ATAR Notes: Forum

VCE Stuff => VCE Science => VCE Mathematics/Science/Technology => VCE Subjects + Help => VCE Psychology => Topic started by: Galelleo on November 08, 2007, 01:28:16 pm

Title: Exam :)
Post by: Galelleo on November 08, 2007, 01:28:16 pm
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Title: Exam :)
Post by: Galelleo on November 08, 2007, 01:29:43 pm
Heres my results guys: compare and criticize :D
oh, and sorry about the format, Vista word doesnt like copy pasting

1. D
2. A
3. A
4. C
5. D
6. B
7. D
8. C
9. D
10. C
11. D
12. B
13. B
14. C   
15. A
16. C
17. A
18. D (unsure)
19. D
20. B
21. A
22. B
23. D
24. C
25. A
26. B
27. A(maybeB? Because its involuntary)
28. C
29. D
30. C
31. D
32. A
33. D
34. i got this one wrong , in hindsight lol... i said C but im pretty sur enow its D... *sigh* cracked under pressure
35. A
36. D
37. B
38. D
39. B
40. A
41. A
42. C
43. D
44. A
SHORT ANSWER:

1.   Associate each individual species with a well known series of locations/landmarks. Eg rooms in her house. When she recalls each strongly encoded room, she can also use it as a cue to recall the species.

2.   i.Key Role: Collation and manipulation of information from Sensory Memory and Long term memory.
eg: recognising a friend (LTM) from a photo (SM)
ii.keyrole: high mental functions such as decision making and problem solving
eg: maths equations.

3.   Organic causes of forgetting are physical/physiological factors that cause/influence forgetting

4.   A) Haydn was suffering from retrograde amnesia
B) Haydns rate of remembering would be gradual at first, but increasing until he was able to acess everything that he had previously encoded.

5.   Encoding specificity principle states that being in the same environment that a memory was encoded will provide context cues to assist retrieval

6.   Ebbinghaus? forgetting curve is shaped like a logarithmic graph (like a skateboard ramp). After approximately 1 hr, 50% of info is forgotten. After three weeks, only around 25-35% will be retained.

7.   i. Painful injection
ii. Nurses
iii. Pain/hurt
iv. Fear

8.   Observational learning is a form of operant conditioning because motivation is required. This is often in the form of reinforcement, similar to operant conditinioning
(I cant help but think i left something out here, just cant for the life of me remember it
b) Jodie must first ensure that her daughter pays ATTENTION to her demonstrations.
Then, jodies daughter must RETAIN the information in her LTM
Next, Jodies daughter has to be capable of physically REPRODUCING the actions.
and finally, jodies daughter must have sufficient MOTIVATION to reperform the behaviour. Motivation could be provided in the form of incentive such as Jodie offering her a reward
(sloppy towards end, but it gets the marks down)

9.   Trial and Error Learning

10.   Similarity: Both assosiate a UCS with a CS (bad food/all types of that food) by a strong UCR/CR (Illness/nausea)
Difference1: Taste aversion is extremely resistant to extinction, unlike CC
difference2: Taste aversion is very unlikely to demonstrate stimulus generalisation

11.   (not so good at these)
VCE students at Beachside Secondary College will take longer to complete a logic puzzle if they are distracted by a conversation or music tape, than if the same students complete a similar logic puzzle without distraction.
(I think i should have discriminated more between the trial with cnoversation and the trial with music, but oh well)

12.   IV: Form of disctraction; none, music, or conversation
DV: Time taken to complete logic puzzle

13.   Denise used stratified random sampling. She may have divided the VCE students into year levels, then taken 6 boys and 4 girls from each year level... giving her 12 boys, 8 girls... providing the 20 students that she selected from the combined strata.

14.   A) repeated measures
B) No participant variables

15.   She aws trying to avoid Experimenter effect
Experimenter effect is where the person doing the research influences the participants or their results because of hteir expectations or bias.

