Understanding the Dependent Variable in Gibson and Walk's Study of Depth Perception

Which of the following was the dependent variable in Gibson and Walk's study?

• A. The way infants respond to visual stimuli
• B. The age at which infants can crawl
• C. Whether or not the child would crawl to its mother
• D. The heart rate of the infants measured during the experiment

Answer: (C)

In Gibson and Walk's study, the primary focus was to investigate depth perception in infants, particularly how they would respond to the visual cliff—a situation designed to assess their ability to perceive depth and potential danger. The dependent variable reflects the behavior or response that researchers measure in relation to the manipulation of an independent variable. In this case, the dependent variable was whether or not the child would crawl to its mother. This choice accurately represents the outcome of the study, as the researchers were interested in observing the infants' decisions when faced with the visual cliff. Their willingness or refusal to crawl toward their mother across the cliff provides insights into how they perceive the depth and evaluate safety in their environment. The other options do not accurately capture the specific behavior the researchers were measuring. For instance, the way infants respond to visual stimuli is too broad and relates to overall perception rather than the specific act of crawling. The age at which infants can crawl is a developmental measure rather than a response to the experimental setup. Lastly, while heart rate can provide physiological data, it does not directly reflect the behavioral response that Gibson and Walk were investigating concerning depth perception. Thus, the measure of whether a child would crawl to its mother correctly identifies the behavior that was assessed in their study.

Have you ever watched a baby at the edge of a staircase and wondered how they perceive the height? That’s a bit like what Gibson and Walk were diving into with their research on depth perception in infants using something called the visual cliff. In psychology, understanding the concepts of independent and dependent variables can be a bit like finding your way through a maze—especially when you’re preparing for your A Level Psychology OCR exams. So, let’s break it down!

First off, in any good experiment, we have our dependent variable—this is what we measure to see how it’s affected by some change. In the case of Gibson and Walk, they were particularly interested in whether or not a child would crawl to its mother. Imagine them setting up this scenario where infants, faced with a trick optical illusion resembling a cliff, had to decide: “Do I crawl over this apparent drop-off to get to Mom?” It’s heartwarming and nerve-wracking all at once!

The real beauty of this study lies in how it helps us see how infants gauge danger with their innate depth perception. You see, by measuring the behavior—specifically whether they crawled or hesitated—they could understand not just how deep these little ones perceived the cliff to be, but also something much deeper about their development.

Now, you might wonder about the other options provided. Was it the way infants respond to visual stimuli or perhaps the age at which they can crawl? While these concepts are significant in understanding infant development, they don’t capture the essence of what Gibson and Walk were measuring. The way infants respond to visual stimuli is like saying "fleeting shadows" when you mean "the sun at noon." Or consider age: yes, it matters, but in this context, it’s more about how they react to a specific challenge rather than how old they are.

And let’s not forget about heart rates. Sure, tracking physiological responses, such as heart rate, can give fascinating insights into stress or excitement, but it really doesn’t zero in on that critical moment of choice when an infant decides between comfort and perceived risk.

As students gearing up for your A Level Psychology OCR exams, knowing how to pinpoint dependent variables and dissect studies like Gibson and Walk’s is essential. Not only does it help in answering exam questions accurately, but it fosters a greater appreciation for how researchers unravel the complexities of human behavior. By understanding the motivations behind these infant decisions, you’re not just memorizing facts; you’re experiencing the essence of psychological research.

So, when you tackle your next exam question, remember: it’s all about that dependent variable. The question may be phrased differently, but if it’s asking about how the infant reacted to that visual cliff—think crawling toward Mom. That’s your answer! Keep practicing, and soon enough, understanding these concepts will feel as natural as crawling toward a loved one.