ATAR Notes: Forum
Archived Discussion => 2009 => End-of-year exams => Exam Discussion => Victoria => Psychology => Topic started by: Glockmeister on November 05, 2009, 01:50:15 pm
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NOTE: Feel free to criticise an answer, I have rushed the questions
Multiple Choice Questions
Memory
1. D
2. A
3. D
4. B
5. D
6. B
7. C
8. D
9. C
10. A
11. B (see the discussion here)
12. A
13. D
14. D
15. D
16. A
17. C
18. A
19. A
20. B
21. A
22. A
Learning
23. C (at least for VCE anyway)
24. B
25. A
26. D
27. A
28. B
29. C
30. B
31. A
32. D
33. C
34. A
35. B
36. A
37. A
38. C
39. A
40. A
41. C
42. D
43. A
44. A
EDIT: Thanks for the corrections guys
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Memory SAQ
1a) Anterograde Amnesia
b) Procedural Memory
2a) In semantic network theory, information is stored within interconnecting nodes. These nodes contain concepts where are connected to each other by how closely they are associated with each other by meaning.
b) A region of the network is examined for the links between each concept. These links are traced until the target concept is reached,.
c) How close the association is from one node to another.
3) Method of Loci uses a series of well-known locations to act as a 'peg' for words that need to be remembered in order. For example, Waleed could associate for example the sequence of locations on the way to school with the words he needs to remember (e.g. chocolate - bedroom, hair- bathroom, elephant - bus stops, beach - bus, fingers - school), which he would need to make a memorable association between the location and the word to be remember. When he need to recall the words, he can mentally go through the same sequence of locations, which should help him remember the words in order.
4) Group 2. This is because the procedure in Group 1 is a form of maintenance rehearsal whereas Group 2 is a form of elaborative rehearsal. Elaborative rehearsal techniques allows for more of the words to enter the LTM
5a) Repression is an unconscious, motivated forgetting of an event, often because the event is too traumatic for it to cope
b) Repression is unconscious forgetting where as Suppression is conscious
c) Motivated
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Learning SAQ
6) Look, there's loads of ethical problems in this experiments. See here for a nice list of them.
http://vcenotes.com/forum/index.php/topic,6713.msg86809.html#msg86809
7a) One-trial
b) 1. Unlike classical conditioning, which requires multiple trials before gaining the association between the CS and the CR, one-trial learning only needs one trial before an association is built
2. One-trial Learning is remarkably resistant to extinction, unlike Classical Conditioning where extinction will occur if their is no repeated trials or assocations beteen the CS and CR.
c) CS Seeing the grapes
CR Nauseous feeling
UCR Nausea
8a) Give a reward to Max every time he is able to sit and stay on the seat for half a hour. or/ you punish him every time he moves from his seat.
b) By giving him an reward, you are positively reinforcing the behaviour that is desired (sitting on the chair), thereby increasing the chances that he will stay on his seat for half an hour. or/ By punishing him, for example, giving a painful stimulus, he may end up seeing moving away from the chair and interrupting the sessions as an undesirable thing and thus would more like stay on his chair.
9a) Because Spanish and Italian are similar language, there is a positive transfer of learning, making learning Italian easier.
b) Learning how to play saxophone may make it harder to learn the clarinet later on as the keys and embouchure are different. This is an example of how a particular learning set (playing saxophone) will make it harder to learn a new instrument.
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Research Methods SAQ
10) It is hypothesised that Grade 4 children in Victoria who undergo the literacy programme for 30 minutes each day for four weeks will more likely to see a higher result in Literacy Test B compared to Grade 4 children who watch cartoons of their choice for the equivalent period.
Notice the elements here of a operationalised hypothesis
- The Independent Variable
- Dependent Variable
- A prediction
- Population
If you missed any of those, you will lose marks.
