ATAR Notes: Forum
VCE Stuff => VCE Science => VCE Mathematics/Science/Technology => VCE Subjects + Help => VCE Psychology => Topic started by: LastOfUs on November 30, 2013, 03:27:39 pm
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Psychology 2014!
I believe psychology has quite a presence on ATARNotes so I thought those people doing it next year should have a thread to themselves to help each other out and have someone to talk to about the subject! As ATARnotes is quite a small portion of people for those electing psychology as a 3/4 in comparison to the state it would be fantastic for all of us to help each other out to get the best score possible!
Asides from that, in this thread we could post as many resources as possible for one another that would be helpful in getting our best scores we're all capable in achieving!
I'm so excited for it!Not my other subjects!
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I'm doing psych as well :D
Is anyone using the oxford psych book this year? Idk why my school changed from the grivas one since I hear it is better.... Would it be wise to get grivas as an additional textbook?
Does anyone here have a good psych dictionary to recommend for VCE?
What are your plans on the holidays for psych?
I hope psych next year will be interesting and very rewarding to all of you!
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Is anyone using the oxford psych book this year? Idk why my school changed from the grivas one since I hear it is better.... Would it be wise to get grivas as an additional textbook?
Yes! I bought this book and the StudyOn Jacarnda thing for Psychology. Some great news is that a teacher from Firbank wrote that text book who is the chief psychology assessor, so he trains a panel of 150+ people when marking the exams afterwards so its perfect. Firbank, Shelford and Brighton Grammar psychology students are all required to go to his lectures as well which will be helpful hopefully!
Does anyone here have a good psych dictionary to recommend for VCE?
Wouldn't know where to start but I wouldn't think it's necessary unless you mean glossary. I'm going to download a tonne of notes people have made as well as StudyOn and text book notes and combine them when making a glossary which will give me a perfect list and outline of the course.
What are your plans on the holidays for psych?
I may sound overly ambitious but I would like to get 2/3 of the course done between the last four weeks of my holidays through 2-3 hours a day. I'd rather put a bullet in my head doing that with other subjects but so far with the minimal amount of time studying I've done (coincidentally in detention for 3 hours) it was REALLY enjoyable and making notes for it with tonnes of colour and SmartART is just fun ... but time consuming. If you look at my signature you'll see that all my subjects are really content heavy so I think if I got 1-2 of them under my belt during the holidays and just studied them an hour a week throughout the year and spammed exams later on, I'd be ready! So I'm basically risking burning out in the hopes of not burning out.
I hope psych next year will be interesting and very rewarding to all of you!
Same! I'm so excited because I feel like it's the first subject where everything could go well for me. I have a fantastic teacher who works part-time so she is always available as she does like nothing around the school asides from psychology whom also makes notes, exams and practice SACS etc. (for a price LOL) but it still shows that she is a good teacher. With the subject in terms of content, I'm just plain excited for 90% of it as it just seems relatable to real life and may teach me some useful things.
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Yes! I bought this book and the StudyOn Jacarnda thing for Psychology. Some great news is that a teacher from Firbank wrote that text book who is the chief psychology assessor, so he trains a panel of 150+ people when marking the exams afterwards so its perfect. Firbank, Shelford and Brighton Grammar psychology students are all required to go to his lectures as well which will be helpful hopefully! Wouldn't know where to start but I wouldn't think it's necessary unless you mean glossary. I'm going to download a tonne of notes people have made as well as StudyOn and text book notes and combine them when making a glossary which will give me a perfect list and outline of the course.I may sound overly ambitious but I would like to get 2/3 of the course done between the last four weeks of my holidays through 2-3 hours a day. I'd rather put a bullet in my head doing that with other subjects but so far with the minimal amount of time studying I've done (coincidentally in detention for 3 hours) it was REALLY enjoyable and making notes for it with tonnes of colour and SmartART is just fun ... but time consuming. If you look at my signature you'll see that all my subjects are really content heavy so I think if I got 1-2 of them under my belt during the holidays and just studied them an hour a week throughout the year and spammed exams later on, I'd be ready! So I'm basically risking burning out in the hopes of not burning out. Same! I'm so excited because I feel like it's the first subject where everything could go well for me. I have a fantastic teacher who works part-time so she is always available as she does like nothing around the school asides from psychology whom also makes notes, exams and practice SACS etc. (for a price LOL) but it still shows that she is a good teacher. With the subject in terms of content, I'm just plain excited for 90% of it as it just seems relatable to real life and may teach me some useful things.
Wow, you are so ambitious! I hope hard work on the holidays really pays off!
Personally, I think it would be much better spending my holidays brushing up skills on chem, english and specialist rather than working ahead in Psych.... because if I work too ahead I won't remember by the time particular content in psych is taught in class. Maybe I will really focus Research methods/ ERA write up on the holidays.
What is your process for working ahead through the course? Reading and taking notes all throughout? I did methods last year, so preparing by spamming questions is what I am used to. Probably won't work as well when I am in Psychology.
Any tips on memorising content/ note taking? LOL, you must be really good at it since you are doing mainly memory/content subjects next year!
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I'm aiming to go through the majority of Unit 3 by the end of the holidays, writing my own notes and doing review questions etc. I've never felt like psychology work was truly homework since it's so interesting haha. But we'll have to see, time is limited and I have other subjects to get ahead in too :x
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I'm aiming to go through the majority of Unit 3 by the end of the holidays, writing my own notes and doing review questions etc. I've never felt like psychology work was truly homework since it's so interesting haha. But we'll have to see, time is limited and I have other subjects to get ahead in too :x
Completely agree. However I really really *hate* memorising definitions which is the killer in psychology, when you can't *understand* the definition but just have to integrate certain words with a stream of replicating words. Hate it!
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Completely agree. However I really really *hate* memorising definitions which is the killer in psychology, when you can't *understand* the definition but just have to integrate certain words with a stream of replicating words. Hate it!
Don't memorize all the definitions :o from memory I don't find a lot of definition questions in the exam this year. There are lots of application questions.
Oxford is really detailed for Unit 3 but not that great for Unit 4 I found. Overall Grivas is better ;D
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Sorry to butt in...but for those who wish to learn content on the holidays...I don't suggest you write dot points and summarise every page and chapter. That's what I did...basically on the holidays I went through EVERY page and wrote points down and realized that most of what I had written like about psychiatrists and other stuff was not relevant. So I highly suggest you print out the STUDY DESIGN...then go through it and look for information! Just a heads up so you guys are headed in the right direction unlike I was prior to starting 3/4 at school...mind you the work and effort I did over the summer holidays was a ultimately pointless...because I didn't know the Study Design existed! :S
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Don't go through too much, I would say, because it's content-based and so by the time end of Unit 3 rolls around you probably won't remember much. Rather, what you do learn, learn WELL!
Learn AOS 1. When you get to Memory (whether in school or during the holidays) make sure you NAIL it, because that's an area a lot of people struggle with as it isn't as clear-cut!
Good luck 2014'ers. I will miss Psych a lot next year!
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Would anyone happen to be selling a 'Grivas' text book?
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There is actually a new edition of the Grivas textbook (5th). Not to sure what the differences are but according to my teacher the changes are pretty relevant I think if your school is doing anxiety or something.. :/
Any advice for newcomers who haven't done 1/2?
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Not sure.
All I know is for ASC we are focusing on Alcohol induced and another one ... like meditative or something.
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There is actually a new edition of the Grivas textbook (5th). Not to sure what the differences are but according to my teacher the changes are pretty relevant I think if your school is doing anxiety or something.. :/
Any advice for newcomers who haven't done 1/2?
Im sure youve heard this before but in case you havent, familiarise yourself with research methods because thats really the only concept that carries through from 1/2 to 3/4. Otherwise it would be beneficial to revise regularly, even if its just 20-30 mins a night; itll help keep things fresh in the mind.
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From what my teacher said, the new edition of the Grivas textbook was mainly alterations and additions/subtractions to cater for the new Study Guide.
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Hey 2014'ers, looking forward to psych next year! Are any of you doing AOS1 in the holidays? How do you plan to make notes for psych (linear, mind maps etc)?
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Hey 2014'ers, looking forward to psych next year! Are any of you doing AOS1 in the holidays? How do you plan to make notes for psych (linear, mind maps etc)?
Yeah I plan on getting through AOS1 on the holidays.
Not sure on the note taking, I think I'll try mind maps etc but I've always worked well with normal summarising. What good methods have you stuck with that work from last year?
Because psychology is something I actually enjoy, I really would like to just read it (just for fun) and get a broad overview of psych before the school begins. Then learn AOS1 properly.
Do you reckon doing the questions in the textbook would be a good idea. Would it be time well spent, or would there be better more worthwhile things to do.
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Do you reckon doing the questions in the textbook would be a good idea. Would it be time well spent, or would there be better more worthwhile things to do.
if the new edition of the textbook is anything like the old one, the textbook questions are pretty useless. i'd only bother with them if your teacher sets them as classwork.
if you guys need any help/emotional support during next year, feel free to shoot me a message any time :)
good luck for next year!
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if the new edition of the textbook is anything like the old one, the textbook questions are pretty useless. i'd only bother with them if your teacher sets them as classwork.
if you guys need any help/emotional support during next year, feel free to shoot me a message any time :)
good luck for next year!
which textbook did you think the questions were pretty useless for?
I have both the macmillan and the oxford one (although oxford is the one prescribed by school)
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i was using the grivas (macmillan) textbook. the questions were mostly just basic reading comprehension stuff which are meant to consolidate what you've learned, but i found a lot of them were pretty irrelevant to what's on the study design. they could come in handy if you're struggling to understand a particular concept though
also remember to have a copy of the study design handy when you're going through chapters, there's a lot of information in there that you don't need to know, and you don't want to be memorising anything you don't need.
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Since I'm picking up Psych next year, I've heard the one thing you want to definitely make yourself familiar with is research methods. I ordered a research methods workbook and it came yesterday. It seems incredibly helpful. Has anyone else heard of it so far?
VCE Psychology Research Methods Workbook, 1st Edition
- Kristy Kendall
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Since I'm picking up Psych next year, I've heard the one thing you want to definitely make yourself familiar with is research methods. I ordered a research methods workbook and it came yesterday. It seems incredibly helpful. Has anyone else heard of it so far?
VCE Psychology Research Methods Workbook, 1st Edition
- Kristy Kendall
Nope.
Recommend picking it up?
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Nope.
Recommend picking it up?
It seems fairly useful so far, and it was apparently written by a teacher of VCE psychology. I've worked through the first few examples, and they basically explain the processes that a psychologist goes through in order to correctly answer a research question. I'm pretty happy with it, and at the back it also has a somewhat extensive glossary with terms used in the research methodologies section of the study design and the course. It isn't too expensive, either, so I'm going to hope that it helps me bridge the gap I have after not taking the 1/2, haha.
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It seems fairly useful so far, and it was apparently written by a teacher of VCE psychology. I've worked through the first few examples, and they basically explain the processes that a psychologist goes through in order to correctly answer a research question. I'm pretty happy with it, and at the back it also has a somewhat extensive glossary with terms used in the research methodologies section of the study design and the course. It isn't too expensive, either, so I'm going to hope that it helps me bridge the gap I have after not taking the 1/2, haha.
I took the 1/2 but can't remember anything to do with research methods! I'll pick it up, thanks.
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Just some research methods notes that I found that I had from a few years ago :)
Not sure if it's completely relevant now or not, but hope it helps
RESEARCH METHODS NOTES:
Formation of Operational Hypothesis –> IPOD – IV, population, operational (DV), DV -> use the phrase 'AS OPERATIONALISED BY...'
Research hypothesis – a testable statement predicting the outcome of research study
Hypothesis – tentative and testable prediction of the relationship between two or more events/characteristics
-> An educated guess of what the researcher thinks the results will be
Operational definitions define an observable event in terms of the procedures used to measure that event
Operational Hypothesis/research hypothesis – a hypothesis which states how the variables being studied will be observed, manipulated and measured, and outlines the population from which the sample has been selected
-> ‘Operationalised’ – defined in terms of the procedures used to measure the relevant concepts. The definition should enable one to know exactly what concept is being measured in an experience and how it is measured.
• Using ‘As Operationalised’ is often a good way to ensure you mention how the DV is measured.
Example: clinically depressed adult males and females who walk at 3km per hour for thirty minutes daily over a period of five days will use fewer negative words when writing a creative story than those clinically depressed people who do not walk each day.
Research design methods – used to minimise effects of extraneous variables
Repeated Measures Design – each participant is involved in both the experimental and control conditions of an experiment.
ADVANTAGES –
- Interpersonal variables can be controlled by this design by controlling participant variables
- Eliminates the effects of participant variables
- Fewer subjects required compared to independent groups
DISADVANTAGES –
- Order effects -> learning/boredom may interfere with results
- More time will be needed
Order Effect/Practise Effect – the sequences in which the conditions were performed may become an extraneous variable as performance in the task completed second may be better because of the experience gained in completing the first task, and not because of the ______.
Boredom Effect – participants may be fatigued/bored when they come to complete the second task and not perform as well.
Counterbalancing – involves arranging the order in which the conditions of a repeated measure design are experienced so that each condition occurs equally often in each position. -> Usually ensures order effect balanced out, although there are no guarantees.
Matched Participants Design – involves the selection of pairs of participants who are very similar in a characteristic (s) that can influence the DV, then allocating each member of the pair to different groups.
ADVANTAGES –
- No order effects, eliminating the need for counter balancing
- The effects of the variable on which participants were matched (say what it is) have been eliminated as a possible confound.
DISADVANTAGES –
- The design is very consuming and perfectly matching participants can be difficult to achieve.
Independent Groups Design – each participant is randomly allocated to one of two (or more) entirely separate (‘independent’) groups.
ADVANTAGES –
- Likely to result in two groups that are evenly matched, but less likely in smaller groups
- No order effects to control
DISADVANTAGES –
- Needs more participants for same strength of results
- Participant variables such as gender and literacy skills are not controlled.
Experiment Information -> used to test cause-effect relationship between variables.
What makes a study an experiment?
- Being able to test a hypothesis under controlled conditions to explore the effect of the IV on the DV.
- The levels of the IV are directly manipulated/controlled by the investigator.
- There is a control and experimental group.
Random Sampling – ensures every member of the population of research interest has an equal chance of being selected as a participant for a study (e.g. lottery method)
Stratified Sampling – involves dividing the population to be sampled into distinct subgroups, or ‘strata’, then selecting a separate sample from each stratum, in the same proportions as they occur in the target population.
Random Allocation – participants selected from the experiment are as likely to be in one group as the other
Placebo Effect – occurs when there is a change in the response of participants due to the belief that they are receiving some kind of experimental treatment, as opposed to the change occurring due to the specific procedure (that is, the experimental treatment) e.g. smoking while car driving.
Experimenter effect – change in participant’s response due to the experimenter’s actions rather than to the effect of the independent variable (experimental treatment).
E.g. self-fulfilling prophecy: participants behave how they believe the experimenter expects them to behave e.g. facial expressions, smiling, mannerisms, and tone of voice.
Experimenter Bias – when the person measuring the dependant variable is aware of the purpose/hypothesis of the experiment, it is possible that they can misread data, misinterpret verbal responses, and give unintentional assistance to participants.
=> For the above terms, and blind procedures, often refer to Bias/Expectations.
Independent Variable – a condition that an experimenter systematically manipulates, changes or varies in order to gauge its effect on another variable.
Dependant Variable – in an experiment it is the condition that is affected by changes or variations in the IV.
