ATAR Notes: Forum
VCE Stuff => VCE Science => VCE Mathematics/Science/Technology => VCE Subjects + Help => VCE Psychology => Topic started by: iNerd on December 31, 2010, 01:14:14 am
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To organise all the tricky (or not) questions into one organised thread (and reduce clutter throughout the board) please post all your Psych concerns here!
Good luck all, I'm stoked! :D
EDIT: UNIT 3 ONLY
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I'll try to help out with answering questions in this thread!
Feel free to ask anything, even if you think it's a stupid question :P
PM me if you're too shy to post it haha :)
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stickied! I'll also keep an eye on the thread. I'm fairly familiar with most of the contents of the study design and I have good research skillz.
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FIRST QUESTION :) it may seem like a simplistic one but i need help lol
Can someone give me an understandable definition of Functionalism and structuralism??
thanks
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They're different ways of approaching psychology:
functionalism - your behaviour is based on adapting to your environment.
structuralism - interested in breaking down the different elements of consciousness and understanding those elements both independently and as part of a system.
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thanks
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We know that if the p value is less than 0.05 results are said to be statistically signficant.
What about if the p value equals 0.05?
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We know that if the p value is less than 0.05 results are said to be statistically signficant.
What about if the p value equals 0.05?
Then it is not statistically significant (just).
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We know that if the p value is less than 0.05 results are said to be statistically signficant.
What about if the p value equals 0.05?
Then it is not statistically significant (just).
No that is incorrect
if the p value is lower OR EQUAL TO 0.05 in most experiments, then the results can be said to be statistically significant
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Please guys, don't confuse me :(
Eriny/Slumdawg, step in?
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I personally think j.w. is right here. It's less than or equal to 0.05. I'm pretty sure I asked my teacher this before the unit 4 exam (as there doesn't seem to be a clear cut answer anywhere) and that's what she told me although she said a p value is almost always represented with an inequality so you probably won't have to deal with it anyway.
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I personally think j.w. is right here. It's less than or equal to 0.05. I'm pretty sure I asked my teacher this before the unit 4 exam (as there doesn't seem to be a clear cut answer anywhere) and that's what she told me although she said a p value is almost always represented with an inequality so you probably won't have to deal with it anyway.
I was told (and as i wrote it in my notes) its only less than 0.05, as I'm pretty sure thats what Grivas' book said. The new study design may have changed a little here though? Not that likely really.
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I personally think j.w. is right here. It's less than or equal to 0.05. I'm pretty sure I asked my teacher this before the unit 4 exam (as there doesn't seem to be a clear cut answer anywhere) and that's what she told me although she said a p value is almost always represented with an inequality so you probably won't have to deal with it anyway.
I was told (and as i wrote it in my notes) its only less than 0.05, as I'm pretty sure thats what Grivas' book said. The new study design may have changed a little here though? Not that likely really.
Research methods never change...? What do I do now...? Wait for Eriny? :P
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If you have the new edition of grivas, read page 72 - the second paragraph on the left column. It has a less than or equal to symbol. Which is what it should be. Not just less than. It needs to have "<" but with a line underneath.
I remember at a lecture (pathways education) the person said that it was 0.05 or less than for the p value, but that memory is kinda vague. I still would say it's less than or equal to 0.05 though. That's just my personal view though, it could be wrong.
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It's completely arbitrary because you can set whatever p value you want for your experiment. That said when you're considering the standard 95% cutoff I have always rejected the null hypothesis with p < .05
p = .05 is statistically insignificant at the 5% level according to me/my education but VCE may define it differently. From memory you don't actually do any proper statistics in VCE psychology so I don't think it will be an issue
e, scratch that, if Grivas says differently then I'd back that
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It depends on what they give you though. If it's just < then obviously it's less than. But if it's < with a line underneath then it's less than or equal to. They usually set the p value at less than or equal to 0.05 (as seen in the grivas book) but it depends on the scenario. So I guess there's no outright answer you just have look at the case study you have been given.
Just read pg 72 of grivas and that should answer your question :)
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It depends on what they give you though. If it's just < then obviously it's less than. But if it's < with a line underneath then it's less than or equal to. They usually set the p value at less than or equal to 0.05 (as seen in the grivas book) but it depends on the scenario. So I guess there's no outright answer you just have look at the case study you have been given.
Just read pg 72 of grivas and that should answer your question :)
Yeah, less than or equal to. Thanks!
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Here's a question about the course/book:
Why the hell is this book so big? Seriously its >800 pages. My two legal textbooks (school and other) are only marginally more than this.
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Here's a question about the course/book:
Why the hell is this book so big? Seriously its >800 pages. My two legal textbooks (school and other) are only marginally more than this.
haha I think that's where the difficulty comes in. The sheer amount of content can be quite overwhelming, so if you want to do really well you need to start early. As first you'll need to get a basic understanding of everything, then you'll need to perfect your knowledge in each area and then finally refine your exam technique. (I started fully preparing for each exam roughly 1.5 months in advance, but that's just me) If you think about it though, you'll only have to learn half of that thick book for each exam so that's a plus. Psych has always been one of those subjects that just has HEAPS of stuff to learn hence the thick textbook to match. The book does contain a large number of case studies or extra bits of information in those green boxes which don't really need to be learned but could further deepen your understanding of a topic. So if you took them away from the book it'd be a bit thinner :S
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Ah yes. The green boxes, I'll leave them for later like in BM (never touch them).
Also, I hear definitions need to be word for word from textbooks? T/F
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Ah yes. The green boxes, I'll leave them for later like in BM (never touch them).
Also, I hear definitions need to be word for word from textbooks? T/F
F.
Definitely a myth, you need to learn key words though. Some definitions aren't even correct in the textbooks! So don't just learn the ones from the book. Most definitions have one key word which must be mentioned to get the mark. So if you just understand what the concept is and you know the key word which must be included then you can create a definition off the top of your head and still get full marks. I wouldn't waste my time with memorising huge amounts of definitions. Only memorise the ones that don't seem to stick in your head and you find you're having trouble with.
I think this myth arose from the fact that psychology requires very precise answers. Regurgitating textbook definitions doesn't really equate to precise answers.
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Ah yes. The green boxes, I'll leave them for later like in BM (never touch them).
Also, I hear definitions need to be word for word from textbooks? T/F
False overall but key words have to be included (speak to vexx, poor guy lost 3marks over one word). An example would be for 'EEG' you have to use the key words 'detect, amplify and record'
EDIT: Beaten
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Ah yes. The green boxes, I'll leave them for later like in BM (never touch them).
Also, I hear definitions need to be word for word from textbooks? T/F
F.
Definitely a myth, you need to learn key words though. Some definitions aren't even correct in the textbooks! So don't just learn the ones from the book. Most definitions have one key word which must be mentioned to get the mark. So if you just understand what the concept is and you know the key word which must be included then you can create a definition off the top of your head and still get full marks. I wouldn't waste my time with memorising huge amounts of definitions. Only memorise the ones that don't seem to stick in your head and you find you're having trouble with.
I think this myth arose from the fact that psychology requires very precise answers. Regurgitating textbook definitions doesn't really equate to precise answers.
Again like BM. The stories that Psych can be studied in the same way as BM holds true. Huzzah.
Cheers.
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Ah yes. The green boxes, I'll leave them for later like in BM (never touch them).
Also, I hear definitions need to be word for word from textbooks? T/F
False overall but key words have to be included (speak to vexx, poor guy lost 3marks over one word). An example would be for 'EEG' you have to use the key word 'electrical'
EDIT: Beaten
;)
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Is the placebo effect a demand characteristic?
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Is the placebo effect a demand characteristic?
The placebo effect is an example of the influence of a demand characteristic, but I don't think it technically is considered an example itself. So all the demand characteristics (cues made by the researcher) accumulate to cause the placebo effect in some participants.
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Should we know the T-test as an inferential statistic? (off Eriny's research methods notes :P)
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Should we know the T-test as an inferential statistic? (off Eriny's research methods notes :P)
It's not really that big, just know the gist of it and how it's related to the p-value. There's a very low chance of it being examined, but still there's a chance, so just read over it a bit until you have basic understanding of it and you should be fine.
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Yeah. You aren't going to get into trouble for knowing too much stuff, though I wouldn't spend a lot of time on it.
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Ah yes. The green boxes, I'll leave them for later like in BM (never touch them).
Also, I hear definitions need to be word for word from textbooks? T/F
F.
Definitely a myth, you need to learn key words though. Some definitions aren't even correct in the textbooks! So don't just learn the ones from the book. Most definitions have one key word which must be mentioned to get the mark. So if you just understand what the concept is and you know the key word which must be included then you can create a definition off the top of your head and still get full marks. I wouldn't waste my time with memorising huge amounts of definitions. Only memorise the ones that don't seem to stick in your head and you find you're having trouble with.
I think this myth arose from the fact that psychology requires very precise answers. Regurgitating textbook definitions doesn't really equate to precise answers.
Again like BM. The stories that Psych can be studied in the same way as BM holds true. Huzzah.
Cheers.
haha yep it sure can
but learning them word-for-word doesnt hurt either if you have the time
:P
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When a question asks what ethical principles are breached does this include the NHRMC 4 principles?
I'm referring to Beneficence, Justice, Integrity and Respect for Persons.
For example, forcing a vegeterian participant to eat meat would 'breach' the ethical principle of 'respect for persons'?
...Or is this subjective and you can only list one of the 7 APS principles? (voluntary participation, withdrawal rights etc)
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When a question asks what ethical principles are breached does this include the NHRMC 4 principles?
I'm referring to Beneficence, Justice, Integrity and Respect for Persons.
For example, forcing a vegeterian participant to eat meat would 'breach' the ethical principle of 'respect for persons'?
...Or is this subjective and you can only list one of the 7 APS principles? (voluntary participation, withdrawal rights etc)
a breach of beneficience i would think, as beneficience is maximising benefits, and minimising risks/harm, so it would clearly not be minimising harm?
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When a question asks what ethical principles are breached does this include the NHRMC 4 principles?
I'm referring to Beneficence, Justice, Integrity and Respect for Persons.
For example, forcing a vegeterian participant to eat meat would 'breach' the ethical principle of 'respect for persons'?
...Or is this subjective and you can only list one of the 7 APS principles? (voluntary participation, withdrawal rights etc)
a breach of beneficience i would think, as beneficience is maximising benefits, and minimising risks/harm, so it would clearly not be minimising harm?
Uh 'kay, but I thought the researcher is breaching respect for the person's beliefs (which in this case is to not eat meat)...anyways that was merely an example, are we allowed to say that NHRMC principles can be 'breached'?
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From memory, yes, it is acceptable to use those. However, the questions they give tend to assess voluntary participation, confidentiality, informed consent/deception, debriefing, etc. but it is not incorrect to make reference to those principles (as long as it is relevant).
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From memory, yes, it is acceptable to use those. However, the questions they give tend to assess voluntary participation, confidentiality, informed consent/deception, debriefing, etc. but it is not incorrect to make reference to those principles (as long as it is relevant).
For the above which one was right? Beneficence or Respect for persons?
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From memory, yes, it is acceptable to use those. However, the questions they give tend to assess voluntary participation, confidentiality, informed consent/deception, debriefing, etc. but it is not incorrect to make reference to those principles (as long as it is relevant).
For the above which one was right? Beneficence or Respect for persons?
Both, I think you may feel that respect for persons is more correct, because particularly in this situation, the person is a vegetarian, so that strongly doesn't respect her values or whatever
but beneficience is probably just as correct aha
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Can someone give me a better explanation of the difference between Extranous and Confounding variable?
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Can someone give me a better explanation of the difference between Extranous and Confounding variable?
Basically an extraneous variable is any uncontrolled variable in the experiment that may or may not have an influence on the DV. On the other hand, a confounding variable is one that does have an unwanted affect on the DV. So some uncontrolled factors don't have any affect on the DV (or results) and these are extraneous, while others do have an unwanted affect on the DV (or results) and these are confounding variable as they "confuse" the results of the experiment. Because then the experimenter doesn't know if the results were due to the affect of the IV or due to the confounding variable.
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Cheers, also does anyone have a list of key words for definitions that require them?
Also how is Research Methods tested?
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Cheers, also does anyone have a list of key words for definitions that require them?
Also how is Research Methods tested?
Integrated part of the new study design. From what I've seen they give you a case-study and then you identify where a placebo is used, what type of design is used. Some SA questions will be like, give two advantages of self-reports, two disadvantages. There might be a case study where you have to identify the IV and DV but overall I don't think there are free definition 1 mark questions.
My Q: I don't understand 'internal consistency', page 75 of the new edition.
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Cheers, also does anyone have a list of key words for definitions that require them?
Also how is Research Methods tested?
Integrated part of the new study design. From what I've seen they give you a case-study and then you identify where a placebo is used, what type of design is used. Some SA questions will be like, give two advantages of self-reports, two disadvantages. There might be a case study where you have to identify the IV and DV but overall I don't think there are free definition 1 mark questions.
My Q: I don't understand 'internal consistency', page 75 of the new edition.
Okay so internal consistency refers mainly to the measurement tool used to assess behaviour or a characteristic. So lets say they wanted to look at the internal consistency for a personality test, they would compare all the questions and ensure they're testing the same thing, i.e. personality. If they found some questions were leaning towards testing something like intelligence instead then the measurement tool has a low internal consistency reliability. Each of the questions in the test must relate to each other in the sense that they're all testing the same thing. So if it was personality you were examining then ALL the questions need to be testing personality traits to achieve high internal consistency reliability.
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^ Thanks.
Q: Say someone wakes a person up during NREM 4 but then the person immediately (within a minute) goes back to sleep. What stage does the person enter? Does the person start the sleep cycle again at hypongogic state (into NREM1) or straight back into NREM 4?
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^ Thanks.
Q: Say someone wakes a person up during NREM 4 but then the person immediately (within a minute) goes back to sleep. What stage does the person enter? Does the person start the sleep cycle again at hypongogic state (into NREM1) or straight back into NREM 4?
Hmmm this is more of a trivial question, not really something that can be examined I don't think. However, just from logic I'd say they'd continue through the sleep cycle and not return back to stage 1 considering they immediately returned to sleep. Although lets say they woke up for 20 minutes or longer and there brain waves returned to a beta state then it'd be logical to assume they'd go into a hypnogogic state and then stage 1 NREM.
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while others do have an unwanted affect on the DV (or results) and these are confounding variable as they "confuse" the results of the experiment.
Quote textbook "a confounding variable produces a measurable change in the IV". I think I'm confused...doesn't the confounding variable produce a measurable change in the DV therefore making it impossible to determine which of the variables affected the DV.
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while others do have an unwanted affect on the DV (or results) and these are confounding variable as they "confuse" the results of the experiment.
Quote textbook "a confounding variable produces a measurable change in the IV". I think I'm confused...doesn't the confounding variable produce a measurable change in the DV therefore making it impossible to determine which of the variables affected the DV.
Yes. It should be the confounding variable affects the DV. Must have been a typo.
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while others do have an unwanted affect on the DV (or results) and these are confounding variable as they "confuse" the results of the experiment.
Quote textbook "a confounding variable produces a measurable change in the IV". I think I'm confused...doesn't the confounding variable produce a measurable change in the DV therefore making it impossible to determine which of the variables affected the DV.
Yes. It should be the confounding variable affects the DV. Must have been a typo.
