Hey thanks so much for creating this!
I'll kick it of with one of my own questions - can someone please explain how visual stimuli is received/processed? How does the whole each half eye thing work? Cheers! :)
So in the grivas textbook and the 2015 tsfx notes it says the Broca's area is only in the left frontal lobe but my psych teacher said today that the broca's area is in the left and right frontal lobe. Which one is correct? I'm so confused nowI've never heard of someone saying Broca's area is in the left 1and right frontal lobe, but I have a sneaking suspicion that ~5% of people have their Broca's area in the right lobe. It's generally just in the left side, close to the primary motor cortex. (If you think about it, it's near the primary motor cortex, which means it controls the neck, jaw, tongue/lip muscles that are involved with speech, so when it's damaged, it's you ability to make words with your mouth that is damaged - but not your actual language abilities).
Hi everyone :)
Here are a few questions which i'm kind of confused about:
- what is a simple task and a complex task (I.e. How would you classify it?)
- why does sleep deprivation affect the ability to complete simple tasks but not nessecarily complex tasks?
- what are some limitations of sleep data (e.g. The graphs that show sleep patterns, sleep deprivation experiments)
Please excuse the silliness of these questions :)
I am new to 3/4 psych and am still trying to learn the basics :P
Thanks in advance!
I view simple tasks as things that you are able to do easily/without paying much attention and complex tasks as those where you do need to pay attention.
Sleep deprivation affects simple tasks more because it is believed that sleep deprivation affects motivation more than ability. ie. I'm tired and can't be stuffed doing this.
Limitations of sleep data may include: data was taken while participant was not in natural environment
Hi everyone :)
Here are a few questions which i'm kind of confused about:
- what is a simple task and a complex task (I.e. How would you classify it?)
- why does sleep deprivation affect the ability to complete simple tasks but not nessecarily complex tasks?
- what are some limitations of sleep data (e.g. The graphs that show sleep patterns, sleep deprivation experiments)
Please excuse the silliness of these questions :)
I am new to 3/4 psych and am still trying to learn the basics :P
Thanks in advance!
I view simple tasks as things that you are able to do easily/without paying much attention and complex tasks as those where you do need to pay attention.Extending upon this, sleep deprivation impacts both motivation and general mental functioning... So when you're doing a simple task - say, making burgers if you're a veteran McDonald's worker, and you haven't slept, it would be very easy to accidentally put a slice of cheese on a McChicken if you're making a bunch of Quarter Pounders with one McChicken also needing to be made. (A McChicken has no cheese, and a QtrPounder has two slices of cheese... so if you have a block of cheese with you and you go "Bang bang bang bang bang" putting cheese on burgers, it's easy to accidentally put one on a McChicken if you aren't thinking straight).
Sleep deprivation affects simple tasks more because it is believed that sleep deprivation affects motivation more than ability. ie. I'm tired and can't be stuffed doing this.
Limitations of sleep data may include: data was taken while participant was not in natural environment
I have a question!Ummm. Okay, this is really bringing me back and challenging my memory. I understand what you're saying - your perceptions are screwed up if you think 15 minutes has passed and it's actually been an hour, but from my (very sketchy) memory... This question would have been something like "give an example of perceptual and cognitive distortions that may occur in an ASC".
What are perceptual and cognitive distortions? And does time orientation not come under perceptual distortions because i wrote this in a practice Sac and got no marks for contradicting myself lol
I've got conflicting answers in my textbook and notes on REM sleep. Is it a period of light sleep or deep sleep and, therefore, is it easier to be woken from REM sleep or harder?Both! For this very reason, REM sleep is often referred to as "paradoxical sleep" - so this little confusion should help you remember it pretty well - just think of the paradox.
is the primary motor cortex just in the frontal lobes? Or is it everywhere around the cerebrum? My teacher said that the motor cortex is distributed around the cerebrum buT in my notes it just says its in the frontal lobes
Hello :)
I was wondering if someone could explain what the following terms actually mean?
I get the basic idea for most of them but I am struggling to put it into words...
- content limitations
- perceptual and cognitive distortions
- emotional awareness
The textbook tells me how vary in NWC and ASC, however it doesn't actually tell me what they mean.
Thanks
Why are short, complex, difficult tasks not usually affected by sleep deprivation?
Why are short, complex, difficult tasks not usually affected by sleep deprivation?
Hello :)
Does anyone know any advantages of qualitative data over quantitative data?
So does broca's area control articulation of speech and the understanding of human speech?
Hello :)
I have a question about the sleep-wake cycle/circardian rhythm:
During adolescence is melatonin released at a later time (hence the reason adolescents fall asleep at a later time) or is less melatonin produced during adolescence which causes sleepiness at a later time?
Thanks :)
Hi guys! I'm struggling to get my head around association areas and the different association areas in the cerebral cortex lobes and was wondering if anyone would be able to elaborate and explain what association areas and the different ones in the four lobes are? - Sorry if this is a bit vague!! :)
Does damage to Wernicke area impair fluency of speech as well as understanding the meaning of speech?
Ok so I'll try my best
Association area are in all four lobes of the brain. They integrate info from other lobes and allow for higher order mental functions such as thinking and learning. Association areas in the parietal lobe will have a role in spatial reasoning and attention. Association area visual in the occipital lobe will interact with the visual cortex in each occipital lobe to integrate visual info with memory, language and sounds (from other lobes) to give meaning to visual info.
This is all explained better in the Grivas textbook
Are Broca's and Wernicke's areas classed as association areas?
I dont believe so.
I dont believe so.Lol no it ain't that simple. There are probably brain scans involved
How does one diagnose Broca's aphasia? Does a neurologist simply ask the patient a question and if they have difficulty speaking, diagnose it as Broca's Aphasia?
Doesn't the Oxford text say that Broca's and Wernicke's areas are though?
Lol no it ain't that simple. There are probably brain scans involved
Hello :)
This is a really stupid question but could someone please tell me what the cerebral cortex actually is?
Like is it just the outer layer of the brain or is it a collective term for the different lobes?
The study design says we need to know the 'roles of the four lobes of the cerebral cortex' so does that mean the lobes are kind of like a subcategory of the cerebral cortex?
I'm so confused :P
Thankyou
Its the outer layer your right, the squiggly bit. The four lobes are just parts/areas of it. Whats underneath the outer layer doesn't matter to us as much in pyschology, it controls all the boring stuff like um your body lol
Hello :)Cerebral cortex is the convoluted outer covering of the brain. This outer layer is divided into 4 cortical lobes
This is a really stupid question but could someone please tell me what the cerebral cortex actually is?
Like is it just the outer layer of the brain or is it a collective term for the different lobes?
The study design says we need to know the 'roles of the four lobes of the cerebral cortex' so does that mean the lobes are kind of like a subcategory of the cerebral cortex?
I'm so confused :P
Thankyou
hello, I just wanted to know how do you write an aim? what's included in it?
how come studies on animals cannot be generalised onto humans? I understand the concept of this but not quite sure how i would answer itI wouldn't worry too much about that. I don't think you will ever need to answer it in an exam, but I guess because animals have different functioning and structures so there's no evidence to prove it will have the same effects on humans.
Hello :)
I'm a little confused about association areas...
I've been reading through some notes and getting confused when, for example, it says 'Frontal lobe association areas are important in the process of planning and thinking' - what is meant by an association area??
Thankyou :)
Association area is anything outside its primary area within a lobe. These are involved in integrating information between motor and sensory areas and higher-order mental processes such as decision-making, planning, etc.
i.e. Frontal Lobe; Primary Area: Primary Motor Cortex - its association area is anything outside the primary motor cortex within the frontal lobe :)
Hope that makes sense!
I remember doing this question and I'm pretty sure the answer was C...Thankyou! :) Yeah I thought there was a chance it was a typo in the solutions since this isn't a vcaa exam
Can some one help me with this question?If I am understanding the question correctly, it is referring to a research methods concept known as "counterbalancing". This involves systematically changing the order of tasks for participants in a 'balanced' way to counter the unwanted effects on performance of any one order.
"Half of the sample does the Muller-Lyer illusion with the arrows, then they do the "square ends" version of the illusion. The other group do the conditions in the other order. What is the name of this process? Why is it implemented?
Thanks :)
I've got an upcoming research methods sac that will require us to do our own study, and then use the collected data for a written test. However, I've been struggling to think of topics that I can do or turn into operational hypothesis'. Any help would be greatly appreciated.
Hello :)If something isn't on the study design, you don't have to learn it.
Just a quick question, would you guys recommend knowing things like Sperling's experiment for the exam even if they aren't on the study design? my teacher said we had to know it, but i'm not sure whether i should be spending my time learning other things that actually are on the study design instead :-\
Hi :)
If in an exam or SAC, we were asked to 'write a hypothesis' should we write a research hypothesis or an operational hypothesis?
Thanks!! :)
Could somebody help me out with the overall roles of the cortical lobes? I know the roles of the sensory areas, association areas etc but I'm struggling to work out the overall role of each lobe.
Thanks for your help :)
Frontal lobes - "Higher order thinking," voluntary movements (through motor cortices), speech production (through Broca's area), planning, organising, problem-solving, emotions and personality.
Parietal lobes - Sense perception (through somatosensory cortices), and attention.
Temoral lobes - Memory, speech comprehension (through Wernicke's area) and auditory perception (through auditory cortex).
Occipital lobes - Primarily involved in vision (through visual cortex).
Hope this helps! :)
For those that have done psych, what were your sacs for unit 4 like?
Hi :)Not the cerebellum/basal ganglia or hypothalamus. Hippocampus and amygdala are key and the neural structure they consist of.
Just wondering if anyone knows which specific brain structures we need to know for AOS1 (learning)?
Do we just need to know the hippocampus/amygdala or should we know others as well (like cerebellum/basal ganglia, etc.)?
Thanks :)
For those that have done psych, what were your sacs for unit 4 like?
The amgdala is in the medial temporal lobe right? So would that mean that the temporal lobe would play part in emotions?? ???
Distinguish between continuous and partial reinforcement with reference to a relevant example in a laboratory setting.
What does this question mean by lab setting and what could i perhaps do as an example? Thankyou :)
Continuous reinforcement means that you give the reinforcer every time the organism shows a correct/desired response. E.g. if a rat in an experiment presses the correct lever, it receives a food pellet EVERY TIME it makes that correct response. Continuous reinforcement is often used in the early stages of operant conditioning when the organism has to initially learn the relationship between a response and its consequence.Thanks for that :)
Once the organism has learnt the relationship between the operant response and its consequence (e.g. rat pressing lever and then realising that pressing a particular lever causes food to drop into its tray), we can adjust the reinforcement to a partial schedule of reinforcement. This means that we will provide the reinforcement for some of the desired/correct responses that the organism makes, but NOT ALL OF THEM. E.g. we might drop food pellets into the rat's tray the first 2 times it presses the correct lever, but not drop any pellets the 3rd, 4th and 5th time it presses that same lever (i.e. the other times it shows that same correct response). Partial schedules of reinforcement are good for maintaining (i.e. preventing extinction of) the desired/correct operant response (in this case, the rat pressing the correct lever).
Hope this makes sense! Schedules of reinforcement can get a bit confusing haha :D
Thanks for that :)
Understanding what they are isn't the problem, it's just what the lab example could be. When you were talking about rats was that your example of a lab setting experiment. Thanks again
Hi for section c for the Psych exam if we were asked to write up a hypothesis would it have to be a research or experimental hypothesis? I'm also having a little trouble understanding plasticity including developmental and adaptive. Thanks!
I was just doing a past exam question and it asked about the difference between nightmares and night terrors, do we still have to know this? I believe there isn't a study design dot point on it but maybe it comes under the ASC of sleep? Would somebody be able to clear this up for me?I believe that because it's not on the study design, it's not examinable content. The only ASC you need to know in particular are day-dreaming and alcohol induced states (and sleep, obvs).
Thanks for your help! :)
I was just doing a past exam question and it asked about the difference between nightmares and night terrors, do we still have to know this? I believe there isn't a study design dot point on it but maybe it comes under the ASC of sleep? Would somebody be able to clear this up for me?It was on the old study design, don't need to know it
Thanks for your help! :)
Hi there, just wanted to ask, which is most effective out of fixed-ratio, fixed-interval, variable-ratio and variable-interval reinforcements and why? Thank you!
Hello :)
I'm a little confused about the order of the elements of observational learning... I've been taught the order of elements for observational learning are: attention, retention, reproduction, motivation and reinforcement.
but, it seems to make more sense to me if motivation was at the very beginning (I.e. You have to be motivated first in order to give attention, etc.).
Why is motivation not at the beginning?
Thanks :)
Hello :)
I'm a little confused about the order of the elements of observational learning... I've been taught the order of elements for observational learning are: attention, retention, reproduction, motivation and reinforcement.
but, it seems to make more sense to me if motivation was at the very beginning (I.e. You have to be motivated first in order to give attention, etc.).
Why is motivation not at the beginning?
Thanks :)
Just in regards to comparing CC & OC, the textbook says that both responses can be involuntary & involve the autonomic nervous system.I can't think of anything that the response to operant conditioning is involuntary (unless it's subconscious?)
But what would be an example for a time when the response to operant conditioning is involuntary? Because I can't think of one at all :/
Thanks in advance for your help :)
Variable ratio has the highest response rate (and hence can be considered the most effective) because the individual is unaware of when they will be reinforced, and therefore puts in the same amount of effort in each time
If you have a look at your textbook (pg 437 of Grivas book) there is a really good graph that shows the response rate (or just google it :) )
Hello, why is informed consent important in psychology research?
Thanks :)
Hey can someone have a look at the engage educations psychology practice exam A. For section C, question 3 asks us to identify the research design. The answers say independent groups design but I think it may be matched participants design.What makes you think that just out of interest? :) Is it because of saying '36' to each group? If it was matched participants each of two participants would share the same characteristic. Being a boy is a different characteristic to being a girl haha
Thanks
What makes you think that just out of interest? :) Is it because of saying '36' to each group? If it was matched participants each of two participants would share the same characteristic. Being a boy is a different characteristic to being a girl haha
Hello :)Don't need to write operationalised hypothesise. If you do you must operationalise the variables correctly or you lose marks. There's an examiners report (one of the recentish ones) in the section c comments about this
If we write an operationalised hypothesis when asked to write a 'research hypothesis' or 'hypothesis' in the exam will we lose a mark?
Because my teacher says to operationalise everything... but I've heard the examiners are really picky so would they take off marks for something like that?
Thanks :)
Confused about the role of the amygdala in memory formation. What do we need to know other than it helps to form stronger memories for highly emotional experiences?
Just to make sure, we are not required to know about anxiety, schizophrenia, etc for the exam, that was purely for SAC's?Yes I can 100% confirm we do NOT need that knowledge (I guarantee this, but look at the study design if you don't believe a random person like me :P)
Also can someone please help differentiate between homeostasis and allostasis?
Thank you :)
Yes I can 100% confirm we do NOT need that knowledge (I guarantee this, but look at the study design if you don't believe a random person like me :P)
Second part-> homeostasis=body's ability to maintain stability in low fluctuations of the internal and external environment. Allostasis allows the body to achieve stability through change, usually due to high fluctuations in internal/external environment.
Yey, good to know! Thanks :)Nah can't really think of one...if you come across something in multi choice giving a scenario, it's usually the case that the allostatic response will involve a component of the fight-flight response so it's easy enough to pick out if you approach it that way. Maybe as an example, say you're near a venomous snake, you're heart rate increases and perspiration increases to allow the body to maintain stability through change (allostasis). While homeostasis normally keeps the body temperature under control in controlled environments, it wouldn't be able to in this scenario
Do by any chance have an example of allostasis vs homeostasis, I understand how allostasis is stability by change, but isn't homeostasis also by changing . . . :-X
Nah can't really think of one...if you come across something in multi choice giving a scenario, it's usually the case that the allostatic response will involve a component of the fight-flight response so it's easy enough to pick out if you approach it that way. Maybe as an example, say you're near a venomous snake, you're heart rate increases and perspiration increases to allow the body to maintain stability through change (allostasis). While homeostasis normally keeps the body temperature under control in controlled environments, it wouldn't be able to in this scenario
Hahaha I just started proper revision but everything is coming back to me
For anyone who uses both textbooks or have multiple sources of notes,
I have encountered two definitions for ATTENTION
- The concentration of mental activity that involves focusing on one specific stimuli whilst ignoring others ( Macmillain and A few other trusted notes sources)
- Something about actively processing information , can't remember it all but IT DID NOT MENTION ANYTHING ABOUT IGNORING SOME STIMULI AND FOCUSING ON OTHERS. the key word was actively processing. ( Oxford written by chief examiner )
so which one do i choose ? :(
I use the first one :/
Yeah my only concern is that the second one is from the head assessor for psych so idk manThe first one describes selective attention, not attention in general. Shouldn't really matter though
The first one describes selective attention, not attention in general. Shouldn't really matter though
Can someone please help me with the following question?Not sure about that multi choice question...VERY doubtful that it'd come up in a vcaa exam (they'll use encoding, storage and retrieval and the question will be simpler).
-According to the multi-store model of memory, information is:
A. Stored and processed in each of the three stores.
B. Processed in each of the three stores, but stored only in the long term store.
C. Stored in each of the three stores, but processed only while in the short term store.
D. Processed in the first toe stores, and stored (but not processed) in the long term store.
Answer is A.
What exactly does processing mean?
Also why does spatial neglect only occur in left visual field?
And, is it true that for hemispheric specialisation both hemis can peform the function however one is dominant over the other?
Thanks! :)
Is retrograde/anterograde amnesia to do with our STM or LTM?Long term memory! The cause of amnesia is damage to the hippocampi in the medial temporal lobe, the part of the brain that aids in consolidation of info into ltm. bad hippocampi=inability to store (declarative memories that is). This is the case for anterograde amnesia. Retrograde also has LTM affected because while one may be able to use stm still, they cannot retrieve info (retrieval of info is from ltm). :)
Long term memory! The cause of amnesia is damage to the hippocampi in the medial temporal lobe, the part of the brain that aids in consolidation of info into ltm. bad hippocampi=inability to store (declarative memories that is). This is the case for anterograde amnesia. Retrograde also has LTM affected because while one may be able to use stm still, they cannot retrieve info (retrieval of info is from ltm). :)
hahah hey guys,
I don't do psych but my little sis goes to macrob which has a pretty strong psych cohort, she has been smashing her sacs by cramming about 2-3 days before. But she hasnt done much for exam prep except light revision,
she is freaking out and has 12 days to the exam, i dropped psych ages ago, any advice her? she is pretty much given up but she is a bright kid!
She doesn't want to start prac exams until she has done enough revision but is that a good idea?
How much of the DSM and ICD stuff do we need to know?
Also can someone please explain the axis' for both manuals?
Thanks aplenty! :D
So VCAA released a statement saying that they don't mind if students study the DSM V or DSM 4 but must textbooks study DSM 4, either way, Considering they dont mind which DSM u study, we can rationalize that old features in the DSM 4 that don't carry on to the DSM 5 dont need to be studied. However, keep them in the back of your mind as i got this info from the Cheif assesor and he himself said that this is a logical assumption but VCAA have a tendency to twist their rules. So just know everything in your textbook, then maybe do some readings in the other tetxbooks, and you should be able to take on any question vcaa throw at you.
Can you make a conclusion to the study even if the results aren't statistically significant? But you can't generalise, right?Kinda. Except the conclusion won't support the hypothesis usually because the results are probably due to chance. So for a hypothesis like 'it is hypothesised that teenagers will perform better on exams if they have coffee during the exam than those who don't' and say we get some statistically insignificant result. We can conclude that coffee does not appear to affect exam performance. Basically you want a statistically significant result so you can be sure the IV affected the DV in the way expected and not by chance, otherwise the conclusion won't support the hypothesis. Make sense? :)
Anyone got any exam topic predictions or is it totally random?
Can someone please explain why the answer is A? I put C. The assessor's report says: It is difficult to see why many students chose alternative C. Clearly a low toThink about it, would you stick to a token system if you were only rewarded after every 100 trial exams you did? Or would you be more likely to stick to it if you were rewarded for each one you did?
moderate number of responses would be most efficient. The alternative of
making it easy to lose tokens is precisely how to make a token economy
ineffective, and favourite foods cannot be tokens.
Think about it, would you stick to a token system if you were only rewarded after every 100 trial exams you did? Or would you be more likely to stick to it if you were rewarded for each one you did?
Hey guys for an example of a automatic task- I usually say driving a car whilst maintains a conversations with someone else, but these are TWO separate tasks and driving a car is generally a controlled processs so I don't know if I am specific enough, do I need to say , " Maintaining a conversation " is a automatic process in particular? Sorry if this is a stupid question hahaha wanna make sure I am specific
Hey guys for an example of a automatic task- I usually say driving a car whilst maintains a conversations with someone else, but these are TWO separate tasks and driving a car is generally a controlled processs so I don't know if I am specific enough, do I need to say , " Maintaining a conversation " is a automatic process in particular? Sorry if this is a stupid question hahaha wanna make sure I am specificDon't refer to two tasks, the examiners will think that you've confused divided attention with automatic processing. I'd just say something like knitting as an example. The key points that would get the marks are stating that the person who knits has been doing it for say 20 years and that it is automatic because it requires little mental effort and conscious awareness. :)
Are these areas of the brain examinable?No, no and no. I've never seen them on recent vcaa exams or publications and it isn't taught in any classes of lectures. Safe to say you won't need to know about them
- Cerebellum
- Ventral tegmental area
- Basal Ganglia
They're not in the study design, yet I see them popping up in company trial papers (recently saw them on TSSM 2015 trial paper)
No, no and no. I've never seen them on recent vcaa exams or publications and it isn't taught in any classes of lectures. Safe to say you won't need to know about them
Ok, I just came across a weird multiple choice question on the TSSM 2015 Trial Exam.2015 exams are stupid haha! It's just some scale that shows heaps of life events and rates them on how much they impact an individual. Other than that I haven't bothered learning anything about it. Although I didn't 100% guarantee the previous things you asked won't be on the exam (even though they basically definitely won't be), I can reassure you that this one will definitely not be on the exam. The only way it could be is if they provided some background info in the question!
It was:
In terms of Holmes and Rahe's life event scale, which life event is rated as the second most stressful life event?
a) Divorce
b) Jail Term
c) Pregnancy
d) Death of a spouse
What the hell is Holmes and Rahe's life event scale? lol...
Don't refer to two tasks, the examiners will think that you've confused divided attention with automatic processing. I'd just say something like knitting as an example. The key points that would get the marks are stating that the person who knits has been doing it for say 20 years and that it is automatic because it requires little mental effort and conscious awareness. :)
Does anyone know if there are any solutions to the sample vcaa exam?
How can I remember what type of brain waves are in each sleep stage?
Can a conclusion be drawn and the hypothesis supported if the results were statistically significant, although a convenience sampling was used which was not representative of the population?
Could someone please give me a simple explanation on how and why the HPA axis is activated? Thank you xx :-*
I also need some strengths and limitations of Lazarus and Folkman's transactional model of stress and coping! xxxx
Can someone please help with some questions from the 2014 paper?Q5. Good to see you immediately ruled out A and B. This question more or less is taking a plasticity perspective. Because she is an adult it is likely that pretty much all neural proliferation has occured. The main change at the synapse in learning is sprouting of dendritic connections, not proliferation (since this is characteristic of developmental plast).
Mikaela, a healthy adult female, is learning Italian for the first time.
Question 5
As she forms new memories of the Italian language, Mikaela is most likely to experience an increase in
A. the size of her amygdala.
B. gamma-amino butyric acid (GABA) levels.
C. the number of neurons in her hippocampus.
D. the number of neural connections in her temporal lobe.
I put C but the answer is D. Can someone explain why?
Also,
Question 18.
One of the complex tasks required Madeleine to complete a jigsaw puzzle.
During this task, the lobe of the brain that would show the greatest neuronal activation would be the
A. left frontal lobe.
B. left occipital lobe.
C. right parietal lobe.
D. right temporal lobe.
Answer is C. Can someone explain this as well. I said A.
Lastly, has someone completed the research methods section of this exam that got full marks or close to full marks?
THANKS so much!!
Q5. Good to see you immediately ruled out A and B. This question more or less is taking a plasticity perspective. Because she is an adult it is likely that pretty much all neural proliferation has occured. The main change at the synapse in learning is sprouting of dendritic connections, not proliferation (since this is characteristic of developmental plast).
Q18. I think they've thrown you with the word 'complex', which is good that you've linked this to option A. However, as you should know, the parietal lobe is critical to spatial reasoning (ie fitting a jigsaw piece into a puzzle by spatial recognition that its shape is complementary. It's easy to remember the function of this lobe because patients with damage to it have spatial neglect (obviously it must be linked to spatial awareness). As for the hemispheric choice, well the right is primarily dominant for spatial reasoning, and the left hemi controls more logical tasks like maths (doing a jigsaw doesn't require much ground-breaking thought, more just recognition of shapes and position.
Can't help on the research question, I only got 3 marks for the final 10 mark question...otherwise I could help on the hypothesis and stat question but I think you sound like you'd be okay with that! :)
Makes super sense thanks heaaaps your explanations are great! :DIt show's the percentage of people that got full marks (not the number of people, there's more than 100 people that did psych last year ;) ). So there would of been a few that would of gotten full marks, but not enough to represent a rounded percentage of the state.
And about that research question, it was the 10 marker that I struggled with as well. The last part about the p-value interpretation of results just wasn't explained well for me in the examiner report... Apparently no one got a full mark for that section, but then how to people get 50 SS...
If you operationalize, you must do it correctly or you will lose marks, if you don't than that's fine, vcaa stated they only will only require a research hypothesis.
I know this question has been asked a lot, but can someone please double confirm with me that you will not lose marks if you correctly operationalize a hypothesis when it asks for a research hypothesis?
For section C, would it be okay to structure your writing in terms of the dot points they give you? So for each dot point, you use it as a subheading?
How would you set up section c for the exam? Do you need to write an introduction or just go straight into listing the IVs and DVs etc.?
How does the discriminative stimulus indicate the consequence?
I don't think so, from class the idea was the D.S sets the conditions right for behavior and the consequence is a response to the behavior.
If this is an actual exam question, then I actually have no clue :P Maybe say something along the lines of " The D.S makes the conditions right for the Behaviour and the consequences follows as a repsonse to the behaviour". idk :P
Should you be including anything beyond the dotpoints provided in the section C 10 mark question?
Can someone please help me with the strengths and limitations for the theories of forgetting? At least for Ebbinghaus forgetting curve? Thanks :)
Anyone? I can't find answers for it anywhere and it's part of the SD.For ebbinghaus, it's not really a theory of forgetting as such, it's just his results which kind of link in with decay theory (nonsense syllables faded if they weren't rehearsed).
Anyone? I can't find answers for it anywhere and it's part of the SD.
For ebbinghaus, it's not really a theory of forgetting as such, it's just his results which kind of link in with decay theory (nonsense syllables faded if they weren't rehearsed).
Motivated forgetting: strength-this one is common sense, people who experience traumatic shiz recall it less than positive events
limitation-people do not always forget traumatic shiz, as much as they might want to they just can't
retrieval failure: strength-tip of the tongue phenomenon, suggests retrieval is not all or nothing
limitation-we can't be certain we actually encoded information, like you might try to recall something and use cues to try recall it, but perhaps you never even encoded what you were looking for, we can't show this though.
decay theory: strength-it is about the physical action of neurons, therefore more measurable scientifically than the other theories
limitation-doesn't explain why an old person may not be able to recall a memory which occured recently-ish but can for some reason recall a specific childhood memory better
interference theory: strength-can be shown through experiments
limitation-doesn't account for shit the other theories do
semantic network theory: strength-research has shown people usually take longer on questions such as like 'does a crab has claws?' in comparison to taking longer for 'is a crab a verterbrate?' (because verterbrate is likely to be a distantly linked concept to crab, conversely claws are very closely linked)
limitation-activation direction depends on the strength of the link, not necessarily the heirarchy
Dunno, pretty basic rundown, this stuff is rarely on exams (which is quite surprising considering it's labelled so explicitly on the study design).
edit: disregard semantic network theory, forgot you said forgetting theories :P )
Hi anta0my,
Off the top of my head:
- a weakness of motivated forgetting theory is that it would be unethical to experimentally test this, so evidence for this theory relies on case studies which are not the most reliable sources of information
- a weakness of decay theory is the fact that some unused memories are seemingly carried for life, which is contradictory to this theory
- a weakness of Ebbinghaus' forgetting curve is that he derived the curve from nonsense syllables, while forgetting over time for other, more realistic things might not follow this exact trend.
Hi could someone explain why the answer to this question (VCAA 2014) is A?
Question 36
This year Dave married, started a new business and his first child was born. Dave’s allostatic load would have
A. changed, depending on how he appraised these situations.
B. stayed the same.
C. decreased.
D. increased.
I thought it was D since both eustress and distress involve increased physiological arousal... so shouldn't they both increase the level of stress hormones (and hence allostatic load?)
Thanks :)
2012 Paper 1, multiple choice question 17's answer is D, does anyone know why?
I worked this one out by elimination;
-It can't be A because the right hemisphere is NOT verbal.
-it can't be B because the left hemisphere is actually involved in controlling movement of the right side of the body, this is contrary to what this alternative says.
-it can't be C because is it in fact the right hemisphere that is specialised in object recognition and spatial reasoning.
-So therefore the answer is D, and we also know that it is the left hemisphere that is involved in logical thinking and problem solving so we can deduce that it has an executive function.
My approach to this question may be different but I hope it helped.
Can developmental plasticity also involve rerouting and sprouting or does this only what occurs in adaptive plasticity? Similarly does circuit formation and pruning also occur adaptive plasticity (throughout the lifespan)?
Sorry for so many questions, but if the p-value is set at p<0.05 does that mean a p-value of 0.05 is considered statistically insignificant?
Sorry for so many questions, but if the p-value is set at p<0.05 does that mean a p-value of 0.05 is considered statistically insignificant?
Do you include the population in an operationalised IV? (not in the hypothesis, just the operationalised IV by itself) E.g. whether VCE students use acrostics or acronyms or whether participants use acrostics of acronyms?
Could someone please explain how retrieval theory and semantic network theory and elaborative rehersal are related?
Could someone please explain how retrieval theory and semantic network theory and elaborative rehersal are related?
Could someone please give me a quick run-down of developmental plasticity?
Specifically relating to migration, circuit formation, synaptogenesis, proliferation, synaptic pruning and myelination!?!
How'd you all find the exam? :)
hey guys, just a question that's sorta psych related, but not exactly. So basically my question is: Should i use time to create my own extensive list of notes or should i just use others' notes that have already been created? i could make my own, and i do see the benefits of doing so, but it seems time-consuming (especially if i did this for all my subjects) ! thanks guuysss :)
I did psych this year.... IMO DONT MAKE YOUR OWN NOTES!!!!
If anything, purely write out some basic superficial notes in class during the class lectures, this allowed to process the information a lot better when I was writing it down. The main reason I say not to make your own notes is because
1) You don't want to deviate from the specific wording of the textbook and of other company notes - I did this a lot an ended up screwing up my notes because I misinterpreted what was key and wasn't. I AM NOT SAYING THAT YOU SHOULD ROTE LEARN THE TEXTBOOK OR COMPANY NOTES, but I suggest you get familiar with the manner in which they talk about the topic and what is emphasised opposed to spending time on actually translating the content into your own words and recording them as notes.
2) Time, I never found it to be a useful way to use my time, I preferred familiarizing myself with the TEXTBOOK ( OXFORD is written by the Ex chief examiner) and being able to use similar language in my sacs.
If anything, I highly suggest you annotate your textbook with new information you learn in class or key examples you may want to use, also I did take notes in class but this was purely so I could copy down HOW the teacher talked or spoke about the concept themselves and I would then analyse the way they spoke about the topic so I could use similar language in my answers. After all, your sacs are marked by the people teaching you, you may as well use what they teach you in your sac responses.
Regardless it is all up to the individual, the strategy can get very messy come exam time, I relied on the textbook and my short term memory for SACS but that didn't work out well for the exam.....
hey guys, just a question that's sorta psych related, but not exactly. So basically my question is: Should i use time to create my own extensive list of notes or should i just use others' notes that have already been created? i could make my own, and i do see the benefits of doing so, but it seems time-consuming (especially if i did this for all my subjects) ! thanks guuysss :)IMO I think you should be creating your own notes -- but that doesn't mean you shouldn't refer to other people's notes and mould it. Personally, it helped me a lot by organising the content in a way that makes sense to ME, making it easier to digest and understand.
I'm a bit confused about the difference between awareness, consciousness and attention.. or how they're related? What does it mean when they say that attention is actively processing something? and can you be pay attention to something without being conscious of it?
Lastly, what exactly is the definition of content limitations?
Hey is there a definition for 'Alcohol Induced State'?An altered state of consciousness due to the consumption of alcohol?
awareness and consciousness are pretty interchangeable tbh
attention is like a spot light where you actually focus on something and by "actively processing" they essentially mean putting a bit more emphasis or mental concentration into what you are aware of, for example, you are paying attention to the words i am writing and hence you are actively processing it but the ATARNOTES logo above is in your awareness but not actively processed.
C
Hi guys, im doing my Psychology summary for researh methods and in the study design it mentions 'Ways of minimising confounding and extraneous variables including type of experiment'
Im just confused on what i write under the subheading type of experiment
Any feedback is appreciated thank you!
I think it means whether the experiment is Repeated Measures (eliminates effects of participant variables such as personality traits), Matched Participants (eliminates effects of the confounding variable the participants are "matched" on) or Independent Groups (eliminates bias as long as the sample is large enough). So those three would be your sub-sub headings (or whatever you call headings under subheadings :-X) and you would add the advantages and disadvantages of each under that.
Hope that helps!! :D
Hi guys, im doing my Psychology summary for researh methods and in the study design it mentions 'Ways of minimising confounding and extraneous variables including type of experiment'
Im just confused on what i write under the subheading type of experiment
Any feedback is appreciated thank you!
I think it means whether the experiment is Repeated Measures (eliminates effects of participant variables such as personality traits), Matched Participants (eliminates effects of the confounding variable the participants are "matched" on) or Independent Groups (eliminates bias as long as the sample is large enough). So those three would be your sub-sub headings (or whatever you call headings under subheadings :-X) and you would add the advantages and disadvantages of each under that.
Hope that helps!! :D
What biases are present in convenient sampling?
Hey guys, when describing something such as level of awareness or cognition or time orientation in nwc what word do you use?i know in asc you would say something such as distorted ?
TSSM sacs are pretty horrible lol, would not recommend them at all and I usually found that they consistently had the wrong answers in solutions and some of their '2015 exams and sacs' contained content from previous study designs.
are the following correct:Yep your right about the short term memory capacity, as for the duration you can say anything between 18-30 seconds without rehearsal, they are fairly lenient on the exam as different books say different things
short term memory has a capacity of approx. 7 +- 2. It's duration is approx 12-20 seconds (some books say 18-20 , not too sure bout this?)
Echoic memory has a longer duration as most auditory information (words like electroencephalograph) are generally quite long, so they tale some time to process , and hence have a longer duration. OR Echoic Memory interprets sound waves which continue to vibrate in your ear, specifically in the Cochlea of the ear, which causes action potential and sensations, and hence it's duration increases
confused as to if that's right :o
Hi guysYes you should be able to, A confounding variable is identified after the experiment is completed and is thought to have affected the dependent variable. These variables are any other factors that may have influenced the results.
Can you ever really tell whether a variable is confounding or not in an experiment in the exam (for example)?
Also, aren't extraneous variables and potentially confounding variables the same thing (since they're potential, they may or may not affect the DV, just like for extraneous variables)?
Thanks :)
are we required to know criticisms and strengths of each theory of memory? my textbook is quite ambiguous about this section -.-
Q: During a game of squash Andrew is hit in his left eye with a squash ball. His doctor says his sight will not be affected but he will have to keep the eye bandaged for a few weeks. With his left eye covered, information from Andrew's right eye will be processed in the:
A: temporal lobe of both the left and right hemispheres.
Isn't visual info processed in the occipital lobe? And right eye --> left hemisphere? :\
Hi guys,Hi hello, descriptive statistics include percentages, graphs and measures of central tendency. A mean (the average of the class' scores) is a measure of central tendency and therefore it would be considered as a descriptive statistic :)
Would a class's average score for an experiment be considered a descriptive or inferential statistic?
Thanks in advance :)
Hi everyone,I would head over to Google Scholar to find journal articles and their abstracts - it's very helpful. :)
Where could I find the abstracts for B.B. Murdock, Postman and Philips(1965), Medin and Ross(1992) and Glanzer and Cunitz (1966)?
Thanks :)
on the exam, are we ever expected to draw graphs and such to display results? getting conflicting info, thank you!
From memory, I don't think I've ever come across drawing graphs as such. Could you be a little more specific? :)i meant like having to draw a graph from data we are given! just had a quick look at the exams and i also asked my teacher, we are not expected to draw a graph on a pair of axes (if that makes sense) thanks for your reply!
Hi everyone!
What psychology areas would be suitable for Identity and Belonging?
Such as social psychology and within that conformity.
Thanks!~
I'm sorry if this is a silly question, but does consolidation take place in the hippocampus? Thanks
Yes, it's believed to be important for the formation of memories and the transfer of memories to more stable cortical storage systems.You're really super great and I can't thank you enough for putting it into basic terms :D
You're really super great and I can't thank you enough for putting it into basic terms :D
Hello,
Could I get some assistance on operationalising the IV and the DV?
In class, we did an experiment where IV was the method of recall (free recall and recognition) and the DV was the number of correct items identified. How can I operationalise them? I'm so confused ):
Help will be much appreciated!
Thank you :)
Hi, could someone please explain the difference between extraneous variables and limitations of a study design, and give examples for each? Thanks.Extraneous variables: Basically anything in an experiment that's not an independent variable or a dependent variable. This can be further split into confounding variables and controlled variables. Confounding variables are extraneous variables which have had an impact on the results, controlled variables are variables which have been systematically controlled so that they do not influence results. Can't think of any examples rn (there's plenty) but im too fried
When writing an ERA, what should be included in the discussion and conclusion part??From the two ERA sacs I've done; you should include :
Thanks :)
When using a repeated measures experimental design, would order effects be considered an extraneous variable or a limitation of the design?
Hi everyone! I'm currently writing an ERA and just wanted to ask, is it possible that a hypothesis is supported but cannot be generalised? My hypothesis is that the recall of Year 12 select entry students would be highest for words with a serial position at the beginning and end of the list in comparison to the middle. The serial position effect is evident, but convenience sampling is used, so I'm not sure what I should conclude.pretty sure that can happen- your hypothesis can be supported but let's say, idk, you had a missrepresentative sample or had uneven distributions of gender,age,status etc. , they in that instance , a generalisation could not be made, however, if the results were statistically significant, im pretty sure a conclusion can still be made( hence the main difference between a conclusion and generalization being supported is that the conclusion only needs statistical significance, and a generalisation needs a few more things)
Hi everyone! I'm currently writing an ERA and just wanted to ask, is it possible that a hypothesis is supported but cannot be generalised? My hypothesis is that the recall of Year 12 select entry students would be highest for words with a serial position at the beginning and end of the list in comparison to the middle. The serial position effect is evident, but convenience sampling is used, so I'm not sure what I should conclude.
Has anyone done activity 9.3 on page 346 of the Gravis textbook, pleaseee pm me. Really struggling. Thanks
daydreaming is considered an altered state of consciousness, right? doing a question and it says 'Daydreaming is not an altered state of consciousness as not all awareness is lost of the individual and their world'To quote the Study Design document for Psychology (2013), the first key knowledge dot point of Unit 3, AOS1, outcome 1 says "concepts of normal waking consciousness and altered states of consciousness including daydreaming ... in terms of levels of awareness, content limitations, [etc.]..."
quick response would be appreciated ty!
ah thought so, silly question was wrong -.- ty
Hello everyone,
Can I clarify something?
Is Shaping and Tokens a form of positive reinforcement (I think so) My book just vaguely says, "reinforcement" so does that mean it can be positive and negative?
I imagine it's basically always positive reinforcement being used in shaping and token economies. I think using negative reinforcement in a shaping procedure would prove quite complicated. I do suppose, however, that tokens could work as negative reinforcers.damn you across all boards is there nothing you don't know
damn you across all boards is there nothing you don't know
Hey I just recently did a SAC on memory. We had a question on the serial position effect and were asked to choose "which part (start, end and/or middle) of the list would the students me most likely to remember?" I, seeing that it referred to only the "part" and not "parts" and knowing that the recency effect was more superior than the primacy effect, wrote that the students would most likely remember the words at the end of the list. The following question then asked to explain why and I wrote about the recency effect. However, the teacher took marks off these questions because he said that the students would have remembered both the words at the start and end of the list, thus the cause would have been the primacy and recency effect. So, should I have received the marks? Is the recency effect more superior than the primacy effect when remembering a list of words?
Yes, it was immediately after.
Outline the difference between a person perceiving a situation as a harm asSo the primary appraisal of the model is to assess and evaluate the scenario. The secondary appraisal is to assess ways to tackle/the resources that can be used to make the scenario less stressful.
opposed to a challenge
relates to Lazarus' transactional model - any help would be appreciated! thanks guys :)
-snip-thanks for your input- but finding the words to formulate an answer is proving annoying- did you cover AoS 2 for unit 4 already ? my class skipped aos 1 , half way through aos 2, and then going back to aos 1- reckon this is common? :p
thanks for your input- but finding the words to formulate an answer is proving annoying- did you cover AoS 2 for unit 4 already ? my class skipped aos 1 , half way through aos 2, and then going back to aos 1- reckon this is common? :pyeah i think so my class is doing same thing coz they dont wanna end the term on something that's irrelevant to the exam.
yeah i think so my class is doing same thing coz they dont wanna end the term on something that's irrelevant to the exam.hmm fair enough, i swear pysch is such a clusterfuck sometimes when it comes to its specificity with words that shouldn't have too much differences in their semantics haha (if this made sense, i swear psych annoys me sometimes)
yeah the words are annoying :(
hmm fair enough, i swear pysch is such a clusterfuck sometimes when it comes to its specificity with words that shouldn't have too much differences in their semantics haha (if this made sense, i swear psych annoys me sometimes)lmao yea, tbh not focusing on psych at all this year just doing the subject outta enjoyment. Probs at end of year Ima crack down on those marking scheme and really absorb the wordings of answers, coz the content is pretty easy tbh its just the wording that trips ppl up
RIP when section c average is like 3/10 on some questions hahahaha, and like 1% get 10
has anyone started their unit 4 sac yet for psychology? its the sac where you have to do a folio work?
Hey, guys. Need help with a couple of questions:Partial sleep dep: Problems with concentration, hand tremors, problems with higher order thinking and problems with simple tasks. (I think hand tremors is total sleep deprivation tbh)
1. What are some symptoms of partial sleep deprivation?
2. If an experiment advertises their study in the local newspaper, have they used convenience sampling?
3. When can a conclusion be drawn from a study?
Thanks in advance :)
Hey, guys. Need help with a couple of questions:
1. What are some symptoms of partial sleep deprivation?
2. If an experiment advertises their study in the local newspaper, have they used convenience sampling?
3. When can a conclusion be drawn from a study?
Thanks in advance :)
Yeah recency effect declares that words at the end of the list is to have higher percentage recall because items in short term memory are more effectively retrieved that stuff in LTM. It's logic really, but you could psychologisise it if you want.
I'd give it another go explaining it to your teacher. You can just google "serial position effect curve" and it should come up. Also, look back to the wording of the question/context. Are you absolutely sure that the teacher didn't indicate the glanzer and cunitz (1966) research specifically?
I wouldn't pursue it to much coz u dont wanna get on the bad side of ur teacher in psych. Too many questions where they can be picky. It's only 2 marks so I'd swallow it
Offtopic i know and not even in VIC but.. (open at your own risk ;))
Spoileri want to study psychology when i graduate this year at uni. You may or may not be aware that nsw does not have anything like vce psych units 3&4, but i was wondering if it would come in handy to look at notes/exams here and is this how psych is at uni? Anyone do psychology at uni? Im not sure who can help me but if you can thats great.
Hey there. :)
It surely can't hurt to have a glance over the notes! I can only speak for Psych at Monash, but first year Psych (uni) is quite similar to 3/4 Psych (VCE). It gets deeper after that, but I only did the first year sequence.
Thanks so much for that! Would it also be beneficial for me to look over 3/4 psych exams and see what i can do after looking at the notes or would that be expecting too much of me? :D
What does an annotated folio involve, exactly, apart from annotating stuff? I've got one on Monday, and I have no clue what I should expect.
Cheers.
-Jonathan
Hi JG97!
An annotated folio usually involves answering questions about the experiment and/or the sampling method/procedures and ethics associated. :)
(Based off what I did last year.)
(Someone doing 3/4 currently should correct me if I'm wrong. :)
Hi JG97!
An annotated folio usually involves answering questions about the experiment and/or the sampling method/procedures and ethics associated. :)
(Based off what I did last year.)
(Someone doing 3/4 currently should correct me if I'm wrong. :)
what is the function of adrenaline as a hormone (if we have to know this)? what about function of cortisol (disregard if not necessary)1. Yes
do we have to know about how the adrenal glands secrete adrenaline, the adrenal cortex secretes cortisol etc. basically what secretes what (if that makes sense xD) ?
do we have to know about allostatic overload, allostatic load, allostatic dysfunction etc.?
how much do we have to know about biofeedback, meditation/relaxation, physical exercise,social support etc.
do i have to remember about which type of excercise is more beneficial for reducing stress/ how exactly exercise reduces stress via what happens biologically with hormones etc.
thankss guys <3
Helloo
From what I've read in the textbook, I'm getting the impression that the neural mechanism of learning and memory are essentially the same (e.g 'structural/functional' changes at the synapse, LTP, neurotransmitters) which would make sense since learning can't occur without memory.
So I'm not sure why the textbook describes the two processes as 'alike' as if differences still exist. What might these differences be?
Thanks
Hi
I have a question related to observational learning, What makes children pay such close attention to the behaviour of their parents?
thanks :)
Hi all! New to ATARNotes so apologies if I'm not going about this the right way, but I just need some assistance in answering a practice SAC question.
"How does brain plasticity impact a person's ability to learn?"
