 3.34)

How many adults participated in the study, and what was the gender distribution?

53 adults – 36 females and 17 males.

From where were the adult participants selected?

The Introductory Psychology Participant Pool at an Eastern Ontario university.

How many video clips were created for the study?

Four video clips – two featuring familiar cartoon characters (Dora and Diego) and two featuring human actors (male and female)

What were Dora and Diego doing in their respective video clips?

Dora was speaking to the audience, and Diego was putting on safety gloves

What were the human actors doing in their video clips?

The woman was brushing her hair, and the man was putting on his coat.

What were the key features of the video clips?

All clips were six seconds long, in color, silent, and included a two-to-three second close-up of the character's face.

What did the target-present line-ups include?

One photograph of the target (dressed differently than in the video) and three foils with similar facial features, hair length, and hair color.

What did the target-absent line-ups include?

The target was replaced with another foil in the same position, and a silhouette was included as a reminder that the target might not be present.

How were human foils selected for the line-ups?

From a set of 90 male and 90 female faces, chosen by a panel of three researchers based on similarity to the target.

How were cartoon foils selected for the line-ups?

Cartoon foils were selected online based on their similarity to the target in terms of facial structure, hair length, and color

Why were cartoon images cropped and in black-and-white for the line-ups?

To prevent participants from identifying the cartoon characters based on their brightly colored clothing instead of their faces

What form did the parents of child participants complete before the study?

The informed consent form and the Demographic and Cartoon Watching Form

What information was included in the Demographic and Cartoon Watching Form?

Parents provided details about their child’s age, gender, primary language, ethnicity, siblings, and time spent watching cartoons, including Dora the Explorer and Go, Diego, Go!

Where were the children tested, and how were they tested?

Children were tested individually at their schools to ensure comfort and focus.

How were the four female researchers introduced to the child participants?

As people from the university doing research on television shows and computer games

What activity was done before the experiment to make children feel more comfortable?

The researchers and children participated in craft activities together to build rapport.

What were adult participants told about the study?

They were informed that the study was about memory.

How did the preparation for adult participants differ from that for children?

Adults completed their own paperwork and did not participate in craft activities

What were children told before watching the videos?

They were told to pay attention as they would be asked questions and shown pictures afterward

What questions were children asked after each video?

What did the cartoon character/person look like?” and “Do you remember anything else?”

How long was the filler task after each video?

The filler task lasted two minutes

What instructions were given to participants for the photo-array line-ups?

They were told, “The person/cartoon from the video may or may not be here. If you see the person/cartoon, please point to the photo. If not, please point to this box.”

How were the line-ups presented to participants?

The line-ups were shown using presentation software on a laptop

How did adults record their answers for the line-ups compared to children?

Adults recorded their answers on a sheet, while children pointed to the screen

What were children given after testing was complete?

They were thanked and given gifts of crayons and a coloring book

What did adult participants complete after the testing phase?

They completed the Demographic and Cartoon Watching Form and were debriefed and thanked

Why did adults complete the Demographic and Cartoon Watching Form after watching the video?

Completing the form after the video ensured that participants focused on the experimental task first, without being influenced by questions about their familiarity with the cartoons, which might have biased their responses during the line-up task

How did children perform in identifying human faces in target-present line-ups compared to cartoons?

Their success rate was much lower for human faces (0.23) compared to cartoons (0.99).

What was the success rate for adults identifying cartoon characters and human faces in target-present line-ups?

0.95 for cartoons and 0.66 for human faces.

Was there a significant difference between adults and children in identifying cartoon characters in target-present line-ups?

No, both groups had similar success rates (children: 0.99, adults: 0.95)

How did children perform in target-absent line-ups for cartoons compared to human faces?

They were better with cartoons (0.74) than human faces (0.45).

What were the success rates for adults in target-absent line-ups for cartoons and human faces?

0.94 for cartoons and 0.70 for human faces.

What type of errors were more common for children compared to adults in target-absent line-ups?

Children had a much higher rate of false positives (incorrectly choosing a foil).

Pozzulo line ups Flashcards

Student preview

53 questions

Show all answers

1.

FLASHCARD QUESTION

Front

What was the main aim of Pozzulo et al.'s study?

Back

To explore the role of social and cognitive factors in children’s identification of target faces in line-ups

2.

FLASHCARD QUESTION

Front

What specific ability of children did the study aim to investigate?

Back

Whether children are less able to recognize human faces compared to adults

3.

FLASHCARD QUESTION

Front

What did the study aim to compare regarding false positive identifications?

Back

Whether children make more false positives than adults in target-absent versus target-present line-ups.

4.

FLASHCARD QUESTION

Front

What is a target-absent line-up?

Back

A line-up where the target is not present, and participants must correctly reject all options

5.

FLASHCARD QUESTION

Front

What is a target-present line-up?

Back

A line-up where the target is present among similar-looking foils, and participants must correctly identify them

6.

FLASHCARD QUESTION

Front

What type of experiment was Pozzulo et al.'s study?

Back

A laboratory experiment.

7.

FLASHCARD QUESTION

Front

What was the first independent variable in the study?

Back

Age – young children or adults.

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