ATAR Notes: Forum
Archived Discussion => 2010 => End-of-year exams => Exam Discussion => Victoria => Psychology => Topic started by: bomb on November 04, 2010, 01:34:40 pm
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Multiple Choice:
1A
2D
3D
4D
5A
6B OR D (up for debate)
7C
8C
9C
10D
11A
12C
13D
14D
15B
16D
17D
18A
19D
20C
21C
22A
23D
24D
25C
26A
27C
28C
29A
30A
31A
32D
33B
34D
35D
36C
37A
38D
39B
40D
41B
42A
43D
44D
Short Answer:
1. a) Episodic; childhood and schooling are very specific personal events, and the names of friends/classmates would also be personally relevant to each of the participants.
Semantic; there's no recall of the context/ time where the names were learned, so the names become just 'facts'.
b) Condition 1: Recall; Condition 2 : Recognition
c) Because recognition is a more sensitive measure of retention - the presented into provides cues
d) No, he didn't have a younger group to compare results with
2. a) Because the overall shape/gradient of the curve is independent of the learning ability of the learner or difficulty of the material - the curve always takes the same shape regardless of the type of information.
b) Because the names of animals were meaningful information, and hence more easily retrieved
3. The following three points:
-She needs to visualise a familiar path featuring landmarks
-She needs to mentally 'place' each part of her speech in a landmark along the path
-She needs to then revisit this path during/before her speech to retrieve the landmarks and hence the parts of her speech
4. People can be presented cues about their childhood and still not recall events during their earlier years. (Unsure on this)
5. Variable interval
6. -The behaviour (wearing the gold chain) was reinforced (by winning) twice in a row
-This lead to the acqusition of the wearing the gold chain
-The positive reinforcement stengthened the behaviour of wearing the gold chain
-The continious reinforcement has lead Frank to 'learn' that wearing the chain will bring the reinforcer (winning).
7. a)i. Sight of her mother screaming/fainting
ii. Sight of the spider
b)Use extinction by repeatedly showing the spider (CS) without the mother screaming (UCS) to extinguish the phobia (CR)
OR
Use systematic desensitisation by pairing a pleasurable stimulus with the picture of a spider, then with a toy one, and then with a real one. (or a similar hierachy).
c) The crabs may elicit the CR(fear) as they are similar stimulus to the spider, the similar shaped body and legs may lead the girl to fear crabs too.
8. a) Operant conditioning
b) By staying home, Vicki is avoiding an aversive stimulus and this is negative reinforcement. Negative reinforcement is an element of operant conditioning.
9. Retention is the process of commiting a model's actions to memory for late replication. For example a child memorising the bowling action of Shane Warne from the run up to rotation of the shoulder in order to later replicate these movements.
10. DV: Number of words recalled
IV: Whether or not the words were related
11. Repeated measures
12. a) Counterbalancing
b) This is used to mitigate order effects. Order effects occur when the completion of one condition before another either aids or hinders the completion of the next condition. Having one group do one condition first and vice-versa allows for the balancing of these effects.
13. It is hypothesised that first-year uni students will experience greater retrieval -operationalised as the number of words recalled on a cued recall word-pairs test - when the word pairs and cues being recalled are related in meaning, as opposed to when they are not.
14. Findings - (Descriptive)Mean scores show a large difference in number of words recalled between meaningful pairs and non-meaningful ones, Pvalue (inferential) was 0.02 so it was statistically significant and the difference in results was 98% of the time due to the IV. It was found that retrieval was better for the students for the more meaningful words. (This is findings, not conclusion/discussion/generalisations).
15.a) Independent Groups/Matched participants
b) IG: Repeated measures is better, counterbalancing is used so IG really has no advantage in terms of extraneous variables.
MP: Again, RM, MP would just take longer and really offer no advantages as counterbalancing is used.
HOWEVER, you can say something else as long as you can rationalise it.