11) IV = Programme that was watched by the Grade 4 children
DV = Results from Literacy Test B
12) Random Allocation is the process of putting participants into experimental or control groups in a unbiased way. As a computer program was used to place students into either experimental or control groups, it could be said to be a random allocation.
13a) Matched Pairs Design. This is because students were placed into pairs based on their similarity of results and gender and then split in half such that one member of the pair was allocated to the experimental group whilst the other pair was allocated to the control group
b) Repeated Measures Design. This has the disadvantage of order effects, for example if you were to watch the cartoon first and then the literacy programme, it may affect the results in that the students may get bored of the literary programme after watching some cartoons.
or/
Independents Groups Design. The main disadvantage is that individual differences between the students may affect the results of the experiment. For example,
students in the experimental group may have better natural ability in reading compared to the control group.
14) A level of significance of 0.05 indicates that, assuming the null hypothesis is true, that the results obtained represents an extreme and unlikely 5% value to be obtained
15) No
16) Maturation. There is a potential over the four weeks of the programme that students may have improved their reading naturally without any intervention.
(There's many other types of things that could influence the experiment. You just have to justify it.
17) No, as the sample was not chosen randomly
18) 1. Outline the purposes of the experiment, what things were done and why
2. Give contact details to the parents if they want/need to talk to the researchers.
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2 is A
11 is B
12 is A
23 is C
44 is A
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I had 2A 12A 23C 42A 43B 44A the rest were the same as yours
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yep; 2 is A
11 is B
12 is A
23 is C
44 is A
all the rest is fine
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Totally is my birthday today haha. :)
So I think I only got about 2 wrong all up on multi choice according to this. :) And the changes from other people. :)
Good thing too, made my day :)
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hey for question 17 did it say if a generalisation could be made based on the sampling procedure?
... and on that topic, was the sample chosen through random sampling or not?
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yes it did it was on sampling procedure.. and no it could not be generealised,sample isnt random
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hey for question 17 did it say if a generalisation could be made based on the sampling procedure?
... and on that topic, was the sample chosen through random sampling or not?
It was based on participant selection, but it was not random sampling. Let me fix that in the answer.
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It couldnt be generalised because the sample used was not in proportion to the population. In other words the sample didnt represent the popultion, based on sex and race etc
Couldve been argued that the sample size was also to small to generalise it to the whole of victorian grade 4 students :)
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thanks for this.
for Q18 though, is it correct to have the two points for debriefing:
* clear up any misunderstandings of the experiment and reveal true aim/nature of experiment if necessary.
* ensure no psychological or physiological harm has been done to participants, and remove any negative side effects if necessary as they must leave in the same physiological and psychological state they arrived in.
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thanks for this.
for Q18 though, is it correct to have the two points for debriefing:
* clear up any misunderstandings of the experiment and reveal true aim/nature of experiment if necessary.
* ensure no psychological or physiological harm has been done to participants, and remove any negative side effects if necessary as they must leave in the same physiological and psychological state they arrived in.
Yes that's fine, I'd imagine that's an open ended question with lots of potential solutions.
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It couldnt be generalised because the sample used was not in proportion to the population. In other words the sample didnt represent the popultion, based on sex and race etc
Couldve been argued that the sample size was also to small to generalise it to the whole of victorian grade 4 students :)
Wouldn't argue that the sample size is too small, because it isn't. 100 people is large enough from a statistical point of view, to make generalisations to the population
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hmmph. for debriefing i wrote
1)results of the the participant they had consented for
2)the overall results of other participants such as the mean value score, however all confidentiality of participants will not be given out.
think i can get 2 marks for that?
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thanks for this.
for Q18 though, is it correct to have the two points for debriefing:
* clear up any misunderstandings of the experiment and reveal true aim/nature of experiment if necessary.
* ensure no psychological or physiological harm has been done to participants, and remove any negative side effects if necessary as they must leave in the same physiological and psychological state they arrived in.