Thank you :)
is thorndike's laws of trial and error learning examinable? how much do i need to know about trial and error learning? thanks :)
"How does allostasis integrate biological, psychological and social factors to explain an individual's response to stress?"could talk about what allostasis roughly is - stability by change (use a better definition tho)- and then how biological factors, i.e dispositions to feel a certain way may make it difficult to do x,y,z (dont really have time for a longgg reply) and talk then about psychological and social factors. give an example for each factor and i reckon that should do it. i think this is a 4marker ? so yeah
I believe this was a past exam question. How would you all go about answering it? Thanks!!!
Hello,hmm need to revise this too
I would really appreciate it if someone could answer my question!
From 2014 NEAP:
A failure to encode information can explain a limitation of which of the following forgetting theories?
A. Retrieval failure
B. Motivated forgetting
C. Decay theory
D. State- dependent cues
My brain's not working right now, please help!! :'( :'(
hmm need to revise this too
but i dont think its D or C. is it A- retrieval failure? not too sure too :(
Another question: Can someone please tell me the difference between information and appraisal support? They sound so similar!
Do we have to know the HPA axis for the psych exam?I'm not sure that we'd be tested on it but I think its best to know it just in case
hmm need to revise this too
but i dont think its D or C. is it A- retrieval failure? not too sure too :(
A failure to encode information can explain a limitation of which of the following forgetting theories?
A. Retrieval failure
B. Motivated forgetting
C. Decay theory
D. State- dependent cues
also have a few questions of my own..
Q. When devika was a little girl, she was bitten by a dog and now is terrified of all dogs. The problem often causes embarrassment and disruption in Devika’s adult life. She goes to a psychologist to try and overcome this problem. The psychologist has to decide whether to use graduated exposure, flooding or aversion therapy. Using the language of classical conditioning, explain how flooding could be used in this scenario to assist Devika with overcoming her fear of dogs.
In the answer she overcomes the fear through extinction. As in the dog is the conditioned stimulus which will produce the conditioned response of fear. And so to get over it (via extinction) she would have to be repeatedly exposed to a dog without the unconditioned stimulus (biting) to extinguish her fear response. That makes sense… but I always thought aversion therapy works by associating a relaxation response (from the relaxation techniques the therapist teaches her before exposure – the unconditioned stimulus) with the previously feared stimuli (which would be neutral)..
i think you have Aversion Therapy mixed up, as Aversion Therapy involves associating the conditioned stimulus with an 'aversive stimulus' so like maybe to stop someone from biting their nails you paint their nails with a nail polish chemical that makes it biting nails have a gross taste and therefore the person learns to associate biting nails with it being undesirable -thereby extinguishing it. Does that make sense? Like u cant associate relaxation techniques because thats a behaviour not a stimulus where is more operant conditioning..
Q.Also how do you explain Graduated exposure in terms of classical conditioning as well?
So in an exam i'd probs write: Involves presenting successive approximations of the CS until the CS itself doesn't produce the conditioned response. So you first teach the individual relaxation techniques that they can apply while you gradually expose the client to the increasingly similar stimuli until they're desensitized to the fear and then id add an example.
Q. What is the difference between voluntary behaviour and active participants in terms of operant conditioning?
SO voluntary behaviour means that the person voluntarily does the behaviour whereas active participants mean they're actively placed themselves in the environment where a punishment or reinforcement will be received - whereas in CC the participant doesnt need to do anything for the CS or UCS to be presented.
Q. What is the difference between research hypotheses and experimental? Which one do you include operationalised variables in?
What do you mean? Do you mean research hypothesis and operational hypothesis?
thanks!! :)
when questions ask for assumptions of theories, is that always limitations/criticism or can there be instances where you simply write something that is assumed for a theory eg craik and lockhearts levels of processing theory, on a question i wrote an genuine assumption, but was told it had to be a 'text'book' limitation. thanks guys [hope i made sense]!Assumptions don't usually mean limitations / criticisms.
Assumptions don't usually mean limitations / criticisms.hmm, thought so, didn't get the mark on the assessment i did, so i guess this was something my teacher just was against ? :/
I wrote the deeper the processing the easier the retrieval for the assumption. I got the mark, but it doesn't sound right since that's pretty much the entire theory.
Hope that helps.
Has anybody else done some of the Engage education free practice exams? Because in the solutions, particularly the multiple choice a lot of the answers seem to be wrong and a lot of the questions seem to be on content outside of the study design or very ambiguous.
Are other people having this experience or is it just me, and would you recommend actually doing these practice exams or are they perhaps misleading?
That makes sense… but I always thought aversion therapy works by associating a relaxation response (from the relaxation techniques the therapist teaches her before exposure – the unconditioned stimulus) with the previously feared stimuli (which would be neutral)..
i think you have Aversion Therapy mixed up, as Aversion Therapy involves associating the conditioned stimulus with an 'aversive stimulus
Hmm. I have them already printed off, im planning on starting trials after i finish revision. Could you please reference which questions you think are incorrect. Ill take a look at them right now. :)
Well so far I've only done the 'A' and 'E' Exams but for example in 'A', Qns 34,40 and 66 in the MP (questions 44 and 61 not sure about), Qn 7 of the short answer refer to 'working memory' in terms of Atkinson and Shiffrin model and then in the answers refer to Sensory memory, STM and LTM. But also in the multiple choice a number of questions refer to GABA, CBT etc... and other things outside the SD and use language that we probably haven't been exposed to.
Would these be correct:
Phonological loop - stores the instructions Veronica's instructor is telling her
Visuo-spatial sketchpad: stores visual information as she drives, such as other cars, traffic lights and signs.
i like what you said here and i think it is correct as well as its similar to the answer, however for the visuo-spatial sketchpad their answer is more correct that yours. For visuo-spatial sketchpad think like its a mental sketchbook, its used to like mentally calculate 15+7 like that, so for driving the visuo-spatial sketchpad is helping her visualise like the traffic she will see when she turns the road. Do you get that? Its all mentally visualising something for the future whereas sensory memory in particular the Iconic memory is more of what you described!
or is what i said considered more sensory memory and i should focus more on the cognitive functions applied to the visual and auditory information (rehearsing and visualising) like their answers which was:
Phonological loop- would assist veronica to rehearse the verbal instructions from the driving instructor
Visuo-spatial sketchpad- would enable her to mentally visualise the pathway to her car when instructed to turn a corner by the driving instructor.
I thought the PL and VSS were simply stores and it was the central executive that integrates and manipulates the information?
Yes they are, think of them like stores for the future its stores everything you're about to say or do and then the central executive intergrates what you'll and do and then you can act it out
Hi, could someone please explain the difference between stratified sampling and random-stratified sampling? Using stratified sampling, how would participants be selected if it is not random? Also, I went to a psych lecture and we were told that the results can't be generalised if a stratified sample was used but can be if a random-stratified sample was used - why is this the case?
How much are we expected to write in a section C?The examiners arent looking for how much you write, but rather the quality. There are certain aspects they examine and award marks to. I suggest you look at some of the previous examiner reports to develop a rough idea on what is expected.
During a game of squash Andrew is hit in his left eye with a squash ball. His doctor says his sight will not be affected but he will have to keep the eye bandaged for a few weeks. With his left eye covered, information from Andrew's right eye will be processed in the
A)occipital lobe of the left hemisphere.
B)occipital lobe of both the right and left hemispheres.
C)temporal lobe of both the left and right hemispheres.
D)temporal lobe of the right hemisphere.
Hey guys what's the answer to this , the answers say it is B in my Cambridge book but is it right?
Use the following information to answer Question 51-54.
Kim, Lonnie and Vivian are good friends who play together in a Soccer team on Saturday mornings. Their mothers take them each week and while the girls are playing their mothers have a coffee and a chat. They usually complain about having to tidy up after the girls. They decide that they will each use a different strategy to encourage their girls to keep their rooms tidy and report back on which is the most effective after 4 weeks.
Question 51
Kim’s mother decides to use a fixed-ratio schedule of reinforcement where she
A. gives Kim extra pocket money if her room is tidy when she checks it each week on Sunday.
B. checks the room daily but won’t always give Kim extra pocket money, even if she finds the room
tidy.
C. checks the room daily and rewards Kim at irregular intervals, as long as the room is tidy.
D. checks the room daily and always gives Kim pocket money as long as the room is tidy.
I think it is D. This is because fixed ratio is the {'set' = fixed} {'number'= ratio} of reinforcers for a correct response- so after a set number, given that it is a correct response, a reinforcer is given. Option A is incorrect as it is an interval because its Sunday and not after one response. Option B is incorrect because is wrong because a reinforcer isnt given every single time, which occurs in fixed ratio. Again, Option C is at irregular intervals when it shoudl be fixed.
Question 52
Kim’s mother notices a continuing trend with the schedule of reinforcement she has chosen to use.
A. Kim’s room is always clean.
B. Kim’s room is never clean.
C. Kim’s room is cleaned on Saturday night and is dirty again by Tuesday morning.
D. Kim’s room is cleaned on Sunday night and is dirty again by Tuesday morning.
Should be A. Option B - Why would it neve be clean if the girl gets a reinforcer everytime she cleans her room? Option C and D are related to time interval and it was referring to fixed ratio before.
Question 53
Which schedule of reinforcement would be more effective in encouraging Kim to keep her room tidy throughout the week?
A. Continuousreinforcement B. Variable-ratio
C. Fixed-interval
D. Variable-interval.
Can't be option D because it just doesn't fit the context - like would variable-interval actually work? Option C is maybe. Option B is partial reinforcement so that is good for long term, after a while Kim would keep her room clean all the time. Look, I'm not 100% but ill say C. These are difficult and sometimes its just that there are more than one answer, but one answer is just more sutiable.
Btw please check the answers to see if I know what I am doing haha because I'm still learning my psych notes so I might not be the best one to tell u.
If someone could take the time to answer these and explain why, it would be very much appreciated :)
I know that this is a really generalized question but i need help on ER. I am making sure to address each of the dot point suggestions, but i ma never scoring more then about a 6. I there any tips. I have asked two different teachers at my school for help, but they have given me different answers. one teacher said never dot point in ER as them may only count the first ten, whilst another said that you should may dot point paragraphs. Is it true that you are nto only marked for the content but also the coherence?? If anyone has some tips that would be great.write equally for each section. From examiners, i hear its marked holistically, so while it may seem that an explanation of extraneous variable may be short or whatever, writing each dot point they specify to an equal length is important. :) probs looking through examiner reports would be useful
For section c, does 'a description of the weaknesses of the experimental design' include weaknesses of the sampling method?No, it refers to weaknesses of independent groups, repeated measures or matched-participants design!
No, it refers to weaknesses of independent groups, repeated measures or matched-participants design!Ok, because in the suggested answer it also mentions situational variables, the experimenter effect and the placebo effect.
Ok, because in the suggested answer it also mentions situational variables, the experimenter effect and the placebo effect.I was assuming there'd be more dot points asking you to address those? What does the question say exactly?
I was assuming there'd be more dot points asking you to address those? What does the question say exactly?
hi!
Can someone tell me what'd they answer to this?
'Describe two ways in which categorical approach is a better approach than dimensional approach.' [2 marks]
1. Unlike the dimensional approach that classifies the severity of a mental illness on a continuum/spectrum, the categorical approach provides a more definitive ('yes/no') answer and a decision is made whether the disorder is present or absent.Thank you so much! your answer was really helpful :)
2. The diagnosis procedure for the categorical approach is standard amongst health professionals, making this approach more efficient, as the many dimensions of the dimensional approach that are to be assessed can overcomplicate a mental health assessment.
hope that helped you out! i found this question to be a very good one as it is quite common for questions to ask why the dimensional approach is better, but its important to know reasons why categorical would be better just in case :)
It says exactly 'a description of the weaknesses of the experimental design'.Well because it is section C it makes sense to include extraneous variables that could come about as a result of the experimental design if this is for the 10 marker question.
Hi, I am sorry if this question has already being asked, but with exams drawing nearer i just want to check some of my psych terms. I sort-of don't get the difference between central executive and episodic buffer. I know the central executive makes descisions and controls attention, whilst the episodic buffer mental represants various bits of info to be consciously worked on, but which is involved with LTM??? What if i was asked which retrieves information from LTM?"which is involved with LTM???"
Hey guys , just wondering do we need to know research methods about every experiment stated in the study design? For example Sperry and Gazaniga 'So i just checked, and yes we do. I dont know how i didnt know this :-\
By this I mean do we need to know the Iv , do , ethics and such
Hi!! I was just wondering whether acronyms such as CS, UCS, UCR etc are acceptable when talking about classical conditioning on the exam?? Or acronyms such as LTM/STM for memory, PNS/CNS when talking about the nervous system and so on?mention them as the full item first, then you can use them. i.e blah blah Long Term Memory (LTM)- then use LTM from then on!
Thanks :D
hey guys which scedule of reinforcement is least resistant to extinction??variable-ratio is the most resistant to extinction
variable-ratio is the most resistant to extinctionyo that's true but the person asked for least resistant.
yo that's true but the person asked for least resistant.THanks and can i ask why it leads to the fastest extinction?
Least resistant is fixed interval ;)
THanks and can i ask why it leads to the fastest extinction?*applies logic*
variable-ratio is the most resistant to extinctionoh, haha my bad :D
yo that's true but the person asked for least resistant.I think it would be more correct to say least resistant is the continuous schedule of reinforcement..of course it depends on what options are listed as this would probably be a multi-choice question
Least resistant is fixed interval ;)
Do we have to know about sperlings study on memory yield??dont think so? did u find this on a VCAA paper?
are we expected to calculate a savings score in the short answer section? do i have to remember the formula? ty :)Yes you should know how to do the savings score, however questions about the meaning of the savings score occur much more often-so try to understand both the maths and interpretation of the savings score.
edit: when asked in section c to write an introduction, what exactly do we include in that? this from a NEAP exam, and it asks for a intro and method for an experiment (which i can do) :) ty
No. If this is in the exam, background info will be given.
Do we have to know about sperlings study on memory yield??
what type of memory is most affected by amnesia?Amnesia is related to long term memory, it is most commonly induced by brain damage. Consider specific cases like what you studied about retrograde and anterograde amnesia-they relate to an inability to retrieve or store long term memories.
i.e 2014 psych exam, MCQ 27, out of sensory, working, short term and long term memory? i put STM in that specific scenario but i think i misread and i cant find info about it in my textbook - thanks ! :)
anyone have any tips for not getting confused between proactive interference and retroactive interference?
as well as any acronyms (hehe psych) used to remember large sets of info?
my best one is Run Scon- where Repression is unconscious, and Suprresion is conscious
I'm on my phone, so apologies for short message, but:that's gold HAHAHAH thanks mate!
Proactive =
Old interfering with new;
Retroactive =
New interfering with old
If p value is P<0.5 and the rsampling method was convenience , can the results be generalised ? And can you say it supports the hypothesisNo. For psych we want P<0.05 NOT P<0.5. Also if your sample is selected via convenience sampling it is highly unlikely to be representative of the broader population-e.g say a teacher used his/her class as a sample (convenience sampling) for testing heart rate, we can see that this sampling will not generalise to the whole population (due to older people existing in the population and having slower heart rates.
Q. Accepted duration of STM? Also for the duration of LTM is it unlimited or indefinite? Or are they interchangeable?
Duration of STM: 12-30 seconds
Duration of LTM: relatively permanent.
I think indefinite is fine, but unlimited is used to describe capacity only.
Does anyone know why EEG recordings are quantitative data only?
Like I understand its quantitative because it is measured in waves per second etc.
But cant it be qualitative too? Eg if you categorise it into beta, alpha ... and so on. Isnt that a qualitative trait?
Hi guys,
Could someone please explain the difference between stratified sampling and random-stratified sampling?
Thanks so much and good luck for tomorrow :)
Stratified sampling:
- Divide the population into strata based on relevant characteristics
- Select a sample from each stratum using the same proportions as the population
Random-stratified:
- Divide the population into strata based on relevant characteristics
- Randomly select a sample from each stratum using the same proportions as the population
E.g. There's 300 people in my population and I divide them into 3 strata based on eye colour - brown (100 people), green (100 people) and blue (100 people). I want a sample of 30, so I would need 10 people from each stratum so that the proportions are the same. Using stratified sampling, I would just pick the first 10 from each stratum without any attempt to make sure that everyone has an equal chance. Using random-stratified, I would assign each person a number and then randomly select my 10 using a random number generator or something.
hi guys would someone mind clarifying developmental and adaptive plasticity for me. I always seem to get confused. like with developmental plasticity is it only during childhood? and with the adaptive is it only when we experience damage to the brain?
thank you.
Hope everyone smashed English!!
Stratified sampling:
- Divide the population into strata based on relevant characteristics
- Select a sample from each stratum using the same proportions as the population
Random-stratified:
- Divide the population into strata based on relevant characteristics
- Randomly select a sample from each stratum using the same proportions as the population
E.g. There's 300 people in my population and I divide them into 3 strata based on eye colour - brown (100 people), green (100 people) and blue (100 people). I want a sample of 30, so I would need 10 people from each stratum so that the proportions are the same. Using stratified sampling, I would just pick the first 10 from each stratum without any attempt to make sure that everyone has an equal chance. Using random-stratified, I would assign each person a number and then randomly select my 10 using a random number generator or something.
Thanks!!
Also, just to confirm is this correct?
- Synaptogenesis and synaptic pruning occur in developmental plasticity
- Rerouting and sprouting occur in adaptive plasticity
Thanks!!Yes that is correct.
Also, just to confirm is this correct?
- Synaptogenesis and synaptic pruning occur in developmental plasticity
- Rerouting and sprouting occur in adaptive plasticity
Do we need to know about the General Adaptation Syndrome? If so would someone mind explaining what it is ?
Thank you
thank you! just another question with the HPA axis is it correct to say that when an individual is experiencing stress both the flight/fight and HPA axis is activated the when the F/F response is activated it provides immediate action and the HPA axis provides a more long term response? OR perhaps a better way of asking my question is what is the difference between the HPA axis and the flight/fight reponse.
Thank you!!
thank you! just another question with the HPA axis is it correct to say that when an individual is experiencing stress both the flight/fight and HPA axis is activated the when the F/F response is activated it provides immediate action and the HPA axis provides a more long term response? OR perhaps a better way of asking my question is what is the difference between the HPA axis and the flight/fight reponse.HPA axis isn't on the study design. I wouldn't stress over it.
Thank you!!
Hi! Any tips for completing the extended response section when it is pretty much a "create your own"??
Thanks heaps
do we have to know about naturalistic observation, controlled observation and clinical observation?
do we have to know about naturalistic observation, controlled observation and clinical observation?
do we have to know about naturalistic observation, controlled observation and clinical observation?We learnt about that in unit 1&2 but not 3&4 so i'd say no.
Hi! Any tips for completing the extended response section when it is pretty much a "create your own"??Currently im reading the examination reports to help me out as theres tips in there:
Thanks heaps
Is sprouting the same as saying "dendrites become bushier"??
Is sprouting the same as saying "dendrites become bushier"??
yup!
THIS QUESTION:
Which of the following is an example of allostasis?
C. an increase in the rate of respiration in anticipation of exercise
D. a decrease in heart rate in response to increased blood pressure
someone mind explaining this? esp since i though allostasis was the achievement of stability through change
A decrease in heart rate would be homeostasis, since homeostasis involves changing the body's internal environment by keeping certain bodily conditions constant. Heart rate is generally steady, so when it becomes accelerated homeostasis would operate to ensure that it goes back to a normal rhythm. Also, allostasis involves the body adjusting and changing its physiological state to meet internal and external demands. The question says "in anticipation of exercise", so the body's allostatic systems increase the respiration rate as it knows it will soon encounter external demands in the form of physical exercise. Therefore the answer is C.
anyone help me out w/ a nice definition of 'sensitivity' with regards to recall, recognition, relearning etc.
^ same, been trying to look for something for that.. so far all I got is "Sensitivity essentially refers to how effective each method is in retrieving information." or "A more sensitive measure will register the memory is present if only a small amount of it remains. A less sensitive measure will only register the memory is present when a large proportion is present."
anyone help me out w/ a nice definition of 'sensitivity' with regards to recall, recognition, relearning etc.I define sensitivity the way my book does, which is
With Ebbinghaus' forgetting curve, does how you encoded it (eg. elaborative rehearsal) and level of processing have any effect on the rate of forgetting? or is it always the same?
Hi,
I'm picking up psych as a 3/4 in 2017 and did bio 3/4 last year.
Does psych require the same level of interpretation and application as bio does?
Should I approach psych in a similar way as people generally approach bio?
Thanks!
Hi,
I'm picking up psych as a 3/4 in 2017 and did bio 3/4 last year.
Does psych require the same level of interpretation and application as bio does?
Should I approach psych in a similar way as people generally approach bio?
Thanks!
In one part of my textbook cortisol is explained as slowing tissue repair and the healing of wounds, but in other part it says (quote) that 'corticosteroids such as cortisol ... are released into the bloodstream to further energise the body and help repair any damage that may have occurred'. I'm just confused, can someone explain this please? Have I missed out on something? Thanks :)
I'd like to know the reasoning behind the answer to this question:
Situation (paraphrased from SAC): Jane's son is sent to jail. Jane decides to take time off work and starts to take up drinking. A few months later, she realises that it isn't helping her cope.
Question (I don't fully remember, so it's something along the lines of ==>): What stage of appraisal is it when she realises that drinking isn't helping?
The correct answer: secondary appraisal
My answer: primary appraisal
There was no option for reappraisal
Is the answer "secondary appraisal" correct because reappraisal happens in secondary appraisal instead of primary appraisal?
Thanks
Hi!
Could someone please explain what 'implications' are in the discussion section of a report? Some friends are saying that it is about whether the results are 'relevant' to the real world. For example, watching the video during Loftus' experiment is not the same as seeing an accident in real life. Therefore, it is not necessarily relevant due to potential different responses.
Other people also said that it is how the results will affect people in real life (this is what i thought it was). For example, Loftus' experiment shows the eye-witness testimony is not foolproof and can be influenced by leading questions and misinformation after the event.
Could someone point me in the right direction? Would be best if it was by tomorrow but I was thinking I might put down both (since they don't contradict in an ERA report SAC) just to make sure i cover the bases.
Thanks!!!
Has anyone purchased a Cambridge checkpoints book for psych?
I was just wondering if it'll be useful- are the question in their from past papers that are relevant to the new study design OR are they new questions written by the author VCAA style?
Hey :)I believe your answer would be sufficient. If you aren't sure, I think in addition to saying "she experiences another runner's high", you might also write "which creates a sense of well being". There was a similar exam question worth 6 marks that averaged 2.6 in the state. One mark was awarded for each phase correctly named, and another for each phase correctly explained in relation to the scenario. Therefore, 3 each for naming and explaining the phases.
I'm having a bit of trouble picking out the ABC's in operant conditioning
Firstly, if a question asked to explain someones change in behaviour using the three phase model of operant conditioning, would you select the ABC for before the behaviour change and also for after so you have two 'sets' of ABC's?
Also, could someone tell me if my answer for this question is right (there are no answers)
Charlotte experiences the 'runners high' (due to endorphin release) when she ran a mini-marathon and as a result has started running 10 kilometers three times a week. Explain charlotte's changed behaviour using the three phase model of operant conditioning
Is the antecedent experiencing the runners high when she went on the mini-marathon, the behaviour is going for a run for 10km 3 times a week and the consequence is the endorphin release causing another runners high?
As there isn't any other info given I'd assume you would only write one 'set' of ABC's??
Thanks for the help :)
does anyone know if action potential refers to the electrochemical message travelling through neurons and synapses OR is it just referring to the electrical impulse travelling through a neuron?
Hello :)
Could someone explain why/how Alzheimer's disease isn't reversible?
Thanks so much
does anyone know if action potential refers to the electrochemical message travelling through neurons and synapses OR is it just referring to the electrical impulse travelling through a neuron?
Hello :)
Could someone explain why/how Alzheimer's disease isn't reversible?
Thanks so much
Great question. The action potential is the electrochemical message which travels through neurons. When this action potential reaches the axon terminal, it stimulates the events which ultimately lead to the release of neurotransmitters across the synaptic cleft to the post-synaptic neuron which could then stimulate an action potential in that neuron, and so on. So to answer your question - the action potential does not refer to the message travelling across the synapse, only the electrochemical message travelling through neurons.
-what is the difference between memory encoding and memory consolidation; if any? In the textbook they are used interchangeably
eg. Reconsolidation: Re-encoding a memory that has been retrieved from LTM to STM, back into LTM; possibility of altering memories as we integrate the memory with new information
-in reconsolidation, does the memory ALWAYS change or does it have the possibility of changing? (see my def above)
What is meant by firing of a neuron? is it the entire electrochemical message sent through the neurons and synaptic gap? or just the electrical image. I found this def quite confusing:
Firing: When an electrical impulse travels through a neuron, is released from the presynaptic neuron and is transmitted to the postsynaptic neuron
what areas of the brain are the most 'plastic'? in some textbooks it says motor and sensory cortices, some say association areas, some say:
Location of LTP: hippocampus; motor, visual and auditory cortices of cerebral cortex (associated with memory and learning)
Which one is right? Its soo frustrating having different sources say different things!
1. what is the difference between synaptic, neural and adaptive plasticity, if any? This is what i have:
Synaptic plasticity: The ability of the synapse to change over time through use or disuse
Neural plasticity: The ability of the brain’s neural structures or functions to be changed by experience throughout the lifespan
Adaptive plasticity: the ability of the adult brain to change, adapt and grow throughout life in response to interaction with the environment and stimulating experiences
2. When asked for examples of stimulus generalisation, discrimination, etc. is it ok to use pavlov's experiments?
3. if students are allocated into groups, say the teacher walks around and points to each person in line and goes 'group 1,group 2, group 3, group 4' thats NOT random allocation right? cause where they sit impacts results?
4. is there a difference between observational learning and vicarious conditoning? My defs:
Vicarious conditioning: When someone observes a model’s behaviour being reinforced or punished, and later behaves in the same/similar way or refrains from doing so as a result of the observation
Observational learning: Occurs when someone uses observation of a model’s actions and the consequences of those actions to guide their future actions. Also called modelling, social learning theory or social cognitive theory.
5. In the key processes of observational learning (attention, retention...) when is the behaviour actually shown (at which stage)?
6. What is an operant and could you provide an example? I dont understand this:
Operant: any voluntary response (without any stimulus) that acts on the environment in the same way each time to produce some kind of consequence
7. Don't remember where this sentence was from, i think Jacaranda TB, but is this true?
‘Spontaneous recovery is often stronger when it occurs after a lengthy period following extinction of the response than when it occurs relatively soon after extinction’ cause i thought that over time it should weaken rather than strengthen
8. What are the similarities/differences between: operant, classical conditioning and observational learning
Hey,
So I was doing some questions, and I came across this:
Sensory Memory:
a) is known as working memory
b) is a limited capacity store that can maintain unrehearsed information for up to about 20 seconds.
c) preserves information in its original form for less than a few seconds.
d) is an unlimited capacity store that can hold information over lengthly periods of time.
I know that the first two are referring to the short term memory, and sensory memory has a duration of .2-4 seconds. So I circled C, but according to the answers, it's D? Can someone please tell me if im wrong, how it is D, or if its just a printing error? I'm so confused and my memory SAC is next week.
Thanks
Hey,
So I was doing some questions, and I came across this:
Sensory Memory:
a) is known as working memory
b) is a limited capacity store that can maintain unrehearsed information for up to about 20 seconds.
c) preserves information in its original form for less than a few seconds.
d) is an unlimited capacity store that can hold information over lengthly periods of time.
I know that the first two are referring to the short term memory, and sensory memory has a duration of .2-4 seconds. So I circled C, but according to the answers, it's D? Can someone please tell me if im wrong, how it is D, or if its just a printing error? I'm so confused and my memory SAC is next week.
Thanks
Okay guys:Have you checked this or ExamPro out? If not, they might be your two best AN-sourced ones out there to begin with. If you're looking for more, check out some of the other textbooks available (Grivas et al., Nelson, Oxford IIRC), Checkpoints or maybe even the practise exam companies (e.g. TSFX, TSSM, Engage Education). These will be ample study material and majority of these are available in most of the other subjects you've listed too.
I was wondering if any of you know of any resources for psychology?
Also if you have business management, further math and English resources that would be lovely
Hey Psychlings!Hey Ashjames!
I am currently in year 12 and I am doing psychology (obviously)
I was wondering, usually people who get above 45 in psychology do like 15 practice exams.
With the new study design there isn't much to practice on!
What resources have you been using, are planning to use or recommend if you are aiming for a 45 in psychology?
Your replies are appreciated!!
Hey Ashjames!
I've had a quick peek at the 2017 Psych Study Design and it doesn't look like it's overly changed from previous years. Although not 100% accurate, any previous resources up to 2017 should still be relevant to some degree (70-95% usually between years). Thus, you can use any of the ones I listed in the previous post with a hint of caution, with the knowledge that textbooks and the latest Checkpoints are usually relevant to the current or last study design. I can't find it currently, but someone probably remembers where the study design changes are kept for you to double check that, so you can avoid the sections that have been altered. Hopefully that helps.
Hey Psychlings!
I am currently in year 12 and I am doing psychology (obviously)
I was wondering, usually people who get above 45 in psychology do like 15 practice exams.
With the new study design there isn't much to practice on!
What resources have you been using, are planning to use or recommend if you are aiming for a 45 in psychology?
Your replies are appreciated!!
@Ashjames,
Out of interest, would you find it useful if somebody (hypothetically) went through previous Psych exams and identified which questions were still relevant? Like, would that make things easier? :)
Wait guys, so if I was given a report, how would I identify a possible hypothesis for the study?
OMGGGG are you serious??? I'd be on cloud 9 if someone did that for me!!!! Seeing as I have 2 other subjects which are content heavy (texts and traditions and business management) I kind of don't have enough time for anything like that :'( (you feel me??)
But if someone meant to do that, I would appreciate it soooooo muchhhhhhhhhh ;D
Hey guys !!! It's me again hehe, so basically i was wondering,
1- Can we forget information that is held in the short term and sensory memories? Or is it because they haven't been consolidated properly, they were never able to be forgotten in the first place?
2- Would consolidation and encoding be considered the same thing or?
3- How do context and state dependent cues help our ability to retrieve implicit and explicit memories? Is it because they just aid in locating and retrieving the memories?
4- and what are some limitations of the retrieval failure theory?
THANKS AGAIN DUDES <3
1) Nope. Forgetting is defined as an inability to retrieve stored information, and since information technically isn't stored within sensory or STM, you can't 'forget' information in them.
2) Nope. Consolidation is making memories stronger neurologically, whereas encoding is converting information into a form that could be stored in memory. There is some overlap, but they're mostly different.
3) Yes? Not sure though - check with someone else for this one. .
4) Only one I could think of is that you can't really validly test the model scientifically, since you can't be sure if the memory is even in LTM in the first place.
3) State and context dependent cues do make it easier to locate and retrieve the memory, as has been said. This is simply because the external environment (for content) or the feeling/emotion (for state) acts a cue to help retrieve those memories. :)
OMGGGG are you serious??? I'd be on cloud 9 if someone did that for me!!!! Seeing as I have 2 other subjects which are content heavy (texts and traditions and business management) I kind of don't have enough time for anything like that :'( (you feel me??)
But if someone meant to do that, I would appreciate it soooooo muchhhhhhhhhh ;D
Hey Guys,
I stumbled upon this in the textbook regarding recall, relearning and recognition;
"Recall tends to be the least sensitive measure of retention
Relearning tends to be the most sensitive measure of retention
Recognition tends to be less sensitive than relearning but more sensitive than recall. "
Can somebody please explain what the term 'senstive' means in this context?! I don't really understand what it's trying to say.
Hey psych buddies!!!
I have 2 questions:
- To type notes or not to type notes? ( which is more effective, handwritten or typed?)
- Should I go to a psych lecture? Is it necessary? Are they effective? If so, which company do you most recommend to attend to? (Sorry, that was like 4 questions!)
And one more question:
Are ATARNOTES going to be holding any lectures in the future at RMIT? I totally missed the first ones! :'( :'( :'(
You bet. ;D See above post - the Psych one will be taken by howey!
I'll post the link here as soon as it's available. ;)
Hey guys, just got a question regarding operationalising variables. So, the experiment we're doing is basically the serial position effect, with there being a control group who has immediate recall of a word list. The experimental group has a delayed recall by 50 seconds where they have to do something in that time, then recall the words. So, how would I go about operationalising the IV and DV, as I am quite confused.
When asked to operationalise variables, ask yourself "how would I measure this?" So for in your case, ask yourself: "how would I measure the delayed 50 seconds?", and "how would I measure how many words from the list have been recalled?" You'll then plonk the answers to these questions into your variables, then boom! operationalised.Thanks for that! We are also measuring the position of the words recalled (start, middle, end), so how does one operationalise that?
Thanks for that! We are also measuring the position of the words recalled (start, middle, end), so how does one operationalise that?
Talk about how'll the words are going to be presented to participants; will it be done verbally, on a piece of paper, or in another way?Ermmm, I mean the DV. We are trying to get the serial position effect to occur, and we're measuring the position of the words recalled (start, middle or end), so how would I operationalise the DV?
Ermmm, I mean the DV. We are trying to get the serial position effect to occur, and we're measuring the position of the words recalled (start, middle or end), so how would I operationalise the DV?
Hey guys its me again xD
So when you're writing an investigation report, what is the difference between summary of results and the discussion? are they basically the same thing? Or are there some differences i'm missing?
Thanks !!!
Thanks Howey!!! Just one more question (for now hehe) what do we write in a conclusion? Like what's different between that and the discussion?
Question: How is the Amygdala and the cerebral cortex involved in long-term memory?
What are their roles in regards to long term memory formation and storage?
1.Are episodic memories more susceptible to memory loss then semantic memories? Explain with reference to Alzheimer's disease
2. Explain the role of the temporal lobe in memory formation. What memories does it store?
3. Which is the Amygdala NOT responsible for?
a) learning
b)memory
c)fear
d)all emotions
4. Explain the existence of short term and long term memory using the serial position effect
5. Wendy and bill witnessed a car accident. Wendy was standing at the curb, while bill witnessed it from inside a bakery. Wendy always has vivid flashbacks of the event. One year later, Bill and Wendy were giving eyewitness testimony in court, Bill gave a different story to othre one he gave on the scene of the accident
a) Explain the role of the Amygdala with reference to Wendy's reaction
b) What hormone was responsible for Wendy's reactions?
C) With reference to Elizabeth Loftus, explain why Bill might have given different testimony in court
6. Explain anterograde amnesia with reference to an example
I'm not 100% sure on this, but personally I would say that both episodic and semantic memories are heavily affected by Alzheimer's disease. The key thing is that explicit memories (semantic and episodic) tend to be affected earlier in the disease and more severely than implicit memories.
The temporal lobe contains both the hippocampus and the amygdala. Therefore, it is involved in the consolidation of explicit memories (the primary role of the hippocampus) and the formation of emotional memories (the amygdala). As for storage, neither the hippocampus or the amygdala store memories, as long-term explicit memories are distributed around the cerebral cortex. It is likely the temporal lobe will store auditory information from these memories, as auditory information is processed in the temporal lobe.
Bit of a strange question, this. Personally, I would say d) all emotions, as the amygdala is involved in learning, memory and fear, and d) just seems like a bit of a strange answer, even though the amygdala does have a key role in regulating emotional reactions. Happy to be challenged on this one!
The key here is to consider the primacy and recency effect. The primacy effect (items at the start of the list being remembered better) are rehearsed multiple times and therefore pass into LTM - therefore proving the existence of LTM. The recency effect (items at the end of the list being remembered better) occurs due to these items still being in STM - therefore proving the existence of STM.
Wendy's amygdala was responsible for this event being remembered strongly, and therefore able to be easily retrieved. During times of heightened emotional arousal, such as the accident, noradrenaline is released at the amygdala, which stimulates the amygdala to signal to the hippocampus that stronger encoding of the memory is needed. If the memory is encoded very strongly, this could explain Wendy's constant flashbacks.
As touched on above, noradrenaline, although adrenaline also plays a role.
Loftus found that memories could be reconstructed over time. Therefore, Bill may have reconstructed his memory of the accident over the past year due to new information becoming available, or due to being asked leading questions. This can lead to new information being inserted into Bill's memory, causing the memory to be fallible and possible incorrect, and different to the memory that he originally had.
Anterograde amnesia is when an individual is unable to form new long-term explicit memories after the brain trauma/incident occurs (such as a head knock). H.M. is a famous example of this - he had most of his medial temporal lobes removed and was unable to form new explicit long-term memories afterwards.
I hope this helps! :)
Yes Howey- it has helped immensely!!! You're such a gun!! way to go Howey!! ;) ;)
Hey I was wondering if anyone knew why stage 3 of NREM is 3-10 minutes long and why it's so short?
This ones specifically for Howey::
I got my SAC back and my teacher told my that the Amygdala question was correct, it was d) all emotions
I really don't know how she came up with that, but thanks for your help anyways! :D
Ermmm, I mean the DV. We are trying to get the serial position effect to occur, and we're measuring the position of the words recalled (start, middle or end), so how would I operationalise the DV?
Questions:
Are amplitude and frequency only used to measure the brains electrical activity in regards to EEG? Are they used to measure electrical activity in EOG and EMG? ( basically, are amplitude and frequency used in EOG,EMG and EEG? or is it used only in EEG?)
Why is consciousness placed on a continuum?
:) :)
As touched on above, noradrenaline, although adrenaline also plays a role.
Hey again!!!
I just had a question, so since when were watching like a tv show we love or playing a game, and we sort of get addicted to it, are we paying focused attention to it, since we don't really tend to be aware of other things that might be going around us? Because if we are, then how come we tend to lose track of time? Isnt that like a trait of an altered state of consciousness? Or is it also losing track of time another thing associated with focused attention like the reduced awareness of our surroundings?
Thanks !
Is there any difference between automatic processes and autonomic processes? If not, are they interchangeable and can they both be accepted by VCAA?
I have a few questions:
- Is sleep deprivation considered to be an ASC?
-How can a sleep diary be indicative of the state of consciousness someone is in?
-Is video monitoring and objective measure or a subjective measure?
Thanks
Hey guys,
Just a quick insight on my situation. Unit 3 has finished and Tbh I got average scores so I'm looking to lift heaps in unit 4. Any tips on what I should be doing? Currently, in preparation, i've been doing some practise questions after I make notes on the topic that we study. Also, I've been wondering where I can get unit 4 practise sacs from.
Thanks heaps!
Hey Andrew!!!
Its totally okay if you didn't do as well as you wished in Unit 3 - those marks were a realty check for you, and know it's great that you have realized that you need to improve!!
I know it can be a bit daunting with these marks, but if you slay unit 4 and the exam you'll be fine!!
Regarding Unit 4 practice SAC's I've got a few and I can link them for you here.However, the key to success in unit 4 is knowing the content back-to-front. Also, what made you get those average marks in unit 3?? was it because you weren't studying sufficiently? Or maybe it was last minute studying? Figure out your areas of weaknesses and work on them!
Remember nobody perfect!! We learn from our mistakes and practice makes perfect!! [just a bunch of cliches to cheer you up!]
Also- Apparently I am only allowed to post 4 attachments. However if you are interested in more quizzes and SAC's for unit 4, shot me an email: [email protected]
Hello everyone, I am new to this forum. I am not even sure if I am asking my question in the correct place! But I am giving it a shot!
I have two questions (it is taken out from a extended response question) ! Can anyone please answer them?
1) Give Explanation of at least two physiological differences between NWC and an ASC.
2) Explanation of another factor that may lead to any identified differences that is not due to being in altered state.
Thanks guys :) :D
Yes you're in the right place. Welcome to AN. I'm a bit rusty on psychology so correct me if i'm wrong also these aren't the best examples for question 1 but it would be something like:
1. 2 physiological differences between NWC and ASC is that in NWC there is an increased heart rate and higher body temperature than when in an ASC. (explain)
2. The increased body temperature could be due to a high air temperature.
1.Difference between synaptogenesis and circuit formation and neurogenesis?
2. Stimulus discrimination and response discrimination same thing or different?
3. Are LTP and LTD adaptive plasticity or developmental plasticity?
4. Do we need to know about the consolidation theory? On the forum on ATAR notes it days it is removed from this years study design but in out textbook (oxford) there is information on it.
Is there any difference between 'afferent pathway' and 'sensory pathway'? If there's none, which one should I use?
Is there any difference between 'afferent pathway' and 'sensory pathway'? If there's none, which one should I use?
Which answer is better for this question? :-[ or any other suggestion if both don't cover all points required to get full marks?
Neural communication is essential for coordinating every thought and action. Provide a detailed description of how two neurons communicate by transmitting and receiving information. (3 marks)
Answer 1: Action potential results in terminal button on the axon terminal of the presynaptic neuron to release a chemicals called neurotransmitter into the synapse. The neurotransmitter is then received by the dendrite of the post-synaptic neuron.
Answer 2: Communication between the neuron begins with information being transmitted from synapse to the dendrites in the post-synaptic neuron. This information in the form of electrical impulse is then passed through soma and along the axon. This information in the electrical impulse is then passed through soma and along the axon. A neurotransmitter is secreted from terminal buttons to the synapse and is then received by the dendrite of the post-synaptic neuron.
Hey guys!
So idk if this question is really psych related but for those that have previously done psych, do you reckon it's better to do questions from the jacaranda text book or from checkpoints and things such as that? Idk i guess its because i find questions from checkpoints much clearer than those from the textbook, and so I was curious. Also, and these are more psych related, but
1. Explain whether sleep cycles and sleep episodes may occur voluntarily, involuntary or both.
2. Explain whether a hypnogogic state is an ASC distinguishable from sleep or dreaming.
Thanks!
Does anybody know if there's answers available for the 2017 sample exam from VCAA?VCAA doesn't supply answers for the sample exam, so there is no official answer.
I'm confused about Question 7 d ii. where it asks how the standard deviation suggest about the encoding in STM. I understand that SD is how far the scores vary from the mean, but unsure how to word/relate that to the encoding part.
And also question e ii. where it asks to use relevant psychological concepts. Would the answer be something similar to semantic encoding??
Hey guys I just wanted to ask if its worth learning the saving score formula? I've seen questions pop up in checkpoints and a TSSM paper but I wasn't taught it in class, what do you guys think? did your teachers teach you the formula? Thanks :)
Hey guys I just wanted to ask if its worth learning the saving score formula? I've seen questions pop up in checkpoints and a TSSM paper but I wasn't taught it in class, what do you guys think? did your teachers teach you the formula? Thanks :)
Yup! We were taught it at our school and it popped up on our SAC. Just know the formula and what the score represents.
Hey guys, I have a question regarding my ERA title.
I've conducted an experiment where I basically conditioned my cat using operant conditioning, however my teacher told me that the title doesn't jump out at her and to try and twist it somehow in order to make it more eye-catching and interesting, but I'm finding it quite difficult to do so hahaha.
SO, I'm currently stuck with "Can you condition a cat to associate the sound of a bell with receiving a treat?". Is there ANY way I can make this title more appealing? :'(
Any help is appreciated!!
Hey guys, I have a question regarding my ERA title.
I've conducted an experiment where I basically conditioned my cat using operant conditioning, however my teacher told me that the title doesn't jump out at her and to try and twist it somehow in order to make it more eye-catching and interesting, but I'm finding it quite difficult to do so hahaha.
SO, I'm currently stuck with "Can you condition a cat to associate the sound of a bell with receiving a treat?". Is there ANY way I can make this title more appealing? :'(
Any help is appreciated!!
Okay- dumb question:
I still can't figure out the difference between physiological and psychological?
Okay- dumb question:
I still can't figure out the difference between physiological and psychological?
1. For psychological and physiological, isn't an EEG physiological even though it has to do with the brain or is it psychological?
2. Is video monitoring a methods of subjective reporting or objective?
I'm doing Recall vs. Recognition for my psych investigation poster and having trouble identifying how my IV (recall condition and recognition condition) and my DV (how many nonsense syllables are reproduced) will be measured?
I'm doing Recall vs. Recognition for my psych investigation poster and having trouble identifying how my IV (recall condition and recognition condition) and my DV (how many nonsense syllables are reproduced) will be measured?
I need help! What is the difference between phobia and specific phobia? According to textbook definitions they kinda mean the same thing.....
Hey everyone!!
I was just doing my notes for the dot point 'the effects of a full night of sleep deprivation in comparison with BAC''
Now obviously, going without sleep for a full night is the equivalent of having a BAC of 0.10. But I was just wondering how would you compare that?? They are relatively the same!!
I did some research and I found out that having a BAC of 0.10 will result in euphoria, grater self-confidence and receding of 'good' feelings? Maybe that can be a point of comparison?
Hi guys, so my schools starting our ERA and i have no clue what to do mine on. If anyone could lend us a hand and give me some ideas or even send me their old ones if you still got em that would be great! Thanks!
Anything to do with memory - it's the simplest area to do it on and there's heaps of studies to base it off.Yeah, i'm thinking about doing how chunking improves the amount of items recollected from our short term memory
Yeah, i'm thinking about doing how chunking improves the amount of items recollected from our short term memory
Yeah, i'm thinking about doing how chunking improves the amount of items recollected from our short term memory
Hi,
1. Do we need to know about different types of attention e.g. selective, focused, divided attention?
2. My textbook says that the EMG detects, amplifies and records the electrical activity of heart muscles? Isn't to supposed to measure muscles (in general)?
3. Is there any difference between muscle atonia and cataplexy? My textbook implies that cataplexy is paralysis when the person is conscious (is this just after waking) and that muscle atonia happens during REM sleep.
Hi,
1. Do we need to know about different types of attention e.g. selective, focused, divided attention?
2. My textbook says that the EMG detects, amplifies and records the electrical activity of heart muscles? Isn't to supposed to measure muscles (in general)?
3. Is there any difference between muscle atonia and cataplexy? My textbook implies that cataplexy is paralysis when the person is conscious (is this just after waking) and that muscle atonia happens during REM sleep.
As narcolepsy has been cut from the study design I doubt that we would need to know about cataplexy.
I would, however, have that that we should be aware of the different types of attention as related to awareness.
I 100% agree with Glasses in regards to the EMG
Hey everyone.
I'm a bit confused, for consciousness do I compare a full nights sleep deprivation to a BAC of 0.05 or 0.10? Because in a technical sense, a full nights of sleep deprivation is not 1 full day, it is more likely 2 or 3 days because we sleep for 8 hours everyday, not 24 hours. So I was just confused- if anyone has finished their notes for this can you tell me how you did it?- would be really helpful
Hey everyone.