16.   Order Effects. This can be avoided by using counter balancing. Counter balancing is where one half of the sample perform condition A first, and B second. While the other half perform B first, and A second. (Because she had 3 conditions the sample would have to be further divided)

17.   Yes. Because the results show that the conversation tape distraction caused students to take as little as 2 and a half minutes longer than any other condition, and the p value supports this, saying less than 5 times in 100 the results were due to chance. (p<0.05)

18.   Because the VCE students are all under 18, Denise would have to obtain informed consent from their parents. She would have to fully brief them on what the research was to entail, and then get their express permission for hteir children to participate.

19.   (I had no idea about this one)
It is important that we repeat experiments in order to ensure integrity and reliability of results.
Title: Exam :)
Post by: positive_viv on November 08, 2007, 01:33:39 pm
Thanks heaps! :)
Title: Exam :)
Post by: Galelleo on November 08, 2007, 01:39:13 pm
np :D

Oh and, dont assume im right lol... theres a few there i doubt myself, and ive been known to make mistakes.

im completely up for debating any answer lol.
its just i didnt see any psych mod or authority so i thought id take the initiative  + scan/post
Title: Exam :)
Post by: Nick on November 08, 2007, 01:45:22 pm
So far I've done memory multiple choice and compared.. all our answers for memory match except 17..

I think the answer is retroactive interference, not motivated forgetting? Typo on your behalf?
Title: Exam :)
Post by: Galelleo on November 08, 2007, 01:46:40 pm
Must have been, its A lol. my bad :P
Title: Exam :)
Post by: jeremykleeman on November 08, 2007, 01:56:08 pm
For the short answer learning you must say 'in response to...nurse/injection' to get full marks (according to last years assessment report)

For multiple choice question 2 i put B, it said that recognition is the most sensitive measure of memory, and I think it would have said retention had it been right, also it doesnt seem to be the reason.
Title: Exam :)
Post by: Nick on November 08, 2007, 02:01:34 pm
For 38, I put C, not D.

If the person is given the opportunity to pass, they are AVOIDING or REMOVING the negative stimulus of passing their subject.

Getting the girl to say sorry isn't removing or avoiding any unpleasant stimulus.
Title: Exam :)
Post by: Timtasticle on November 08, 2007, 02:06:46 pm
Quote from: "Nick"
For 38, I put C, not D.

If the person is given the opportunity to pass, they are AVOIDING or REMOVING the negative stimulus of passing their subject.

Getting the girl to say sorry isn't removing or avoiding any unpleasant stimulus.




I like passing my subjects.
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:07:30 pm
Quote from: "jeremykleeman"
For the short answer learning you must say 'in response to...nurse/injection' to get full marks (according to last years assessment report)

For multiple choice question 2 i put B, it said that recognition is the most sensitive measure of memory, and I think it would have said retention had it been right, also it doesnt seem to be the reason.


I dont think you have to say in response to, i thought it was implied by being the UCR/CR, by definition... having a look at the VCAA assessors report but its taking forever to load.

it says relearning is most sensitive. pretty sure its A :D
B is savings score can be calculated.
Thats true, but it doesnt really explain why she learned the material quicker.

Quote from: "Nick"
For 38, I put C, not D.

If the person is given the opportunity to pass, they are AVOIDING or REMOVING the negative stimulus of passing their subject.

Getting the girl to say sorry isn't removing or avoiding any unpleasant stimulus.


Putting her in the corner is the unpleasant stimulus, when she says sorry you remove the aversive stimluus of a time out, in order to strengthen good manners/behaviour. But yeah, i see your point on C... but i think D is a better example of negative reinforcement.
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:08:14 pm
LOL, asumed he meant NOT passing the subject :P
Title: Exam :)
Post by: positive_viv on November 08, 2007, 02:08:26 pm
Quote from: "Timtasticle"
Quote from: "Nick"
For 38, I put C, not D.

If the person is given the opportunity to pass, they are AVOIDING or REMOVING the negative stimulus of passing their subject.

Getting the girl to say sorry isn't removing or avoiding any unpleasant stimulus.




I like passing my subjects.


Guess he means negative stimulus of failing their subject. I put C too. Having to sit in a corner and say 'I'm sorry' seems more like a punishment to me. It doesn't say that 'saying sorry' means that the aversive stimulus of sitting in the corner is removed.

