Hiya,Descartes believes that the mind and body are distinct entities, not connected "his thesis that mind and body are really distinct—a thesis now called “mind-body dualism.” He reaches this conclusion by arguing that the nature of the mind (that is, a thinking, non-extended thing) is completely different from that of the body (that is, an extended, non-thinking thing), and therefore it is possible for one to exist without the other."
Just doing some study for my upcoming Unit 1 and 2 Psych exam and came across two questions I don't quite know how to answer... Any help would be appreciated ;D (most preferred would be to answer the question XD)
1) Describe the mind-versus-body debate with reference to Rene Descartes (the only part I am confused on how to do is to link/ reference an answer to the Donnie stated)
2) Explain the significance if the mind-versus-body problem.
Thanks a bunch,
Luke
Hey!
Given it's an "evaluate" question you'll probably want to dig into the model a fair bit.
Remember that in encoding you process the memory so that it can be retrieved later. For this question, you want to talk about how when you encode the memory using semantic processing it will be longer lasting than it would be if shallow processing was used etc.
Does this clarify things for you?
This seems too long to me. What do you think?
The Levels of Processing (LOP) model of memory suggests that memory is a continuous dimension where memories are encoded in relation to the ease at which they can be retrieved.
This model focuses on the notion of processing, transmitting and relaying information to one memory structure to another (e.g. Sensory Memory and Short Term Memory)
, and suggests there are different depths (from shallow - which encompasses structural and phonemic - and deep - which contains semantic).
The LOP model proposes that the deeper the processing an individual uses whilst encoding information into memory, the longer the memory trace will last and the greater chance it would be retrieved.
A strength of this model is that it suggests encoding is not a straightforward and simple procedure and instead is multifaceted with varying sub-components.
A limitation of this model is that it is not a very comprehensive model of memory as it only the processes of memory and not the structures.
[Concluding statement?] <-- I have this here because during my study for the Unit 1 & 2 exam, my school liked it if you wrapped the evaluation up with your own view on the subject matter.
Appreciate it,
Luke
Hey again,
I just wanted to see if anyone could provide me clarification on distinguishing between recall, recognition, and relearning because, at the moment, this how I'd answer it:
Recall is the retrieval of information with the use of minimal cues whereas recognition is a process of retrieval which requires the identification of a correct response out of a list of alternative responses and relearning is the process of learning information that has already been committed to memory. A difference between these concepts is that recall is the least sensitive measure of retention, with recognition being more sensitive than recall and relearning being the most sensitive measure of retention.
The difference, to me, seems weak and the problem I am finding is that I can't find anymore information about the distinct differences between these three.
I really would appreciate any help you can provide,
Luke
Hey,
I was just wondering how would you answer a compare question. According to QCAA, you have to display recognition of similarities and differences and recognise the significance of these similarities and differences. I feel confident on discussing the similarities and differences between two concepts, but how do you do the last part?
Just so I understand an example response to a compare question, could you respond to the following question:
Compare classical conditioning and operant conditioning.
Thanks,
Luke
Operant conditioning and classical conditioning are both associative forms of learning using the learner's direct experience. However in classical conditioning, the response is involuntary whereas in operant conditioning is conscious, deliberate, and voluntary. Thus, operant conditioning requires more engagement from the learner despite both methods of learning using similar principles.
Depending on the marks this may vary slightly but:
The last part is tricky as it involves recognition of the impact of a previously discussed factor (or synthesis). The level of depth you should go to will depend on the mark allocation - and as always linking to the specific scenario is advisable.
Hey,
I was just wondering do I have to know the differences, similarities, and the significance of the differences between each theory of gender role formation? This is because the cognitive verb that this content falls under in the syllabus is compare, which is what you have to do for a compare question. However, none of the resources I have (e.g. school PPTs, Psychology textbook etc.) don't touch on the differences or similarities between these theories of gender role formation.
Also, could someone give me an example answer in response to the attached question because I don't recall explicitly covering arguments for and against the General Model of Aggression (GAM).
An argument for the general aggression model (GAM) is that it offers empirically validated insights into ways to reduce aggression, including how to stunt the development of aggressive tendencies over time.You can access last year's papers and the solutions here :)
An example argument for the GAM is that a person known to be aggressive can be given strategies designed to reduce their hostile affect and increase thoughtful awareness of the violent thoughts, feelings and actions, increasing their likelihood to engage in decision-making processes when the urge to act aggressively occurs.
An argument against the GAM is that it suggests that aggression is an automatic process over which an individual has little control.
An example of the argument against the GAM suggests that all teenagers who play violent video games would display aggressive tendencies; however, evidence suggests that although the sale of violent games has increased over time, so has the civic involvement and volunteering of youth, providing evidence against the automatic processes proposed by the GAM.
Hey Luke!
I think I recall being asked a question about this at some point (either during exam prep or in the external) and I had run into the same issue. I understood the different theories (social, cognitive, and biological) but had never actually had to delve into the similarities and differences between them. Yes, unfortunately that is something you will need to take into consideration. I've jotted down some stuff and I hope you find it useful :)