I'm a bit confused, for consciousness do I compare a full nights sleep deprivation to a BAC of 0.05 or 0.10? Because in a technical sense, a full nights of sleep deprivation is not 1 full day, it is more likely 2 or 3 days because we sleep for 8 hours everyday, not 24 hours. So I was just confused- if anyone has finished their notes for this can you tell me how you did it?- would be really helpful
Guys, for the stages of sleep (NREM and REM), is it true that we don't need to know the brain waves and physiological responses for each stage?
The study design says that we don't but my school taught it for some reason??
If we don't need to know the brain waves for each stage and the physiological responses, then what do we actually need to know about the sleep stages?
Thanks!! :)
Guys, for the stages of sleep (NREM and REM), is it true that we don't need to know the brain waves and physiological responses for each stage?
The study design says that we don't but my school taught it for some reason??
If we don't need to know the brain waves for each stage and the physiological responses, then what do we actually need to know about the sleep stages?
Thanks!! :)
Hey Butterfly girl
On the study design, it specifically states that corresponding brainwaves to each stage of sleep need not be known- so that answers your question
Regarding what you actually need to know, just what basically happens in each stage. For example, during stage 1, hypnic jerks can occur, Stage 4 NREM sleep is the deepest stages of sleep and REM sleep is characterized by a paralysis in muscles, called Atonia. Just characteristic of each stage.
I hope this helps you
What do we need to know about stimulants and depressants in regards to consciousness? My textbook is regurgitating everything, from short term effects to long term effects for over 10 different drugs. Do we need to know all that?
Hello :)
With the 4P model, could certain risk factors act as more than 1P in different situations?
for instance, poor sleep is typically referred to as a precipitating risk factor but say someone already has a mental disorder, and is experiencing poor sleep (possibly due to the mental disorder), would poor sleep be a perpetuating risk factor in this case?
hey guys
I was just wondering, on the study design it says that we need to know the effects of sleep walking and sleep onset insomnia on the sleep-wake cycle.
What is meant by this?
Hey guys, just had a question about the 4P model. I get that predisposing factors are previous factors which make an individual more likely to develop a mental illness, but what is the difference between predisposing and precipitating risk factors?
Good question! Basically, sleep walking doesn't have a huge effect on the sleep-wake cycle, but people may experience a reduced amount of sleep and a reduced amount of NREM 3/4 sleep if they keep waking up because they're sleeping walking. Therefore, they may experience sleep deprivation and excessive sleepiness during waking hours.
Sleep-onset insomnia is a bit clearer. If people aren't able to fall asleep, they will probably have a reduced sleep time and therefore suffer from partial sleep deprivation (if they have to get up for school/work the next morning and can't sleep in). This can then result in excessive sleepiness during waking hours.
Thanks a lot for that! The small difference makes sense now. :D
I was just wondering when you are comparing the effects of sleep deprivation with BAC for concentration, can we say that when an individual is sleep deprived they have difficulty completing simple tasks, and finds it easy completing complex tasks, whereas an individual with a BAC of .05 finds it difficult to complete difficult tasks [such as driving car] and simple tasks [such as walking on a line steadily]I wouldn't say they find it "easy" to complete complex tasks, they are just less disadvantaged than simple ones. I don't feel like this is different for driving, but I could be wrong.
Hey Guys,
Just finishing off some old sleep notes and I came across that basically a person will feel the most tired upon being woken up from stages 3 and 4 of NREM.
Anyone know why this is?
My gosh Howey, you never fail to impress
Thank you so much- it makes sense now!
Hey I just had a few questions:
Why is Jet lag worse when an individual travels east?
What are 2 qualitative and 2 quantitative measures that could be found on a sleep diary?
Does EEG produce qualitative or quantitative results? Is EEG a primary or secondary source of data?
What is one limitation of the restoration theory?
Does anyone have tips on improving the long answer questions (10 mark ones and 6 mark ones) for psych?
I have no idea where to start with these and the expected structure etc.
Does anyone have tips on improving the long answer questions (10 mark ones and 6 mark ones) for psych?
I have no idea where to start with these and the expected structure etc.
Okay thankyou!
And also, how much detail would we need to know for the reception and transmission across the synapse?
How much do we need to know about sleep hygiene and stimulus control therapy? Just wondering because it is in the textbook but we didn't really cover it in class that much or get assessed on it in our SAC?
Thanks!
Hey I just had a few questions:
Why is Jet lag worse when an individual travels east?
On a recent SAC, there was the following question:
"What does the EEG measure?" 1 mark
My answer was:
"The EEG measures the electrical activity of the brain in the form of brainwaves."
The teacher said that my answer was wrong and that the correct answer should be:
"The EEG detects, amplifies and records the electrical activity of the brain in the form of brainwaves."
Was my marking truly deserved? I think that I answered the question fully, considering that the question already provides the function of what the EEG does, which I reiterated fully.
On a recent SAC, there was the following question:
"What does the EEG measure?" 1 mark
My answer was:
"The EEG measures the electrical activity of the brain in the form of brainwaves."
The teacher said that my answer was wrong and that the correct answer should be:
"The EEG detects, amplifies and records the electrical activity of the brain in the form of brainwaves."
Was my marking truly deserved? I think that I answered the question fully, considering that the question already provides the function of what the EEG does, which I reiterated fully.
I think you definitely need the DARE (detects, amplifies and records electrical activity in...) acronym. It seems pretty specific and sucks, but yeah, probably fair marking in that particular instance IMO.
As the exam is approaching, I was wandering how would tackle the 10-marker this year. Since it is a new study design, how should we approach it?
I've seen a lot of people mentioning that the 2016 example, is a good representation, as this year is focusing on "evaluating" results/theories.
But my school hasn't started exam revision, and I am still unsure on how to tackle the 10 marker this year.
I'm a bit confused, what is the difference between predisposing and precipitating risk factors? Don't they both increases an individuals susceptibility to having a mental health disorder???? ???
Okay one more question, in my psych textbook it says that low self-efficacy is a good predictor of low mental health and high self-efficacy is a good predictor of high mental health. Isn't it suppose to be the other way around????
Self-efficacy refers to how much a person believes they are able to successfully approach a situation or task, so higher levels of self-efficiacy would mean that they believe more in themselves.
I'm a bit confused, what is the difference between predisposing and precipitating risk factors? Don't they both increases an individuals susceptibility to having a mental health disorder???? ???yes, both of them do increase susceptibility. However, precipitating risk factors also contribute to occurrence.
I'm a bit confused, what is the difference between predisposing and precipitating risk factors? Don't they both increases an individuals susceptibility to having a mental health disorder???? ???
Predisposing risk factors are those that 'pre-exist' in the individual. These are often the genetic factors of the individual such as a GABA dysfunction or a relative with a mental disorder. Keep in mind that these do not guarantee the development of a disorder, but only increase the risk. Precipitating risk factors tend to be the events that 'trigger' the mental health disorder, for example, these could the loss of a significant relationship that increases both the susceptibility and occurrence of the disorder.
I like to think of all predisposing risk factors as genetic. I then go to perpetuating to see the events that are ongoing, and then the remaining are either protective or precipitating. This can make it easier for elimination of the options :)
Can anyone please explain how "specific environmental triggers" precipitate a phobia. Basically what even are specific environmental triggers, the textbook doesn't explain them that well.
Thanks
Specific environmental trigger refers to a negative experience with an object or situation which causes the development of specific phobia.
Eg, Developing a phobia of an animal after being bitten by one
Just a little wording thing, but for the definition for a precipitating risk factor would you say it increases susceptibility and contribute to occurrence of a specific mental disorder? Or increase susceptibility and contribute to re-occurrence?definitely occurrence
Hi all, so for the freeze response of the fight-flight-freeze, is it sympathetic or parasympathetic NS? Obviously fight and flight are sympathetic, but I have seen conflicting opinions regarding the freeze response. Some textbooks/companies are saying sympathetic, others are saying parasympathetic and both my teacher and I aren't sure as we can somewhat see both sides. Anyone have any solutions? Thanks heaps!
Hey mdon,
Welcome to ATAR Notes. :)
I'm on my phone and honestly haven't given this much thought at all, but I'd imagine sympathetic. What would be your reasoning for parasympathetic?
Hey, thanks for your response. This is quoting straight out of the Nelson textbook regarding the freeze response: "However, when we are involved in life-threatening situations, such as serious accidents or violent crime, we may feel so overwhelmed and terrified by the event that we become traumatised. When this happens, we adopt the freeze response as our last attempt to survive. During the freeze response the sympathetic nervous system is suppressed and the parasympathetic nervous system is automatically activated. This stops us from attempting a fight or flight response that we feel has no chance of success. The freeze response is our most extreme defence strategy. It immobilises us by conserving our energy and directing it only to organs in the body's core we need for basic survival until the danger has passed. This is why people in a freeze state lose all power to communicate."
It goes on, but I think that's the gist of it. I've also found the companies QATs and Neap to have also said that it is the parasympathetic nervous system that is activated during the freeze response in the answers to some of their questions.
However, in saying that, the company STAV among others argue that it is the sympathetic nervous system that is activated.
So really, there are multiple reputable companies basically straight out disagreeing here, and it's left me pretty stumped. Is there any way we can know for sure?
hello everyoneSpinal reflex: somatic NS & spinal cord
I was jut wondering, in my textbook it says that unconscious responses are controlled by the somatic NS and the spinal cord, but in the notes I got it says they are controlled by the autonomic NS- which one is correct?
hey guys [again]
amendments say we need to know GABA in PD- can someone please explain the role of GABA in Parkinson's disease. I only have the role of dopamine.
Appreciated- :)
1) Every morning, I let the chickens out of the henhouse where they roost overnight. As soon as they hear me coming, they begin to to scrape and peck at the door. This is likely explained by:
a) operant conditioning - opening henhouse is antecedent
b) classical condition - footsteps are conditioned stimulus
c) classical conditioning - opening door is UCS
d) operant conditioning - footsteps are antecedent
apparently the answer is D? i don't get how tho, I thought it was B.
For this, all I can think since the question doesn't explicitly state there is a particular naturally occurring response by the sound of you coming, such as them salivating or something, it would only make sense for it to be operant conditioning, as their response of scraping and pecking in voluntary.
2) Jimmy is three years old. One day when his mother took him to the supermarket, he noticed a box of Chuppa-Chups and screamed over and over “Want a lollipop; Want a lollipop!” his mother was embarrassed by the noise and gave him a Chuppa-Chup to suck – Jimmy became quiet immediately! After this had happened again, Jimmy becomes excited and yells “Want Lollipop, Want Lollipop!” whenever they approach the supermarket door and his mother gives him a
Chuppa-Chup as soon as she can.
How has conditioning influenced Jimmy's mother?
a) she has been negatively reinforced for the behaviour of giving Jimmy a lollipop.
b) she has been positively reinforced for the behaviour of giving jimmy a lollipop.
c and d are wrong so doesnt matter. I thought it was A, since giving the lollipop to Jimmy removes the negative stimulus of his screaming, increasing the likelihood of his mother performing the behaviour in the future. But apparently its B? i don't get it, pls explain.
For this, pretty sure the answers are wrong, as for it to be positive reinforcement, she must have had a positive stimulus added, but there has only been the removal of a negative stimulus (Jimmy crying), so it should be negative reinforcement.
3) Jacqui is undergoing an EEG as she attempts to solve complex puzzles. After a while she understands the problem and begins to work faster. Her EEG readings would show:
a) theta and gamma waves
b) beta and theta waves
c) theta and delta waves
d) gamma and beta waves
I circled B since she started working faster and understood the problem i didn't really get how there would be any gamma waves, she'd be more relaxed, but apparently the answer is D?
For this, even though we don't really need to know about gamma waves, they have the highest frequency and hence more involved in processing complex tasks and are present when doing tasks while active rather than theta waves, which are mainly present during sleep and sometimes during creative activities.
4) which of these phobias is likely to be resistent to treatment by systematic desensitisation?
a) fear of butterflies
b) fear of lifts
c) fear of failure
d) fear of snakes
i said failure bc how would you increasingly phobic approximations of failure, and you could use systematic desensitisation for snakes, but apparently the answer is D?
I think the answers for this are wrong as well.
5) What does the term "GABA agonist" mean?
a) increases effects of GABA
b) decreases effects of GABA
c) acts as artificual GABA
d) replaces GABA
this might be more simple, but i thought GABA agonists imitate GABA, so it should be C? but apparently its A so.
While you are right to an extent, a GABA agonist primarily increase inhibition of the brain by imitating GABA's inhibitory effect. However, A seems more correct since GABA agonists primarily aim to increase the inhibitory effect of GABA.
Hope that made sense!
Hey guys!
So i just did a practice exam, and I'm kind of confused about some of the answers to the multiple choice questions. Can someone please explain these to me?
1) Every morning, I let the chickens out of the henhouse where they roost overnight. As soon as they hear me coming, they begin to to scrape and peck at the door. This is likely explained by:
a) operant conditioning - opening henhouse is antecedent
b) classical condition - footsteps are conditioned stimulus
c) classical conditioning - opening door is UCS
d) operant conditioning - footsteps are antecedent
apparently the answer is D? i don't get how tho, I thought it was B.
2) Jimmy is three years old. One day when his mother took him to the supermarket, he noticed a box of Chuppa-Chups and screamed over and over “Want a lollipop; Want a lollipop!” his mother was embarrassed by the noise and gave him a Chuppa-Chup to suck – Jimmy became quiet immediately! After this had happened again, Jimmy becomes excited and yells “Want Lollipop, Want Lollipop!” whenever they approach the supermarket door and his mother gives him a
Chuppa-Chup as soon as she can.
How has conditioning influenced Jimmy's mother?
a) she has been negatively reinforced for the behaviour of giving Jimmy a lollipop.
b) she has been positively reinforced for the behaviour of giving jimmy a lollipop.
c and d are wrong so doesnt matter. I thought it was A, since giving the lollipop to Jimmy removes the negative stimulus of his screaming, increasing the likelihood of his mother performing the behaviour in the future. But apparently its B? i don't get it, pls explain.
3) Jacqui is undergoing an EEG as she attempts to solve complex puzzles. After a while she understands the problem and begins to work faster. Her EEG readings would show:
a) theta and gamma waves
b) beta and theta waves
c) theta and delta waves
d) gamma and beta waves
I circled B since she started working faster and understood the problem i didn't really get how there would be any gamma waves, she'd be more relaxed, but apparently the answer is D?
4) which of these phobias is likely to be resistent to treatment by systematic desensitisation?
a) fear of butterflies
b) fear of lifts
c) fear of failure
d) fear of snakes
i said failure bc how would you increasingly phobic approximations of failure, and you could use systematic desensitisation for snakes, but apparently the answer is D?
5) What does the term "GABA agonist" mean?
a) increases effects of GABA
b) decreases effects of GABA
c) acts as artificual GABA
d) replaces GABA
this might be more simple, but i thought GABA agonists imitate GABA, so it should be C? but apparently its A so.
THANKS GUYS
I asked my teacher (she's a VCAA examiner) and she said that: 1) the parasympathetic is activated as it is associated with calming and relaxing effects, such as those seen in the freeze stage, and 2) if something is in a textbook, VCAA will mark it as correct (even if it really isn't).
Hey guys!
So i just did a practice exam, and I'm kind of confused about some of the answers to the multiple choice questions. Can someone please explain these to me?
1) Every morning, I let the chickens out of the henhouse where they roost overnight. As soon as they hear me coming, they begin to to scrape and peck at the door. This is likely explained by:
a) operant conditioning - opening henhouse is antecedent
b) classical condition - footsteps are conditioned stimulus
c) classical conditioning - opening door is UCS
d) operant conditioning - footsteps are antecedent
apparently the answer is D? i don't get how tho, I thought it was B.
2) Jimmy is three years old. One day when his mother took him to the supermarket, he noticed a box of Chuppa-Chups and screamed over and over Want a lollipop; Want a lollipop! his mother was embarrassed by the noise and gave him a Chuppa-Chup to suck Jimmy became quiet immediately! After this had happened again, Jimmy becomes excited and yells Want Lollipop, Want Lollipop! whenever they approach the supermarket door and his mother gives him a
Chuppa-Chup as soon as she can.
How has conditioning influenced Jimmy's mother?
a) she has been negatively reinforced for the behaviour of giving Jimmy a lollipop.
b) she has been positively reinforced for the behaviour of giving jimmy a lollipop.
c and d are wrong so doesnt matter. I thought it was A, since giving the lollipop to Jimmy removes the negative stimulus of his screaming, increasing the likelihood of his mother performing the behaviour in the future. But apparently its B? i don't get it, pls explain.
3) Jacqui is undergoing an EEG as she attempts to solve complex puzzles. After a while she understands the problem and begins to work faster. Her EEG readings would show:
a) theta and gamma waves
b) beta and theta waves
c) theta and delta waves
d) gamma and beta waves
I circled B since she started working faster and understood the problem i didn't really get how there would be any gamma waves, she'd be more relaxed, but apparently the answer is D?
4) which of these phobias is likely to be resistent to treatment by systematic desensitisation?
a) fear of butterflies
b) fear of lifts
c) fear of failure
d) fear of snakes
i said failure bc how would you increasingly phobic approximations of failure, and you could use systematic desensitisation for snakes, but apparently the answer is D?
5) What does the term "GABA agonist" mean?
a) increases effects of GABA
b) decreases effects of GABA
c) acts as artificual GABA
d) replaces GABA
this might be more simple, but i thought GABA agonists imitate GABA, so it should be C? but apparently its A so.
THANKS GUYS
With reference to specific phobias and operant conditioning, is avoidance negatively enforced or positively enforced:
negatively enforced: removes anxiety and stress (I think this is more correct?)
positively enforced: good feelings of relief
With reference to specific phobias and operant conditioning, is avoidance negatively enforced or positively enforced:
negatively enforced: removes anxiety and stress (I think this is more correct?)
positively enforced: good feelings of relief
Okay so Novashock posted some questions she was unsure about, and I think I'm gonna start a debate about his:Classical and operant condition both involve repetition so that is not a valid argument in my mind.
For the first question, it clearly states that every morning she lets the chickens out of the hen house', so wouldn't that be classical conditioning because she has been doing it every morning, so the chickens have learned to associate her footsteps with freedom to the yard. So I'm leaning more towards classical conditioning.
Also out of curiosity, where the heck did you get such an ambiguous exam from????? VCAA are much more clear then that, so I wouldn't worry too much about those questions.
Okay so Novashock posted some questions she was unsure about, and I think I'm gonna start a debate about his:
For the first question, it clearly states that every morning she lets the chickens out of the hen house', so wouldn't that be classical conditioning because she has been doing it every morning, so the chickens have learned to associate her footsteps with freedom to the yard. So I'm leaning more towards classical conditioning.
Hi Novashock,
I'll have a crack at explaining these. Just out of curiosity, what company/practice paper were these from?
1) I think D is correct. My key reason for this is that the hens scraping and pecking at the door is a voluntary behaviour, and therefore it will be operant conditioning, not classical conditioning. Basically, the antecedent stimulus (A) is the footsteps, the behaviour (B) is scraping and pecking at the door and the consequence (C) is being let out of the henhouse. I don't think B is correct as I would class it as operant conditioning, not classical conditioning.
2) I think you're right, A is correct. In terms of Jimmy's mother, she has undergone negative reinforcement, whereas Jimmy has undergone positive reinforcement.
3) You don't need to know about gamma waves at all, so don't worry about this question. We only look at beta, alpha, theta and delta in VCE Psych. However, the answer would be D (to the best of my understanding) because gamma brain waves are associated with high performance. Again though, I stress that you don't need to know this.
4) Ridiculous question. I would agree with you in saying C if I had to choose an answer, and I don't know why the answer would be D.
5) It is A in this case. Benzo's are GABA agonists and they stimulate the effect of GABA - they don't actually act as GABA themselves (from what I've seen and heard, this can be often confused and possibly taught wrong). Benzodiazepines increase GABA's inhibitory effects by making postsynaptic neurons more responsive to GABA, but don't actually mimic GABA themselves.
I hope this helps!! :)
Cool, I like a debate :)
I personally think this is operant conditioning because the response from the chickens is clearly a voluntary response (pecking and scraping at the door). With classical conditioning, the response is involuntary/reflexive (e.g. Pavlov's dog drooling, Little Albert's fear response). [See VCAA 2015 Exam, MC Q3].
Out of curiosity, if you were to class this as classical conditioning, what do you believe the UCS, UCR, NS, CS and CR would be?
Edit: And as miniturtle said above, both OC and CC involve repetition.
oh yeah, I guess it make more sense to be operant conditioning, no need to roast me yall. :o
I was thinking the NS could be the footsteps, and the UCS could also be the footsteps. but then I realized that pecking on the door is not a innate response, so I guess it is OC [You all got me]
I am really confused, how does the role of the stress response contribute to the development of a phobia??So basically, when a threat is perceived, the F-F-F response is activated. This can be an issue when there is no real threat (person being scared of a dog even though the dog is clearly harmless), this can inflate the persons anxiety levels since their perception of the threat is disproportional. Because of the inflated levels of anxiety, the physiological stress response is often very severe and can persist at high levels.
In my textbook it says that the sympathetic NS is responsible for the fight-flight response, and then it goes on to discuss hoe the autonomic NS in people with phobias because they can not effectively control their stress responses??? WTH
Hey guys a couple of questions on unit 4 AOS2:1. No set rule, but I think 3 months is the general guide?
1. how long does a mental health problem have to continue to be considered a disorder? eg. how long would grief have to go on for to be considered a mental disorder? I was thinking more than a month but yeah, im really not sure and it doesnt say in the TB
5. is stress/anxiety/grief considered mental health problems? i reckon they are cause they only last for a short period of time and are not as intense as a mental illness, but just want to clarify that they aren't considered 'mentally healthy'
6. In terms of specific phobia, 'Response is conditioned/learned and not automatic/reflexive' (taken from ATARnotes book) Isn't the response reflexive though cause its precipitated through classical conditioning?
7. my teacher said that gaba agonist means that benzo's MIMIC gaba; but i thought they just increase the effects of GABA by working on post synaptic receptors- making them more receptive?
Hey guys,
I just had a question regarding the following passage of writing;
A psychologist wanted to test whether or not information could be consolidated while an individual was sleeping. She advertised in a local newspaper for participants aged between 18 and 20 years, and sampled 100 applicants by pulling their names out of a hat. The participants were all pre-tested for their general knowledge of geography, Participants with the same scores were paired and then allocated to one of two groups using the toss of a coin. Participants were then exposed to one of two conditions
The first condition involved participants reading a list of 50 countries when they woke up after a nights sleep. Before going to bed the following evening, they were asked to write down the names of as many countries from the list that they could remember. The other participants were exposed to a second condition. This involved the participants reading a list of 50 cities from around the world before going to bed and then writing down as many names from the list that they could recall upon waking from sleep the next morning.
The question asked about the sampling procedure that was used in the experiment and I thought it was convenience sampling as the experimenter visited a local newspaper for restricted ages however my teacher said it was random sampling. Could somebody please clarify
Hey guys,
I just had a question regarding the following passage of writing;
A psychologist wanted to test whether or not information could be consolidated while an individual was sleeping. She advertised in a local newspaper for participants aged between 18 and 20 years, and sampled 100 applicants by pulling their names out of a hat.
The question asked about the sampling procedure that was used in the experiment and I thought it was convenience sampling as the experimenter visited a local newspaper for restricted ages however my teacher said it was random sampling. Could somebody please clarify
hey guys, is anxiety a state of physiological or psychological arousal? can it be both like stress? thank you :)
Hi guys!! If someone could help me with these questions on stress i would really appreciate itHey, my opinion towards your questions are as follows:
1. would you consider exercise to be a form of emotion-focused coping? i thought yes cause it assists in reducing the stress hormones in the body while also releasing feel-good endorphins. Also, is procrastination/substance use/oversleeping considered emotion focused coping? Again i think yes cause its like distraction
2. do eustress and distress have the same physiological response? if so, can they both be bad for your health then?
3. its hard to distinguish between major stress and catastrophes that disrupt entire communities (for example in Jacaranda TB it says natural disasters fall under both) so how would you distinguish the 2 and can you give examples that fall explicitly under each category?
3. would you say the soma initiates action potential rather than the dendrites? cause the soma decides whether or not the neuron will fire
4. when referring to neural impulse, they mean the electrical AND chemical components right? or just electrical?
5. so parkinsons is caused by NOT ENOUGH dopamine being produced, and/or too much GABA? (GABA is an inhibitory neurotransmitter and dopamine is an excitatory neurotransmitter)
hey,
I was just wondering, what methods of selection to we need to know for the exam? Like which ones are listed on the study design, because on the study design, it says experiments, self re[ports, questionnaires ans interviews. But my book doesn't state all these [my book states case studies, observational studies]???
I'm stuck can someone help me? And also are experiments and case studies the same thing?
Which company practice papers do you think are good or worth getting for this psych study design? My school didn't give us any.
Which ones were u guys given and are they worth getting?
Also, how are u guys going about studying for the psych exam, I started doing some checkpoints because not sure how to approach the new study design.
Can someone help me with these questions?
Do we need to know about the galvanic skin response, mnemonics, acrostics and about Bandura's Bobo doll experiment?
Thanks!!
Does eustress activate the sympathetic or the parasympathetic NS? There's a MC question from the epsych unit 3 trial exam which states eustress activates the parasympathetic NS, but I thought all stress would activate the sympathetic NS.
Thanks!!
I'm still having trouble with the reasoning behind this:
when in altered state of consciousness, why is it easier to perform complex tasks than simple tasks?
I thought it would be easier to perform simple tasks because it requires less awareness??
hey guys, has anyone done the sample exam? I need help with question 7eii)
In the conclusion section of her scientific poster, Amelia proposed that her investigation could be extended to find out whether the words in List 2 would be more easily remembered if they were presented alongside pictures; for example, if the word ‘sock’ was presented alongside a picture of a sock.
Predict the results of Amelia’s proposed extended investigation, using relevant psychological concepts to justify your response.
Pretty much before the list of words were being read out loud.
thank you!
Hi guys,
Do we have to known about the NMDA and AMPA receptors?
Thanks
Extinction is the gradual decrease in the strength or rate of a CR that occurs when the UCS is no longer presented.
Hello! This is Jacaranda's explanation of extinction within classical conditioning - is there something wrong with it? :o
In observational learning, how is it that the consequences are applied indirectly to the learner? If a consequence was self-reinforcement, wouldn't that directly strengthen the behaviour?In observational learning various sources of motivation and reinforcement can be considered.
Thanks!
Why are simple tasks affected by partial sleep deprivation but complex tasks are not?
Which part of the study design is tested in the 10-mark question? Is it pages 11-13, 'key science skills'?It is as you said the "key science skills" on pg 11-13 that is tested for the 10-mark question.
Which part of the study design is tested in the 10-mark question? Is it pages 11-13, 'key science skills'?
And should I be learning the HPA Axis, some notes have included it but it doesn't seem to be on the study design?
Hi guys, just wondering whether you are familiarising yourself in-depth with the lobes of the brain? It is not explicitly mentioned in the study design so I'm wondering if I'm just wasting my time?You are very likely wasting your time. It was in the previous study design, but is now only in units 1 & 2
Hi, if anyone could help me with a few questions I have, it would be greatly appreciated:
In terms of operant conditioning, can stimulus generalisation/discrimination, extinction and spontaneous recovery only occur for behaviours that have been reinforced? If not, could someone explain how to properly explain these terms for operant conditioning?
Does immune system become suppressed immediately when cortisol is released or only after prolonged cortisol release?
And should I be learning the HPA Axis, some notes have included it but it doesn't seem to be on the study design?
If I punish you everytime you say "um" you may stop saying "um" around me. But then if after a while I stop punishing you, then you will probably start saying um again. If you dont see me for a while, but then you are around me again later, you'll probably not say "um"
Does this help??
Thanks! Ok I get that, but if I'm talking about stimulus generalisation for example, my notes define it as: 'when the learned behaviour is made to another antecedent that is similar to the antecedent that was present when the behaviour was reinforced.'
But if the behaviour was punished shouldn't the definition include something like 'not producing the undesirable behaviour to an antecedent similar to the original antecedent present when behaviour was punished?'
This is the same for spontaneous recovery ('when a conditioned behavioural response is thought to have been extinguished but re-appears after a period of time, even if there is no reinforcement') and the other terms. I guess I am just having some difficulty understanding how to word the definitions and why most of the definitions only include reinforcement, not punishment?
Does anybody have a list of 5-10 standard effects of partial sleep deprivation on a person's affective, behavioural and cognitive functioning?
Thanks :)
Hey,
Can someone explain reliability and validity to me. I don't get it
Whats the interaction between the amygdala, hippocampus, cerebral cortex and cerebellum in storing long term memories??
I know individual functions but I don't understand how they interact.
Thanks guys! :)
I don't get the role of cortisol in stress? Like, what are the effects of prolonged release of cortisol in the bloodstream?
Can someone please explain standard deviation and what we actually need to know?
I know it’s something like the lower the standard deviation, the more consistent (reliable) the data is.
How does it then also relate to validity?
Can someone please explain standard deviation and what we actually need to know?Standard deviation is the measure used to determine the spread of the data.
I know it’s something like the lower the standard deviation, the more consistent (reliable) the data is.
How does it then also relate to validity?
Can someone please explain standard deviation and what we actually need to know?
I know it’s something like the lower the standard deviation, the more consistent (reliable) the data is.
How does it then also relate to validity?
Standard deviation is related to the bell curve. 1 standard deviation either side of the mean always includes 68% of results, so lower standard deviation means more tightly grouped results/ narrower bell curve.Oh sweet, the more you know.
Therfore, lower standard deviation increases reliability.
The standard deviation does not provide information about validity.
Note: standard deviation is a descriptive statistic in the study design. P-value is an inferential statistic not in the study design
Okay, I really need someone to explain reliability and variability. It's not in my textbook and all the videos I watch just confuse me.Validity: the experiment accurately measures the impact of the IV on the DV
Guys how are u learning the content? I started doing practice exams but I feel like I still don't know all the content.Do you feel like you are missing small info from throughout the course, or that you don't know some of the topics?
Do you feel like you are missing small info from throughout the course, or that you don't know some of the topics?
Guys how are u learning the content? I started doing practice exams but I feel like I still don't know all the content.
Like small pieces of info that are part of the study design
Have u done all the VCAA papers?
Is it just me that’s having trouble with Loftus reconstruction? I don’t know what to talk about!! Help !
With operant conditioning, is the consequence:
- The environmental event that occurs IMMEDIATELY after the behaviour?
Because sometimes the reinforcement/punishment may not occur exactly immediately after the behaviour..
e.g.) behaviour: Study for test coming up
consequence: Get good mark on test therefore you are positively reinforced to repeat the behaviour of studying for a test due to the desirable outcome (getting a good mark).
^ Finding out the mark might take some time, so the consequence may not always occur immediately.
Should I remove the 'immediately' from my definition?
I hope I'm making sense! Thanks!
Also, guys what do we write for ''attention'',''motivation' and 'reinforcement' in observational learning?? for when we use a scenario to discuss these.
Hello I have a question about timing in the exam, thanks for the advice in Nick McIndoe's article how to study for the psych exam 3 weeks out. Regarding the timing, the two sections and the mark allocation, how long would you allocate for each section?
For reference:
Section A: 50 multiple choice questions (50 marks).
Section B: Short-answer and extended-answer questions, for a total of 70 marks.
The exam is 150 minutes long for a total of 120 marks.
Guys I was thinking that we could all help each other for the 10 marker because no one knows how it's going to be marked. Do u think we should post our responses for sample questions and then give feedback on each others? We should start a thread for it. What do u guys think??
this is from a neap exam and has me so confused. i thought a phobia is a type of anxiety DISORDER therefore a mental disorder, and so a mentally healthy person cannot have a phobia (hence why i picked d) but the answer is a?? explanatory notes say that a mentally healthy person can have a phobia but fear response is only evoked in the presence of a phobic stimulus and therefore causes no impairment in daily functioning.
Which of the following best describes the relationship between mental health and phobia according to the mental health continuum?
a) a fear response is only evoked in the presence of a phobic stimulus and consequently causes no impairment in daily functioning
b) the threat of a phobic stimulus causes temporary impairment in daily functioning
c) the persistent and intense fear of a phobic stimulus causes disabling impairment in daily functioning
d) a mentally healthy person cannot have a phobia
How does classical conditioning work during systematic desensitization? because there's no neutral stimulus?Alright, so it involves acquisition since you associate relaxation with the phobic stimulus, and extinction since you extinguish the phobic response by exposing levels of the CS(phobic stimulus), without presenting the UCS(something unpleasant).
Which of the following would not be considered an aspect of stigma
A. Negative stereotypes around mental illness
B. A belief that mental illness is under the control of the sufferer
C. A belief that social support is an effective component of treatment for mental health
D. Isolation in the workplace based on colleagues knowledge of mental illness
I understand A and D is not the answer because those are components of stigma. C is the answer but I don't really understand this in relation to the question. And how B is an aspect of stigma was well.
Is the exhaustion stage characterised by the individual being unable to get out of bed/ being physically depleted to a point where they can't function normally? Or if an individual gets a cold because of being stressed, can they be classed as being in the exhaustion stage?
Is the exhaustion stage characterised by the individual being unable to get out of bed/ being physically depleted to a point where they can't function normally? Or if an individual gets a cold because of being stressed, can they be classed as being in the exhaustion stage?
Hey!I seem to have confliciting information regarding this as well! My notes have that Elderly people, on average sleep for 6 hours per night, since an individuals total sleep time diminishes with age, with a proportion of 75% NREM and 20-25% REM.
I've been finding conflicting information about the proportion of REM to NREM that elderly people experience:
Can anyone confirm if they experience 15% REM and 80% NREM or 20% REM and 80%? (Or if it is another proportion)
How are you guys gonna approach the 10-marker, I haven't started looking at it yet but not sure where to start. Does anyone have any ideas on how to start it?
My school hasn't even gone through it at all. Has anyone else's school gone through it?
We've gone through it a lot.
I like to hightlight or underline key points and annotate first. Then I plan what I'll talk about for each point. I begin with what I feel most confident they would like to see if I had difficulty in the previous step. Otherwise, I discuss in the order presented.
Can someone please explain the reasons why salivation and digestion is decreased when the sympathetic nervous system is activated (fight-flight-freeze response)?
Also, when talking about the spinal reflex (reflex arc), should I mention that the brain receives the message about the pain only after the response has been initiated? Or should I not mention it, and just explain how the reflex itself occurs without input from the brain?
Thanks!
Can someone please explain the reasons why salivation and digestion is decreased when the sympathetic nervous system is activated (fight-flight-freeze response)?
Also, when talking about the spinal reflex (reflex arc), should I mention that the brain receives the message about the pain only after the response has been initiated? Or should I not mention it, and just explain how the reflex itself occurs without input from the brain?
Thanks!
Hi everyone,
Does anyone know if there are any answers to the sample exam available?
I know VCAA doesn't release any but I'm just wondering if there is any where else to find some.
Thank you!!
Also, I'm a bit confused between what a confounding and extraneous variable is. I sort of get it, but can someone please explain this to me with examples?
Okay cool. Also just a few questions:Subheadings are good but you wouldn't lose marks for not using them.
Do you think its better to write under subheadings or better not to do that?
How much do you write for the response approximately? Because I don't know how long it should be. The SAMPLE exam gives 1 and 1/2 pages so do u usually fill that up?
Also, how long do you think should be spent on it?
Thanks!!
Can someone please explain the reasons why salivation and digestion is decreased when the sympathetic nervous system is activated (fight-flight-freeze response)?Expanding on what halo and boooom have said (as I didn't see their posts until after this was already typed):
Also, when talking about the spinal reflex (reflex arc), should I mention that the brain receives the message about the pain only after the response has been initiated? Or should I not mention it, and just explain how the reflex itself occurs without input from the brain?
Thanks!
Can you say glutamate has a role in the development of a phobia because it is involved in the classical conditioning that precipitates the phobia? Or is it simply chemicals such as GABA, adrenaline etc. that are involved in the precipitation of the phobia via the fear response? I'm not sure if this is true but I vaguely remember reading somewhere that glutamate only has a role in learning under normal circumstances, and not in states of arousal.
Guys, I still don't the distinction between stress, anxiety and phobia
and also the distinction between mentally healthy, mental health problems and mental disorder.
Can someone help please??
Is it possible for secondary appraisal to occur at the same time as primary appraisal?
Guys, I still don't the distinction between stress, anxiety and phobia
and also the distinction between mentally healthy, mental health problems and mental disorder.
Stress vs anxiety vs phobia
Stress is physiological and psychological arousal resulting from a stressor perceived to be challenging or exceeding an individual's ability to cope.
Anxiety also involves similar physiological arousal (increased heart rate, dilation of pupils, suppression of digestion). However, unlike when you feel stressed, when you experience anxiety the threat or stressor is not usually immediately present. Instead, you feel worried or uneasy that something bad/unpleasant might happen. Most people experience stress and anxiety to some degree, and on their own they are not mental disorders (although they can contribute to them).
A phobia, on the other hand, is a mental disorder. It's a type of anxiety disorder (mental disorder involving feelings of extreme anxiety which prevent sufferer from functioning normally) that is characterised by excessive, unreasonable, intense and persistent fear of a particular object or situation, which is usually out of proportion to the danger posed by the object or situation. Stress and anxiety are usually considered rational - phobias are almost always irrational.
Mentally healthy vs mental health problems vs mental disorder
Someone who is mentally healthy realises their own abilities, can cope with the normal stresses of life, can work productively, and is able to make a contribution to their community. They tend to have a high level of functioning, social and emotional wellbeing and resilience to stressors.
Mental health problems have a negative effect on the way a person thinks, feels or behaves, but it is to a lesser extent and shorter duration than a mental disorder. Compared to someone who is mentally healthy, they are more likely to have sleep problems, have difficulty coping, find it hard to concentrate or experience temporary impairment.
Someone with a mental disorder usually has an impaired ability to function effectively in everyday life because of certain thoughts/feelings/behaviours.
Hope this helps, let me know if you need anything clarified!
Is dopamine excitatory or inhibitory?Hey there! I'm not so sure about the effects of dopamine on Parkinson's disease, but from my own studies, dopamine is classified as a 'special' neurotransmitter- with both excitatory and inhibitory properties. :)
I keep hearing such mixed answers about it, some saying it is excitatory and others saying it's inhibitory!
How would a lack of either its excitatory/inhibitory effects result in Parkinson's disease?
Please help!! Thanks :)
According to the modifications to the study design, we don't need to know sleep apnoea or narcolepsy right??Yep, we don't! Just need to know about sleep-onset insomnia and sleep walking
is cortisol released during the fight flight freeze response? i thought it was just adrenaline and noradrenaline, and cortisol comes later via the HPA axis, but im now being told that its released during FFF! So that means its released during the countershock stage (alarm reaction) of GAS. Please tell me if thats correct :)
Also, are people's immune systems lowered and therefore vulnerable to illness during resistance or exhaustion? ive been told resistance but it doesnt make sense to me, i thought it was exhaustion cause body has cortisol present for long periods of time. can someone clarify this for me and explain why! thank you so much
hi all, we know the autonomic nervous system is self regulating (ie independently of the brain) but we also know that the ANS enables communication between the CNS and visceral muscles, organs and glands. Why would this be so if it does not require the brain?The autonomic nervous system is self regulating not because it works independently of the brain, but because it doesn't require voluntary/conscious control from the individual. There is still a lot of communication between the ANS and the brain - both too and from. You don't need to know this, but take for example your heart rate. When it is too high or too low, a "cardiac centre" in the medulla oblongata of the brain either initiates the parasympathetic NS to lower heart rate or sympathetic NS to increase it (which are the branches of the ANS).
is cortisol released during the fight flight freeze response? i thought it was just adrenaline and noradrenaline, and cortisol comes later via the HPA axis, but im now being told that its released during FFF! So that means its released during the countershock stage (alarm reaction) of GAS. Please tell me if thats correct :)
Also, are people's immune systems lowered and therefore vulnerable to illness during resistance or exhaustion? ive been told resistance but it doesnt make sense to me, i thought it was exhaustion cause body has cortisol present for long periods of time. can someone clarify this for me and explain why! thank you so much
Is dopamine excitatory or inhibitory?
I keep hearing such mixed answers about it, some saying it is excitatory and others saying it's inhibitory!
How would a lack of either its excitatory/inhibitory effects result in Parkinson's disease?
Please help!! Thanks :)
How is acquisition defined in classical conditioning?Acquisition is when the UCR and NS are successfully paired through repeated associations, leading to the UCR becoming the CR, and the NS the CS.
How does the stress response precipitate a specific phobia?I think you could offer more than one explanation, but the one I'm going to go with is classical conditioning. In this situation, the potentially phobic stimulus is initially the NS, the UCS is anything that produces a fear response and UCR is the fear response. Through repeated (idk if it has to be repeated as some people get phobias from one exposure) associations, the fear response becomes the CR and the phobic stimulus becomes CS.
How does adrenaline improve consolidation of emotionally arousing events?When you experience an emotionally arousing event, your body releases adrenaline, which then causes the amygdala to release noradrenaline, which then signals to the nearby hippocampus that the memory is important and should be remembered. This then enhances its storage into LTM.
How does elaborative rehearsal improve storage and recall of LTM?Ok I'm not sure exactly how to answer this question, so you can disregard my attempt if you want.
Do GABA agonists imitate GABA's inhibitory function or increase it?I'm not sure about other GABA agonists, but benzodiazepines work by increasing how 'receptive' GABA receptors are to GABA on postsynaptic neurons, increasing GABA activity. The amount of GABA remains the same when you use these.
Is it possible for secondary appraisal to occur at the same time as primary appraisal?
No, you have to perceive something as stressful (so primary appraisal) before you can secondly appraise it.
According one of the VCAA responses actually, "primary and secondary appraisals can interact with one another and are often undertaken simultaneously". I believe this is because as you make a primary appraisal (doesn't always have to be a conscious decision though), you can also think about what approach/coping strategies at the same time that you can take to deal with the stressor. It is considered to be a limitation of the transactional model. This is from question 4 in the 2015 VCAA paper. :)
Can someone please explain the definitions of context-specific effectiveness and coping flexibility with examples? I keep getting confused between the two! Thanks :)
What are we all saying for Cognitive aspects that are affected in an individual upon Partial and Total sleep deprivation?
What are we all saying for Cognitive aspects that are affected in an individual upon Partial and Total sleep deprivation?Here’s a few:
Hey everyone, I was just wondering.Repeated measures? Since they all got exposed to the IV being the Wizz Fizz.
We did an experiment at school and it was about classical conditioning. So if was basically just 4 students who has 1 student each 4and we just tested them using Wizz fizz.
So what would be the experiential design, I'm confused.
Hi guys, just some questions on TSSM 2013.
Q2: Cooper is completing a timed English essay, During this task Cooper has thoughts about his party on the weekend, the next English task he has to complete and about 'schoolies week' at the end of the school year. Cooper's state of consciousness can be best described as?
Hi guys, just some questions on TSSM 2013 MCQ.
Q47: In operant conditioning, the stimulus comes ___ the response, whereas in classical conditioning it comes ___ the response
a. before, after
b. after, before
c. before, before
d. after, after
I answered C, since i always thought the antecedent was also considered the discriminative stimulus for which the behaviour occurs in response to? The solutions say it is B. Is the consequence considered the stimulus in operant conditioning, or is it both the antecedent and consequence, or just the antecedent?
Also relating to OC, is the response voluntary, or both voluntary and involuntary. I thought that the CC response is involuntary while the OC response is voluntary since you make a conscious decision to act in a way according to the consequence you receive.
TIA!
Well it's definitely NOT an ASC, and I'll yell you why.
1. If he was in an ASC then he would not be able to focus on the English exam
2. If you recall, consciousness is described by William James as being ongoing, like a stream of water, and this is because our content of consciousness is constantly changing. This is why Cooper, although he is completing his English exam, is thinking about other things, such as 'schoolies week' and the
3. You need to be careful, questions like this have been on MC before, and the correct answer is ALWAYS NWC.
4. If you still need clarifications, please let me know. I don't know if you understood it, but it's pretty straight forward, because imagine if Cooper was in an ASC he would have lowered awareness and would not be able to concentrate [typical characteristics of an ASC]
Now with this question, The 'stimulus' as I believe is referring to the type of reinforcement of punishment. Now obviously this comes after the behavior. For example if a child was throwing a tantrum and I positively reinforce him by giving him a lollipop, then the lollipop in this case is the 'stimulus'. So the presence or removal of a stimulus, always occurs AFTER the behavior.
With CC, You already answered it correctly, because your option said the stimulus comes BEFORE the behavior, which is correct, just think of Pavlovs experiment, the bell and meat powder came before the response of salivation [response]
Thanks! So would you say to 'ignore' the antecedent as a stimulus?
Question 22 and 34 were a bit of a grey area. The amygdala I would also assume is involved in traumatic memories, but you need to keep in mind that these emotional memories are encoded so that they are stored as long-term memories. Which may be why option C is the corect answer.
Question 34, is really weird, I agree with the option you choose. That just makes so much more sense. can anyone lend a helping hand over here please????
Yeah, I understand how they are encoded as LTM, making both C and D correct. But I would have thought that D is the 'better answer'. Thanks!
Oh okay, that makes sense. How would you differentiate between a daydream being an ASC where they cannot focus, lower attention etc. and just a NWC as you described?
Thanks! So would you say to 'ignore' the antecedent as a stimulus?
Oh okay, that makes sense. How would you differentiate between a daydream being an ASC where they cannot focus, lower attention etc. and just a NWC as you described?
I would say that C is the better answer because the amygdala is involved in encoding all emotional long-term memories (doesn't have to be traumatic), so that is why C is the better answerMakes sense! Thanks
Good question. With the practice exams I have been doing [from VCAA] they would make the distinction clear-cut. If Cooper was in an ASC they would say that he is not focusing on his exam, or they would ACTUALLY say that he is daydreaming about the next English exam or the 'schoolies week'. Now you need to realize that the fact the Cooper is actually doing his exam, is indicative of a NWC because if he was daydreaming, he would only be thinking about his internal thoughts[ such as his next English exam] and he would not be able to focus on his external environment- which in this scenario is he English exam] If the question said that he was not completing his exam because he was thinking about other things [internal thoughts] , then that would be an ASC. I'll try and find the MC questions that are similar to this one so that you can practice on them. However, this would be deemed a trick question, because a large proportion would have chosen ASC like you.
feel free to ask more questions for clarifications! The more you know, the better.
Hey again Peter,
Regarding the VCAA exam questions I have found 2 for you. This will demonstrate to you how clear and unambiguous VCAA make the distinction between an ASC and a NWC.
The first question is from VCAA 2002 Exam 1. Question 36.