16.a) Withdrawal rights
Right to confidentiality
b) WR:Important so that participants can leave when they feel uncomfortable/upsetted in order to ensure they do not recieve harm.
Con:Important so that participants can avoid humiliation in the case they recieve abnormal results and they are publicised.
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u know for first question of memory? do u think for group 1, you would have to say specifically that it was "free" recall not serial recall or cued recall?
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i put recall...:P
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u know for first question of memory? do u think for group 1, you would have to say specifically that it was "free" recall not serial recall or cued recall?
I put recall too, I'm pretty sure they used the word 'recall' alone in the description, so it would be okay.
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I just put recall too.
Could retrieval failure criticism be that there's no empirical evidence of it. Is there evidence? I was reaching for that question, clearly.
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I pretty much got the exact the same...except I said free recall, and also I accidently wrote negative reinforcement for Vicki's learning??? would that be accepted or would I have to write operant conditioning? :(
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I pretty much got the exact the same...except I said free recall, and also I accidently wrote negative reinforcement for Vicki's learning??? would that be accepted or would I have to write operant conditioning? :(
i wrote both....(Operant conditiong)- negative reinforcement......hopefully thats ok??
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I pretty much got the exact the same...except I said free recall, and also I accidently wrote negative reinforcement for Vicki's learning??? would that be accepted or would I have to write operant conditioning? :(
i wrote both....(Operant conditiong)- negative reinforcement......hopefully thats ok??
I wrote trial and error learning.
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Do you think just negative reinforcement would be accepted?
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I pretty much got the exact the same...except I said free recall, and also I accidently wrote negative reinforcement for Vicki's learning??? would that be accepted or would I have to write operant conditioning? :(
Negative reinforcement isn't a 'type' of learning.
I just put recall too.
Could retrieval failure criticism be that there's no empirical evidence of it. Is there evidence? I was reaching for that question, clearly.
Sort of, people fail to remember things but all of a sudden remember things when given the right cue...such as witnesses back at the scene of a crime.
I pretty much got the exact the same...except I said free recall, and also I accidently wrote negative reinforcement for Vicki's learning??? would that be accepted or would I have to write operant conditioning? :(
i wrote both....(Operant conditiong)- negative reinforcement......hopefully thats ok??
Should be fine.
I pretty much got the exact the same...except I said free recall, and also I accidently wrote negative reinforcement for Vicki's learning??? would that be accepted or would I have to write operant conditioning? :(
i wrote both....(Operant conditiong)- negative reinforcement......hopefully thats ok??
I wrote trial and error learning.
I don't think that's right as she didn't try a number of different ways of avoiding detention, her actions weren't random and were more goal-dircted.
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Added some more; would be extremely grateful if someone would U/L the exam or tell me more questions.
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recalling childhood names would still be semantic wouldnt it. dont know how it is episodic when not reaclling a personal event. There actually stating a fact in the actual name
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recalling childhood names would still be semantic wouldnt it. dont know how it is episodic when not reaclling a personal event. There actually stating a fact in the actual name
hmm i said episodic.....what did everyone say?
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yes thats what i did too.... i wrote semantic
names are facts that dont change
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yeh happy im not the only one jinny1. dunno tho
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ahh...was that worth 3 marks then...coz 1 mark for naming...2 for explaining?
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yes thats what i did too.... i wrote semantic
names are facts that dont change
episodic memory is of personal experiences...
EDIT;
to be honest semantic does seem right to me now.
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I wrote semantic as well...
FML if it's episodic.
I guess there's a case for either one, if you justify why?
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I'd lol if they want declarative
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was this Q all up worth 3 or 2 marks?
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recalling childhood names would still be semantic wouldnt it. dont know how it is episodic when not reaclling a personal event. There actually stating a fact in the actual name
Look up the definitions in Grivas/Carter. It should make it more clear it's episodic.
Semantic is just general facts about the world, Episodic is things specific to you.
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it was episodic because the names of the grade six classmates was specific and personal to him.