I'm disappointed with Grivas et al - Slumdawg should write the textbook :P
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What is the purpose of the sympathetic nervous system:
1. Inhibiting digestion? Is it to conserve energy?
2. Relaxing the bladder?...:S
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heh, bio question in the psych thread
If your SNS activates then you're generally in a fight/flight response. In that case, blood needs to be diverted away from the gastrointestinal tract (GIT) in order to supply your skeletal muscles to best prepare you to respond to whatever danger stimulus you've encountered. So digestion is slowed as a side effect of this (blood is also diverted from other organs/areas of the body).
If the sympathetic nervous system relaxes the bladder, it allows it to expand further and thus fill further with urine. Not entirely sure on whether or not there's another purpose here that's more relevant
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True or False?
The observation that people consistently sleep longer after a particularly active day provides support for restorative theories of sleep function.
I put True.
Answer is False.
Why? ???
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A random sample of VCE students in a school could be achieved by selecting:
A - students whose VCE candidate number ends in an even number
B - student who walk to school
C - every tenth student walking out of a VCE assembly
D - all students who are enrolled in three or more science studies.
My answer is C - their answer is A.
How can it be A? By choosing only those who end in even numbers isn't a biased sample produced by discrimanting against those students whose VCE number ends with an odd number? ???
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I'm gonna take a stab at that:
No because it ensures everyone has an equal chance, there could be other factors with kids walking out of assembly, like not being present (0 chance) or maybe only the nerds go to assembly. VCE numbers do not have any info about the person really, so its unbiased etc.
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It's not a biased sample at all, assuming numbers are computer generated/assigned. The whole point of using even numbers is to discriminate against the odd numbered students, because you only want a sample, not the whole community
And as outlined, there are conflicting factors with the assembly
The observation that people consistently sleep longer after a particularly active day provides support for restorative theories of sleep function.
I put True.
At a guess, because there's no evidence that they're sleeping longer because it will aid recovery as opposed to sleeping longer because they're tired.
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^^
There's zero chance of obtaining an odd-numbered student. How on earth is that random sampling? Going by the definition, random sampling ensures that every member of the population of research interest (VCE students) has an equal chance of being picked.
I see how the assembly is wrong now leaving option A as being the "best" answer - but it's still wrong? -.-
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They have an equal chance of being picked - if they were assigned an even student number, then they'll be picked.
There are two major assumptions, one that there are equal numbers of even/odd student numbers and the second is that the numbers were assigned randomly
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Because the numbers initially given out were random, so therefore taking only the even is still random.
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I am having trouble answering the following question:
"Explain why consciousness is considered to be a psychological construct."
Could someone please help me out or direct me to a website or other resource that might help?
Thanks :)
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A psychological construct is a concept that is constructed to describe specific psychological activity or a pattern of activity that is believed to occur or exist but that cannot be directly observed or measured.
So consciousness is a psychological construst because it can't be observed or measured since it isn't physical and doesn't take up space.
Hope that helped :)
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True or False?
The observation that people consistently sleep longer after a particularly active day provides support for restorative theories of sleep function.
I put True.
Answer is False.
Why? ???
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A random sample of VCE students in a school could be achieved by selecting:
A - students whose VCE candidate number ends in an even number
B - student who walk to school
C - every tenth student walking out of a VCE assembly
D - all students who are enrolled in three or more science studies.
My answer is C - their answer is A.
How can it be A? By choosing only those who end in even numbers isn't a biased sample produced by discrimanting against those students whose VCE number ends with an odd number? ???
aha what you have to be careful of is not thinking it
similarly, if you assign every person with a number from 1-100,
and select al lthe even numbered participants, you coudl say the odd numbered participants have no chance
but in your case, with their last digit ending in either odd/even
it doesnt' reflect a certain characteristic
whereas every 10th peron leaving the room,
some people might bunch into groups of 4-5, and leave at the same time
so then they all wouldn't have a chance of being selected together
similarly, some ppl might naturally like leaving the room early,
or staying around, until everyone else leaves so its more convenient.
hope it helps :)
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I don't have my textbook for this year yet, and I have tried looking in the old textbook, as well as Google, but I can't find sufficient information.
Is someone able to give me a run-down of the content limitations, ability to do controlled/automatic processes, cognitive/perceptual distortions, emotional awareness, level of self control and time orientation of the states of consciousness, particularly total awareness, anaethesia and coma?
Also, whereabouts on the continuum would an alcohol/drug induced state lie?
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True or False?
The observation that people consistently sleep longer after a particularly active day provides support for restorative theories of sleep function.
I put True.
Answer is False.
Why? ???
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A random sample of VCE students in a school could be achieved by selecting:
A - students whose VCE candidate number ends in an even number
B - student who walk to school
C - every tenth student walking out of a VCE assembly
D - all students who are enrolled in three or more science studies.
My answer is C - their answer is A.
How can it be A? By choosing only those who end in even numbers isn't a biased sample produced by discrimanting against those students whose VCE number ends with an odd number? ???
The first students walking out at assembly might all be students who are all in a similar class or who all don't like assembly or may well be united by some unknown characteristic. Meanwhile, people aren't given numbers on the basis of their characteristics, it's completely random.
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What are some limitations of the retrieval failure theory of forgetting?
(chapter 7)
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What are some limitations of the retrieval failure theory of forgetting?
(chapter 7)
Some people still can't access information even though they have all the necessary cues to aid retrieval.
^ That's what I wrote on my exam for unit 4 and it got full marks, it was something I never read in the textbook as such but I just used my knowledge of the theory and then deduced a relevant criticism in the exam. I know a lot of people couldn't answer this because they'd just learnt the straight textbook definition of the retrieval failure theory and didn't really fully understand the concept and so were unable to think of a limitation. There will be a full list though in the assessor's report, but you'll need to wait a bit before it's released.
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^
I know but I got bored of waiting ::)
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You've already been looking at past exams? ??? wow...you're keen :P
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Q: Which cerebral hemisphere tends to process information simultaneously as a whole rather then in an analytic, sequential way?
My answer - RIGHT
Their answer - LEFT
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I'd say it's RIGHT too. I guess when they wrote the answers they probably confused themselves cos at the end it says "analytic, sequential way" so they just wrote LEFT, and forgot to see the "rather then"... Typical commercial companies. Always making mistakes :P Hopefully my exams won't have a single error! :)
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I'd say it's RIGHT too. I guess when they wrote the answers they probably confused themselves cos at the end it says "analytic, sequential way" so they just wrote LEFT, and forgot to see the "rather then"... Typical commercial companies. Always making mistakes :P Hopefully my exams won't have a single error! :)
It was actually a textbook question. Sigh.
Anyways, as said b4: I'm disappointed with Grivas et al - Slumdawg should write the textbook ;)
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I'd say it's RIGHT too. I guess when they wrote the answers they probably confused themselves cos at the end it says "analytic, sequential way" so they just wrote LEFT, and forgot to see the "rather then"... Typical commercial companies. Always making mistakes :P Hopefully my exams won't have a single error! :)
Slumdawg should write the textbook ;)
Pfft. I'm nowhere near good enough for that haha
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Which of the following statements is accurate about daydreaming?
A. Daydreaming is a voluntary process of shifting attention from external thoughts and feelings to internal
stimuli.
B. Daydreaming is an involuntary process of shifting attention from external thoughts and feelings to internal
stimuli.
C. Daydreaming is a voluntary process of shifting attention from external stimuli to internal thoughts and
feelings.
D. Daydreaming is an involuntary process of shifting attention from external stimuli to internal thoughts and
feelings.
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I reckon D
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I reckon D
So daydreaming is definitely involuntary? I can voluntarily daydream...or is that just 'forced thinking'.
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Yeah I'd say that's just thinking.
Remember, daydreaming is more likely to occur when stationary and when doing monotonous tedious tasks.
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When you daydream have you intentionally thought "okay I'm gonna daydream now" or did it just happen on it's own? .....
Case closed 8-)
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Psychology is one of the Hardest Sciences, definitely in the Top 5 and I have a large amount of respect for it.
You're not fooling anyone :P
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Psychology is one of the Hardest Sciences, definitely in the Top 5 and I have a large amount of respect for it.
You're not fooling anyone :P
I would be happy if i was one of the Top 5 in Sciences Australia :)
Stop cluttering my threads and insulting this subject.
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Sorryy I'm soooo lost and need a bit of help :)
You want to test short term memory capacity in preschool children, teenagers, and peoples aged over 65 years.
a) Define your population
b) How could you obtain a random sample from each of these populations?
[can we say something like lottery procedure? loool im so lost]
Give an example of an instruction to participants and one or more experimental procedures that would be considered to be non-standardised.
Suggest a way in which the following concepts could be operationalised: forgetting, anxiety, aggression, crowding, relaxation, stress
Explain why the following research study would be likely to have sample bias: A survey in binge-drinking behaviour in a popular teenage magazine
so many silly questions i know :-\ But thanks in advance! :)
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Sorryy I'm soooo lost and need a bit of help :)
You want to test short term memory capacity in preschool children, teenagers, and peoples aged over 65 years.
a) Define your population
b) How could you obtain a random sample from each of these populations?
[can we say something like lottery procedure? loool im so lost]
Give an example of an instruction to participants and one or more experimental procedures that would be considered to be non-standardised.
Suggest a way in which the following concepts could be operationalised: forgetting, anxiety, aggression, crowding, relaxation, stress
Explain why the following research study would be likely to have sample bias: A survey in binge-drinking behaviour in a popular teenage magazine
so many silly questions i know :-\ But thanks in advance! :)
a) Preschool children, teenagers and people aged over 65, although it sounds a bit weird since people is probably inclusive of preschool children and teenagers, i'd still put that
b) A lottery method is fine (usually most common answer, which is good!)
Not sure about the next one
operationalisation:
forgetting = percentage of words that you are unable to recall after seeing a list for 30 seconds
anxiety = nervousness as measured by a Dr.Phil's Anxiety Test :D
Aggression = Number of offensive words said in the space of one hour
Crowding = Number of people per square metre
Relaxation = Level of Calmness operationalised by the score on a relaxation test
Stress = stress levels as operationalised by the score on the Victorian Stress Test
**Be creative about it, i have provided a numerous amount of ways you can present it, personally I like making up my own test, just so the examiners/markers know that you are doing your best to 'operationalise', or to state how you are measuring it
The teenagers that read popular teenage magazines does not reflect the population. By reading popular teenage magazines, they will be different in certain traits and behaviour, and the teens that do not read teenage magazines will not be able to be chosen for the survey. It is thus a sample bias
Hope it helped ! :)
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thank you!! :):)
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Another Q
Left hemisphere = right visual field = left half of each eye
Right hemisphere = left visual field = right half of each eye
But when info goes into the left eye doesn't it go to the right hemisphere because it's opposite? :S
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Another Q
Left hemisphere = right visual field = left half of each eye
Right hemisphere = left visual field = right half of each eye
But when info goes into the left eye doesn't it go to the right hemisphere because it's opposite? :S
You need to spilt the eye in half, straight down the middle. If you think about the visual fields, that is where it crosses over, left visual field is processed in the right occipital lobe and vice versa. However each eye receives information from both visual fields. So half of the information needs to go the same hemisphere as the eye, e.g. half of the info in the left eye will go to the left hemisphere while the other half of the information goes to the opposite hemisphere.
Just think of the cross over as being part of the visual fields, moreso than when the information actually reaches our eyes...
This diagram is simple and shows you exactly how it works, and where the crossover is: http://www.glyphic.com/free/fieldtester/theBrain.gif
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LisaChem 2009 Unit 3 exam.
They state that REM sleep has both beta and theta waves.
I thought it was beta only?
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Question 5
The amount of motor cortex devoted to particular body parts ________________, but
_____________________.
A. corresponds to their size, not to the importance of the bodily areas
B. corresponds to their size, not what each part does
C. corresponds to the importance of the bodily areas, not to their size
D. none of the above
I thought it was to do with the fineness and complexity of control not the importance of body parts? You could argue some parts are more important than the other...?
I put D - none of the above.
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Important areas of the body have greater control etc. because of how important they are
eg, fingers need to be dexterous because they're important for survival, thus greater cortex area
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LisaChem 2009 Unit 3 exam.
They state that REM sleep has both beta and theta waves.
I thought it was beta only?
---------------------------------------------------------------------------------------------------------------
LisaChem 2010 Unit 3 Exam.
Question 16
Marc is sleeping. His EEG shows a pattern of high amplitude, low frequency waves. He is
immediately woken, and reports dreaming. Explain.
Um? Answer says NREM 4 due to the delta waves described but 'immediately woken'? NREM 4 is a stage of deep sleep and if people are woken they take up to 10 minutes to orientate themselves, are groggy and disorientated. Shouldn't the answer be REM sleep?
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Help pleasee :)
Q- Explain how the use of a sugar pill as a placebo in a control group can create a confounding variable in experimental research.
[i know the sugar pill causes demand characteristics, but how does this affect the control group?] :/
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Help pleasee :)
Q- Explain how the use of a sugar pill as a placebo in a control group can create a confounding variable in experimental research.
[i know the sugar pill causes demand characteristics, but how does this affect the control group?] :/
Placebo effect where the participants think that the sugar pill is them receiving some kind of experimental treatment and they respond in accordance with this belief producing a CV which means the control group can't be used as a basis for comparison to isolate the effect of the IV as it isn't a normal control group due to the demand characteristic created...(I think)... :P
EDIT: Still need my 2 Qs above answered! :)
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LisaChem 2010 Unit 3 Exam.
Question 16
Marc is sleeping. His EEG shows a pattern of high amplitude, low frequency waves. He is
immediately woken, and reports dreaming. Explain.
Um? Answer says NREM 4 due to the delta waves described but 'immediately woken'? NREM 4 is a stage of deep sleep and if people are woken they take up to 10 minutes to orientate themselves, are groggy and disorientated. Shouldn't the answer be REM sleep?
I bolded the important bit. It's important to realise that it is possible to experience the sensation known as dreaming at NREM 4. It can't be REM sleep because the high amplitude, low frequency waves on the EEG is uncharacteristic of REM sleep. Remember, it is possible to say things even if you're groggy and disorientated - just ask me when I get woken up after a dream.
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Question 5
The amount of motor cortex devoted to particular body parts ________________, but
_____________________.
A. corresponds to their size, not to the importance of the bodily areas
B. corresponds to their size, not what each part does
C. corresponds to the importance of the bodily areas, not to their size
D. none of the above
I thought it was to do with the fineness and complexity of control not the importance of body parts? You could argue some parts are more important than the other...?
I put D - none of the above.
Actually, I'd like to know where that question came from - I think that question's crap to be honest.
For example, your legs are critical for survival, but there's not a lot of cortex devoted to it, compared to say toes or fingers.
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LisaChem 2009 Unit 3 exam.
They state that REM sleep has both beta and theta waves.
Lisachem = zero reputability. I'd actually recommend staying away from them because they're THAT bad at psych...
With REM sleep I'd say it's mainly comprised of beta waves although there is always gonna be a little bit of other waves, but I'd say that little percentage of non-beta waves would be alpha because they're the most similar to beta waves instead of what lisachem suggests - theta. This is from several sources not just my own belief. REM = mostly beta but some small amounts of alpha waves as well.
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Actually, I'd like to know where that question came from - I think that question's crap to be honest.
For example, your legs are critical for survival, but there's not a lot of cortex devoted to it, compared to say toes or fingers.
That was my reasoning. LisaChem exam (forgot which year...)
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Well I think the question does make sense but it's kinda worded poorly. Russ' explanation is a good one.
Do you need that much precise and fine movement with your legs? Probably not, so it's not as important. I think it's referring to the importance of those areas to have enough motor cortex, hence the importance of them to be able to carry out fine and intricate movements. I think you're stuck thinking on the importance of those areas for survival instead of the importance of them actually having precise movement. Something like your tongue and fingers needs to be able to carry out fine movements otherwise it'd affect your ability to speak or write, while your legs movements don't need to be so precise so their need to have heaps of motor cortex isn't as great. Personally, I reckon there is logic behind what it's saying but it should have been worded better.