Yes that's fine, I'd imagine that's an open ended question with lots of potential solutions.
awesome:)
also, for the uncontrolled variable,
would it be alright to say
'the cartoons the children watched in the control group'
and justify it because they could choose to watch programs also encouraging literacy in children. making the control group incomparable to the experimental group, effecting the accuracy of the results.
i think i worded that better in exam, but is this ok?
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16) Maturation. There is a potential over the four weeks of the programme that students may have improved their reading naturally without any intervention.
(There's many other types of things that could influence the experiment. You just have to justify it.
uncontrolled variable
the literacy skill of the participants
Possible effect on results?
the literacy skill of certains students may have been already good. thus they will score better.
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hmmph. for debriefing i wrote
1)results of the the participant they had consented for
2)the overall results of other participants such as the mean value score, however all confidentiality of participants will not be given out.
think i can get 2 marks for that?
You'd may get one mark for that. The first point is I suppose could be accepted. The second one is definitely a no, because there is a good chance at the debriefing (at least the experiments I've been a participant with), that the overall results haven't actually been collated yet, because they're still testing people. You can get the results afterwards by emailing the researchers, but I wouldn't really consider this as part of the debriefing stage.
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thanks for this.
for Q18 though, is it correct to have the two points for debriefing:
* clear up any misunderstandings of the experiment and reveal true aim/nature of experiment if necessary.
* ensure no psychological or physiological harm has been done to participants, and remove any negative side effects if necessary as they must leave in the same physiological and psychological state they arrived in.
Yes that's fine, I'd imagine that's an open ended question with lots of potential solutions.
awesome:)
also, for the uncontrolled variable,
would it be alright to say
'the cartoons the children watched in the control group'
and justify it because they could choose to watch programs also encouraging literacy in children. making the control group incomparable to the experimental group, effecting the accuracy of the results.
i think i worded that better in exam, but is this ok?
Yep, that's actually a pretty good one (and probably better than mine, tbh :P).
16) Maturation. There is a potential over the four weeks of the programme that students may have improved their reading naturally without any intervention.
(There's many other types of things that could influence the experiment. You just have to justify it.
uncontrolled variable
the literacy skill of the participants
Possible effect on results?
the literacy skill of certains students may have been already good. thus they will score better.
Initially I thought this would be ok, but just think about this for a second. Haven't we already controlled this by the matching pairs design?
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I said experimenter effects (self-fulfilling-prophecy). Is that right?
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for the confounding, i put like the teachers who did the test may have used their expectations to unconsciously alter the results or even consciously.. you reckon that'll be fine?
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14) A level of significance of 0.05 indicates that, assuming the null hypothesis is true, that the results obtained represents an extreme and unlikely 5% value to be obtained
I can't remember the exact wording of that question, but I thought it meant what does a significance level of 0.05 mean in general terms, as in 'it is only deemed statistically significant, that is, results are said to be unlikely to be due to chance rather than the independent variable, if fewer than 5 in 100 trials are said to be due to chance.' Did anyone else interpret it this way, or in regards to the actual experiment?
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yea i did it that way..
i said that for the results to be considered statisticaly significant then only 5% or less of the results can occur by chance..
i didnt mae any reference to the actualy experiment :s
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What would be the mark range needed for just an 'A' on the exam?
75-? or something? I have no idea!
Does anyone have a rough idea? :)
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yea i did it that way..
i said that for the results to be considered statisticaly significant then only 5% or less of the results can occur by chance..
i didnt mae any reference to the actualy experiment :s
i just said the answer was, 'a statistical significance of 0.05 means it is a 5% probability the results are due to chance.' would this not be right then?
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well thats roughly what i did lol...so umm I HOPE SO :)
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Outline one uncontrolled variable that could potentially confound the results and describe how it could affect
the results.
for this question i said that as the teacher was obtained the results she may have unintetinally favoured some students causing ineffictive results would this be right
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So is question 11 B or A.. I really think its B....
Isnt 37 D?
and 43 is D?