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I said declarative, and explained it could be episodic or semantic
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i wrote semantic as i thought it was knowledge of people's names.
i love how there's actually no exact answer in psych.
best subject ever.
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yeh but names and facts are stated as being semantic memories. cool as question vcaa
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Episodic ftw =S
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The MC question about the elderly, yet HEALTHY lady who can't recall the details of her daughters speech. What was the answer?
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Did it say healthy? Woops.
I put anterograde.
She wouldn't be motivated to forget the speech, age related decline doesn't stop you from forming new memories and I'm not sure what the other option was.
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I think the options were anterograde amnesia, alzheimers, age related memory decline and motivated forgetting. I put age related memory decline but now I'm not so sure.
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^ i did too, cos im pretty sure alzheimers is a form of brain damage or some thing like that cos i remember it under anterograde amnesia.
does anyone remember what q32 on MC was? i remember i struggled with it but i couldnt remember the question lol ...
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I think the options were anterograde amnesia, alzheimers, age related memory decline and motivated forgetting. I put age related memory decline but now I'm not so sure.
I put age-related forgetting, other ones didn't really seem to fit. Let's hope we're right =/
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Did it say healthy? Woops.
I put anterograde.
She wouldn't be motivated to forget the speech, age related decline doesn't stop you from forming new memories and I'm not sure what the other option was.
I'm pretty sure that question was meant to trick you. Because she couldn't remember the details of her son's speech(something along the lines of that. The speech by the son was about her achievements in her life(Episodic memory). Episodic memory is something that is affected by age related decline.
So I chose that option. Please feel free to argue.
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Did it say healthy? Woops.
I put anterograde.
She wouldn't be motivated to forget the speech, age related decline doesn't stop you from forming new memories and I'm not sure what the other option was.
I'm pretty sure that question was meant to trick you. Because she couldn't remember the details of her son's speech(something along the lines of that. The speech by the son was about her achievements in her life(Episodic memory). Episodic memory is something that is affected by age related decline.
So I chose that option. Please feel free to argue.
I see your reasoning, but didn't it say a 'few moments later' or something along those lines that she couldn't remember the speech itself, and how do you know it was personal achievements? I may have skipped that :(
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I think the options were anterograde amnesia, alzheimers, age related memory decline and motivated forgetting. I put age related memory decline but now I'm not so sure.
+1
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Old lady forgetting her granddaughter's speech:
I thought the question stated she was "healthy" so I put down D I think....
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Old lady forgetting her granddaughter's speech:
I thought the question stated she was "healthy" so I put down D I think....
The key to it was she didnt forget the actual speech she forget the "details" he went through in the speech
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Old lady forgetting her granddaughter's speech:
I thought the question stated she was "healthy" so I put down D I think....
The key to it was she didnt forget the actual speech she forget the "details" he went through in the speech
which was decline related to age right??
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-The Antabuse and alcohol question - could the answer have been B? The example they used seemed to refer to an instance of aversion therapy...and i was thinking that the UCS would be the antabuse, the CS was alcohol, and extinction would occur as the person doesn't want to drink alcohol in the absence of the UCS (antabuse)
-Short answer, question 1d - if i had said 'there was no inferential statistics in the data (e.g. p value) therefore the doctor couldn't make a conclusion that ____', is that wrong?
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Old lady forgetting her granddaughter's speech:
I thought the question stated she was "healthy" so I put down D I think....
The key to it was she didnt forget the actual speech she forget the "details" he went through in the speech
which was decline related to age right??
I believe so ^_^
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-Short answer, question 1d - if i had said 'there was no inferential statistics in the data (e.g. p value) therefore the doctor couldn't make a conclusion that ____', is that wrong?
I said the same thing :/ Dunno
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-The Antabuse and alcohol question - could the answer have been B? The example they used seemed to refer to an instance of aversion therapy...and i was thinking that the UCS would be the antabuse, the CS was alcohol, and extinction would occur as the person doesn't want to drink alcohol in the absence of the UCS (antabuse)
-Short answer, question 1d - if i had said 'there was no inferential statistics in the data (e.g. p value) therefore the doctor couldn't make a conclusion that ____', is that wrong?