Extraneous Variable – any variable other than the independent variable that has the potential to influence the dependant variable and therefore affect the results of the experiment in an unwanted way
Confounding Variable - when the uncontrolled variable is confused, or confounded, with those of the independent variable, the uncontrolled variable is referred to as a confounding variable.
Ethical Considerations
NHRMC – Code of ethics -> standards that guide individuals to identify good, describable and acceptable conduct.
- To protect rights and welfares of participants (no harm)
- Promote research to benefit mankind (maximising beneficence)
Integrity is demonstrated by a commitment in research to the search for knowledge. Honest and ethical conduct in research including the disclosure and communication of results obtained from research.
-> Is the researcher demonstrating a genuine commitment to the research?
Respect for persons is demonstrated when the researcher properly regards the welfare, rights, beliefs, perceptions, customs and cultural heritage of all individuals involved in research.
-> How is the research designed to ensure that the participant is respected and their dignity maintained?
Beneficence refers to the researcher’s responsibility to maximise possible benefits and minimise risks of harm or discomfort to all research participants. Participant’s dignity, well-being is of a higher priority than expected benefits of knowledge.
-> Do the potential benefits for the research justify the risk to the participant?
Justice is demonstrated by researchers ensuring that there is a fair distribution of benefits and burdens within a population of research interest, as well as for any individual research participant.
-> Is the participant representative of other participants intended to benefit from the research findings? Participants have a right to fair treatment.
Australian Psychology Society Guidelines – CIV DD W
The welfare of the participant must be of upmost importance
UNDERLYING GUIDELINE -> no physical or psychological harm to the participant should occur as a result of the participant’s involvement in the research.
Confidentiality – participants have the right to privacy, so any details of their involvement in a study cannot be revealed in a manner that enables individuals to be identified, unless their written consent is obtained. This includes the storage and disposal of information, as well as access of research data.
Voluntary participation - involves the researcher ensuring that participant’s involvement in the research is voluntary. Participants must not be placed under pressure to take part in a study.
Informed consent procedures – participants must be informed of the nature and purpose of the investigation as well as any possible harm. Legally incapable – must obtain participant’s consent and obtain appropriate consent from those legally responsible. An Ethics Committee is needed if deciding that research does not require written consent from research participants.
Withdrawal rights – inform the participants of the nature of research and they are free to participate or to decline to participant or to withdraw from research at any time, even without reason.
Deception in research – researchers must ensure that participants do not suffer from distress from the research procedure. All cases involving deception, participants must be debriefed at the conclusion of the study.
Debriefing – provide an opportunity for participants to obtain appropriate information about nature, results and conclusions of the research
- Correct mistaken attitudes and beliefs about the research
- Anticipate subsequent effects of research participation and provide information on services available to alleviate stress.
- Full explanation of the findings in this study.
-> AIM: to ensure participants leave in as similar state as they did entering it.
Statistical Analysis; (including inferential and descriptive statistics)
Descriptive Statistics – are used for analysing, organising, summarising and describing the important features of data so they can be more easily interpreted and communicated. -> The specific type of descriptive statistic used usually depends on the kind of research done and type of data collected.
E.g. plotting a graph, calculating a mean mark for test scores, are examples of descriptive statistics.
Measures of central tendency -> the single numerical score that can describe the whole group. This indicates a ‘centre’ or ‘average’ value in a set of scores. The main three: mean, mode, median. -> The mean is preferred, as it makes use of every individual score and can be used in more advanced statistical analysis.
Measures of variability: range, interquartile range, variance, and standard deviation.
- Mean – arithmetic average, which can be useful if scores in a set of data cluster closely around a central score, but not useful if extreme scores exist, as this can be unreliable.
-> The MEAN is the most sensitive measure of central tendency.
- Median – middle score (middle point) of a set of scores, useful when many extreme scores exist, not useful when large amount of data (time consuming and impractical)
-> I.e. half scores above or equal to middle, the other half, below or equal to.
- Mode – the most frequently occurring score. A single score can alter the mode dramatically. It is a useful indicator of the ‘common/usual’ score, because it shows the most occurring (typical) score.
Frequency Distribution - is a way of organising data to show how often (frequent) a value/measure occurs in a set of data. Can be represented in table/graph
Graphs – used to provide a pictorial representation of the results of a study. Usually the frequency is on y-axis, unit of measurement (score, time) on x-axis
- Line-graph: commonly used to indicate the relationship between two factors, or two variables in an experiment. Important feature: variable plotted as the x-axis is continuous
- Bar graph: shows how frequently a category of data occurs by representing the data using a series of discrete (separate) bars or rectangles next to, but not touching one another. X-axis usually shows type of categories. Categories on x-axis are distinct (not continuous)
Sometimes used to represent values from the columns (i.e. percentage bar graph)
- Histogram – show frequency with which a particular score occurs in a set of data. Bars are drawn so they touch each other. Indicates that the original variable is quantative (numerical).
- Frequency polygon – used to graph the frequency of data, but presentation like bar graph.
- Pie graph – pie chart is a circular diagram that shows the proportions of scores, values or
Inferential statistics - a type of statistics used to make judgements about whether the results for a sample would also occur in the population from which the sample was drawn. Also used to enable the research to determine the statistical significance (this is the primary purpose) of their results (how likely it is that results obtained occurred by chance) use mathematics to draw conclusions from the results of a study (to compare the sample to the population).
-> Unlike descriptive statistics, they enable researchers to draw inferences, or conclusions based on evidence, about the results obtained in a study.
P value is a probability value of the significance level of any difference. Repetition is likely to reoccur if:
- undertaken in an area likely to be immense benefit to society or
- involves a treatment that could have some chance of harm
-> The actual p value for results is established before the experiment is conducted.
-> Generally accepted for 0.05. If the p value ≥ 0.05, e.g. a significance level of p ≤ 0.06, means the difference in mean scores obtained was most likely due to chance and this would be unacceptable. It would therefore be said that the results did not support the hypothesis and a conclusion would be made that this difference obtained was most likely due to chance alone.
Example: p = 0.01, is a low value, indicating a probability of 1% that results are due to chance alone.
Statistical significance is the term used to indicate whether the difference in the results obtained for the control and experimental groups is a real difference, due to the independent variable, and probably not due to chance factors alone. In any experiment, the mean scores from each group will not be identical. If the likelihood of the difference occurring by chance is extremely low, then it is said to be statistically significant (if the p value is low, the results are considered as ‘statistically significant’)
A test of significance is therefore used to determine whether the mean scores of two groups differ significantly, that is, whether the difference is due to the independent variable and is unlikely to have occurred by chance alone. One of the most commonly used tests of significance is called the t-test.
T-test is a mathematical procedure that involves a comparison of the means of two groups. Using a t-test to compare the means would provide a t value (a number) that is checked against a set of p values that indicate how likely it is that the difference is due to chance. [Anova also possible] A t-test can be used:
- - When only two conditions are being compared (e.g. presence/absence of independent variable)
- - To compare means of samples (e.g. groups) drawn from populations but not comparing means between entire populations.
- - If the distribution scores for each group (spread of individual scores around the mean) are similar and normally distributed (i.e. normal, bell-shaped curve)
Limitations –
- No more than 2 conditions/levels of an independent variable can be compared.
- Cannot be used if scores on variables are not normally distributed around the mean, that is, they cannot be used wit ha skewed distribution of scores.
A conclusion is a decision made by the researcher about whether the hypothesis was supported or rejected based on the results obtained in the experiment.
One conclusion: whether the hypothesis is supported/rejected on the basis of results obtained. Requires objective/unbiased judgement, as results may be influenced (e.g. extraneous variable) as the researcher must be confident that any change to the dependent variable was due to the independent variable and not other variables
-> In science, a hypothesis can be supported or rejected, but it cannot be ‘proven’ true.
The other conclusion is known as a generalisation. A generalisation is a decision/judgement about how widely the findings of a study can be applied, particularly to other members of the population from which the sample was drawn. Make sure uncontrolled variables accounted for, and that results between Iv and DV are statistically significant.
-> Generalising the results from the sample to the population is risky if the sample is not representative of the population of interest. It is reasonable to assume if: relationship between the independent variable and dependant variable is strong, and the sample of participants is not particularly unusual.
Collection and interpretation of data
Data is collected objectively through observation, questionnaires, surveys, interviews, tests or physiological recordings. Collection involves raw data and is not processed. An interpretation of data must also be free of bias. It can be done through organising and representing the data in a meaningful way (e.g. through graphs, the median, mode, mean or standard deviation). This is so that the experimenter can judge as to whether or not the hypothesis has been supported.
Reporting of findings and conclusions
A conclusion is an objective decision about what the results obtained from the research investigation mean. It is made in the “discussion” section of a report. It states whether or not the hypothesis was supported, mentions extraneous variables and limitations, and makes applicable generalisations of results if such generalisations are reasonable.
EXPERIMENT NOTES
An experiment is used to find out if there is a cause-effect relationship between behaviours/events of interest.
How is the study an experiment?
- It testes a hypothesis under controlled conditions to explore the effect of an independent variable on a dependant variable.
Sampling: the process of selecting participants for research.
Sample: a group that is a subset of a larger group chosen to be studied for research purposes.
Done so participants in sample can be used to make inferences on population
Population: the larger group from which a sample is drawn. A sample should be representative of the entire population of interest. So you can GENERALISE from your results.
• Random Sampling is a sampling procedure that ensures that every members of the population of research has an equal chance of being selected as a participant for the study. I.e. Selection of one participant does not influence selection of another
Biased sample – the opposite, not everyone has an equal chance.
• Stratified sampling: divides the population of interest into particular strata (groups) and then selects a sample at random from each stratum in the same properties as they exist in the population.
Sample can be assumed to be truly representative and unbiased.
Experimental group: is exposed to the independent variable which is the condition that receives the ‘treatment’
If large enough change in DV, you can conclude likely cause of IV and not some other factor.
Control group: A control group is one that is not affected by the independent variable, and is often used to determine if any change made was purely due to the influence of the independent variable, that is, to act as a baseline.
Random allocation: participants selected for the experiment are as likely to be put in one group as the other. With larger number of participants, reasonable to assume each group will contain about equal numbers of characteristics that can affect the results.
Placebo is a neutral or inactive substance given to the control group. This inert ‘treatment’ is used to equalise the expectations of the control group and experimental group.
Placebo Effect: occurs when there is a change in the response of participants due to the belief that they are receiving some kind of experimental treatment, as opposed to the change occurring due to the specific procedure (experimental treatment) that is used to produce the response.
Hawthorn Effect: performance may improve simply because of the fact that they are aware that they are members of an experimental effect.
Single-blind Procedure: either participants or the experimenter do not know whether the participants are in the control group or experimental group condition. Prevents participant’s knowledge or expectations of the experiment impacting results
Experimenter Effect – occurs when there is a change in the participant’s response due to the experimenter’s actions rather than to the effect of the independent variable.
Examples –
• Self-fulfilling Prophecy - tendency of participants to behave in accordance with how they believe an experimenter expects them to behave e.g. facial expressions, mannerisms, tone of voice.
• Experimenter bias – unintentional biases in collection of data - A person measuring DV is aware of purpose/hypothesis of experiment. IT is possible for them to misread data, misinterpret responses, or give unintentional assistance to participants.
Double blind procedure - neither the participant nor the experimenter are aware of the conditions to which the participants have been allocated. In experimenters where knowledge of conditions may affect behaviour of experimenter as well as the participants
An extraneous variable is any variable other than the independent variable that can cause a change in the dependant variable and therefore affect the results of the experience in an unwanted way.
When the effects of an uncontrolled variable are confused, or confounded, with those of the independent variable, the uncontrolled variable is referred to as a confounding variable.
RESEARCH DESIGNS: the allocation of participants to minimise participant related extraneous variables
Repeated measures design: each participant involved in both the experimental and control conditions of an experiment so that the effects of individual differences between participants’ characteristics balance out exactly.
• Negative: potential extraneous variable: ‘order effect’
Gain experience, or boredom/fatigue, can confuse results.
COUNTERBALANCING: arranging the order in which conditions of a repeated measures design are experienced so that each condition occurs equally often in each position.
Usually ensure order effect is balanced out, although there are no guarantees.
Matched participants design: selection of pairs of participants who are very similar in a characteristic(s) that can influence the dependant variable, then allocating each member of the pair to different groups
• Positive: eliminates participant related variables FOR THE FACTORS WHICH THEY HAVE BEEN MA TCHED UPON.
• Negative: this design is very time consuming and perfectly matching participants can be difficult to achieve.
Independent groups design: each participant is randomly allocated to one of the two (or more) entirely separate groups. => Known as a between-subject design.
One control, one experimental in simplest form
*Likely to result in two groups that are evenly matched, but less likely in smaller groups.
Negative: Interpersonal VARIABLES BETWEEN PARTICIPANTS COULD AFFECT RESULTS. NOT INTRA.
Operational Definitions: define an observable event in terms of the procedures used to measure the event
Hypothesis: a tentative and testable prediction of the relationship between two or more events or characteristics
-> It is based on careful observations or theory or evidence or evidence (i.e. is ‘educated’.
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Holy crap, thank you, totaled!
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I did Psych this year and got a 46 for it as a year 11. I still have my study notes on my computer, would anyone be interested in them?
Definitely!
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I did Psych this year and got a 46 for it as a year 11. I still have my study notes on my computer, would anyone be interested in them?
YES PLEASE!!!
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I did Psych this year and got a 46 for it as a year 11. I still have my study notes on my computer, would anyone be interested in them?
Yes please, thank you very much! :)
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ASO1 includes chapters 1-5 for grivas right? I'm not sure if there are other chapters needed for ASO1.
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ASO1 includes chapters 1-5 for grivas right? I'm not sure if there are other chapters needed for ASO1.
I'm fairly certain, yes. I took a quick look at the study design and it includes content covered in those chapters.
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I know I didn't score as high as some others on AN but I'm willing to help in whichever way I can for you guys :)
Psych is an awesome subject so best of luck this year!
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I know I didn't score as high as some others on AN but I'm willing to help in whichever way I can for you guys :)
Psych is an awesome subject so best of luck this year!
40 is fantastic!
How hard did you work in Psych to obtain that score? Any tips? What do you reckon I should be planning to do these holidays (5th-28th is when I'll do like 1-2 hours a day) for psychology? I don't have my book yet so I'll have to use someone else's notes to learn!
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Once you get the book, I'd do the Grievas (sp?) book learning activities to a really high standard. I'd also get the Oxford textbook if you're aiming for a Premier's. I'd also get Psych A+ Notes, those books are crazy helpful.
I'd also keep a glossary of key terms and read over it like once a fortnight or smth like that. YouTube videos of all the concepts put into practice. Make mnemonics as best you can.
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40 is fantastic!
How hard did you work in Psych to obtain that score? Any tips? What do you reckon I should be planning to do these holidays (5th-28th is when I'll do like 1-2 hours a day) for psychology? I don't have my book yet so I'll have to use someone else's notes to learn!
Thanks :)
I did work really hard but not as hard that I neglected my 1/2 subjects. My end of year exams I only lost a couple of marks on all, so I stayed pretty consistent.
I aimed for 40 the WHOLE year. I didn't want any lower, so at times when I felt drained and didn't want to study (despite it being my favourite subject) I stuck a sticky note on my desk and looked at that 40 for about 3 months before exams.
Side note: When results came out I couldn't look, so got my friend to and all I wanted to know was whether I got under or over. So so happy I reached my goal.