EDIT: never mind. It says 'making the child sit in the corner until they say 'I'm sorry.' But isn't the key thing there 'making the child sit in the corner?' which is a punishment? Even though saying 'I'm sorry' is negative reinforcement in that it allows them to get out of the corner, the act of actually making them sit in the chair until they say sorry is a punishment, isn't it?
Title: Exam :)
Post by: jeremykleeman on November 08, 2007, 02:09:33 pm
i put 38D as being in the corner (unpleasant) is removed when they perform the desired behaviour (apologising) hence negative reinforcement. Allowing somebody to sit an exam is positive reinforcement! Sitting an exam with the motive to try hard not to fail would be negative reinforcement.
Title: Exam :)
Post by: Timtasticle on November 08, 2007, 02:09:35 pm
But I know what you mean. I also put C for qn 38; but now I think I'm wrong.

Sitting in the corner would be a negative stimulus, and upon the child exhibiting the desired behaviour (apologising) the negative stimulus is removed.
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:11:13 pm
Quote from: "Timtasticle"
But I know what you mean. I also put C; but now I think I'm wrong.

Sitting in the corner would be a negative stimulus, and upon the child exhibiting the desired behaviour (apologising) the negative stimulus is removed.


yeh :D

Apologising removes the negative stimulus, and increases the strength and likelihood of apologising again (which can probably be associated with good behaviour in general) , or repenting or whatever.
Title: Exam :)
Post by: Nick on November 08, 2007, 02:12:14 pm
Allowing them to sit their exam isn't positive reinforcement at all.

In that case, you'd have to think both examples would be correct.
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:14:25 pm
I know, i understand why you think C. I just still think D is a better example because it clearly defines the aversive stimulus, and then shows how its taken away to provide a positive consequence.
Title: Exam :)
Post by: Nick on November 08, 2007, 02:16:22 pm
Thats true, but why wouldn't it say, "the girl says "I am sorry" after being forced to sit in the corner?
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:17:38 pm
it says "making a child sit in the corner until they say "I am sorry""

but it is confusing, true... because it shows them ADDING the aversive stimulus (Suggesting punishment) and THEN shows them taking it away... i dont know :S
Title: Exam :)
Post by: jeremykleeman on November 08, 2007, 02:18:38 pm
Quote from: "Nick"
Allowing them to sit their exam isn't positive reinforcement at all.

In that case, you'd have to think both examples would be correct.


I disagree, the teacher is giving the student a second chance at their exam, which presumably the student wants to sit (doesn't matter why they want to - in this case to avoid failure). The important thing is the TEACHER is allowing the student a second chance, hence giving positive reinforcement to the student.
Title: Exam :)
Post by: Nick on November 08, 2007, 02:18:55 pm
Fair enough, it just seems way too much like punishment to me. Because the child has already experienced the negative consequences of her actions.
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:21:19 pm
Quote from: "jeremykleeman"
Quote from: "Nick"
Allowing them to sit their exam isn't positive reinforcement at all.

In that case, you'd have to think both examples would be correct.


I disagree, the teacher is giving the student a second chance at their exam, which presumably the student wants to sit (doesn't matter why they want to - in this case to avoid failure). The important thing is the TEACHER is allowing the student a second chance, hence giving positive reinforcement to the student.


yeah, but the teacher is also removing the aversive stimulus of failing.

Quote from: "Nick"
Fair enough, it just seems way too much like punishment to me. Because the child has already experienced the negative consequences of her actions.


yes, but the childs actions are what remove the negatives.
it seems that the childs actions of apologising are more of an operant than the action of putting the child in the corner
Title: Exam :)
Post by: Odette on November 08, 2007, 02:22:40 pm
I don't care what you all think Qn 38 is D. :)
There no questions asked :P
Title: Exam :)
Post by: jeremykleeman on November 08, 2007, 02:23:40 pm
Is it punishment when the desirable response (apologising) is strengthened?
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:24:12 pm
nah, the response in question (misbehaviour) is weakened.
Title: Exam :)
Post by: Timtasticle on November 08, 2007, 02:24:16 pm
We don't know why the child is in the corner, so consequences for her previous actions are irrelevant.