Extinction occurs when the UCS/CS loses its association. What you're describing there is acqusition, the opposite of extinction.
And yeah, it's probably wrong with the SA, I think it was a research design question more than anything.
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-Short answer, question 1d - if i had said 'there was no inferential statistics in the data (e.g. p value) therefore the doctor couldn't make a conclusion that ____', is that wrong?
And yeah, it's probably wrong with the SA, I think it was a research design question more than anything.
but thats a legit reason why no conclusion can be made right? Maybe they'll have to accept both?
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-The Antabuse and alcohol question - could the answer have been B? The example they used seemed to refer to an instance of aversion therapy...and i was thinking that the UCS would be the antabuse, the CS was alcohol, and extinction would occur as the person doesn't want to drink alcohol in the absence of the UCS (antabuse)
-Short answer, question 1d - if i had said 'there was no inferential statistics in the data (e.g. p value) therefore the doctor couldn't make a conclusion that ____', is that wrong?
Extinction occurs when the UCS/CS loses its association. What you're describing there is acqusition, the opposite of extinction.
ahh i see. thanks :)
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I'm pretty sure a criticism of the retrieval failure theory is the tip of the tongue theory. At the time, I was like: "well it's not going to be that...." but the more I think about it, the more I realise that was the correct answer....
the TOT phenomenon is when you have the correct cues, but you are still unable to retrieve the information from LTM...DAMN.
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^ i did too, cos im pretty sure alzheimers is a form of brain damage or some thing like that cos i remember it under anterograde amnesia.
does anyone remember what q32 on MC was? i remember i struggled with it but i couldnt remember the question lol ...
32 D. Punishment could be said to unintentionally reinforce undesirable behavior if undesirable behavior is increased due to the attention received through punishment.
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I said a criticism was that somebody can have all the appropriate cues and yet still are unable to recover information from memory..
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^ i did too, cos im pretty sure alzheimers is a form of brain damage or some thing like that cos i remember it under anterograde amnesia.
does anyone remember what q32 on MC was? i remember i struggled with it but i couldnt remember the question lol ...
32 D. Punishment could be said to unintentionally reinforce undesirable behavior if undesirable behavior is increased due to the attention received through punishment.
Brilliant. Was worried about this question as well.
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^ i did too, cos im pretty sure alzheimers is a form of brain damage or some thing like that cos i remember it under anterograde amnesia.
does anyone remember what q32 on MC was? i remember i struggled with it but i couldnt remember the question lol ...
32 D. Punishment could be said to unintentionally reinforce undesirable behavior if undesirable behavior is increased due to the attention received through punishment.
+1 yessss! I felt iffy with that one, thanks shilayli :D
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OH YEAH . dammit trying to remember all day what to remember all day what it was.
damn i got B. something about the timing of it. sucks. shoulda stuck with D
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I said a criticism was that somebody can have all the appropriate cues and yet still are unable to recover information from memory..
i said that occasionally we can retrieve information without the aid of any cues. Does that sound any bit right? :X
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I said a criticism was that somebody can have all the appropriate cues and yet still are unable to recover information from memory..
i said that occasionally we can retrieve information without the aid of any cues. Does that sound any bit right? :X
Ooh, I also said this.. really hope it'll be accepted. I was really stumped on this question. :/
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Just curious because I'll be doing Psych 3/4 next year...
Were all these questions that stumped people on the study design [ ie - was the paper fair? ]
Psych's starting to sound much harder than I anticipated :(
The study design changes next year for you, although I don't think its a drastic change.