They are the only three i got wrong compared with your answers :)
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37 isnt D because it said 'In operant conditioning'
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couldn't 13 be state-dependant? cos aren't context-dependant environmental cues, and she was at a party at the time, so how could that trigger her memory of the girls name?
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i said 11) A....really hoping its right coz then i got 100% on multi :)
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State is something internal, but playing tennis is a context if you get what i mean
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I said experimenter effects (self-fulfilling-prophecy). Is that right?
Can you explain further please?
for the confounding, i put like the teachers who did the test may have used their expectations to unconsciously alter the results or even consciously.. you reckon that'll be fine?
Yep that's definitely ok.
14) A level of significance of 0.05 indicates that, assuming the null hypothesis is true, that the results obtained represents an extreme and unlikely 5% value to be obtained
I can't remember the exact wording of that question, but I thought it meant what does a significance level of 0.05 mean in general terms, as in 'it is only deemed statistically significant, that is, results are said to be unlikely to be due to chance rather than the independent variable, if fewer than 5 in 100 trials are said to be due to chance.' Did anyone else interpret it this way, or in regards to the actual experiment?
yea i did it that way..
i said that for the results to be considered statisticaly significant then only 5% or less of the results can occur by chance..
i didnt mae any reference to the actualy experiment :s
yea i did it that way..
i said that for the results to be considered statisticaly significant then only 5% or less of the results can occur by chance..
i didnt mae any reference to the actualy experiment :s
i just said the answer was, 'a statistical significance of 0.05 means it is a 5% probability the results are due to chance.' would this not be right then?
Having read though my old VCE Psych textbook (Grivas, Down and Carter), and it actually seems to give the answer that you guys are giving. So I suppose VCAA will have to give you correct marks. But I'm going to pounce up and down and say that's wrong, cause the definition I gave actually comes from my Uni Statistics textbook.
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A is implying that he does not have a healthy brain as he would have some sort of amnesia, so definitely not A, as the dude was healthy
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I can't remember any of my answers to multiple choice. Does anybody have the exam, so I can use recognition :) to remember what I got?
Never mind, I found them.
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So is question 11 B or A.. I really think its B....
Isnt 37 D?
and 43 is D?
They are the only three i got wrong compared with your answers :)
re Q11:
"Although many semantic and procedural memories are not easily lost, older people take longer to learn new information and skills- including information that would be stored as semantic and procedural memories respectively." (Grivas, Down & Carter, 2004, p. 403)
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Having read though my old VCE Psych textbook (Grivas, Down and Carter), and it actually seems to give the answer that you guys are giving. So I suppose VCAA will have to give you correct marks. But I'm going to pounce up and down and say that's wrong, cause the definition I gave actually comes from my Uni Statistics textbook.
according to assessors, and ross down [went to his lecture] . VCAA creates these exams based on the study design, not the text book. just a fact . lol not saying your wrong or anything :D
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mmmm i beg to differ though...as A makes sense...with B the CNS of an old person is slower than that of a younger person. Therefore they wouldnt be able to process the information as quickly as the younger person..hence why i figured the only possible answer was A
A also doesnt imply that he has amnesia or something...its just saying that the information from his book club meeting wasnt all that important to remember, lack of motivation to remember
anyway thats my view on it
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Where can i get the exam to look at?? Forgot to grab one on my way out!
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Waitttt.. Nope I didnt get that for 37.. I got A. So all is good. What about the other two???
43? isnt it D.. Because the children still produced the behavior when they saw someone punished?? They only stopped when themselves got punished. Thats what my text book says.. in the graph.. and ijust checked :)
and therefore the boys were more effective compared tot he girls????
11?.. I really think 11 is B.. Didnt they have a question like this in one of the past papers??
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just a question- was nail polish question the answer punishment?
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So is question 11 B or A.. I really think its B....
Isnt 37 D?
and 43 is D?