The question is focusing on increasing behaviour - which is apologising for what the child has done wrong.
Title: Exam :)
Post by: Nick on November 08, 2007, 02:25:11 pm
Quote from: "jeremykleeman"
Quote from: "Nick"
Allowing them to sit their exam isn't positive reinforcement at all.

In that case, you'd have to think both examples would be correct.


I disagree, the teacher is giving the student a second chance at their exam, which presumably the student wants to sit (doesn't matter why they want to - in this case to avoid failure). The important thing is the TEACHER is allowing the student a second chance, hence giving positive reinforcement to the student.


Under your assumption that means that by positively reinforcing the student, they are going to INCREASE the likelihood of their behaviour occurring? So under that rule, you're suggesting that after receiving that so called "reinforcement", the student will continue to fail because they know they will be let off the hook each time?
Title: Exam :)
Post by: positive_viv on November 08, 2007, 02:25:11 pm
'Negative reinforcement is the removal or avoidance of an unpleasant stimulus.'

So, by the teacher allowing the student to sit an exam that gives them a passing grade, doesn't the student avoid failing i.e. the unpleasant stimulus?

That's kind of why I thought it was C.

But now I'm confused and I'm thinking it could probably be D as well. :/
Title: Exam :)
Post by: Timtasticle on November 08, 2007, 02:28:51 pm
This is hurting my head - we're not getting anywhere.

Anyone got another question to debate? :)
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:29:23 pm
Quote from: "Nick"
Quote from: "jeremykleeman"
Quote from: "Nick"
Allowing them to sit their exam isn't positive reinforcement at all.

In that case, you'd have to think both examples would be correct.


I disagree, the teacher is giving the student a second chance at their exam, which presumably the student wants to sit (doesn't matter why they want to - in this case to avoid failure). The important thing is the TEACHER is allowing the student a second chance, hence giving positive reinforcement to the student.


Under your assumption that means that by positively reinforcing the student, they are going to INCREASE the likelihood of their behaviour occurring? So under that rule, you're suggesting that after receiving that so called "reinforcement", the student will continue to fail because they know they will be let off the hook each time?


lol, C and D are both probably ok answers.. well just have to see when the assessors report comes out lol
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:30:03 pm
Quote from: "Nick"
Quote from: "jeremykleeman"
Quote from: "Nick"
Allowing them to sit their exam isn't positive reinforcement at all.

In that case, you'd have to think both examples would be correct.


I disagree, the teacher is giving the student a second chance at their exam, which presumably the student wants to sit (doesn't matter why they want to - in this case to avoid failure). The important thing is the TEACHER is allowing the student a second chance, hence giving positive reinforcement to the student.


Under your assumption that means that by positively reinforcing the student, they are going to INCREASE the likelihood of their behaviour occurring? So under that rule, you're suggesting that after receiving that so called "reinforcement", the student will continue to fail because they know they will be let off the hook each time?


yeah, what youre saying is theres no listed point to reinforce... but similarly, in D, theres no listed point to punish

lol, C and D are both probably ok answers.. well just have to see when the assessors report comes out lol

edit* and the positive reinforcement could just be to encourage hard work /shrug
Title: Exam :)
Post by: Nick on November 08, 2007, 02:31:13 pm
LOL In my opinion, they are both equally credible answers.
Title: Exam :)
Post by: Timtasticle on November 08, 2007, 02:32:04 pm
Thank god that's over.

What other questions caused people grief?
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:32:15 pm
Quote from: "Galelleo"
lol, C and D are both probably ok answers.. well just have to see when the assessors report comes out lol


lol insert re-iteration here.

Healthy debate tho. i like it.

Any other questions youre a little dubious on?
Title: Exam :)
Post by: Nick on November 08, 2007, 02:33:51 pm
What score are you people looking at for MC?

I'm looking at 41/44 which I suppose isn't too bad.
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:34:43 pm
lol , i hope noone felt into the trap in question 36.