I believe I could have done better. I know i tried my damned hardest, but I know their were times where I slacked off because my cohort was weak. But unbelievably proud of my 40 :P (congrats to everyone else who got higher)
I did the homework my teacher set (learning activities mainly) and pre read the sections before class. For notes, my teacher had a PP on like, everything so they were my notes. I rarely made my own. Sometimes I made comparison tables eg. dimensional vs categorical approach to mental illness. (I had to think for a second there, wow).
I also listened to podcasts or watched clips on youtube based on my topic (Andrew Scott is great).
Tips: Learn it AT THAT TIME. Don't think 'oh, I'll learn it another day', 'I'll memorise that definition some other time' I know psych is becoming more about applying knowledge but quite a few of my SACs required definitions.
Personally, I probably looked at the study design 4 times during the year. 2 were before exams. That was my bad, and it wasn't until exam time that I was like 'crap, do I know that well enough, do I need that?' that it really became important how much the study design helps. This year I've put it at the front of each of my folders. My aim to work through it as I learn each AOS.
The psych homework I did during the summer holidays was creating a poster on the brain (might upload them to notes) and its functions as well as answered about 30 questions on the brain. I pretty much learnt the functions of the brain, where they were etc. because I was told our first SAC was going to be really early (I assumed 2nd week but it was about week 4. We went over everything about the brain at school, so by the end of the year the brain was down pat for me.
I didn't really hit me back then how important it was, but it shows that obtaining a 40 doesn't mean you have to get ahead. I never did apart from reading ahead. I stayed at my class' pace the whole year.
Another thing was I tried to apply it in everyday life. eg. before going to sleep I'd be like, okay, during REM sleep my brain waves are beta-like/saw tooth waves.
or I'd be like, when I see a spider my flight flight response activates, my sympathetic nervous system and HPA axis.
One thing I did was also look deeper into concepts. eg. Broca's aphasia, I'd google it, youtube it, out of cure interest, but it helped me understand it more because I connected it to those things (eg. girl who had Broca's aphasia on youtube had short deliberate speech, mainly consisted of content words and knew she had the disorder) Actually seeing it, rather than reading an example from the book helped me.
The only resources I had were the Grivas textbook. Again, didn't see the benefit of buying A+ notes back then or anything but it didn't affect me dramatically.
I was also the only year 11 in my class, so i didn't have 'friends' to get help from for about half a year, haha. By the end I made some great friends and we had study sessions during lunch and messaged each other on fb asking for help.
I'm sure there's lots to mention that aren't in my mind at the moment ( feels so long ago!) but if you have any other questions I'm happy to answer.
Feel free to PM me if you ever need help and I'll do my best! If you want some of my notes too then I'd be willing to send them :)
Enjoy psychology! It was by far my favourite subject (even in year 11 when all my friends say that it sucks) and I miss it!
This is just my own experience. Everyone has different ways of learning/studying so won't apply to everyone. Just my two cents :)
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What do you reckon I should be planning to do these holidays (5th-28th is when I'll do like 1-2 hours a day) for psychology? I don't have my book yet so I'll have to use someone else's notes to learn!
the biggest thing that will help you out is research methods, so just learn the chapter really well, sometimes people get mixed up with confounding vs extraneous variables, and research designs etc. but really know research methods back to front, section C on this years exam was really really out of left field and people who didnt have such a good understanding of research methods didn't do well. other than that, learn a bit about consciousness, i recommend the newest editions of textbooks because there is alot of stuff in the last textbook that is absolutely not relevant and has wasted peoples time (reticular activating system etc.), scooby made a nice list here What has been taken out of the Psych 2013 study design??? of stuff that is no longer relevant, though if you are bored and love psych learn it anyway !!
so these holidays:
- learn research methods really well, so that during the year you can focus on your sac topics
- do some light reading and if you want make notes on U3 AOS1
another note to remember - psychology is a subject with lots of tricks in it ! im not saying to rote learn everything, but for definitions of things, remember exactly how the textbook defines it, so that there is no room for error,
unless your teacher specifically asks otherwise
best of luck !!
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I did Psych this year and got a 46 for it as a year 11. I still have my study notes on my computer, would anyone be interested in them?
yes please!
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I did Psych this year and got a 46 for it as a year 11. I still have my study notes on my computer, would anyone be interested in them?
You might want to try uploading them in the notes area of AN (under resources) just in case those that are doing psych don't happen to see this thread :)
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Psychology 2014 ftw ~
On a side note, I am really looking forward to the course this year ! I absolutely loved psych last year and it is my favourite subject !
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I didn't do psych last year but I already love it
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I did Psych last year, and 1/2 the year before. But wow, that's good you guys enjoyed 1/2! I didn't really give a poop about 1/2 and found it mehh and bland, but what you'll find that 3/4 content is different excluding the
much hated but of utmost important Research Methods that carries on to 3/4 and throughout the course.
Anyways, good luck :) and Psych is quite enjoyable as you can apply it to a lot of things in life...memorising and cramming the content might get on your nerves, but making cue cards/mind maps/drawings, sharing your knowledge and applying/relating to things that happen (aha, elaborative rehearsal there :P) and constantly keeping it fresh will help ya.
*Not sure if you guys have already read them, but I made a few posts in another topic/psych thread with advice/tips for Psych a while back - might wanna check all threads related to Psych out :)
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I did Psych last year, and 1/2 the year before. But wow, that's good you guys enjoyed 1/2! I didn't really give a poop about 1/2 and found it mehh and bland, but what you'll find that 3/4 content is different excluding the much hated but of utmost important Research Methods that carries on to 3/4 and throughout the course.
Anyways, good luck :) and Psych is quite enjoyable as you can apply it to a lot of things in life...memorising and cramming the content might get on your nerves, but making cue cards/mind maps/drawings, sharing your knowledge and applying/relating to things that happen (aha, elaborative rehearsal there :P) and constantly keeping it fresh will help ya.
*Not sure if you guys have already read them, but I made a few posts in another topic/psych thread with advice/tips for Psych a while back - might wanna check all threads related to Psych out :)
Thanks for that(:
Could you please link that thread here ?
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Thanks for that(:
Could you please link that thread here ?
Not sure, but you've probs read it cuz it's a few threads below this :) but here ya go ~
Any tips for new comers to Psychology 3/4?
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Is anyone going to the Tsfx lecture tomorrow?
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Is anyone going to the Tsfx lecture tomorrow?
Aw, I was there! I should have checked this board.
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GOOD LUCK remembering to spell or remember the word for the different ways to measure consciousness.
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GOOD LUCK remembering to spell or remember the word for the different ways to measure consciousness.
Just as well the abbreviations are accepted - EEG, EOG and EMG are so much easier to write!
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Just as well the abbreviations are accepted - EEG, EOG and EMG are so much easier to write!
Yeah I've worked out what they mean as abbreviations but I don't know what the full words are so I could be in a bit of strife for that.
EEG - detect, amplify and record the electrical activity of brain
EMG - detect, amplify and record the electrical activity of the muscles
EOG - detect, amplify and record the electrical activity of the muscles that control eye movement.
I think that is right for them??
I've also memorised the type of brain waves (alpha, beta, theta, delta) but I'm having trouble remembering what frequency and such they are! Any tips ?
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Yeah I've worked out what they mean as abbreviations but I don't know what the full words are so I could be in a bit of strife for that.
EEG - detect, amplify and record the electrical activity of brain
EMG - detect, amplify and record the electrical activity of the muscles
EOG - detect, amplify and record the electrical activity of the muscles that control eye movement.
I think that is right for them??
I've also memorised the type of brain waves (alpha, beta, theta, delta) but I'm having trouble remembering what frequency and such they are! Any tips ?
Yes, those definitions are fine :)
Try this: Bat Droppings - Beta Alpha Theta Delta
These are in descending order of frequency and ascending order of amplitude
If you know this, then you will be able to compare them easily if required
Hope that helps!
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Try this: Bat Droppings - Beta Alpha Theta Delta
These are in descending order of frequency and ascending order of amplitude
If you know this, then you will be able to compare them easily if required
Hope that helps!
You're amazing! I actually remember 'BATD' coming up in class today and I wrote it down but wasn't aware as to what it was for. Have any more tricks or acronyms up your sleeve for the first AOS :P? Let me have a go ..
EEG ->EEG is a devised used to DARE (acronym for previously mentioned answer) activity in the form of brain waves.
BRAIN WAVES!
Beta -> High frequency with low amplitude.
Alpha -> Relatively high frequency with low amplitude (taller than beta though)
Theta -> Medium frequency with a mixed amplitude.
Delta -> Low frequency with a tall amplitude.
After reading my book after attempting to do that, do you need to write words like 'a steady pattern of low frequency' for Delta and such, or is what I've written good enough (or too basic).
Thanks!
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You're amazing! I actually remember 'BATD' coming up in class today and I wrote it down but wasn't aware as to what it was for. Have any more tricks or acronyms up your sleeve for the first AOS :P? Let me have a go ..
EEG ->EEG is a devised used to DARE (acronym for previously mentioned answer) activity in the form of brain waves.
BRAIN WAVES!
Beta -> High frequency with low amplitude.
Alpha -> Relatively high frequency with low amplitude (taller than beta though)
Theta -> Medium frequency with a mixed amplitude.
Delta -> Low frequency with a tall amplitude.
After reading my book after attempting to do that, do you need to write words like 'a steady pattern of low frequency' for Delta and such, or is what I've written good enough (or too basic).
Thanks!
Haha, glad to help!
What you have written is great, but it would be even better if you compared each brain wave to another. For example, alpha brain waves are a slightly lower frequency than beta, with a slightly higher amplitude than beta. This way you demonstrate that you understand not one, but two forms of brain waves! :)
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For the five methods (that I have) of studying consciousness, do you need really long blocks of information like (A) or would a more simplistic approach (B) suffice when describing what they are or having to know what they are.
(A) EEG is a device used to detect, amplify and record the electrical activity in the form of brain waves. Electrodes are attached to the surface of the scalp that detect the electrical activity of the neurons in the cerebral cortex. The EEG amplifies and translates the relatively weak electrical activity into a visual pattern of brain waves which are displayed as a electroencephalogram.
(B) EEG is a device used to detect, amplify and record the electrical activity in the form of brain waves.
Thanks :)
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Almost always would be the second option, unless the question was worth three marks or something on just EEGs, which I find improbable.
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Do we need to know about demand characteristics and artificiality? I don't think it's in the study design anymore but could someone please confirm? And is operationalising IV and DV still in the year 12 course?
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Do we need to know about demand characteristics and artificiality? I don't think it's in the study design anymore but could someone please confirm? And is operationalising IV and DV still in the year 12 course?
What are you up to??
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HawthornM8, we're just finishing off research methods and about to start the brain next week.
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Do we need to know about demand characteristics and artificiality? I don't think it's in the study design anymore but could someone please confirm? And is operationalising IV and DV still in the year 12 course?
you definitely still need to be able to operationalise the IV and DV. that's come up in extended response. you won't lose marks for operationalising them if the question doesn't specifically tell you to, so if you choose to always operationalise them you'll be fine. but it's personal choice tbh
i don't think you need to know demand characteristics and artificiality as confounding variables (not 100% sure though), but you'll need to know artificiality as a weakness of sleep labs at least.
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you definitely still need to be able to operationalise the IV and DV. that's come up in extended response. you won't lose marks for operationalising them if the question doesn't specifically tell you to, so if you choose to always operationalise them you'll be fine. but it's personal choice tbh
i don't think you need to know demand characteristics and artificiality as confounding variables (not 100% sure though), but you'll need to know artificiality as a weakness of sleep labs at least.
Okay. I don't mind operationalising the IV and DV. Okay: need to know artificiality.
Thank you very much! :)
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HawthornM8, we're just finishing off research methods and about to start the brain next week.
WTF. We are on sleep. I just had a sleep measurement chapter test (not a SAC) and absolutely failed it to the max. However it was an easy test, I just don't know atm what the 4 brain waves in EEG are for, and the types of sleep and stages etc.
Are you like a 1/2'er? LOL
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HawthornM8, we're just finishing off research methods and about to start the brain next week.
How long did you guys spend talking about research methods. We only spent a period.....
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We're being taught by someone who hasn't taught psych at all (even 1/2) in over 10 years. Still got another week of research methods, woop woop
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My schools has said that we don't need to know research methods until Unit 4 so we are just working through AOS1 and we're up to the sleep dot point. I'm sort of confused as to what we're doing atm but I'm going to watch all these podcasts by 'Andrew Scott' on YouTube to catch up!
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No I'm not a 1/2er. I'm doing psych 3/4. We spent headstart week last year December (one week) plus this week and the first two days of school last week on research methods. I thought that this was what everyone started with? Didn't know it was until unit 4 that we needed to learn it. Maybe we're just learning it now. We're having a test on it next week.
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With Galvanic Skin Response (GSR) ... is this what it does.
The physiological response that indicates the change in electrical conductivity of the skin. Although it does not measure sweating, when you sweat more the electrical conductivity of the skin increases which gives a greater reading. For example, if you dose up on ecstasy you'd probably be sweating a lot, or the perspiration of your skin increases, thus testifying that you are conscious? I'm slightly confused as to what it measures.
Is it just meant to measure whether you are awake or asleep, or does it measure your emotional arousal or something? If someone could clear that up I'd appreciate it.
Also, I've been learning about EEG and the BATD brain waves that come with it. Now whenever I see a 'wave' I always associate it with brain waves accidentally, such as the measurements of EOG and EMG. Do you have to be able to measure or name these two, or do you just say as to whether they are awake, in non-REM or REM state.
Thanks!
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If anyone was interested I've attached two tables on sleep. Hope they help :)
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With Galvanic Skin Response (GSR) ... is this what it does.
The physiological response that indicates the change in electrical conductivity of the skin. Although it does not measure sweating, when you sweat more the electrical conductivity of the skin increases which gives a greater reading. For example, if you dose up on ecstasy you'd probably be sweating a lot, or the perspiration of your skin increases, thus testifying that you are conscious? I'm slightly confused as to what it measures.
Is it just meant to measure whether you are awake or asleep, or does it measure your emotional arousal or something? If someone could clear that up I'd appreciate it.
Also, I've been learning about EEG and the BATD brain waves that come with it. Now whenever I see a 'wave' I always associate it with brain waves accidentally, such as the measurements of EOG and EMG. Do you have to be able to measure or name these two, or do you just say as to whether they are awake, in non-REM or REM state.
Thanks!
It measures how easy it is for electricity to pass through your body. If you are sweating, you skin conducts more electricity. For example, if you are in an alcohol induced state, your body temperature will increase and sweating will occur and therefore high GSR. I'm also kinda confused that a high GSR indicates higher level of consciousness...
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This may be a bit subjective, but how did you best study for the subject? I've got my first SAC on Friday for Psychology so I'm going to be going through alot of it today but I'm not sure how I should really be approaching learning and studying. My teacher made some long as booklet with all the exam questions from recent years so I'm working my way through that and am stopping every so often when I'm not sure actually how to define something, despite knowing what it means.
Also with Psychology, is it really that necessary to remember definitions (apart from like 'consciousness' and 'sleep') if you can explain what it is? I've found if I just read the book a couple times, I'll know what they are so I can basically make up a definition on the spot, sometimes a little verbose but still fine.
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This may be a bit subjective, but how did you best study for the subject? I've got my first SAC on Friday for Psychology so I'm going to be going through alot of it today but I'm not sure how I should really be approaching learning and studying. My teacher made some long as booklet with all the exam questions from recent years so I'm working my way through that and am stopping every so often when I'm not sure actually how to define something, despite knowing what it means.