Q. 36: Louis underwent hypnosis as a treatment to help him quit smoking. Afterwards, he was surprised to learn that he had been under hypnosis for half an hour because it seemed to him that only 15 minutes had passed. Louis has most likely experienced:
A. a state of normal waking consciousness
B. an altered state of consciousness.
C. A stream of consciousness
D. an automatic process.
Obviously, the correct answer is B. Adding on to what I said earlier, if the scenario involved some one in a ASC. they would hint it to you, for example they would say something about lowered level of awareness, pr amplified emotions, or in this scenario, they said something about Louis not being able to accurately perceive the passage of time [which is characteristic of an ASC]. So in a nutshell, if the answer was ASC, then there would be a characteristic of an ASC in the question.
This next question is symmetric to the one you came across on the TSSM exam. It is extracted from VCAA Exam 1 2003. Question 32.
Adrienne is completing a test. During the task, Adrienne has thoughts about the part-time work roster her employer changed recently, the party she is attending the next day, and the prospect of getting her Learners permit next week. What is the best way of describing her state of consciousness.
A. normal waking consciousness
B. Altered state of consciousness
C. Focused state of consciousness
D. selective sate of consciousnesses.
Now, I assume you'd know by now that the answer is indeed A. NWC. and I'm going to be honest here, when I first did this I also chose B. But know that I read the examiners report, I released it was really stupid thing because that just doesn't make sense. Because if he was in a ASC. then he would not be able to think about so may things. So as you can see the answer is A, and it's good that you know now because a similar question may come by in the exam.
In relation to the examiners report for this question, only 46% answer A correctly and 34% answers B. the comment on the report is verbatim:
The flow of thoughts described for Adrienne in this question is a
concrete example of William James’ hypothetical construct of the
stream of consciousness referred
to in the previous question.
Perfect! Thanks so much again for the help :) Good luck to you as well!
Hi guys. Are we allowed to use abbreviations when talking about classical conditioning (for example, neutral stimulus=NS), without defining it first by putting it in brackets? So like instead of going "the unconditioned stimulus (UCS) is ..." are we able to just say "the UCS is..."?Nope, you have to define it first.
With specific environmental triggers in relation to specific phobia, does it count as a specific environmental trigger if its vicariously? eg. parent telling you a story. My understanding that its only direct exposure, but i have conflicting sources of info that tell me otherwise :)
Hi,
I just had a few questions over things I've seen in exams.
For Lazarus and Folkman, I remember reading that even if you had a primary appraisal of threat or harm/loss, you could secondarily appraise that you had adequate coping resources and thus not have a stress response. Is this correct? Yes
Also, for the precipitation of phobia, would you talk about glutamate (LTP and the strengthening of the neural connections relating to the fear response) or adrenaline (role in consolidating emotionally significant events) or possibly both?? Neither. These aren't the precipitating factors that are listed in the study design; stick to them instead.
And for the question; outline two devices that could be used to help determine if an individual is in an ASC. What would you talk about?? Obviously an EEG, but I'm unsure what an EMG or EOG or sleep diary etc would show if a person was in an ASC for the 2nd mark.
I would say depends on the type of ASC, but generally speaking, I would go with EMG. ASC has less self-control --> less able to control muscles --> less muscle tone --> lower electrical reading on EMG
Finally, for the question; Jonah sleeps an average of 7 hours each night. When he is asleep, about 1/5 of his sleep time is spent in R.EM sleep. Jonah is most likely to be;
1
13
40
90
I answered D because my teacher specifically told us that adults sleep 8 hours so I thought it couldn't be C, so what would an elderly person's R.E.M. show and how many hours of sleep would they get?
Proportion of REM sleep for most of the lifespan is 20 - 25% but it decreases when you reach old age. It also becomes shorter and more fragmented; search up 'elderly hypnograms' if you want a graphical illustration. Hours of sleep is generally 6 ish.
Hey Guys,
For biological treatment of phobias, do benzodiazepines MIMIC GABA function or do they INCREASE GABA function? Benzo's mimic GABA function and act on GABA receptors in order to increase the inhibitory effect on GABA, if that made sense aha.
Does elaborative rehearsal increase LTM and maintenance rehearsal increase STM- is this true? Not quite, as LTM has a relatively permanent duration and capacity, and all elaborative rehearsal does it transfer information from STM into LTM. STM has a duration of 18-30 seconds and a capacity of 5-9 items. All maintenance rehearsal does is increase the duration of time the information is in STM.
One of the practice exams stated that the duration of short-term memory is 12-30 seconds, however I usually put 18-30 seconds. It's the same for sensory memory, for it's capacity I usually write 0.2-4 seconds (iconic and echoic) but the prac exam had 0.3-4 seconds.Yes. VCAA are quite strict about having the exact ranges for these durations.
Basically, will VCAA be this strict if these were questions on the upcoming exam? It's pretty unlikely that we'd get a question this simple, but I wanted to make sure just in-case.
One of the practice exams stated that the duration of short-term memory is 12-30 seconds, however I usually put 18-30 seconds. It's the same for sensory memory, for it's capacity I usually write 0.2-4 seconds (iconic and echoic) but the prac exam had 0.3-4 seconds.My teacher is a VCAA assessor and has also written several psych textbooks, what he told us was to basically mention the duration of STM is 18-20, sometimes up to 30 seconds, and we'd never go wrong with this.
Basically, will VCAA be this strict if these were questions on the upcoming exam? It's pretty unlikely that we'd get a question this simple, but I wanted to make sure just in-case.
One of the practice exams stated that the duration of short-term memory is 12-30 seconds, however I usually put 18-30 seconds. It's the same for sensory memory, for it's capacity I usually write 0.2-4 seconds (iconic and echoic) but the prac exam had 0.3-4 seconds.I doubt you'd lose marks for stating 0.2-4. However if you quoted some similar figured eg. 0.1, you would not get the mark
Basically, will VCAA be this strict if these were questions on the upcoming exam? It's pretty unlikely that we'd get a question this simple, but I wanted to make sure just in-case.
Can we write in pencil for the psych exam? I know VCAA tells us to use pen, but will they still mark my exam if I've written in pencil?They will still mark it, if you did it in pencil.
What stage of the GAS is cortisol released?
I've heard it's released in resistance, but am hearing conflicting opinions where it is released in the countershock stage of alarm reaction.
Thoughts??
What stage of the GAS is cortisol released?
I've heard it's released in resistance, but am hearing conflicting opinions where it is released in the countershock stage of alarm reaction.
Thoughts??
In the counter shock stage, adrenaline is released. However as we enter the resistance stage our body needs extra resources and energy to cope with the stressor, which is why cortisol is released in the resistance stage.
Yeah, I agree with you aswell, but I've also heard otherwise- that cortisol is also released in small amounts in countershock, but mainly adrenaline (and sympathetic NS- FFF), as it is a short-term response to stress. After, when the body reaches resistance stage, a more long-term way to deal with the stress is achieved through the release of cortisol alone, without adrenaline.
This kinda makes sense because for example in the exam, our heart rate and breathing rate is not increased and were not sweating rapidly for the whole 2 hours and 45 minutes, but to keep us energised and going for a longer amount of time, cortisol is released.
Now I'm getting confused as to what I should be saying?!
Don't be confused, every resources I've used says what I told you previously, I know it does make sense to you that way but even VCAA questions I've attempted say that cortisol is released in the resistance stage.
In relation to your example, when you enter the exam, adrenaline is predominant, however, when you start to chill out, that's cortisol at work. It could be possible that there is a minor amount of cortisol during the counter shock stage, but not mentioned in many resources I've read.
Alright. I'm gonna trust u on this one!! Thanks for the help :)
just wanted to ask for clarification on some questions that I got wrong on a practice exam:
can punishment act as a reinforcer (wrong answer: punishment decreases likelihood of avoidance behaviours)
Yeah, I agree with you aswell, but I've also heard otherwise- that cortisol is also released in small amounts in countershock, but mainly adrenaline (and sympathetic NS- FFF), as it is a short-term response to stress. After, when the body reaches resistance stage, a more long-term way to deal with the stress is achieved through the release of cortisol alone, without adrenaline.
This might contradict other answers, but according to the Oxford textbook (pg90), cortisol, adrenaline and noradrenaline are released in countershock phase, and cortisol continues to be released and circulated around the body in the resistance phase. I'm not sure if you trust wikipedia, but it also says the same thing as this textbook. I've checked a few other sites and they say more or less the same thing too. However, there are also some resources saying cortisol is released in resistance only... soooo idk. I guess just know it is definitely released in resistance phase - that's all you need to know for the most likely questions on cortisol anyways (about how it increases susceptibility to illness)
Yeah exactly! See now I'm just worried that I will say the wrong thing.. I don't know what to do. My textbook (jacaranda) doesn't mention cortisol being released in countershock, but yours does, and I've heard it from others. I'm assuming (hoping) they will give us the mark for saying either opinion, because different resources are saying conflicting things!
Okay, so I do agree with cortisol being released in the in the aftershock stage, but it my only be released in SMALL AMOUNTS. The resistance stage is Predominately CORTISOL and the counter shock stage is PREDOMINANTLY ADRENALINE. There may be other hormones released during the stages, but adrenaline and cortisol are the MAIN hormones released in the counter shock and resistance stage respectively.
Yeah exactly! See now I'm just worried that I will say the wrong thing.. I don't know what to do. My textbook (jacaranda) doesn't mention cortisol being released in countershock, but yours does, and I've heard it from others. I'm assuming (hoping) they will give us the mark for saying either opinion, because different resources are saying conflicting things!
Okay, so I do agree with cortisol being released in the in the aftershock stage, but it my only be released in SMALL AMOUNTS. The resistance stage is Predominately CORTISOL and the counter shock stage is PREDOMINANTLY ADRENALINE. There may be other hormones released during the stages, but adrenaline and cortisol are the MAIN hormones released in the counter shock and resistance stage respectively.
VCAA will always mark it as correct if it's in a textbook - words from my teacher who is an examiner.
Hey guys!
Are the 3 distinct factors that contibute to the context specific effectiveness of a stress response assumed preknowlege? because it's not in our textbooks and mmy teacher didn't know it, but it popped up in one of the practice exams?
Thanks
Hey guys!
Are the 3 distinct factors that contibute to the context specific effectiveness of a stress response assumed preknowlege? because it's not in our textbooks and mmy teacher didn't know it, but it popped up in one of the practice exams?
Thanks
I don't think that is relevant. What exam and year is that from?
Guys, just wondering, what order do you complete the sections of the exam?I also completed the exam in the way you and finished all the questions with 10 minutes to spare for checking and improving answers.
I tend to do it from start to end: MC, short answer then the 10-marker.
What about you guys? and how do you find timing when doing it in your particular order?
Hi guys, i just need some clarification. Depressants clearly put you into ASC but apparently stimulants do put you into ASC as well, so does that mean a stimulant like caffeine would put you into ASC? Thanks
Guys, you know how the recency effect doesn't occur after a delay, is there anything that happens to prevent primacy effect from occurring?No
Guys, you know how the recency effect doesn't occur after a delay, is there anything that happens to prevent primacy effect from occurring?
How do you guys structure a classical conditioning and operant conditioning response? Like what keys words etc. do we need to include.
Eg. If it asked, (for operant conditioning), how could Jane stop her daughters behaviour of talking in class?
And for classical conditioning too.
Thanks!!
OPERANT CONDITIONING
IF it said use the three-phase model of operant conditioning, then you would mention the:
- Antecedent (Being in class)
- Behaviour (Jane talks in class- Jane's mother is notified)
- Consequence (Jane's mother uses response cost- she takes away Jane's phone for 2 weeks (desired stimulus), to decrease the likelihood that she will continue talking in class in the future (undesirable behaviour).
IF it said what made Jane's behaviour of talking in class stop/decrease, you would just mention the consequence of response cost. This would usually be a 2 mark question (1 mark for saying response cost, and the other for explaining how her behaviour of talking in class would be decreased through the removal of a desirable stimulus) ----> you could also use positive punishment.
CLASSICAL CONDITIONING
IF it said using the language of classical conditioning, then you could mention all the NS,UCS,UCR.... in the form of a sentence/story.
IF it said use the three-phase model/process of classical conditioning, then you would have to integrate the NS, UCS.... into before conditioning, during conditioning (acquisition) and after conditioning.
Before conditioning:
NS---> NR
UCS---> UCR--->
During conditioning (acquisition):
NS+UCS---> UCR (through repeated association)- or could occur just once in phobias
After conditioning:
CS---> CR
Okay thanks!!
Also, would it be okay if we called the consequence 'punishment' instead of 'positive punishment'?
Hey just a quick question!I don't know the first thing you listed, but to be safe I think you should know the role of the HPA axis with reference to cortisol
Do we need to know the Sympathetic Adreno Medullay System or the HPA axis??
Thanks
How's everyone feeling about the psych exam coming up?Out of all the subjects I've had this year, I'm most comfortable with and confident about psych, so I'm not feeling too stressed out atm. Please don't stress too much - it is going to be to your detriment to do so in these last few days, and trust me, you know so much you'll be absolutely fine.
I feel quite stressed, especially about the 10-marker because I don't really know if the online samples (eg. from epsych) are reliable...
I have been writing under subheadings and I don't even know if that's allowed...
Do you guys write under subheadings?
Something that gets me is Observational Learning VS Social Learning Theory. Are these the same thing or are they describing two different theories?? On last years VCAA exam it asked for a similaritiy and difference between Operant conditioning and the Social Learning Theory, and then said that one of the answers was that the social learning theory comprised of five stages, attention, retention, reproduction, motivation and reinforcement whilst operant conditioning had three phases.. but isnt this observational learning???
Thanks :)
Quick question,
If the exam asks us to identify the response that is activated by the sympathetic NS, do we say ' fight=flight' of 'fight-flight-freeze' ?
You would say fight-flight-freeze as that is what it's called in the study design:I'm still a bit confused because isn't the Freeze response governed by the parasympathetic NS?
if you are wondering this because of the 'freeze' response not being activated the parasympathetic nervous system (not the sympathetic ns), you would still add it in as the fight and flight are more dominant in the name"fight-flight-freeze" and it therefore all comes under the sympathetic ns (if that makes sense)
I'm sorry that wasn't the best explanation, let me know if you want me to explain it better!
I'm still a bit confused because isn't the Freeze response governed by the parasympathetic NS?Say fight-flight-freeze, the sympathetic NS is also involved in the freeze response
Like if the scenario said the response is activated by the sympathetic NS, wouldn't you say just the fight-flight response [since the freeze response is by the parasympathetic?]
Say fight-flight-freeze, the sympathetic NS is also involved in the freeze response
Hi guys,
For conscious and unconscious responses (i.e. spinal reflex), what nervous systems are used?
I know that for conscious responses, the somatic NS detects the sensory, send it to the brain (via spinal cord) where it is processed and the motor message is initiated to enact voluntary skeletal muscle movement via the somatic nervous system.
I also know that we have responses such as pupil dilation is all controlled by the autonomic NS. However, I'm a bit confused on what nervous systems are used for a spinal reflex, e.g. flinching from a hot pan
Thanks
Hey guys, I know what the reconstructive nature of memory is, but am just wondering if anyone can give me a good way of expressing it if a question asked for it,
Okay these 2 questions have been buzzing in my mind and I need them answered:
Do benzodiazepines INCREASE or IMITATE GAB function???
Benzodiazepines mimic the role of GABA (they are GABA agonists), and make the GABA receptors on the post synaptic neuron more responsive to GABA, in order to calm anxiety.
What branch of the autonomic NS governs the Freeze response?
The parasympathetic nervous system dominates over the sympathetic nervous system (heart rate decreases and blood pressure drops)
2. What are the advantages and limitations of video monitoring and also sleep diaries in sleep
Video Monitoring
Advantage
-People can sleep in their natural environment
Disadvantage
-Interpretation can be subjective and don't tell us what internally is happening to the person
Sleep Dairies
Advantage
-Tell us the internal components such as the thoughts of the participants
Disadvantage
-The description may not be accurate and truthful
-Key information may be left out
-Can the description be interpreted?
Some questions:3. I'm not sure if this is what you're looking for, but you could measure response time to obstacles in a driving simulator (it's really specific but we did a prac on this at school so thats why I remember it). The speed aspect of it would be how quickly you react to the obstacle, and the accuracy would be if you react to the obstacle at all
3. What's a good example of a speed and accuracy cognition test to measure consciousness?
4. Can someone please just sum up reliability and validity- I cannot seem to understand it (also, how can I tell if an experiment is both reliable and valid?)
1. Do we have know what the decisional balance is in the transtheoretical model of change?
Does the Cerebral Cortext only store long-term explicit memories? It doesn't have any involvement in Implicit memories right?
Yes, the cerebral cortex only stores explicit memories. The cerebellum is involved in the encoding and storage of implicit procedural memories.
Actually I learned that the cerebral cortex stores well-learned implicit memories and that the cerebellum only encodes and temporarily stores implicit memories? Not sure which is right.
Hi guys,
With Little Albert and the ethical considerations that would have been breached/upheld, multiple exams are giving conflicting answers on which ones were breached, for example, some say that there was informed consent, but others say that there was not.
What would be the safest answers to go with apart from the 'no psychological harm to participants' and the lack of debriefing to extinguish his fear response?
Hi guys,
With Little Albert and the ethical considerations that would have been breached/upheld, multiple exams are giving conflicting answers on which ones were breached, for example, some say that there was informed consent, but others say that there was not.
What would be the safest answers to go with apart from the 'no psychological harm to participants' and the lack of debriefing to extinguish his fear response?
Can someone please explain the role of the amygdala and the cerebellum in the role of classically conditioned memory?The amygdala is responsible for emotional (esp fear) classically conditioned reflexes
Is the amygdala for the memory of it, and the cerebellum for the reflex? I'm so confused! Thanks :D
Guys, for the role of the stress response in contributing the development of a specific phobia, does that refer to the stress response being triggered for an irrational fear? so the response is extreme? but how does this contribute to the development?
Same for long term potentiation in the development of a specific phobia? Does this refer to constantly thinking about the fear? because wouldn't exposure to the fear help them to overcome it?
I'm just trying here but not completely sure how these link to specific phobia.
Yes, could someone explain this as I don't know how to talk about LTP and the stress response for phobia??
I learned this as well; that the cerebellum initially forms and temporarily stores procedural memories, and is then transferred to the cerebral cortex for long term storage. Cerebellum also forms and stores simple reflexes acquired through classical conditioning.
LTP:
-'fire together wire together'
-Repeated activation of neural pathways increases the synaptic strength of connections within it, making this pathway easier to activate in the future
LTP w/ fear response
-"fear pathways" (dont use this term in exam, this is just to explain) are activated, increasing synaptic strength in pathways connecting the stimulus to fearful feelings, behaviours and thoughts, and increases synaptic strength within pathways responsible for fear, anxiety etc aswell
-This increases the likelihood of activation of these pathways in the future
-Basically it becomes a viscous cycle
Makes sense but is the stimulation of the neural pathway responsible for fear due to them constantly thinking about it or actual exposure to the stimulus. Because wouldn't exposure to the stimulus help them to overcome it through desensitization?
Also, what about the stress response?
Makes sense but is the stimulation of the neural pathway responsible for fear due to them constantly thinking about it or actual exposure to the stimulus. Because wouldn't exposure to the stimulus help them to overcome it through desensitization?
if we're asked about why a child recovers from brain damage faster than an adult do we talk about developmental and adaptive plasticity as in past years? or just that children have higher levels of neural plasticity and this reduces throughout the lifespan??
does synaptic pruning occur during LTD or is that only in developmental plasticity? what changes occur to the synapse during LTD?
does synaptic pruning occur during LTD or is that only in developmental plasticity? what changes occur to the synapse during LTD?
Hey guys,-digit-symbol substitution
What are some examples of speed and accuracy's task that measure an individuals state of consciousness apart from driving simulators.
Thanks!
do we need to know about how old age affects memoryno
do we need to know how to manage stress in terms of biopsychosocial framework (besides from exercise and maybe social support)?I don't believe you do need to know it under a biospsychosocial framework because the different coping strategies (context-specific effectiveness, coping flexibility, exercise and approach and avoidance coping strategies)are not definite under a certain category.
question from 2016 exam:I think that you wouldn't get full marks, because you didn't explain how it would alleviate her stress, and that's what the question is asking for
Zahra is a first-time mother. When her baby boy was eight weeks old, Zahra’s mother, who lives overseas,
came to stay for six weeks to help care for her new grandson and to help Zahra adjust to her new role as
a parent. Zahra also started attending a group for new parents, run by a maternal and child health nurse
through her local council, where she meets once a week with a group of five other first-time parents.
Explain how one source of social support identified in the scenario could help alleviate Zahra’s stress
response associated with caring for a newborn.
I identified a source of social support - attending group for new parents and said that this would allow her to learn new info about caring for her baby and that it was an approach coping strategy. In the answer for a mark you had to say how this causes stress to reduce through changing appraisals of coping
I did not explicitly say that she would change her appraisal of coping but is saying that she used an approach coping strategy to deal with the stress sufficient for the marks?
thanks
I think that you wouldn't get full marks, because you didn't explain how it would alleviate her stress, and that's what the question is asking for
What is a good definition for the evolutionary theory of sleep?
And what are 2 (good, easy to understand) pieces of evidence?
Thanks!
What is a good definition for the evolutionary theory of sleep?
And what are 2 (good, easy to understand) pieces of evidence?
Thanks!
can someone answer this for restorative purpose of sleep too please
What would you suggest writing to say how it would alleviate her stress?I think you could approach this in a few different ways such as:
can someone answer this for restorative purpose of sleep too please
Evidence for this includes
-marathon runners tend to sleep longer after a competition
-newborns spending a lot of time in REM (lots of mental growth as a newborn)
-feeling refreshed after waking up in the morning
Could someone describe what the decisional balance is in terms of the Transtheoretical Model of Behaviour Change? It's not even discussed in my textbook. Do we need to explain it in terms of each of the 5 stages?
Could someone describe what the decisional balance is in terms of the Transtheoretical Model of Behaviour Change? It's not even discussed in my textbook. Do we need to explain it in terms of each of the 5 stages?Didn't do psych, so will trust jrose006 that this is out of the VCE scope. :)
Guys, I'm really confused about this question that my teacher gave:Yeh you're right, it does. The electrical activity comes from movement- the higher the electrical activity, the more movement there is in the muscles of the body.
A number of devices are often used to monitor sleep patterns in sleep clinics.
Name one of these devices, list what it measures and clearly explain how its recordings can distinguish between REM and NREM sleep.
Then she wrote a note saying: The EMG would not be an appropriate instrument because - these answers demonstrate a key point that these devices detect, amplify and record electrical activity, not movement.
Um? I thought that EMG measured the electrical activity of the muscles in the body???
So confused...
I don't trust my teacher anyway. So I'll ask you guys, the EMG can be used right? because it literally has 'electro' in the name.
how would you define/describe sleep/wake shifts in adolescents, shift work and jet lag?
Also, what do we need to know about sleepwalking and sleep onset insomnia?
Thanks!!
One more quick question,
0.05 BAC is the same as 17 hours of sleep deprivation
0.1 BAC same as 24 hours sleep deprivation.
Is that right?
Are we required to know about polysynaptic and monosynaptic reflexes?Well, considering I've never heard of till now, I'm gonna say no.
Attention - the learner must be paying attention to the observed behaviour and must be actively watching
retention - learner makes a mental representation of what they have observed and retains this
reproduction - observer must be physically and intellectually capable of converting mental representation into action
motivation - observer must have motivation to perform the behaviour
(note - must say perform not learn)
Reinforcement - a behaviour is more likely to be performed again when is reinforced
things in bold - must say to get the mark according to vcaa
Hey!
I just completed a practice exam and there was a reoccurring supposed error that I made around the same based question in both the multi-choice and short answer.
Do people who use serial recall immediately after the words were read out have only the primacy effect? I thought it was both recency and primacy effect. There was the word "slowly" used but I didn't think that would've effected the recency effect.
Thanks!
How can the behaviour/response be involuntary in operant conditioning?
Attention - the learner must be paying attention to the observed behaviour and must be actively watching
retention - learner makes a mental representation of what they have observed and retains this
reproduction - observer must be physically and intellectually capable of converting mental representation into action
motivation - observer must have motivation to perform the behaviour
(note - must say perform not learn)
Reinforcement - a behaviour is more likely to be performed again when is reinforced
Have inferential statistics been taken off the course?Yes, you do NOT need to know p-values
pretty sure they can't, involuntary learning is only in classical conditioning right?
How can the behaviour/response be involuntary in operant conditioning?
hold on, quick question, for observational learning in the 'attention stage', should they be actively watching the behaviour only or the behaviour AND the consequence??
and should reference to behaviour AND consequence be carried through when describing other stages too??
Yeah, could someone also explain this please, because originally I thought that the study lacked in validity because the participants may have experienced performance impairment due to the experimental design of the study (repeated measures), especially on day 2 and 3. However the answers say to not only define it but state that the results are valid.
Does anyone know how to explain the reason for depression in Parkinson's sufferers?As far as I know, the reason for the depression in Parkinson's disease is due to the lack of the neurotransmitter GABA.
Also, what is meant by a evidence-based intervention?
I think these type of questions would refer mainly towards a certain type of action or behaviour an individual is trying to learn, and therefore as a result it would only be necessary to mention the relevant behaviour.
Yeah, could someone also explain this please, because originally I thought that the study lacked in validity because the participants may have experienced performance impairment due to the experimental design of the study (repeated measures), especially on day 2 and 3. However the answers say to not only define it but state that the results are valid.
Yeah, could someone also explain this please, because originally I thought that the study lacked in validity because the participants may have experienced performance impairment due to the experimental design of the study (repeated measures), especially on day 2 and 3. However the answers say to not only define it but state that the results are valid.
What answers are you using?
Also, I don't think that the question requires you to assess the experiment in terms of those terms, but rather just define them and put them into context. ie.
validity - refers to whether the procedure tested what the research intended to measure. eg. whether the effectiveness of the measurement of the mean number of driver errors is an accurate indicator of driver performance.
Reliability - refers to whether the results obtained are consistent and dependent over time. eg. whether other studies researched similar stuff came up with similar results, or if the procedure was repeated more times over the next couple of months would the results stay consistent...
Yeah see I wasn't sure if they wanted a definition or an evaluation of if it was valid/reliable or not. They did say 'explain what is meant my reliability and validity', so do they mean to do it just like you said, just simply define and link it?Well yes that is what I would assume as that is what the question asks
How would you guys describe the steps in a spinal reflext? like what key terms MUST we use??I would say definitely reference the three types of neurons, what their role is, the spinal cord and depending on whether the question asks you to explain why it is unconscious, you would probably have to state that the interneurons send a message to the motor neurons to initiate the response which occurs prior to the brain receiving the message from the spinal cord (and hence the movement occurs before the sensory input is processed and hence before we are consciously aware of it).
How would you guys describe the steps in a spinal reflext? like what key terms MUST we use??
Perhaps the following;When you mention that "sensory neurons would convey the sensory message further up to the brain", I think that would be incorrect as it is the spinal cord that connects the brain with the peripheral nervous system, and hence it would be the interneurons in the spinal cord that relay the sensory information up to the brain.
Example; touching hot pan
Sensory receptors detect the heat of the pan and this sensory information travels via sensory neurons to the spinal cord. Interneurons in the spinal cord relay this information to motor neurons. Motor information travels via motor neurons to the hand causing a withdrawal reflex of the hand from the hot pan. Depending on the depth of the question, you might also like to add that as this spinal reflex is occurring, sensory neurons would convey the sensory message further up to the brain, where this information would be received/processed and felt as pain after the withdrawal reflex occurs.
When you mention that "sensory neurons would convey the sensory message further up to the brain", I think that would be incorrect as it is the spinal cord that connects the brain with the peripheral nervous system, and hence it would be the interneurons in the spinal cord that relay the sensory information up to the brain.
That's a good point, but I thought that interneurons only convey information between motor and sensory neurons, therefore they can't 'relay' information as such.
Sorry for the multitude of questions, but...Circadian phase disorders aren't considered either
Are circadian rhythm disorders (e.g. jet lag) considered as a parasomnia or dysomnia or neither??
cause on one of my exams I have a 10 marker asking to explain the difference between dysomnias and parasomnias w/ reference to an example and I was wondering if I could talk about jet lag and shift work etc. and if not what else I could talk about for 10 marks?
Circadian phase disorders aren't considered either
Things to discuss:
-what is a dysomnia
-what is sleep onset insomnia
-what negative impacts can it have
-how can it be treated
-sleep hygiene
-what is a parasomnia
-what is sleepwalking
-when is it most likely to occur
-what negative impacts can it have
-what ages is it most common for
-parasomnia can lead to dysomnia but not the other way around
Remember that the response isn't scored in the usual dot-point method, and instead high-med-low
also guys,
is this correct: the amygdala is involved in the encoding and formation of emotional memories and the cerebellum is involved in the encoding, formation and storage of procedural memories such as conditioned reflexes.
So the fear response may be formed in the amygdala then stored in the cerebellum. right?
Just a quick question,
is LTD a result of weak low frequency stimulation of pre synaptic axon terminal or post synaptic axon terminal?
Hey Guys,
Hope everyone is going well with their final study!! Best of luck for tomorrow :)
Just some quick questions:
1. When Stratified Sampling is done by a researcher, is random sampling used to select participants from each stratum?
It can be. This is called random-stratified sampling.
2. Is there any difference between matched participants and independent groups, other than the fact that participants are matched on one of more participant variable in matched participants?
Not really- there is a pretest involved to pair up participants based on the relevant characteristics (in a matched-participants design)
DO WE OPERATIONALISE OUR HYPOTHESISNo
DO WE OPERATIONALISE OUR HYPOTHESIS
If asked to otherwise no.As far as I know it is not part of the study design, however they can ask to operationalise the variables.
Hi, do the examiners prefer dot-point form or essay-format answers? Will they deduct a mark if I use dot-points? My teacher told me that vcaa is moving away from this type of writing and wants the students to write their answers like in essays.Yeah could someone please answer that as well cause my teacher told me that I should always aim to use dot-points in my answers.
Thanks!
Hey guys, do we need to know about proactive and retroactive interference? The CheckPoints book keeps mentioning it, but I can’t find it in my textbook.
We don't need to know it
what would u say are the negative effects of sleep walking?? and also how would you treat sleep walking??
so for theta waves they can be present when doing a creative activity
what is an example of this?
For instance if painting, that is 'creative' but i would not think that it involves theta waves
Do you mean Alpha waves?
Hey guys,
would question 13 (section b) of the 2016 exam paper be relevant to the current study design
Guys how would you distinguish between something that is appraised as benign-positive or something that is viewed as a challenge? What's the difference? How would you define benign-positive?
Will the cortical areas of the brain be assessed on the exam? I'm not sure if its included in the study design.
Does anyone know in which stages the Parasympathetic NS is active in the GAS? I know the Sympathetic NS is activated during counter-shock in the alarm reaction phase, and then the sympathetic nervous system is also active during the resistance stage, but apparently the parasympathetic nervous system is to?
Thanks :)
Does anyone have a clear explanation of the role of glutamate in learning/memory?
I understand but can't put it into words to form a clear explanation! Pleaaase!
Okay I’m a bit confused now.. my textbook says ‘dream-like visual imagery’, would that not count as imagining something?Alpha waves are associated with being awake and alert but still generally relaxed (particularly if eyes are closed).
Alpha waves are associated with being awake and alert but still generally relaxed (particularly if eyes are closed).
Theta waves are associated with being drowsy OR creative tasks/imaginative activities. It is uncommon during NWC except for creativity.
If that were an exam question, here’s what I would say:
According to Hebb’s rule ‘neurons that fire together, wire together’, learning and memory occurs when an excitatory neurotransmitter is repeatedly sent across the synaptic gap which allows it to strengthen the connection between the two neurons. Because glutamate is the main excitatory neurotransmitter in the brain, it plays a large role in learning/memory by strengthening the adjacent neurons connections, and making them more likely to fire again together in the future. The continued strengthening of a synapse increases the efficiency of the message, decreasing the chance the information will be forgotten, and promoting learning and memory.
This answer definitely isn’t perfect though so if anyone would like to add on, please do
Would being given a photo of year 6 classmates and being asked to recall the names of the individuals be an example of cued-recall or recognition (I am pretty confident that it is cued-recall but of the practice exams says otherwise).
PLEASE HELP!
Does the hippocampus/cerebellum/amygdala also retrieve memories?
Does the cerebral cortex permanently store procedural memories, or just temporarily store them?
what specifically do we need to know about the hippocampus and the hypothalamus for the psych exam?
Cued recall; you're not merely selecting the correct option out of a list of options, as would be the case with recognition.
(Disclaimer: has been a while, happy to be corrected.)
Correct Joseph41!
it is recognition because there are other options available [for example the names of other students in your class]
f it was cued recall, they would give you the beggining of each students name and tell you to remember it.
was just wondering, how would we apply the CBT to a person with sleep onset insomnia,
Like I get the behavioral; component, but what kind of thoughts would you be challenging with them in the cognitive component??
was just wondering, how would we apply the CBT to a person with sleep onset insomnia,
Like I get the behavioral; component, but what kind of thoughts would you be challenging with them in the cognitive component??
How would you use bright light therapy to get a person to feel tired at 10:00 pm and not 12:00 AM,
How would you use bright light therapy to get a person to feel tired at 12:00 AM and not 10:00 PM.
Thanks
Can someone please explain reappraisal? Thanks!
I'm pretty sure it's actually cued recall and not recognition, because you're trying to retrieve the names of people, and therefore the photo of the classmates faces would serve as a cue to aid the recall of the name. If it was recognition, than a list of names would be presented of the year six classmates names.
The idea of BLT is that you administer the light when the individual would usually be asleep, shifting their sleep-wake cycle.
Your first example refers to DELAYED circadian rhythm phase disorder (such as with adolescence). Administer BLT at around 6am or in the morning when the individual would usually be asleep, allowing them to stay awake during that time and shifting their sleep-wake cycle FORWARD to the desirable time.
Second example is ADVANCED circadian rhythm phase disorder (shift work/jet lag when travelling west/elderly sleep patterns). Administer BLT at 6pm, when the individual is close to going asleep. This allows them to continue to stay awake when they would usually be asleep, shifting their sleep-wake cycle BACKWARDS to the time they should be going to sleep.
This helped a lot! Thank you!
Alcohol induces alpha brain waves?Yes. Remember that alcohol is a depressant, and that a meditative state can be considered an ASC
Meditating induces theta?
Do altered states of consciousness mostly show theta brain waves?
I hope the 10-marker is on neurons, memory or something like that and NOT sleep :/
Do we have to know about the role of the suprachiasmatic nucleus and 'zeitgebers' in sleep or is that too much information and not needed?Yes definitely the suprachiasmatic nucleus (about how it detects incoming light and sends the information to the pineal gland where a decision is made about how much melatonin is to be released.
DO WE NEED TO KNOW HPA AXISI would assume yes since it is involved in the resistance stage of the GAS model as well as important in the way cortisol is secreted.
DO WE NEED TO KNOW HPA AXIS
Is the freeze response due to activation of the sympathetic nervous system or the parasympathetic nervous system?
Psych VCAA 2015 exam question 10c??The answer means negative punishment or response cost.
Students could gain one mark for identifying punishment (or negative punishment) as the learning
principle. Positive punishment was not an acceptable response (this relates to application of an
negative stimulus, rather than taking away a desired stimulus). The act of taking away a desired
activity/positive reinforcer as a consequence for an undesirable behaviour (i.e. not completing
homework) is what makes this punishment, rather than negative reinforcement. Students could
then gain another mark if they explained how punishing the undesirable behaviour (i.e. not doing
homework) might be effective in producing the desired response. This aspect of the question
focused on motivating a desired response. The best response to this aspect of the question was to
indicate that punishment of the undesirable behaviour may motivate Najida to do her homework so
as to avoid this punishment.
Is the answer produced by vcaa contradicting?? Can't tell whether it's saying negative reinforcement or punishment is the answer? Can someone explain please? THANK YOU!!
The answer means negative punishment or response cost.
Thank you !!!I generally specify both by explicitly stating one and then putting the other version in brackets however it shouldn't matter.
Yes, but don't worry! All you need to know is that during stress, the hypothalamus stimulates the pituitary gland to release ACTH (a hormone) which travels through the blood stream, stimulating the adrenal gland to release cortisol. This response takes a few minutes to occur, but is very long lasting.
Do we need to know about sprouting/ re- routing (adaptive plasticity)?I have heard people saying that adaptive and developmental plasticity are not examinable however neural plasticity is. However further input would be appreciated.
Can we use the abbreviation ACTH or is it not acceptable?
Quick question - do Benzodiazepines MIMIC the role of GABA? or do they act selectively on GABA receptors increasing their inhibitory effects? Different sources giving different answers :-\
i too was sooo confused at this, but if you look through previous posts, I asked this question and I got a reply that Bezodiazepines act as agonists, therefore they MIMIC GABA function. Anyone got differing thoughts on this?Hard to tell but I'm pretty sure that the wording means that they directly affect the GABA receptors on the post-synaptic neuron by changing their shape to make them more receptive to the activity of GABA which means that the neurons are more likely to resist excitation and react more to inhibition. ie. it amplifies the effect of GABA
do we need to know anything about the thalamus?No
i too was sooo confused at this, but if you look through previous posts, I asked this question and I got a reply that Bezodiazepines act as agonists, therefore they MIMIC GABA function. Anyone got differing thoughts on this?Also as far as the Jacaranda textbook goes about it, an agonist is "a drug or medication that stimulates a neurotransmitter's activity.
Can we use the abbreviation ACTH or is it not acceptable?I don't think anyone in the state will be writing out adenocoriticotropic hormone, just write ACTH unless you are feeling especially paranoid.
Can single blind procedure refer to the experimenter not knowing which groups participants are in or is it only for participants not knowing which group they're in? Also thanks for answering my other question :)It only refers to the participants not knowing
And can someone explain question 57 2013 psych vcaa exam??
Is the synapse the same thing as the synaptic gap - can you use those terms interchangeably?Some definitions of the synapse include the presynaptic and postsynaptic neuron
Can single blind procedure refer to the experimenter not knowing which groups participants are in or is it only for participants not knowing which group they're in? Also thanks for answering my other question :)No, where the experimenter doesn't know would be called the double-blind procedure, where the participants also do not know where they are allocated.
And can someone explain question 57 2013 psych vcaa exam??
I don't think anyone in the state will be writing out adenocoriticotropic hormone, just write ACTH unless you are feeling especially paranoid.NMDA and AMPA are not part of the study design.
Likewise for N-methyl-D-aspartate receptor (NMDA), and I'm not even going to try to type out AMPA's full name
It only refers to the participants not knowing
57. In learning, neurons communicate with eachother. When neurons communicate the dendrite receives neurotransmitters
I understand and I've read multiple times that excitatory neurotransmitters make a post-synaptic neuron more likely to fire and inhibitory the opposite, but what does 'firing' actually mean? Does a neuron firing refer to the neural impulse travelling down the axon of the post-synaptic neuron? I'm not really sure..
57. In learning, neurons communicate with eachother. When neurons communicate the dendrite receives neurotransmitters
Did you see my answer to your question?
thanks! but why cant question 57 be answer D?
Also i looked at one of the VCAA past exams and it said that a single blind procedure should be used so experimenters do not know which group participants are in (since it is impossible for participants not to know which group theyre in so can't use double blind)- this this was the green valley one 2014 i think, so im confused?
Did you see my answer to your question?Yeah i looked at your answer
Are both adrenaline & noradreline hormones AND neurotransmitters?
After a few days of sleep deprivation, it is most likely that a person would experience\
A. no increase in the amount of sleep on the nights following the sleep deprivation
B. an increased amount of sleep on one or more nights
C. an increased amount of slow-wave sleep only
D. an increased amount of REM sleep only
The answer is B however I thought that option D could also be a valid option (ie. I thought that there were two answers). Could some explain why D is incorrect?
After a few days of sleep deprivation, it is most likely that a person would experience
A. no increase in the amount of sleep on the nights following the sleep deprivation
B. an increased amount of sleep on one or more nights
C. an increased amount of slow-wave sleep only
D. an increased amount of REM sleep only
The answer is B however I thought that option D could also be a valid option (ie. I thought that there were two answers). Could some explain why D is incorrect?
for the rat question on the 2017 exam what research procedure was used?
What's the best textbooks for Psychology? Also anyone have like notes for the whole year?
What's the best textbooks for Psychology? Also anyone have like notes for the whole year?The Jacaranda textbook is regarded highly, but be aware that some of the content in it is not assessable in the current study design. Throughout the whole year make sure you check the SD for what you need to know
Don't even do psych, but...As far as I know..
Is there a way that police could easily test a driver's sleep levels to determine if they were driving while unsafely fatigued? Like is there a certain molecule whose levels could be tested? And would fatigue vary significantly between individuals despite similar levels of such a molecule?
Don't even do psych, but...
Is there a way that police could easily test a driver's sleep levels to determine if they were driving while unsafely fatigued? Like is there a certain molecule whose levels could be tested? And would fatigue vary significantly between individuals despite similar levels of such a molecule?
Don't even do psych, but...
Is there a way that police could easily test a driver's sleep levels to determine if they were driving while unsafely fatigued? Like is there a certain molecule whose levels could be tested? And would fatigue vary significantly between individuals despite similar levels of such a molecule?
Can someone please help me with the kristy kendall VCE Psychology Research Methods Key Science Skills Workbook?
I am taking units 3 and 4 with out 1 and 2. So I'm very stressed.
any help will be glady appreaciated.
Can someone help with the question:
The synaptic gap if one of the three components of the synapse, name the other two:
I answered postsynaptic and presynaptic neuron... but Idk if thats right :/
thanks :)
Oh okay hahha, would it be the axon terminals of the presynpatic neuron and the dendrites of the post synaptic neuron? I didn't actually realise that they classified as being part of the synapse
Yup, that's correct! And yeah, easy way to remember it is that the synapse is the point of communication between two neurons, so it wouldn't make sense to say the entire neuron is part of the synapse.
the question:
explain why some responses increase and others decrease when someone is in a state of arousal. is worth 3 marks,
my answer was
the activation of the sympathetic nervous system allows the body to better prepare for heightened arousal
because it physically prepares the body for action, by altering activity levels of internal muscles, organs and glands, this alteration may be slowing down or speeding up certain responses, depending on their importance.
I don’t think i would get the three marks in this case... could someone tell me what the three marks are allocated to?
Hi! I think that your answer is a pretty good start, but some further expansion would be good for three marks. Here's my mark breakdown:
1. Activation of the sympathetic NS arouses the level of arousal through the release of cortisol and adrenaline/noradrenaline into the blood stream
2. This results in the increase in some aspects to enhance survival by prioritising important functions. For example, heart rate may increase to increase blood flow to muscles
3. This also results in the decrease in some aspects to enhance survival by 'neglecting' (there are better words, just can't think of it) some functions such as digestion so that blood flow can be prioritised to the brain, heart etc.
Sorry I keep draining this forum...
but I have so much things I wanna clarify, and this is the only place to turn
In my book emotion focused coping and problem focused coping are both classified as approach coping strategies, and avoidance coping is like a categoty on its own.
Is this correct? wouldn't emotion focussed coping be a type of avoidance? Thanks :)
No worries! Questions are the best way to understand the content (i sure asked a lot of questions haha)
I don't think that there is a definite answer to your question because there is a lot of overlap between the strategies. Last year, I personally didn't make too much of a distinction between them since they were so similar. But i'll try to figure it out for you.
I think that both emotion and problem focused coping could be classified as approach strategies because both try to deal with the 'stressor and its effects' (that's the definition from the jacaranda textbook). Therefore, problem focused coping could target the stressor whereas the emotion focused coping strategies could target the 'effects'. On the other hand, the avoidance coping strategies may be things like trying to completely avoid the stressor AND its effects. For example, someone who is stressed by homework could 1. not do the homework and 2. distract themselves from their emotions of stress by watching a movie etc.
It's really a grey area imo and probably wouldn't be tested that deeply other than a question like: Describe an problem focused coping strategy that John Smith uses in this scenario.
Is it worth buying 2018 checkpoints if I already have 2017 checkpoints?
Need some clarification on the reflex arc.
How do the interneurons in the spinal cord know when to intercept the sensory neurons from travelling to the brain? In other words how does the CNS know when to trigger the reflex arc because pain isnt registered until the brain right?
Thanks!
So if a question asks when does the CNS initiate the reflex arc i could just answer when the receptors pick up a harmful/painful stimulus? If thats true then that means there are normal sensory receptors and pain receptors and not just one type right? I think i am overthinking this
Hi, I was doing this MC question (attached) and the answer is D. I know low GABA levels is linked to Parkinson's but I thought the main imbalance was the lack of dopamine? Could someone explain to me why the answer is D? Thanks :)
Study design changes. VCAA changed the study design halfway through last year and that set of answers is no longer relevant to you.Thank you!
The correct answer would be e) lack of dopamine
How would I go about answering this question?
Compare where the groups are at the start, if they are in different places then that is an EV and it should be considered.
(If I gave someone little food would you expect them to have eat the same amount later as someone who had had a lot?)
What are your thoughts at the moment?
I answered a conclusion cannot be drawn, as it cannot be certain the cause of change in average weekly callorie intake occurs as a result of whether or not individuals take a hunger reducing pill, as extraneous variables such as individual participant differences (diet) may have caused the change in the average weekly calorie intake.Apparently the p-value and statistical significance are not included on the new study design, so your teacher is not teaching you updated information.
But my teacher said we should always look for a p-value when drawing conclusions which confused me because I don't know how to incopporate that in my answer
Apparently the p-value and statistical significance are not included on the new study design, so your teacher is not teaching you updated information.So I guess ill have to mention it for my SACS but not on the vcaa exam
In the old study design, you would incorporate the p-value into your answer by saying something like "as the p-value was found to be less than 0.05 (meaning that the possibility that the DV was caused by values other than the IV was less than 5/100), the results can be determined to be statistically significant and therefore a conclusion can be drawn [and a generalisation can be made to the population]".
My memory is a little scratchy but that was the gist of it.
In any case, the question actually needs to state the p-value if you are to refer to it. From what I can see, this question does not. If it does, it must be an outdated question.
Good luck!
So I guess ill have to mention it for my SACS but not on the vcaa examI'd ask them/argue it. SACs are meant to assess understanding of the Areas of Study in the current study design.
Thanks sarangiya and good luck to you too!
I'd ask them/argue it. SACs are meant to assess understanding of the Areas of Study in the current study design.