You'll be fine, keep up with the work and do past papers. I'm in year 11 this year and I found the exams this year to be 'tricky' and very 'different' but really, they're still fair and to the study design (although mid year pushed the bounds of that a tad)
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woo im year 11. hi five! lol
i hear next year they're concentrating more on the nervous system and shiz
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I said a criticism was that somebody can have all the appropriate cues and yet still are unable to recover information from memory..
i said that occasionally we can retrieve information without the aid of any cues. Does that sound any bit right? :X
Ooh, I also said this.. really hope it'll be accepted. I was really stumped on this question. :/
Haha yeah. In reading time when i saw this question i was like 'nup no chance of full marks', and it was one of the last two questions i had to complete :/
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Anyone remember the saving scores question?
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75% savings score..
Yep that sounds fine transcendent.
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Anyone remember the saving scores question?
Yeah...should be 75%? (C)
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75! yesss got that right too woo
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75! yesss got that right too woo
Full marks for littlebecc? :O
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Full marks for littlebecc? :O
You're a funny one aren't ya!
I wish!
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Full marks for littlebecc? :O
You're a funny one aren't ya!
I wish!
Well you've got none wrong so far :P
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omg.. the wordings for some of the questions are retarded. :S
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THE RESEARCH WAS SO ABIGUOUSLY WORDED ARGH mustve lost all 18 marks :(
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The population was DEFINITELY not clear. I don't think it was completely correct to assume it was first year uni students as they were only the sample.. It just said "people" so that's all I used in the operational hypothesis. I doubt they'd take off marks because it wasn't clear to begin with. Don't stress guys :) This exams seems to be harder and harder each time I think about it haha.
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exam is up!
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you can't infer anything from descriptivs stats
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^ ya, but it says explain the findings, so do you just describe what the graph shows? like intepret it ?
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For a criticism of retrieval failure theory, is it right if i wrote:
It does not explain permanent memory loss, like memories of upto around 30 minutes before a brain injury cannot not be remembered even if different retrieval cues have been tried...
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for the criticism i wrote that its because memories arent technically forgotten they only appear to be but it can be retrieved using the correct cues
but from the sounds of everyones elses answers i did very poooooorly
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has anybody uploaded the exam yet?
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http://www.mediafire.com/?h8xc292zp0aw3ea
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Answers are up, feel free to critique.
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the limitation of retrieval failure could be despite appropriate cues present, information is not always recalled? Like in repressed memory situations?
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1. d) I talked about how it was to do with decay theory, defined it and related it to the scenario blah blah and said something... can't remember exactly... something about how it could not be concluded to be as a result of old age as it is just from disuse or some shit =/
I think I made it a lot more complicated than it had to be!
Lost about 6 marks from things being wrong I think... possibly a few more on wording =/
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Q1a SA is semantic memory i reckon... Names are not stored in episodic memory, episodic memories are autobiographical, subjective and is an event. the names of classmates recalled will not differ between people no matter any experiences formed between that person
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lost at least 3 mc questions here..
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I lost 1 on mc but lost quiet a few in Memory section of SA :D im still excited for my SS though
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Would declarative memory be accepteped for 1a?
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omg, with bombs short answers i think i only got around 5 marks wrong.
and one multi choice wrong.
wow. awesome.
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nooo i forgot to provide an example of retention. thats like one easy mark gone. GOSH i hate exams
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Seeing as (some) people are debating whether the first question is semantic or episodic, reckon they'll accept declarative? haha.
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for retrieval failure theory, i put that according to the semantic network theory, all nodes in memory are interconnected and interrelated therefore there should be several retrieval cues for each node therefore one faulty cue or inability to locate one cue should not affect retrieval?
does that sound ok to anybody :|
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I was thinking for question 1.
It specifically mentions "they had never attended a school reunion or had contact with eachother since primary school"
Is this trying to hint that it's semantic rather than episodic . I dunno
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Heh - I was going to do some suggested solutions, but it appears that bomb's gotten to it first.
I think it's a sign that folks here are going to do well.
In regards to question 6, I think it's D. Isn't being able to remember some sort of memory which may only be produced every so often a disproof of decay theory?
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Heh - I was going to do some suggested solutions, but it appears that bomb's gotten to it first.