Also with Psychology, is it really that necessary to remember definitions (apart from like 'consciousness' and 'sleep') if you can explain what it is? I've found if I just read the book a couple times, I'll know what they are so I can basically make up a definition on the spot, sometimes a little verbose but still fine.
I think that even though Psychology is moving toward a more application-based subject, definitions are still important. They ensure that you include everything that a particular concept asks for, whereas creating your own definition may omit important parts or exemplify unimportant parts. Basically, they act as a safety net. In saying that, some people like to only memorise 'key concepts' and create their own definitions during the SAC/exam - this may help especially if you are in Year 12 and don't have as much time as someone in Year 11.
I studied for SACs via a combination of creating notes, memorising definitions, doing Checkpoints and past exam questions. Good luck!
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Does anybody have a technique (like a poem etc) of remembering the EEG brain waves associated with each stage of sleep?
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i just used BAT-D (beta, alpha, theta, delta) to remember the order, and then if you remember that the stages alternate between being a mix of two types and being predominately one type (i.e. stage 1 nrem - alpha/theta, stage 2 nrem - mostly theta, stage 3 nrem - theta/delta, stage 4 nrem - mostly delta), then you should be fine. and then rem sleep has beta-like waves which resemble the ones we have when we're awake.
i don't think there are any poems as far as i know, but that should make it a lot easier to remember :)
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Yeah we used B(eta)A(lpha)T(heta)D(elta).
Now nobody read this I'm just testing my memory ...
Stage 1 -
Hypnogogic State which refers to the transition between drowsiness and true sleep. May experience hallucinatory images.
Theta (medium frequency / mixture of high and low amplitude) with <50% Alpha (high frequency although lower than beta / low amplitude although higher than beta) Brain Waves
Hypnic Jerks
Irregular BReathing
Decreasing body temperature, blood pressure and heart rate.
Easily awoken - if awoken in this stage, will not believe they were actually sleeping.
Occurs for 5-10 minutes
Stage 2 -
Stage where you are in 'true sleep'
Sleep spindles occur which are short bursts of increased frequency
K-complexes occur which is an increase (high)of amplitude in a single brain wave
Regular breathing
Physiological responses continue to decease (HR/BP/BT) + decreasing muscle tension
Occurs for 10-20 minutes
Theta Brain Waves
Stage 3 -
Deep sleep begins.
Physiological characteristics continue to decrease
Theta with <50% Delta Brain Waves
10 minutes
Groggy and disoriented
Unresponsive to outside world.
Between stage 3 and 4, 20% of dreams occur, although they are rarely remembered.
Stage 4 -
Deepest sleep
Delta with <50% Theta Brain Waves
Night terrors, sleep talking and sleepwalking sometimes occur
20 minutes, although it decreases as the night progresses (in the sleep cycle, you spend less time in stage 4 and more time in REM)
Stage 3 and 4 have 20% dreams occur, although are rarely remembered.
Physiological responses continue to decrease
WOO! I remembered all of that except for a few things here and there in stage 3.
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When asked to explain the purpose of sleep, can you talk about the restorative functions of sleep?
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When asked to explain the purpose of sleep, can you talk about the restorative functions of sleep?
Certainly :)
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When asked to explain the purpose of sleep, can you talk about the restorative functions of sleep?
You can talk about the Restorative theory of sleep, Survival theory of sleep and one more that I'll check my book .... ''Perhaps a combination of reasons?'' Yep, just those two.
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How would you describe this sleep cycle? like what should we talk about?
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How would you describe this sleep cycle? like what should we talk about?
Hey! I think I remember you from the health forum last year!
I'm assuming you have to talk about the fact that the REM stages occur for longer throughout the night and that as sleep progresses, we no longer experience stages 3 or 4
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Yeah I would agree. It'd depend on how many marks it were worth but it's worth noting that it's a natural cycle of sleep for an adult, as well as what's already been noted above. Also worth noting* the progression is NREM1, 2, 3, 4, 3, 2, REM (some portion of students will mistakenly believe that REM occurs after Stage 4 NREM, however, it makes sense to think that REM is closer to Stage 1 because of the beta-like waves that are similar to brain activity when we're awake)
*Probably not in your answer, but for the sake of learning on this thread.
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NREM1, 2, 3, 4, 3, 2, REM
1, 2, 3, 4, 3, 2, 1, REM.
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1, 2, 3, 4, 3, 2, 1, REM.
^iirc, it actually does skip stage 1 nrem when it goes through the stages back to rem
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I agree with Paulrus. It only occurs straight after falling asleep
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^iirc, it actually does skip stage 1 nrem when it goes through the stages back to rem
The chief examiner assessor dude, whatever, he makes the answers to the exams after they have been sat - he wrote a text book (Oxford Psychology) that my school has been prescribed and he included 1. My bad for correcting if it was wrong, but I'm going off this guy :P
I agree with Paulrus. It only occurs straight after falling asleep
REM doesn't happen straight after falling asleep there is a cycle of NONREM
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The chief examiner assessor dude, whatever, he makes the answers to the exams after they have been sat - he wrote a text book (Oxford Psychology) that my school has been prescribed and he included 1. My bad for correcting if it was wrong, but I'm going off this guy :P
REM doesn't happen straight after falling asleep there is a cycle of NONREM
I'm aware. I agree with Paulrus in that the stages are 1-2-3-4-3-2-REM-2 ext.
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I have checked Wikipedia as well as my uni psych textbook, both say it goes from 2 to REM.
However, I remember being asked a question about this, and in the 2010 exam, question 37 -- http://www.vcaa.vic.edu.au/Documents/exams/psychology/2010psych1-w.pdf, the only possible correct answer says that it goes 2-1-REM.
I've always believed it to have skipped N1. Although, if you look at the graphs that are going around, where the y-axis has N1 is where REM begins ??? Bit weird.
VCAA have been known to distort answers from what they actually are for whatever reason so I'm definitely not taking the word of the 2010 exam :P, however, it perhaps sheds some light for you guys as far as VCAA expectations (although, they've been inconsistent in the past, I know the 2013 IT: Apps exam had an answer directly contrary to a past exam). I think Stage 3 and 4 are just referred to as N3 now
Pretty interesting really, I will perhaps later try to find some journal articles that are unanimous one way or the other and report back.
Interestingly, this link here http://healthysleep.med.harvard.edu/healthy/science/what/sleep-patterns-rem-nrem shows a graph through sleep where N1 isn't present - perhaps to avoid the confusion we've already had? I'm leaning towards maintaining my answer.
Edit: Chief assessors don't actually make the answers. The assessors collectively make answers during an assessor's meeting. The CA's role is to instruct the assessor's how they ought to be marking, as well as to review what marks assessors have given what answers to ensure consistency and whatnot.
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I have checked Wikipedia as well as my uni psych textbook, both say it goes from 2 to REM.
However, I remember being asked a question about this, and in the 2010 exam, question 37 -- http://www.vcaa.vic.edu.au/Documents/exams/psychology/2010psych1-w.pdf, the only possible correct answer says that it goes 2-1-REM.
I've always believed it to have skipped N1. Although, if you look at the graphs that are going around, where the y-axis has N1 is where REM begins ??? Bit weird.
VCAA have been known to distort answers from what they actually are for whatever reason so I'm definitely not taking the word of the 2010 exam :P, however, it perhaps sheds some light for you guys as far as VCAA expectations (although, they've been inconsistent in the past, I know the 2013 IT: Apps exam had an answer directly contrary to a past exam). I think Stage 3 and 4 are just referred to as N3 now
Pretty interesting really, I will perhaps later try to find some journal articles that are unanimous one way or the other and report back.
Interestingly, this link here http://healthysleep.med.harvard.edu/healthy/science/what/sleep-patterns-rem-nrem shows a graph through sleep where N1 isn't present - perhaps to avoid the confusion we've already had? I'm leaning towards maintaining my answer.
Thank you for the insight. I am currently flipping through my check points book to see if there is a related question to clarify this
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explain why sleep is an ASC (2 marks)
can you just sub it into the ASC definition or do you need to talk about factors like content limitation, time orientationetc
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I have checked Wikipedia as well as my uni psych textbook, both say it goes from 2 to REM.
However, I remember being asked a question about this, and in the 2010 exam, question 37 -- http://www.vcaa.vic.edu.au/Documents/exams/psychology/2010psych1-w.pdf, the only possible correct answer says that it goes 2-1-REM.
I've always believed it to have skipped N1. Although, if you look at the graphs that are going around, where the y-axis has N1 is where REM begins ??? Bit weird.
VCAA have been known to distort answers from what they actually are for whatever reason so I'm definitely not taking the word of the 2010 exam :P, however, it perhaps sheds some light for you guys as far as VCAA expectations (although, they've been inconsistent in the past, I know the 2013 IT: Apps exam had an answer directly contrary to a past exam). I think Stage 3 and 4 are just referred to as N3 now
Pretty interesting really, I will perhaps later try to find some journal articles that are unanimous one way or the other and report back.
Interestingly, this link here http://healthysleep.med.harvard.edu/healthy/science/what/sleep-patterns-rem-nrem shows a graph through sleep where N1 isn't present - perhaps to avoid the confusion we've already had? I'm leaning towards maintaining my answer.
Edit: Chief assessors don't actually make the answers. The assessors collectively make answers during an assessor's meeting. The CA's role is to instruct the assessor's how they ought to be marking, as well as to review what marks assessors have given what answers to ensure consistency and whatnot.
Sorry if this is hard to read posting off iPhone - this is in response to last bit. This guy has came in to lecture us cause our school is brother/sister schools with the one he teaches at, and he has whole heartedly testified to the fact that the exam is made during the holidays, an entire year before it is sat, so basically a few weeks after Dec 16 the new exam is made the following year. After it is sat, he and he only makes the answers that is used as a base, and of course that is up for amendments before the answers are finalised and distributed to all assessors. It may be collective in the editing stage but the answers are written, at least in psychology since the new Study Design (going off his word) that it is done like mentioned.
I'm finding answers quite incompetent over a vast majority of resources, like VCAA answers from Oxford book, StudyOn and other supplementary texts - there is quite a difference in some of their own explanations and ideas that do not coincide. But I still think it goes 1,2,3,4,3,2,1,R,1... 1 is known ass the transition stage from sleep to wakefulness (or beta brain waves) - Rem.
:) SAC tomorrow just crammed everything hopefully my sleep consolidates my learning into memories like 'some' of the books say it does hehe
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Good Luck for your SAC :D
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explain why sleep is an ASC (2 marks)
can you just sub it into the ASC definition or do you need to talk about factors like content limitation, time orientationetc
I wouldn't define anything I'd compRe characteristics from NWC to ASC like you said. Could be wrong, just how my school seems to do it
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Sorry if this is hard to read posting off iPhone - this is in response to last bit. This guy has came in to lecture us cause our school is brother/sister schools with the one he teaches at, and he has whole heartedly testified to the fact that the exam is made during the holidays, an entire year before it is sat, so basically a few weeks after Dec 16 the new exam is made the following year. After it is sat, he and he only makes the answers that is used as a base, and of course that is up for amendments before the answers are finalised and distributed to all assessors. It may be collective in the editing stage but the answers are written, at least in psychology since the new Study Design (going off his word) that it is done like mentioned.
I'm finding answers quite incompetent over a vast majority of resources, like VCAA answers from Oxford book, StudyOn and other supplementary texts - there is quite a difference in some of their own explanations and ideas that do not coincide. But I still think it goes 1,2,3,4,3,2,1,R,1... 1 is known ass the transition stage from sleep to wakefulness (or beta brain waves) - Rem.
:) SAC tomorrow just crammed everything hopefully my sleep consolidates my learning into memories like 'some' of the books say it does hehe
Ok fair enough, I was going off what some teachers of mine told me, but they could be outdated or wrong. I think it's fair enough to day that if it comes up in the exam, you guys should definitely answer that 1 comes before REM haha.
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In terms of content limitation, how is daydreaming different to meditation?
I feel like daydreaming is an automatic process, leaving meditation to be an controlled process. Can it also be argued that meditation is an automatic process?
How would you answer this question?
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In terms of content limitation, how is daydreaming different to meditation?
I feel like daydreaming is an automatic process, leaving meditation to be an controlled process. Can it also be argued that meditation is an automatic process?
How would you answer this question?
Iirc, daydreaming has decreased content limitation as there is greater variation in thoughts/ideas, as it includes made-up/imaginary scenarios that have not or could not occur in reality, whereas meditation has increased content limitation as you control your thoughts to focus on one specific thing, eg. Breathing.
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Iirc, daydreaming has decreased content limitation as there is greater variation in thoughts/ideas, as it includes made-up/imaginary scenarios that have not or could not occur in reality, whereas meditation has increased content limitation as you control your thoughts to focus on one specific thing, eg. Breathing.
Increased/decreased meaning what exactly? I thought we had to refer to one being a controlled process and one being an automatic as those are the only two types of processing under the "content limitations" umbrella.
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I doubt that'd come up. I'm pretty sure we are meant to focus on daydreaming and alcohol induced state this year. I'm aware that was a recent exam question from recent years but I'm 95% sure we don't need to know in detail what mediation is, let alone those characteristics ... which are relatively self-explanatory.
Content limitations would decreased because you are usually only 'aware' or focused on one stimuli, such as your breathing, the person talking in the room or the wind outside. If you are taking mediation seriously, you are usually not having bizarre thoughts unlike daydreaming. In mediation you are selectively focusing on stimuli that is in the current, whilst in daydreaming you are focusing on internal events with little awareness of the external world, such as what you are going to do that night.
I don't see how it is relevant to the question, but daydreaming can be an automatic or controlled process but usually the former, so just stick with that. When I'm extremely bored in class I can purposefully daze out which I'd consider a controlled process, but generally it happens as an automatic process. I also think you shouldn't really be talking in 'controlled' or 'automatic' process for this, but your attention. When you daydream, you use divided attention. When you are in mediation, you are using selective attention which could also be called a controlled process. Sorry I'm out of it.
I'm pretty sure the content limitation would always be decreased for mediation, whilst daydreaming it can be increased or decreased.
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I doubt that'd come up. I'm pretty sure we are meant to focus on daydreaming and alcohol induced state this year. I'm aware that was a recent exam question from recent years but I'm 95% sure we don't need to know in detail what mediation is, let alone those characteristics ... which are relatively self-explanatory.
Content limitations would decreased because you are usually only 'aware' or focused on one stimuli, such as your breathing, the person talking in the room or the wind outside. If you are taking mediation seriously, you are usually not having bizarre thoughts unlike daydreaming. In mediation you are selectively focusing on stimuli that is in the current, whilst in daydreaming you are focusing on internal events with little awareness of the external world, such as what you are going to do that night.
I don't see how it is relevant to the question, but daydreaming can be an automatic or controlled process but usually the former, so just stick with that. When I'm extremely bored in class I can purposefully daze out which I'd consider a controlled process, but generally it happens as an automatic process. I also think you shouldn't really be talking in 'controlled' or 'automatic' process for this, but your attention. When you daydream, you use divided attention. When you are in mediation, you are using selective attention which could also be called a controlled process. Sorry I'm out of it.
I'm pretty sure the content limitation would always be decreased for mediation, whilst daydreaming it can be increased or decreased.
Thank you.