Otherwise I guess it's fine? idk. Just my opinion.
Thank you!! :)
Hey. I just wanted to check if it is definitely the sympathetic nervous system that activates the HPA axis when you need to deal with a stressor over a prolonged period of time. The question is : Explain the role of the sympathetic nervous system in stage 3 of the GAS.Yes it does. The first secretion of cortisol is released in Stage 1: Alarm - Countershock, but apparently autonomic nervous system symptoms reappear in Stage 3: Exhaustion, which suggest that the sympathetic nervous system may release another secretion of cortisol etc. (which is initiated via the HPA axis)
Yes it does. The first secretion of cortisol is released in Stage 1: Alarm - Countershock, but apparently autonomic nervous system symptoms reappear in Stage 3: Exhaustion, which suggest that the sympathetic nervous system may release another secretion of cortisol etc. (which is initiated via the HPA axis)
To clarify, symptoms first appear in Stage 2: resistance, but are worse in stage 3 due to the prolonged suppression of the immune system and exhaustion of physical and psychological resources.That makes a lot of sense! Thanks as always !
That makes a lot of sense! Thanks as always !
Actually I have a question as well.
Would you say that the symptoms occur is Stage 2 while the secretion happens in Stage 1 or were you implying that both start in Stage 2?
All texts agree that adrenaline release is in stage 1 but some of them say cortisol is released at the same time whereas others say that cortisol is first released in stage 2.Awesome as always!
Check with your teacher and the textbook your class is using for what to write in SACs
Whether cortisol is first released in stage 2 or not, definetely talk about cortisol release and the impacts of this (when applicable to the question).
(As far as I know/VCE is concerned) Symptoms don't occur immediately after release - cortisol's initial impact is positive
All texts agree that adrenaline release is in stage 1 but some of them say cortisol is released at the same time whereas others say that cortisol is first released in stage 2.Thanks!
Check with your teacher and the textbook your class is using for what to write in SACs
Whether cortisol is first released in stage 2 or not, definetely talk about cortisol release and the impacts of this (when applicable to the question).
(As far as I know/VCE is concerned) Symptoms don't occur immediately after release - cortisol's initial impact is positive
I have another question.. :) What primarily determines whether or not a neurotransmitter will have an excitatory or inhibitory effect? In the textbook, it says "The effects of a neurotransmitter are not entirely caused by the chemical. Its
effects are also due to the receptor to which the neurotransmitter binds. The same neurotransmitter can be excitatory or inhibitory, depending on the properties of the receptor and on the receptor’s location in the brain." So is it primarily the chemical and binding is influential, or vice versa?
It's about the signal transduction pathway (note that the study design says that details about signal transduction are not required).Ok thank you!!
The neurotransmitter attaches to a receptor with complementary fit. This attachment causes the receptor to react - and its that receptor's reaction that will have an excitatory or inhibitory effect.
So the neurotransmitter's chemical shape is very important as this determines what receptors it will bind to - its what the receptor initiates in response to that which is the most important.
Hope this clarifies things a bit :)
Hi, was wondering why the answer to this question is B. I thought it would be D.
Thanks!
Think of responses as exchanges with the environment; the environment gives something to the body (in the form of sensory stimuli) and the body gives something back (usually to influence the stimulus in some way), such as moving a hand. The FFF response doesn't 'give back' anything so it's therefore not a response, conscious or unconscious.Isn't the fight-flight-freeze a response to a stressor? The textbook states "without our awareness or conscious control, our body instantly responds by automatically activating the fight– flight–freeze response." I still don't understand why the answer is B, because it says a series of three specific reactions that occur independently, but I though the fight-flight-freeze was read as fight OR flight OR freeze, meaning they do not all occur?
B is the most correct answer (A and C aren't correct because they don't make sense).
Isn't the fight-flight-freeze a response to a stressor? The textbook states "without our awareness or conscious control, our body instantly responds by automatically activating the fight– flight–freeze response." I still don't understand why the answer is B, because it says a series of three specific reactions that occur independently, but I though the fight-flight-freeze was read as fight OR flight OR freeze, meaning they do not all occur?
Hi, was wondering why the answer to this question is B. I thought it would be D.
Thanks!
My thoughts were that it could be placing importance on the part that the "fight-flight-freeze response" isn't the same reaction every time, but rather a reaction that manifests in three separate forms: a confrontation, a retreat, or a state of "lying low".It's from the textbook, the end of chapter tests.
Where is this question from though?
I think it's too ambiguous to be VCAA - I'd be surprised if it were.
imo this is a bad question.Ok, thanks!
I think the angle that the writers are coming from is that they want you to understand that you don't fight, flight AND freeze - they are seperate responses.
(They don't mean series in a sequential sense)
It's from the textbook, the end of chapter tests.Jac?
From the Jacranda Psychology 3/4 textbook:
A neurotransmitter will have its effect when it...
B. reaches an axon terminal.
C. binds to its receptor.
C. contacts a dendrite.
D. enters the synapse.
Why is the answer B and not C?
I answered C because neurotransmitters only have any effect on the target tissue/neuron if it successfully binds to its receptor.
Thanks :)
2)
The peripheral nervous system transmits information between the _____ and the _____.
A. central nervous system; spinal cord
B. spinal cord; muscles, organs and glands
C. sensory receptors, muscles, organs and glands; central nervous system
D. somatic nervous system; muscles, organs and glands
Why is the answer B and not C?
C sort of implies that there's no sequential processes in which information is transferred within the nervous system, which there are.
Thanks for answering, what do you mean by this though?
Could someone please explain the difference between interpreting a situation as either 'irrelevant' or 'benign positive' in primary appraisal!There are two levels to primary appraisal. One is assessing the situation, and then the consequent level is assessing what impact that situation may have.
Also, in primary appraisal if a situation is deemed to be stressful, can someone experience eustress or distress even if the stressful situation is deemed to be harm/loss or threat?In secondary appraisal, availability of resources to cope are assessed.
cheers ;D
Hi,Distress (and eustress, potentially, thanks to rani_b :) ). From your post as a whole, I take it that your impression of FFF response is that it is common. On the contrary, it is uncommon and is only activated in extreme situations of immediate danger. Like, for example, running away from a fire, fighting against domestic abuse, freezing while being assaulted. If you're wondering if it will apply, thinking about whether the reaction is initiated with the intent of increasing chance of survival.
I was just wondering if the fight-flight-freeze response is only activated when a person is 'faced' (is that the right terminology?) with a stressor causing distress, or is it for all stress (including eustress?)
Also, how does fight response apply for when someone is taking a test? For flight, it's that they'll postpone the test and for freeze- they will not be able to think during the test so they stay frozen. Is fight when they tackle the test but not getting anything right? Similarly, what is a 'fight' response to someone who is scared about doing speeches?The reason you're having trouble addressing these scenarios is because none of the would be extreme enough to activate FFF. None of them are a threat to survival. Yes there is a stress response, but it is probably the GAS modelled response over FFF.
Lastly, I am a bit confused about why people cry when they feel distressed, because isn't it the parasympathetic nervous system that is responsible for producing tears?Contemplating why humans cry is very interesting. You'll find that there is no good answer. This is primarily because although other animals tend to share our behaviours, even stress and stress responses, no other animal produces tears.
Cheers!
Distress. From your post as a whole, I take it that your impression of FFF response is that it is common. On the contrary, it is uncommon and is only activated in extreme situations of immediate danger. Like, for example, running away from a fire, fighting against domestic abuse, freezing while being assaulted. If you're wondering if it will apply, thinking about whether the reaction is initiated with the intent of increasing chance of survival.I'm a little confused as to why the fight-flight-freeze response isn't activated even during eustress. I thought our body went through the same physiological changes regardless of eustress and distress, and during the first stage of GAS the fight-flight-freeze response is activated. Or is the body able to distinguish when it is eustress or distress and for eustress only some sympathetic nervous system functions are activated, like increased heart rate but not the FFF response, and in distress the FFF response?
.
Good luck!
I'm a little confused as to why the fight-flight-freeze response isn't activated even during eustress. I thought our body went through the same physiological changes regardless of eustress and distress, and during the first stage of GAS the fight-flight-freeze response is activated. Or is the body able to distinguish when it is eustress or distress and for eustress only some sympathetic nervous system functions are activated, like increased heart rate but not the FFF response, and in distress the FFF response?You're right, the alarm stage of GAS is considered to include FFF. And, yes, GAS models the response to any stressor.
You're right, the alarm stage of GAS is considered to include FFF. And, yes, GAS models the response to any stressor.Ok, thanks for clarifying. I guess it depends on our interpretation of the stressor as well.
I'll definitely stand corrected to say eustress or distress can activated FFF response, but I think you'd be hard-come-by to find eustress that would threaten chances of survival enough (if at all) to trigger the FFF response.
For example, on the 2017 exam, question 17 is the only one that specifically refers to the FFF response and it is in reference to an alarm sounding because a shark was spotted in water. This to me, makes sense as a stimulus to activate FFF because it is threatening to our survival, and is distressing.
are interneurons only located in the CNS? (spinal cord and brain?) similarly, are neural pathways only in brain, can they be in body also?
Sensory and motor neurons are found throughout the nervous system, whereas interneurons are found only in the CNS.
Hello! Couple of questions regarding stress..
-what is the difference in terms of dealing with stress for emotion and problem focused coping and also approach and avoidant coping strategies?
-What is the key difference between life events and major stress? so life events cause substantial amounts of stress and requires substantial adjustment but so does major stress??
-also if stress is caused by inadequate resources to cope then how can we evaluate someone thing as stressful in primary appraisal without the role of second appraisal in the first place?
Thanks in advance
Thank you, could you also clarify my understanding of Lazarus and Folkman model
the transactional model applies to any potential stressor meaning it still technically hasn't been considered a stressor yet which is then evaluated in primary appraisal. If it is irrelevant or benign positive then it is not considered stress and the individual doesn't proceed to second appraisal. But if it were stressful then the second appraisal would determine if it has enough coping resources and options to deal with it. If it does then we would experience eustress(not sure how this works because for something like winning a lottery it would be considered benign positive and eustressful at the same time) or distress(e.g losing part time job but we still perceive our selves as capable of dealing with the loss) or no stress at all(clarify here especially pls) . If we perceive ourselves with insufficient resources then we experience distress. Regardless of wether we have enough resources we still use problem focused or emotion focused coping strategies to deal with the stressor.
Sorry if some of it doesn't make sense I am also confused myself with this :/
Hey, was wondering if anyone could explain the link between HPA axis and fight flight freeze response? Thanks!
Could somebody explain to me the similarities between long term potentiation and long term depression? Cheers!
Could somebody explain to me the similarities between long term potentiation and long term depression? Cheers!
Thanks peter and miniturtle!
If you don't mind, I'd appreciate an explanation of the role of the hippocampus and amygdala during heightened arousal, as well as the role of adrenaline in consolidation of emotionally arousing experiences.
Hi! I wanted to ask what the difference was between response cost and negative punishment? The book says response cost is when any stimulus valued by an organism is removed, whether or not it causes a response. What does that underlined bit mean? Are there examples where something is negative punishment but not response cost? Thank you!!
Response cost = stimulus taken away doesn't necessarily cause the response that is to be reduced (e.g speeding fines; money doesn't cause the speeding behaviour, but nevertheless reduces it when taken away due to perceived value).Thank you!
It's just a more specific version of negative punishment. Study design only states response cost though, so you'll probably never be put in a situation where you'll have to distinguish between the two.
Hi,
I was wondering if somebody could please explain what an antecedent is. I have the jist of what it is, but I'm having difficulty in understanding it's role. :-\
Classical Conditioning ;DOkay, thanks.
The behaviour in Classical is always involuntary (e.g salivating, fear, excitement, feeling nervous)
The behaviour in Operant is voluntary (e.g Doing more homework, Spending more money, Not distracting others in class) lol sorry for the bad examples
I'm back again :D Could someone help me with how to go about discerning the antecedent, behaviour and consequence from this scenario and any scenario in general? And what should I be putting in my answer to gain 6 marks?
Thank you!!
Hi, I have a question on LTP and LTD. What is the relationship between LTP and LTD??? How do they support each other??I think your teacher has a good point, and Edrolo isn't wrong.
My teacher said that LTD help to utilize brain resource due to pruining the unused connection so there will be more resources available for LTP to strengthen the important connection. However, when I watch Edrolo, the lady mention something about how LTP just can strengthen the connection to a certain level. In other to maintain and further strengthen the connection, LTD need to weaken it first then LTP can take place. Which one is correct???
Hi everyone! I'm a bit confused with this dotpoint 'interactions between specific regions of the brain (cerebral cortex, hippocampus, amygdala and cerebellum) in the storage of long-term memories, including implicit and explicit memories.' What else would I need to know besides what kind of memories each region specialises in? And I don't really understand what they mean by the interactions. Thank you!I think it is trying to highlight interactions such as that between the amygdalae and hippocampi in the encoding of emotionally-arousing memories. (Quite similar to the question above yours!)
Need clarification specifically on adrenaline's role on consolidation of emotionally arousing memories as I felt a bit hesitant about my response to a question that involved this concept.It looks pretty good to me! You have included the neuronal/physiological basis of emotional memory encoding (including the roles of the amygdala and hippocampus) and then the storage afterwards.
During a stressful situation adrenaline is released which in turn stimulates release of noradrenaline neurotransmitters which signals the amygdala that a particular experience needs to be strengthened and reinforced in the long term memory. The amygdala then communicates this message to the hippo campus and encodes the emotional response of an experience which is then stored in the cerebral cortex.
Is this correct or am I saying something wrong? Not too sure on how the amygdala interacts with the hippo campus and whether this is important or not.
Cheers in advance
Hi guys,
Can anyone help me identify the IV and DV in classical conditioning experiments, more specifically in this video https://www.youtube.com/watch?v=0DQjCPBZaUk
Im not sure how to word the IV:
would it be: Whether or not the sound of a computer restarting is paired with an altoid mint
Dv: the type of observed response elicited by dwight
im really confused :/ Thanks!
Which lobes generally do what main functions? As I'm currently doing Units 1 and 2 we don't have to go into immense detail so far. Thanks in advance <3I'm assuming the lobes of the brain here, disregard this post if this isn't what you mean. :)
I'm assuming the lobes of the brain here, disregard this post if this isn't what you mean. :)Just realised this is a 3/4 thread, my mistake. Anyways thank you, that was exactly what I was asking about. ;D
I also assume you know the four main lobes- frontal, parietal, occipital and temporal lobes.
The occipital lobe is located "at the back" and is mainly responsible for processing visual information. (Back when I did 1/2, I remembered the function of the occipital lobe by remembering the phrase "the eyes at the back of my head")
The temporal lobe's main function is to process auditory (or sound) information, as well as being able to comprehend speech (the latter is mostly due to the the Wernicke's area situated in the left temporal lobe)
The parietal lobe processes other general sensory info such as touch, temperature and taste.
The frontal lobe is the most responsible for motor function and for higher order thinking.
You could possibly link the functions of the lobes to their main cortices- the primary motor (movement) cortex is in the frontal lobe, the primary somatosensory (means sensation) cortex is in the parietal lobe, the temporal lobe has the primary auditory (hearing) cortex, and the occipital lobe houses the primary visual cortex. :)
How can I study effectively, to try and grasp information quickly? (I have mid year exams in a few days :'()
I was doing this multiple choice question from the 2002 VCAA exam and came across this (attached) question.
I was kind of confused by the range of options as the key knowledge states classical conditioning results in the involuntary association between a neutral stimulus and unconditioned stimulus to produce a conditioned
response, And this was not in any of the options, so I figured the closest alternative was D, however the answer is C, which is confusing to me because isn't the conditioned stimulus an effect of the initial establishment of the association between the NS and UCS?
If anyone wants to help me out that would be great !! ;D Thanks in advanceGood luck!
According to Social Learning Theory (Bandura), the observer
A. must be actively involved in the learning process
B. may be passive in the learning process
C. may be active or passive in the learning process
D. must possess the appropriate implicit responses for learning to occur
The answer is A, but I thought that the observer could be passive during observational learning processes?
I see where you're coming from! The observer can certainly be passive during the attention stage of learning (for example, in the learning of values), but not during the others. For example, retention involves active memory processes/cognition and actually performing the action involves an active agent.
As a whole, I would say observational learning and operant conditioning are active learning processes (involves cognitive input as well as voluntary behaviour initiated by the learner), while classical conditioning alone is a passive learning process (due to the association of stimuli not being carried out by the learner, and the response being involuntary)
In classical conditioning, stimulus discrimination occurs when
A. a stimulus similar to the conditioned stimulus causes the conditioned response
B. the conditioned response is elicited only by the unconditioned stimulus
C. the unconditioned response is elicited only by the conditioned stimulus
D. the conditioned stimulus causes the conditioned, reflexive, response
The answer is C, but I was wondering why it couldn't be D, since Classical conditioning results in a CS eliciting a CR that is similar but not necessarily identical to the UCR? Or is it because we are looking for the word "only?"
Stimulus discrimination refers only to the stimulus, hence the name. Therefore, in classical conditioning, only the stimulus that is the original CS can elicit the same CR, not the same stimulus causing different responses. I know what you mean by UCR not being the exact same as the CR, but I think the 'stimulus' part should help you remember that the response does not change in the processes of stimulus generalisation/discrimination, and only switching between presence/absence for spontaneous recovery/extinction.
Also, you're right! The key in this question is too look for the 'only'. Therefore, one would expect a confusion between B and C. In that case, B is eliminated because the unconditioned stimulus causes the unconditioned response, not the conditioned response. Only the conditioned stimulus should cause the conditioned response (as the conditioned stimulus is actually the NS, not UCS, anyway!). That leads you to C :)
Good luck!
Hi there,
Why does 'Motivation' come after 'Reproduction' in the 5-stage Observational Learning process? If reproduction is the act of copying the model's behaviour, wouldn't you need to be motivated before reproducing it? Or does it mean motivation to reproduce it next time?
Thanks very much :)
--
EDIT: Just realised that the Reproduction stage only refers to the observer having the ability to reproduce the behaviour, not that they are going to reproduce it yet! Is this correct?
Why is mental health defined as : The psychological state of an individual who is functioning at a satisfactory level of emotional and behavioural adjustment, in my book?In this instance, I think you should think of [mental health] as being "an end of the spectrum", or as you say, "mentally healthy".
Isn't that the definition of someone who is mentally healthy? Because I would assume that mental health is something that everybody has (regardless of whether or not one is functioning at a 'satisfactory level'.)
Shouldn't mental health be defined more broadly? Like this for example: an indivudal's psychological state of emotional and behavioural wellbeing (which can vary from mentally healthy to poor mental health to having a mental disorder)
snip
snip
Hi, I've got a silly question :)
I'm looking for past literature on free recall and recognition. Does anyone know any websites I could find it?
Any help would be appreciated!
Not a silly question at all!
When you reach uni it becomes a lot easier as you gain access to databases, but in year 12 my main tactic was googling.
I happened to look at recall and recognition last year and here are a couple of the papers I foundpapersHaist, F., Shimamura, A., & Squire, L. (1992). On the relationship between recall and recognition memory. Journal Of Experimental Psychology: Learning, Memory, And Cognition, 18(4), 691-702. http://dx.doi.org/10.1037//0278-7393.18.4.691
TAJIKA, H. (1984). Influences of the encoding instructions on retrieval processes in recall and recognition memory. Japanese Psychological Research, 26(4), 179-186. Retrieved from https://www.jstage.jst.go.jp/article/psycholres1954/26/4/26_4_179/_pdf
You both raise good points.
Here, the study design should be your guide:
"Key knowledge
Defining mental health
• mental health as a continuum (mentally healthy, mental health problems, mental disorders) influenced by
internal and external factors that can fluctuate over time
• the typical characteristics of a mentally healthy person, including high levels of functioning, social and emotional
well-being and resilience to life stressors"
So your definitions would be:
mental health: a continuum encompassing being mentally healthy, having mental health problems, and experiencing mental disorder/s, which is influenced by internal and external factors that can fluctuate over time
mentally healthy: a positive state of wellbeing in which a person can function effectively (contribute to their community, achieve goals, demonstrate resilience to life's stressors) and feels connection (to their community and others in general)
@studyingg imo that book's definition is lackluster even when applied to being mentally healthy
I agree with saringiya that "poor mental health" is very ambigous and it would be better to use "mental illness" or "mental health disorder"
Note: Defining mental health as a positive attribute is not invalid. There are lots of different definitions for mental health, and the World Health Organisation defines mental health in a way that shows it as a positive attribute. However, given the specificity with which VCAA has defined mental health in the study design, I would be cautious using any approach that isn't theirs.
Research Methods Question:
Are self reports a separate method of research to experimental research?
Because some resources conder them "non-experimental methods of research", whereas other resources consider them methods of data collection (which can be used to collect data in an experiment). This really confuses me, because it makes sense to consider as both. For example someone could design an experiment where they control and manipulate variables as well as use random allocation to devise a control and experimental group and then use a self-report to measure the effect of the IV on the DV. Or someone could design a non-experimental research procedure where they use a self report to collect data- like an online survey or something. But it wouldn't be an experiment bc of the uncontrolled variables, not manipulate an IV, and not meet the qualifications of experimental research. So which is right? sorry if I confuse anyone, it kind of confuses me :P
Thank you both :)
Thanks for the clarification!
-but just one more thing. In the study design (key knowledge for unit 4 aos 3), this is one of the dot-points: the characteristics of scientific research methodologies and techniques of primary qualitative and quantitative data collection relevant to the selected investigation: experiments, self-reports, questionnaires, interviews and/ or use of rating scales; reliability and validity of data; and minimisation of experimental bias and confounding and extraneous variables
What i'm confused about is: is VCAA suggesting that experiments are distinct and different to self reports? Because many resources give the idea that self reports are methods of data collection that can be employed in the procedure/data collection process of an experiment (so are still part of an experiment)
Hey guys! I just wanted to see what people would write in response to this question:
"Name one neurotransmitter involved in memory formation." (1 mark)
I have my answer but it didn't match the given solutions so I just wanted to see if it was just a difference in study design maybe?
Thanks!!
Okay great, that's what I put :) The answers said acetylcholine, which I guess makes sense because reduced levels are associated with Alzheimers. This question was from 2016 though.Wow where from??
Wow where from??
I don't remember ACh being in the previous study design.
TSSM unit 3 2016 exam :oIt's not mentioned explicitly but there was definitely Alzheimer's.
Hello, I need clarification with validity and reliability as I can't really nail down how to determine the extent of each one in a given scenario. Here is a research scenario from Jacaranda:Validity - does the experiment test the relationship between IV and DV?
For her extended VCE Psychology practical investigation, Amelia decided to investigate encoding in short-term memory. She used a random sample of 30 students from a cohort of 150 Year 10 students at her school.
Two lists of monosyllabic words were read out to participants in the investigation:
• List 1 – key, pea, ski, flea, tea, bee, knee, tree, sea (monosyllabic words that rhyme)
• List 2 – sock, bean, stick, ant, milk, fly, leg, leaf, sand (monosyllabic words that do notrhyme)
All 30 participants listened to two readings of the words in List 1 and were then given two minutes to write down the words that they recalled. Next, they all listened to two readings of the words in List 2 and were then given two minutes to write down the words that they recalled.
There were two questions asking about validity and reliability(2 marks each). For validity I wrote the definition correct but in the scenario I wrote that validity is the extent of amount of time taken to do the puzzle was actually due to the IV which was not marked correct. My teacher wrote 'How do you know time taken to complete puzzle seems valid in objectively measuring concentration skills'. tbh I don't know how it is actually 'valid' as well so I need help on that. For reliability I wrote the definition and then wrote wether results will be consistent or same in different experimental conditions or if other experimenters used different items. Another mark taken off, I looked at the solutions and I sorta understand reliability but need help with validity in particular.
Thanks!
sht i copy pasted the wrong scenario i feel so stupid lol sorry. Heres the correct oneLol all good! I'm glad you got a grasp of them. I took me ages to finally understand them.
Denise, an educational psychologist, was interested in studying the effects of distractors on concentration of VCE students. Denise works at Beachside Secondary College, a coeducational secondary school.
There are 200 VCE students at the college,100 students in Year 11 and 100 students in Year 12.Both year levels comprise 60% males
and 40% females, aged between 16 and 17.5 yearsold.
Denise randomly sampled 20VCE students at her school. The 20 VCE students were matched on IQ levels andone member of each pair were then randomly allocated into Group 1 and Group 2.
Denise obtained informedconsent.
Denise used a research assistant to help conduct the experiment .For Group 1,the research assistant gave participants
a logic puzzle to complete with no background distraction. For Group 2 the research assistant gave participants the logic puzzle and asked them to complete it while loud instrumental music was played.
The research assistant recorded the time taken to complete the puzzle.
The following results were obtained.
Mean time taken to complete puzzle
Group 1 -13.4 min (no background noise)
Group 2 - 16.01 min ( background noise)
SORRY again btw thanks for clarifying I sorta have the grasp of them now :)
Why is jet lag considered a sleep disorder and not a sleep disturbance? I thought one of the criteria for something to be a sleep disorder was that it had to regularly disturb sleep?According to the texbook:
The term sleep disturbance is used to refer to any sleep-related problem that disrupts an individual’s normal sleep–wake cycle, including problems with sleep onset, waking from sleep and abnormal behaviour occurring during sleep. The disruption may be temporary, occasional or persistent. If a sleep disturbance regularly disrupts sleep, causing distress or impairment in important areas of everyday life during normal waking hours, then it is usually referred to as a sleep disorder. This means that sleep disorders are generally considered serious disturbances to the normal sleep–wake cycle (American Academy of Sleep Medicine [AASM], 2014a; APA, 2013)
According to the texbook:
Jetlag may not affect the individual for months or years, but it can have a significant effect for days or perhaps even weeks. It also "disrupts sleep, causing distress or impairment in important areas of everyday life during normal waking hours" because people with jetlag may sleep during normal waking hours which affects their ability to function socially and productively. It may also be "considered serious disturbances to the normal sleep–wake cycle" because it is "a mismatch between the individuals cycle and the day-night cycle of their physical environment", which makes it a circadian rhythm phase disorder.
I kind of agree with you that I think jet lag is probably one of the less severe sleep disorders, but I guess we have to accept it as a sleep disorder because it consistently occurs (can be induced by travel?), can last for days/weeks, interrupts the individual's functioning and may result in distress. That's probably a little bit more serious than a sleep disturbance (e.g. just a bad's night sleep from being too hot).
Why can sleep be described as both a circadian and an ultradian rhythm?
Hey everyone..
When talking about the adolescent sleep-wake cycle (delayed sleep phase syndrome), the Jac textbook says "during adolescence, there is a hormonally induced shift of the sleep-wake cycle forward by about 1 to 2 hours."
When talking about advanced sleep phase syndrome, the textbook says "older people tend to become sleepier in the early evening and wake earlier in the morning" so "the sleep-wake cycle is shifted forward...."
Now I thought that doesn't really make sense, because they are opposite in nature so how can both be described as shifting forward?
Then when talking about bright light therapy to treat circadian rhythm phase disorders, the textbook then says to treat delayed sleep phase disorder, "light exposure takes place during early morning" to "shift the phase forward." This makes sense if the initial movement was backwards, further into the night - but as I wrote above, the textbook says the initial movement was forward. And for advanced sleep phase disorder, it says "light exposure takes place early at night" to "shift the phase backward.
Basically, I am just confused as to which direction the adolescent sleep-wake cycle shifts: forward or backward? And advanced sleep phase syndrome? Help would be appreciated!
Hope this helps :)
Thanks for the fast reply! I understand the concept, but I just wanted to get a grasp on the terminology. So adolescents get sleepier later, and wake up later so their sleep-wake cycle is shifted backward (further into the night)? And elderly people get sleepier earlier, so their sleep-wake cycle is shifted forward (earlier into the night)?
Yes :)
Can you get the adequate quantity of sleep required, but still be deprived of sleep quality?
Yes. Night shift workers, for instance, can get the recommended 8 hours but their sleep isn't the best due to it usually being outside the hours where the sleep-wake cycle is biologically designed to work in.
Hey :)
My question is: to what extent does CBT for insomnia reflect the biopsychosocial model?
Would you say that the cognitive aspect addresses psychological factors such as negative thoughts/feelings? I'm unsure as to what other aspects of the biopsychosocial model it reflects...
Sorry!! I didn't realise this question had been asked already! So just ignore my question! :)
Hi there! I'm currently in year 9 going into year 10 next year at a new school. And next year I'm going to be doing early advancement for VCE Psychology. You probably know what that is, but if you don't, it's where I'll do units 1 and 2 in year 10 and units 3 and 4 in year 11. I obviously don't know much at all about VCE so any overall advice/tips would be great. I really want to do well and get an ATAR of 93 to get into the course I want.
So regarding psych, I'm wondering what you found the hardest topics to be? And also in the exam, I've heard section C is really tricky so maybe a bit of advice on that?
Also, did you like pysch? I think it sounds super interesting and doesn't seem too hard.
I'd really appreciate your answers, thanks so much!! :)
In regards to memory bias, there are two cub-categories - change bias and consistency bias. I understand that consistency bias is reconstructing an original memory to fit in with what is presently believed, like imagining an experience with a spider a few years ago as it being a much larger or faster spider than it actually was. Could someone clarify what change bias is, using an example? Thank you!!
Hi guys,
Question:
Two questions from the Jacaranda textbook that I don't understand:
--
1)
As the level of alertness increases and attention intensifies when awake, _________________ brain waves become more rapid.
Answer:
alpha
Why would it be alpha? Wouldn't it be beta as those are the waves that reflect concentration during NWC?
--
2)
Question:
You want to observe theta waves as they actually occur in an adult during normal waking consciousness. What mental and/or physical activity should the person perform to increase the likelihood of theta wave activity?
Answer:
Activities may include a task that:
- involves creativity/creative expression
- promotes dream-like visual imagery e.g. imagining a particular event/scenario)
- promotes excitement
Award 1 mark for an appropriate task. Note that a period of drowsiness, sleep onset or awakening (when delta waves are prominent) is not considered NWC.
I don't understand at all why the answer is what it is.
--
Very confused, would really appreciate help :(
[/list]
Thanks for the answer :)!
Is it a crucial part of exam prep to memorise definitions for the many many key terms across Unit 3 and 4? There are so many it seems overwhelming to remember them all.
No, but you should understand the terms and be able to use them in your writing.
What about when asked a SA question such as, for example, 'what is recognition'? Even though I know what it is and would be able to correctly answer MC questions about it, I feel that I'd struggle to improvise a definition for it off the top of my head.Just give an explanation of it, starting with what easiest for you to remember about it. If it helps you think of what it is, write down an example (in working space) and ask yourself what seperates that from things that are examples of recall or relearning.
When talking about how systematic desensitisation applies CC principles, can I say that it aims to replace a conditioned fear response to a phobic stimulus with a conditioned relaxation response?
Thanks!
I like the first part of it, "it aims to replace a conditioned fear response to a phobic stimulus ", but I'm not sure about referring to the relaxation response as conditioned. I'm not saying that the relaxation response isn't conditioned, but I'm slightly hesitant about your wording due to the fact that in the absence of the original phobic conditioning the person should be neutral/relaxed in the presence of the stimulus.
Interested to hear others' thoughts on this as well
can someone please help me with this?
Hey guys ;D
When a q asks to evaluate the validity of the experimental results and is 2 marks only, is that referring to:
- the extent to which the procedures used actually accurately measure what the research intended to measure
- if the results are actually due to the IV and not because of other variables (internal validity)
- the extent to which the results can be generalised to the population (external validity)
I'm just a little confused since validity can refer to so many things...
Hey guys, this is a question 6a from the VCAA 2011 exam 1:
A researcher wanted to investigate whether chronic sleep deprivation causes obesity. In particular, she planned to test
whether reduced sleep would result in a significant increase in body weight at the end of 12 months.The researcher planned to select 100 healthy participants between the ages of 18 and 40 and record their Body Mass Index. She decided she would allocate them equally to either the experimental group or to the control group.The experimental group would have their sleep time reduced to five hours per night while the control group would maintain a sleep time of 7–10 hours per night.
a. State a possible research hypothesis for this study
Would this be correct:
'That healthy 18-40 year old people who have reduced total sleep time each night over a prolonged period of time will experience an increase in body weight compared to healthy 18-40 year old people who do not have reduced total sleep time.'
Just wondering because VCAA's answer was this: 'People between the ages of 18 and 40 who sleep fewer than 6.5 hours per night will have a larger Body Mass Index after twelve months than those who sleep more than 6.5 hours per night.' <-- does this answer have operationalised terms though? Because isn't specifying the way the body weight will be measured (using BMI) and the time period operationalising it?
Do we need to know about the HPA axis?
The HPA axis isn't directly in the study design nor is it in the examiners report for last years exam; however, it *may* be relevant in regards to the role of the cortisol.
I would regard the HPA axis as "nice to know" rather than "need to know"
I have a question regarding the effect of individual participant related differences. Whats the best way to discuss their effect?
For example a researcher used an all female sample, for the study of the memory ability of the population: students.
Do you say: 'The use of an all-female sample is considered an extraneous (and potential confounding) variable because the results of the participants are unrepresentative of the characteristics of the population (students), this therefore compromises the external validity of the experiment as the findings cannot be accurately generalised to the population of research interest. ' or do you say: 'Having an all-female sample can be considered an extraneous (and potential confounding) variable because this characteristic may influence the results, as the cause of change in the dependent variable (memory abilities of the participants), may be due to the fact that they are female, and not due to the effect of the independent variable, this therefore reduces the internal validity of the experiment, as this characteristic could potentially have had an effect on the dependent variable.'
Alright, great. Thank you!! is the HPA axis involved in both biological models --or is it more involved in the GAS than the f-f-f model ?
I have a question regarding the effect of individual participant related differences. Whats the best way to discuss their effect?
For example a researcher used an all female sample, for the study of the memory ability of the population: students.
Do you say: 'The use of an all-female sample is considered an extraneous (and potential confounding) variable because the results of the participants are unrepresentative of the characteristics of the population (students), this therefore compromises the external validity of the experiment as the findings cannot be accurately generalised to the population of research interest. ' or do you say: 'Having an all-female sample can be considered an extraneous (and potential confounding) variable because this characteristic may influence the results, as the cause of change in the dependent variable (memory abilities of the participants), may be due to the fact that they are female, and not due to the effect of the independent variable, this therefore reduces the internal validity of the experiment, as this characteristic could potentially have had an effect on the dependent variable.'
There are extra pages in the back, from memory I used two of them (1 for 10 marker & 1 for other questions) and there was still extra space. You can also request a second book. Do not bring in your own paper to write on.
How many marks are you answering that question for?
1. Which branch of the autonomic nervous system is dominant when an individual is adapting to a stressor, according to the General adaptation syndrome?
-I said:
Initially, the sympathetic nervous system is dominant during the countershock substage of the first stage of the model, alarm reaction, as during countershock an individual's resistance rises above normal levels due to the increased release of adrenaline, noradrenaline and cortisol caused by the dominance of the sympathetic nervous system. In the second stage, resistance, whereby the individual's resistance to a stressor is above normal levels, however their level of arousal is lower (relative to countershock) thus, the sympathetic nervous system is nevertheless involved in the continued release of excess cortisol, however arousal is not as high, due to lowered levels of adrenaline and noradrenaline. If an individual manages to adapt to and meet the demands of the stressor, then the parasympathetic nervous system is activated, and an individual's internal activity levels return back to homeostatic, balanced functioning. However, if the stressor is not overcome, then the individual will enter the third stage, exhaustion, whereby the prolonged activation of the sympathetic nervous system and the presence of cortisol causes the depletion of the body's internal resources, the sympathetic nervous system can no longer function effectively, and it will take the body a long time to return to homeostasis due to the likely reduction in health status.
tbh idk how to answer this so I just wrote a lot. It’s not really clear in my textbook which NS is activated, which is why I practically just inferred everything. I don't have an answer for this question, but I googled it online and found this:
1: Alarm
Upon perceiving a stressor, the body reacts with a “fight-or-flight” response and the sympathetic nervous system is stimulated as the body’s resources are mobilized to meet the threat or danger.
2: Resistance
The body resists and compensates as the parasympathetic nervous system attempts to return many physiological functions to normal levels while body focuses resources against the stressor and remains on alert.
3: Exhaustion
If the stressor or stressors continue beyond the body’s capacity, the resources become exhausted and the body is susceptible to disease and death.
Is it true that the parasympathetic nervous system is active during resistance? Or are they both active, and parasymp is just dominant?
... Also are we allowed to use extra paper in the exam? (other than the paper they give us) writing too much (useless information) is a MAJOR problem for me.
Hey studyingg,
- Is there a mark allocation for that question? That should guide how much you need to write in order to get full marks.
- Try and reread the question - there's a keyword in there that I think you might've missed. What you have is fine but I don't think it'd get full marks because you haven't really answered the question. Hint:
(https://i.imgur.com/IVqbHxL.png)
- Both branches of the autonomic system are always activated - it's just a matter of one being dominant/more activated than the other at times.
- Yep, you can ask for more paper but ideally you should try and improve on the overwriting part cause this is an exam and you do time limits.
Dominant? Hahaha whoops.
How about this:
1. Alarm reaction: the parasympathetic nervous system is initially dominant in the first substage (shock), however the sympathetic nervous system subsequently dominates, during the second substage (counter shock)
2. Resistance: Although the sympathetic nervous system is more active than normal (as it is causing an increase in cortisol levels), the parasympathetic nervous system is dominant, as moderate levels of arousal are necessary for optimal resistance.
3. Exhaustion: The functioning of the sympathetic nervous system is compromised, and its activity levels decrease, therefore the parasympathetic nervous system is dominant, as the body attempts to return to normal functioning, despite a reduction in health status.
That's better in terms of being to the point and without the fluff, but I still don't think you've fully answered the question yet. The question is concerned about which system is dominant when individuals are adapting to a stressor (i.e. when their resistance to the stressor increases) so the only stages that you should include in your answer are the counter shock and resistance stages. The other stages individual resistance decreases so they're not adapting to the stressor and you therefore wouldn't mention them.
Dominant? Hahaha whoops.
How about this:
1. Alarm reaction: the parasympathetic nervous system is initially dominant in the first substage (shock), however the sympathetic nervous system subsequently dominates during the second substage (counter shock)
2. Resistance: Although the sympathetic nervous system is more active than normal (as it is causing an increase in cortisol levels), the parasympathetic nervous system is dominant, as moderate levels of arousal are necessary for optimal resistance.
3. Exhaustion: The functioning of the sympathetic nervous system is compromised, and its activity levels decrease, therefore the parasympathetic nervous system is dominant, as the body attempts to return to normal functioning, despite a reduction in health status
That's better in terms of being to the point and without the fluff, but I still don't think you've fully answered the question yet. The question is concerned about which system is dominant when individuals are adapting to a stressor (i.e. when their resistance to the stressor increases) so the only stages that you should include in your answer are the counter shock and resistance stages. The other stages individual resistance decreases so they're not adapting to the stressor and you therefore wouldn't mention them.
Ohhhhh woah really? I assumed that adaptation is referring to what Selye considered 'adaptation' was, which states that: it is a sequence of non-specific physiological responses and reactions to any stressor, which can be expressed as resistance over time. And that each stage of the General adaptation syndrome is considered part of the process of adaptation, according to this model.
From my understanding, all stages are part of the adaption process in that you need all stages for adaption to occur, but only during the stages where resistance increases does actual adapting occur (which is the focus of the question). The fact that the question also only asks for one branch of the autonomic system inclines me to think this.
But I could be totally misinterpreting the question though. Could be totally off and overthinking things so yeah, please take my answer as you will. :P
From my understanding, all stages are part of the adaption process in that you need all stages for adaption to occur, but only during the stages where resistance increases does actual adapting occur (which is the focus of the question). The fact that the question is also worded in a way that it only asks for one branch of the autonomic system inclines me to think this.
But I could be totally misinterpreting the question though. Could be totally off and overthinking things so yeah, please take my answer as you will. :P
'Stefano is very overweight. As his new year's resolution, Stefano decides to get fit and begin eating more fruits and vegetables. Stefano has weighed up the pros and cons of certain diets and plans to begin his diet in the next few weeks. Identify and explain what stage of the trans-theoretical model that Stefano is most likely to be in.'
Why is the answer contemplation and not preparation?
Answer's incorrect in my opinion. Contemplation would be if he's just realised that being overweight and unfit is a problem and is evaluating the benefit and detriment of continuing or discontinuing his unhealthy behaviours. No efforts are also taken to address the problem at this stage but he has clearly done that by planning to eat more fruit and vegetables, and begin his new diet next week.
'Stefano is very overweight. As his new year's resolution, Stefano decides to get fit and begin eating more fruits and vegetables. Stefano has weighed up the pros and cons of certain diets and plans to begin his diet in the next few weeks. Identify and explain what stage of the trans-theoretical model that Stefano is most likely to be in.'
Why is the answer contemplation and not preparation?
Answer's incorrect in my opinion. Contemplation would be if he's just realised that being overweight and unfit is a problem and is evaluating the benefit and detriment of continuing or discontinuing his unhealthy behaviours. No efforts are also taken to address the problem at this stage but he has clearly done that by planning to eat more fruit and vegetables, and begin his new diet next week.
If a neurohormone is defined as a chemical substance that is synthesised and released from the axon terminals of a neuron into the bloodstream... how is adrenaline considered a neurohormone? I realise that adrenaline can act as both a hormone and a neurotransmitter (noradrenaline), however this not how neurohormone is defined in my book (or any other book for that matter). If a question like: what is a similarity and a difference between a neurohormone and a neurotransmitter... would it be correct to say that a similarity is that both are chemical messengers synthesised and released from the axon terminals of a neuron, and a difference is that a neurotransmitter is released into the synaptic gap between two neurons and onto the dendrites of the post synaptic neuron whereas a neurohormone is released into the bloodstream towards distant target cells. This is right according to my definitions, however it seems as if the study design is implying something else (as I'm getting the idea that adrenaline is released from the adrenal glands --- stimulates adrenoreceptors near the brain--- leading to the release of the neurotransmitter noradrenaline in the brain)
Based on what the textbooks say, your proposed answer is correct.Okay, so If I was ever describing the biological pathway that occurs during the formation of an emotionally aousing memory would it be best to describe the stimulation of the amygdala occurring like this:
I would also definitely consider adrenaline to be a neurohormone.
Adrenal is released from adrenal glands and is a neurohormone
Hello, I have a question about drawing graphs on the exam. In the case that they ask us to draw a graph, (for example changes to the proportions of NREM-REM over the lifespan), would It be a bad idea to use coloured highlighters and a key indicating which section of the graph is NREM and which is REM, because I just realised that they'll probably photo-copy our exams for marking, and the examiner may not be able to tell I used a coloured key... this is a pretty stupid question... but like are we allowed to use colours?
Okay, so If I was ever describing the biological pathway that occurs during the formation of an emotionally aousing memory would it be best to describe the stimulation of the amygdala occurring like this:
perception of a threat-- hypothalamus (signals to the adrenal gland)-- neurons in the adrenal gland release adrenaline into the blood stream---adrenaline stimulates adrenoreceptors (such as the vagus nerve near the brain) which leads to the release of noradrenaline within the brain--- noradrenaline activates the amygdala--- the amygdala works with the hippocampus to consolidate the episodic emotionally arousing memory, with an implicit emotional component attached.
(obviously I'll use proper sentences)
Yeah, they scan the exam papers so I wouldn't use coloured highlighters to draw graphs cause they might not pick up (maybe a pen that's a dark colour instead?). Whether or not you're allowed to use colour ... well technically no cause you're only meant to be writing in blue and black, but my examiner-teacher last year said that they didn't care as long as it's a dark, legible colour (I wrote in purple in last year's exam cause it was the only pen that helped with my writer's callus, and nothing happened). But maybe just to err on the side of caution (that the colours don't pick up), use dotted and dashed lines instead?
Not miniturtle but I would just say "adrenal gland releases..." cause technically neurons don't release neurohormones (specialised neurons called neurosecretory cells do - beyond scope of VCE though), which adrenaline is in this case because it's long-distance communication. Other thing I would fix is the last part cause it's a bit vague ( works w/ H to consolidate by how does it work w/ H to consolidate?
Hello, I have a question about drawing graphs on the exam. In the case that they ask us to draw a graph, (for example changes to the proportions of NREM-REM over the lifespan), would It be a bad idea to use coloured highlighters and a key indicating which section of the graph is NREM and which is REM, because I just realised that they'll probably photo-copy our exams for marking, and the examiner may not be able to tell I used a coloured key... this is a pretty stupid question... but like are we allowed to use colours?
Okay, so If I was ever describing the biological pathway that occurs during the formation of an emotionally aousing memory would it be best to describe the stimulation of the amygdala occurring like this:
perception of a threat-- hypothalamus (signals to the adrenal gland)-- neurons in the adrenal gland release adrenaline into the blood stream---adrenaline stimulates adrenoreceptors (such as the vagus nerve near the brain) which leads to the release of noradrenaline within the brain--- noradrenaline activates the amygdala--- the amygdala works with the hippocampus to consolidate the episodic emotionally arousing memory, with an implicit emotional component attached.
(obviously I'll use proper sentences)
Thank you so much for the responses, i'll probably use a pattern or something for the graph. Do you think I should I say specialised neurons (because I want the examiner to know that I know that adrenaline is a neurohormone and not just an ordinary hormone). And thanks for the advice about the last part, i'll make sure to explain how the consolidation occurs using at least a sentence or two. Thanks again :)
Say I conduct an experiment, hypothesising that VCE students who drink orange juice before exams will score better than people who don't (sorry couldn't think of another example :P). If I use random sampling, random allocation, large sample size, no extraneous variables etc. but the results are not statistically significant, can that 'non-significance' still be generalised to the wider population? Could I generalise that drinking orange juice will not mean you score better?
Why isn't the answer alpha for question 41? The person is still 'awake', I thought theta waves would be associated with someone who is asleep, also the symptoms the person is exhibiting seem to be indicative of an alcohol induced state and alcohol usually leads to the display of alpha waves?
Does 'discussing implications' of research mean suggesting possible further hypothesis that can be developed based on the findings of research... or does it mean how the results of the experiment can be implied to a real world context? Also, if it is the latter... does a result have to be valid/reliable in order for an implication to be drawn?