They are the only three i got wrong compared with your answers :)
Question 37
In operant conditioning, extinction occurs if enough conditioning trials occur in which
A. the response is not followed by the consequence previously associated with it.
B. the response is generalised to other similar situations.
C. variable-interval schedules of reinforcement are used as opposed to fixed-interval schedules.
D. the presentation of the unconditioned stimulus occurs without the presentation of the conditioned
stimulus.
99% sure its A
Bandura's Bobo doll studies demonstrated that
A. children are less willing to imitate the actions of someone they have seen punished for their actions.
My study guide states that children who were in the group that observed the bobo doll being owned were less likely to imitate the behaviour
heres what it says . "Kindergarten children who observed the aggressive adult model be rewarded or experience no consequences for abusing the Bo-Bo doll imitated this behaviour more than kindergarten children who observed the aggressive adult being punished.
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Waitttt.. Nope I didnt get that for 37.. I got A. So all is good. What about the other two???
43? isnt it D.. Because the children still produced the behavior when they saw someone punished?? They only stopped when themselves got punished. Thats what my text book says.. in the graph.. and ijust checked :)
and therefore the boys were more effective compared tot he girls????
11?.. I really think 11 is B.. Didnt they have a question like this in one of the past papers??
while d is true, girls were aggressive as boys when a incentive was given.
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girls were NOT as agressive as boys when an incentive was given...they did increase their agressive behaviour yes, but boys were always more generally agressive...nothing has change :P
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2008 VCAA EXAM:::::::
Question 18
Matilda is 75 years of age. She is fi t and healthy and is not suffering from brain disease or injury.
Over the last few years, Matilda has most likely
A. performed more poorly on recognition tasks than previously.
B. found it difficult to learn new material.
C. found it difficult to remember procedural memories.
D. not experienced large memory losses.
THE ANSWER WAS D..
Examiners Report "24% of students chose option B, which would have been a
correct response if the question had not clearly stated that
this was a healthy elderly person. The inability to learn new
material is one of the early signs of dementia. "
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Question 11
Hary is a healthy 7O-year-old man who has no brain disease or injury.
choose the statement that most probably describes his memory abilities.
A. He has joined a book club but cannot remember much about the u,eekly meetings.
B. He is just as likely as a young person to recognise newly learnt information.
c. He finds it very difficult to remember how to do activities he once enjoyed.
D. He is likely to forget factual information that he once knew well.
i think with most of the aging questions, when they say healthy i imply it as they experience no decrease in their memory.
so i chose B because old people can recognise things as well as young people.
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girls were NOT as agressive as boys when an incentive was given...they did increase their agressive behaviour yes, but boys were always more generally agressive...nothing has change :P
DO YOU WANNA PUNCH ON ABOUT THIS?
your point proven :)
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The answer has to be B.. Due to the past paper....
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girls were NOT as agressive as boys when an incentive was given...they did increase their agressive behaviour yes, but boys were always more generally agressive...nothing has change :P
sorry i meant boys were more agressive.. well in the experimentt
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Quick couple of questions..
for the uncontrolled variable, could u say the placebo effect? the results of the children in the literacy program group could be influenced by expectations of how they should behave. I said something more descriptive in relation to the experiment, but would this be correct???
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I said experimenter effects (self-fulfilling-prophecy). Is that right?
Can you explain further please?
It was a two part question, one section had you name an uncontrolled variable and the second part had you explain it. Was my answer right for the first section? So what I'm asking is was I right in saying that experimenter effects were uncontrolled in that experiment?
My explanation for self-fulfilling-prophecies was correct.
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for the uncontrolled variable, could u say the placebo effect? the results of the children in the literacy program group could be influenced by expectations of how they should behave. I said something more descriptive in relation to the experiment, but would this be correct?
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glockmeister, quite a few mistakes you have made in multiple choice
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wouldn't 33 be B, because on the IARTV exam 2009, it said that when the bitter tasting syrup was applied it was negative reinforcement. (question 36). i remembered doing this question which is why i said B.