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Yeah, terribly worded.
Your legs are also controlled by your spinal cord, so there's a reason there's less motor cortex there
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Yeah, terribly worded.
Your legs are also controlled by your spinal cord, so there's a reason there's less motor cortex there
Well, actually, that's not normally the case. The spinal cords acts as a certain pathway connecting the legs to the motor cortex of the brain. The exception to this is in reflex responses (e.g, you've stepped on a pin, or a hot plate and you need to move your legs out of the painful stimulus quickly). When this happens, it skips the brain and it is the spinal cord directs the movement of the leg.
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The cerebral cortex of the human brain is a much folded layer covering the cerebrum. The advantage of the folding is that
A. it allows a greater volume and thus number of brain-cells to be contained within the human skull.
B. it allows greater blood flow to the cortex and therefore more oxygen can be available.
C. it allows greater blood flow to the cortex and therefore more blood-sugars can be available.
D. all the above answers are correct.
Lol...?
They put D but A can't be right because it says greater volume - isn't it greater surface area?
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Well, actually, that's not normally the case. The spinal cords acts as a certain pathway connecting the legs to the motor cortex of the brain. The exception to this is in reflex responses (e.g, you've stepped on a pin, or a hot plate and you need to move your legs out of the painful stimulus quickly). When this happens, it skips the brain and it is the spinal cord directs the movement of the leg
What about repetitive movements (ie walking)? I was under the impression that the brain would delegate to the spinal cord the role of actually sending APs to the relevant motor units...am I crazy or is this the case?
I guess it also increases the volume of cells but SA is definitely the best wording
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I guess it also increases the volume of cells but SA is definitely the best wording
This is outrageous. VCAA better not be this bloody bad.
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I guess it also increases the volume of cells but SA is definitely the best wording
This is outrageous. VCAA better not be this bloody bad.
VCAA isn't usually.
Well, actually, that's not normally the case. The spinal cords acts as a certain pathway connecting the legs to the motor cortex of the brain. The exception to this is in reflex responses (e.g, you've stepped on a pin, or a hot plate and you need to move your legs out of the painful stimulus quickly). When this happens, it skips the brain and it is the spinal cord directs the movement of the leg
What about repetitive movements (ie walking)? I was under the impression that the brain would delegate to the spinal cord the role of actually sending APs to the relevant motor units...am I crazy or is this the case?
I guess it also increases the volume of cells but SA is definitely the best wording
My understanding is that the motor cortex maintains control over the movement and is responsible for sending the signals to the legs via the spinal cord. The only reason why reflexes don't work the same way is because if it did, it would be far too slow and you'd burn your fingers before it pulls out. That's why it goes via the quick way.
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how can it increase volume russ?
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I was kind of making an excuse for the question. The ruffling of the brain increases surface area but also the amount of cells, so technically it would increase the amount (volume) of cells present.
If I was writing a SAQ I'd use Surface Area though
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why is spatial neglect on the right side of the brain less frequent?
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why is spatial neglect on the right side of the brain less frequent?
haha taiga. I already answered her question on fb :) She gets it now, she said haha.
Here's the explanation in case anyone else wondered what the answer was:
"Okay, well as you may already know your awareness of the world around you is a spatial task and according to our knowledge of hemispheric specialisation spatial tasks are part of the RIGHT hemisphere. That means for someone to have spatial neglect the damage needs to be in the right hemisphere (specifically the parietal lobe of the right hemisphere). That's why people with spatial neglect will ignore the left side, because their right hemisphere is damaged.
You won't find a person with spatial neglect who ignores the right side of their body, because that would mean their ability to be aware of their surroundings is in their left hemisphere which isn't correct.
The ability to be aware of our surroundings is specialised to the right hemisphere, so if your left hemisphere parietal lobe was damaged you wouldn't experience spatial neglect."
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why is spatial neglect on the right side of the brain less frequent?
haha taiga. I already answered her question on fb :) She gets it now, she said haha.
Here's the explanation in case anyone else wondered what the answer was:
"Okay, well as you may already know your awareness of the world around you is a spatial task and according to our knowledge of hemispheric specialisation spatial tasks are part of the RIGHT hemisphere. That means for someone to have spatial neglect the damage needs to be in the right hemisphere (specifically the parietal lobe of the right hemisphere). That's why people with spatial neglect will ignore the left side, because their right hemisphere is damaged.
You won't find a person with spatial neglect who ignores the right side of their body, because that would mean their ability to be aware of their surroundings is in their left hemisphere which isn't correct.
The ability to be aware of our surroundings is specialised to the right hemisphere, so if your left hemisphere parietal lobe was damaged you wouldn't experience spatial neglect."
This is from her
"Slumdawg is god"
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Please help :)
Distinguish between stratified samping AND stratified random sampling, and explain it's purpose.
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Stratified sampling is dividing the population into strata and selecting a sample that represents all the different strata of the population in the same population.
eg. 50% male 50% female or something.
Random stratified means you identify the stratum then randomly select the participants in the correct proportions.
The purpose is to ensure that the participants best represent the population and ran-strat is the best way to do this and ensure you minimise extraneous variables.
I think.
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Please help :)
Distinguish between stratified samping AND stratified random sampling, and explain it's purpose.
stratified RANDOM sampling is probably what you perceive/expect 'stratified sampling' to be
stratifeid sampling is the smae, except it isnt exactly random, as it is often difficult to find the exact proportions of each 'strata', so they may be chosen out of convenience, to make up the sample in an experiment. I doubt this distinction will ever be assessed aha, vcaa rarely test down to such very fine details, rather the larger concepts, although it is handy to know i guess
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Oooh okayy thanks =]
Although this multiple choice Question confused me a bit:
A psychologist conducted an experiment to investigate the impact of gender on readiness to help others. His target population was a first year Psychology class comprising twenty male and ten female students. The psychologist randomly selected a sample from the target population comprising four males and two females to take part in the experiment.
This method of subject selection is called
A. stratified sampling.
B. random sampling.
C. participant allocation.
D. stratified random sampling.
[I thought it was D, but it turned out to be A :S Can someone pleasee explain why??]
Thanks in advancee :)
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I would have gone with D also...
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Sorryy I ask too many questions :S LOL, but can someone can please help :) I found some parts of this question a bit difficult.. thanks =]
Richard wished to compare the mood of Year 6 children after they had role-played being a victim of bullying (Condition 1) with their mood after they had role-played helping an injured person (Condition 2). He decided to measure mood on a scale of 1 to 10, with 1 being ‘depressed’ and 10 being ‘elated’. He obtained the figure by giving a 40- item ‘mood test’ from the Internet. He took his measurements with the first 30 children on the school’s alphabetical roll. The role-plays took place on Monday afternoons, one week apart. He made sure that half the children role-played Condition 1 the first week and Condition 2 the second, with the other half role-playing the conditions in the opposite sequence. Richard’s results showed that the mean mood score for Condition 1 was 3.4 and the mean mood score for Condition 2 was 7.2. This difference was statistically significant.
a) Was Richard’s sampling procedure appropriate? Explain your answer.
d) How was the dependent variable operationalised?
e) State an appropriate experimental hypothesis for this research.
g) Would it be appropriate for Richard to generalise his conclusions to all Year 6 students in the school? Explain your answer.
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a) Sample is biased - no attempt to make it representative of the population.
d) It was operationalised by making mood represented by a scale of 1-10 where 1 represented being 'depressed' and 10 being 'elated'
e) That Year 6 children who are exposed to Condition 1 first will have a lower mean score on the mood test than those Year 6 children exposed to Condition 2 first.
g) Would not be appropriate as the sample is biased and not representative of the population EVEN THOUGH it is statistically significant.
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Thank you! :)
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Oooh okayy thanks =]
Although this multiple choice Question confused me a bit:
A psychologist conducted an experiment to investigate the impact of gender on readiness to help others. His target population was a first year Psychology class comprising twenty male and ten female students. The psychologist randomly selected a sample from the target population comprising four males and two females to take part in the experiment.
This method of subject selection is called
A. stratified sampling.
B. random sampling.
C. participant allocation.
D. stratified random sampling.
[I thought it was D, but it turned out to be A :S Can someone pleasee explain why??]
Thanks in advancee :)
aha i'm pretty sure you're correct
the distinction between stratified random and stratified isnt so clear cut, so i wouldn't worry about it if i were you ;)
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A researcher wants to investigate the effects on aggressive behaviour of observing violence on television. The researcher is specifically interested in the effects on young children who watch violent scenes in cartoons during after-school viewing hours.
Q: Identify and explain which of the three designs would be most appropriate and which would be least appropriate for this experiment.
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Give an example of an observational study in which artificiality and demand characteristics may be potential extraneous or confounding variables.
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A researcher wants to investigate the effects on aggressive behaviour of observing violence on television. The researcher is specifically interested in the effects on young children who watch violent scenes in cartoons during after-school viewing hours.
Q: Identify and explain which of the three designs would be most appropriate and which would be least appropriate for this experiment.
----------------------------------------------------------------------------------------------------------------------------------
Give an example of an observational study in which artificiality and demand characteristics may be potential extraneous or confounding variables.
matched participants
i.e. independant groups: different in violence levels could be a extraneous/confounding variable (independant groups is rarely your best choice anyway)
repeated measures: it would be difficult i think in this sort of experiment to use this design
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Question 8
A researcher wished to investigate which parts of the brain are used when a person is shown a series of words that are flashed on a screen for one second each. The most effective instruments to use for this research would be
A. EEG or fMRI
B. PET-scan or MRI
C. CT-scan or fMRI
D. MRI or CT-scan
I put C as the instruments combined show both structure and function...
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Question 8
A researcher wished to investigate which parts of the brain are used when a person is shown a series of words that are flashed on a screen for one second each. The most effective instruments to use for this research would be
A. EEG or fMRI
B. PET-scan or MRI
C. CT-scan or fMRI
D. MRI or CT-scan
I put C as the instruments combined show both structure and function...
I think you misinterpreted what the question was looking for (which is important!)
it primarily wants the 'most effective' instruments in this experiment, so just function
so A is the correct answer
Uh I don't follow.
..."investigate which parts of the brain are used..."
It doesn't say which parts of the brain are ACTIVE (to indicate function)..but gives a generic slab (which 'parts') indicating to me both structure (so what part - frontal lobe etc) and function (which part).
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Would someone care to nicely provide a brief summary of sleep times required for each stage of the lifespan; eg. infants; adults; teenagers; elderly (whatever you know).
Also can anyone out there provide an accurate summary of time spent in REM for these lifespan stages? Thanks.
I'm trying to collate the best notes possible and I'm missing this information as I've gotten conflicting information which I really don't want to take my chances with.
Also this question derailed me slightly; 'What has research into the biological rhythm of sleep suggested about the sleep/wake cycle of human beings?' Not really specific.. what would you write?
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Infants - 50% REM
New Borns sleep 16-17 hrs
6 Months sleep 12-14
1 yo 12-13
Children
3-5 years sleep 10-12 hrs
20-25% REM
Experience more stage 3&4
10 yo 8-10 hrs
Adolescence
9-10 hours
move to Adults typically 21 for males, 19.5 for females) who need 8hrs sleep a night (20% REM)
Elderly get 6-7 hours but may not need less. just get less
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17 year olds need 9 to 10 hours sleep?! Damnn no wonder I've been really tired lately LOL
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Would someone care to nicely provide a brief summary of sleep times required for each stage of the lifespan; eg. infants; adults; teenagers; elderly (whatever you know).
Also can anyone out there provide an accurate summary of time spent in REM for these lifespan stages? Thanks.
I'm trying to collate the best notes possible and I'm missing this information as I've gotten conflicting information which I really don't want to take my chances with.
Also this question derailed me slightly; 'What has research into the biological rhythm of sleep suggested about the sleep/wake cycle of human beings?' Not really specific.. what would you write?
I would answer it as, sleep studies have shown that the biological 'clock' in our body indicate that the sleep/wake cycle actually runs on a 25-hour clock, rather than a 24-hour clock, so if we weren't aware of the time, our sleep-wake cycle would slowly adjust by an hour everyday
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17 year olds need 9 to 10 hours sleep?! Damnn no wonder I've been really tired lately LOL
I'm lucky to get 8!
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Would someone care to nicely provide a brief summary of sleep times required for each stage of the lifespan; eg. infants; adults; teenagers; elderly (whatever you know).
Also can anyone out there provide an accurate summary of time spent in REM for these lifespan stages? Thanks.
I'm trying to collate the best notes possible and I'm missing this information as I've gotten conflicting information which I really don't want to take my chances with.
Also this question derailed me slightly; 'What has research into the biological rhythm of sleep suggested about the sleep/wake cycle of human beings?' Not really specific.. what would you write?
I would answer it as, sleep studies have shown that the biological 'clock' in our body indicate that the sleep/wake cycle actually runs on a 25-hour clock, rather than a 24-hour clock, so if we weren't aware of the time, our sleep-wake cycle would slowly adjust by an hour everyday
Thanks. Where did you get this information? Our textbook is pretty lame (grivas) My teacher says it's pretty bad with the new stuff
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Um it's in one of the green boxes.
Grivas is the best book...
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Apparently oxford is better with the new topics
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Just be thankful none of you have to deal with heinemann. It's actually sickening to see the amount of stuff they leave out and the amount of junk they put in.
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Describe how an adolescent's sleep cycle is diferent to other periods in the life span. Include research that support these theories.
------------------------------------------------------------------------------------------------------------------------------
After how many days are the effects of sleep deprivation likely to be evident?
------------------------------------------------------------------------------------------------------------------------------
Describe sleep recovery patterns.
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Describe how an adolescent's sleep cycle is diferent to other periods in the life span. Include research that support these theories.
------------------------------------------------------------------------------------------------------------------------------
After how many days are the effects of sleep deprivation likely to be evident?
------------------------------------------------------------------------------------------------------------------------------
Describe sleep recovery patterns.
------------------------------------------------------------------------------------------------------------------------------
An adolescents sleep cycle is relatively different to that of other periods due to the fact many suffer from Delayed sleep phase shift syndrome, which is the inability to reset the sleep/wake shift cycle to match external time cues. Therefore adolescents biological timing system (known as the circadian rhythm) is disrupted to the point where their peak awakeness and alertness is shifted forwards. The reason for adolescents being susceptible to DSPSS is owed to the demanding lifestyles they lead which requires them to wake and sleep at strict times. (Such as school, work etc.)
Ultimately adolescents body clock is shifted forward one or two hours, making it difficult to sleep at normal times and wake at normal times. Research also suggests melatonin (sleep hormone) is secreted at unusual times for adolescents.
Unsure about the second question, that would come in handy though to add to my notes.
Sleep recovery patterns.. I would probably answer it by stating we usually sleep additional hours over each day to gradually compensate for loss sleep. REM rebound would cause more REM during sleep, loss of NREM sleep would see more slow wave sleep. (3/4 Delta waves)
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Interesting first answer - we have to actually know DSPS? That was in a green box - I ignored it!
Yes, 2nd Q needs answering!
After how many days are the effects of sleep deprivation likely to be evident?
For third one be careful. We don't have to FULLY compensate for lost hours of sleep. I was more unsure of whether 'microsleeps' will count as 'sleep recovery' patterns. REM Rebound sounds correct.
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For third one be careful. We don't have to FULLY compensate for lost hours of sleep. I was more unsure of whether 'microsleeps' will count as 'sleep recovery' patterns. REM Rebound sounds correct.