For example in the case of a study investigating the effect of positive reinforcement of learning found that students who were positively reinforced learnt better than students who received no consequence. But due to the fact that findings of the study being confounded by uncontrolled variables, and the use of an unrepresentative sample, neither a conclusion or generalisation could have been inferred. Is it still possible to suggest how the findings relate to a real -world context and say, possible implications from this study could be the use of positive reinforcement by teachers (such as a token economy) in the classroom in order to improve students academic performance.
I did a similar thing in my aos 3 investigation into recall vs recognition, as in I could not draw a conclusion or generalisation, but I did evaluate my results in terms of a real-world context because we were required to. But I was wondering is this correct in terms of the conventions of scientific writing?
I just want to clarify something about the long term effects of total sleep deprivation. This is a question from the VCAA exam 1 2008 psych exam (and I'm particularly interested in part c). The answer for this question was 'none', but I was wondering, if someone goes for like a week without getting any sleep, would there still be no long term effects? The reason I ask is because if you look the case study of Peter Tripp, he did suffer irreversible consequences as a result of long-term sleep deprivation, whereas Randy Gardener did not experience any long term negative consequences.
Hi guys,
Does anyone know what Psych exam score is needed for a raw 50 (assuming rank 1-2)? I can't seem to find this info anywhere.
Thank you :)
Hey guys this is from VCAA exam 2 2002
Why is the answer C? I feel as though its really obvious but I've been staring at this question for a really long time and now my brain can't understand :P
Question 25
Joe’s parents also want him to keep his room tidy but are using a different method of encouragement. Whenever
his room is untidy, Joe is not permitted to watch television until he tidies it.
Joe’s parent are using ______________________ to modify his behaviour.
A. positive reinforcement
B. modelling
C. negative reinforcement
D. shaping
- Negative reinforcement = taking away a positive stimulus to increase the desired behaviour.
- Reinforcement = Joe's parents want to increase the likelihood of Joe cleaning his room (the desired behaviour).
- Negative = to do ^, they're taking away his privilege to watch TV (something that's positive to Joe - positive stimulus).
Isn't negative reinforcement removal, reduction or prevention of an unpleasant circumstance to increase desired behaviour?
so wouldn't the 'negative' part of this be if Joe does clean his room then he will prevent the consequence of his parents taking away his T.V which thus creates a pleasant circumstance for him, strengthening his behavioral response?
Oh oops you're right, my bad. Thanks for correcting me - edited answer above.
Hey guys, does anyone know the answer to this question? Tossing up between recognition and serial recall.
In another hypothetical scenario, say if I got given a list of all the Prime Ministers of Australia, and had to put them in chronological order, what type of retrieval methods would that be?
Cheers
I wanted to ask about this research methods question.
If the aim of the experimenter is to determine the effect of viewing a documentary about schizophrenia on stigma shouldn't the experimental group only be the group who watched the documentary on schizophrenia (and not the other documentaries)
also, how could a conclusion based on the results be drawn? because they seem quite contradictory... although the group that watched the schizophrenia film indicate that they are less stigmatizing based off the fact that they believed that they believed that people with schizophrenia are not entirely responsible for their actions (more so than the other groups). They also believe that people with schizophrenia are less likely to change (more so than the others)
...
Hey guys, does anyone know the answer to this question? Tossing up between recognition and serial recall.
In another hypothetical scenario, say if I got given a list of all the Prime Ministers of Australia, and had to put them in chronological order, what type of retrieval methods would that be?
Cheers
Yup, the aim is to determine the effect of watching a schizophrenia documentary on stigma surrounding the disease, but that doesn't necessarily mean watching a schizophrenia documentary has to be the only experimental condition. The other two conditions are used to ensure that specifically watching a schizophrenia documentary is what causes the result, rather than something else like 'the act of watching a documentary about a disease' or simply just 'the act of watching a documentary'. Don't know that made sense - more than happy to clarify if you have questions.
With the conclusion, the schizophrenia documentary group is less stigmatising because they see schizophrenia more as a disease rather than a moral failing that it's commonly stigmatised to be. Less responsible for actions --> yes, people with schizophrenia don't have control over their actions, their disease pretty much takes over all of their agency; less likely to change --> yes, people can't just make the disease lessen or worsen at will, and treatment is often long and hard.
I'd say serial recall. Recognition would be if had to choose from alternatives that could potentially be his correct password (e.g if he wrote all potential password combinations down and recognised his password out of the alternatives).
With your hypothetical, I'd say it depends. If you already know the PMs in chronological order, it'll be serial recall because you'll most likely be recalling things in order (specifically chronological order) because that's the easiest way. If you don't, you'd use free recall to recall different bits and pieces of information to piece together the chronological list (e.g "John Howard was the 25th PM, so he goes here ... Gough Whitlam, he was the 21st? So let's put him here ...").
Thank you so much for taking the time to respond! (it's quite long question :P so your help is much appreciated)
The reason I ask about the identification of the experimental condition is because isn't the definition of the experimental group that it is the group exposed to the independent variable (and that the schizophrenia film is the variable the researchers are interested in its effect on the DV ). The reason they include the other groups is in order to ensure that it is the schizophrenia film that caused the change in the DV and not simply watching a 'film', so dosen't that mean that these conditions were put in place in order to control this particular extraneous variable? Wouldn't that mean that they are control groups, as the only purpose they serve is to act as comparisions for the effect of the IV? Because the researchers aren't interested in their effect on the DV, they merely want to compare their effect to the variable that they are indeed interested in. Thats why i'm still sorta confused.
And thanks for the clarification about the other part -- makes sense, because one source of stigma is that people believe that a mentally ill individual is in control of their condition/are putting on an act. I guess the solutions got it wrong, because they misinterpreted the data.
Hey guys :),
If anyone has done the 2017 VCAA sample exam, what did they get for Q7e.i?
I personally wrote down independent-groups for my answer. The marking sheet I'm using aren't official answers, but they specified repeated-measures design only as the answer.
"Amelia would use a repeated measures experimental design.
The reason it has to be a repeated measures design is that Amelia has explicitly chosen to use ”the words in List 2” (the non-rhyming words from the original experiment) as well as “the same participants”. Hence, there cannot be two groups. The only “extension of her investigation” is the use of visual images to link with each of the nine words in the second (experimental) condition."
What does that mean?
Hey guys,
The psych study design specifically doesnt include negative punishment.
It says "...and punishment (including response cost)"
Does this mean we only need to know about positive punishment and response cost?
Also im unsure if negative punishment and response cost are the same thing
Hey guys,
The psych study design specifically doesnt include negative punishment.
It says "...and punishment (including response cost)"
Does this mean we only need to know about positive punishment and response cost?
Also im unsure if negative punishment and response cost are the same thing
Sup people!
Minor question but just can't find a proper answer to it :P
In the GAS model, when is cortisol first released? Counter-shock or resistance?
Question 51
In terms of Lazarus and Folkman’s Transactional Model of Stress and Coping, Bill’s immediate appraisal of becoming a father was most likely to have been
A. a threat.
B. stressful.
C. irrelevant.
D. benign/positive. - answer
This is from VCAA 2013. I'm just wondering why question 51 has D as the answer? Because Bill experienced eustress when the baby was born, doesn't this mean he appraised it as a challenge, meaning it's stressful?
Or am i overthinking things :P
yoooo is the biopsychosocial model (In conjuncton with 4P factor model) that we learn in mental disorders (Unit 4) applicable to questions on stress. What I mean is that content applicable to questions asking us about stress (Unit 3). I am confused :P
Yeah sorry I haven't explained myself very well. Are like the treatments for mental disorders (e.g bio=exercise, psycho=CBT, social, psychoeducation) applicable to managing stress too
Hey everyone. Hope y'all exam preparation is going well. So I have completed my course notes not long ago for this subject. However, looking back at it, I realise that some parts of it are too detailed and unnecessary for the exam. So I am wondering what the best method of cutting parts of notes is. As in if there is a secret method to success XD. Though I highly doubt there is any method other than going through everything, I look forward to some useful tips!. THANKS and good luck for your exam! 15 days left .-. . But hey, we're all in this together.
I personally didn't find notes that useful and instead spent a lot of time on practice exam questions and a fair amount of time on teaching others.
Good luck with your exam preperation!
Do we need to know about flashbulb memories?
hey guys (for the question attached below)
I distinguished the evaluation of primary appraisal for both Stella and Audrey. However, since it was for 4 marks I talked decided to add weight, and say Stella was experiencing distress as opposed to Audrey who is experiencing eustress. The examiners report provides details regarding only primary appraisal, so would I lose marks here ( -2 marks?) or obtain the full 4 marks given I clearly explained by answer in response to the scenario.
My question is... do phobias lead to GABA dysfunction which in turn, perpetuates the phobic symptoms? Or should I just stick to my original understanding?
Hey everyone. Hope y'all exam preparation is going well. So I have completed my course notes not long ago for this subject. However, looking back at it, I realise that some parts of it are too detailed and unnecessary for the exam. So I am wondering what the best method of cutting parts of notes is. As in if there is a secret method to success XD. Though I highly doubt there is any method other than going through everything, I look forward to some useful tips!. THANKS and good luck for your exam! 15 days left .-. . But hey, we're all in this together.
Sup :P
I've got a question about standard deviations with respect to the E.R
Suppose in the exam that the E.R involves an experiment and with the results they provide a standard deviation. Are the only judgements we can make based upon the standard deviation related to how widely spread the data is. Or should we take it a step further and say whether or not this demonstrates relationship (e.g massive standard deviation- this shows that their is a very tentative relationship between IV and DV if not one at all)
TL;DR how should we discuss standard deviations if presented with one in the E.R
Hey guys, I wonder if anyone had a detailed but succint? answer for how a phobia is acquired though classical conditioning and maintained through operant conditioning. Also for the mechanism of the lock and key model, because I don't really know how to word it nicely. Cheers
HOWEVER, I don't think this would be the best description/explanation of the freeze response. I am interested to see what others say about this
Yeah I think I'll just stick with a safe answer like 'the freeze response results in an immobile state and is activated when the threat is too overwhelming.'
Lol got another question on this topic
Since the first stage of GAS produces the same physiological response as the freeze response (despite GAS being to a prolonged period of stress and freeze response to an immediate threat) How are we meant to distinguish the two if something like this comes up in a MCQ?
The GAS is a biological model of stress not just a long term model of stress. FFF and GAS aren't mutually exclusive :)
"Benjy the beagle works at Hobart Airport as a sniffer dog. When he notes the scent of a restricted substance he sits down beside its source, e.g. a bag. Each time he does this he receives a treat from his handler.
It is most likely Benjy's behaviour was acquired through:
A. Classical conditioning only
B. operant conditioning only
C. observational learning only
D. both classical and operant conditioning
Why is the answer D and not B?
I've been doing some previous VCAA exams and have come across questions regarding descriptive and inferential statistics, but I don't recall learning it throughout the year. Is this still relevant to the current SD? If so, what is the difference between the two? Thanks :)They are in the study design, so I suggest you revise them haha :)
They are in the study design, so I suggest you revise them haha :)
basically
Descriptive statistics are data used to analyse, summarise, and visually represent raw data to make it easily understood. for example, the mean and standard deviation, bar charts and other graphs are descriptive statistics. This type of data only describes trends and patterns seen in results, therefore it cannot be used to draw conclusions and generalisations. However, you may be asked to draw a conclusion 'based on the results', which would entail drawing a conclusion based on descriptive statistics. These statistics 'represent the sample'
Inferential statistics on the other hand are data used to objectively make conclusions and generalisations (inferences), and interpret whether or not there is a causal link between the IV and DV. If data is considered 'statistically significant', inferential statistics were likely used to determine this, and it basically means that the difference between the experimental and control group is significant enough to infer that the IV caused a change in the DV. P-values are an example of an inferential statistic, however they are out of the study design. So we will probably get questions about reliability and have to use descriptive statistics to make a judgement on whether or not the data will/won't be statistically significant.
-ps idk if the cs/ns would include sitting down after smelling the substance- but I don't think so.
Hi there! I just had a question regarding reliability and validity in the research methods section. I'm not too sure on how these can be applied in a question or research scenario, let alone what they even are! If anyone can explain this to be that would be amazing.
Also, in terms of long-term potentiation, how are we supposed to answer in a question on the role of glutamate? Is it just that it is excitatory and therefore helps strengthen the connection? Thanks!
Validity: is whether the variables in a research actually/acurately represent the variables that they are said to measure.
for example: measuring cortisol levels in the blood stream is a valid measure of stress, however measuring IQ results to represent memory would be invalid.
in psych, everything we study is a psychological construct (it can't be directly measures), so we need valid measures of the effects of this construct.
to go into more detail validity can be categorized as internal or external validity.
Internal valditity is whether there is a causal relationship between the IV and DV, that is whether the iV actually caused the change in the DV. So if you want to discuss validity in research scenario always discuss the effects of exraneous/confounding variables, as they cast doubt on whether the IV caused the change in the DV and thus whether the research is internally valid. internal validity also impacts whether you can draw a conclusion (for e.g/ a valid conclusion cannot be drawn due to the presence of X confounding variable)
external validity is whether the results can be generalised to an external setting or wider population. For this you'll have to discuss whether the sample is representitive and whether the opperationalisation of the variables is valid. For example, an experiment that takes place in a sleep lab is not externally valid, because of the dissonance between natrual settings and those in the experiment. Moreover, If i'm measuring memory through IQ scores, I can't generalise my findings to suggest that my IV can be used to improve students memories in the classroom.
reliability is the liklihood that replicating the experiment will provide simillar/same results. If something is reliable the findings can be generalised to the wider population due to their consistency. In the exam, you can discuss reliability if you are given a standard deviation, if the s.dev is high the experiment is likely unreliable due to the variability between participants. There is an overlap between reliability and external validity. Moreover if something is more objective its more likely to be reliable than a subjective measure.
It is possible to have an experiment that is invalid but reliable, but not vice versa.
Also,
Glutamate plays an important role in synaptic plasticity:
synaptic plasticity is the ability of connections between neurons to change in strength. Synaptic plasticity plays a fundamental role in learning and memory because this feature of the nervous system enables the learning of new memories. Two key processes that occur as a result of synaptic plasticity are LTP and LTD. They take place throughout the brain, but to a greater extent in the cerebral cortext and the hippocampus, at glutamageric synapses. Glutamageric synapses are synaptic connections whereby glutamate is released and glutamate receptors uptake this neurotransmitter. Therefore glutamate plays a role in LTP and LTD by modulating the excitability properties of neurons. LTP is when the same group of neurons fire together simultaneously, glutamate is released, and its excitatory effect enables information to travel along these neural pathways, as a result neurons along such pathways become more sensitive to glutamate, due to the increased sensitivity and number of glutamate receptors. Thus glutamate makes neurons along this pathway more excitable, and thus enhances their efficiency in transmitting info. (obviously LTD is the opposite)
hope this helped :)
66. Briefly describe how the sympathetic nervous system generates the fight-flight-freeze response. In your answer you must refer to any neurotransmitters involved.
My Answer:
• Basically, just described the SAM system (isn’t this what causes the physiological stress response?)
Their Answer:
The SA system releases two substances noradrenaline (1 mark) and adrenaline (1 mark) when the organism senses a threat (1 mark). These substances prime the body for a brief burst of physical activity (1 mark) by directing blood and energy (glucose) from the tissues (1 mark) to the heart, lungs, muscles and brain (1 mark).
"the interactions between specific regions of the brain (cerebral cortex, hippocampus, amygdala and cerebellum) in the storage of long-term memories, including implicit and explicit memories"
can someone please provide me with an explanation of this dot point? i cant seem to understand it no matter how much i try :'(
Hello! Back again for another few questions if anyone can assist :)
I'm aware of the continuum for mental health, but what are the specific characteristics to classify someone as having a mental health disorder, in comparison to a mental health problem (the ones I am aware of are length of time that symptoms have been present and atypical behaviours). Also, on the topic of mental health also, what are the problems around research with participants that have mental disorders (placebo and/or informed consent)?
Thanks!
Hi!
Does anyone know if demonstrating a phobic response is an implicit memory?
Also, if the term "unconscious response" refers to spinal reflexes, autonomic nervous system responses, or to both?
Would the 10-mark question ever be like a research methods question? (eg. write a hypothesis, design an experiment, interpret tables/graphs) also does anyone have any predictions on what the 10-mark question could be? Could it possibly be on sleep again, since last year's exam was on sleep? Thanks! :)
In the exam, you can discuss reliability if you are given a standard deviation, if the s.dev is high the experiment is likely unreliable due to the variability between participants. There is an overlap between reliability and external validity. Moreover if something is more objective its more likely to be reliable than a subjective measure.
Hey, could someone expand on this more? How is standard deviation and reliability linked?
Hey, could someone expand on this more? How is standard deviation and reliability linked?
Also, I came across a question that asked to evaluate the reliability of the results. It said "Reliability is shown due to the large sample and pre-testing of students (controls potential confounding variable) – it is representative of the university students." Isn't that external validity?
Hi guys,This is from last year's exam:
According to a trial made by Lisachem, recency effect is stronger than primacy effect. Is this true or is there an error in the answers?
Thanks!
I'm uploading docs I've made to this post which I hope can help :)
The demonstration of it would not be a memory, however there are conditioned memories associated with phobias.
Both are unconscious responses
Standard deviation refers to how spread the data is around the central value (Mean). Therefore if you have a large standard deviation this means you have a large range of variability in the results. This reduces reliability because it decreases likelihood that if experiment were to be repeated again similar results would be produced.
Furthermore, a large sd could suggest there is not a relationship between the two variables
I think KiNSKi01 adressed the first part of your question really well, but I just wanted to add something to your second question. If you have a look at the key science skills there is a dot point that says something like 'explain the merit of replicating procedures and the effect of sample sizes in obtaining reliable data' So I think while sample size is related to external validitity the SD wants us to focus on large samples in relation to reliability. Furthermore, the two are related, as in something cannot be externally valid without being reliable. And controlling confounding variables (which is what a large sample size does - or attempts to do) is an important part of both validity and reliability.
"the interactions between specific regions of the brain (cerebral cortex, hippocampus, amygdala and cerebellum) in the storage of long-term memories, including implicit and explicit memories"
can someone please provide me with an explanation of this dot point? i cant seem to understand it no matter how much i try :'(
Hey guys,
I know declarative memories are consolidated in the hippocampus, and transferred over to the cerebral cortex for long-term storage. Is this also the same for implicit memories, in that they are consolidated in the cerebellum then transferred for storage in the cerebral cortex or are they also stored in the cerebellum?
guys if this were to include a column about observational learning, im kind of stuck for the third one...
acquisition: The response is learnt by observing the actions and consequences of the behaviour of a model
nature of the response: volountary, intentional (involving cns)
timing of stimulis and response: ????
spontaneous recovery: does not apply to observational learning (?)
I'm a wary about using "involving CNS" to define being intentional since the CNS is also involved in classical conditioning (ie CC memories as a subset of implicit memory).
In observational learning the timing of the stimulus and response can vary.
I see no reason why you couldn't have spontaneous recovery for a vicariously conditioned response acquired through observational learning
Hope this helps :)
yeah tbh, I wouldn't usually include it but it's in the table from the VCAA question, i'm not sure how accurate it is to this study design though honestly.
just to expand on the 'vary' thing, for Observational learning, do we consider the stimulis as the behaviour of the model? And could you say something like, the timing can vary, because it is possible for a response to occur at any time after observing the model, given the opportunity to demonstrate the behaviour, additionally, according to this learning theory it is possible that the response would potentially never be demonstrated?
Thank you for the clarifications :)
No problem at all!
Your understanding of behaviour expression in OL is good, but I think that here the stimulus would be the environmental prompt which triggers response. Eg. if the model was a tennis player the stimulus might be being given a tennis racket (in this context presentation of the stimulus occurs after retention and before reproduction).
(Still relevant that the mental representation of the model's behaviour will never be converted into action)
Hi,
I was just wondering where clasically conditioned memories are formed and stored? Is it the cerebellum because they are a form of implicit memory?
heeyyyy
I know that relearning is the most sensitive measure of retention however I only have a vague idea on what sensitive refers to.
can someone please give me some clarity on what sensitivity means in relation to measure of retention. What key things should I say?
Hey everyone,
I just wanted to make sure that my understanding of ethics is accurate. So in my book it says, 'it is legally permissible in Victoria to conduct medical research with patients in the mental health care system who have not given informed consent'. So even if it is legal is it still considered a breach of the ethical principle of informed consent? I think it is, but I’m not 100% sure tbh.
thanks :)
This is certainly an interesting point! For the purposes of VCE Psychology this would be an ethical breach assuming that the guardian did not provide informed consent. In order for such a study to be ethical, informed consent must be gained from the guardian of the mentally ill patient and attempts must be made to the best effort of the experimenter to explain the nature, purpose, risks and benefits of the study to the patient (although they do not necessarily have to consent themselves following this).Great, thanks for the clarification! :) (i'm sure you definitely know ur 'law-stuff' based off your profile pic :P)
I'm really confused about approach vs avoidance strategies and emotion vs problem-focused strategies. Can anyone define these terms and state the differences and similarities between them (because my teacher said).In an approach strategy you approach the source of your stress and confront it. Eg. If your stressed about English, you might write a practice essay and ask your teacher for feedback
Thanks a load
Hey guys,
In the VCAA exams are we allowed to write under the lines provided (in the blank white areas) but within the border given of the exam, or do we have to go to the back of the exam and continue our responses there?
So, how can I answer this question best:
Why is LTD a necessary feature of synaptic change along with LTP?
Thanks so much for helping me!!!
So, correct me if I'm wrong here. But do you think that my response below would be worth full marks?
Btw, I understand what you're saying, however, I'm struggling to put it into words (and it's a 2 mark question)
- LTD allows for the decrease in unnecessary, unwanted and thus largely unused synaptic connections strength
- Prevents LTP from continuously strengthening synaptic connections, and thus using the nervous system's limited resources for something no longer needed
I'm a bit confused about where the marks come from. Since their response is as follows:From what I understand, the first point they make just means that it allows important synaptic connections to be strenghtened. And second means it prevents the nervous system from running out of resources, correct?
- Constructively counteracts the synaptic strengthening caused by LTP
- Stops synapses hitting a ceiling level of efficiency (due to LTP)
So how would I know to write those two exact points from the question?
Bill was very happy when his baby was born. A few weeks after the birth, Bill lost his job and became worried about providing for his family in the future, especially since his wife did not have paid work.You're definiteley right here, Bill would be experiencing eustress.
When the baby was born, Bill immediately experienced:
- Distress – Checkpoints answer
Eustress – what I thought
Why does the parasympathetic nervous system first activate during countershock? Wouldn’t the first sympathetic nervous system activate then?Theoretically the parasympathetic nervous system could activate in countershock, assuming that the individual is eliciting the 'freeze' response whereby there would be a heightened arousal of both the parasympathetic and sympathetic nervous system. Otherwise, just the sympathetic.
Briefly describe how the sympathetic nervous system generates the fight-flight-freeze response. In your answer you must refer to any neurotransmitters involved.I'd be interested to see what Checkpoints suggested here. Keep in mind that if it isn't a past VCAA question the checkpoints can be quite odd!
Doesn’t this ask for the HPA axis? I thought so, but Checkpoints answers doesn’t reflect this (and it’s a 6 marker!)
Is graduated expose something on the old study design which isn’t applicable to me any more (because there’s a Checkpoints question which has it as its answer)Graduated exposure is basically systematic desensitisation, but no, the term is no longer in the study design.
Jane’s mother decides that she will also try to change John’s bad behavious. Each time she catches John trying to frighten Jane, she takes one dollar from his pocket money. John then stops frightening his sister.That would be a response cost because he is losing a positive stimulus (money) each time he performs the behaviour. Thus, weakening it. There is an important distinction here! Imagine, a fine, that would be a response cost!
Which best describes John’s experience:
- Punishment – what I thought was the answer
Response cost – their answer
Vicki found it annoying that Misha salivated whenever she saw her. To aboid Misha salivating, Vicki should have trained Misha to sit by:Both answers were appropriate in this question.
- Using a command word other than the word ‘sit’ – their answer (how will changing the word affect this?)
Giving Misha a pat but not a biscuit whenever she sat on command – my answer
Is Thorndike’s law of effect something from the old study design, as in Checkpoints this earns the last mark for one question about conditioningNever heard of this so must be an old study design.
Why would a lack of REM sleep cause heightened sensitivity to pain?A lack of REM sleep would lead to partial sleep deprivation, which in turn leads to the physiological symptom of a heightened sensitivity to pain if that's what you mean? Specific REM deprivation may lead to hallucinations and impaired motor movements + REM rebound.
Hey,No need to stress, this stuff is quite easy to learn so i'll try break it down for you :)
I just did the 2017 VCAA exam and I felt like did alright except for the last question. There is just so much information that I've literally never learnt, such as zeitgeibers, the suprachiesmatic nucleus (SCN), hypothamulus, pineal gland. Can anyone please explain what they are because my teacher told us to specifically not learn this stuff so I'm feeling kind of stressed.
Thanks!!
Hey guys i have a few questions regarding the exam rules
- Are we are allowed to write outside the lines provided but still inside the boxed area?
- When we write in the extra space at the back do we just write ''continued on back" in another colour or something?
- Is it okay to use dot points and underlining for short answer questions to make our answers clearer?
- One other thing, should i avoid try write small to avoid using the extra space? or maybe write two lines in each gap? I was thinking maybe examiners wouldn't like constantly flicking to the back to read answer
These might seem like stupid questions, but I just don't want to lose marks because of silly things. thanks :)
That would be a response cost because he is losing a positive stimulus (money) each time he performs the behaviour. Thus, weakening it. There is an important distinction here! Imagine, a fine, that would be a response cost!
Thanks a load, Balfe, you've answer majority of my questions!!!:)
For this one though, him losing money would be the response cost, but his actual experience would be negative punishment, right?Response cost is negative punishment, just the fancy name for it. That's why you can also just say 'punishment' rather than 'positive punishment' due to this distinction.
Also, how many marks (out of 3) would I get for my response to the question I've just written below?Sometimes these 3 markers can throw you off as some state 1 mark for cognitive, 1 for behavioural and then EITHER 1 mark for an overall statement of how they interact OR 1 mark for what you have given (i.e. the general describtion of CBT). I would potentially mention both just to assure you get the marks. So, 'The combination of these behavioural and cognitive approaches will help to relieve.... the stress.. or whatever is relevant.
Explain how CBT could be used to treat Alex's (I've just ignored the scenario to keep this short here) sleep disturbances:
- CBT's cognitive and behavioural components can help to identify and correct maladaptive thought patterns, beliefs and behaviours
- The cognitive aspect can get him to focus on his own personal development (instead of what's causing him stress and anxiety)
- The behavioural aspect can help to implement sleep hygiene (e.g. no phone's before bed)
Also, if someone has "ongoing sleep deprivation", how can that be a precipitating risk factor? Wouldn't that be perpetuating? (from the VCAA sample exam)Poor sleep in and of itself can precipitate mental illness and mental health problems. This is because the lack of sleep can lead us onto feeling worse and having severe cognitive functioning impairment. So, according to the study design it is a biological precipitating risk factor. On the other hand, the biological perpetuating factor would be a poor response to medication due to genetic factors and potentially sleep (it will really just depend upon whether he already has the issue before the sleep issues begin) - perhaps our seasoned expert miniturtle can provide some guidance here!
Poor sleep in and of itself can precipitate mental illness and mental health problems. This is because the lack of sleep can lead us onto feeling worse and having severe cognitive functioning impairment. So, according to the study design it is a biological precipitating risk factor. On the other hand, the biological perpetuating factor would be a poor response to medication due to genetic factors and potentially sleep (it will really just depend upon whether he already has the issue before the sleep issues begin) - perhaps our seasoned expert miniturtle can provide some guidance here!Thanks Balfe!
If it was perpetuating rather than precipitating it wouldn't increase the chance of developing the mental health disorder. However, if you're regularly experiencing symptoms of sleep deprivation such as lower self control, difficulty regulating your emotions, easily irritated etc. we would expect that to increase someone's chance of developing a MHD.
Precipitating risk factors also contribute the occurrence of the disorder (they're kind of like predisposing and perpetuating all in one), which makes sense given that you (correctly) do expect symptoms of sleep deprivation to inhibit recovery.
thanks studyingg, I think I understand it now!
I made a diagram including some of your notes and the ones in the vcaa exam answer and attached it here. Hope it can help other people (although it's a bit messy)
Don't precipitating factors just do two things increase someone's vulnerability to a MHD and contribute to its onset?
So are you saying perpetuating factors can't contribute to the onset of someone's MHD? Because I thought that they still increase vulnerability
Also, for that CBT question. Were the other two points I made correct? Can you give me an example of how you think the best way to tackle those questions are? Because they're one of a handful that I never seem to be getting marks for
Lastly, when do I know to define a key term in my responses, since I seem to lose a lot of marks on the VCAA sample exam for not defining in the questions (which my teacher told me not to do unless the question asks for it, but I can't seem to figure out where it asks for the definitions)
I'll hunt down an examiners reports with CBT answers so you can have confidence in it
Edit: that was more difficult than I anticipated. Even looking back pre-2010 I wasn't able to find much. The most applicable ER I found was in 2017 about the 10 markerSpoilerFor CBT, high-scoring responses noted that: • Night shift workers should work with a psychologist to establish effective sleep hygiene routines and to develop other behavioural methods to protect against the negative psychological impacts of chronic partial sleep deprivation (e.g. reducing stressors, strategies for managing moods, etc.)
This suggests that the main components of a CBT response are:
- that the person works with a psychologist to develop effective behavioural strategies
- that these strategies protect against negative psychological impacts
I would add to your CBT response that the "protect against negative psychological impacts bit" and then you should be all good :)
So I have rewritten my response to the short-answer 3-4 mark CBT question like this:
Cognitive aspect: aims to correct maladaptive thoughts and behaviours
-Is this enough to replace saying "identify the causes, dysfunctional attitudes and triggers of insomnia"/"substitute unwanted thoughts that inhibit sleep with desirable ones" (and Checkpoints has another considerably different way to answer this question)
Behavioural aspect: aims to correct maladaptive behavioural patterns:
-So, for example, to prevent people from using phones before bed
Then there's a third mark here which I'm confused how to attain (some answers seem to reference the cognitive component in two parts, others seem to just give a brief generalized summation of the C and B in CBT) or is this where I say that protecting against negative physiological and psychological impacts bit?
I'm just worried about this because this question's appeared several times in Checkpoints and in every single practise exam I've done (haven't done 2017 exam yet though, so I'll find out whether it's there tomorrow!)
Thanks a load for your help!!!
Hey guys was wondering if someone could help with this question
(The person is in REM sleep)
The TTSM answer says A, which i understand because beta waves occur in REM sleep, but what is muscle cataplexy as opposed to muscle paralysis? I thought muscle paralysis occurs during REM sleep?
If someone could help would be great, thanks :)
can anyone explain exactly why death of neurons in substantia nigra cause muscle tremors in parkinson's disease?As far as the study design is concerned everything about PK is because
thanks!
can anyone explain exactly why death of neurons in substantia nigra cause muscle tremors in parkinson's disease?Just adding to the previous reply. Dopamine usually carries information regarding motor movements from the substantia nigra to the basal ganglia and motor cortex. Considering dopamine levels are diminished, these regions receive slower, fewer and more irregular messages so motor movements can no longer be initiated and executed in the same smooth and coordinated manner as previously.
thanks!
Would anyone be able to give me a list of Psychological and Physiological effects of ASC's and sleep deprivation (also is sleep deprivation an ASC)? Because the only one I can think of is time distortions (psychological), impaired memory (psychological but not sure whether it just to ASC's or sleep deprivation), and slowed down movement (physiological).
Thanks a load for your help guys!!!
Guys I have two questions from the VCAA 2010 exam, if any one could help that would be awesome:
for question 37: the answer is D, which I chose because it seemed 'most correct', however, i'm a bit confused as to why it indicates re-entering into NREM stage 1 before REM, I thought that you only enter NREM1 at the start of a sleep episode... the reason i'm a bit worried, is if this were a short answer, would I lose marks if I didn't write NREM 1 before REM...
for question 5, d (section B), when it asks about the 'role' of the sympathetic nervous system in stage 3... I wasn't sure how to respond, I wrote that, during
stage 3, the body's internal resources, such as stress hormones required for adaptation are depleted, due to the prolonged activity of the sympathetic nervous system, this therefore results in decrease in Tasha's resistance to a stressor, as she will begin to experience the maladaptive effects of prolonged arousal caused by the activation of the sympathetic nervous system, as the prolonged high levels of stress hormones such as cortisol and adrenaline will have a negative effect on her body.
as you can see... I did not really adress the question... but this was the response:
The Sympathetic Nervous System (SNS) releases stress hormones as long as the stress is present. The SNS attempts to maintain high arousal throughout this stage.
-so is its role still the same throughout the stages of the GAS? Also, I thought stress hormone were depleted during this stage (a person will experience adrenal fatigue)
It's multiple choice so you're right, you just choose what's most correct. I think you're right as you don't tend to enter Stage 1 again before REM, but I guess for older people this could occur. Also, no other option has the correct sequence of going deeper into the NREM stages and then going back up so the answer has to be D. I'm sure if it was a short answer and you didn't write stage 1 you would still get the marks.
I guess they're not really asking what happens to the body during this stage - they're asking the role of the sympathetic nervous system. Even though resources are depleted, the stressor hasn't gone away so your sympathetic nervous system is trying to continue to help you. It's just really difficult since you're so exhausted and burnt out.
Hope that helped :)
Hey guys
When we get questions regarding voluntary movement such as picking up a glass and putting it down, do we have to mention the specific brain areas (eg. motor cortex, somatosensory cortex) that initiated the movement / processed the sensory info?
nope, they're not in the study designOk, thanks!
Hi, I have a question regarding biological stress response (excluding GAS)
Is the sympathetic adreno - medullary system or the HPA axis relevant to the current SD? Are they different or relatively the same thing? I keep getting confused between the two
Also, is cortisol part of the flight-fight-freeze response?
Thanks
For the secondary appraisal stage of Lazarus and Folkmans;
Do we need to know the diff. types of coping strategies? Internal, external. (Basically, in a question regarding Laz and Folk will we need toa address these?
Mod edit: Merged double post. In future, if you have extra information you want to add or more question you want to ask, please modify your original post instead of posting twice in a row :)
Can anyone explain why the answer is A and not C? Thank you!
Can anyone explain why the answer is A and not C? Thank you!That question was in my SAC and I thought the same thing as you (so yes, I got it wrong), but my teacher when I asked said something along the lines of him already deciding he wants to stop using his phone in the morning, so he's not contemplating it (because during contemplation you way up the pros and cons, but he has already done that)
What exam is this from??
They probably answered that way because he is already trying to cut back on his phone use, but I think it's not a very good question
That question was in my SAC and I thought the same thing as you (so yes, I got it wrong), but my teacher when I asked said something along the lines of him already deciding he wants to stop using his phone in the morning, so he's not contemplating it (because during contemplation you way up the pros and cons, but he has already done that)
This is from the VCAA Sample Exam from last year
Also, does anyone happen to have solutions to the SAQ of last year's sample exam?
epsych produced a guide for what they thought the answers would be. Just google "2017 sample exam VCE psychology epsych"
Hey guys, I've just done the VCAA 2017 exam. Would anyone be able to give me feedback on my extended response?https://drive.google.com/file/d/1GOvxMkLT5EBjA1vBYEiPU4-nqEnvw_PP/view?usp=sharing
Here: https://mega.nz/#!p19nQApZ!tUbLrYJnsHUsCVwG6K0eycST5EYqXnuJK8OWkTxNE8k
Btw, I've used a link and not attached it directly because the file's too big
Thanks for any feedback/advice!!! ;)
https://drive.google.com/file/d/1GOvxMkLT5EBjA1vBYEiPU4-nqEnvw_PP/view?usp=sharingThanks so much, Miniturtle.
Hopefully this link works for you:)
Don't you have to minimise the amount you write for these extended responses though (that's what my teacher said (that otherwise they won't even bother to read past like 1 page))?'
woahhhh is that true? :(((((((
Thanks so much, Miniturtle.
Don't you have to minimise the amount you write for these extended responses though (that's what my teacher said (that otherwise they won't even bother to read past like 1 page))? And what do you think I would get for that, like 5-7 marks? How much should I write, because I know a lot about most of the topics and stuff (more so for sleep, less for ), but for like the interventions, I struggle a little more there. Also, how many examples should I have (did I do enough?) and what should I focus on most for these extended responses (since there isn't much time till the exam!!!)?
Can someone please explain why in an ASC we perform better in complex tasks than simple tasks?
Probably non essential but still it would be great if someone could offer an explanation
During NREM sleep, what would it show when measured by a EOG and EMG? Thanks!
During NREM sleep, what would it show when measured by a EOG and EMG? Thanks!
Hey guys, where would you say classically conditioned fear responses are stored in the brain? Finding it really hard to find a straight answer. Thanks!
Hey guys, where would you say classically conditioned fear responses are stored in the brain? Finding it really hard to find a straight answer. Thanks!
guys! One quick question
is difficulty performing simple monotonous tasks a behavioural or cognitive symptom of partial sleep deprivation (I thought it was behavioural) but QATs 2018 indicates it is cognitive, and I just picked up on this ;///
is difficulty performing simple monotonous tasks a behavioural or cognitive symptom of partial sleep deprivation (I thought it was behavioural) but QATs 2018 indicates it is cognitive, and I just picked up on this ;///
Last min q :P
How do you define acquisition and extinction in operant conditioning? I initially thought acquistion it only involved reinforcing a behaviour with reinforcement but teacher said it was association of behaviour with consequence (reinforcement AS WELL AS punishment) and same idea for extinction but I don't get how punishment relates to both of these principles because punishment REDUCES the likelihood of a behaviour so how do you acquire it with that
Thanks
hey all,
I was wondering how the role of a stress response is a biological preciptating risk factor for phobia?
Thanks ;D
A good example of this is specific phobia. In that, the stress is directly responsible for triggering the mental health disorder. However, as a risk factor it is also worth noting that stress can be healthy and doesn't always lead to that outcome.
Given that stress in general is both physiological/biological and psychological, it makes sense that stress is a biological risk factor
hope this helps :)
How does systematic desensitization apply classical conditioning??
Does anyone know how to go about studying for sacs? At the moment I can only think of practise questions the teacher assigns to the class but i dont know how useful that is.
Does anyone know how to go about studying for sacs? At the moment I can only think of practise questions the teacher assigns to the class but i dont know how useful that is.
There are many techniques you could use to study for SACs, including practice questions which can be invaluable when you can learn from them. This article with ways to study is a great starting point. You could try using flashcards (great for definitions), acronyms, writing notes about a topic without your notes to see how much you remember, recording yourself reading your notes and listening to it a bunch of times... find out what works for you! Also, structuring your revision according to the key knowledge dot points found on the psychology study design can help you get a grasp on what you should be revising. :)
It's crucial to make sure that you understand the content before attempting practice questions. Your teacher, asking and answering psych questions on ATAR Notes or just from classmates in general and YouTube videos can help with understanding and/or consolidating material. There are plenty of guides on here that you may find useful!
I'd recommend using specific to-do lists with not too many things so that you know exactly what you have to do when you hit the books.
Hope this helps you out a bit! :)
First step: understand the content. Do this through notes, mindmaps, flowcharts - whatever method works for you. A good understanding is key.
Then, when it comes to studying, that's when you start doing practice questions. I personally used Checkpoints + Atarnotes Topic tests before each sac!
One more thing: your teacher's questions (that they've written for a practice sac) are actually really important because most likely they will mimic the style of how they write questions and how they want the answers laid out.
:)
Thank you soo much! ;D Also just wondering which one is better: Checkpoints or the Atarnotes Topic Test
Hey guys!
I have a question about Key Knowledge Dot Point 1:
"The roles of different divisions of the nervous system (central and peripheral nervous systems and their associated sub-divisions) in responding to, and integrating and coordinating with, sensory stimuli received by the body".
So, the 'responding to' part is about how the different divisions of the NS respond to sensory stimuli, right? eg. The CNS receives info from the body's internal and external environments, processes this information and activates appropriate responses. So that's how the CNS responds to sensory stimuli, and I need to know how each of the different divisions does this. Is that right?
Also, even though I think I understand the responding part, I don't get what it means by 'integrating and coordinating with sensory stimuli'. How do the different divisions integrate and coordinate with sensory stimuli?
Help would be much appreciated!! Thank you! :)
-Chloe
In terms of integrating information, this is something the CNS does. Eg, the brain may receive a bunch of visual, tactile, and auditory information that tells you there's a purring cat next to you. The brain will then be responsible for co-ordinating a response - maybe the cat's a threat so the sympathetic nervous system should be made dominant, and at the same time the somatic NS should get you to walk away.
Hope this helps :)
Ok I get it! So integrating means making sense of the information? So the CNS integrates lots of different sensory information (which it receives from the PNS) in order to make sense of what the information means. Then, the brain co-ordinates a response to that information, and that neural message is sent to motor neurons to initiate a response. Is that right?
Correct!
So you can take the example of picking up a cup. Your eyes will send information about where the cup is and where your hand is to your brain. Your sensory neurons will also send information from your hand (to know when you're touching it). The brain (CNS) then combines all this information together to send messages through your motor neurons so that you can properly grip and lift the cup. Hope that helps :)
Got it! So, to sum up:
The PNS carries afferent information to the CNS, where it is processed. This afferent information may include a variety of visual, tactile, auditory, etc., information, so the CNS has to integrate, or make sense of, the information. For example, the brain may receive an abundance of visual, tactile, and auditory information that tells you there's an angry, barking dog near you. The brain will then be responsible for co-ordinating a response to the stimulus, such as activating the sympathetic nervous system if the dog is perceived as a threat.
Is this all good?
Thank you for the help!
What primarily determines whether or not a neurotransmitter will have an excitatory or inhibitory effects?
Some questions:I would say that daily pressure is the most appropriate descriptor for the source of stress when waiting for a rollercoaster (albeit a relatively rare when compared to something like losing your keys).
- Can every type of stressor be cateogorised into the different sources of stress? Like for example, would the time someone waits before going on a rollercoaster for the first time be a daily pressure?
Can every difference source of stress be acute, chronic, internal, external, physical and psychological? For example, what is an example of a chronic daily pressure? Or an internal catastrophe/major event?
When your heart beats faster, is that controlled by stress hormones? (so neurotransmitters have nothing to do with that?)
If you choose to fight or flight (run away) after freezing, isn't that counted as a voluntary decision? Because you assess the situation then choose which one to do, however in the textbook it says it occurs after freeze response as part of the fight-flight-freeze response.
Thanks :)
I would say that daily pressure is the most appropriate descriptor for the source of stress when waiting for a rollercoaster (albeit a relatively rare when compared to something like losing your keys).
It wouldn't be categorised as a life event, as there isn't the long-term adjustment required after, it would only be classified as acculturative if the question specifically linked this to change in culture (eg finding it difficult to read rules for sign about ride due to not being fluent in English causing stress about the ride), and it's not really of high enough magnitude/impact to be a major stressor. I can't think of any examples that can't be grouped into one of these categories, but I'll look it up and see what I find
The accumulation of daily hassles contributes to chronic stress, but I can't think of how a catastrophe could be internal since catastrophes affect many people at once and are out of their control.
When your heart beats faster, this is related to the sympathetic nervous system being dominant and does involve neurotransmitters. Stress hormones do play a role in this too, but they aren't working independently.
In FFF, the body preparing for the possibility of fight-or-flight is involuntary, and in freeze there's involuntary immobility, however the actual actions of running or fighting would be voluntary - the mechanisms which prepare you for that aren't, which might be what the textbook is reffering too.
It's also worth noting that fight or flight can occur without freezing
Hope this clears things up :)
hey can u guys and girls help me with this questionStress is the state of psychobiological arousal as a result of exposure to a stressor.
" Distinguish between a stressor and stress with reference to an example"
thanks ;D
Stress is the state of psychobiological arousal as a result of exposure to a stressor.
So the stressor is a stimulus (a thing/event/situation) and stress is a response to a stressor
You might want to use an example such as seeing a snake, where the snake is the stressor and the sudden alertness and increased heart rate are features of the stress response due to that stressor.
Hope this helps
could I use this example
"for example when an individual see's a large dog which is the stressor, this may cause the certain individual to go through a state of physiological or psychological tension, this is the form of stress. This concludes in the individual's heart rate and breathing to increase as a result of the stress'
as that good....feel free too reword or restructure the sentence...thanks ;)
I'm assuming you'd need something like this to get full marks for this question:
A stressor is a stimulus that causes or produces stress and challenges coping ability, whereas stress is the state of physiological and psychological arousal produced by internal or external stressors that are perceived by the individual as challenging or exceeding their ability or resources to cope. For example, when an individual sees large dog running towards them, they perceive this dog as the stressor, as it is the stimulus that causes the individual to feel stress. The individual may perceive the dog as being scary and that the dog could potentially harm them - this perception is the stress. The stress response in this situation is increased heart rate and respiration rate, and divertion of energy to systems that are required for immediate survival, caused by activation of the parasympathetic nervous system. (alteratively, you could mention the fight-flight-freeze response as the stress response too)
I'm assuming you'd need something like this to get full marks for this question:Just a small correction.
A stressor is a stimulus that causes or produces stress and challenges coping ability, whereas stress is the state of physiological and psychological arousal produced by internal or external stressors that are perceived by the individual as challenging or exceeding their ability or resources to cope. For example, when an individual sees large dog running towards them, they perceive this dog as the stressor, as it is the stimulus that causes the individual to feel stress. The individual may perceive the dog as being scary and that the dog could potentially harm them - this perception is the stress. The stress response in this situation is increased heart rate and respiration rate, and divertion of energy to systems that are required for immediate survival, caused by activation of the parasympathetic nervous system. (alteratively, you could mention the fight-flight-freeze response as the stress response too)
Just a small correction.
These stress responses you mention are a result of the activation of the sympathetic nervous system, not the parasympathetic.
Hi guys.
This is Psycholgy Unit 1 stuff.
But I was wondering is fmri and PET have info on structure and function or only function, like both of them?
Hi guys.
This is Psycholgy Unit 1 stuff.
But I was wondering is fmri and PET have info on structure and function or only function, like both of them?
hey has anyone done the psych sacYou might have to be more specific.
how'd it go
anyone sections that are particularly important ?
You might have to be more specific.
Psych SACs of what topic?