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glockmeister, quite a few mistakes you have made in multiple choice
your teachers a god. because she says everything you've done is right thus making glockmeister incorrect.
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Quick couple of questions..
for the uncontrolled variable, could u say the placebo effect? the results of the children in the literacy program group could be influenced by expectations of how they should behave. I said something more descriptive in relation to the experiment, but would this be correct???
That would be ok I'd think
It was a two part question, one section had you name an uncontrolled variable and the second part had you explain it. Was my answer right for the first section? So what I'm asking is was I right in saying that experimenter effects were uncontrolled in that experiment?
My explanation for self-fulfilling-prophecies was correct.
Ah right. Yeah that should be fine, provided your explanation is done in reference to the experiment itself
glockmeister, quite a few mistakes you have made in multiple choice
That's called rushing to get the answers done.
wouldn't 33 be B, because on the IARTV exam 2009, it said that when the bitter tasting syrup was applied it was negative reinforcement. (question 36). i remembered doing this question which is why i said B.
No, because this is Classical Conditioning, I would think... you're trying to develop an aversion
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Ok guys... I've finished with the answers, and I'm going to lunch. Feel free to fire away.
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glockmeister, quite a few mistakes you have made in multiple choice
your teachers a god. because she says everything you've done is right thus making glockmeister incorrect.
well he is incorrect on a few questions that have clearly been pointed out by heaps of people in this thread already
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Glockmeister
Question 11: Harry is a HEALTHY 70 year old man who has no brain disease or injuries.
Choose the statement that best describes his memory abilities:
A- He has joined a book club but cannot remember much about the weekly meetings
B- Just as likely as a young person to recognise newly learnt information
C- Finds it very difficult to remember how to do activities he once enjoyed
D- He is likely to forget factual information that he once knew well
how is the answer possibly A? Clearly it is B as recognition is a measure of retention that does not decline when people age.
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My sister did the exam today and she says that 11=B because he is a healthy adult and 33=B negative reinforcement
EDIT: She posted that herself
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Ok, I've changed the answer for question 11 to B.
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so 15 in the mc was definitely (d) then? Frick.
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so 15 in the mc was definitely (d) then? Frick.
yeah im pretty sure.
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33 is definitely C. unconditioned stimulus
as this a form of classical conditioning (aversion therapy; where a negative stimulus is associated with an undesired response)
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Ah right. Yeah that should be fine, provided your explanation is done in reference to the experiment itself
Oh no, I'm scared now. I just said that the experimenter could have done this or that, I didn't say the teachers. Have I lost the mark?
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Ah right. Yeah that should be fine, provided your explanation is done in reference to the experiment itself
Oh no, I'm scared now. I just said that the experimenter could have done this or that, I didn't say the teachers. Have I lost the mark?
It's a one mark question, it'd depend how lenient they are and whether they realise that experimenter = teachers
In general, any explanation that relates to some case study should have some reference to that case study. It's the same whatever subject you take.
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for the research methods SA part
i didnt specify test B in my hypothesis or in my DV but everything else was pretty much exactly the same.... would that affect my chance of getting the mark?
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i dont know if anyone has posted this.. but isnt playing tennis a state dependant cue, because it is the state she is in.. not the place which is the tennis court?l... i got really confused on that question
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the tennis is a context (setting)
not just location
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i dont know if anyone has posted this.. but isnt playing tennis a state dependant cue, because it is the state she is in.. not the place which is the tennis court?l... i got really confused on that question
from the exam
Question l3
Bronwyn played tennis in a district competition and was able to remember the names of the girls she played
against each time they played. One evenin g at a party she saw a girl she recognised but whose name she could
not recall' When the girl mentioned that she played tennis in the same district competition Bronwyn was able
to recall the girl's name
In this case, playing tennis was a __________ cue which helped Bronwyn recall the girl's name.