Exactly... we don't fully compensate for lost hours of sleep, thats why we are prone to gradually build up compensation rather than sleeping all at once to instantly rectify it. Say you slept for 4 hours in one night; the next night you'd be more prone to sleeping for longer than the stock-standard 8 hours, probably 10 or so. It's not exact but it's relative.
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For third one be careful. We don't have to FULLY compensate for lost hours of sleep. I was more unsure of whether 'microsleeps' will count as 'sleep recovery' patterns. REM Rebound sounds correct.
Exactly... we don't fully compensate for lost hours of sleep, thats why we are prone to gradually build up compensation rather than sleeping all at once to instantly rectify it. Say you slept for 4 hours in one night; the next night you'd be more prone to sleeping for longer than the stock-standard 8 hours, probably 10 or so. It's not exact but it's relative.
Ah what I meant was if you lost 8 hours sleep you don't have to catch up on all 8. So using your example you would sleep 12 instead of 8 hours to catch up however you're still missing 4 but that's okay!
(all hypothetical) figures!
EDIT: I just realised that by my figures you suffered total sleep deprivation the first day (missed out on 8hours) and the next day you'd spend 12 to recover BUT THE THIRD DAY you don't need to spend 8+4 (12) but back to your normal 8...
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I think its 3-4 days
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@atar, wtf? lol :o
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@atar, wtf? lol :o
Mhmm yeah...it makes sense in a weird, twisted way.
Basically you don't have to catch up on all lost hours but you sleep longer the next night and than return to normal.
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I'd say the effects of sleep deprivation are evident after one nights sleep deprivation considering a person who hasn't slept is already more irritable, lethargic, tired, etc. than someone who has slept. So I'd say 1 night sleep deprivation is enough to show some effects already (although they are usually quite minor), the more serious effects tend to occur after 3-4 nights without sleep.
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I'd say the effects of sleep deprivation are evident after one nights sleep deprivation considering a person who hasn't sleep is already more irritable, lethargic, tired, etc. than someone who has slept. So I'd say 1 night sleep deprivation is enough to show some effects already (although they are usually quite minor), the more serious effects tend to occur after 3-4 nights without sleep.
I'd agree with this too.
17 year olds need 9 to 10 hours sleep?! Damnn no wonder I've been really tired lately LOL
Yep - most folk our age are actually chronically fatigued - with disastrous results in many areas such as road safety.
Describe how an adolescent's sleep cycle is diferent to other periods in the life span. Include research that support these theories.
------------------------------------------------------------------------------------------------------------------------------
After how many days are the effects of sleep deprivation likely to be evident?
------------------------------------------------------------------------------------------------------------------------------
Describe sleep recovery patterns.
------------------------------------------------------------------------------------------------------------------------------
An adolescents sleep cycle is relatively different to that of other periods due to the fact many suffer from Delayed sleep phase shift syndrome, which is the inability to reset the sleep/wake shift cycle to match external time cues. Therefore adolescents biological timing system (known as the circadian rhythm) is disrupted to the point where their peak awakeness and alertness is shifted forwards. The reason for adolescents being susceptible to DSPSS is owed to the demanding lifestyles they lead which requires them to wake and sleep at strict times. (Such as school, work etc.)
Ultimately adolescents body clock is shifted forward one or two hours, making it difficult to sleep at normal times and wake at normal times. Research also suggests melatonin (sleep hormone) is secreted at unusual times for adolescents.
Do you guys have to learn about the biological side of why adolescents tend to sleep later? Basically it results in the poorer regulation of melatonin (a hormone involved in the regulation of sleep), which is released later in the night in adolescents.
Actually, Dr Karl has written about it here: http://www.abc.net.au/science/articles/2007/05/03/1913123.htm
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Yes we learn about the biological aspect - interesting article!
My main concern was with the 'include research to support these theories'.
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Has anyone had a media analysis SAC? Mine is on States of Consciousness and Sleep. Do I need to know anything on Research methods and how should I go about studying for it?
Thanks guys :)
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Has anyone had a media analysis SAC? Mine is on States of Consciousness and Sleep. Do I need to know anything on Research methods and how should I go about studying for it?
Thanks guys :)
Don't you get the exact format for your SAC? For us all of U3 Research Methods is included with a 35 MCQ + 5mark short answer question.
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Nope, my teacher bought the SACs and the one that he's giving us to complete is something like, analysing the media article, then answering questions. Except you have to obviously relate it back to what we've learnt. I hope research methods isn't in it though...don't know them that well yet.
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Hey a/b! My teacher let us vote for a media article or a regular test for our SAC. I got outvoted, most wanted a test since we get one each friday. But yeah we were gonna probably do that..
@atar, people don't get the same sac format for each school, the teacher selects one from a list VCAA provides
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Haha damn ! I have a feeling it might be easier, but more harshly marked, since its answers would be more subjective then a test -.-
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@atar, people don't get the same sac format for each school, the teacher selects one from a list VCAA provides
I never said they did...? I said you should get details of the exact format....
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Q- Can someone please explain Galvanic Skin response (GSR) and how it differs during high and low levels of alertness and during normal waking consciousness.
& is this correct: In Descartes theory, the difference between his theory and contemporary psychologists was that the mind and body came into contact through the pineal gland.
Thankss :)
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The Galvanic skin response measures the skin ability to pass an electrical current. During high levels of alertness/arousal, the skin has less resistance, therefore GSR would report higher conductivity of the skin. Vice versa, during low levels of alertness/arousal, the skin has higher resistance therefore it would translate to a lower GSR conductivity reading.
And yes for the second question, it's called his theory of dualism that the mind and body were two seperate entities that came into contact to create consciousness through the pineal gland. (Consciousness basically used the body to experience emotions, experiences etc)
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The Galvanic skin response measures the skin ability to pass an electrical current. During high levels of alertness/arousal, the skin has less resistance, therefore GSR would report higher conductivity of the skin. Vice versa, during low levels of alertness/arousal, the skin has higher resistance therefore it would translate to a lower GSR conductivity reading.
The GSR is a physiological response that measures the resistance of the skin to an electrical current (the electrical conductivity of the skin). That would be my definition - nothing wrong with Darren's! But Darren you should be sure to mention ..."therefore GSR would report higher ELECTRICAL conductivity of the skin..."
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Dumb question.
Writing up a report right now. Basically my psych class was involved in an experiment conducted by our teacher. We weren't split into groups, we just completed the experiment based on memory as a whole class.
When stating the sampling method used, i'd state it as "convenience sampling", yes?
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Dumb question.
Writing up a report right now. Basically my psych class was involved in an experiment conducted by our teacher. We weren't split into groups, we just completed the experiment based on memory as a whole class.
When stating the sampling method used, i'd state it as "convenience sampling", yes?
No question is dumb! Yes - convenience sampling with no attempt to make the sample representative of the population.
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Dumb question.
Writing up a report right now. Basically my psych class was involved in an experiment conducted by our teacher. We weren't split into groups, we just completed the experiment based on memory as a whole class.
When stating the sampling method used, i'd state it as "convenience sampling", yes?
No question is dumb! Yes - convenience sampling with no attempt to make the sample representative of the population.
Thank you!
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"By late adulthood (elderly), the total sleep time averages about six to seven hours, with about one-third in REM sleep."
All of my friends are saying 20% REM but the book quotes 1/3 or 33%.
Any other sources?
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Crockers - 20%
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Crockers - 20%
I preferred Burberry.
As good as Crocket is he is not the do all and end all and clearly I was asking for 'other sources'.
Furthermore he said I should go by the book and not by him in reference to meditation.
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...ok
edit: ok i'll clarify my response. ATAR asked for another source, I gave him his teacher's figure (what he can use for SACs). That is another source (where the first sources are book + friends).
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It would be safer to go by the book but realistically 20% as it decreases from infancy to elderly.
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...ok
edit: ok i'll clarify my response. ATAR asked for another source, I gave him his teacher's figure (what he can use for SACs). That is another source (where the first sources are book + friends).
Ah then it's my bad for lack of phrasing.
Clearly I would have asked Crocket....same school LOL...any other sources from any other book/person/teacher ??
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Psych Notes has it as 22% for ages 19-30, getting gradually less to about 13.8% at 90yrs
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Divided attention is most likely to be successful if
A the two tasks are very similar.
B the two tasks are very different.
C the two tasks are new.
D the two tasks are difficult.
Common sense says A but answer says B.
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I agree with B, here is why:
If they are similar it becomes difficult as you become confused. i.e. if you had to push buttons for two different machines all day, simultaneously, it could get difficult. Pushing a singular machine is no issue but both at the same time is difficult.
Whereas, if you were talking on the phone and pushing buttons all day that can be done much easier as they are different.
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Divided attention is most likely to be successful if
A the two tasks are very similar.
B the two tasks are very different.
C the two tasks are new.
D the two tasks are difficult.
Common sense says A but answer says B.
It's definitely B. When you learn about interference theory later in memory you'll see that "similar" info or tasks can make it harder to remember the info, and you can relate this back to divided attention because your memory of how to complete two tasks might be impaired when the tasks are similar because you get the two mixed up.
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Is being paid a breach of voluntary participation? ('coerced', 'under pressure')
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Wouldn't say so. Being paid =/= duress.
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Being paid is just an extra incentive, participant still has full control of whether or not to participate
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Is being paid a breach of voluntary participation? ('coerced', 'under pressure')
yeah it is a breach..
if you look carefully at the definition of voluntary participation
'the participant should nto be coerced or pressured in any way etc.'
so this incentive may cause readers that have a certain characteristic such as greediness, or stingyness to take part in the experiment, so then the sample is biased.
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Payment for participation is the eternal debate of ethics, because in offering money you might be affecting autonomy but in not offering it you're affecting the people likely to participate.
Ethics boards generally okay it though, under the guise of "compensation" for lost income/opportunity costs
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Is being paid a breach of voluntary participation? ('coerced', 'under pressure')
If ever you get to go to university campuses, have a look around some of the notice boards around. Some will pay you to participate in the experiment but the amount of money is small, tiny (it's not like you'd get the 'hours' worth of pay that you would if you work at Safeway or something). Also, you get the money regardless of whether you actually choose to do the experiment or not (i.e. the money is only really for showing up).
So it's not a breach of voluntary participation.
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Too many conflicting answers above ???
I'll ask my teacher tomorrow and get back to you guys.
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There is no flat out correct answer, the best response would be one that acknowledges the problems inherent in offering people money to be part of your experiment
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Too many conflicting answers above ???
I'll ask my teacher tomorrow and get back to you guys.
This is why in every exam, any ethics question would have a follow up question saying why experiment x is in breach of ethical principle y, unless the experiment in question is in clear, categorical breach of a particular ethical principle.
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Out of curiosity, has it ever been asked? (about pay...)
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Not to my mind, but I haven't done VCE Psychology since 2007
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Too many conflicting answers above ???
I'll ask my teacher tomorrow and get back to you guys.
Depends on the context. If you offer a desparate homeless person a million dollars that's a breach of voluntary participation due to coercion but if you offer a working person compensation for the time missed to do the ethical study that's not a breach.
Furthermore you can't force someone to take money - it's an option.
He also said it's too vague to be directly assessed.
As for REM sleep for the elderly - you can never be marked wrong by the book! So 33% for elderly it is...
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If a paragraph about an experiment doesn't state that debriefing has been undertaken do we assume it has?
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I woudn't say so... assuming doesn't sound right to me.
Quick one, how much sleep do elderly people get in total on average?
6 hours or 8 hours?
I know 6 hours is at night
but 8 hours is including the other periods of sleep they normally undertake (e.g. afternoon naps)
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8 hrs I believe
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Yea, thought so too.
online answers for our textbook are wrong
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Task A is difficult.
Task B is medium.
Task C is simple.
When performed simultaneously, which of the following tasks were most likely able to be completed with the least number of errors?
A and B? B and C? A and C? No difference.
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I'd say B and C. A is a controlled process and will require focused attention.
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It should be "B and C"..
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It is.
Ah I got confused! My previous Q on the thread was about divided attention and how it's best among two tasks that are DIFFERENT but this Q tests complexity. My bad.
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Can someone explain this thing where you can answer in dot points?
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Can someone explain this thing where you can answer in dot points?
Any specific concern? For example:
Q: Describe the two theories of sleep and criticise both. (4marks)
Dot point 1 : Definition of the survival theory
Dot point 2 : Failure of the theory
Dot point 3 : Definition of the restorative theory
Dot point 4 : Failure of the theory
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Thanks, just confused as in my previous 3/4 it was all about sentences and english. this is good.
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What measures emotional changes? What does this actually measure and how does it tell you about emotional changes?
What is a state of consciousness for each brainwave?
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What measures emotional changes? What does this actually measure and how does it tell you about emotional changes?
What is a state of consciousness for each brainwave?
GSR - electrical conductivity of the skin.
Beta - NWC
Alpha - Daydreaming
Theta - light sleep
Delta - deep sleep
You ready for tomorrow? I'm first period!
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Cheers!
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What measures emotional changes? What does this actually measure and how does it tell you about emotional changes?
What is a state of consciousness for each brainwave?
GSR - electrical conductivity of the skin.
Beta - NWC
Alpha - Daydreaming
Theta - light sleep
Delta - deep sleep
You ready for tomorrow? I'm first period!
There should be a mention of REM somewhere there.
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^
No? You're thinking beta I assume but we're told it's technically "beta-like" waves but not beta since beta = NWC.
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Can anyone tell me how attention is used as a measure of awareness?
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Can anyone tell me how attention is used as a measure of awareness?
Higher attention = higher awareness generally. Not sure what else you're asking?
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What is the benefits of meditation?
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What is the benefits of meditation?
Reduces the experience of pain and alleviates stress are the major two.
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^
No? You're thinking beta I assume but we're told it's technically "beta-like" waves but not beta since beta = NWC.
Really? Ok that's not the way I was taught (and it's not the way that it's presented in my uni textbook).
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Yeah, all the sources I've seen have REM as "beta-like" waves not just "beta" waves.
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That's why it's known as the paradoxial sleep right? because your brain appears to be active whereas your body is paralysed
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What is the benefits of meditation?
Reduces the experience of pain and alleviates stress are the major two.
basically it allows a deep relaxation that can increase focus, intelligence, aid stress/sleep, enhance creativity and even recovery after operations/overtraining.
That's why it's known as the paradoxial sleep right? because your brain appears to be active whereas your body is paralysed
basically yes.
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I'm not really understanding the distinctions of functions/location between:
RAS, Reticular Formation and the thalamus.
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For anatomical locations, remember a picture says a thousand words (that's how I managed to survive neuroanatomy).
The RAS isn't an anatomical formation per se - it's a collection of bits and pieces from the brain which collectively are responsible
(http://en.wikipedia.org/wiki/File:Gray690.png)
The Reticular Formation is there. If you trace the thalamus on that picture and read down, you should be able to see the RF. That's involved in arousal and sleep-wake regulation.
The thalamus acts as a sort of "Flinders Street" of neurones, connecting the lower neurons to the cortical neurons.
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How is everyone finding Consciousness as an AOS so far? Is it confusing/difficult?
Our school is doing Memory first (AOS 2).
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You'll find it fairly straightforward in comparison to Memory IMO.
You seem to have forgotten that SOC/Sleep is only half of AOS1 and the major portion is the Brain and Nervous System.
Personally you'll find 'the Brain' much more confusing than SOC/Sleep.
In fact I'd put SOC/Sleep as the easiest (and perhaps most interesting) part of Unit 3.