Also note that the SACs your school do will not be the same as the SACs that other schools do. :)
I have done 2 psych SACs so far (one on stress and another on the nervous system). Both of them have gone pretty well. ;D
No, you're right. Everyone (mostly) learns the same content at the same time, it's just that SACs can be very different with some teachers creating a SAC for each topic while others roll many topics under one larger SAC.
ahh ok
sorry I though every one learns the same thing at around the same time
anyways our schools doing the nervous system and stress combined in one sac
I'm pretty confident in the nervous system just gotta brush up on some 'spinal reflex " revision and stress is also zzz just gotta know the biological and psychological components of stress. Other than that how did u revise for your sacs :D
explain the role of the Sympathetic nervous system in stage 3 of GAS
hey can anyone help me with this
Thank ;) ;)
The sympathetic nervous system continues to attempt to arouse the body, even in the exhaustion stage. This means that it is still active in stage 3 of GAS.
explain the role of the Sympathetic nervous system in stage 3 of GAS
hey can anyone help me with this
Thank ;) ;)
Stage 3 of the GAS is exhaustion. Signs of alarm reaction may reappear, but the effects of the stressor can no longer be dealt with. The body's resources are severely depleted, and the individual is more vulnerable to physical and mental disorders. My understanding of the role of the sympathetic nervous system in exhaustion is that it is very minimal. This is because by this time, the body has already gone through the resistance stage, where HPA axis activation would have occurred. Therefore, the sympathetic nervous system may still be dominant and trying to reduce the effects of the stressor along with the effects of cortisol, however its role in stimulating the secretion of adrenalin and noradrenalin is almost useless as at this stage, as things like increased heartrate and dilated pupils aren't needed by this stage. These two signs are examples of the 'signs of alarm reaction that may reappear', as I stated before. The body is basically unable to deal with the stressor by this stage, and the role of the sympathetic nervous system is minimal as it does not provide a meaningful way to resist the effects of the stressor and only brings back some signs of alarm reaction. The body is severely weakened and depleted of physiological resources anyway, so the physiological coping resources the body has aren't that useful anymore, by this time.
Keep in mind this is just my understanding, please do correct me if I'm wrong :)
I don't think a person like me has the authority to correct u since ur never wrong ;)Agreed
also I did some research on the trusty internet ::) and found thiss
"The sympathetic nervous system would continue to release stress hormones as long as the individual is still experiencing the stressor, sustaining high arousal levels"
Agreed
The sustained arousal of the sympathetic nervous system would continue to release cortisol through the exhaustion stage (as whys stated, not so much adrenaline and noradrenaline of the SAM response). These sustained elevated cortisol levels causes many maladaptive symptoms by the exhaustion stage. One important one is the effect of cortisol to suppress the immune system leading to the individuals increase vulnerability to infection.
Explain whether any learning or memory would be possible without neural plasticity ?
how would u answer that
Explain whether any learning or memory would be possible without neural plasticity ?
how would u answer that
Hi guys!You might want to try to continue to do practice questions throughout the year. There are many ways to go about doing this and I would recommend finding a way that suits your study style, but one thing you could do is get something like the ATAR notes topic tests and set aside even just an hour per week to do a few questions from topics you've already gone over. This way, you'll constantly be recalling that knowledge which will hopefully make it much easier to remember by the time exam roll around.
I'm in yr 11 doing 3/4 psychology and was just wanting some tips on how to not forget things that you learned at the start of the year for the final exam
Thankyou!! :D :D
Hi guys!
I'm in yr 11 doing 3/4 psychology and was just wanting some tips on how to not forget things that you learned at the start of the year for the final exam
Thankyou!! :D :D
You might want to try to continue to do practice questions throughout the year. There are many ways to go about doing this and I would recommend finding a way that suits your study style, but one thing you could do is get something like the ATAR notes topic tests and set aside even just an hour per week to do a few questions from topics you've already gone over. This way, you'll constantly be recalling that knowledge which will hopefully make it much easier to remember by the time exam roll around.100% agree...ATAR notes topic tests are pretty good, I'm using it to prepare for my SACS throughout the year.
Also, good luck in psych and have fun!
yo I got a question relating the 1st SAC we did this year in unit 3/4
how many marks was it out of ....is it different for every school?
You might want to try to continue to do practice questions throughout the year. There are many ways to go about doing this and I would recommend finding a way that suits your study style, but one thing you could do is get something like the ATAR notes topic tests and set aside even just an hour per week to do a few questions from topics you've already gone over. This way, you'll constantly be recalling that knowledge which will hopefully make it much easier to remember by the time exam roll around.
Also, good luck in psych and have fun!
hey Same!!!100% agree...ATAR notes topic tests are pretty good, I'm using it to prepare for my SACS throughout the year.
You could also purchase books by Kirsty Kendall ( she has really good books) relating to Psychology, I also high recommend getting Cambridge Checkpoints.
Also rewatch Edrolo videos throughout the year....if you're school has Edrolo.
Anyways that's all the things im doing to hopefully secure a raw 40 ;)
You should also check out this https://atarnotes.com/forum/index.php?topic=170600.0 her guide is really useful ;D
hope this helps :P
hey :)You've got the right idea but I'm a bit confused by your example. Instead, take this example - ''David experienced a buzz after hitting the jackpot whilst gambling. Now, whenever David sees flashing coloured lights he experiences this buzz again". In this example, the UCS is hitting the jackpot the NS/CS is the flashing coloured lights (often associated with hitting the jackpot) and the UCR/CR is the buzz experienced (which could lead to an urge to play again). I hope it's clear as to how the associations in my example were reached. I'm confused by your example as feeling a buzz from hearing someone else hit the jackpot would seem to be conditioning in itself so it looks like there could be two lots of CC going on.
can some one just confirm what I've written is correct
A person under treatment for a gambling addiction often feels an urge to play the pokies whenever he again encounter cues such as driving past a gaming venue where he experienced a huge 'buzz' after hitting a jackpot and hearing about someone else beg win on the machines
UCS: Hearing someone hitting a jackpot
NS: Driving past a gaming venue
UCR: Buzz
therefor
CS: Driving past a gaming venue where he hears someone hitting a jackpot
CR: Buxx
thnx ;D
You've got the right idea but I'm a bit confused by your example. Instead, take this example - ''David experienced a buzz after hitting the jackpot whilst gambling. Now, whenever David sees flashing coloured lights he experiences this buzz again". In this example, the UCS is hitting the jackpot the NS/CS is the flashing coloured lights (often associated with hitting the jackpot) and the UCR/CR is the buzz experienced (which could lead to an urge to play again). I hope it's clear as to how the associations in my example were reached. I'm confused by your example as feeling a buzz from hearing someone else hit the jackpot would seem to be conditioning in itself so it looks like there could be two lots of CC going on.
Hopefully I haven't confused you too much but if you need clarification let me know.
no your example makes perfect sense and I understand it :)I thought about it a bit more and think that it works if the venue is the NS/CS (with winning the jackpot/hearing other people win is the UCS and the UCR/CR is the buzz experienced). As the venue is the NS/CS then driving past it would lead to a buzz (due to the conditioning) that would give the urge to gamble. I don't think driving past the venue can be the NS/CS as the conditioning occurs when the person is experiencing the buzz while being at the venue.
I was confused by this question as well and got a bit stumped by it when I saw it in my text book
hence me posting a query.
Thanks for the help ;D
Hey guys,
I've got two questions.
Firstly, how does neural plasticity enable learning and memory?
Secondly, explain whether any learning or memory would be possible without neural plasticity.
Qs on operant conditioning:I don't think you'd get a question like this without any other context as I think it can go both ways. For example, if your phone was confiscated, then it would be negative punishment as something has been taken away. If the grounding was accompanied by some form of disapproval such as a scolding then it would be positive punishment as you're getting something unpleasant.
Say for example you are grounded for doing something. Is the consequence positive punishment b/c your getting something unpleasant to decrease the negative behaviour OR is it negaitve punishement b/c your taken away something pleasant (freedom)?
A question I forgot to ask my teacher when we were learning this topic (oops):I'm not completely sure but I think it makes sense for the PNS to do that during the resistance stage. If you look at the GAS graph, it flattens out before decreasing and I would suggest that's largely due to the PNS becoming dominant (as it reduces heart rate etc). And yes, I think that's why resistance to the stressor begins to decrease.
- Does the parasympathetic nervous system first begin to assert dominance in the resistance stage of the GAS? (and is this why resistance to the stressor begins to decrease?)
Hey guys!
I've got a question from my textbook that I'm stuck on:
How may reconsolidation be manipulated to change someone’s memory of an event?
Thanks! :)
Reconsolidation is the process in which a memory is retrieved and is open to further consolidation and has to be re-stabilised. The reconsolidation process is believed to repeat itself each time a memory is retrieved and placed back in storage, which is why memories can change over time. A memory can then be intentionally changed or manipulated during the reconsolidation process, and will be stored according to what is placed back in long-term storage. For example, when you are a (young) child, you may learn through experience that kicking a ball makes it move forward. However, through experience, you then learn that kicking a ball can also make it go backwards if you kick it a different way. When this occurs, the memory of kicking a ball is retrieved and is then changed to say that kicking a ball can also make it go backwards, not just forwards. The memory has now changed due to reconsolidation. (Sorry for the poor example, I can't think of anything else right now).
In this way, reconsolidation can be maniuplated to change someone's memory of an event. For example, if you remember the inflatable pool in the backyard to be yellow, but then your dad tells you it was green, the memory is retrieved and then changed to state that the inflatable pool is actually green. However, when your mum takes the inflatable pool out in summer, you realise it's actually purple, so the memory is retrieved and changed to state that the inflatable pool is purple. Another form of manipulation could be in eye-witnesses. If a witness remembers seeing a man wearing a black jacket, but then they see CCTV footage and realise the man is actually wearing a white jacket, then their memory of this could be changed through reconsolidation. The CCTV footage could be manipulated to show the man wearing a different coloured jacket to make the eye-witness change their memory by retrieving it and making the according changes.
Hey, I'm back with another confusing question ( at least for me )I'm not the greatest to give advice, but since noone else has, I'll give it a crack.
Explain the role of long term potentiation in the development if Albert's conditioned fear response to the white rat.
Thanks
:)
I'm not the greatest to give advice, but since noone else has, I'll give it a crack.
Long-term potentiation (LTP) is the enduring (long-term) strengething/enhancement of glutamere synapses as resulting from repeated stimulation and release of glutamate. As albert is conditioned to associate a fear response with the white rat, synapses that carry that association message are stimulated. As this occurs overtime, this repeated stiumation illicits these enduring enhancements to those synapses of the synapses attributring to the association of fear and the rat. As a result, this LTP means albert to learn (or be conditioned) to experience a fear response when exposed to the rat.
This is probably not perfect, but I hope it will point you in the right direction. :)
Hey, I'm back with another confusing question ( at least for me )
Explain the role of long term potentiation in the development if Albert's conditioned fear response to the white rat.
Thanks
:)
hello
this question may seem silly to some, but I just need to desperately clear my doubts.
What is the difference between the axon terminals and terminal buttons. I know terminal buttons secrete neurotransmitters but what else do they do . . . and what's even the role of axon terminals?
Thanks :)
@ionic doc@Bri MT thanks
It's clear you understand the components which should be included and the if-when-then structure is a valid way of presenting a hypothesis. I'd suggest that you operationalise "better results" and add some punctuation to make your sentence clearer since its so long :)
@Bri MT thanks
if you wouldn't mind ( not urgent or anything) but could you please provide me with an example of what you mean . . .
thanks
ok another one
A) Which type of learning requires the least amount of participation by the learner? Why?
B) Which type of learning requires the most participation by the learner? Why?
Answer
The type of learning that requires the least amount of participation by the learner is classical conditioning. The reason for this is that during classical conditioning the learner unintentionally associates and conditions and unconditioned stimuli with a neutral stimulus to elicit an unconditioned response , this is involuntary and occurs after repeated association of two or more stimuli. Where as in operant conditioning the learner performs voluntary responses to receive a consequence (reinforcement) or avoid a consequence (punishment). Finally observational learning requires the most participation by the learner as they must actively pay attention, retain what they have observed, reproduce what they have retained and finally have some form of motivation to produce the behaviour in the first place, receiving reinforcement or observing someone receive reinforcement (vicarious reinforcement) also aims to help motivate and reproduce that behaviour being observed or performed.
Marks - 3 marks for A and 3 marks for B
Not really sure if I explained it in depth, also have no idea how the marks are broken down if someone could explain.
I also underlined observational learning as I'm skeptical that it's not the right answer.
Thanks :)
Was it an example of operationalisation you wanted?
Eg.
"Participants will eat more chocolate"
->
"Participants will eat more squares of chocolate on average"
"Students will be less stressed"
->
"Students will report an average of lower stress on a likert scale"
Rather than "better", state the measurable change you're expecting to see :)
Hey man :), take this with a grain of salt since i'm obviously not an expert, but I have completed my sac on this topic already. Your answers seem to be correct but i'd include more information just to be safe. I'd also make sure to mention the atleast 4 out of the 5 stages of observational learning, Attention, retention, reproduction, motivation and reinforcement. I use the acronym ARRMR (say it as armour) to help me remember this. Here's how I would add/modify your answer;
A) Which type of learning requires the least amount of participation by the learner? Why?
The type of learning that requires the least amount of participation by the learner is classical conditioning. The reason for this is that during classical conditioning is a type of involuntary/unconscious learning. Before conditioning, the neutral stimulus would elicit no response, however the unconditioned stimulus would elicit the unconditioned response. During conditioning, the neutral stimulus is repeatedly paired immediately before the unconditioned stimulus in order to elicit the unconditioned response. After conditioning as occurred, the conditioned stimulus (previously the neutral stimulus) now elicits a conditioned response (previously the unconditioned response). This entire process of conditioning is involuntary and occurs without any input/choice from the learner.Where as in operant conditioning the learner performs voluntary responses to receive a consequence (reinforcement) or avoid a consequence (punishment)I don't think you need to include this as it's not asking for a comparison with other types of learning, it's only asking you to justify why you think CC is the type of learning that requires the least participation.
B) Which type of learning requires the most participation by the learner? Why?
Observational learning requires the most participation by the learner as they must follow the stages of observational learning; Attention (actively watch the model's behaviour and the consequences to the behaviour.) Retention - Create and store a mental representation of the model's behaviour. Reproduction - Have the mental and physical capability to reproduce the model's behaviour, and finally, Motivation - The learner must have a want/feel the desire to reproduce the behaviour. Receiving reinforcement for successfully performing the behaviour will also make the learner more likely to reproduce the behaviour in the future.
Underlined bit probably not needed
I'm don't think you're supposed to operationalise the DV or IV in the hypothesis (for VCE psychology).
Edit - NVM i'm wrong sorry. I looked through last year's exam and you can do either. In class we were taught to not operationalise in the hypothesis
Welcome to atarnotes! :)
yep it's me again 8)
Research studies have found that adolescents are more likely to begin smoking cigarettes, if their parents, siblings and friends smoke. Explain this finding in terms of the observational learning method.
1. Attention - The individual must pay close attention to parents/friends/siblings who smoke cigarettes
2. Retention - The individual must store a mental representation of the behaviour they have observed in their memory from seeing friends and family smoke cigarettes.
3. Reproduction - The individual must have the physical and mental capabilities to reproduce the mental representation of what they have retained, in this scenario, the individual must be of legal age to smoke and have hands.
4. Motivation - The individual must have some form of motivation to learn this behaviour in the first place, whether this be intrinsic or extrinsic.
5. Reinforcement - After successfully reproducing the observed behaviour the individual is more likely to repeat the behaviour if he receives some form of reinforcement, whether this be a sense of accomplishment ( self -reinforcement ), receiving praise from friends ( external reinforcement) or vicarious reinforcement.
not 100% what vicarious reinforcement actually is
Is my wording correct or have I completely answered the question wrong?
Thanks :)
Hey guys!
Does anyone have a good example for explaining elaborative rehearsal?
I know that elaborative rehearsal involves linking new information in some meaningful way to information already stored in long-term memory, but I can't think of an example to use in questions that require it.
Is 'linking newly learnt names of people to names of people you already know' an alright example?
Thanks!
-Chloe :)
Hey guys!
Does anyone have a good example for explaining elaborative rehearsal?
I know that elaborative rehearsal involves linking new information in some meaningful way to information already stored in long-term memory, but I can't think of an example to use in questions that require it.
Is 'linking newly learnt names of people to names of people you already know' an alright example?
Thanks!
-Chloe :)
Just a quick question regarding the serial position affect,
I understand the primacy and recency affect. However, is it wrong to write that this effect is influenced by the type of information ( eg can be emotionally arousing info ), the amount of info ( eg if info was chunked or not ) as well as extraneous variables such as distractions in the environment where the info was attended to and participant variables such as memory?
Great, thanks so much
And haha sorry 😂 I’ll use effect next time
The reason I asked was I actually wrote that in my poster report sac in the theory section about the serial position effect, I did mention the other important aspects of the effect
Do you think that’s fine even though it’s not part of the study design?
Uh oh lol
It’s 3/4 psych,
Hopefully it’s okay, fingers crossed
Thanks though
Hey guys,
How would you compare and contrast implicit and explicit memories? I know something to contrast would be explicit requires conscious retrieval whereas implicit doesn't. What are some similarities or some more differences?
Ok so doing an experiment on recall.
Basically where gonna get participants to memorise a list of 10 words in silence for a minute. After a minute we will take away the page of words and ask them to write as many of the 10 words they can remember on a piece of paper. After they have done that we will give them another list of 10 random words ( different to the first list) except while they are memorising these words, classical music is playing. After a minute we will again take away the sheet of paper and stop the music and ask them to write down as many of the words they can remember from the list.
My questions
The aim of this experiment is
To investigate the effect of music on retrieval of information
or
To investigate the effect of music during learning on retrieval of information
Which option is the best, and is their a better aim you guys can think of.
Cheers
Hey Doc,
So your experiment seems like you're using music as a context dependant cue to trigger recall. I would try to add that into your aim and say something as follows;
The aim was to investigate the effect of music as a context dependant on the retrieval of information.
Okay, I'm in year 11 doing year 12 psychology. We are currently doing our scientific poster and the school that I did unit 1&2 at, I didn't do a scientific poster. I'm not sure how exactly i should go about this, I've been given an outline of the information I need but I don't actually know how to do it. I sound really dumb for asking this but I am just unsure of what to do, I know how to write an aim, hypothesis, etc. I just don't know how to create the actual poster.I personally just write a normal report and then simply rearrange it into a poster format after writing it. I use Microsoft publisher (you could use anything really) and divide a landscape page into three verticle columns and try to make the general formatting look appealing to the eye.
Okay, I'm in year 11 doing year 12 psychology. We are currently doing our scientific poster and the school that I did unit 1&2 at, I didn't do a scientific poster. I'm not sure how exactly i should go about this, I've been given an outline of the information I need but I don't actually know how to do it. I sound really dumb for asking this but I am just unsure of what to do, I know how to write an aim, hypothesis, etc. I just don't know how to create the actual poster.
Hi team - does anyone have the PowerPoint from the Unit 3 Headstart lecture in Jan 2019? I have the PDF but would love the actual PowerPoint?
Cheers
Hi guys,Hi afnan900!
What are some tips on how to answer questions in psych 3&4? I haven't grasped this as of yet and have struggled a lot due to it. I typically start with defining a key term (only because I'm so used to it in other subjects and I don't know how else to start).
Also, I've been using flashcards to study for psychology however I feel as if it isn't enough, & I'm not sure what to do.
Any advice would be so appreciated.
Hi guys,I did psych 3/4 in year 11 and I found doing lots of practice questions and marking them rigorously to the extent my expression had to be almost identical to the marking criteria to really pay off especially since my teacher was a nitpicky vcaa examiner. The more 'errors' you find as you mark, the more opportunities for you to learn and fix them - don't be lenient when you're self correcting.
What are some tips on how to answer questions in psych 3&4? I haven't grasped this as of yet and have struggled a lot due to it. I typically start with defining a key term (only because I'm so used to it in other subjects and I don't know how else to start).
Also, I've been using flashcards to study for psychology however I feel as if it isn't enough, & I'm not sure what to do.
Any advice would be so appreciated.
Hi afnan900!
How you answer a question heavily depends on what type of question it is. Is it multiple-choice, short-answer, or a 10 mark question? Regardless, since you haven't specified this, I'll give you my advice for answering all types of questions.
Multiple-choice: Eliminate options, especially ones that say always or never. This is a science, remember. There is a 0.01% chance of anything being certain. Also, when you're doing practice exams in the multiple-choice section, try your best to justify why the wrong options are wrong, the correct option is correct. It will help your understanding. :)
Short-answer: If a question is worth 3 marks, 3 distinct points must be brought up in your response. If a question is worth 5 marks, 5 distinct points must be brought up. You get the idea.
As tedious as it sounds, I mostly studied for Psych using past exam questions. You might want to have a look at past VCAA exams and see if you can complete any questions in them. Make sure you check your answers! I also tried to relate the content being taught to everyday situations.
I really, truly hope this helped you out!
- JR
I did psych 3/4 in year 11 and I found doing lots of practice questions and marking them rigorously to the extent my expression had to be almost identical to the marking criteria to really pay off especially since my teacher was a nitpicky vcaa examiner. The more 'errors' you find as you mark, the more opportunities for you to learn and fix them - don't be lenient when you're self correcting.
When your reading a question it helps to think about what concepts are being tested. Questions are always geared towards one concept usually. Command words such as distinguish, describe, compare and identify are good starting points for constructing your response. Compare and distinguish are different in the sense you have to explain differences between two concepts for BOTH of them. e.g distinguish 2 differences operant and classical - operant is voluntary, learner is passive WHILST classical is involuntary, learner is active. You cannot just talk about operant on its own because thats not comparing.
If you're having trouble with a question with what its specifically asking for, as long as you know what concept its testing just regurgitate what you know about it and include as many buzzwords/phrases (e.g presynaptic to post synaptic) in your response.
Starting a response with a mere definition for every question should be avoided. Often you will be given a scenario and so not only will you be tested on your knowledge, but also on your ability to apply it - this is where practice comes in - to prepare you for these questions. You won't get a mark for writing out textbook definition as part of your response in application questions which is pretty much the case 9/10 questions, it's just a waste of time. When you're given a scenario always use the name of the person and always always always refer to the scenario - you want to show examiners you can apply your knowledge to the scenario given. I'm still making the same mistake this year in bio unfortunately and it costs me getting full marks every time.
Additionally, you can look at how many marks a question is worth and have a gist of how in depth you need to be. Each mark is allocated to something different so theres no point waffling on the same point and just rephrasing it in 3 different ways hoping to get 3 marks. A new buzzword or explicit statement needs to be mentioned to get each consecutive mark. With this in mind during a sac you may realise that you've already made your point and something else may be needed for that last mark which you can spend time thinking about as opposed to wasting time waffling on.
i kinda rushed this so it might not make sense. you seem like you're working hard for this subject so hopefully you get something out of this. good luck!
What is the difference between compare and distinguish in PYSCH questions?
What does compare want me to do and what does distinguish want me to do in regards to answering the question?
Hey
Could someone please help me out with this question?
State two variables that can directly influence the specific effects of a depressant or stimulant drug on consciousness.
thanks in advance
What is the difference between compare and distinguish in PYSCH questions?
What does compare want me to do and what does distinguish want me to do in regards to answering the question?
Hey guys!
I have a few questions:
1. Why does deep sleep decrease throughout the life span?
2. Why do older people tend to have more fragmented sleep (i.e. why do older people have more awakenings during the night?)
3. Why do older people tend to take longer to fall asleep?
-Chloe :)
1. Deep sleep = NREM stages 3 and 4. Linking back to the restorative theory, NREM sleep is responsible for restoring the body physiologically. Older people don't require this sleep as much as infants and younger children, as they are constantly growing. Therefore, the need for restoring the body physiologically decreases across the lifespan because it's not needed as much as one's earlier years.
2. If older people have less deep sleep, that means the majority of their NREM sleep is in stages 1 and 2. NREM stages 1 and 2 have low arousal thresholds. This means they are easier to wake up than someone in NREM stages 3 and 4. So, older people are more likely to wake up in response to sensory stimuli that they detect because they spend most of their time in NREM stages 1 and 2 than NREM stages 3 and 4.
3. The only reason I can think of is insomnia. I'm not really sure why older people take longer to fall asleep - I'll have to ask my teacher! I couldn't find anything in my textbook about this, sorry about that!
As you've both hinted at there ae a range of reasons why sleep onset can be delayed in elderly people - there's a pretty good list hereWow thanks so much! This is super helpful! :)
Hey! So I checked with my teacher and she said it's because the elderly have decreased levels of melatonin.
Thought you'd want to know what she had to say too. I guess you could combine all these factors into a concise answer if you were ever asked why older people take longer to sleep.
If the 10 marker is anything to do with elderly people and sleep I'm going to be very happy for you
What is the difference between predisposing and precipitating factors --> they seem to be similar and i cant seem to distinguish themPredisposing are the factors which give the individual a more likely chance to develop the mental disorder. So genetics for example.
What is the difference between predisposing and precipitating factors --> they seem to be similar and i cant seem to distinguish them
Hi! First post
:D
Could I get some help on this question?
Phil is a forklift driver at a warehouse and is married with two children. Phil has been worried about finances since his wife told him that she was pregnant with their third child three months ago. Phil is concerned because he feels that money is already tight, and at times he feels that he struggles to adequately provide for his current 2 children. Phil has been having difficulty sleeping since his wife told him about the pregnancy, and has been waking up two or three times a night. The lack of sleep has been affecting Phil's job performance, and two weeks ago he was suspended from work after repeated warnings from his boss about clumsy forklift driving that was endangering others in the warehouse. This is adding to Phil's money worries. Phil recently saw his doctor, who diagnosed him with a generalised anxiety disorder. Phil remembers when he was a child that his father was also constantly worried about money, and often had trouble sleeping too. Phil has been working at the warehouse for a long time and is well-liked. His friends from the warehouse have been stopping by on their way home to share a couple of beers with him and give him updates about what has been happening at work. He is also still attending his weekly poker game with these friends each Wednesday.
Using a biopsychosocial model, explain how Phil has developed a generalised anxiety disorder, and how it may be treated.
Hints: consider all areas of the biopsychosocial model for how it was developed AND how it might be treated.
What is the difference between a 'specific environment trigger' and being classically conditioned? for e.g. a person being chased and bitten by a large dog, and after this experience having a phobia of dogs. This is a specific environmental trigger but is it not technically classically conditioning them to associate the dog with fear. Just wondering about the distinction between the two. idk.The specific environmental trigger is the situation (i.e. being chased by a dog) that precipitates the specific phobia.
Thanks !
What is the difference between a 'specific environment trigger' and being classically conditioned? for e.g. a person being chased and bitten by a large dog, and after this experience having a phobia of dogs. This is a specific environmental trigger but is it not technically classically conditioning them to associate the dog with fear. Just wondering about the distinction between the two. idk.
Thanks !
Hey guys!
I've been going over research methods and feel that I still don't have a great grasp of conclusions and generalisations. My question is: what are some factors that prevent a conclusion or generalisation being drawn?
What I know so far when drawing a generalisation:
-No ethical guidelines must have been breached
-There should be no major extraneous variables in the experiment
-Convenience sampling must not have been used
-A very small sample size shouldn't have been used
What I know so far when drawing a conclusion:
-Results must be statistically significant
Can anyone please provide some insight? Thank you! :)
Just a few things.
The experiment must be valid for the conclusion to be valid, therefore, a significant relationship between the independent and dependent variable is demonstrated.
The results need to be reproducible, this accounts for systematic errors and incorrect experimental design, if the results can be produced by other researchers then the results are considered reliable. Factors that compromise the reliability of the results include; inaccuracy of measurement, precision, methods of selection (double blind procedure for example) and extraneous variables that are not accounted for.
Hence, a conclusion can be drawn from the results if the experiment meets these requirements. If there is a confounding variable (a variable other than the IV/DV that changes during the experiment) then the conclusion cannot be drawn.
A generalisation can usually be made if the sample used is representative of the population, this includes the size of and sampling method of the sample.
Also, a breach in ethical guidelines does not necessarily compromise the conclusion drawn, but it does affect the credibility of the experiment as it would not be reproducible.
Hey everyone,
Another question from me!
I was doing a practice exam and came across this question:
For an upcoming 20-year school reunion, Georgia was trying to remember the twenty-three other students that were in her Year 12 homeroom. She was initially surprised that she could only remember the names of five students. She then looked at a photo of the year level and was able to recall the names of eighteen students.
In terms of methods of retrieval, explain why Georgia can remember more names when looking at the photo of the year level.
I looked at the answers and it says that Georgia can remember more names because she's using recognition which is a more sensitive measure of retention than recall. However, I thought in this case Georgia was using cued recall. From my understanding, recognition involves identifying the correct information from a set of alternatives. Recognition would be like Georgia looking at a photo of the whole year and circling those in her homeroom. I thought in this case she was using cued recall because the photo acts as a retrieval aid.
Am I correct?
At first glance, I also thought you were correct. But remember that this reunion is just with her year 12 homeroom, not her whole year level. She was given a picture of the whole year level, so when she looked at the picture of her whole year level, she was able to identify who was in her homeroom. Just a sneaky wording of the question, I guess.
EDIT; the answer guide for the practice exam is correct, as she used recognition the second time.
Hey everyone!I would say what edrolo has said is more part of the process, but not a definition as such whereas what the other sources have said better summarises the process of memory reconstruction.
Can someone please help me out by explaining the concept of 'reconstruction' in the below dot point:
Reliability of memory
•methods to retrieve information from memory or demonstrate the existence of information in memory, including
recall, recognition, relearning and reconstruction
Edrolo says it's 'rearranging the parts of an original task into sequence or order', but every other resource describes it in terms of filling in gaps in a memory based on past experience, etc. to form a complete memory.
Help please! :)
Hey everyone!
Can someone please help me out by explaining the concept of 'reconstruction' in the below dot point:
Reliability of memory
•methods to retrieve information from memory or demonstrate the existence of information in memory, including
recall, recognition, relearning and reconstruction
Edrolo says it's 'rearranging the parts of an original task into sequence or order', but every other resource describes it in terms of filling in gaps in a memory based on past experience, etc. to form a complete memory.
Help please! :)
I'd like to add what I think onto this too! There are two definitions, or explanations, of reconstruction.While I may be wrong, I do think it best not to think about Elizabeth Loftus' findings of memory reconstruction as different to 'normal' memory reconstruction.
1. method to retrieve information
2. as described by Loftus.
The first definition, which is referred to in the study design dot point above that you've pasted, involves breaking up the original task and rearranging the parts into sequence or order. For example, if I break apart a doll into its head, body, arms and legs, reconstruction would involve you putting the pieces back together to form what you think the doll originally looked like. This is what edrolo is referring to.
From my memory, there hasn't been any questions that have required you to have knowledge of the above definition (for VCAA), however as it is mentioned in the study design, it is good to know. I personally haven't learnt this in class, although my psych teacher is a literal god, so it probably means it's near irrelevant but it is good to know anyways. It's better to be safe than sorry on the exam.
The second definition is as described by Elizabeth Loftus, who did work into the reconstruction of memory, as you've probably already learnt. This is highlighted in this dot point in the study design:
"The reconstruction of memories as evidence for the fallibility of memory, with reference to Loftus’ research into the effect of leading questions on eye-witness testimonies."
So, as you can see, the study design refers to reconstruction in two different parts of the study design. VCAA loves to test students on Loftus' reconstruction. Reconstruction involves combining stored information with other available information to form what is believed to be a more coherent or accurate memory.
If you aren't sure which type of reconstruction to use to answer the question, I would almost always go for the second one because this is most commonly tested. However, it won't be difficult to discern which one to use. If the question references Loftus' research or refers to eyewitness testimony, reconstructive nature of memory, etc, then you'd use the second one. I have yet to come across a question that wants you to use the first definition of reconstruction.
This is what I think, and I hope it helps :)
While I may be wrong, I do think it best not to think about Elizabeth Loftus' findings of memory reconstruction as different to 'normal' memory reconstruction.
How I think you should think about it (and how I interpret the study design) is the memory reconstruction is the process by which memory is retrieved and pieced together with any 'gaps' in memory being 'filled in' based off the individual's expectation of how the memory should be. Often this works effectively to reconstruct (mostly) accurate memories, however, Elizabeth Loftus' research shows us that this can sometimes be influenced by factors that render the reconstructed memory false. Specifically, she found that leading questions shaped peoples expectations of what the memory should be, ultimately shaping the reconstructed memory.
Hopefully, my point is understandable. I mean to say that memory reconstruction should be considered as one concept, where Elizabeth loftus' findings fit within this theory and explain how the memory reconstructive process leads to false memories. Also, note for those reading this that what I have said here is a general overview of what I think you should know and by no means all that you should know - I recommend reading a bit more in-depth for that - but hopefully this can help sort out the ideas in your head.
Ahhh I see I see...I think the way you've put it is perfect!
So Loftus' findings prove that memory is reconstructive and further add to the original idea of it.
How would I explain reconstruction as a method of retrieval? And how sensitive of a measure is it compared to recall, recognition and relearning??
Alsooo I have a question: which one is more sensitive: free or serial recall, and why? I've known free recall to have the least sensitivity out of all the types of recall, however I've never known why serial recall has better sensitivity.
Ahhh I see I see...
So Loftus' findings prove that memory is reconstructive and further add to the original idea of it.
How would I explain reconstruction as a method of retrieval? And how sensitive of a measure is it compared to recall, recognition and relearning??
Alsooo I have a question: which one is more sensitive: free or serial recall, and why? I've known free recall to have the least sensitivity out of all the types of recall, however I've never known why serial recall has better sensitivity.
Free recall is more sensitive than serial recall. In most cases it is harder to retrieve things in order. I like to think of it in terms of stations on a train line; you would likely be able to recall more names of train stations on the train line, rather than recall them in order.
Free recall is more sensitive than serial recall. In most cases it is harder to retrieve things in order. I like to think of it in terms of stations on a train line; you would likely be able to recall more names of train stations on the train line, rather than recall them in order.
Is there a difference between negative punishment and response cost or can they be used interchangeably??
Thank you !
Are we allowed to write underneath the provided lines in the exam? Like I know there is a space at the end of the exam provided for extra writing, however when you only have a line, or a few words more to write, is it okay to write it underneath the lines? I almost always have at least a few words extra to write for each question, and flipping to the back of the exam booklet proves to be both tedious and time-consuming when done for each question, especially when I don't have a whole extra paragraph to write and I could just write the answer underneath. I'm worried the examiners won't mark anything that is not written on the lines.
Hi everyone,
This is from the 2015 VCAA exam.
Task 1- naming triangle that starts with I
Task 2 - name another type of triangle
Task 3 - choose out of three options
I chose
3,1,2 to be from most to least sensitive yet the answer is 213
I know relearning is the most sensitive, but it is not in that list. Further, recognition is the second sensitive so how is it B?
Thanks (:
The question asks for least to most sensitive, not most to least sensitive. You've answered it the other way round.
Hey guys!
Is relapse considered a stage in the transtheoretical model of behaviour change or is it just an event that can occur in either the action stage or maintenance stage? Because I came across this MCQ basically describing a scenario where the individual relapses and asks which stage of the model it occurred in. I chose maintenance but the answer was relapse. Please answer if you can and thanks in advance :)
Hey guys!
Is relapse considered a stage in the transtheoretical model of behaviour change or is it just an event that can occur in either the action stage or maintenance stage? Because I came across this MCQ basically describing a scenario where the individual relapses and asks which stage of the model it occurred in. I chose maintenance but the answer was relapse. Please answer if you can and thanks in advance :)
Hi!
I don't know if this has already been asked but how many pages should we aim to write for the extended response question approximately (especially if you want 7+)? Thanks
So the transtheoretical model of behaviour change consists of 5 stages
1. Pre - Contemplation
2. Contemplation
3. Preparation
4. Action
5. Maintenance
- From my understanding, the individual can enter and exit from any stage of the model.
- Going through all my notes and other resources it doesn't seem that 'relapse' is a stage of the model, but rather a part of it which can occur at any stage.
However, browsing the web, in the new version of the model there is a 6th stage consisting of termination/relapse.
So I guess that may be why relapse was the answer.
For relapse though, can't you only relapse if you are in the action or maintenance stage? Because you haven't really done anything in the other stages which means you can't relapse.
(: thanks
Hi everyone,
I am currently a year 11 doing 3/4 psych and the exam is almost a day away now but I was just wondering if anyone can tell me if for the exam, we have to write long answers all in extra writing space or can we continue the question (using small handwriting) underneath the last line that is on the question. So will the examiners still read (obv not writing on the no writing space) (sorry for the silly question)
also my teacher kept telling us that we will have blank sheets of paper to make notes on (that's not marked) so that we can use to plan our answers or do little scribbles etc. Is this true?
Lastly, is there any advice for doing well on the exam, I am aiming for 40+ and my SAC scores havent been top (averaging around 86%) (apparently my school is really harsh on sacs in general) what percentage should i be aiming for in my practise exams to get 40+?? (i have been averaging around 83% so far)
Thanks!!
Just to confirm - is breathing slow and shallow during a phobic anxiety response which activates then causes the SNS to be activated to increase breathing rate or is it fast (which is caused by SNS being activated)?
Just to confirm - is breathing slow and shallow during a phobic anxiety response which activates then causes the SNS to be activated to increase breathing rate or is it fast (which is caused by SNS being activated)?
Howd we goNot good at all unfortunately :/
Howd we go
Hi! How could student satisfaction be operationalised as an IV? I was thinking of self report but I don't know how to add more detail :-\
Hi! How could student satisfaction be operationalised as an IV? I was thinking of self report but I don't know how to add more detail :-\Whys is right about how to operationalise student satisfaction, however I would like to add that it doesn't really make sense to have student satisfaction as an IV.
Also, I am unsure how to answer this question: Which is more important in maintaining our survival without conscious awareness or effort: the autonomic nervous system or the central nervous system? Explain with reference to an example.
I was thinking the answer would be the ANS because it is involved with involuntary actions which occur without 'conscious awareness or effort'. But we don't voluntarily control the actions of the CNS either. And the ANS has the fight-flight response which maintains our survival.
Thanks!
Yes, it is the autonomic nervous system.
This is because the ANS main functions are to self regulate the bodies organs, visceral muscles and glands, without any conscious effort or awareness. In a way, this constantly maintains our survival, because if we had to put effort into breathing or digestion everytime then we wouldn't be able to really survive.
Furthermore, the ANS is comprised of the sympathetic and parasympathetic nervous systems.
The sympathetic nervous system is activated involuntarily when we are faced with a fear of stimulus or threatening situations, to enhance our survival.
The parasympathetic nervous system also is crucial for survival as it maintains a state of homeostasis in the body. If it weren't for the parasympathetic nervous system returning the body to a calm state than an individual could be at risk to seizures and hyperventilating, all things that don't enhance our survival.
Also, the questions asks which is more important in maintaining survival. The CNS is also important but its role is to more process information and provide an appropriate response.
Side note: For me, the keywords were ' without conscious awareness and effort', this sort of straightaway directs me to look at the ANS.
I hope this sort of answers your question. I can't think of an example of the top of my head as well ... sorry.
(Anyone feel free to correct me anywhere if I'm wrong, thnx)
hey, I have a question regarding the study design for AOS 1.
study design dot point:
the roles of different divisions of the nervous system (central and peripheral NS and their associated sub-divisions) in responding to, and integrating and coordinating with, sensor stimuli received by the body.
How much in detail should I look into the structures of the brain? Is it ok if I just memorise the name of each structure or should I also study the functions of each? eg. forebrain, midbrain
Hello guys! I hope you're all well!I think you are confused with the Lazarus and Folkman’s Transactional Model of Stress and Coping itself. Primary appraisal involves making a decision about if it is stressful, benign positive or irrelevant. If it is classified as stressful, you go on to the second part of primary appraisal. In this part of appraisal, you determine if it is a harm/loss, threat or challenge. if the event is benign positive or irrelevant, then you stop there as there is no stress experienced. A question that asks you in terms of primary appraisal wants you to say it is stressful, then go on to say if it is a harm/loss, threat or challenge. If it isn't stressful, you just say it was benign positive or irrelevant. You have to justify why in all cases.
I was stuck on doing one of the questions from checkpoints(it was on the VCE 2011 exam 2):
Stella is 17 years old and undertaking her VCE. Stella is feeling overwhelmed by what Year 12 involves and has had difficulty sleeping during the school term. Her friend Audrey, however, is enjoying Year 12 and is finding the SACs
challenging but manageable.
a. In terms of primary appraisal in Lazarus and Folkman’s Transactional Model of Stress and Coping, explain why
Stella and Audrey have evaluated their situations differently.
The answer talked about harm/loss, threat and challenge but I was wondering if we could also talk about benign-positive, stressful and irrelevant? As in Stella has interpreted it as stressful while Audrey interpreted it as benign-positive?This is the part I'm confused about when doing primary appraisal questions.
Also, relating to coping with stress, for a benefit of approach strategies, can we say that they are more effective than avoidance strategies?
hi guys! i'm not even really sure how to approach this question as i am not really sure what it means.
High levels of which neurohormone enhance the emotionality of an autobiographical memory?
A. adrenaline
B. GABA
C. dopamine
D. glutamate
Hello,
In VCAA exam 2017, I was a little puzzled about Question 18. The following question is:
Which of the following physiological responses may have been experienced by both Sam and Marcus when they first heard the shark alarm?
A. relaxed bladders and dilated pupils
B. stimulated digestion and relaxed bladders
C. decreased adrenaline levels and stimulated digestion
D. decreased muscle tension and increased perspiration
I learnt that when the body first experiences fear or stress, it first undergoes ‘Shock’. The body acts as if it were injured and blood pressure drops momentarily, and other factors of the parasympathetic system. However, the right answer (A) includes dilated pupils and relaxed bladder — both of which are part of the sympathetic nervous system.
I would like some help please, as your answer may clear up some misconceptions or any confusion I may have. Thanks!
Is hair colour subjective data or objective data. I thought it was objective but since it’s qualitative data does that mean it has to be subjective?
Does the placebo effect specifically eliminate or just minimise placebo effect? I thought it minimised as most extraneous variables can only be minimised (I.e counterbalancing can minimise but not completely eliminate order effect). But the answers said eliminates.I would use language like 'placebos control for the placebo effect' or 'placebos minimise the placebo effect'. You may lose marks if you use assurance through the use of words like 'eliminate'. Which answers said eliminate? You can say that use of a placebo helps remove/eliminate differences in expectations of participants, however when referring to it in terms of the placebo effect, use words such as minimise.
I’m new to psych at 3/4....and in year 12 yikes!
Hair colour can be objective data (99% will see jet black hair and say it's black, not much subjectivity here). Hair colour can however have some subjectivity to it (some may think it's light brown, others may say dark blonde). There is no requirement for qualitative data to be subjective, although it usually is due to its nature. You will not be likely to come across qualitative data that isn't subjective, simply because you cannot state an observation without being biased about it. I would come to the conclusion that hair colour can be subjective data.
EDIT: Im21074 bet me to it, still posting in case it helps!
Does the placebo effect specifically eliminate or just minimise placebo effect? I thought it minimised as most extraneous variables can only be minimised (I.e counterbalancing can minimise but not completely eliminate order effect). But the answers said eliminates.
I’m new to psych at 3/4....and in year 12 yikes!
Hey, I was wondering whether Emotion focused coping/problem focused coping is under the study design?It isn't explicitly stated, but it is implied under Lazarus and Folkman's Transactional Model of Stress. Many teachers probably didn't teach emotion/problem-focused coping strategies because it wasn't explicitly stated so assumed it wouldn't be tested. I don't think it was mentioned in the textbook either. My teacher briefly stated what they were and said you probably wouldn't need to know them, but I went out of my way to learn what they were and examples for each. It's better to be as prepared as you can for the exam. If I were you, I would learn them despite what the examiner said about it being removed. VCAA can change their minds whenever they want and they may as well include it again since everyone did bad on it until everyone does good on it. I can't remember which exam, but an exam from this study design had a multiple choice question on problem/emotion-focused coping. It won't hurt to learn it - it's a very small thing to remember and won't hinder your ability to remember all the other content.
I am doubting my teacher which I feel bad about, but he said that this year they were getting rid of it because the head of VCAA got pissed at how many students keep getting confused by them and decided to eradicate it all together. This information was given to us by another Psychology teacher, who is a VCAA examiner for psych.
I'm not sure how to make this research hypothesis more specific for the topic "Lack of attention causes forgetting."I always say that when thinking of operationalising, think of how. Attention - how are you measuring this? The amount of time the students' eyes are watching the teacher/board? Forgetting - how are you measuring this? The number of questions answered incorrectly on a 50 question mcq test? If we use the examples I have provided, the hypothesis would look something like this:
I've written:
It is hypothesised that students who do not pay attention in class will forget what they had learnt during class than people who do pay attention in class.
Also how would I write an operationalised hypothesis for the same topic?
Hi, with acculturation as a source of stress, both Edrolo and my teacher (because of Edrolo) have said that not only does it occur when changing cultures due to moving to an area where there is a significantly different cultural background to your own, it also can occur simply as a result of moving schools or workplaces, as that apparently can be a change of culture.
As the textbook doesn't mention this example of moving schools as an example of acculturative stress, I'm confused as to whether it constitutes in this case. Thanks!
Hi, with acculturation as a source of stress, both Edrolo and my teacher (because of Edrolo) have said that not only does it occur when changing cultures due to moving to an area where there is a significantly different cultural background to your own, it also can occur simply as a result of moving schools or workplaces, as that apparently can be a change of culture.
As the textbook doesn't mention this example of moving schools as an example of acculturative stress, I'm confused as to whether it constitutes in this case. Thanks!
Can someone please explain why both the somatic and sympathetic nervous system control unconscious movement? Like why isnt the spinal reflex parasympathetic? I know its because it is sensory stimuli and thats somatic BUT isnt the threat which activated fight or flight in sympathetic ns also technically stimuli of some sort? And if its visual (I.e watching tv) is that still somatic? Im so so confused!
Can someone please explain why both the somatic and sympathetic nervous system control unconscious movement? Like why isn’t the spinal reflex parasympathetic? I know it’s because it is sensory stimuli and that’s somatic BUT isn’t the threat which activated fight or flight in sympathetic ns also technically stimuli of some sort? And if it’s visual (I.e watching tv) is that still somatic? Im so so confused!Hello!
So neurotransmitters go to the receptor sites of the post synaptic neuron by the lock and key process. So my question is , where does the excitatory/inhibitory process start from, does it start at the lock and key process (the neurontransmitters make the decision to fire from one neuron to the other then) or does it start after it is attached to a receptor site and then decides whether to fire or not.
