VCE Psychology Question Thread!

[MB_]

I was assuming there'd be more dot points asking you to address those? What does the question say exactly?

It says exactly 'a description of the weaknesses of the experimental design'.

[FatimaEl]

hi!
Can someone tell me what'd they answer to this?
'Describe two ways in which categorical approach is a better approach than dimensional approach.' [2 marks]

1. Unlike the dimensional approach that classifies the severity of a mental illness on a continuum/spectrum, the categorical approach provides a more definitive ('yes/no') answer and a decision is made whether the disorder is present or absent.
2. The diagnosis procedure for the categorical approach is standard amongst health professionals, making this approach more efficient, as the many dimensions of the dimensional approach that are to be assessed can overcomplicate a mental health assessment.

hope that helped you out! i found this question to be a very good one as it is quite common for questions to ask why the dimensional approach is better, but its important to know reasons why categorical would be better just in case

[nadiaaa]

1. Unlike the dimensional approach that classifies the severity of a mental illness on a continuum/spectrum, the categorical approach provides a more definitive ('yes/no') answer and a decision is made whether the disorder is present or absent.
2. The diagnosis procedure for the categorical approach is standard amongst health professionals, making this approach more efficient, as the many dimensions of the dimensional approach that are to be assessed can overcomplicate a mental health assessment.

hope that helped you out! i found this question to be a very good one as it is quite common for questions to ask why the dimensional approach is better, but its important to know reasons why categorical would be better just in case

Thank you so much! your answer was really helpful
i know right, ive barely seen categorical being the better approach before, good luck for psych

[nadiaaa]

It says exactly 'a description of the weaknesses of the experimental design'.

Well because it is section C it makes sense to include extraneous variables that could come about as a result of the experimental design if this is for the 10 marker question.

[Tess_r3]

Hi, I am sorry if this question has already being asked, but with exams drawing nearer i just want to check some of my psych terms. I sort-of don't get the difference between central executive and episodic buffer. I know the central executive makes descisions and controls attention, whilst the episodic buffer mental represants various bits of info to be consciously worked on, but which is involved with LTM??? What if i was asked which retrieves information from LTM?

[jayleno]

Hey guys , just wondering do we need to know research methods about every experiment stated in the study design? For example Sperry and Gazaniga '
By this I mean do we need to know the Iv , do , ethics and such

[FatimaEl]

Hi, I am sorry if this question has already being asked, but with exams drawing nearer i just want to check some of my psych terms. I sort-of don't get the difference between central executive and episodic buffer. I know the central executive makes descisions and controls attention, whilst the episodic buffer mental represants various bits of info to be consciously worked on, but which is involved with LTM??? What if i was asked which retrieves information from LTM?

"which is involved with LTM???"
Since the central executive is in control of attention, it decides what is worthy, or what deserves, to be processed into the long term and what doesnt.Once it has decided that "yes, this should go into the LTM", it will instruct the episodic buffer to combine both the auditory and visuals (to form a scene ("episode") in its unique storage space (episodic buffer has its only place of temporary storage) before being directly transferred into the LTM.
Thus they are both involved in the LTM. However episodic buffer is more directly involved.
"What if i was asked which retrieves information from LTM?"
The episodic buffer retrieves information that it transferred to the LTM (however only under the control of the central executive, as this is the "boss") if the information requires modification or to be focused on at a specific time. So it is the episodic buffer that retrieves info from the LTM. But the central executive does direct the flow of LTM thoughts from working memory and attention and back to LTM, however it does this by using the episodic buffer. So its not the central executive that is directly involved in the retrieval of LTM.

I hope this answer is correct, this is my understanding, its quite a complex topic. 

[FatimaEl]

Hey guys , just wondering do we need to know research methods about every experiment stated in the study design? For example Sperry and Gazaniga '
By this I mean do we need to know the Iv , do , ethics and such

So i just checked, and yes we do. I dont know how i didnt know this 
After every area of study the following sentence is there: (in bold i have included the psychologists they are referring to)

• research methodologies and ethical principles associated with the study of the brain and states of
  consciousness, as outlined in the introduction to Unit 3 on page 22. studies of aphasia including Broca’s aphasia and Wernicke’s aphasia, studies of split brain including Roger Sperry and Michael Gazzaniga
• research methodologies and ethical principles associated with the study of memory, as outlined in
  the introduction to Unit 3 on page 22. studies by Elizabeth Loftus
• research methodologies and ethical principles associated with the study of learning, as outlined in
  the introduction to Unit 3 on page 22.John Watson’s ‘Little Albert’ experiment, and maybe Bandura's experiment on children, however this experiment isnt specified in the study design
• research methodologies and ethical principles associated with the study of mental health, as outlined
  in the introduction to Unit 3 on page 22.I couldnt find studies for this one in the study design nor in my textbook

Hope that helped everyone, now i got to go cram, oops

[eliseeeeee]

Hi!! I was just wondering whether acronyms such as CS, UCS, UCR etc are acceptable when talking about classical conditioning on the exam?? Or acronyms such as LTM/STM for memory, PNS/CNS when talking about the nervous system and so on?
Thanks 

[HasibA]

Hi!! I was just wondering whether acronyms such as CS, UCS, UCR etc are acceptable when talking about classical conditioning on the exam?? Or acronyms such as LTM/STM for memory, PNS/CNS when talking about the nervous system and so on?
Thanks 

mention them as the full item first, then you can use them. i.e blah blah Long Term Memory (LTM)- then use LTM from then on!

[nadiaaa]

hey guys which scedule of reinforcement is least resistant to extinction??

[FatimaEl]

hey guys which scedule of reinforcement is least resistant to extinction??

variable-ratio is the most resistant to extinction

[Swagadaktal]

variable-ratio is the most resistant to extinction

yo that's true but the person asked for least resistant.

Least resistant is fixed interval

[nadiaaa]

yo that's true but the person asked for least resistant.

Least resistant is fixed interval

THanks and can i ask why it leads to the fastest extinction?

[Swagadaktal]

THanks and can i ask why it leads to the fastest extinction?

*applies logic*
so
if i give you a cookie every 10 seconds regardless of how well you twerk, and then i stop giving you cookies, you're gonna get frustrated that you dont get a cookie every 10 seconds when u twerk and you'll stop twerking.

However, if I give you a cookie after a random amount of proper ghetto black girl twerks, you're gonna keep twerking properly in the anticipation that you'll get a cookie - so you're least likely to forget how to ghetto black girl twerk you feel?