A. recency
B. primacy
C. state dependent
D. context dependent
The context of the situation was where she was in. at a tennis court with this girls around her[environment]. had it said she met these girls while sweating and playing tennis, then at the party she walked around and started sweating and then remember the girls name then i believe state would be correct.
BUT its not so it would be D
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for the research methods SA part
i didnt specify test B in my hypothesis or in my DV but everything else was pretty much exactly the same.... would that affect my chance of getting the mark?
Depends how pedantic your examiners will be. There were two literacy tests used, one that was used for the matching pairs and one used for the final evaluation so...
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anyone know where i can find a cope of the exam??
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anyone know where i can find a cope of the exam??
did u actually try looking for the exam or were you dead lazy and just came here and hoping someone would link you to it?
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i forgot to say for four weeks for the operational hypothesis in the research methods SAQ
do you think i'll still get marks?
:\
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The question regarding whether or not the results could be generalised i said that they could not be because generalised because kids were choosen in regards to their performance on literacy test A....
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In terms of participant selection, should these results be generalised?
Explain your answer.
for this question i said yes but only to yr 4 victorians not to others
is this correct
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In terms of participant selection, should these results be generalised?
Explain your answer.
for this question i said yes but only to yr 4 victorians not to others
is this correct
No that's wrong. As pointed out, there's something dodgy with the sampling.
Also, you could argue that you can't generalise this study because it didn't gain statistical significance.
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mm i dont think that would be correct even to only yr 4 victorians, because not every year 4 in victoria had an equal chance of being selected. Sure the guy sent out notifications to everyone, but he only accepted the first 100, so it isnt random selection.
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i forgot to say for four weeks for the operational hypothesis in the research methods SAQ
do you think i'll still get marks?
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Maybe. It's not the most critical part of the hypothesis, but it pays to be very precise when it comes to these things.
Just hope you don't get a strict marker.
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instead of matched participants, i wrote matched group partipicants. would i still get the mark?
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The question regarding whether or not the results could be generalised i said that they could not be because generalised because kids were choosen in regards to their performance on literacy test A....
you misread the question then, kids were chosen based on convenience sampling. first 100 participants to return the consent form participated in the test..
it more likely used convenience sampling,
First 100 participants who returned the allocation form, what if the first 100 participants lived CBD, because they live in the CBD and the headquaters of this place was CBD, faster delivery times on the consent forms. it can't be generalised to someone in mildura,frankston,sandringham,sunshine because its not a representative sample of everyone. i think my explanations thinking deeper into that Q lol! some assumptions were made too.
To test this program, Doctor Fraser sent a letter to all parents/guardians of Grade 4 children in Victoria asking
for volunteers. The children of the first 100 parents/guardians who replied were accepted into the study.
if he took a representative sample of each grade 4 student from each victorian suburb, it may be generalised
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instead of matched participants, i wrote matched group partipicants. would i still get the mark?
yeah i reckon thats fine.
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instead of matched participants, i wrote matched group partipicants. would i still get the mark?
you should. i am almost certain that is correct
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lovely! thank you =)
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In regards to the generalisations question, if i wrote that they couldnt be generalised due to the fact that the sample was too small AND because the selection of participants was not random and therefore not representative of the entire population, will i get marks deducted for having the right answer but also included the size of the sample?
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In regards to the generalisations question, if i wrote that they couldnt be generalised due to the fact that the sample was too small AND because the selection of participants was not random and therefore not representative of the entire population, will i get marks deducted for having the right answer but also included the size of the sample?
my psych teacher once told me that if the questions was out of 1 mark, and you put two points, then they would look at your first point, and if thats the correct answer, then they give you a mark, and dont even look at the second point. But i wouldnt know! haha
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In regards to the generalisations question, if i wrote that they couldnt be generalised due to the fact that the sample was too small AND because the selection of participants was not random and therefore not representative of the entire population, will i get marks deducted for having the right answer but also included the size of the sample?
that is a 2 marker, 1mark for stating it can or cannot, another for the explanation. but yes the sample as too small, 100students out of all grade 4 students in vic.