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I'm still not quite getting the difference between extraneous and confounding variables :(
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In simplest terms, extraneous variables may or may not affect the DV, but the confounding does, and in a way that makes it impossible to distinguish whether it was the IV or the confounding variable that changed the DV.
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Is being paid a breach of voluntary participation? ('coerced', 'under pressure')
If ever you get to go to university campuses, have a look around some of the notice boards around. Some will pay you to participate in the experiment but the amount of money is small, tiny (it's not like you'd get the 'hours' worth of pay that you would if you work at Safeway or something). Also, you get the money regardless of whether you actually choose to do the experiment or not (i.e. the money is only really for showing up).
So it's not a breach of voluntary participation.
I know I'm sort of flogging a dead horse (or question) here, but you might be interested in this.
http://www.monash.edu.au/researchoffice/human/what-is-human-research.html
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I'm having trouble understanding/ distinguishing between the core function of the Reticular activating system vs the Thalamus. Can somebody please give me a definition in some detail? It's really hard to understand.. it seems like they both do the exact same thing.. -.-
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To organise all the tricky (or not) questions into one organised thread (and reduce clutter throughout the board) please post all your Psych concerns here!
Good luck all, I'm stoked! :D
EDIT: UNIT 3 ONLY
Respect: -19 lol
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Yeah what does that have to do with our questions? :| Somebody, HELP please! ^ above.
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I'm having trouble understanding/ distinguishing between the core function of the Reticular activating system vs the Thalamus. Can somebody please give me a definition in some detail? It's really hard to understand.. it seems like they both do the exact same thing.. -.-
i googled it quickly out of boredom haha and found the answer.. google is good you know ^^
The thalamus gives a lot of insight into the importance and direction of various neural signals and also modulates arousal mechanisms, maintains alertness, and directs attention to sensory events.
The reticular activating system plays a role in important functions like sleep and waking, behavioral motivation, breathing, and the beating of the heart.
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I guess that helps, thanks mann.. but yeah it says they both filter out sensory information in my textbook.. weird
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I guess that helps, thanks mann.. but yeah it says they both filter out sensory information in my textbook.. weird
I agree - I am thoroughly confused. Will wait it out till we cover it in class.
Q: Aren't procedural memories stored in the cerebellum or in the temporal lobe?
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We know that the right hemisphere controls the left side of the body and vice versa.
So a [funny] kid asked the Q:
"But sir...the male sex organ is in the middle, so which hemisphere controls it?"
The teacher didn't know -.-
Which does? ???
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At a guess, both. It's still (theoretically) perfectly divided in the symmetrical plane, it's just less obvious because it overlaps. The anatomy (which you obviously don't have to know) is symmetrical on both sides of the groin and I assume would be innervated by both halves of the brain.
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Well, this is interesting, because the penile tissue is in a sense, a pump. This pump is activated by parasympathetic nerves, but also has innervations from the sensory nerves. Because the penile tissue is a pump, there is no motor nerve that actually connects with the penis itself (there's simply no need). So there's no sense of control as such. The sensory nerve that innervates the penis goes through a section of the spinal cord which is really cords at that point, and thus it might be hard to says that it end up innervating to the left and right hand side.
I would suspect that's it's actually only one side that actually innervates the penis. I'll have a think about this actually
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Well, this is interesting, because the penile tissue is in a sense, a pump. This pump is activated by parasympathetic nerves, but also has innervations from the sensory nerves. Because the penile tissue is a pump, there is no motor nerve that actually connects with the penis itself (there's simply no need). So there's no sense of control as such. The sensory nerve that innervates the penis goes through a section of the spinal cord which is really cords at that point, and thus it might be hard to says that it end up innervating to the left and right hand side.
I would suspect that's it's actually only one side that actually innervates the penis. I'll have a think about this actually
Wait...so what nervous system is it controlled by if there is no motor nerve? I assume autonomic.
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Well, this is interesting, because the penile tissue is in a sense, a pump. This pump is activated by parasympathetic nerves, but also has innervations from the sensory nerves. Because the penile tissue is a pump, there is no motor nerve that actually connects with the penis itself (there's simply no need). So there's no sense of control as such. The sensory nerve that innervates the penis goes through a section of the spinal cord which is really cords at that point, and thus it might be hard to says that it end up innervating to the left and right hand side.
I would suspect that's it's actually only one side that actually innervates the penis. I'll have a think about this actually
Wait...so what nervous system is it controlled by if there is no motor nerve? I assume autonomic.
Well it depends on what aspect of the penis you're talking about. If you're talking about the bit that creates the erection, then that's the parasympathetic nervous system. If you're talking about the sensitive bit of the penis (glands penis), then that's sensory nerves.
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Question:
'Give examples of three bodily functions that decrease their activity as a result of the action of the sympathetic nervous system.'
This would have been easy if it was talking about the parasympathetic NS, but it's asking about the sympathetic NS (and I checked the question about 100 times to make sure). All I could think of was digestion. Help please?
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Question:
'Give examples of three bodily functions that decrease their activity as a result of the action of the sympathetic nervous system.'
This would have been easy if it was talking about the parasympathetic NS, but it's asking about the sympathetic NS (and I checked the question about 100 times to make sure). All I could think of was digestion. Help please?
- Decreases the number of contractions in the stomach
- Inhibits salivation
- Inhibits the release of bile from the gall bladder
- Relaxes the bladder
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Stomach reduces in contractions, salivary glands salivate less, gall bladder inhibits release of bile, bladder and intestines relax.
EDIT: beaten
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Thank you both so much! :)
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Also inhibits tears.
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Is the stroop effect needed knowledge with the new study design?
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Is the stroop effect needed knowledge with the new study design?
Depends on how you define 'needed'. It's just an example of automatic processes vs controlled processes.
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The study design says you need to know about perceptual anomalies, which includes synesthesia. It doesn't say anything specifically about the Stroop effect within synesthesia but you're probably better off to learn it anyway.
Also, I am fairly certain it has nothing to do with controlled vs automatic processes.
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Also, I am fairly certain it has nothing to do with controlled vs automatic processes.
I hope this doesn't come off as rude/mean but please read Chapter 2 again.
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In my text, it is only given as an example in the section about synesthesia which is probably good because it avoids confusion like this.
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Explain the charachteristics of both 'right brain' and 'left brain' thinking. <<<<<<<<< Is this a question referring to hemispheric specialisations, left being: verbal and analytical functions and right being: non0verbal functions that do not depend on language skills???
Or just something else entirely..
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Yes^ I would assume so, because 'thinking' refers to basically processing.. so yeah left vs right processing. :)
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The study design says you need to know about perceptual anomalies, which includes synesthesia. It doesn't say anything specifically about the Stroop effect within synesthesia but you're probably better off to learn it anyway.
Also, I am fairly certain it has nothing to do with controlled vs automatic processes.
Think about it this way.
We aren't used to calIn my text, it is only given as an example in the section about synesthesia which is probably good because it avoids confusion like this.
Well, yeah the Stroop test is an example of the differences between controlled and automatic processes. Think about it. We're used to calling an object by it's colour. When we're ask to read the words on a Stroop Test, it's a novel task.
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In my text, it is only given as an example in the section about synesthesia which is probably good because it avoids confusion like this.
Which text?
I'm puzzled by how you find that 'good' considering you have a gaping hole of knowledge in regards to different types of processing.
Synesthesia is a perceptual anomaly and to DIAGNOSE (find out if someone has it) a visual task is used and that too something else like finding a triangle...whenever you hear Stroop Effect your instinctive thought should be automatic processes dominate.
Anyways Glockmeister has explained that - I'm just slightly concerned by your lack of interest but oh well, maybe that's 'cause I have an excessive amount of interest in the subject and keep asking 'why' to everything ::) :P
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I've always preferred referring to Synaesthesia (let's not be American here and actually use the ae) as a perceptual difference, rather than an anomaly. This is for a number of reasons, one of which is that synaesthesia is actually rather common, compared to what has been previously thought and doesn't seem to cause harm to much people (Simner et al., 2006).
References:
Simner et al. (2006) Synaesthesia: The prevalence of atypical cross-modal experience. Perception, 35(8), 1024 -1033. doi: 10.1068/p5469.
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How about this question: why is the difference between the thalamus and RAS so vague?
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How about this question: why is the difference between the thalamus and RAS so vague?
Lol? Both Glockemeister and Vexx have answered that. And they're two completely different things.
Your question should be why is the difference between the reticular formation and RAS so vague?
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They are vague. Read the textbook, and you'd realise they accomplish roughly the same principles (filtering sensory, modulating consciousness etc), just with extra emphasis on particular functions.
I get the difference, it was just a rhetorical question.. and on top of that.. I asked about the thalamus vs the RAS?
Not to sound ''rude/mean'' you should learn to rephrase yourself so you don't come off as arrogant
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They are vague. Read the textbook, and you'd realise they accomplish roughly the same principles (filtering sensory, modulating consciousness etc), just with extra emphasis on particular functions.
I get the difference, it was just a rhetorical question.. and on top of that.. I asked about the thalamus vs the RAS?
Not to sound ''rude/mean'' you should learn to rephrase yourself so you don't come off as arrogant
Whatever. They're two completely different things with different functions as Vexx has already answered.
I gave a better question: the difference between the RF and RAS which isn't as distinct :/
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Just a word of advice, don't always refer to sites such as wikipedia to determine the answers of ambigeous questions, the chief assessor sets the answers to the exam based upon the book that the majority of people use, which is the grivas one.. if you look at last year's mid-year paper, there is a question asking about hemispheric specialisation and splitting the spinal cord, where one of the answers was 'memory', which is exactly what wikipedia says is affected when you cut the spinal cord, however the chief assessor didn't choose that as the correct answer.
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I have a SAC this Thurs-a visual representation of how the brain and nervous system works...just like the Melbourne High one (cognition--> behaviour). Does anyone have a visual rep planned out that I can learn off?
The instructions are too vague, I don't know what do do :S
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They are vague. Read the textbook, and you'd realise they accomplish roughly the same principles (filtering sensory, modulating consciousness etc), just with extra emphasis on particular functions.
I get the difference, it was just a rhetorical question.. and on top of that.. I asked about the thalamus vs the RAS?
Not to sound ''rude/mean'' you should learn to rephrase yourself so you don't come off as arrogant
The Thalamus does way more than just arousal or sleep-wake cycles. My neuroanatomy lecturer referred it quite rightly as like "the Flinders St Railway Station of the brain", because of just how much neuronal tracts go through there. Obviously, you're doing psychology and not neuroscience and so you don't need to know exactly what tract goes through there, but be aware that there is more to the thalamus than just sleep-wake cycle (as you can imagine, the thalamus is subject to active research because of the effect of what happens if that section of the brain is damaged)
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My friend and I have been trying to work out the hypothesis, IV/DV, ethical considerations, limitations and further research for the attached study. Help please? :)
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Did you need to come up with something, or are you meant to find it in the article? Cause I can't find it in the article.
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True or False?
The function of the RF is the RAS.
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Did you need to come up with something, or are you meant to find it in the article? Cause I can't find it in the article.
You're supposed to use the article/research to work it out. It's really hard!
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Q: Compared to an MRI scan, what is a significant limitation of the CT scan?
My answer: It only provides horizontal images
Their answer (any of):
The CT image is not as detailed or as clear as an MRI image.
The CT scan is black and white whereas an MRI scan is in colour – there is better contrast in an MRI.
The CT scan uses powerful X-rays and cannot be repeated within several months as there is a high risk of
cancer.
The CT scan requires an injection of iodine to provide contrast – this is an invasive technique
So is mine WRONG?...
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Their first one incorporates yours. You aren't wrong, just not correct enough.
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You need to remember that commercial companies can't be stuffed writing every single possible answer. Usually at the start it'll say "Some answers other than those provided in these solutions may also be correct but not listed". So obviously your one is still right, the people just couldn't be stuffed listing every single possible answer. If you keep doing that you'll never be able to mark your own papers cos like 1/4 of your answers probably won't be in the solutions.
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True or False?
Information flashed to the left visual field (left half of each eye) will go to the right hemisphere.
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True
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The cerebral cortex is convoluted to:
a) allow for greater volume and thus the number of brain cells to be contained
b) allows for greater blood flow to the cortex and therefore more oxygen can be available
c) allows for greater blood flow to the cortex and therefore more blood-sugars can be available
d) all of the above
Would D be correct?
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Visual images in the right visual field:
a) are detected by photoreceptors on the right side of each eye's retina.
b) are detected by photoreceptors on both sides of each eye's retina.
c) are processed in the right occipital lobe
d) are processed in the left occiptial lobe.
I'd say both A and D? ???
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The cerebral cortex is convoluted to:
a) allow for greater volume and thus the number of brain cells to be contained
b) allows for greater blood flow to the cortex and therefore more oxygen can be available
c) allows for greater blood flow to the cortex and therefore more blood-sugars can be available
d) all of the above
Would D be correct?
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Visual images in the right visual field:
a) are detected by photoreceptors on the right side of each eye's retina.
b) are detected by photoreceptors on both sides of each eye's retina.
c) are processed in the right occipital lobe
d) are processed in the left occiptial lobe.
I'd say both A and D? ???
Q1 D is correct I'm pretty sure.
Q2... umm how could A be correct :S If it said the LEFT side of each eye's retina then A + D would be correct.
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Q1 D is correct I'm pretty sure.
Q2... umm how could A be correct :S If it said the LEFT side of each eye's retina then A + D would be correct.
Oh wow I'm such an idiot. I thought right hemisphere instead of right visual field :/
I blame SAC pressure :(
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Hey guys!
Just a quick question -
How does the serial position effect support the multi-store model of memory?
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Hey guys,
What is an example of how emotional state affects perceptual set?
Any help would be much appreciated.
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Did you need to come up with something, or are you meant to find it in the article? Cause I can't find it in the article.
You're supposed to use the article/research to work it out. It's really hard!
Right.
In terms of the hypothesis, you would be able to pick a direction that want, although there is mention of past information, so make it based on the knowledge that you are given about perfect pitch etc. You need to make sure it has the standard structure of hypothesis: that is the experimental, control group and direction.
IV - Think about that the researcher is doing
DV - Think about what is the output of the experiment that the researcher has done.
Ethical Considerations - You can go with the stock standard informed consent/withdrawal rights/confidential ethical problems. I don't see any special ethical considerations needed. Make sure you explain the ethical consideration with respect to the study itself. Don't go for a generic response (most people starting out tend to do this).
Further Research - be creative. What other techniques that you have learnt could be applied to investigate that sort of problem.
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Hey guys!
Just a quick question -
How does the serial position effect support the multi-store model of memory?
Clue: Think about the Primacy and Recency effect. Why does the Primacy Effect occur (i.e. why do people, when presented with 12 in a list, tend to remember the first few more than the middle few) and why does the Recency effect occur. Link this to the multi-store model of memory, particularly the memory stores.
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Hey guys,
What is an example of how emotional state affects perceptual set?
Any help would be much appreciated.
Faces are probably the best example of this. When you are sad, you might interpret other people faces differently compared to when they are happy.
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DO DIFFERENT NEURONS SEND OUT DIFFERENT NEUROTRANSMITTERS?
FOR INSTANCE DOES THE MOTOR NEURON AND THE SENSORY NEURON RELEASE SEROTONIN/ACETYLCHOLINE... ETC?