I think it's a sign that folks here are going to do well.
In regards to question 6, I think it's D. Isn't being able to remember some sort of memory which may only be produced every so often a disproof of decay theory?
Well procedural memories are repeated very often so their memory trace remains strong hence why amnesiacs often remember procedural memories because they don't decay.
Personally I hope they allow D, because in the exam I put D. But after I realise that B is probably right. We'll have to wait and see what roger thinks...
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I'd lol if they want declarative
i wrote declarative and then explained for both episodic and sematic
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for retrieval failure theory, i put that according to the semantic network theory, all nodes in memory are interconnected and interrelated therefore there should be several retrieval cues for each node therefore one faulty cue or inability to locate one cue should not affect retrieval?
does that sound ok to anybody :|
hope so i got somthing like that
isnt it that its not actually forgetting because once the right retrieval cue is located then it is not forgotten
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lost at least 3 mc questions here..
Which questions did you get wrong sillysmile?
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Heh - I was going to do some suggested solutions, but it appears that bomb's gotten to it first.
I think it's a sign that folks here are going to do well.
In regards to question 6, I think it's D. Isn't being able to remember some sort of memory which may only be produced every so often a disproof of decay theory?
Does the SA stuff look about right? :S
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did anyone do informed consent for the last question/s?
Yup. I did informed consent and withdrawal rights.
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did anyone do informed consent for the last question/s?
Nope, the question is basically asking what would be placed on the informed consent document.
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did anyone do informed consent for the last question/s?
Nope, the question is basically asking what would be placed on the informed consent document.
I talked about how it would have to include the nature and purpose of the study and any risks involved and this needed to be communicated or expressed BEFORE the experiment. I don't see how that could be wrong :S
I think informed consent is fine. How could they justify that it's wrong? Without informed consent they wouldn't know anything about the experiment and that's not ethical..
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did anyone do informed consent for the last question/s?
Nope, the question is basically asking what would be placed on the informed consent document.
I talked about how it would have to include the nature and purpose of the study and any risks involved and this needed to be communicated or expressed BEFORE the experiment. I don't see how that could be wrong :S
I think informed consent is fine. How could they justify that it's wrong? Without informed consent they wouldn't know anything about the experiment and that's not ethical..
haha i wrote like the identical thing...i believe its right too!
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"Name two ethical considerations that need to be explained to participants" was the question, you don't explain informed consent, you just do it :P
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I put 'the nature and risks of the study' because I felt putting 'informed consent' sounded awkward.
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"Name two ethical considerations that need to be explained to participants" was the question, you don't explain informed consent, you just do it :P
hmm we'll see. You still need to explain the stuff otherwise how can they be informed?
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"Name two ethical considerations that need to be explained to participants" was the question, you don't explain informed consent, you just do it :P
hmm we'll see. You still need to explain the stuff otherwise how can they be informed?
I guess they'll accept it though.
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I got 3 wrong for the MC as well >.> i'm annoyed. >:(
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I got 3 wrong for the MC as well >.> i'm annoyed. >:(
Which ones? Don't worry too much. I'm sure you did well on short answer :)
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"Name two ethical considerations that need to be explained to participants" was the question, you don't explain informed consent, you just do it :P
hmm we'll see. You still need to explain the stuff otherwise how can they be informed?
I guess they'll accept it though.
Informed Consent is fine. The question asked what ethical considerations have to be explained to the participants. You have to consider that informed consent is more than just signing a piece of paper (particularly if you're doing research with Culturally and Linguistically Diverse populations, for example, migrants, illiterate (absolute or functional) people etc). It's about explaining to the participants what is going to be happening to them as they do the experiment and ensuring that they know what they are getting into.