"Nguyen's dog, Yap,  barks whenever he sees a cat. Nguyen yells at the dog.
Despite successfully learning not to bark, two months later Nguyen's dog, yap, begins to bark again at cats. The most accurate term for this behaviour is:
A-stimulus discrimination
B-spontaneous recovery
C-stimulus generalisation
D-Extinction

lol, i ALMOST went for B, but caught myself at the last mintue. It was punishment, and the response has to be weakened, so becomign stronger again means it was extinguished... riight? lol
Title: Exam :)
Post by: jeremykleeman on November 08, 2007, 02:36:19 pm
can we discuss question 2? it is really confusing
Title: Exam :)
Post by: positive_viv on November 08, 2007, 02:36:23 pm
I'm pretty sure the answer was extinction, since the learned response (that is, not barking at the cat) was extinguished.
Title: Exam :)
Post by: Odette on November 08, 2007, 02:36:31 pm
Quote from: "Galelleo"
lol , i hope noone felt into the trap in question 36.

"Nguyen's dog, Yap,  barks whenever he sees a cat. Nguyen yells at the dog.
Despite successfully learning not to bark, two months later Nguyen's dog, yap, begins to bark again at cats. The most accurate term for this behaviour is:
A-stimulus discrimination
B-spontaneous recovery
C-stimulus generalisation
D-Extinction

lol, i ALMOST went for B, but caught myself at the last mintue. It was punishment, and the response has to be weakened, so becomign stronger again means it was extinguished... riight? lol


I put D, because the dog went back to its old habbits...
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:38:04 pm
Quote from: "Nick"
What score are you people looking at for MC?

I'm looking at 41/44 which I suppose isn't too bad.


hoping for 43/44, but you can judge what you think ill get from answers i posted
Title: Exam :)
Post by: Timtasticle on November 08, 2007, 02:38:06 pm
Daaamnnn I did B :(

Wanna explain the trap to me? Still doesn't make sense it's extinction - sure if the question was, the dog stopped barking at cats it would be extinction, but it's not. It goes on to say 2 months later he barks at cats again - thus why I thought it was spontaneous recovery.
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:38:35 pm
Quote from: "positive_viv"
I'm pretty sure the answer was extinction, since the learned response (that is, not barking at the cat) was extinguished.


yea :) the answer was D.
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:40:41 pm
Quote from: "Timtasticle"
Daaamnnn I did B :(

Wanna explain the trap to me? Still doesn't make sense it's extinction - sure if the question was, the dog stopped barking at cats it would be extinction, but it's not. It goes on to say 2 months later he barks at cats again - thus why I thought it was spontaneous recovery.


Well, the intiially behaviour was barking at cats. The operant conditioning was punishment, because he wanted to weaken the barking at cats.

He had learned this, and stopped barking at cats... so the conditioning had been WORKING, so we can say that the dog LEARNED the response.

So whenever a learned response relapses, we call it extinction, rather than spontaneous recovery.
It was a trap because everyone (including me) would intiially assume that because something that wasnt there, starts to happen again, we would think of spontaneous recovery.But its not because were talkin about conditioning the dog to stop htat behaviour. therefore when it starts again, its extinction of the learned response, not spontaneous recovery of it.

If the dog suddenly stops barking again for a period of time, THEN its spontaneous recovery because the learned response (not barking) has reoccurred
Title: Exam :)
Post by: Timtasticle on November 08, 2007, 02:42:36 pm
Ah-huh! I seeeeee.

Good question, eh?
Title: Exam :)
Post by: Galelleo on November 08, 2007, 02:45:41 pm
Quote from: "Timtasticle"
Ah-huh! I seeeeee.

Good question, eh?

yeah, i thought so too

i really liked this one :D
Title: Exam :)
Post by: jeremykleeman on November 08, 2007, 02:59:56 pm
When Jane was 19 she completed the first 2 units of a German course. Ten years later, she began the course again and found that she learned the material in the first two units 25% more quickly than she did originally.

This is probably because:
A. relearning is the most sensitive measure of memory.
B. the savings score could be calculated..
C. the material in the first two units was the easiest.
D. she was older and therefore her memory worked better.

I said B, due to the bold memory, but im not sure. What about you guys?
Title: Exam :)
Post by: Timtasticle on November 08, 2007, 03:02:29 pm
That question was shit. I can't even remember what I did.

