A psychology class investigated changes in word recall with practice. Ten adult students available during a study period agreed to participate, studied a word list, completed a recall task, and then practised recalling words for five minutes before completing another recall task with a different list. Every participant received the practice activity, so the procedure did not include a condition without practice.

Design an experiment to investigate whether practice produces a change in word recall, explaining the procedure.

A psychology class investigated friendships among students who had recently joined a school. Twelve students recruited through a notice to new students completed an anonymous questionnaire during their first week, rating how close they felt to their friends and how often they spent time together. The class collected information only once and could not identify individual questionnaires for a later comparison.

Design a questionnaire procedure that would allow the class to investigate changes in these students’ friendships over one school term, explaining how it would be conducted.

Researchers investigated how children’s ability to complete everyday tasks without adult help changed during their first year at a primary school. They recruited 40 children aged four to five from two schools. Information letters were sent to parents, and children whose parents agreed were invited to participate. Researchers obtained parental consent and checked children’s willingness before each observation.

Each child was observed near the beginning, middle and end of the school year. On each occasion, the child was asked to put on a coat, pack a bag and arrange materials for a classroom activity. Researchers recorded how many tasks were completed without help and how often the child requested assistance. The same task instructions were used throughout. Children could stop at any time, and an adult provided help if a child became upset.

At one school, teachers encouraged children to attempt these activities themselves before offering assistance. At the other, teachers usually helped immediately so that the class could move quickly to its next activity. These arrangements already existed and were not introduced by the researchers. Parents completed brief questionnaires about opportunities for children to attempt similar tasks at home. Some parents reported increasing these opportunities after receiving the first questionnaire.

Children at both schools completed more tasks without help by the end of the year. The researchers described larger gains at the school where teachers waited before assisting. Individual patterns varied: some children improved steadily, while others showed little difference until the final occasion. The researchers also noted that requesting help became less frequent, although several children said they avoided asking because they wanted to appear grown-up. All assessments were conducted by researchers who knew which school each child attended.

The researchers concluded that becoming more independent reflected both growing older and opportunities to practise, and recommended that schools delay assistance whenever possible.

Discuss this study with reference to two or more of the following concepts: change, measurement, bias, and/or responsibility.

Researchers investigated changes in relationships between adult siblings after they began sharing responsibility for supporting an older parent. Advertisements were placed through local community organizations. Thirty pairs of siblings volunteered within one month of starting this arrangement. Both siblings had to agree to participate, and the researchers explained that neither would see the other’s individual responses.

Each sibling separately completed a questionnaire at the start of the study and again six months later. Questions asked how close they felt to their sibling, how often disagreements occurred and how fairly practical responsibilities were shared. The same questions were used on both occasions. Participants also listed the tasks they usually completed, such as shopping, arranging appointments or providing company. The researchers did not observe family interactions or ask parents to contribute information.

At the second assessment, each sibling took part in a private interview about any changes in the relationship. The interviewer asked participants to describe a recent situation in which sharing responsibilities had helped or harmed their relationship. Participants could skip questions. Names and identifying details were removed from interview records, and information about local support services was provided.

The researchers reported that average closeness ratings increased, but reports of disagreements also became more frequent. Some participants described feeling more connected because they spoke regularly; others said that contact mainly involved negotiating tasks. Within several pairs, one sibling reported that responsibilities had become fairer while the other reported the opposite. Interview accounts showed that siblings sometimes disagreed about whether arranging appointments or providing daily company required more effort.

Only 23 pairs completed the second assessment. Three pairs withdrew after serious disagreements, while the remaining missing pairs gave no reason. The researchers concluded that sharing support responsibilities generally strengthened sibling relationships, although increased disagreement could accompany greater closeness. They suggested that their findings could inform advice given to families beginning similar arrangements.

Discuss this study with reference to two or more of the following concepts: change, perspective, measurement, and/or bias.