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GLOCKMEISTERRR...
please tell bomb SA Q1a. is SEMANTIC memoryy ! :P
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GLOCKMEISTERRR...
please tell bomb SA Q1a. is SEMANTIC memoryy ! :P
I'd also like to know if this is correct. I wrote semantic memory as my answer and I think it should be right. Please tell me it is! D:
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looking up things on the net in like, psychological things that are further than VCAA technically names are part of... 'personal semantic memory' yet because for unit3/4 we learn anything personal=episodic i'd think they'd just give 'declarative memory'
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They'll probably accept declarative, episodic, and semantic.
Personally I chose semantic because a name is a fact, not an experience. I understand how you could argue each of them. But at the end of the day, it comes down to how well you explained your answer. If it was well justified you will get the marks... UNLESS you said procedural haha.
Don't stress guys, psychology assessor's aren't THAT horrible :D :D haha.
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^ ya, but it says explain the findings, so do you just describe what the graph shows? like intepret it ?
i dont think so
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yep i put semantic as well. there episodic memory at such an old age wouldn't allow them to remember their classmates, but rather their names might pop up as general facts that they could recall if given the right cue(i.e recognition)
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Was just wondering, is there anychance that question 7 in short answer could be trial and error learning?
About the girl staying at home.
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Was just wondering, is there anychance that question 7 in short answer could be trial and error learning?
About the girl staying at home.
hmmm. Would be quite generous of them to allow that. But it is possible. Operant conditioning or Instrumental would probably be the answers allowed I'm guessing though, sorry. Hopefully for your sake they allow both.
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GLOCKMEISTERRR...
please tell bomb SA Q1a. is SEMANTIC memoryy ! :P
I've read the question and I'm pretty sure that the only answer they'll accept is Semantic Memory. Remember, episodic memory is all about personal experience, whereas semantic memory is facts and knowledge about the world. In the recall of names, there's no remembering of the context of which these names were acquired which would be the episodic memory.
I suppose from a more empirical point of view, there's a number of case studies (remember those from Unit 3?), which seems to suggest that damage to the hippocampus and the frontal and temporal lobes affects episodic memory. The patient in question was still able to recall names of former coworkers (Schacter 1996, as cited in Galotti, 2008)
References
Galotti, K. M., (2008). Cognitive psychology: In and out of the laboratory (4th ed.). Florence, KY: Thomson Wadsworth.
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A quick google says names of childhood friends are stored in 'personal semantic memory'.
Remember, episodic memory is all about personal experience, whereas semantic memory is facts and knowledge about the world
Seeing as we've been told (as far as VCE Psych goes) that personal info goes into episodic, and facts go into semantic, I don't see how VCAA would not accept episodic.
there's no remembering of the context of which these names were acquired which would be the episodic memory.
But there would have to be, the question stated that the men had NOT attended school reunions or anything - which means the participants would have had to recall grade 6 itself in order to remember the names.
Anyway I'll change the answer to semantic.
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Hope they accept episodic memory, but I have a feeling they won't and they'll want semantic :/
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i said declarative and explained for semantic, and had a brief few words on how they could possibly remember names by referring back to their childhood memories of grade 6 with episodic. and the way psych is, if i'd left that bit out i'd probably be fine =/ who knows. vcaa examiners can be tight as for psych
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A quick google says names of childhood friends are stored in 'personal semantic memory'.
Remember, episodic memory is all about personal experience, whereas semantic memory is facts and knowledge about the world
Seeing as we've been told (as far as VCE Psych goes) that personal info goes into episodic, and facts go into semantic, I don't see how VCAA would not accept episodic.
there's no remembering of the context of which these names were acquired which would be the episodic memory.
But there would have to be, the question stated that the men had NOT attended school reunions or anything - which means the participants would have had to recall grade 6 itself in order to remember the names.
Anyway I'll change the answer to semantic.
I think you're misunderstanding what I'm saying.
When you have a look at the differentiation between semantic and episodic memory, you look at the quality or the type of information remember, not the method what one goes about searching for that information (which is a whole subject in itself). So for the names example, if you ask a person what a person's name is, that's semantic memory, but if you're asking when did you first learn what the person's name was, that's episodic memory.