Not of the options really fitted the question IMO.
Title: Exam :)
Post by: positive_viv on November 08, 2007, 03:04:27 pm
I said B. In my thinking, A would only apply if the statement said something like 'when she tested herself to see how much information she had retained, she found that she had retained more than a multiple choice test indicated.' Something like that. I thought A invited comparison of the measures of retention and the statement wasn't about how sensitive relearning is compared to the others. It was about relearning itself and the information or time saved

..but that could really just be my shoddy interpretation.
Title: Exam :)
Post by: Nick on November 08, 2007, 03:04:28 pm
A would be correct.

Because relearning is sensitive, in that it has the more superior ability to assess the amount of information retained in memory. Due to it's ability to assess the amount retained in memory, they referred to it as a "measure of memory".
Title: Exam :)
Post by: jeremykleeman on November 08, 2007, 03:06:06 pm
Quote from: "positive_viv"
I said B. In my thinking, A would only apply if the statement said something like 'when she tested herself to see how much information she had retained, she found that she had retained more than a multiple choice test indicated.' Something like that. I thought A invited comparison of the measures of retention and the statement wasn't about how sensitive relearning is compared to the others. It was about relearning itself and the information or time saved

..but that could really just be my shoddy interpretation.


I like your point, it didn't suggest comparison with the other measures of retention.
Title: Exam :)
Post by: Galelleo on November 08, 2007, 03:08:54 pm
Quote from: "jeremykleeman"
When Jane was 19 she completed the first 2 units of a German course. Ten years later, she began the course again and found that she learned the material in the first two units 25% more quickly than she did originally.

This is probably because:
A. relearning is the most sensitive measure of memory.
B. the savings score could be calculated..
C. the material in the first two units was the easiest.
D. she was older and therefore her memory worked better.

I said B, due to the bold memory, but im not sure. What about you guys?


I also thought the same thing as you guys... didnt think A or B properly gave a reason for her being able to remember 25% of her previous things

25% IS her savings score... and she USED relearning to measure that.

niether of them really explain it... it should hve said something like ... Relearning enables a measure of memory retained from previous experience or something.

I went with A simply because i had more Bs than As on the column... lol :P
Title: Exam :)
Post by: Galelleo on November 08, 2007, 03:09:29 pm
Oh, and also because A seems to sound MORE like an explanation that woudl be required than B does.
Title: Exam :)
Post by: positive_viv on November 08, 2007, 03:12:35 pm
Hehehe. I got so caught up in whether or not VCAA was trying to be sneaky that I couldn't work out whether I was supposed to interpret the question deeper or just take it on face value. Those psychology exam-writers certainly know how to play mind tricks.


And that schedules of reinforcement question should NOT have been there. At least put it on the study design -_-
Title: Exam :)
Post by: Galelleo on November 08, 2007, 03:18:55 pm
:oops: i didnt even check study design

but i think i got it...
What did you guys get?
Title: Exam :)
Post by: Timtasticle on November 08, 2007, 03:19:53 pm
I answered variable ratio.
Title: Exam :)
Post by: Galelleo on November 08, 2007, 03:22:59 pm
as did ii :)

I thought, if they never know when its going to come, but they know itll come when they press the ubtton, they press it super fast
Title: Exam :)
Post by: positive_viv on November 08, 2007, 03:25:15 pm
Yeah I'm sure it's variable ratio. Unfortunately, I said it was fixed ratio. But that's wrong.  :(
Title: Exam :)
Post by: Nick on November 08, 2007, 03:35:01 pm
For SA when it asks for a role/example:

My first point was:

Role: Integtrates information from the  phonological loop and the visuo spatial sketchpad.

Example: Sounds and auditory information from our conscious awareness are actively manipulated in conscious awareness.

Its not a specific example, but its providing an example of what its doing?

Is that acceptable?
Title: Exam :)
Post by: Galelleo on November 08, 2007, 03:39:22 pm
im not sure, your role is definitely correct...