The question specifically states to discuss in terms of content limitations hence why I was thinking along the lines of automatic or controlled processes rather than types of attention
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I think I've just confused myself and taken my notes down incorrectly. I'll just take your word for it
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Don't fuckin' take my word for it. I thought I absolutely killed that SAC and I got fucking 74%. What a load of shit.
EDIT: Is it possible to still get like a 40 if I get like 90% on my SACS and finish mid in my cohort and do well in the exam. It would be pretty hard to move up in my cohort now. I don't know how I did so shit, I thought I would have got 100%, knew everything.
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Don't fuckin' take my word for it. I thought I absolutely killed that SAC and I got fucking 74%. What a load of shit.
EDIT: Is it possible to still get like a 40 if I get like 90% on my SACS and finish mid in my cohort and do well in the exam. It would be pretty hard to move up in my cohort now. I don't know how I did so shit, I thought I would have got 100%, knew everything.
45+ is still entirely possible.
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Sorry this might be a stupid question but I was wondering if the brain stem is the same as the spinal cord? And if cerebrum is the same as cerebral cortex? Just a bit confused with terms.
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The brain stem connects the brain TO the spinal cord. As for the second question, they are different things, but you should read about it here http://biology.about.com/od/anatomy/p/cerebrum.htm :)
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45+ is still entirely possible.
Yeah so the average was 84% and I received 74% which is pretty terrible, it was only worth like half of the first AOS but regardless, it is still hard to move up the ranks now. If I got a 40 I'd be so happy. I literally knew everything but supposedly I didn't address the questions and wrote too much and was just showing my knowledge, and I was meant to write in dot-point form?
I'm in a top 50 school so it is pretty hard to move up my cohort when people will always get like 90%
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Yeah so the average was 84% and I received 74% which is pretty terrible, it was only worth like half of the first AOS but regardless, it is still hard to move up the ranks now. If I got a 40 I'd be so happy. I literally knew everything but supposedly I didn't address the questions and wrote too much and was just showing my knowledge, and I was meant to write in dot-point form?
I'm in a top 50 school so it is pretty hard to move up my cohort when people will always get like 90%
Yeah but the idea of the scaling system is you don't need to be that high up for get more than 40 in a top 50 school. And yeah, you should probably revise how you go about answering questions. Dot-point is entirely acceptable (even encouraged), as are charts, tables, diagrams etc. It really is as much about knowing how to answer questions as knowing what to answer. Have you done many practice questions, read assessors reports and things of the like?
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The brain stem connects the brain TO the spinal cord. As for the second question, they are different things, but you should read about it here http://biology.about.com/od/anatomy/p/cerebrum.htm :)
Okay I get it. So the cerebral cortex is the grey matter outside with the folds and wrinkles covering the cerebrum?
Thanks! :)
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Yeah so the average was 84% and I received 74% which is pretty terrible, it was only worth like half of the first AOS but regardless, it is still hard to move up the ranks now. If I got a 40 I'd be so happy. I literally knew everything but supposedly I didn't address the questions and wrote too much and was just showing my knowledge, and I was meant to write in dot-point form?
I'm in a top 50 school so it is pretty hard to move up my cohort when people will always get like 90%
I feel you. At least your cohort will hopefully do well on the exam and scale everyones SAC scores up (:
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Okay I get it. So the cerebral cortex is the grey matter outside with the folds and wrinkles covering the cerebrum?
Thanks! :)
You got it =]
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You got it =]
Thank you thank you thank you! ;D That clears things up since my teacher said for the sake of year 12 psych that they were both the same so now I know that they're different.
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Ok, I am very annoyed, can anyone please explain to me why this is a thing. 2003 exam, question 42:
When we experience Stage 1 sleep, the emerging brain-wave patterns are likely to be _________ waves, which
indicate ___________ frequency and ___________ amplitude.
A. alpha; high; low
B. delta; low; low
C. beta; high; high
D. theta; low; high
So yes great ok emerging brain-wave patterns, Stage one is primarily alpha with some theta waves, clearly the theta waves are now emerging, let's put D as the answer. nekminnit assessor's report says A, i.e. alpha waves, which are predominant in Stage 1, are somehow classified as "emerging" when they actually emerged in the awake but drowsy stage, y u do dis VCAA, help/explanation would be appreciated.
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If N1 is primarily alpha waves, as we transitioned into N1, wouldn't the emerging patterns be alpha waves? You're approaching the question as if you were in the middle of N1, "what are the next waves to emerge?", however, I think the word 'emerging' implies that we're beginning N1. What do you think? I see your issue, though, it's a poorly worded question.
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Well it's not as if you go from being completely alert (beta waves) straight to Stage 1, isn't there the awake and drowsy stage in between, where alpha waves begin to emerge? Because on another question, Susie something or other was 'awake and drowsy in class' (classic), and they asked what her brainwaves are, with the answer being alpha. So, the way I see it, alpha 'emerged' in the awake and drowsy stage, in Stage 1 they're already an established fact, it's theta waves that make the difference. I'm irrationally angry about this :/
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Yeah look I agree with you, true alpha waves would definitely emerge in a hypnagogic state . Tbh, don't expect much of the old exams. Pre-2011 they're significantly easier (in a stupid way) and not written as well imo.
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Hey guys I was just wondering, it says that my next psych sac is a visual presentation sac, what does this mean?
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Hey guys I was just wondering, it says that my next psych sac is a visual presentation sac, what does this mean?
Is this for unit 1?
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Is this for unit 1?
Nope, 3
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Is this for unit 1?
You do a presentation showing a folio, an A3/A2 poster or something, a power point etc etc.
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Just a question:
During a game of squash, Andrew is hit in the left eye with a squash ball. His doctors 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 in both the right and left hemispheres
C:Temporal lobe of both the left and right hemispheres
D: Temporal lobe of the right hemisphere
Thanks :)
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Just a question:
During a game of squash, Andrew is hit in the left eye with a squash ball. His doctors 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 in both the right and left hemispheres
C:Temporal lobe of both the left and right hemispheres
D: Temporal lobe of the right hemisphere
Thanks :)
I'm pretty sure it's A, as information from the left visual field is processed in the right eye and vice versa.
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actually, that's a pretty tricky question, but the answer is B. each eye is split into the left and right visual fields - the visual information from the right visual field goes to the left hemisphere, and the information from the left visual field goes to the right hemisphere. so if his left eye is covered, his right eye still registers information from the left and right visual fields, which means it'd be processed in both hemispheres, specifically in the occipital lobes. so B is the right answer :)
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actually, that's a pretty tricky question, but the answer is B. each eye is split into the left and right visual fields - the visual information from the right visual field goes to the left hemisphere, and the information from the left visual field goes to the right hemisphere. so if his left eye is covered, his right eye still registers information from the left and right visual fields, which means it'd be processed in both hemispheres, specifically in the occipital lobes. so B is the right answer :)
Yeah I thought it was B as well.
Left half of each eye (which receives info from the right half of the visual field) send info to the primary visual cortex in left occipital lobe and vice versa
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Hey does anybody know why electrodes are usually placed under the chin when using the EMG?
Also regarding the GSR i dont understand this: when we experience heightened emotions we decrease the resistance and increase the electrical current of the skin.
What does it mean by the resistance?
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Hey does anybody know why electrodes are usually placed under the chin when using the EMG?
Also regarding the GSR i dont understand this: when we experience heightened emotions we decrease the resistance and increase the electrical current of the skin.
What does it mean by the resistance?
The chin experiences like the most muscle tension during non-REM sleep for memory. Don't need to know this though, well not really.
You don't need to know that. All you have to know is that the GSR measures the electrical conductivity of the skin. The more you sweat, the more electrical conductivity that will be measured, thus giving a higher GSR reading.
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The chin experiences like the most muscle tension during non-REM sleep for memory. Don't need to know this though, well not really.
You don't need to know that. All you have to know is that the GSR measures the electrical conductivity of the skin. The more you sweat, the more electrical conductivity that will be measured, thus giving a higher GSR reading.
oh ok, cool thankyou! :D
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Just something I wanna clear up that I've been meaning to since forever but have only thought to post here now before a SAC:
When they tell you to state the IV, do you write mentioning both the experimental and control condition state of the IV or just the experimental condition?
That probable doesn't make much sense, so example time. Say the experiment is studying the effects of sleep deprivation on memory. Would the IV be "sleep deprivation/being sleep deprived" or "whether participants are sleep deprived or not".
Or are both acceptable? Thanks!
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i'd definitely go with the second one, mentioning both the control and experimental. :)
also woah, are you guys really up to memory already? that's intense hahah
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Thank you!
And haha woah no, we're doing sleep - memory was just the first thing I thought of :)
Also, would fatigue be a psychological or physiological effect of sleep deprivation?
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Thank you!
And haha woah no, we're doing sleep - memory was just the first thing I thought of :)
Also, would fatigue be a psychological or physiological effect of sleep deprivation?
Isn't it a physiological effect as fatigue involves having a lack of energy?
off-topic @Paulrus : COMMUNITY <3
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ahh that makes sense hahah
Also, would fatigue be a psychological or physiological effect of sleep deprivation?
hmm i'd say because fatigue is a feeling, you might consider it psychological. i might be wrong, but personally that's what i'd go with. tbh there are some that are pretty ambiguous (for example, headaches, which some argue can be either :P)
off-topic @Paulrus : COMMUNITY <3
haha most amazing show ever <3
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What do split-brain studies indicate about consciousness and cognitive processing in the brain? 3 marks
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I'm beginning to have psychology. Really sciencey.
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I'm beginning to have psychology. Really sciencey.
I'm going to assume that is meant to be hate, and if so, i am in the same boat. After last year i was pretty pumped over the content and i was interested, but i feel as though this is getting a bit too sciency.
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What're you guys up to? I'm finishing up on memory atm and I find it pretty interesting, you can apply lots of this stuff to real life and such
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Just finished our SAC on sleep today, have another SAC on the brain and states of consciousness in 2 weeks (SOCs weren't in this one but we've covered it) - I feel really behind compared to people on here, wow.
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Thank you!
And haha woah no, we're doing sleep - memory was just the first thing I thought of :)
Also, would fatigue be a psychological or physiological effect of sleep deprivation?
Fatigue can be physiological or psychological. It depends whether we're talking about physical or mental fatigue. I'd never just write "fatigue" on its own
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I've got my first SAC on SOCs and sleep next week and the assessment format will be an evaluation of research.
Just wondering if anyone on here has any practice papers/past sacs for an evaluation of research?
Also, I'm having trouble answering this question:
Why are we more likely to experience deep sleep early in the night?
:S does it having anything to do with our lowered body temperature/pressure or am I completely off?
Thanks :))
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Revising for a upcoming SAC atm, quick question:
If asked whether split brain patients know what they saw in the left visual field, do i just state that they do know what they saw because they are able to use their left hand to locate/draw the object? So it is simply a matter of not being able to verbally state this?
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I've got my first SAC on SOCs and sleep next week and the assessment format will be an evaluation of research.
Just wondering if anyone on here has any practice papers/past sacs for an evaluation of research?
Also, I'm having trouble answering this question:
Why are we more likely to experience deep sleep early in the night?
:S does it having anything to do with our lowered body temperature/pressure or am I completely off?
Thanks :))
We experience the most deep sleep (stages 3 and 4) early in the night because as the night progresses the amount of time we spend in NREM stage 3/4 sleep decreases, until eventually we don't reach Stage 3/4 at all (see diagram below).
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We experience the most deep sleep (stages 3 and 4) early in the night because as the night progresses the amount of time we spend in NREM stage 3/4 sleep decreases, until eventually we don't reach Stage 3/4 at all (see diagram below).
Thanks Vermilliona. I actually knew that :L but I thought maybe we had to give a reason why our sleep cycle is structured that way.
I asked my friend and she said the same thing as you so I'm probably just reading too much into the question... Thanks again! :)
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Hating this brain crap. Had a test yesterday and no doubt failed, probably got about 5/40 - as I hadn't studied or really paid much attention, but still, I usually get around 70% with no work.
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can someone please explain to me the role of the CNS and the PNS in receiving sensations and initiating voluntary movement?
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Revising for a upcoming SAC atm, quick question:
If asked whether split brain patients know what they saw in the left visual field, do i just state that they do know what they saw because they are able to use their left hand to locate/draw the object? So it is simply a matter of not being able to verbally state this?
Yes because the information is processed in the right side of each retina of each eye which goes to the occiptal lobe (visual cortex) in the right hemisphere of the brain. The right hemisphere is responsible for object identification and the language areas are mostly located in the left hemisphere of the brain only.
Hope this helped! :)
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can someone please explain to me the role of the CNS and the PNS in receiving sensations and initiating voluntary movement?
Central Nervous system consists of the brain and spinal cord and transmits and receives messages from the PNS.
The Peripheral Nervous System carries messages to and from the CNS. In terms of initiating voluntary movement, the somatic nervous system (a subdivision of PNS) carries messages from sensory receptors in the body to the CNS & motor messages from the CNS to the skeletal muscles.
The ascending pathway is where the sensory information from the PNS travels up the spinal cord to the brain while the descending pathway is where motor messages from the brain travel down the spinal cord to the PNS.
Hope this helped! :)
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Got my first SAC on Tuesday regarding research methods and the nervous system (CNS and PNS). Hope it all goes well.
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Got my first SAC on Tuesday regarding research methods and the nervous system (CNS and PNS). Hope it all goes well.
Good luck ! Go smash that ! ;D
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Good luck ! Go smash that ! ;D
Haha thanks! :)
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Can someone please clarify for me: what brainwaves are present when we daydream? Is it alpha waves only or alpha and theta waves?
Also, the 'relaxed' state BEFORE stage 1 NREM (characterised by alpha waves) is still normal waking consciousness right? :/
Thanks :))
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Hey:)
Does anyone know the amount ins minute thatw e spend ineach NREM stage aswell and REM.Different notes have different answerss
THANKSSS
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Hey:)
Does anyone know the amount ins minute thatw e spend ineach NREM stage aswell and REM.Different notes have different answerss
THANKSSS
REM
Rem: periods of Rem sleep gradually increase with each 60 minutes cycle of sleep with the first REM sleep period only going to for a couple of minutes, while the last period of REM sleep may go up to 1 hour.
NREM
stage 1: typically lasts for about 5 to 10 minutes
stage 2: 10 to 20 minutes
stage 3: lasts for about 10 minutes
stage 4: generally 20 minutes of this stage at the first cycle.
Its important to note that during our nights sleep the amount of time spent in slow wave sleep (stages3.4) gradually decreases.
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Thank you so much:)))))))
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Can anyone tell me what a extended response section of a sac could look like/ structured.
It's out of 15 marks, marked against a rubric and is on brain research methods. I'm pretty sure it's only on ethics.
I'm not sure if it's like section 3 vcaa, because teacher said you don't need to know research methods.
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Does anyone's schools outsource there SAC's from a company called "QATS"?
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Will we ever need to know how to identify the different types of brain waves just by looking at the image of the brain wave, also the EEG, EOG and EMG wave patterns for awake, different stages of NREM, REM sleep (Like given an image of the wave pattern then having to identify whether the individual is awake or asleep and if so NREM (which stage) or REM sleep)?
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Psychology is going to be my worst subject, and I thought it was going to be my best. It is purely ROTE learning and I hate it. You have to memorise like 10 dot-points for things. I wish it was more conceptually based rather than ROTE.
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Will we ever need to know how to identify the different types of brain waves just by looking at the image of the brain wave, also the EEG, EOG and EMG wave patterns for awake, different stages of NREM, REM sleep (Like given an image of the wave pattern then having to identify whether the individual is awake or asleep and if so NREM (which stage) or REM sleep)?