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In regards to the generalisations question, if i wrote that they couldnt be generalised due to the fact that the sample was too small AND because the selection of participants was not random and therefore not representative of the entire population, will i get marks deducted for having the right answer but also included the size of the sample?
that is a 2 marker, 1mark for stating it can or cannot, another for the explanation. but yes the sample as too small, 100students out of all grade 4 students in vic.
The sample size is NOT too small people. Generally speaking, you'd consider a sample size of <30 to be considered too small.
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hmmph. 100 students for all the year 4 victorian students i would have considered a bit small, but if you say so.
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hmmph. 100 students for all the year 4 victorian students i would have considered a bit small, but if you say so.
Yeah, 100 out of tens of thousands of people, seems quite small to me.
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hmmph. 100 students for all the year 4 victorian students i would have considered a bit small, but if you say so.
hmmph. 100 students for all the year 4 victorian students i would have considered a bit small, but if you say so.
Yeah, 100 out of tens of thousands of people, seems quite small to me.
Well, obviously the more people the better, but in generally, with the sort of statistical methods we can use to analyse the data, you'd only need 30 for them to be valid usages of the hypothesis tests (e.g. Student's t-test).
You got to remember that the more people you have in your experiment, the more $$$ it's going to cost (and other things like drop out also may cause problems). 100 people in an experiment such as this would probably be considered a fairly large-scale study.
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so wait if i got an A+ for the midyear and A+ average in my Sacs and my end of year is 82/90, wat study score would i be expecting
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so wait if i got an A+ for the midyear and A+ average in my Sacs and my end of year is 82/90, wat study score would i be expecting
41-46. not knowing your mid year A+ makes it difficult
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41-46. not knowing your mid year A+ makes it difficult
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oh i got 85/90
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for the question what are the 2 things need in the debriefing i said
1.explain about the purpous of the experiment
2.explain about the results obtained
would this be correct?
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for the question what are the 2 things need in the debriefing i said
1.explain about the purpous of the experiment
2.explain about the results obtained
would this be correct?
i don't think 2 is, as explaining the results obtained would be in the actual report made later, right after the experiment one is debriefed about the true nature/aim/purpose of experiment and clear up any misunderstandings, also ensuring one leaves in the same physiological and psychological state they arrived in.
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Outline one uncontrolled variable that could potentially confound the results and describe how it could affect
the results.
for this question i said that as the teacher was obtained the results she may have unintetinally favoured some students causing ineffictive results would this be right
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just wanted to know for the question that say were the participants randomly allocated and what is random allocation
(2 marks) if i said NO but correctly explained what is random allocation would i get (1 mark)
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just wanted to know for the question that say were the participants randomly allocated and what is random allocation
(2 marks) if i said NO but correctly explained what is random allocation would i get (1 mark)
yeah you'll get the 1mark
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yeah it did
EDIT: it used random allocation.. but didnt use random sampling.. i think you may have confused the two :(
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hey just wondering is an 82/90 still be counted as an A+....or would it be a high med low A
thankyou everyone
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if its not a low A+ then it would be a high A
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According to these marks, i have 82/90 as well. thats being harsh too cos when i was marking SA if i wasn't sure if my answer would be right i didn't give myself the mark. hopefully thats another A (a high one *fingers crossed*) because if i have A for mid year, A for end of year and A+ for SACs i might get 40. But knowing my luck, because i want 40, ill get 39. lol
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mm, im hoping for an A+, dont know if that will be possible but lets not burst my bubble yet. haha
and what study score would you neeed for it to remain the same and not scale down?
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mm, im hoping for an A+, dont know if that will be possible but lets not burst my bubble yet. haha
and what study score would you neeed for it to remain the same and not scale down?
according to last year, its 45.
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33 is D, nail polish has to be CS ? :S