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couldn't they use memories of interactions/times with people of their year level to cue the remembrance of their names?
meaning they could use episodic?
... as long as people said declarative and not procedural i think vcaa would have to give both on the grounds of how it's taught.
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i think with the wording they were looking for semantic as there was no indication, in my eyes, that you were supposed to discuss different ways participants could have retrieved the information; rather, just simply and straightly what was he testing.
which is more semantic than episodic. often psych you have to go with the most correct answer, as it is a bit of a continuum, and you could argue in nearly every topic how it could be something else.
just my opinion.
and in saying that, i mentioned episodic.
i think they COULD HAVE (subjective nature of psychology) used episodic to retrieve the names, however i think he was testing semantic as the study doesn't say anything about different ways to retrieve the names, which objectively in themselves are semantic - just that it was names.
that was a confusing and convoluted explanation (this is the reason i do poor on short answer, i'm not very articulate), but that's my opinion and how i see the question on looking back at it not under exam conditions.
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A quick google says names of childhood friends are stored in 'personal semantic memory'.
Remember, episodic memory is all about personal experience, whereas semantic memory is facts and knowledge about the world
Seeing as we've been told (as far as VCE Psych goes) that personal info goes into episodic, and facts go into semantic, I don't see how VCAA would not accept episodic.
there's no remembering of the context of which these names were acquired which would be the episodic memory.
But there would have to be, the question stated that the men had NOT attended school reunions or anything - which means the participants would have had to recall grade 6 itself in order to remember the names.
Anyway I'll change the answer to semantic.
bomb it is extremely unlikely they are stored in episodic memory, remember episodic memory declines quickest in old people.... these guys were 75 and haven't recalled the names for over 60 years. most episodic memories from grade 6 would have decayed...
otherwise this would contradict the memory decline due to old age theory..
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A quick google says names of childhood friends are stored in 'personal semantic memory'.
Remember, episodic memory is all about personal experience, whereas semantic memory is facts and knowledge about the world
Seeing as we've been told (as far as VCE Psych goes) that personal info goes into episodic, and facts go into semantic, I don't see how VCAA would not accept episodic.
there's no remembering of the context of which these names were acquired which would be the episodic memory.
But there would have to be, the question stated that the men had NOT attended school reunions or anything - which means the participants would have had to recall grade 6 itself in order to remember the names.
Anyway I'll change the answer to semantic.
bomb it is extremely unlikely they are stored in episodic memory, remember episodic memory declines quickest in old people.... these guys were 75 and haven't recalled the names for over 60 years. most episodic memories from grade 6 would have decayed...
otherwise this would contradict the memory decline due to old age theory..
Yeah but remember old people DO remember things about their childhood better than other memories :P (Criticism of the decay theory).
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goddamn subjective subjects, if this was more like maths where it just had an answer we'd be fine
but that's partially why i love psych though haha
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Actually, you'll find that once you get into the university system, that there's a lot of this sort of ambiguity, even in subjects that might seem to be quite solid and 'objective' so to speak.
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I'm so confused about all this. According to my text book it says memory declines can be experienced in the Declarative memory systems ( episodic and semantic). So if you rule out episodic for that reason...shouldn't you rule out semantic?
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I'm so confused about all this. According to my text book it says memory declines can be experienced in the Declarative memory systems ( episodic and semantic). So if you rule out episodic for that reason...shouldn't you rule out semantic?
Both semantic and episodic memory decline with ageing, but they decline at different rates. The textbook states that episodic memory has a steady rate of decline, yet both semantic and procedural memories are fairly resistant to ageing.
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I'm so confused about all this. According to my text book it says memory declines can be experienced in the Declarative memory systems ( episodic and semantic). So if you rule out episodic for that reason...shouldn't you rule out semantic?
Both semantic and episodic memory decline with ageing, but they decline at different rates. The textbook states that episodic memory has a steady rate of decline, yet both semantic and procedural memories are fairly resistant to ageing.
quite right. quite right indeed.