Yup! was worth about 9-10 marks on my sac!
we had to identify the brain waves and what stage of sleep they were in (given EEG, EMG and EOG)
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Yup! was worth about 9-10 marks on my sac!
we had to identify the brain waves and what stage of sleep they were in (given EEG, EMG and EOG)
I find this really difficult at the moment. Any tips? Sometimes they just all look the same, haha! :)
Summers: Psychology does have a lot of rote learning to it but you also need to know how to apply the topics learnt and when given a scenario identify and explain why you chose this or that. Kind of like biology I guess.
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Hey, can someone please help me with this question:
Explain what would happen for each section of the nervous system if a person was suddenly confronted with a frightening situation.
I know this question refers to the fight/flight response which is in the autonomic nervous system. The autonomic nervous system is "involuntary", so does it depend on the sensory/inter/motor neurons for communication between the brain as well? Or is that only for the somatic ns?
Thank you :)
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You could talk about some responses as a result of the sympathetic nervous system (subdivision of the autonomic nervous system of the peripheral nervous system) as it prepares the body for action. And yes this is the fight/flight response. Like bronchioles in the lungs expand so breathing rate increases, etc.
You could also refer to the somatic nervous system of the peripheral nervous system where the sensory information is passed on to the central nervous system through the afferent or sensory neurons (ascending pathway). Or motor messages from central nervous system to the effector (organ or gland) and response occurs (descending pathway).
Hope this helped! :)
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Where is everyone up to?
We're about to start on memory
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Hope this helped! :)
It did help, thank you. :))
Where is everyone up to?
We're about to start on memory
We're finishing off the brain (which the second SAC is based on) and starting memory as well. Given, we are running a little behind schedule.
Will you (or have you) done some reading on Memory? :)
I'm also interested in knowing which textbook everyone is using this year. My school made the switch from Grivas to Oxford because apparently the chief assessor co-authored the most recent Oxford edition.. idk though.. I use the Oxford in school and then use the 4th Edition of Grivas (2nd most recent) for cross reference at home :S
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It did help, thank you. :))
We're finishing off the brain (which the second SAC is based on) and starting memory as well. Given, we are running a little behind schedule.
Will you (or have you) done some reading on Memory? :)
I'm also interested in knowing which textbook everyone is using this year. My school made the switch from Grivas to Oxford because apparently the chief assessor co-authored the most recent Oxford edition.. idk though.. I use the Oxford in school and then use the 4th Edition of Grivas (2nd most recent) for cross reference at home :S
I'm aiming to have read over and highlighted through the memory chapters before the term break is over. We have a couple of questions to answer as holiday homework on this topic.
We're using macmillan (Grivas). It's just average, in my opinion
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I'm aiming to have read over and highlighted through the memory chapters before the term break is over.
I was aiming to start reading/summarising Memory this week but I still haven't finished summarising the last chapter on studies of the brain (aphasia, spatial neglect, split brain). trust.
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Haha. It gets like that doesn't it?
Is the PNS also included in your SAC?
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Haha. It gets like that doesn't it?
Is the PNS also included in your SAC?
Probably, my next SAC will be in a test/exam format (MC, SA, ER) and should include everything in AOS 1. Did you have particular difficulty with the PNS or..?
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Probably, my next SAC will be in a test/exam format (MC, SA, ER) and should include everything in AOS 1. Did you have particular difficulty with the PNS or..?
I didn't find it too awful. We powered through it in class. The only thing I found was that it took me quite some time to remember and distinguish the difference between sympathetic and parasympathetic nervous systems
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Finishing up Learning, will start on Mental illnesses when I get back to school :)
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I didn't find it too awful. We powered through it in class. The only thing I found was that it took me quite some time to remember and distinguish the difference between sympathetic and parasympathetic nervous systems
I'll take care when revising. :))
Finishing up Learning, will start on Mental illnesses when I get back to school :)
woah, wth your school is really fast :x
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I'll take care when revising. :))
woah, wth your school is really fast :x
haha my school's just started memory, I've just been getting ahead :)
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haha my school's just started memory, I've just been getting ahead :)
Well done! That's incredible! especially if this isn't your only 3/4
As far as mental illness goes, is your school doing all of them? We're only doing depression
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haha my school's just started memory, I've just been getting ahead :)
Meeting people like you.. I don't know whether it's inspiring or depressing hahaha
I need to manage my time better :S
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Meeting people like you.. I don't know whether it's inspiring or depressing hahaha
I need to manage my time better :S
I think it's a bit of both. I just get distracted so easily
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I think it's a bit of both. I just get distracted so easily
*cough atarnotes cough*
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*cough atarnotes cough*
HAHA that's my life for you
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What is the difference between short term memory and working memory?
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Short term memory and working memory are just different names for the same thing. Short term memory (STM) is the term used in Atkinson-Shiffrin's multi-store model of memory, whereas working memory is the term used in Baddeley and Hitch's model. The term working memory just emphasises the fact that it is the part of memory where information is temporarily held and actively 'worked on' as we undertake our everyday tasks.
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The Oxford textbook says baddeley and hitch see "working memory as part of LTM, which includes the knowledge of facts and procedures that become activated in memory at any given time when brought into conscious awareness" but at the same time it doesn't really make sense, because in another part it refers to the interaction of working memory and LTM, thereby qualifying them as two different things?
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How exactly do context and state dependent cues enhance memory? I know what the two are but i just can't seem to understand how being in the same context or state as the original experience help us remember what happened?
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The Oxford textbook says baddeley and hitch see "working memory as part of LTM, which includes the knowledge of facts and procedures that become activated in memory at any given time when brought into conscious awareness" but at the same time it doesn't really make sense, because in another part it refers to the interaction of working memory and LTM, thereby qualifying them as two different things?
That's exactly what's confused me! I initially thought they were the same thing but I was given a table to fill in where short term and working memory were sorted into two different categories
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This is the script given for our ERA:
Participants must be aged 13-18 years old and not a Psychology student.
You must test two separate participants. You can randomly pick one to be in the
Recognition group (Group 1)and one to be in the Recall group (group 2).
Script
1. Ask participant if they would be happy to take part in a memory study for your Y12
Psychology class. It will take aprox 5 min.
2. Read: “You will be given a list of nonsense syllables. You will have 4 minutes to
memories this list as best you can”
3. Present participants with list A and time them for 4 minutes.
4. After 4 minutes cover list A.
5. Group 1 is then given list B and asked to “please circle as many syllables you can
recognise from the original list”
Group 2 is then given a response sheet C and asked “please write down as many
items from the list as you can remember, they can be written in any order”
6. Participants are given as much time as the need.
7. After they are done thank them for their time and debrief them on the aim of the
study.
8. Score the lists and collate the results with your class.
Is it safe to say that:
Dv: Amount of time given to each participant
IV: prescence of the list of non syllables
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i'd go with iv: whether the participants used recall or recognition as a measure of retention, and dv: the amount of nonsense syllables retained/remembered
i think where you're getting confused is you might be remembering the dv as 'the thing being measured', and so you went for amount of time because it's a numerical value. remember that an experiment is testing a relationship between variables - you want to see whether the independent variable seems to have an effect on the dependent variable.
you change the IV to see if it has any effect on the DV. the thing being changed between the groups is the measure of retention being used (i.e. recall or recognition), so that's your IV. and you'll notice that it asks you to 'score the lists' by counting how many nonsense syllables they retained. and bam, there's your DV!
hopefully that helped a bit, feel free to ask if you need anything cleared up :)
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i'd go with iv: whether the participants used recall or recognition as a measure of retention, and dv: the amount of nonsense syllables retained/remembered
i think where you're getting confused is you might be remembering the dv as 'the thing being measured', and so you went for amount of time because it's a numerical value. remember that an experiment is testing a relationship between variables - you want to see whether the independent variable seems to have an effect on the dependent variable.
you change the IV to see if it has any effect on the DV. the thing being changed between the groups is the measure of retention being used (i.e. recall or recognition), so that's your IV. and you'll notice that it asks you to 'score the lists' by counting how many nonsense syllables they retained. and bam, there's your DV!
hopefully that helped a bit, feel free to ask if you need anything cleared up :)
You are a god among men! If i could give you more up votes i would.
Thank you so much,I seem to always get confused with the iv and dv and research emthods in general.I will definitely seek you for any advice.
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i'd go with iv: whether the participants used recall or recognition as a measure of retention, and dv: the amount of nonsense syllables retained/remembered
i think where you're getting confused is you might be remembering the dv as 'the thing being measured', and so you went for amount of time because it's a numerical value. remember that an experiment is testing a relationship between variables - you want to see whether the independent variable seems to have an effect on the dependent variable.
you change the IV to see if it has any effect on the DV. the thing being changed between the groups is the measure of retention being used (i.e. recall or recognition), so that's your IV. and you'll notice that it asks you to 'score the lists' by counting how many nonsense syllables they retained. and bam, there's your DV!
hopefully that helped a bit, feel free to ask if you need anything cleared up :)
I'm confused a bit because people in my class said the dv was the scores.
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You are a god among men! If i could give you more up votes i would.
Thank you so much,I seem to always get confused with the iv and dv and research emthods in general.I will definitely seek you for any advice.
no worries! research methods is the biggest pain in the arse in psych haha. feel free to inbox me if you ever need anything!
I'm confused a bit because people in my class said the dv was the scores.
the tests you're doing are measuring the amount of syllables they can retain, which is shown as their score on the test. like if on the first test they retained and wrote down 21 of the 30 syllables (or however many there were on the original list), their score for that test would be 21. so if you said 'score on the test' or 'amount of nonsense syllables retained', both should really be considered correct cos they're essentially the same thing. your teacher miiight be a bit pedantic though so it could be a good idea to check with them
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could somebody help me rephrase this hypothesis?
That VCE students aged 16-18, whom are asked to free recall from a list of 15 words they were shown for 30 seconds, will recall a higher percentage letters from short term memory when they are chunked, compared to those letters that are not chunked.
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could somebody help me rephrase this hypothesis?
That VCE students aged 16-18, whom are asked to free recall from a list of 15 words they were shown for 30 seconds, will recall a higher percentage letters from short term memory when they are chunked, compared to those letters that are not chunked.
I don't think you should talk about short term memory in your hypothesis because that's part of the discussion section. Maybe something more like:
VCE students aged 16-18 who are shown a list of 15 words for 30 seconds will be able to free recall more words that are chunked than words which are not chunked.
And I'm assuming this is a repeated-measures design and operationalised right?
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Could someone please just correct my era discussion?
Discussion for ERA
The hypothesis that the words at the end of the list will have the highest rate of retrieval, followed by the primacy effect with those words in the middle being remembered the least well was met. The graphed results on page (x) prove this. As seen on the aforementioned graph the items recalled peak during the first 5 and last 3 words as hypothesised. The prediction that words in the middle of the list would be the least well retained was proven to be correct.
The experimented conducted bear’s similar results to the Glanzer + Cuntiz experiment (1966). Thus proving its validity.
If the experiment was to be conducted again then the sample group would be widened and a great effort would be made to ensure that the experiment would become stratified as it is the best way to recover the most accurate results. As the results were not stratified but instead used the convenient sampling method it is impossible to determine if the results collated accurately reflect the population.
From the results collated and from past research conducted on the topic, a general statement that words at the end and at the start of a list will have a higher rate of retrieval than those words in the middle due to the early words being stored in long term memory and the latest words still stored in short term memory.
From this research one is better able to appreciate the workings of human memory and retention ability.
Much appreciated! :) :D ;D
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HAHA. Sorry I can't help. I have a SAC like that on Thursday and Friday I think and I don't really know what's going on. Hopefully I can learn research methods and memory in time for my ERA/Research methods/test or w/e it is. :( I suck at psychology.
Pi why would you ban me and tell me to grow up. It's hardly an inappropriate take on Cunitz, I just found it funny that the person spelt the persons name CUNTiz rather than CUNItz, and thus highlighting it and bolding it. Don't ban me for such a stupid reason like wtf? Now I've resorted to making another account with a terrible name like wtf
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If you have done really badly in Psychology SACS which are worth 40% I think, could you still theoretically get a 40+ if you did well in the exam? For the first couple SACS I did quite poorly (~70%) compared to the average mark (~90%) and it would be quite hard to come back in terms of SAC rank. If I was just sitting a bit below average for SACS and did really well in the exam, like A+ well, would you be able to get a 40?
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If you have done really badly in Psychology SACS which are worth 40% I think, could you still theoretically get a 40+ if you did well in the exam? For the first couple SACS I did quite poorly (~70%) compared to the average mark (~90%) and it would be quite hard to come back in terms of SAC rank. If I was just sitting a bit below average for SACS and did really well in the exam, like A+ well, would you be able to get a 40?
It really depends on how your cohort does in the final exam. If everyone does well (including you) your sac marks will be pulled up because the assessors will be thinking "the teachers must have marked them harshly" but if everyone does worse than expected, it'll have the opposite effect. I got A+ in unit 3 and 4 and the exam last year and got 44. I think getting an A+ will give you a very high chance of getting over 40 but it's really hard to get an A+. I know people who averaged A+ all year but got an A on the exam and got just below 40. If your plan is to get an A+ in the exam, I suggest doing revising unit 3 and do practice exams now and start learning unit 4 now
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Can somebody please help me ?!
So I saw a post somewhere on this site, I can't remember where (><) and it had a link or mentioned something about a psychology website summary type thing. I have a feeling it was Engage but I'm not sure, and doing some research I haven't been able to find it. If anyone remembers/knows of it, PLEASE let me know ! Thanks :)
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I think it was this one
http://wiki.engageeducation.org.au/psychology/
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I think it was this one
http://wiki.engageeducation.org.au/psychology/
Yes, it was ! Thankyou SO MUCH !
Forever in your debt ! :)
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Yes, it was ! Thankyou SO MUCH !
Forever in your debt ! :)
You're welcome! ;D
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What is the difference between problem gambling and pathological gambling?
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What is the difference between problem gambling and pathological gambling?
A pathological gambler is medically diagnosed, and the behaviour (gambling) significantly impacts their everyday functioning. A problem gambler is not medically diagnosed, but they are on the way to becoming a pathological gambler (as opposed to a recreational gambler, who is not). Of the criteria below, pathological gamblers will satisfy five, whilst problem gamblers will satisfy two:
- Lying (especially to loved ones)
- Illegal activity (in order to make the activity possible)
- Loss of control (limits are rendered useless)
- Salience (thoughts and feelings are dominated by the activity)
- Tolerance (become accepting of negative consequences of the activity)
- Escape (using the activity as a means of avoiding reality)
- Bailout (financial reliance on others due to the activity)
- Withdrawal (ill-effects from not partaking in the activity)
- Risked relationships (and social isolation due to the activity)
- Chasing (trying to recover lost funds due to the activity, by partaking in the activity more)
All the best!
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A pathological gambler is medically diagnosed, and the behaviour (gambling) significantly impacts their everyday functioning. A problem gambler is not medically diagnosed, but they are on the way to becoming a pathological gambler (as opposed to a recreational gambler, who is not). Of the criteria below, pathological gamblers will satisfy five, whilst problem gamblers will satisfy two:
- Lying (especially to loved ones)
- Illegal activity (in order to make the activity possible)
- Loss of control (limits are rendered useless)
- Salience (thoughts and feelings are dominated by the activity)
- Tolerance (become accepting of negative consequences of the activity)
- Escape (using the activity as a means of avoiding reality)
- Bailout (financial reliance on others due to the activity)
- Withdrawal (ill-effects from not partaking in the activity)
- Risked relationships (and social isolation due to the activity)
- Chasing (trying to recover lost funds due to the activity, by partaking in the activity more)
All the best!