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Less caps. Different neurons use different neurotransmitters, yes, and it can differ between sensory and motor neurons. It's not a one size (neurotransmitter) fits all approach
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Oh definitely - and there can be differences within motor neurons or sensory neurons. It really depends on various factors like the location of the neuron (e.g. motor neurons that synapse [connect to] muscles tend to have acetylcholine neurotransmitters, whereas motor neurons found in the spine tend to have glutamate neurotransmitter), as well as the purpose of the neuron. There are some ubiquitous ones though. Glutamate for example, is pretty much found anywhere, because it's presence in the Citric Acid Cycle makes it critical for the metabolism of glucose and amino acids (you don't need to know that last sentence for VCE Psychology [although you probably do you're doing VCE Biology though])
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Label each of the statements as either free/serial/cued recall, recognition or relearning.
Playing HangMan. (free for the first letter correct and cued from then on? :S)
Remembering the directions to a friend's house. (cued if you pass landmarks? free if you're just reciting it?)
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Playing Hangman - I would say cued recall. It's been ages since I've played hangman, but iirc, when I used to play, I would guess the first letter. There wouldn't really be a role for memory for that.
Remembering the directions to a friend's house - I'd say the answer is free recall. The question hasn't said anything about you actually going to your friend's house, in which case, yes you would have cues. An example of make sure you answer the damn question.
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Can someone please outline the weaknesses of (and strengths if possible..)
a) retrieval failure theory
b) interference theory
c) motivated forgetting
TY
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Can someone please outline the weaknesses of (and strengths if possible..)
a) retrieval failure theory
b) interference theory
c) motivated forgetting
TY
Weaknesses
a) Impossible to test.
b) None?
c) Only applies to some experiences.
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As people age they are likely to experience memory decline in:
B) declarative but not procedural memory
D) episodic but not procedural memory.
I put D as semantic memory is resistant to decline....but it's B ??? ???
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Odd question, it should be D.. where was this q? VCAA exam or?
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Odd question, it should be D.. where was this q? VCAA exam or?
TSSM 2010.
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Oh actually, epiphany. D is correct but B is more correct, because procedural generally remains stable whilst declarative as a whole declines. Declarative semantic memory isn't AS affected as episodic, but it still has trouble in fluency of retrieval, however IF given time, it can match that of a younger person
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Oh actually, epiphany. D is correct but B is more correct, because procedural generally remains stable whilst declarative as a whole declines. Declarative semantic memory isn't AS affected as episodic, but it still has trouble in fluency of retrieval, however IF given time, it can match that of a younger person
Fluency of retrievel has nothing to do with memory decline though...? I don't get how 'time' comes into play.
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Time as in, time allocated for more thorough encoding for an older person for semantic. Assuming they're correct, they probably wanted a stronger contrast as on a general level procedural memory is definitely unaffected whilst declarative does have it's downfalls.
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No....
I think it's D - and you did too, that was your gut response, and aren't we always told to listen to our gut-responses - right? ::) :P
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Role of the hippocampus and amygdale in memory formation?
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Hippocampus
- Primarily involved in Long Term Memory, specifically episodic memory. You might want to talk about long term potentiation, the idea that neurons that "fire together, wire together" etc etc. I'm not sure if you guys go into the biology of it at all, and I don't want to confuse you if it doesn't.
Amygdala (note the spelling... you did get it wrong).
- Probably codes emotional nature of the memories. This obviously involved the modulation of neural signals for memory by this part of the brain.
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We do LTP - are you saying LTP is part of consolidation which the hippocampus is responsible for?
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does body temperature increase during REM sleep?
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Agreed, but I think if it was on a real VCAA exam both marks should be awarded^
When talking about long-term potentiation must I include that neurons 'fire together'?
I just included the three main physical changes in the neurons e.g bushier dendritic spines, etc
Also when explaining the role of the temporal lobe.. does it have it's 'own' specific role? Or can it only be explained as working in conjunction with the hippo and amygdala?
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After a stroke that damaged the right parietal lobe of her brain, a 77 year old, ET, was diagnosed with spatial neglect. In order to understand more about the role of the brain in cognitive processes, ET was asked to participate in research which involved the researchers giving her a series of tasks. The findings of the research using ET were presented at a conference on the effects of brain damage.
Q: Describe one task involving cognitive processes that ET is unlikely to be able to do
Q: Identify the limitations of attempting to generalise any conclusions from this research.
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We do LTP - are you saying LTP is part of consolidation which the hippocampus is responsible for?
I think the important thing to understand is firstly LTP is something that happens all over the brain, not just the hippocampus. For example the cerebellum uses LTP (off the top of my head, it's for controlling balance, but don't quote me on that one). LTP is simply a chemical mechanism.
In saying that, in the hippocampus, we do believe that it is involved in Long-term memory, specifically the maintenance of long-term memory.
Do you guys talk about the physiology of it though? Like AMPA receptors and NDMA receptors and making Mg2+ ion disappear? (I apologise if I'm labouring the question too much, but I am majoring in neuroscience and I'm obviously studying these mechanisms in greater detail than you would in VCE. I just need to make sure that I'm talking about this at the VCE level so there isn't any confusion.)
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^
No physiology.
In a nutshell this is it:
1.Change in neuronal function – an increase in the amount of neurotransmitter produced and released by the neurons.
2.Change in neuronal structure – number of axons/dendrites (‘branches’) increases as they become ‘bushier’ through the growth of smaller ‘offshoots’ (called dendritic spines), thereby strengthening the connections between neurons.
3.New synaptic connections form (synaptic growth) and this has the effect of further strengthening the connections between the neurons, making it easier for them to transmit to each other the next time.
Collectively called LTP.
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Agreed, but I think if it was on a real VCAA exam both marks should be awarded^
When talking about long-term potentiation must I include that neurons 'fire together'?
I just included the three main physical changes in the neurons e.g bushier dendritic spines, etc
Also when explaining the role of the temporal lobe.. does it have it's 'own' specific role? Or can it only be explained as working in conjunction with the hippo and amygdala?
You probably should mention that neuron's 'fire together, wire together', because that's the sort of basic mechanism of how LTP works. Now, as I said to ATAR, I have no idea how deep you guys will go with the neurobiology of LTPs, so I don't know how deep an answer VCAA would want.
To the second question. You should always mention temporal lobe has having a distinct function. If you ever do look at the brain, you'd find that they are distinct areas of the brain, both in anatomical and evolutionary terms. You should mention that they are connected together, but that they do have distinct functions e.g. temporal lobe - declarative memory. hippocampus - consolidation.
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After a stroke that damaged the right parietal lobe of her brain, a 77 year old, ET, was diagnosed with spatial neglect. In order to understand more about the role of the brain in cognitive processes, ET was asked to participate in research which involved the researchers giving her a series of tasks. The findings of the research using ET were presented at a conference on the effects of brain damage.
Q: Describe one task involving cognitive processes that ET is unlikely to be able to do
Q: Identify the limitations of attempting to generalise any conclusions from this research.
First question: http://www.youtube.com/watch?v=ADchGO-0kGo (just follow any test they have there)
Second question:
- Too Little participants, cant generalise
- Unique circumstances, may be not applicable to other people.
etc etc.
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So something like can't draw a full picture - only the right side?
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So something like can't draw a full picture - only the right side?
yeah it depends on which hemisphere was damaged, so left hemisphere parietal damage means neglect on the right hand side and vice versa.
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Could someone provide me with 5 distortions in cognition and perception in an ASC?
I have:
1. Senses heightened (percep)
2. Hallucinations (percep)
3 more?
I have:
1. Distortions of memory (cog)
2. Difficulty paying attention (cog)
3 more?
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According to Baddeley and Hitch’s theory there are four components of working memory.
Q: Name the two storage components of working memory
I thought it was 3? Phonological loop, visuo-spatial sketchpad and episodic buffer (episodic buffer holds 4 chunks of info)?
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Could someone provide me with 5 distortions in cognition and perception in an ASC?
I have:
1. Senses heightened (percep)
2. Hallucinations (percep)
3 more?
I have:
1. Distortions of memory (cog)
2. Difficulty paying attention (cog)
3 more?
distortion of time orientation i think?
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Hmm I don't think so because that's given its own separate category in the book :/
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According to Baddeley and Hitch’s theory there are four components of working memory.
Q: Name the two storage components of working memory
I thought it was 3? Phonological loop, visuo-spatial sketchpad and episodic buffer (episodic buffer holds 4 chunks of info)?
Wrong, there are 4 components.
The two STORAGE units are the visuo-spatial sketchpad (manipulating visual information) & the phonological loop (stores auditory for 2 seconds).
*also the other 2 = episodic buffer & central executive.
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According to Baddeley and Hitch’s theory there are four components of working memory.
Q: Name the two storage components of working memory
I thought it was 3? Phonological loop, visuo-spatial sketchpad and episodic buffer (episodic buffer holds 4 chunks of info)?
Wrong, there are 4 components.
The two STORAGE units are the visuo-spatial sketchpad (manipulating visual information) & the phonological loop (stores auditory for 2 seconds).
*also the other 2 = episodic buffer & central executive.
Episodic holds/stores 4 chunks of information - explain how that is not storing?
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[The episodic buffer is dedicated to linking information across all domains to form integrated representations of visual, spatial, verbal information with chronological time sequencing (such as a movie scene or memory from a story).]
4 chunks of information.. what do you mean?
Doesn't store, links information. That's the basic definition you'll need. The two other stores are visual and auditory..
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[The episodic buffer is dedicated to linking information across all domains to form integrated representations of visual, spatial, verbal information with chronological time sequencing (such as a movie scene or memory from a story).]
4 chunks of information.. what do you mean?
Doesn't store, links information. That's the basic definition you'll need. The two other stores are visual and auditory..
Grivas says it holds 4 chunks of info :/
Get your book out and turn to that double-page on working memory and you'll find it.
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All I see is the same thing I said, just more elaborated upon.
Since it doesn't go further directly about the "four chunks of information" which you're confused about, I assume four chunks means just four items to be worked on across all domains. Directly after it says this:
"It is capable of holding information in any form and can therefore combine auditory from the phonological loop and visual-spatial from the sketchpad, it can also connect from LTM."
Which was my basic definition.
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All I see is the same thing I said, just more elaborated upon.
Since it doesn't go further directly about the "four chunks of information" which you're confused about, I assume four chunks means just four items to be worked on across all domains. Directly after it says this:
"It is capable of holding information in any form and can therefore combine auditory from the phonological loop and visual-spatial from the sketchpad, it can also connect from LTM."
Which was my basic definition.
I'm confused.
"it is capable of holding information"
So it just holds it? it doesn't store?
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Processes info across domains+LTM into time-sequenced episodes, the traditional storage components = visuo and phono
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In Eric Kandel's experiments, where he investigates the role of the neuron in memory formation, are the Alpysia he studies capable of Short term memory?
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Yeah they are, his experiments concluded that they could form new memories and as he kept doing it over and over again, the time spent remembering the information got briefer because they could remember it as LTM.
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Also.. could anybody please highlight the function of the amygdala and the temporal lobes specifically in the role of memory? The textbook only outlines the direct role of the hippocampus but isn't clear about the others.
Thanks!
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It's a bit more complicated than this, but it's 3am in the morning and this is the best I can do:
Generally, amygdala is responsible for emotional content of memory. Temporal lobe stores a few things, including audio memories, but more interestingly, facial information (it is possible that if you have a lesion in the Middle Temporal Gyrus you can get a situation you can get a situation where patients are unable to recognise faces, even of people they are familiar and indeed quite close to e.g. a patient's spouse. This condition is known as Prosopagnosia, or face blindness).
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what would happen when a split-brain patient is asked to identify a pencil among 10 other items on a table, while blindfolded, using only his left hand to feel the objects?
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what would happen when a split-brain patient is asked to identify a pencil among 10 other items on a table, while blindfolded, using only his left hand to feel the objects?
I think recognition of objects is in the temporal lobes, but I'm not sure if haptic recognition is done there though. Either way as it is the left hand, they would have been able to pick the object if they were not blindfolded, so I guess that has to do with the patient's ability to pick objects without looking at them more than anything.
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What is required for information to be transferred from a sensory register to short term or working memory?
A) attention
B) encoding
C) rehearsal
D) organisation
[I chose B initially, but turns out it was actually D? :S] Can someone please explain why? :)
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I think D could be right because we need to organise the vast income of sensory information into the bare essentials before we manipulate it in working memory. Sensory information has many components such as the sound and visual so we need to organise what we need before it can be manipulated or stored further using rehearsal or chunking etc.
where was this question? it's pretty vague..!
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Oh yeaaah that makes sense! thank you :) The question was in the textbook
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http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/human-cap/boxes.gif
SENSORY -----attention-----> STM -------encoding----> LTM
I'm pretty sure the answer should be A :)
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I thought it would be A as well, there was a VCAA question that was like:
What psychological process primarily determines whether new, incoming sensory information enters short-term or working memory?
And their answer was Attention :/
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Ooh okay! A does make sense..haha maybe Grivas wrote the solutions wrong :P
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It's definitely A. You have to ask yourself, what sort of organisation takes place at the sensory level? (answer to that question is, nothing. All the organisation takes place in the brain.)
Don't know why Grivas got it wrong. Might be something that the publishers should be told.
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Yeah I agree ... I had a weird feeling about it. I always assume the book is right so I attempt to make justifications in vain. Guess I should learn to be more skeptical
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is research methods going to be in the exam????
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If you've been studying it, it probably is.
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is research methods going to be in the exam????
Yes of course. VCAA love their research methods. You need to know all of chapter 1 very well. All of it can and will be examined in June + November :)
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Hey guys!
Can you please explain the Baddeley and Hitch's model of working memory in depth?
Thanks sooo much ( its driving me nuts!:))
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You can sort of think of Baddeley's model as being a subset of the Working Memory. Within the working memory, there are three aspects, the Central Executive, the Phonological Loop and the Visuosptaial sketch pad. In sum you can consider that the visuospatial sketch pad is used to remember visual material through the use of visualualation, whereas the phonological loop attempts to hold sounds by vocalising it in your head (in the working memory). The Central executive controls and mediates this process, controlling how the info will be used.
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Outline the role of the Reticular Activating system in:
- Selective Attention
- Wakefulness
thanks in advance :)
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Outline the role of the Reticular Activating system in:
- Selective Attention
- Wakefulness
thanks in advance :)
Late reply I know but I was unavailable for quite some time ::) :P
Anyways the RAS controls levels of attention is a much better of way of thinking about it. Selective can be mistaken for the thalamus as the thalamus pays attention to sensory information in the environment yeah? For eg if you're dozing off and then you hear a girl scream the RAS bombards your cerebral cortex with neurons to stimulate you and you become more attentive. Similarly the RAS controls the transition between deep sleep and wakefulness by the amount of stimulation is it giving off. This is how an anaesthetic works...
Clear? If not, have a read of the Oxford Book. Much better on this content than Grivas. :)
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You can sort of think of Baddeley's model as being a subset of the Working Memory. Within the working memory, there are three aspects, the Central Executive, the Phonological Loop and the Visuosptaial sketch pad. In sum you can consider that the visuospatial sketch pad is used to remember visual material through the use of visualualation, whereas the phonological loop attempts to hold sounds by vocalising it in your head (in the working memory). The Central executive controls and mediates this process, controlling how the info will be used.
This is perfectly correct but...
...do not forget Episodic Buffer. New part of the course - highly likely it'll be examined.
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the RAS bombards your cerebral cortex with neurons to stimulate you and you become more attentive.
Say signals or neural impulses rather than neurons though.
FYI, I opened this thread to vent about my Neurodegeneration block of lectures and how hard Psych is :(
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Ebbinghaus found that he forgot most rapidly in the first hour of learning. Follow-up studies that shown that this is true for:
a) semantic but not episodic
b) episodic but not semantic
c) procedural but not declarative
d) all forms of memory
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I'd say a but not sure, anyone want to back me up.