Mod Edit: removed the quote of the first post and added in the question posted on your profile
I’m looking at the answers for a question and it says “....the release of stress hormones leads to physiological changes that activate fight or flight system”
I thought the release of hormones activated the fight or flight system which is the physiological changes that enable an organism to either fight or flee?
Hey I just wanted some tips on how to tackle your first ever unit 3 sac. I have it next week so just some advice on how to tackle it. My teacher gave us last years sac to practice and I also did edrolo practice questions and marked them so that it refreshes my understanding of the content . And I’ll probably do cue cards of my notes that I already wrote. What else is key ?Hey!
Can someone help me with this question pleaseHey, just a heads up that my teachers have said that emotion-focused and problem-focused coping strategies aren't on the study design, so we don't have to know it for the exam. BUT, you may need to know this for your SACs if your teachers have said that they'll test this.
Scenario: Tobias and Elizabeth are both stressed out about an upcoming Psychology SAC. Tobias copes with his stress by staying up late studying his psychology notes for the week before the exam. Elizabeth copes with his stress by calling her best friend and chatting about how she is feeling. Have Tobias and elizabeth used either problem or emotion focused coping strategies and why are they likely to use these types of coping strategies?
So i just don't know what to write for the why part
Could someone tell me if a spinal reflex is considered to be under the somatic or autonomic nervous system? I originally thought autonomic but then had a teacher tell me it was somatic even though it was an involuntary unconscious response.
Thanks in advance :) :)
Could someone tell me if a spinal reflex is considered to be under the somatic or autonomic nervous system? I originally thought autonomic but then had a teacher tell me it was somatic even though it was an involuntary unconscious response.Yeah I agree with you and whys, I believe it's autonomic too - you should ask your teacher to clarify next time, maybe it was a misunderstanding or something.
Thanks in advance :) :)
Hi, how can I improve my responses to these questions?
Give an example of when you may respond to an external stimulus before you know that you have responded.
Formulate a definition for a reflex.
A reflex is an involuntary, unconscious and automatically occurring response to certain stimuli, without involvement of the brain. An example of when one may respond to an external stimulus before they know they have responded is the spinal reflex. In the spinal reflex, sensory receptors detect sensory stimuli and send a message along the afferent neuron to the spinal cord, where it synapses either directly to the efferent neuron, or through an interneuron to the effector muscle, causing a reflex. We only know we have responded after it has occurred due to the speed of the reflex being faster than the message being relayed to the brain via collaterals from the interneuron.
Hi there, sorry for not getting back to you! I think your responses to other questions were great, but I quoted this one because the example you have provided is not specific enough. When a question asks for an example, it requires a specific scenario, not just a description. You say spinal reflex, but don't mention the exact scenario. An answer with full marks would explicitly state a scenario, such as a person touching a very hot stove and immediately retracting their hand, which is the spinal reflex, and would feel pain later due to the message being sent to the brain taking longer than the entirety of the spinal reflex. Your explanations were thorough and accurately worded though, it just lacked a specific example to go with it! :D
Could someone tell me if a spinal reflex is considered to be under the somatic or autonomic nervous system? I originally thought autonomic but then had a teacher tell me it was somatic even though it was an involuntary unconscious response.
Thanks in advance :) :)
hey guys , about classical conditioning is this an accurate definition of what it is.
Classical Conditioning: A simple form of learning which occurs through repeated association of two different stimuli to produce a naturally occurring response.
i however feels that the last part (producing a naturally occurring response is wrong) cause a natural occurring response would be caused by a unconditioned/ neutral stimulus as the response is innate, but a conditioned stimulus will produce a conditioned response. so can someone please help me out with this please. Also since i said this does this mean if two different stimuli is being repeated, it does not produce a naturally occurring response right cause that only happens in a unconditioned/neutral stimulus.
hey just wanted to ask that in classical conditioning is their such thing as a conditioned emotional response like how they used in the little albert experiment
hey guys. For observational learning the 5 stages, for motivation and reinforcement a lot of sources say to join them up together and some say to separate them cause apparently most scenarios join them together, so what is the correct answer for this. should this be a separate process each or a together process.
hey guys i realised on the edrolo videos that for observational learning they also use social learning as another word for it. Do we have to be familiar with both words? Or do they only use observational learning in exam questions
Hi, for the question:
"Bob's hands feel cold through his ski gloves.
Which specific division of the Nervous System would be involved in this scenario?"
Would it be the somatic, or autonomic nervous system? My initial thought was autonomic as I thought it had to do with involuntary body functions but would it be the somatic as it relates to sensory function? And how would I "Explain the role that this division of the Nervous System would play." - would that just be the general definition or does it need to be specific to the question?
Hi,
what is the exact biological process of the role of adrenaline in the consolidation of emotionally arousing memories? Like what are the exact details required if you were to answer a question on this?
Thank you!
thank you! would you say adrenaline is released as a neurohormone into the bloodstream?Hello.
Hello.I believe that you are correct. Is this about the consolidation of emotionally arousing experiences?
Since adrenaline is released from the adrenal glands, it would just be released as a hormone since neurohormones are released from neurons (which is not the case here).
Please correct me if I'm wrong.
Hello.
Not Ionic Doc but since adrenaline is released from the adrenal glands, it would just be released as a hormone since neurohormones are released from neurons (which is not the case here).
Please correct me if I'm wrong.
that's interesting this link---> https://www.britannica.com/science/neurohormoneMy understanding is that a neurohormone is any hormone produced and released into the blood. My Psych textbook says "a chemical substance sent from neurons into the bloodstream". if it released from a neuron it a neurohormone if its produced by something that isn't a neuron like a cell its a hormone.
says that neurohormones can be released into the bloodstream. I know that hormones can be released into the bloodstream but still confused on neurohormones.
Hey i was just confused with this question: it was a multiple choice question from the nelson psychology unit 3&4 textbook
In classical conditioning, an organism develops an association between:
The conditioned stimulus (CS) and the unconditioned stimulus (UCS) was the correct answer. But i thought shouldn't it be the neutral stimulus and the conditioned stimulus cause we are turning the neutral stimulus into a conditioned stimulus.
How may individuals not be able to learn(demonstrate knowledge or skills) via observational learning?
Is the task being too complex the only way individuals may not be able to learn something via observational learning??
Is semantic memory necessary to know?I think so. It is an important part of dot point 17 which is about the brain regions involved in the storage of long term memories, and at my school, we learnt it in the Atkinson Shiffrin Model lesson. :)
Is semantic memory necessary to know?
For operant conditioning can punishment be called positive punishment.To add to what Evolio has said, you can say either punishment or positive punishment. VCAA have previously refered to positive punishment as both 'punishment' and 'positive punishment (while negative punishment is referred to as 'response cost' by the study design), so I would say either is correct.
eg: You stick your hand in a flame and you get a painful burn.
should i write positive punishment or punishment?
I have two questions that i need help answering.
1. Can someone compare and contrast daily pressures and life events please?
2. Describe, using lock and key model, how medication acting as a GABA agonist might allow someone to feel less stressed and anxious. (4 Marks)
Hi guys,
Is there a difference between observational learning and vicarious conditioning?
Hi guys
I'm a year 11 doing psych 3/4 and I did really well last year and to say I'm doing bad this year is an understatement. Iv been trying really hard but my SAC marks have been horrible. I got 72 for my first sac and then 55 for the second one. I'm really upset because I felt like I knew the content really well especially for the second sac so my marks are a huge letdown. I think the way I'm answering questions just isn't right. If anyone could please give me some tips it would b greatly appreciated. I also wanted to know if it was possible for me to get a study score of atleast 35 with my current sac marks?
Thanks
Try your absolute best in your remaining SAC's, you still got Unit 4 to make a comeback.
Ultimately your performance on the exam determines a majority of your study score so if you ace that you're setting yourself up for success.
Eg: I had an average of 84% last year for psych and some people I knew had an average of 80%, I did really average on the exam and got a score in the mid-'30s whereas the people who had lower averages actually did so good on the exam and got a score in the low 40's, so it's definitely possible to make a comeback!. (Our SAC's were sort of easy as well btw)
Also, get feedback with the teacher on areas to improve, it sounds like you are confident with the content but struggle with structuring precise answers.Impossible to tell from just purely your sac marks. what kind of cohort are you in?Our SACs are quite tough compared to those of other schools (me and friends from other schools compare our sac qs). The average for our cohort is usually 65+.
i got a 35 last year in psych and i had an 87% average for unit 3 and 95% for unit 4. but we had easy SACs.
Hey,I definently agree that the best way to study is by doing plenty of practice questions, going over any and all mistakes, and revising any content you have identified you might be a bit weak in.
I have a Psychology SAC soon - would you say the best way to study is to do practice questions and making sure I understand all of the content?
Is there a set formula to use when answering classical conditioning, operant conditioning and observational learning questions?
Also, I was told that the number of marks correlates to the number of points/sentences to make. But for example, if a question is worth 4 marks and the question is about the three-phase model of operant conditioning, where does the 4th mark go towards?
What are the 3 scientific research methodologies? My edrolo textbook has heaps (experiments, self reports, questionnaires, interviews, rating scales, observational studies, case studies, longitudinal studies, cross sectional studies)I'd say the main ones are independent groups, matched participants and repeated measures (perhaps also cross-sectional studies as a fourth). However, based on the dot point below found in the study design under Key Science Skills (pages 11-12), I'd suggest knowing the basics of the following:
determine appropriate type of investigation: experiments (including use of control and
experimental groups); case studies; observational studies; self-reports; questionnaires;
interviews; rating scales; access secondary data, including data sourced through
the internet that would otherwise be difficult to source as raw or primary data through
fieldwork, a laboratory or a classroom
Oh okay! Know I understand. Yeah this question is a bit annoying. Thanks!
I'd like to add what I think onto this too! There are two definitions, or explanations, of reconstruction.
1. method to retrieve information
2. as described by Loftus.
The first definition, which is referred to in the study design dot point above that you've pasted, involves breaking up the original task and rearranging the parts into sequence or order. For example, if I break apart a doll into its head, body, arms and legs, reconstruction would involve you putting the pieces back together to form what you think the doll originally looked like. This is what edrolo is referring to.
From my memory, there hasn't been any questions that have required you to have knowledge of the above definition (for VCAA), however as it is mentioned in the study design, it is good to know. I personally haven't learnt this in class, although my psych teacher is a literal god, so it probably means it's near irrelevant but it is good to know anyways. It's better to be safe than sorry on the exam.
The second definition is as described by Elizabeth Loftus, who did work into the reconstruction of memory, as you've probably already learnt. This is highlighted in this dot point in the study design:
"The reconstruction of memories as evidence for the fallibility of memory, with reference to Loftus’ research into the effect of leading questions on eye-witness testimonies."
So, as you can see, the study design refers to reconstruction in two different parts of the study design. VCAA loves to test students on Loftus' reconstruction. Reconstruction involves combining stored information with other available information to form what is believed to be a more coherent or accurate memory.
If you aren't sure which type of reconstruction to use to answer the question, I would almost always go for the second one because this is most commonly tested. However, it won't be difficult to discern which one to use. If the question references Loftus' research or refers to eyewitness testimony, reconstructive nature of memory, etc, then you'd use the second one. I have yet to come across a question that wants you to use the first definition of reconstruction.
This is what I think, and I hope it helps :)
Hi everyone. There seems to be a lot of confusion among students re; reconstruction. Reconstruction by nature is a theoretical construct involved in the process of recalling information. It is not the same as recall, therefore can not be assessed in terms of sensitivity unlike recall, recognition, relearning. Loftus idea of reconstruction was based on Bartlett's work, an alternative view of reconstruction is not in the textbook. If you look closely at last years exam, the MCQ was best epitomizing serial recall rather than reconstruction, hence confusion among students. Hope this helps.Not quite sure what you mean. Reconstruction does not fall under the same category that recall, recognition, and relearning does. Perhaps it is not in the textbook and is not required for 3/4 psych, but the word can also refer to a specific way of retrieving what has been learnt. In psych 3/4, you only need to know about reconstruction in terms of Loftus' research, not really the other definition. This is something I asked my teacher last year for further clarification.
Mark.
could someone pleas help me about what I should be writing in my discussion and conclusionThe specifics of what you will want to put in your discussion or conclusion will depend on the criteria your teacher provides, but as a general rule you should always start by stating your findings and relating them back to the aim and your hypothesis. Was the experiment successful - did you satisfy your aim? Was your hypothesis supported/refuted? You should also then talk about any errors/limitations with your experiment and explain how this errors/limitation might have come about, how they might have effected the data, and how one might fix this for future research. This might be all that you need to do (depending on the criteria for the task) but you might also have to compare your findings to findings from other similar experiments within the scientific literature and you might need to relate your findings to a broader context (i.e. what is the relevance of your data to society).
Hello everyone! :)Adrenaline and noradrenaline have very similar structures (but do differ slightly). They both do have different functions, but these differences aren't described by what you have said: both adrenaline and noreadrenaline can be released into the blood as a hormone, or across the synapse as a neurotransmitter. The actual differences between the molecules is not neccasary knowledge for VCE psych - for VCE you can reguard the molecules as essentially the same.
I was told by my teacher that adrenaline and noradrenaline contain the same chemical structure but they differ in terms of their functions. (Adrenaline behaves as a hormone when released from the terminals into blood capillaries and noradrenaline is a neurotransmitter released to neighbouring dendrites). Is this true?
Not quite sure what you mean. Reconstruction does not fall under the same category that recall, recognition, and relearning does. Perhaps it is not in the textbook and is not required for 3/4 psych, but the word can also refer to a specific way of retrieving what has been learnt. In psych 3/4, you only need to know about reconstruction in terms of Loftus' research, not really the other definition. This is something I asked my teacher last year for further clarification.
Hi, so we just did an experiment where the class was split into 2 groups and 1 group had 90 seconds to memorise a card sequence by repeating it, whilst the other had to using a story. Then we had to emulate it after putting the instructions away and the teacher recorded how many cards we got right in the order. I was just wondering what I could improve on with writing up the experiment or any examples of what you might write:
Aim - To investigate the effect of different types of rehearsal (elaborative and maintenance) on recall ability.
(Is this too general or do I need to make it more specific to the experiment?)
Independent Variable - whether the student was told to memorise the card sequence by repeating it over and over in their head (maintenance rehearsal) or using the story (elaborative rehearsal).
(Is this a bit wordy and is there a way to make it more concise?)
Dependent Variable - the number of cards that the student had correctly placed in the sequence specified.
Operationalised Hypothesis It is hypothesised that 12 Unit 3/4 Psychology students at _School_ who memorise the card sequence using the story will be more likely to remember the card sequence correctly, as measured by the number of correctly place the cards in the sequence specified, than the 12 Unit 3/4 Psychology students who memorise the card sequence by repeating it over and over in their head.
(Do I need to quantify 'more likely'. Eg. 70% more likely?)
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Sample and Population
Sample - 24 VCE Unit 3/4 Psychology students at _School_; ages 16 to 18.
Population - All (24) VCE Unit 3/4 Psychology students at _School_ ; ages 16 to 18.
(I know the population is what the researcher will seek to generalise the results, but is it the same as the sample if everyone was present for the experiment?)
Thanks Bri for your feedback!Hi!
If the sample is '50 VCE Units 3/4 Psychology students at _School_', could I say that the population is 'All VCE Units 3/4 Psychology students'?
Thanks Bri for your feedback!
If the sample is '50 VCE Units 3/4 Psychology students at _School_', could I say that the population is 'All VCE Units 3/4 Psychology students'?
Hi!
It's better to state the number of participants as doing so is specific. You can discuss sample size as a potential limitation more easily too :)
hey just wanted to ask do we need to know psychological construct, hypothetical construct for the state of consciousness chapter.You should be aware of the ide that consciousness is an example of a psychological construct, but you don't need to know the details of it.
hey just wanted to ask , is feeling excited a threat. for example if 2 kids are going kindergarten and one of them was crying and clinging towards the mother and the other child is really excited and ran to kindergarten showing great enthusiasm are both the kids sympathetic nervous system where dominant. Cause isn't sympathetic nervous system only activated when there is a threat only for the second one there is no threat so shouldn't its parasympathetic nervous system be dominant?
hey just wanted to ask , is feeling excited a threat. for example if 2 kids are going kindergarten and one of them was crying and clinging towards the mother and the other child is really excited and ran to kindergarten showing great enthusiasm are both the kids sympathetic nervous system where dominant. Cause isn't sympathetic nervous system only activated when there is a threat only for the second one there is no threat so shouldn't its parasympathetic nervous system be dominant?Hey amanaazim!
I don't do VCE Psychology, but I will try and help with your question. :)
whys thank you for always helping me appreciate it so much, but since you said the FFF response isn't activated in my mcq options it saysFFF is activated, you just can't tell which FFF response occurred from the scenario. In this case the answer would be C because the sympathetic nervous system caused the physiological changes in both children.
somatic ns
peripheral ns
sympathetic ns
parasympathethic ns
HELP HOW TO WRITE HYPOTHESIS/RESEARCH HYPOTHESIS???The second hypothesis looks more operationalised, whilst the first is general. In psych, note whether the question mentions an 'operationalised' hypothesis - this is where you precisely describe the IV and DV for the purpose of ensuring accurate replication of the experiment. If it just asks for research hypothesis, generally they will accept both the operationalised or general hypotheses.
So when we are talking about if x blah blah then y...
Is the y what we are measuring or what the experiment is proving overall??? I.e the role of aspirin in preventing an increase in dementia patients symptoms. This was measured through cognitive testing.
Hypothesis 1
It was hypothesised that those who take aspirin everyday will have slower progression of their symptoms than dementia patients who don’t
Hypothesis 2
It was hypothesised those who take aspirin everyday will score higher on their cognitive tests than dementia suffers who didn’t.
The answer was number one. But I think in bio sometimes they’ll take number two (what they are measuring.
P.S I know in bio you don’t put “it was hypothesised”
Hello,Glutamate promotes the growth and strengthening of synaptic connections between neurons within a neural pathway. The more often glutamate can excite an adjacent neuron, the more it contributes to LTP.
Which neurotransmitter is responsible for forming new memories and to transfer them to your long-term storage?
I said it was dopamine but then the teacher said it was norepinephrine. Doesn't norepinephrine relieve stress? Can someone please explain this?
The interaction of cholinergic and noradrenergic pathways has an important role in memory processes (Ayyagari et al., 1991). It is proposed that ACh released from cholinergic axon terminals sets the background, non-synaptic steady-state concentration of NA in the hippocampus via nAChRs. The hypothesis that hippocampal nicotinic receptors may contribute to memory functions was supported by the finding that chronic infusion of nicotine improved the working memory performance of rats in a radialarm maze task. This effect was blocked by the nicotinic antagonist, mecamylamine (Levin et al., 1997).
next year i will be in year 11 and am going to do Units 3&4 Psychology without Units 1&2. What stuff should i read up on before hand to catch up a little bit, and what kind of stuff is the most important to know??
Thank you so much for your reply, I really appreciate it!
1. See your explanation makes sense so I don't know why the term 'forwards' is being used for the sleep-wake cycle shift in adolescence. Surely the book isn't wrong?
2. Ohhhh that makes sense!
3. Does that mean that if we leave a place when it's daytime and we travel west, we'll arrive at the destination when it's still daytime so it's almost like we froze time and so our sleep-wake cycle isn't too affected whereas the change from day to night would be more abrupt travelling east so has greater effects? Sorry, I still don't fully understand this.
4. That makes sense and that's the explanation the book gives but I think the book is implying that the shift itself is longer so I don't get how those two relate?
Hi everyone,Hello.
I'm currently in Year 9, going to study Year 10 Unit 1&2 Psychology next year and was wondering if there was any advice that people who have recently done Psych can enlighten me with. I plan to spend my school holidays at the end of the year focusing on going over the curriculum and starting my notes. Also is there a specific practice exam site that someone found the most helpful in regards to their exams?
Hello.
1. Yeah, the sleep-wake cycle should be pushed backwards, rather than forwards. Due to the delayed release of melatonin, the adolescent would feel more sleepier later, and thus sleep later, and wake up later. This means that the sleep-wake cycle is delayed as their falling asleep and waking up times are shifted later. Basically, with bright light therapy, you would want to expose the individual to light (from the light box) earlier in the day, such as in the early morning, so that they are more likely to feel sleepier earlier. This is because they have been awake for longer (I'm not 100% sure on this point), and so their sleep-wake cycle would be shifted forward (or advanced), making them sleep earlier.
Hello!Hi, thank you for your insightful explanation but the point of confusion was why the sleep-wake cycle shift in adolescence is being described as a "shift of the sleep-wake cycle forward"
I'd like to add on to what Evolio has written about the shifting of the circadian rhythm upon correction by the use of bright light therapy. Since people with an advanced sleep phase disorder are more likely to fall asleep later and wake up later due to the delayed release of melatonin, the presentation of bright light therapy early in the morning helps to 'shift the phase forward' because a rhythm cannot be reversed. If you imagine the circadian rhythm as a day (essentially the sleep-wake cycle), you will know that it goes for about 24 hours. So essentially, their 'day' is moved ahead so the person will fall asleep earlier.
People experiencing delayed sleep phase disorders are more likely to fall asleep earlier and wake up earlier. Now, this may seem contradictory to what I have written above but the use of bright light therapy at night aims to move backwards their circadian rhythm to extend the time they will fall asleep. Their rhythm is 'shifted backwards' so the time they will fall asleep is later, which is making it go 'backwards', rather than moving it ahead, like for those who are falling asleep later and waking up later.
I try to picture it like a clock and you want to wind ahead the time for those who sleep earlier and wake earlier so their day will start later as opposed to starting earlier (slowing the day and moving it backwards). For those who sleep later and wake up later, you wind back the hands of the clock face so when they wake up early, their day will start earlier instead of later (advancing the day). Regardless, you still start at one point and move from there so that's why you can't really go 'backwards' during a day when correcting for an advanced sleep phase disorder.
Please let me know if my explanation doesn't make sense! This is my logic as to approaching the contradictory nature of bright light therapy when used to shift the phase forwards or backwards.
-Mary
I’ve always thought when a placebo is used you don’t tell the participants till debriefing......but before do you tell them THERES one being used and then debriefing is telling them which group they were in? I’m asking because in the mental health section of VCAA exam question the possible answers to “how would researcher satisfy ethical considerations resulting from use of placebo” one of the accepted answers isThis is correct - it is ethical research conduct to inform participants that they may be allocated to either a placebo or treatment group - although the participants are not told who receives the placebo. It is in debriefing where researchers would tell participants whether they received a placebo or treatment.
Participants prior to giving consent are informed they may be allocation t placebo condition and will not know.
Is memory bias and catastrophic thinking part of the Biopsychosocial framework? I didn’t think so but I got a question telling me to “refer to the cognitive aspects of the biopsychosocial framework to explain how Elaines phobia is being perpetuated”Hey.
Hey.
Yes, they are. Memory bias and catastrophic thinking come under cognitive bias which is the psychological factor contributing to the development of a specific phobia. The cognitive aspects are referring to cognitive bias. So, here you may talk about memory bias and catastrophic thinking.
I thought the biopsychosocial framework were just factors which contribute to development mental health not a specific phobia?Yeah it does, but we need to know it in relation to specific phobia, which is specifically mentioned in the study design as mentioned below (referencing biological, social and psychological factors):
Is flashbulb memory in the course? Unit 3/4 ive come across it in a NEAP exam and I’ve never heard of it.
A flashbulb memory is basically a type of explicit episodic memory - a vivid and highly detailed memory of the circumstances in which someone first learns of a very surprising, significant or emotionally arousing event.
If you have a textbook other than Jacaranda, does it appear in your textbook?
Someone correct me if I'm wrong, but I think this concept was part of the old study design.
I've just had a look and flashbulb memories are touched on quite briefly in the textbook I have (Jacaranda). They come under the brain regions involved in the storage of long-term memories, specifically under the role of the amygdala, but I haven't seen the concept anywhere besides the textbook, the NEAP exam you're referring to and the 2007 VCAA Exam 2. It is probably worth knowing just in case it pops up on the exam.
no for nelson psychology unit 3/4 flashbulb memory does not come up
If you have a textbook other than Jacaranda, does it appear in your textbook?
hey so basically i am a bit confused on the Lazarus and Folkman model
Stella is 17 years old and undertaking VCE. Stella is feeling overwhelmed by what year 12 involves and has had difficulty sleeping during the school term. Her friend Audrey, however is enjoying Year 12 and is finding the SAC's challenging but manageable.
Is it wrong to say that adreneline activates the amygdala? I’ve tried googling it but the NEAP 2018 exam says adreneline activates release of noraadreneline into the bloodstream which activates the amygdala?Yes this is a very unclear concept to be fair I am not sure how strict VCCA is
By VCE standards which is correct?
Hi scientificllama.
Well, declaritive memory is referring to explicit memory but declaritive memory is more a descriptive term to describe explicit memory. I would say they are separate terms. So, these terms shouldn't be used interchangeably. However, you should use the term explicit memory in your responses to questions rather than 'declaritive memory' as 'declaritive memory' means information from long-term memory that can be stated while 'explicit' memory is actually referring to memories that require conscious awareness when being recalled.
EDIT: Chocolatepistachio beat me to it but I'll just leave this here.
Something in exam just way confused me:Reliability: extent to which results is obtained from a research study are consistent, dependable and stable
I always thought validity was referring to whether the experiment was testing what it was supposed to be testing (the effect on IV of DV). But then the solutions of NEAP exam said it’s actually testing whether the tools work?
so in psych revision class at school when we did classical conditioning our teacher said that we must put before, during and after conditioning in our responses for classical conditioning as it is explicitly stated in the study design. So with any scenario eg the marks is out of 5 and the answer key does not say to put it in before, during and after conditioning as there suggested response , should i still do it because it is on the study design?As a safe bet, you should do it!
Questions on Memory:Made some edits :)
cerebral cortex- stores implicit and explicit memories (predominantly explicit memories)
hippocampus - consolidates/ encodes explicit memories
amygdala- consolidates emotionally arousing memories and adds the emotional component to memories + stores classicaly conditoned fear
cerebellum - consolidates/encodes/createsimplicitprocedural memories
Are there any other practice exams that maybe could be shared?Hey Alannah!
are memories an exact replica of the world , like for example in sensory memory does iconic and echoic memory carry an exact replica of the stimuli that is stored in them. And also like for sensory memory would the information/stimuli be stored in sensory memory and then be paid attention too?Your first question is a hard one to answer - I don't think that its something you'll need to talk about in the exam. In terms of sensory memory storing exact replicas of the actual sensory information - I don't think you can quite say this is true - after all you are essentially converting - in the case of a sound - vibrations of the air into something can be stored in the structure of the brain. As such, a consequence on this conversion and processing means I would say its probably inappropriate to say that the sensory memory is a replica of the actual stimuli. I would say that sensory memory is more accurate than other types of memory though as it isn't affected by the same expectations and biases that other memories might be.
I was wondering how to go about questions where the sensory information is visual? Like usually if I’m describing someone touching something hot and including nervous systems I mention the after end neurons in the sensory division of the somatic nervous system in the peripheral nervous system carry this info from receptor sites.Photoreceptors = absorbs light, gives us colour and night vision
If it’s visual stimuli It sounds stupid to go “receptor site on the eyes”. Is that even a thing?
so we were taught the antecedent in operant conditioning in regards to phobia is always the [fear of (stimulus)] but i've marked a prac exam of mine and the answer was [phobic stimulus], what would you put in an exam?Phobic stimulus is more specific (specify what the phobic stimulus is e.g. spiders)
Phobic stimulus is more specific (specify what the phobic stimulus is e.g. spiders)
yes but for example if someone has a fear of birds, would the antecedent be [Fear of birds] or like [Interaction with bird]The antecedent is the stimuli/situation that occurs before the behavior (prompts the behavior) as part of the three-phase model (antecedent, behaviour, consequence) of operant conditioning. As such, you would only talk about antecedents in the context of a phobia when talking about the perpetuation of a phobia via the process of operant conditioning and in this case the antecedent would be the same as phobic stimulus. When talking about a phobia more generally, its best to call the stimulus prompting the phobic response the phobic stimulus.
thanks!!
Hi everyone.Definitely a more challenging question, but the sample size wasn't what would lead you to the correct answer, it is the data collection method.
I'm a bit confused by multiple-choice question 50 in the 2019 exam. I picked C but the answer was A. Why would a small sample size be better in this case? Isn't a large sample size better to use for increased reliability of results and such?
Thank you!
In cross sectional studies, is age the IV?If that is the variable of interest, yes. The variable in cross-sectional studies doesn't have to be age. It can be things like attitudes, occupation, cultural background, location, etc.
hey so i have some questions i want clarifying when i was doing the QATS 2020 Psychology exam my teacher gave me.MCQ 1 is negative punishment (response cost)
MCQ 1 . An AFL Player has received a three week ban from playing matches from the tribunal after inflicting 'dangerous contact' towards another player. This player has been conditioned through
options were
a) vicarious punishment
b) positive punishment (i chose this answer but it was wrong)
c) negative punishment ( correct answer)
d) positive reinforcement
So i dont understand why c would be the correct option as first of all there is no such thing as negative punishment and if that meant it was another term for response cost , i dont understand how it would be response cost. is it because your banning someone from playing the match . That makes sense but if i were to make it a punishment question how could i have done that ?
MCQ 2. which of the following is NOT associated with rem sleep
a) accelerated respiration rate
b) lower limbic system activity (correct answer)
c) muscle relaxation (my answer)
d) dreaming
i dont understand how is it option b , need explanation. and doesnt muscles relax in NREM as that is its job to relax the body and its muscles organs and glands
MCQ 3. A very short period of drowsiness or sleeping that occurs while the person is awake is likely to occur
a) the day after sleep loss (my answer)
b) during REM Sleep
c) After three or four sleepless days (correct answer)
d) During NREM Sleep
Wont you still be drowsy and sleepy after one day of total sleep deprivation so why isn't option a the answer and c is ?
Hi could someone explain the SAM pathway and HPA axis? As in what is the order of each because I've been seeing different variations. Thanks :)
Hi could someone explain the SAM pathway and HPA axis? As in what is the order of each because I've been seeing different variations. Thanks :)
Hey there, I'm a bit confused with reconstruction as a method of retrieval. Is it different from the reconstructive nature of memory according to Loftus' research? If so, how? I don't understand how it applies to question 19 from the 2019 exam and other scenarios where you have to rearrange a pattern.
Another question: what exactly is the link between the amygdala and adrenaline during the consolidation of emotional memories? I'm confused between the role of adrenaline and noradrenaline in this process. And does the amygdala actually consolidate the memories or does it assist the hippocampus in doing this?
The 2019 Q19 was a highly disputed question amongst vcaa examiners, they justified that it was because that rearranging of the photographs are in a way "reconstructing" Bruce's memory to repoduce the photographs to form a coherent sequence of the photgraphs which relates to the reconstuctive nature of memory that was found by Loftus' research. I was also confused by this question as many textbooks have discreptancies to the phenomenon of "reconstruction"
The role of adrenaline is to enhances the consolidation of emotional arousing experiences into LTM. During the flight-fright-freeze response, the sympathetic nervous system is predominatly activated, the emotional arousal causes adrenaline released from adrenal glands and induces the release of noradrenaline in the amygdala. which stimulates the action of the amygala to form the emotional memory and signals the hippocampus that the event is significant to be consolidated into long term, explicit memory. In other words, the amygala is responsible for the formation of emotional memories which is consolidated by the hippocampus. I hope that helps :)
yes but for example if someone has a fear of birds, would the antecedent be [Fear of birds] or like [Interaction with bird]
thanks!!
In terms of the sympathetic nervous system and the fight-flight-freeze response, some exams state that the sympathetic nervous system activates the fight-flight-freeze response whilst others state that the fight-flight freeze response activates the sympathetic nervous system.
Although this is a small detail, it has really stumped me. Would you know which is correct?
The fight-flight response (the freeze response is actually activated by the parasympathetic nervous system when the body goes into shock - think first stage of the GAS model) - which can also be referred to as the stress response - is a set of physiological reactions to stress. It involves responses such as increased heart and breathing rate, dilated pupils, and a decrease in non-essential bodily functions such as digestion. These are responses that occur once the sympathetic nervous system activates the release of adrenaline in response to a stressor (I posted an answer about the SAM system a page ago which goes more into detail about the specific way this is activated), and thus means that the sympathetic nervous system facilitates the activation of the fight-flight response. I hope this is somewhat helpful!
a question can we write outside the grey line as in the grey border which is on the other side of the do not write in this areaNo, the borders signify the end of the page, so what you write outside that will not be scanned. :)
how should we address reconstruction questions (not loftus)? I'm really confused by VCAA's defintionHey MoonChild1234,
In terms of the sympathetic nervous system and the fight-flight-freeze response, some exams state that the sympathetic nervous system activates the fight-flight-freeze response whilst others state that the fight-flight freeze response activates the sympathetic nervous system.I believe the sympathetic nervous system activates the fight-flight-freeze response :)
Although this is a small detail, it has really stumped me. Would you know which is correct?
Just to clarify, the spinal reflex response is actually initiated by the SOMATIC nervous system.The spinal reflex is initiated by the spinal cord in the central nervous system.
Is this right?
Weird question, can we use the and symbol (&) in an exam? Can we also use abbreviations such as UCS, UCR, etc.?"Commonly used acronyms relating to classical conditioning were allowed."- 2019 examiner report
Are protective factors still technically in the study design?"resilience as a positive adaption to adversity including the relative influence of protective factors with reference
If hippocampus is damaged, since they are responsible for retrieving memories from cerebral cortex doesn’t that mean person can’t remember anything then? How come Alzheimer’s only has trouble forming?
Hey guys can someone please help me clarify the following?PLEASE REMEMBER THIS
- with question 6 on the 2013 exam, why does it state that sleep deprivation affects simple tests (divided attention) more that complex tasks (selective attention) - isn’t it harder to focus on a complex task when you’re sleep deprived whereas automatic process are innate? And are simple tasks also more affected that complex tasks in an altered state of consciousness
- how can we tell if a person has interpreted a stressor as being benign-positive or as a challenge?There should be some sort of positive aspect, or ability to overcome the stressor in the scenario
PLEASE REMEMBER THISThank you for your reply! Would you say that we cannot divide our attention when sleep deprived because it is more effortful? And can we also not divide our attention in an altered state of consciousness?
When we are sleep deprived WE CANNOT DIVIDE OUR ATTENTION
Therefore when we are sleep deprived, we perform better at complex tasks because it requires our focused attention, whereas a simple task requires divided attention which when we are sleep deprived we are less capable of doing.
So remember sleep deprivation = unable to divide our attention = poorer performance on simple tasks
- how can we tell if a person has interpreted a stressor as being benign-positive or as a challenge?It can be a "challenge" if the person sees the situation as stressful or demanding but a person is positive about it. It can be "benign-positive" if it's overall a positive experience rather than something stressful.
- how do we explain CBT in detail and is there any difference between its use as an intervention for phobias and as a protective factor?CBT aims to change irrational and distorted thinking into more realistic and positive ones. Irrational thinking leads to impaired reasoning and judgements which ultimately influences dysfunctional behaviour. There is also a behavioural component which uses systematic desensitisation (I think) and principles of breathing retraining for phobia.
- how do we explain how LTP and the role of stress response contribute to phobia?Role of the stress response: an overactive or easily triggered fight/flight response contribute to the development of phobia as the brain immediately perceives danger when exposed to the phobic stimulus triggering the fight/flight response even if the individual is not in imminent danger. You can also link this to the amygdala and how adrenaline from stress response strengthens the consolidation of the memory which perpetuates the phobia.
- how exactly are specific environmental triggers contributing factors to developing phobias? Is it just that a traumatic experience can cause a phobia to develop?1. individual personally experiences a traumatic experience.
It can be a "challenge" if the person sees the situation as stressful or demanding but a person is positive about it. It can be "benign-positive" if it's overall a positive experience rather than something stressful.You are a legend! Thank you so much for taking the time to explain that!
You will know with the wording of the question or scenario. For example, heading into exam period is a stressful scenario but an individual could appraise it as "challenge." In this scenario, it would be unlikely that the person would interpret it as an overall positive scenario such as with "benign-positive."
CBT aims to change irrational and distorted thinking into more realistic and positive ones. Irrational thinking leads to impaired reasoning and judgements which ultimately influences dysfunctional behaviour. There is also a behavioural component which uses systematic desensitisation (I think) and principles of breathing retraining for phobia.
There's not much difference between using it as intervention or protective factor in terms of targeting faulty cognition to change their subsequent behaviour.
Role of the stress response: an overactive or easily triggered fight/flight response contribute to the development of phobia as the brain immediately perceives danger when exposed to the phobic stimulus triggering the fight/flight response even if the individual is not in imminent danger. You can also link this to the amygdala and how adrenaline from stress response strengthens the consolidation of the memory which perpetuates the phobia.
LTP: LTP strengthens neural connections that form associations between the phobic stimulus and the unconditioned stimulus (a bad or unpleasant experience). As a result, the phobic stimulus is strongly associated with fear and danger which triggers the stress response.
1. individual personally experiences a traumatic experience.
2. observing someone else experiences a traumatic experience. This can be watching someone get viciously attacked by a dog or even learning vicariously through a parent. If a child sees that a parent has a phobia to something, they are more likely to develop it as well.
3. stigma (though perpetuates phobia rather than triggers its development)
Hope that helped a little :)
If I write an acronym (eg. long-term potentiation (LTP)) in Question 2a, can I still use LTP in Question 2b or do I need to write the full word again?
Hi guys,There is definitely some overlap. However, remember that a life event must cause the person experiencing the stress to adapt within a relatively short period of time (i.e. change one or more parts of their lifestyle). Major stressors such as experiencing assault would of course result in trauma and impact one’s life, but wouldn’t change a person’s lifestyle in a way that would fit under ‘life event’ and makes more sense to be put under ‘major stressor’. I think you may be overthinking this a little - just think about if the event would change someone’s lifestyle, such as having a baby or moving into a new house. Major stressors will still impact one’s life in some way or other, but that doesn’t necessarily mean it would also fall under life event.
Was just wondering if all major stressors were life events considering that they cause mental trauma that cause significant change in a persons life and force readjustment in a person or if there was a situation where a major stressor isn't a life event. Thanks
In reference to the transactional model of stress and coping, when would the primary appraisal be characterized as benign-positive?
does exercise count as an avoidance strategy?also, is this a life event or major stress for both him and his mother?? send help!
eg.
... "frank tried to keep his mind off these thoughts by spending a lot of time playing football with his friend jess"
if there was a question about what coping strategy frank used would you say avoidance or exercise?? and how would you justify it? (frank is trying to avoid his mothers parkinson's diagnosis)
Hi guys just have a question about operant conditioning:
Hi Harry!
I remember being confused by this question too - it is rather ambiguous and overly general. In this case, the antecedent is the presence of the red sweat band in the environment. I find that it helps sometimes to actually work backwards from the ABC model to determine the specific antecedent. For example:
Consequence - positive reinforcement, in the form of Arup winning the race. This reinforcement is what leads Arup to learn to continue to wear the red sweat band (as there is a direct link between the behaviour and the consequence).
Behaviour - the behaviour must thus become Arup putting on the red sweat band.
So the antecedent is what must exist in the environment for Arup to put on the red sweat band - this is the existence of the red sweat band (or the presence of the sweat band in the environment). There is a little bit of confusion here (I originally said the antecedent might be the competition as well) - but if we think of the consequence and behaviour as a direct result of the antecedent with no other factors it helps to see what it may be. So you are definitely on the right track, but rather than it being a state where someone must exist to complete a behaviour, it is the thing (object, situation, event) which must exist in order for the behaviour to occur. It can be seen that without the presence of the red sweat band in the environment, it would be impossible for Arup to act on it to perform the behaviour.
It's actually quite difficult and you had a great question. Sorry for the lengthy response, but I hope this clarified things for you!
Hi Harry!Thanks Vehura! That cleared a lot of things up
I remember being confused by this question too - it is rather ambiguous and overly general. In this case, the antecedent is the presence of the red sweat band in the environment. I find that it helps sometimes to actually work backwards from the ABC model to determine the specific antecedent. For example:
Consequence - positive reinforcement, in the form of Arup winning the race. This reinforcement is what leads Arup to learn to continue to wear the red sweat band (as there is a direct link between the behaviour and the consequence).
Behaviour - the behaviour must thus become Arup putting on the red sweat band.
So the antecedent is what must exist in the environment for Arup to put on the red sweat band - this is the existence of the red sweat band (or the presence of the sweat band in the environment). There is a little bit of confusion here (I originally said the antecedent might be the competition as well) - but if we think of the consequence and behaviour as a direct result of the antecedent with no other factors it helps to see what it may be. So you are definitely on the right track, but rather than it being a state where someone must exist to complete a behaviour, it is the thing (object, situation, event) which must exist in order for the behaviour to occur. It can be seen that without the presence of the red sweat band in the environment, it would be impossible for Arup to act on it to perform the behaviour.
It's actually quite difficult and you had a great question. Sorry for the lengthy response, but I hope this clarified things for you!
So in other words, the antecedent would be the initial stimulus?
Hey guys I just wanted to ask about (for anyone whos done the jacaranda book) how useful the learning activities on the textbook are compared to other things like practice sacs/checkpoint questions. I personally think they're really vague and I'm leaning to spending more time doing exam style questions but I just wanted some opinions on whether it was actually not that useful or there were some aspects of doing the learning activities that made them worth it.The learning activities were our homework (aka we were forced to do them by our teacher). The only benefit of doing them is the constant revision you get everyday. Frankly, I wouldn't bother in year 12, simply because I wouldn't have had the time. I was in year 11 when I did psych 3/4, so I was able to dedicate a substantial part of my day to psych revision. Practice SACs and checkpoints are much better because they are VCAA-style questions, whereas the learning activities are designed to consolidate your knowledge and test your thinking. In my opinion, the learning activities are only worth it if you have the time to do so, and time that could not have been better spent doing something else.
Thanks!
Hi all!This is what I personally think and I'm just a year 12 psych student too so don't take my answers too seriously!!!
I am working on research method homework and there were some questions that I could not answer (I am not a native English speaker and sometimes it is harder for me to understand what the questions are asking).
If you could help me with the following questions, that would be awesome!
Procedure:
Students in our Year 11 Psychology class participated in a practical activity comparing the relative sensitivity of recall and recognition.
Students were randomly allocated to one of two groups. These groups were called Group A and Group B.
Both Group A and Group B received the same list of 20 words to memorise. Participants were given 3 minutes to learn the list of words.
After 3 minutes, Group A were asked to recall as many words as they could by writing the words down on a sheet of paper (refer to Group A instructions and word list at end of this document).
After 3 minutes, Group B were asked to recognise as many words as they could. This was done by giving participants in Group B a list of 40 words with the original 20 words mixed within the list of 40. Participants in Group B were asked to circle, underline or highlight as many of the original list of 20 words they recognised on the second list (refer to Group B instructions and word lists at end of this document).
The results were then collated.
Note: This investigation was completed in class. The word lists were distributed face-up. It is possible that students who received the word lists first may have inadvertently had a bit more time (than the timed 3 minutes) to learn the list of words.
Questions I could not answer:
1. Identify the chosen sampling technique (convenience, random or stratified). Are there any potential problems that could arise as a result of this sampling technique?
I personally think it is convenience or random but I am not sure which one is the correct one.
2. Consider all ethical guidelines and principles. List any relevant ethical considerations below and state how they could be adhered to. You should address all ethical guidelines, including:
• Confidentiality
• Voluntary Participation
• Informed Consent
• Withdrawal Rights
• Deception
• Debriefing
I am having difficulty with understanding the question is asking. How would answer this question?
3. Can your results be generalised to the population of interest? Explain your response. (result is attached below↓)
4. If the IV is 'Methods of retention' and the DV is 'Memory', what would the operationalised IV &DV be?
Hey guys :)
I was just wondering why the interventions in option D aren't also considered to help Eleanor with her Phobia?
Both option C and D appear correct to me.
https://gyazo.com/546d299a14fc8a0a2ed463e0865d8594
Many thanks,
Corey
The question said 'the most appropriate' so although D is not necessarily a wrong answer, C was more specific to Elenor's case especially 'learning about mental illness is quite vague so C is more superior of an approach compared to D
Hope that helps
Hey does anyone have advice on how long to spend on extended response questions for the 3&4 exam? i know it varies depending on whether u start front to back or back to front on the exam pages but I'm scared I'm spending too long. thanksThe exam has 120 marks, and runs for 150 mins writing time.
Hey guys! Does anyone know the answer to this:
What are two key findings about brain function from the split-brain experiments?
Many thanks,
hi guys! When spinal reflex occurs, how does the body recognise if the stimuli is a threat? thanks in advance! :D
Didn’t do VCE psych but in uni neurobio/anatomy, we learn that nociceptors are specialised neurons that detect potentially harmful stimuli, so whenever they’re activated, the body automatically assumes that the stimulus is bad
can someone explain to me how standardised procedures help to eliminate extraneous variables pls :)
Hi there!
i was wondering what is an example of spinal reflex.
Thanks for the help :)
Hi everyone :)
I have my psychology sac soon and i was wondering if anyone can please explain this key skills: use the lock and key process to explain the excitatory and inhibitory effects that glutamate and GABA have on the nervous system.
Thanks sm!
i did psych last year so i'll give this a go! basically, the lock and key model is an analogy used to describe neural transmission, and the process can be described as this:
In neural transmission, vesicles in the axon terminals of the pre-synaptic neuron release neurotransmitters into the synaptic gap/cleft. These neurotransmitters act as 'keys' which can only bind to specifically shaped, complementary receptors on the dendrites of the post-synaptic neuron, also known as 'locks.'
now regarding GABA and glutamate:
When the neurotransmitter glutamate binds to these receptors or 'locks', it has an excitatory effect, causing the post-synaptic to fire, thus stimulating a neural response. Conversely, when the neurotransmitter GABA binds to the receptors, it has an inhibitory effect, preventing the post-synpatic neuron from firing and thus inhibiting a neural response.
hopefully this helps!!
hi all! would war be considered a major stressor or a catastrophe? thanks :D
Hi everyone. I have a Practical SAC upcoming and I had a question regarding it. The prac is on which retrieval method is better: free recall or recognition. The experiment found recognition to be more effective in retrieving memory but was the memory extracted from the Long term memory or was it a sensory memory that stayed in the short term memory and never got encoded to go to LTM. I'm not sure how to look at it as in it the experiment, the participants were only given 1-2 minutes to encode the information, which shouldn't be enough time for the memory to be formed as a LTM.
It would help heaps if anyone could answer this. Thanks!