Cheers Joseph :)
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In what way is the 'timing of experiences' relevant to brain plasticity for learning?
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In what way is the 'timing of experiences' relevant to brain plasticity for learning?
If by timing of experiences you mean at what stage they occur, then I think it's relevant to developmental plasticity, specifically experience-expectant learning. Eg if you don't learn a language in early infancy (timing is late) then it's significantly harder to achieve fluency later on. So some learning has to follow specific timing. Hope that helps!
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Hellooo everyone! I would just like an update. Which topic are you covering at the moment? :)
My school has just skipped to the (unexamined) mental illness SAC and will be starting Unit 4 AOS 1 next semester!
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We're just about to finish classical conditioning and then spend the rest of this week doing revision notes/questions/activities since our teacher is absent until the start of the new term.
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We've just done behaviours not dependent on learning and have started classical conditioning then going to other learning theories. Teacher will be absent for the whole 1st week of term 3 though. :(
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What kind of information are you guys putting for this dot point on the SD:
–the development of neural pathways including the role of axons, dendrites, synapses and neurotransmitters,
I'm a bit confused cause the information in our textbooks seems to elaborate really heavily on such a seemingly simple point,
Any help would be really appreciated :)
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I can't help you with the most updated thing, but what students had to know last year was:
- what the neurons looked like
- how to label them
- what functions each have
- important definitions
- how it relates to learning (if you are up to it) e.g. pruning, branching
I would double check this first though. Someone confirm this please?
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What is the HPA axis?
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What is the HPA axis?
Hi Michael,
hpa axis-Hypothalamus activates which stimulates the Pituary gland, hence secreting the stress hormone Adrenalin (and noradrenalin). It is activated in response to the fight or flight system to help cope with stress from what I understand :) So h-hypothalamus, p-pituary gland, a-adrenalin
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Hi Michael,
hpa axis-Hypothalamus activates which stimulates the Pituary gland, hence secreting the stress hormone Adrenalin (and noradrenalin). It is activated in response to the fight or flight system to help cope with stress from what I understand :) So h-hypothalamus, p-pituary gland, a-adrenalin
this is basically really close, except i think you've missed a step. the hypothalamus stimulates the pituitary gland, which releases adrenocorticotropic hormone (which you can just refer to as ACTH). that hormone then stimulates the adrenal glands (which sit right above the kidneys) to release adrenaline, noradrenaline and cortisol. so the A in HPA actually refers to the adrenal glands.
you're right about fight or flight though - the three hormones released by the adrenal glands help prepare us to deal with a threat in a fight or flight scenario by basically boosting the activity of the sympathetic nervous system :)
wow i kinda miss psych
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this is basically really close, except i think you've missed a step. the hypothalamus stimulates the pituitary gland, which releases adrenocorticotropic hormone (which you can just refer to as ACTH). that hormone then stimulates the adrenal glands (which sit right above the kidneys) to release adrenaline, noradrenaline and cortisol. so the A in HPA actually refers to the adrenal glands.
you're right about fight or flight though - the three hormones released by the adrenal glands help prepare us to deal with a threat in a fight or flight scenario by basically boosting the activity of the sympathetic nervous system :)
wow i kinda miss psych
Oh wow, i didnt even know hpa was on the study design! :-[
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Does anybody have a simple definition of allostasis?
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Does anybody have a simple definition of allostasis?
i used to use something along the lines of 'the process by which the body attempts to maintain a stable physiological environment by adapting in the face of stressors'. it's a bit wordy but it covers all the main points to make sure you get the marks, so it's a useful one to remember.
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Does anybody have a simple definition of allostasis?
Allostasis is a process which seeks to achieve physiological and or psychological stability through behavioural changes. It helps the body adapt or adjust to internal or external demands/changes. This is so the human body can continue to function efficiently during variable states such as hot/cold or when your body is in a state of rest or exercise.
For example, if you were exercising and you begin to dehydrate your body will respond to this by excreting sweat from your body in order to reduce the level f heat contained in the body. Allostasis is quit similar to homeostasis in that they both aim to achieve or establish a stable environment.
Homeo* = stable
Allo* = variable
Stasis* = a state or equilibrium or inactivity
Hope this helps!
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Would anyone happen to have a more simplified example of allostasis? I'm really struggling with finding an easy example.
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Would anyone happen to have a more simplified example of allostasis? I'm really struggling with finding an easy example.
I haven't actually gotten this far in the course yet, but, just looking at the book I have it basically says that allostasis is 'the process of acheiving stability (through physiological or behavioural change)'. So for example a persons heart rate over the course of a day, how it changes to control extreme or minor situations, like running or sitting in class. Sorry that might not be very helpful as I'm not completely sure what I'm talking about hahah :)
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Would anyone happen to have a more simplified example of allostasis? I'm really struggling with finding an easy example.
i think our teacher told us to picture being trapped on an island with not much to eat. as a result of you eating less, your appetite will get smaller over time so that your hunger level is kind of stabilised and you don't feel as hungry.
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Hi everyone!
I just have a quick question for my folio learning SAC.
One of the activities is a video of a woman overcoming her fear of birds and feathers. https://www.youtube.com/watch?v=lMZ5o2uruXY
I was wondering whether this classifies as gradual exposure or flooding? My teacher can't tell me and all my friends have different answers!
Thanks in advance!
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I quickly looked up both gradual exposure and flooding to make sure and used the definitions as a reference. I would say gradual exposure because to me even though it seems full force, the feather gradually gets closer to her until she touches it and finally calms down.
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Hi everyone!
I just have a quick question for my folio learning SAC.
One of the activities is a video of a woman overcoming her fear of birds and feathers. https://www.youtube.com/watch?v=lMZ5o2uruXY
I was wondering whether this classifies as gradual exposure or flooding? My teacher can't tell me and all my friends have different answers!
Thanks in advance!
Hi there!
I would go with flooding as she is brought into direct contact with the CS( Conditioned stimulus), that being feathers. We see that she is exposed to her fear directly and by the end of the video, she realises that the feather is actually quite harmless.
I can see why it might also be considered as graduated exposure since the psychologist doesn't straight away make her touch the feather but instead, gradually exposes her to the anxiety producing stimulus. He introduces to her the feather at a distance, but as time elapses he brings the CS closer and closer to her.
HOWEVER, while graduated exposure and flooding may seem very similar there are slight differences to be noted. The reason why I believe the technique the psychologist performs sways more towards flooding rather than graduated exposure is because graduated exposure involves gradually introducing the client to similar stimuli to the CS. However in this case she is brought into direct contact with her fear.
I'm pretty curious to see what others think? ???
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I'm positive that it's flooding.
Graduated Exposure involves pairing the fear-inducing stimulus with relaxation techniques through repeated associations. Whilst she's exposed to the feather in increments, there's no evidence that any form of relaxation techniques are being paired (e.g. meditation, deep breathing, etc).
According to my notes, flooding involves bringing the client into direct contact with the anxiety -- or fear-producing stimulus -- and keeping them in contact with it until the conditioned response is extinguished. If this video was a demonstration of graduated exposure, it's more than likely that the therapist would use multiple sessions to extinguish the response - not go all the way in the one session. I'd also argue that it's flooding because we can see that her fear reaches a peak - to the point that she is in tears and shaking - and then begins to drop, which allows her to control her fear (seen through her decision of the feather being brought closer).
So yeah, I'm 100% sure that it's flooding.
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thanks everyone! I put flooding down on my SAC so fingers crossed!
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Has anyone done many ( if any) practice exams so far this year?? I need to get into gear haha!
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Has anyone done many ( if any) practice exams so far this year?? I need to get into gear haha!
I've done a few...untimed...and open book.
Hahaha better than nothing I guess
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Has anyone done many ( if any) practice exams so far this year?? I need to get into gear haha!
If you don't have time to do a practise exam, just try single questions, Checkpoints, A+ Notes... whatever resource you love using that are related to what you're covering now. If you can get only five single minutes (e.g. a bus ride home), take it out and do it then, even if it's the shortest multiple choice question in the paper.
I'd suggest not doing full VCAA exam papers until you hit the end of Term 3. Try other practise exams like TSSM in the meantime.
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What exactly is an annotated folio of practical activities?
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What exactly is an annotated folio of practical activities?
Well, it's actually just a bunch of notes combining both the theoretical and practical work you do.
So... in a series of weeks, you will go to class and they'll make you do a bunch of experiments (harmless ones), write notes on it, parts of ERAs and questions and it counts for a significant portion of your Unit 4 marks.
So something like:
- writing the alphabet backwards as fast as possible and doing sums in between turns to observe how fast we learn.
- popping balloons to associate blinking and certain nonsense words.
- observing the SPE (Serial Positioning Effect) in action when given a list of nonsense words.
and writing notes on these results is possible.
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How did you guys go on your most recent SACs? (the short answer part, not the folio).
I got 41 out of 50, which I'm pretty proud of :)
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Is response cost and negative punishment the same thing?
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Is response cost and negative punishment the same thing?
We were told they were by our teacher
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I'm pretty sure response cost is just the personal cost or disadvantage that comes with negative punishment. Like, the negative punishment takes away something, and that thing being taken away is a mental cost (or I think a token economy cost)
eg: Sally misbehaves and her toy is taken away. This is a response cost, so Sally becomes very sad and this is a personal cost to her.
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Yes! Exact same thing. It is just removing a pleasant stimulus to reinforce the desired behaviour! :)
Is response cost and negative punishment the same thing?
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Also does anyone know what the best mental illness to choose for my sac??? phobia, mood disorder, addictive disorder or schizophrenia? By 'best' I mean easiest to find resources for and score well on the sac on :) Thanks anyone
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Also does anyone know what the best mental illness to choose for my sac??? phobia, mood disorder, addictive disorder or schizophrenia? By 'best' I mean easiest to find resources for and score well on the sac on :) Thanks anyone
Doesn't your school just pick one and that's the one you have to go with ?
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Doesn't your school just pick one and that's the one you have to go with ?
Well we were going to do that but then the teacher gave us a choice, I'm pretty sure you should be allowed to choose your own one because according to the study design students may feel uncomfortable doing a certain mental illness that relates to them and hence they can choose a different one! I think I'm going to do phobias!!
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My school's going to do schizophrenia. Although we won't have much time to go through it in detail in class.
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We finished last Friday - I'm so glad there's no more sacs and no more content.
While psychology has been sort of interesting, I'm just ready to be done with it. That said, the exams are fast approaching and there seems to be a huge amount of content that I've forgotten - so I don't want the end to arrive too quickly!
I've just started practice exams and am allowing myself open book for anything I struggle with up to the holidays (hopefully that helps refresh the "lost" content). From holidays onward it's closed book.
Next week we have trial exams - why I do not know! I'm not so sure I'm going to do that great in the trials - I guess they're hoping we'll have an "oh crap" moment when we get our results and become more motivated with our revision ....
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why does information last longer in echoic memory than in iconic memory?
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why does information last longer in echoic memory than in iconic memory?
Not certain but I think that echoic has a longer duration because we need to link several words in order to understand the info (eg conversation) as where with iconic we are able to distinguish info quickly because the visual info is instant and can be viewed in raw form. Think about, if people can only speak a word or two per second, and if our echoic memory only lasted a second we would recognize what is being said, things would disappear before we are able to understand why it was said!
Hope that makes some sort of sense! :)
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Not certain but I think that echoic has a longer duration because we need to link several words in order to understand the info (eg conversation) as where with iconic we are able to distinguish info quickly because the visual info is instant and can be viewed in raw form. Think about, if people can only speak a word or two per second, and if our echoic memory only lasted a second we would recognize what is being said, things would disappear before we are able to understand why it was said!
Hope that makes some sort of sense! :)
Yeah thanks that was helpful.
Now I have another question:
What is the easiest way to remember the difference between proactive and retroactive interference?
I always get them mixed up.
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Yeah thanks that was helpful.
Now I have another question:
What is the easiest way to remember the difference between proactive and retroactive interference?
I always get them mixed up.
the best way is to look at the core words - retro refers to the past (think of retro clothes, or the word 'retrospective'), and active obviously refers to acting/having an effect on something. retroactive interference is when newly learnt material reduces our ability to retrieve previously learnt material. so basically you could think of it as the new material acting on the past information and making it harder to recall. and then you can just remember that proactive is the other way around.
i totally feel you on this btw, i got this mixed up last year too. feels so counter intuitive lol
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Hey all, I have a sac for all of mental health tomorrow (excluding chosen disorder thing) and just wanted to ask if anyone knows what some key areas to understand really well are..obviously I need to understand the aos but just wondering if there is any part that is highly likely to be tested? Thanks :)
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Hey all, I have a sac for all of mental health tomorrow (excluding chosen disorder thing) and just wanted to ask if anyone knows what some key areas to understand really well are..obviously I need to understand the aos but just wondering if there is any part that is highly likely to be tested? Thanks :)
make sure you know allostasis and biofeedback quite well. allostasis especially is tricky for most people - there was a question on last year's exam where only 3% of people got full marks.
apart from that, make sure that you're able to draw comparisons between concepts and that you're aware of strengths and weaknesses (especially with the whole DSM vs ICD thing)
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why does information last longer in echoic memory than in iconic memory?
I thought this was because in the ear there is more structures for sound to get through to go to the relevant cortex/area of the brain to be processed. But with visual memory, it can be processed immediately because the transmission process is much shorter. Please someone correct me if I'm wrong though.
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Hey all, I have a sac for all of mental health tomorrow (excluding chosen disorder thing) and just wanted to ask if anyone knows what some key areas to understand really well are..obviously I need to understand the aos but just wondering if there is any part that is highly likely to be tested? Thanks :)
The biopsycosocial framework is another key area
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Hey there guys. I'm in the process of writing up my summary/revision notes for all of unit 3 & 4 content, but I'm a bit unsure of the amount of detail I should put into them. I fear that if I put too little, I will only remember what I've placed on the notes and lack examples to back up short answer responses (or similar consequences). Conversely, if I put too much, there may be too much to memorize or I may learn things pointlessly. Psychology is one of my two 3/4s for this year, so I'm willing to spend a lot more time on it than what would normally be given to prepare for the exam than if one was in year 12. As a result, I don't mind the time it will take to complete my notes. Some guidance on this would be greatly appreciated and thanks in advance. Sorry if this is the wrong place (this is my first post!)
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Hey there guys. I'm in the process of writing up my summary/revision notes for all of unit 3 & 4 content, but I'm a bit unsure of the amount of detail I should put into them.
Alter, have you tried some practice exam questions and seen how much detail they require? Try doing a few before you do your notes, so you can see the amount they require. Otherwise, you can try checking up the Assessor's reports to see how much detail they've required in the past.
For me, I had a massive mind map (10 pages filled) for Psychology where I could add/ take away the detail as I required, so this wouldn't be a problem. Not saying it 's necessary, that's just my experience. Most of the practice that I did and I recommend you to do is to complete practice exams, both to and without time.
Hope that helps!
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Alter, have you tried some practice exam questions and seen how much detail they require? Try doing a few before you do your notes, so you can see the amount they require. Otherwise, you can try checking up the Assessor's reports to see how much detail they've required in the past.