I think it wants a real life example... i knwo what youre saying, but you needed to say it like... "piecing together the sound and video from a movie."

i dont know.. you might get the mark if you have a really generous examiner
Title: Exam :)
Post by: SxG on November 08, 2007, 10:39:45 pm
With the one about the researcher using 3 assistants to look after the three conditions. Could I say the confounding variable is experimental variable? Such as how the experimenter would unwantedly affect the dv due to his expectation and bias

Coz it said confounding variable so I went with describing a different type of variable, if it said effect I definitely would've went experimenter effect, but I dunno if it's also acceptable

My teacher said it's fix ratio but with those ones, it's hard to tell
Title: Exam :)
Post by: Nick on November 08, 2007, 11:13:10 pm
Quote from: "SxG"
With the one about the researcher using 3 assistants to look after the three conditions. Could I say the confounding variable is experimental variable? Such as how the experimenter would unwantedly affect the dv due to his expectation and bias

Coz it said confounding variable so I went with describing a different type of variable, if it said effect I definitely would've went experimenter effect, but I dunno if it's also acceptable

My teacher said it's fix ratio but with those ones, it's hard to tell


Fixed ratio??? Did they explain why?? Are you referring to Q 33??
Title: Exam :)
Post by: SxG on November 08, 2007, 11:26:53 pm
High and steady rate without pauses is what they wanted. The highest rate of responses generated amongst the schedules is fix ratio. It also ensures a steady rate of response because the rats know exactly how many responses will get them a food so they keep pressing steadily again and again

Variable on the other hand is more resistant to extinction

If you argue that because the rat knows the amount of times he'll need to press the lever to be reinforced means they'd either get bored or not do it until they want it, then you can also argue that because variable is random, some rats might pause for a while because they mightn't get reinforced for a long time

That's at least what the teacher told me, she could be wrong. I myself thought it was variable ratio

Edit: Just checked on wiki, all fixed schedules provide pauses after each reinforcement, so variable ratio has to be it
Title: Exam :)
Post by: Galelleo on November 09, 2007, 01:27:03 am
It is variable ratio, because the rat knows it will get a reward ONE time it presses the button, so it presses it as rapidly as posisbl eto increase the chances

Also, the confounding variable she was "TRYING" to control was Experimenter effects. Yes its where the experimenter influences the participants or their results because of their own expectations for the experiemnt.

(She used a double blind procedure)
Title: Re: Exam :)
Post by: fyl_000 on November 09, 2007, 10:15:06 pm
Quote from: "Galelleo"
[img]http://img482.imageshack.us/img482/6157/img002fy0.th.jpg[/img]
[img]http://img291.imageshack.us/img291/3434/img003ta6.th.jpg[/img]
[img]http://img147.imageshack.us/img147/7044/img004wq5.th.jpg[/img]
[img]http://img136.imageshack.us/img136/930/img005hq9.th.jpg[/img]
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[img]http://img152.imageshack.us/img152/9332/img010iv4.th.jpg[/img]
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[img]http://img453.imageshack.us/img453/7305/img018xk4.th.jpg[/img]


hey.. for SA question 16.. i said a confounding variable could have been the participants motivation, as they could get bored doing a similar thing three times, and i said a reward could have been offered to keep them interested.. u reckon that would get the marks or am i way off??
Title: Re: Exam :)
Post by: Odette on November 09, 2007, 10:20:29 pm
Quote from: "fyl_000"
Quote from: "Galelleo"
[img]http://img482.imageshack.us/img482/6157/img002fy0.th.jpg[/img]
[img]http://img291.imageshack.us/img291/3434/img003ta6.th.jpg[/img]
[img]http://img147.imageshack.us/img147/7044/img004wq5.th.jpg[/img]
[img]http://img136.imageshack.us/img136/930/img005hq9.th.jpg[/img]
[img]http://img453.imageshack.us/img453/1755/img006ww0.th.jpg[/img]
[img]http://img291.imageshack.us/img291/7357/img007qn2.th.jpg[/img]
[img]http://img136.imageshack.us/img136/6315/img008ki1.th.jpg[/img]
[img]http://img453.imageshack.us/img453/7296/img009sd4.th.jpg[/img]
[img]http://img152.imageshack.us/img152/9332/img010iv4.th.jpg[/img]
[img]http://img453.imageshack.us/img453/2936/img011yr1.th.jpg[/img]
[img]http://img152.imageshack.us/img152/1060/img012bc9.th.jpg[/img]
[img]http://img453.imageshack.us/img453/1791/img013zh9.th.jpg[/img]
[img]http://img453.imageshack.us/img453/7557/img014dk0.th.jpg[/img]
[img]http://img152.imageshack.us/img152/3886/img015rx1.th.jpg[/img]
[img]http://img77.imageshack.us/img77/135/img016ac3.th.jpg[/img]
[img]http://img225.imageshack.us/img225/2829/img017po5.th.jpg[/img]
[img]http://img453.imageshack.us/img453/7305/img018xk4.th.jpg[/img]