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In a Psychology class, students were asked to memorise a list of 15 words that were read to them at 1 second intervals. At the conclusion of the list being read, the students were required to wait 40 seconds prior to writing down the list of words remembered. The sequence that best typifies this experiment is
A. recency effect, primacy effect, middle.
B. primacy effect, middle, recency effect.
C. primacy effect, recency effect, middle.
D. middle, primacy effect, recency effect.
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I would say primacy, recency, middle, 40 seconds is starting to push the limits of short term memory
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maybe C?
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Err I'm either misinterpreting or overanalysing.
After a 40second delay (as Russ said) you lose the info from STM and you'll see no recency effect.
Wouldn't that make it Primacy, Middle, Recency as you have transferred some from the middle to LTM.
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If they were asked to memorize the list I presume they'd be mentally repeating them and trying to hold them all in working memory.
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True.
Okay what if they had to say the alphabet backwards for 40 seconds?
Would it be Primacy, Middle, Recency then?
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It's a confusing question, imho.
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During stage 3 of NREM sleep the brain waves are predominately _____________ waves?
A Alpha
B Beta
C Delta
D Theta
Err isn't it D? Answer says C....
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In stage 3 Delta and Theta both occur but only 20-50% of the time for Delta? So most likely D? Referred to from the Cambridge text book.
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Yeah that was my reasoning.
Stupid LisaChem (04) exam :buck2:
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In terms of the VCAA's unit 3 exam specifications and sample questions evaluative research section...how are we supposes to comment on p values? Do we have to mention all six they provide us and conclude that the experiment lacks internal and external validity?
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Hi,
Can someone please explain internal consistency?
+ how: a measure can be reliable even though it's not valid, but a measure cannot be valid unless reliable ..
Thankss.
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Alrighttttey.
Internal consistency: are you testing what you're wanting to test? Basically if I give you a test for your personality and it consists of Specalist Maths questions there is no internal consistency at all.
If i give you a piece of string and ask you to measure using it a ruler but the ruler started from 1 cm and not 0cm your results are NOT GOING TO BE VALID, but they will be reliable because each time your using the same 'invalid' ruler.
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In terms of the VCAA's unit 3 exam specifications and sample questions evaluative research section...how are we supposes to comment on p values? Do we have to mention all six they provide us and conclude that the experiment lacks internal and external validity?
Put simply, all you need to know is this.
p > .05 - not significant.
p < .05 - significant.
This is a simplification, but is probably enough for VCAA purposes.
Significance has nothing to do with validity nor reliability. It merely refers to the probability of getting that the values that the study got, given that the null hypothesis is correct.
Alrighttttey.
Internal consistency: are you testing what you're wanting to test? Basically if I give you a test for your personality and it consists of Specalist Maths questions there is no internal consistency at all.
That's validity, ATAR, not internal consistency.
Internal Consistency is a type of measure used to examine reliability. Reliability refers to the ability of a particular test/technique to replicate the same or similar result over and over again. Internal Consistency in particular, is a measure of the degree of which similar questions in a test end up with similar answers. If a test is to be reliable, it makes sense that questions that ask similar topics, for example a question saying 'I like stuyding' and 'I enjoy studying' in a survey, should get similar answers.
Is Internal Consistency part of VCE Psychology? Back in my day (I feel old :( ), we only had to know reliability, and validity (external and internal). And I think that was Unit 1.
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In terms of the VCAA's unit 3 exam specifications and sample questions evaluative research section...how are we supposes to comment on p values? Do we have to mention all six they provide us and conclude that the experiment lacks internal and external validity?
Put simply, all you need to know is this.
p > .05 - not significant.
p < .05 - significant.
This is a simplification, but is probably enough for VCAA purposes.
Significance has nothing to do with validity nor reliability. It merely refers to the probability of getting that the values that the study got, given that the null hypothesis is correct.
Alrighttttey.
Internal consistency: are you testing what you're wanting to test? Basically if I give you a test for your personality and it consists of Specalist Maths questions there is no internal consistency at all.
That's validity, ATAR, not internal consistency.
Internal Consistency is a type of measure used to examine reliability. Reliability refers to the ability of a particular test/technique to replicate the same or similar result over and over again. Internal Consistency in particular, is a measure of the degree of which similar questions in a test end up with similar answers. If a test is to be reliable, it makes sense that questions that ask similar topics, for example a question saying 'I like stuyding' and 'I enjoy studying' in a survey, should get similar answers.
Is Internal Consistency part of VCE Psychology? Back in my day (I feel old :( ), we only had to know reliability, and validity (external and internal). And I think that was Unit 1.
so you cant conclude anything else from p values other than whether results are significant or not significant?
yes, internal and external consistency are in the new study design
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Internal consistency refers to the interrelatedness of items in a psychological test in measuring the same ability or trait.
Err what? I thought that meant if your testing personality you got to have personality Qs...not something outrageous like Spesh qs.
:S
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so you cant conclude anything else from p values other than whether results are significant or not significant?
You can get a bit more info out of them statistically but nothing important
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so you cant conclude anything else from p values other than whether results are significant or not significant?
You can get a bit more info out of them statistically but nothing important
But let's say that the p value for the results of some drug is insignificant...wouldn't that mean that you wouldn't be able to use that drug on the general population...hence you need to change the drug to produce results which are significant?
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so you cant conclude anything else from p values other than whether results are significant or not significant?
You can get a bit more info out of them statistically but nothing important
But let's say that the p value for the results of some drug is insignificant...wouldn't that mean that you wouldn't be able to use that drug on the general population...hence you need to change the drug to produce results which are significant?
If it's insignificant, couldn't you just write:
-Results are not statistically significant since p > 0.05
-the difference between the groups is unlikely to be due to the IV, but likely do to chance
-the experimental hypothesis is rejected; the null hypothesis is supporeted,
Or do could they ask you what can be done to change the results to significant? =S
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so you cant conclude anything else from p values other than whether results are significant or not significant?
You can get a bit more info out of them statistically but nothing important
But let's say that the p value for the results of some drug is insignificant...wouldn't that mean that you wouldn't be able to use that drug on the general population...hence you need to change the drug to produce results which are significant?
If it's insignificant, couldn't you just write:
-Results are not statistically significant since p > 0.05
-the difference between the groups is unlikely to be due to the IV, but likely do to chance
-the experimental hypothesis is rejected; the null hypothesis is supporeted,
Or do could they ask you what can be done to change the results to significant? =S
Pretty much your dot points.
There's no way you can turn a non-significant result to a significant data without either fudging the data to fudging the statistics, both of which are scientific no-nos (although the latter does get done more often than not).
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Internal consistency refers to the interrelatedness of items in a psychological test in measuring the same ability or trait.
Err what? I thought that meant if your testing personality you got to have personality Qs...not something outrageous like Spesh qs.
:S
Well, no (and I should know this, I've just submitted a lab report at uni where I actually had to test for internal consistency, so I'm pretty familiar with the process).
For example, if you're taking something like a personality test, you should expect that similar questions should get similar answers. So if you have two questions in a personality test which both are supposed to measure extroversion, then you would expect that a person should get similar answers to both questions. This is a reason why it is a form of reliability test - questions which measure similar constructs need to be consistently getting similar scores.
yes, internal and external consistency are in the new study design
Checked the study design again. You're right. Although don't think external consistency is in the study design, given that it doesn't exist.
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But let's say that the p value for the results of some drug is insignificant...wouldn't that mean that you wouldn't be able to use that drug on the general population...hence you need to change the drug to produce results which are significant?
Well the only requirement for something to be sold as a medicine or health supplement is that it do not harm, so you could still manufacture and sell it but it probably wouldn't get prescribed a whole lot. If your p-value exceeds .05 then your drug doesn't beat placebo (at the 95% significance level) and you need to redo your experiment.
Or, as Glockmeister mentioned, come up with a way to dismiss it, something that pharmaceutical companies are extremely good at doing (Vioxx being the best example)
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Wow .05 for a drug is insane.
5% chance is too much.
I thought p<0.001 is used for drugs/medicine.
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5% chance that the positive effect is not due to the drug is fine.
There are stricter measures for testing of side effects, but p<.05 is still used as the standard (if your study shows a significant treatment benefit but also throws up side effects, you're required to investigate them and demonstrate they're not significant or redesign your drug/vaccine)
Bear in mind that for a drug to get to the testing stage, it has to pass approval for use in humans - if the company has no idea why it could have a positive benefit, it won't be tested.
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It said in an exam solutions paper that "maintenance rehearsal and elaborative rehearsal both increase the duration of STM".. I understand how maintenance rehearsal does this, but how is it so for elaborative rehearsal? :-\
Thanks
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Wow .05 for a drug is insane.
5% chance is too much.
I thought p<0.001 is used for drugs/medicine.
Yeah, there's been a lot of controversy in the literature about the exclusive usage of p-value (a lot of which relates to the misinterpretations of what the p-value actually means by even seasoned researchers). I think in the medical literature, nowadays you tend to find other statistical numbers get used, like the Confidence Interval, as either a supplement or a substitute. If you're interested in reading further (this is definitely way beyond VCE - there'd be people in my cohort who aren't aware of this), then have a read of Cohen (1994) or Sterne and Smith (2000)
It does this by linking the new information with information already in Long-Term Memory, leading to the new information entering that LTM easier.
It said in an exam solutions paper that "maintenance rehearsal and elaborative rehearsal both increase the duration of STM".. I understand how maintenance rehearsal does this, but how is it so for elaborative rehearsal? :-\
Thanks
It does this be allowing links to form between new information and information already stored in Long Term Memory. This allows the new information to enter LTM easier and increase the amount of time information is stored in STM.
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Q- Outline two advantages and two disadvantages of elaborative rehearsal. [4 marks]
Thanks :)
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+ LTM retention
- Takes time/effort
Think of one more for each :) :)
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Does the radioactive glucose injected for PET scans emit gamma rays? I normally say 'radioactive signals'...
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I don't think they're gamma rays, what I've understood from physics gamma rays are harmful especially when ingested and the radioactive tracer is said to be harmless.
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Deleted his account
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So there was a question like
"Identify the 3 functions of the primary motor cortex"
and one of the answers was "to receive information from the somatosensory cortex" ... Is this in order to move a body part in response to sensory stimuli? (like to move your hand if you touch something hot)? stupid question, i know, but it's bothering me =[
thanks :)
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So there was a question like
"Identify the 3 functions of the primary motor cortex"
and one of the answers was "to receive information from the somatosensory cortex" ... Is this in order to move a body part in response to sensory stimuli? (like to move your hand if you touch something hot)? stupid question, i know, but it's bothering me =[
thanks :)
do you know the feeling when you sit on your leg for awhile and it goes numb? you can still move the leg but you can't feel it so it makes it difficult to control. simply put: you receive information from the somatosensory cortex in order to coordinate the movements actually done by the motor cortex properly/precisely.
and recall, when you touch something hot and you quickly move your hand away: that doesn't involve the brain!!
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Indeed. I believe the term is 'reflex arc'.
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Question from Chemology me and my friend are a little confused about:
Q.15, The area of the brain that specialises in the processing of implicit memories is the:
a. Thalamus
b. Amygdala
c. Hippocampus
d. Motor Cortex
we thought the answer was B, because the amygdala is involved in the formation of implicit memories. However the answer is a.Thalamus, is this because the key term here is 'process', because the Thalamus processes incoming sensory information?
Thanks in advance
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Err.. Amygdala is involved in the formation of emotional memories i.e. it adds the emotional 'colour' to memories, as it were. Don't think it's involved in implicit memories.
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notes:
AMYGDALA: ESSENTIAL FOR
-The formation of implicit memories
thats the first dot point, theses are the notes from pathways education :S
edit: yes it is also to do with the formation of emotional memories, but also implicit memories.
But why then would the answer be thalamus?
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Q. A researcher wanted to investigate the effects of stress on sleep patterns. She is uncertain as to how she may design this research to most effectively control for participant related extraneous variables.
Identify the preferred research design and explain how this controls for extraneous variables.
[I thought it was matched-participants, since there'd less variation in individual participant characteristics, but the answer is repeated measures :/ (But isn't order effect also a participant variable, from boredom or practice??) Can someone please explain why it would be repeated-measures??]
Thanks :)
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Q. A researcher wanted to investigate the effects of stress on sleep patterns. She is uncertain as to how she may design this research to most effectively control for participant related extraneous variables.
Identify the preferred research design and explain how this controls for extraneous variables.
[I thought it was matched-participants, since there'd less variation in individual participant characteristics, but the answer is repeated measures :/ (But isn't order effect also a participant variable, from boredom or practice??) Can someone please explain why it would be repeated-measures??]
Generally you try get repeated measures, if possible but yeah, although order effects arise from this experimental design, you can employ methods like counterbalancing to counter it..
or perhaps think of it this way, which seems more easier, to try match prticipations based on similar st ress levels and allocating them to groups, or alternatively use the same sample of people and then measure their sleep patterns when they're stressed, and not stressed
hope that cleared it up, but generally repeated measures > matched participants > independant groups where possible
Thanks :)
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In Descartes view of consciousness, Dualism, did he say "the mind could affect the body and the body could affect the mind"?? or was it only that "the mind could effect the body"?
and I was also a bit confused with this MC Question
Research into encoding techniques has found that within short term memory;
A. information is usually encoded at the semantic level.
B. acoustic encoding is more common than visual encoding.
C. visual encoding is more common than acoustic encoding.
D. semantic encoding is more common than visual encoding
[I chose C but turns out the answer was D? Can someone please explain why? :/]
Thank you! :)
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I think with dualism, Descartes said they could work with each other.
And I believe the answer would be D because we would more commonly attach meaning to information we are encoding and is definately deeper encoding then visual in terms of levels of processing.
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What are some criticisms of the motivated theory of forgetting?
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What are some criticisms of the motivated theory of forgetting?
It's difficult to prove that the forgetting WAS motivated as opposed to lack of consolidation/insufficent retrival cues etc.
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Instead of making a new thread, i've decided to post here instead...
Doing some practice exams, I'm a bit confused with a few questions just hoping you guys can help me out...
Insight 2009:
An image that is in the right visual field will be processed in:
A) the left occipital lobe
B) the right occipital lobe
C) both occipital lobes
D) the right occipital lobe first then the left occipital lobe
I thought it was C. I was told that images flashed on either side of the visual field will go through both hemispheres for processing. Only in the case of a 'split brain' patient when they're flashed on one visual field will go to the other ONLY.
Can any one explain why it's A instead of C
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You're confusing yourself.
In the case of split-brain AND normal brain it goes to ONE hemisphere ONLY
BUT
the split-brain is UNABLE to transfer the information whereas NORMAL brain CAN TRANSFER info so it ends up in both hemispheres.
Make sense?
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Yea, so in this case, flashed object in the right visual field, information will be processed in both the left and right occipital lobes is that wrong ?
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Yea, so in this case, flashed object in the right visual field, information will be processed in both the left and right occipital lobes is that wrong ?
Yes it's wrong (answer is A) because (as I just said) it goes to one hemisphere ONLY but if we want we can transfer it (if we're 'normal') but split brains can't even transfer it...
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Quick Question please:
From Insight 2006:
Information received in the right half of each eye will be sent to the:
A - Left occipital lobe
B - Right Occipital lobe
C - Left Temporal Lobe
D - Right visual field
I thought the answer is A, but it's B .. how come?
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I thought it was A as well.
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It should be A. B is wrong. The right half of each eye will cross over to the left occipital lobe, while the left half of each eye cross over to the right occipital lobe.