For me, I had a massive mind map (10 pages filled) for Psychology where I could add/ take away the detail as I required, so this wouldn't be a problem. Not saying it 's necessary, that's just my experience. Most of the practice that I did and I recommend you to do is to complete practice exams, both to and without time.
Hope that helps!
Please don't mind me asking, but how well did you do in psychology last year? As far as study score/sacs go?
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Is the application of the biopsychosocial framework on a mental disorder and its management such as:
Psychotic disorder: schizophrenia
– biological contributing factors: genetic predisposition; drug-induced onset; changes in brain
activity; the use of medication that blocks dopamine to treat psychosis
– psychological contributing factors: impaired mechanisms for reasoning and memory; the use
of psychotherapies in management including cognitive behavioural and remediation therapies,
stress management
– socio-cultural contributing factors: social disadvantage, trauma and psycho-social stress as risk
factors; psychoeducation, supportive social (including family) environments, removal of social
stigma
– the interaction between biological, psychological and socio-cultural factors which contribute
to an understanding of the disorder and its management
examinable?
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Is the application of the biopsychosocial framework on a mental disorder and its management such as:
Psychotic disorder: schizophrenia
– biological contributing factors: genetic predisposition; drug-induced onset; changes in brain
activity; the use of medication that blocks dopamine to treat psychosis
– psychological contributing factors: impaired mechanisms for reasoning and memory; the use
of psychotherapies in management including cognitive behavioural and remediation therapies,
stress management
– socio-cultural contributing factors: social disadvantage, trauma and psycho-social stress as risk
factors; psychoeducation, supportive social (including family) environments, removal of social
stigma
– the interaction between biological, psychological and socio-cultural factors which contribute
to an understanding of the disorder and its management
examinable?
Our teacher told us the elected mental disorder is not examinable.
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Thanks, Politics! It's mentioned on page 32 of the study design that details of the disorders are not examinable.
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Hey psychers! How is everyone doing so far on psych exam prep these holidays!?! :) personally I'm plugging along pretty slowly, working on my weak areas in the course and what not! I better start prac exams real soon hahah :/
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I haven't done any practice exams yet. :( I'm still reading through my notes and making sure I've got the knowledge and understanding first before I apply that knowledge.
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I haven't done any practice exams yet. :( I'm still reading through my notes and making sure I've got the knowledge and understanding first before I apply that knowledge.
Just a heads up, but my methods teacher said that a lot of people feel that way, and so they revise notes and everything but after a while still don't feel ready to tackle practice exams and so leave it until later on. However, the earlier you expose yourself to questions the better (but while still continuing notes revision and stuff)
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Thanks, Bluegirl! I will just quickly browse through my notes and do practice exams soon!
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Thanks, Bluegirl! I will just quickly browse through my notes and do practice exams soon!
Start when you feel ready, just don't leave it too long :)
I know how hard it is with a subject like psych with so much content that it's hard to feel ready to start practice exams but you can do it :)
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Thanks heaps! I'll start on Friday! :)
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Hey everyone! :)
How many practice exams is everyone aiming to do? I haven't started any yet because I'm still focusing on revising the content. Is it worth doing all the past VCAA exams or just the most recent ones? Because I know that there are a lot of irrelevant questions in the older ones because the study design has changed.
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Hey everyone! :)
How many practice exams is everyone aiming to do? I haven't started any yet because I'm still focusing on revising the content. Is it worth doing all the past VCAA exams or just the most recent ones? Because I know that there are a lot of irrelevant questions in the older ones because the study design has changed.
Hey! I'm aiming to do 20-30, and about 5-10 of those will be vcaa ones (so back to about 2006-7)
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What type of memory loss occurs due to ageing?
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Declarative is the most affected I think, while procedural isn't
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I just went through the 2013 TSSM trial exam, for multiple choice answers and short answer questions terms such as systematic desensitization, one trial learning, taste aversion and long term potentiation were coming up (for actual answers of MC questions), these aren't on the study design as far as i can tell, were they on previous ones? So we do not need to learn them?
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Taste aversion is specifically listed on the study design + the study design mentions 'changes to the brain due to learning' which long term potentiation would fall under. Not sure about systematic desensitisation, but it's not complicated so it wouldn't hurt to learn it :)
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One trial learning is definitely not on the study design. And I thought taste aversion was dropped from the study design as well? (Please tell me if I'm wrong bc I will need to learn it if it's still on there)
Systematic desensitisation is another name for graduated exposure (which falls under application of classical conditioning) and IS on the study design.
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• applications, and comparisons, of learning theories:
– classical conditioning as informed by Ivan Pavlov: roles of neutral, unconditioned, conditioned
stimuli; unconditioned and conditioned responses
– applications of classical conditioning: graduated exposure, aversion therapy, flooding
from 2013 study design
I just assumed that to mean taste aversion? But then on another part of the study design, in an example of an assessement task, it says
Taste aversion – not classical conditioning
But then it lists it above under applications of classical conditioning? is VCAA trippin or am I
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Thanks for the help everyone :)
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from 2013 study design
I just assumed that to mean taste aversion? But then on another part of the study design, in an example of an assessement task, it says
But then it lists it above under applications of classical conditioning? is VCAA trippin or am I
Taste aversion is not the same as aversion therapy :L
Aversion therapy is a type of behavioural therapy that uses the principles of classical conditioning to treat undesirable behaviours like nail biting. There's more info in both grivas and oxford textbook :)
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Taste aversion is pretty similar to one trial learning and I'm pretty sure does come into the study design (only taste aversion-not one trial learning). Just remember that taste aversion is a learning process with similar elements to cc and that aversion therapy is a technique which aims extinguish/remove a cc behaviour
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Ah ok, I get it now, I was thinking of taste aversion as being a type of aversion therapy where they associate a certain taste like beer with negative physiological consequences.. Which does kind of make sense, but it's best to have it clear in my head :) Thanks all!
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Ok alright now that I've gotten over that derp, riddle me this:
Question 31 on last year's VCAA exam:
After his stroke, a patient was unable to recognise his parents' faces although he could identify their voices. A scan of the patient's brain would most likely indicate damage to:
a) frontal lobe
b) parietal lobe
c) occipital lobe
d) temporal lobe
Answer on report: D, temporal lobe
Meanwhile, Oxford textbook:
If a person’s association cortex of the occipital lobe is damaged, it is unlikely to cause
blindness or a gap in the sight: however, the person is unlikely to be able to recogizise
things by sight. For example, when shown a picture of a dog, the person might say
it has four legs, big teeth and fur but is unable to recognise it as a dog. When people
with this type of damage are unable to recognise the faces of íàmiliar people but can
recognise them by the sound of their voice, they are said to have visual agnosia.
Am I being weird again, or is this contradictory.
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Taste aversion is not in the study design as it falls under one-trail learning which has been deleted from the new study design.
Ok alright now that I've gotten over that derp, riddle me this:
Question 31 on last year's VCAA exam:
After his stroke, a patient was unable to recognise his parents' faces although he could identify their voices. A scan of the patient's brain would most likely indicate damage to:
a) frontal lobe
b) parietal lobe
c) occipital lobe
d) temporal lobe
Answer on report: D, temporal lobe
Meanwhile, Oxford textbook:
Am I being weird again, or is this contradictory.
I'd go with what VCAA says. I think that bit from Oxford is just overcomplicating things. Sorry this doesn't help much.
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Ok alright now that I've gotten over that derp, riddle me this:
Question 31 on last year's VCAA exam:
After his stroke, a patient was unable to recognise his parents' faces although he could identify their voices. A scan of the patient's brain would most likely indicate damaga to:
a) frontal lobe
b) parietal lobe
c) occipital lobe
d) temporal lobe
Answer on report: D, temporal lobe
Meanwhile, Oxford textbook:
Am I being weird again, or is this contradictory.
that's definitely contradictory, but i feel like the book is at odds with what i remember learning last year as well. i definitely remember learning that the association areas of the temporal lobe are involved with facial recognition, not the occipital. could be a mistake in the textbook? ???
i think i ended up picking temporal lobe on the basis that it could have damaged the association areas of the temporal lobe (affecting facial recognition) but not the primary auditory cortex, leaving hearing intact. or something along those lines idk, i've suppressed most of my memories of that exam haha. was definitely a traumatic experience
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Hey guys! :)
With the d.a.r.e acronym do we only use that to describe the eeg or do you define emg and eog with it too? Thanks!!
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Hey guys! :)
With the d.a.r.e acronym do we only use that to describe the eeg or do you define emg and eog with it too? Thanks!!
Yes! All those detect, amplify, record electrical activity. EEG- in the form of brain waves. EMG- form of muscular activity or muscle tone(?). EOG- measures movement of the muscles around eyes.
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Yes! All those detect, amplify, record electrical activity. EEG- in the form of brain waves. EMG- form of muscular activity or muscle tone(?). EOG- measures movement of the muscles around eyes.
Thankyou so much, +1!
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Just wondering if anybody has questions on amnesia and sleep deprivation from things such as checkpoints or A+ notes or anything that they would be willing to send to me ? It would be greatly appreciated !
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Do we need to know about the role of the thalamus??
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Do we need to know about the role of the thalamus??
Is this the same as the hypothalamus ? If so, I don't think so.
Do you have to know about taste aversion ? Because I haven't seen it on the study design but its on practice exams from 2013.
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Is this the same as the hypothalamus ? If so, I don't think so.
Do you have to know about taste aversion ? Because I haven't seen it on the study design but its on practice exams from 2013.
Isn't that just "aversion therapy"? if so, you do need to know it.
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Isn't that just "aversion therapy"? if so, you do need to know it.
I think they're different things :-\
I know aversion therapy definitely is in the course, but I haven't been taught taste aversion and our teacher hasn't mentioned it.
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I think they're different things :-\
I know aversion therapy definitely is in the course, but I haven't been taught taste aversion and our teacher hasn't mentioned it.
I think it's just a "taste version" of aversion therapy. What im saying is, its classical conditioning. So, if you want someone to stop drinking alcohol, you put a dissolving tablet in the drink that causes nausea. So the nausea tablets is the UCS. The UCR would be feeling sick. The NS is alcohol, it then becomes the CS. The CR would then be feeling sick. So now the person associates the glass of beer (NS) with the feelings of nausea (CR)thus, they will stop drinking. I think it's the terminology that trips people up...
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What part of the NS controls senses like pain, temperature etc? In the oxford it says Peripheral NS, however in a few prac exams i have got the question "outline with example function of somatic nervous system" and it states as well as skeletal muscles, it processes sensations in the suggested solutions that is, with an example of a person standing on glass and that sensation being processed in the somatic as well as skeletal response?
Any help would be awesome!
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What part of the NS controls senses like pain, temperature etc? In the oxford it says Peripheral NS, however in a few prac exams i have got the question "outline with example function of somatic nervous system" and it states as well as skeletal muscles, it processes sensations in the suggested solutions that is, with an example of a person standing on glass and that sensation being processed in the somatic as well as skeletal response?
Any help would be awesome!
Yeah so the somatic ns (branch of the pns) is responsible for voluntary (skeletal) muscles and sensory neurons (afferent) therefore it initially detects sensory stimuli on the external self and it gets processed after in the somatosensory cortex from what I understand. So basically anything like pain, temperature (all senses etc) are detected by the somatic nervous system. Hope that kinda helps and sorry for making like 10000 brackets hahaha
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Just wanted to say - good luck Psych 2014ers!
I CANNOT believe it's been a year since I sat my exam. Feels like yesterday. Honestly, I miss Psych so much because it is such a great subject.
A few tips:
Relax your mind, calm down and be proud of yourself, no matter what happens. Read the questions carefully, remember basic principles of applying your answers to the question, and remember - it is near impossible to full mark an exam like Psych because of the way in which it is marked so don't stress if you muck up one question entirely or drop a few marks on MC.
Most of all, try and enjoy yourself! I know this sounds ridiculous but remember that this is a chance to show those examiners the amount of work you have put in over the year. Take it as an opportunity!
If you feel underprepared, there is still time to study - whip out those definitions and practice applying them to some short-answer questions. Keep reading your notes over and over again and you will improve!
Good luck once again & I hope you guys all achieve your aims :)
(Sentimental post over)
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Thank you, darklight for that inspiring message. :)
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Is eustress/distress a psychological response to stress or physiological ?
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Is eustress/distress a psychological response to stress or physiological ?
Psychological. It's all in your head. Physiological is relating to the body eg. increasing heart rate.
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Thanks for pump up darklight!
Does anyone have definitions for the following terms? They have popped up in a few prac exams and my textbook doesn't have them :(
Appraisal support
Emotional Support
Information Support
and Tangible assistance
Any help would be appreciated!
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Thanks for pump up darklight!
Does anyone have definitions for the following terms? They have popped up in a few prac exams and my textbook doesn't have them :(
Appraisal support
Emotional Support
Information Support
and Tangible assistance
Any help would be appreciated!
Appraisal Support: improves understanding of stressful event through appraising (evaluation) it with someone and better understanding of coping strategies
Tangible Assistance: provision of material support eg money, food, a job
Information support: information required from someone that can help to ease stress
Emotional Support: warmth, nurturance, reassurance
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Appraisal Support: improves understanding of stressful event through appraising (evaluation) it with someone and better understanding of coping strategies
Tangible Assistance: provision of material support eg money, food, a job
Information support: information required from someone that can help to ease stress
Emotional Support: warmth, nurturance, reassurance
Thanks heaps!
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Anyone know where to find other 3/4 prac exams?
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Anyone know where to find other 3/4 prac exams?
http://engageeducation.org.au/practice-exams/psychology
2013/2014 exams for free.
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what do we talk about for implications in research methods?
Also just to confirm-
are limitations problems with the study (e.g. sampling procedures), and extraneous variables are other factors which may influence IV?
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what do we talk about for implications in research methods?
Basically the conclusion but a step further. How you would apply the conclusion and linking it with a theory
Also just to confirm-
are limitations problems with the study (e.g. sampling procedures), and extraneous variables are other factors which may influence IV?
Extraneous variables are a part of limitations.
Is everyone feeling psyched for the exam tomorrow? ;)
Let's do our best tomorrow, everyone! :) You guys have all worked hard! :)
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Thanks!
also is acquisition in CC the pairing of the NS + UCS or CS + UCS
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Thanks!
also is acquisition in CC the pairing of the NS + UCS or CS + UCS
The NS + UCS, to elicit the UCR
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Thanks!
also is acquisition in CC the pairing of the NS + UCS or CS + UCS
The NS + UCS, to elicit the UCR
From my understanding:
The NS is paired with the UCS to form the CS, which then elicits the CR. The CR, on the surface, will be the same as the UCR, but (crucially) is this time caused by the CS (rather than the UCS).
Best of luck. :)
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good luck tomorrow guys, i'm sure you'll all smash it! :)
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From my understanding:
The NS is paired with the UCS to form the CS, which then elicits the CR. The CR, on the surface, will be the same as the UCR, but (crucially) is this time caused by the CS (rather than the UCS).
Best of luck. :)
Oh ok, I was just relying on what the Oxford textbook said (see image)
Thanks for the well-wishes!
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Just wanted to wish everyone good luck for tomorrow! Let's smash it!! :D
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Good luck tomorrow everyone ! Kick VCAA's butt !
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Good luck tomorrow everyone ! Kick VCAA's butt !
vcaa kicked our asses hard :'(
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vcaa kicked our asses hard :'(
Agreed
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vcaa kicked our asses hard :'(
They were brutal.
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They were brutal.
i second that
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A+ Cutoff estimates?
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A+ Cutoff estimates?
probably 120/140 im guessing