hey.. for SA question 16.. i said a confounding variable could have been the participants motivation, as they could get bored doing a similar thing three times, and i said a reward could have been offered to keep them interested.. u reckon that would get the marks or am i way off??



I think that's still correct :)
Title: Exam :)
Post by: Collin Li on November 09, 2007, 10:21:43 pm
Could you please refrain from quoting that list of picture attachments? It's a pain in the ass to scroll down, haha.
Title: Exam :)
Post by: Timtasticle on November 09, 2007, 10:24:00 pm
Quote from: "coblin"
Could you please refrain from quoting that list of picture attachments? It's a pain in the ass to scroll down, haha.


Haha, I second that.
Title: Re: Exam :)
Post by: Galelleo on November 09, 2007, 10:25:05 pm
Quote from: "fyl_000"

hey.. for SA question 16.. i said a confounding variable could have been the participants motivation, as they could get bored doing a similar thing three times, and i said a reward could have been offered to keep them interested.. u reckon that would get the marks or am i way off??


yeah you should get the mark, thats another problem caused by repeated measures... but its not the one they would have been looking for if they were only after 1... but uslaly on past exams tehyve accepted multiple examples
Title: Exam :)
Post by: Odette on November 09, 2007, 10:25:07 pm
Quote from: "coblin"
Could you please refrain from quoting that list of picture attachments? It's a pain in the ass to scroll down, haha.


Ok sorry ..
Title: Exam :)
Post by: fyl_000 on November 09, 2007, 10:33:08 pm
Quote from: "Odette"
Quote from: "coblin"
Could you please refrain from quoting that list of picture attachments? It's a pain in the ass to scroll down, haha.


Ok sorry ..


haha, scrolling takes a whole 5 seconds.. sorry i no that 5 seconds is a waste of ur life and u could have used that to study for ur next exam.. my bad... i thought it was more painful scrolling through people fight over the negative reinforcement question.. 38.. like its D, and even if its not, its one fukin mark.. reading through that was a time waster..

meh
Title: Exam :)
Post by: fyl_000 on November 09, 2007, 10:34:45 pm
Quote from: "Odette"
Quote from: "coblin"
Could you please refrain from quoting that list of picture attachments? It's a pain in the ass to scroll down, haha.


Ok sorry ..


haha, scrolling takes a whole 5 seconds.. sorry i no that 5 seconds is a waste of ur life and u could have used that to study for ur next exam.. my bad... i thought it was more painful scrolling through people fight over the negative reinforcement question.. 38.. like its D, and even if its not, its one fukin mark.. reading through that was a time waster..

meh
Title: Exam :)
Post by: Odette on November 09, 2007, 10:36:51 pm
double post :P
Title: Exam :)
Post by: Galelleo on November 09, 2007, 10:50:58 pm
Quote from: "fyl_000"
Quote from: "Odette"
Quote from: "coblin"
Could you please refrain from quoting that list of picture attachments? It's a pain in the ass to scroll down, haha.


Ok sorry ..


haha, scrolling takes a whole 5 seconds.. sorry i no that 5 seconds is a waste of ur life and u could have used that to study for ur next exam.. my bad... i thought it was more painful scrolling through people fight over the negative reinforcement question.. 38.. like its D, and even if its not, its one fukin mark.. reading through that was a time waster..

meh


noone forced you to read anything.

We were just saying its inconvenient and unnecessary.

And there is absolutely nothing wrong with healthy debate over a question. execept perhaps that it distracts from next studying