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Are both the Thamalus and the Reticular Activating System involve in controlling sleep and wakefulness ? and does both control what information needs most attention ?
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rehearsal is the most the most sensity measure of retention? what does this mean?
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Are both the Thamalus and the Reticular Activating System involve in controlling sleep and wakefulness ? and does both control what information needs most attention ?
The RAS is a network of neurons extending in many directions to different parts of the brain and the spinal cord. The RAS functions are alertness, arousal and selective attention. The thalamus is a small strucutre on the top of the brain stem that filters and relays incoming sensory information other than smell to relevant cortical areas. The thalamus plays a role in filtering sensory information for attention, regulates arousal through a connection with the RAS.
So the Thamalus closes pathways while we sleep to prevent sensory information hitting the brain and both play roles in attention with the Thamalus filtering sensory information and the RAS regulating arousal, alertness and selective attention.
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rehearsal is the most the most sensity measure of retention? what does this mean?
I'm guessing you meant rehearsal is the most sensitive measure of retention? Sensitivity refers to the amount of effort needed to access a memory, with the most sensitive information being the most easily detected. With rehearsal there are two kinds, elaborative and maintainence. I kind of need more information to answer, sorry.
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For the eye question, B is correct isnt it?
information on the left visual field gets sent to the right half of each eye which then goes to the right occipital lobe, it think.
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rehearsal is the most the most sensity measure of retention? what does this mean?
sensitivity of retention involves; how accurately a method is able to illustrate information has actually been stored in long term memory.
Recall is the least sensitive method; (free;cued;serial) basically retrieval without/or with the presence of very little cues
Recognition is more sensitive than recall; (identifying previously learnt stimuli among other stimuli)
Relearning is the most sensitive as it is assumed that if learning is quicker the second time around, some information has been 'saved' from the first learning experience; as calculated statistically with the savings score.
that's why it's the most sensitive; we can figuratively give a number to how much information has been saved in LTM.
Savings score = original time taken to learn - second time taken to learn / original time taken to learn X 100.
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For the eye question, B is correct isnt it?
information on the left visual field gets sent to the right half of each eye which then goes to the right occipital lobe, it think.
It should be A. B is wrong. The right half of each eye will cross over to the left occipital lobe, while the left half of each eye cross over to the right occipital lobe.
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The type of memory most likely to remain reliable in a healthy but very elderly person is _________.
I thought it was procedural, but the solutions paper stated that it was "semantic". Can someone explain why? =/
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The type of memory most likely to remain reliable in a healthy but very elderly person is _________.
I thought it was procedural, but the solutions paper stated that it was "semantic". Can someone explain why? =/
At the Access Education lecture we were told that memory declines with by epsiodic then semantic then procedural, so I'm not sure.
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Hey guys, you know for NWC and ASC... how you have the differences, i.e. content limtations, time orientations, perception, levels of awareness, emotional awareness etc...
Which ones are PSYCHOLOGICAL FACTORS and which ones are PHYSIOLOGICAL FACTORS?
We got an extended response question that asked us to clearly explain the differences in NWC and ASC in terms of these factors.
Help ?
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Simplistically, if it involves a physical element, it's physiological (increased breathing etc.). If not, psychological.
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Content limtations, time orientation, perceptual awareness, emotional awareness- generally psychological factors
Increased GSR, Heart rate, breathing - physiological factors
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Thank youu
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@buzzwith
It should be A. B is wrong. The right half of each eye will cross over to the left occipital lobe, while the left half of each eye cross over to the right occipital lobe.
Hold up. I just spent 20 minutes revising Sperry and Gazzaniga's research into split-brain procedures and from what I understand 'B' is the correct anwser. Why?
The left visual field is received by the right half of each eye. In turn this is processed in the RIGHT occipital lobe. We already know via hemispheric specialisation that the RIGHT hemisphere deals with sensory processing and motor control from/for the LEFT side of the body and vice versa.
At least I believe that's what the textbook is telling me. Anyone else?
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^
Indeed.
Right hemisphere = Left vis field = Right half of each eye
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Hey guys (ssNake in particular)
I asked you a question the other day about the processing I'll ask it again.
INSIGHT 2009:
An image that is in the right visual field will be processed in:
A) the left occipital lobe
B) the right occipital lobe
C) both occipital lobes
D) the right occipital lobe first then the left occipital lobe
I reckon it's D. The answers reckon it's A and you explained to me that D is wrong :-S
I assume this is the same question...
VCAA 2007:
Visual information received by the right eye is processed in the
A. parietal lobe of the left hemisphere only.
B. occipital lobe of the left hemisphere only.
C. parietal lobe of right and left hemispheres.
D. occipital lobe of right and left hemispheres.
The answer is D so it's BOTH not just one hemisphere...
Can anyone please give me a plausible explanation? ;D
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I advise you to read very carefully.
If you still don't see your error then post again.
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Ah right, a friend just explained to me about the half of each eye and so on... we have not been taught that .... at all... so yea i thought wrongly... sorry...
and Thanks sSnaKe!
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@pilky01, Thanks for explaining it.
Question from LisaChem 2009:
Encoding is the control process that:
A - Maintains information in working memory
B - Maintains information in sensory memory
C - Transfers information from sensory to working memory
D - Transfers information from working to LTM
The answers is D, but couldn't it have been both C and D? ..
thanks.
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Pretty sure sensory to working only involves attending to it, so it would would be D as it actually encodes the information from STM to LTM
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@pilky01, Thanks for explaining it.
Question from LisaChem 2009:
Encoding is the control process that:
A - Maintains information in working memory
B - Maintains information in sensory memory
C - Transfers information from sensory to working memory
D - Transfers information from working to LTM
The answers is D, but couldn't it have been both C and D? ..
thanks.
It could be C as well, however to get sensory memory into working memory, you're just paying a bit of attention to it (not really a control process) but to encode info from working memory to LTM, you're actually actively encoding it and putting more focus into it (through means such as elaborative rehearsal) so maybe that's why it was D??
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Is "Chunking" the grouping of smaller bits of information into a single larger chunk? or grouping bits into smaller chunks? Grivas' book says it's "smaller bits into a larger single unit or chunk" but the definitions are varied amongst the exam solutions :/
Thankss
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No. Chunking is grouping smaller bits of information into a larger, single unit which represents many pieces of info to increase the capacity of STM.
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Can anyone please explain the progression of alzheimers? What type of memories are affected first and last?
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Can anyone please explain the progression of alzheimers? What type of memories are affected first and last?
Usually in Alzheimer's disease, first recent memories are affected (like what you ate in the morning), then episodic memories, then semantic, and last is procedural. A lot of people pass off "forgetting what someone told you yesterday" as a normal sign of ageing, but it could actually be an early sign of Alzheimers
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Can anyone please explain the progression of alzheimers? What type of memories are affected first and last?
Usually in Alzheimer's disease, first recent memories are affected (like what you ate in the morning), then episodic memories, then semantic, and last is procedural. A lot of people pass off "forgetting what someone told you yesterday" as a normal sign of ageing, but it could actually be an early sign of Alzheimers
Recent memories are episodic memories. Be very careful in how you word that on an exam.
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Yo!
Are we going to be required to be able to fully label a diagram of a neuron (dendrites/myelin sheath/axon terminal etc..) on our upcoming exam?
After being stumped on a practice exam I tried to touch up on my knowledge and was wondering what everyone else has heard regarding it.
Cheers
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Yo!
Are we going to be required to be able to fully label a diagram of a neuron (dendrites/myelin sheath/axon terminal etc..) on our upcoming exam?
After being stumped on a practice exam I tried to touch up on my knowledge and was wondering what everyone else has heard regarding it.
Cheers
It's pretty simple to know the basic diagram, im sure you could spend a minute learning it heh (dendrites=branches, mylen sheath=covering of axon, axon terminal=endings of branches, etc...)
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Would a change in self-control for an altered state be a physiological characteristic? (like for example, being influenced to suggestion by others)
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Would a change in self-control for an altered state be a physiological characteristic? (like for example, being influenced to suggestion by others)
No. Psychological.
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Would a change in self-control for an altered state be a physiological characteristic? (like for example, being influenced to suggestion by others)
No. Psychological.
What about 'changes in self control' in the physical aspect? like not being able to control and coordinate movements properly??
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When we talk about the processes of movement, sensation and stuff; what -exactly- should we mention? And when talking about sensations, do we need to also always talk about the work of the thalamus in relaying sensations to the cerebral cortex??? :/
Is this a sufficient answer to show what happens when we want to kick a ball? :/
The brain sends out motor messages (in the form of efferent neurons) which are carried down the spinal cord and to your PNS (i.e. somatic nervous system). When the motor message reaches your foot, a neurotransmitter is released, causing the muscle to contract, therefore producing the appropriate movement to kick the ball.
Thanks :)
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You might want to relate it to the frontal lobe for movement, parietal lobe for being spatially aware of the surroundings and sensations (somatosensory cortex).
To kick a ball: Your primary visual cortex from the occipital lobe registers the visual information (the ball); the association area in your parietal lobe helps you locate the distance from your foot to the ball (being spatially aware); then your brain sends out motor (efferent) neurons which carries down your spinal cord and to your Peripheral Nervous System (somatic nervous system for voluntary skeletal muscle movement in your leg to kick the ball).
I don't know if I'm right either, I have a practise question similar to this one.
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@diem:
You lose 2 marks automatically for incorrect terminology:
---> association area? Either say association areaS or association cortex.
---> "brain" sends out motor (efferent) neurons? No. Way way too vague. Specify the frontal lobe and even the PMC.
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Losing a mark for one plural is stretching it a little too far snake.. association area/areas, same thing..
@diem you're right but i would add the primary motor cortex when describing sending motor information :)
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Losing a mark for one plural is stretching it a little too far snake.. association area/areas, same thing..
I am a harsh kunt. I agree. Note however that there is a difference - you'll appreciate the fact when some assessor marks you wrong...
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With delayed onset of sleep; it is solely caused by biological factors (the circadian rhythm being shifted forward due to melatonin) or is it both social and biological causes? How do we explain its cause correctly?
I know the symptoms are caused by social factors though (like unable to wake for school causing sleep debt etc)
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It can be both biological and social factors, however, most of the time in past exam Q's, I realised the answer was mainly talking about the biological cause (that the hormones melatonin (for sleep inducement) and cortisol (for alertness) were released 1-2 hours later in adolescence than they were in childhood). Depends on the marks as well, like if the question was worth 5 marks, maybe they'd want us to discuss both social and biological factors?
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Q- Outline the role of the neuron in memory formation. [2 marks]
What exactly should we talk about, since the question is quite broad, and it's only worth 2 marks?? Is it sufficient to write this as the answer:
"Only when structural (physical) and functional (chemical) changes occur in the synaptic connections between neurons, can information be stored in LTM"
Thanks :)
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Does Brocas aphasia affect writing ability?
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And can someone please put me out of my misery!!
What is the bloody difference between a confounding variable and an extraneous variable in terms of:
-Predictability
-Consistency with the hypothesis
-How universal its effect is upon the study sample
-What does it mean demand cues/experimenter effects/placebo effect/individual participant variables/artificiality all are?
My textbook really fails to properly differentiate the two and merely provides the procedures (i.e. Single blind/Experimental designs etc.) to minimise "Potential confounding/extraneous" variables. Does it vaguely say that because each variable other than the IV and DV can be a potential confounding/extraneous?
Sorry if question has been dealt with already in an earlier threads - I just assumed it wouldn't be a problem for me if I simply ignored the apparent intricacies these variables provide.
Cheers in advance y'all :D
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An extraneous variable is a variable which has the potential to effect the results. These are controlled for at the beginning of an experiment. Some include, the placebo effect, experimenter effects, individual participant differences, the use of non-standardized instructions and procedures and artificiality.
A confounding variable is a variable which has not been controlled for and HAS HAD an unwanted effect on the results. Confounding variables produce a measurable change in the DV, that is consistent with the hypothesis and thus the reason for the change in the DV cannot be determined; whether it was due to the manipulation of the IV or the confounding variable.
Hope i helped.
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Does Brocas aphasia affect writing ability?
Broca's aphasia does not affect writing ability; If you have time watch this video: http://www.youtube.com/watch?v=1aplTvEQ6ew
(It shows a girl that has Broca's aphasia, notice how she writes things down on paper to better communicate what she's trying to say :))
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Does Brocas aphasia affect writing ability?
Broca's aphasia does not affect writing ability; If you have time watch this video: http://www.youtube.com/watch?v=1aplTvEQ6ew
(It shows a girl that has Broca's aphasia, notice how she writes things down on paper to better communicate what she's trying to say :))
Ooooooooooo be very careful citing 'youtube' as a source.
IMO Broca's aphasia DOES affect writing ability in terms of grammar?
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IMO Broca's aphasia DOES affect writing ability in terms of grammar?
Why would it? :-\ Broca's aphasia is damage to the broca's area- the area in the frontal lobe that normally allows us to move our jaw to produce fluent, articulate, and grammatically correct speech... So how would damage to broca's area cause impairment in writing? Because Isn't Wernickes area the brain area that allows us to choose words from memory to express ourselves meaningfully and with the right words (in both spoken and written aspects)? :-\
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IMO Broca's aphasia DOES affect writing ability in terms of grammar?
Why would it? :-\ Broca's aphasia is damage to the broca's area- the area in the frontal lobe that normally allows us to move our jaw to produce fluent, articulate, and grammatically correct speech... So how would damage to broca's area cause impairment in writing? Because Isn't Wernickes area the brain area that allows us to choose words from memory to express ourselves meaningfully and with the right words (in both spoken and written aspects)? :-\
Who said it was grammatically correct speech only? All I have in my book is "grammatical structure of language". Language can refer to writing too...
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I do believe zafaraaaa is correct. Why? Because the Broca's area has a role in 'understanding' the grammatical structure of language, it doesn't explicitly state that Broca's area affects ones ability to write grammatically correct sentences. You cannot just infer about something that has been stated in the book, just do not include this in an answer, state only that Broca's area MAY cause a problem in the construction of grammatically correct sentences as it has a role in understanding the grammatical structure of language. Never say does.
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The aphasia affects gestures and writing as well as speech, so sufferers have great trouble communicating.
It is characterized by the loss of the ability to produce language (spoken or written)
....
Doubt I'd be marked wrong but yeah they're not explicitly mentioned in the book.
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So damag
I do believe zafaraaaa is correct. Why? Because the Broca's area has a role in 'understanding' the grammatical structure of language, it doesn't explicitly state that Broca's area affects ones ability to write grammatically correct sentences. You cannot just infer about something that has been stated in the book, just do not include this in an answer, state only that Broca's area MAY cause a problem in the construction of grammatically correct sentences as it has a role in understanding the grammatical structure of language. Never say does.
But to write a grammatically correct sentence you have to understand the grammar..??
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Can someone pleaseeeee explain the "Results" table for the research investigation in the 2011 psych sample questions??
I don't understand why they've mentioned 2 sets of P values (the one in the table and the p values in bold under the table)
Thanks :)
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basically zafara; the difference p-values just shows the degree to which the independent variable caused the difference. say for example; A's results compared with C's is very low in p-value; meaning that you can assume that the change in the independent variable caused influencing results; as opposed to chance
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Any examples of counterbalancing?
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Any examples of counterbalancing?
Like in a repeated measures design, where the experiment is testing for whether consumption of energy drinks cause hyperactivity.. instead of each participant going through both the standard experimental then control condition in the normal order (that is, first having Red Bull then having a placebo)... Half the participants would first have Red Bull (experimental condition) and then have placebo; whereas the other half of participants would first have placebo and THEN Red Bull.
So they'd be doing the conditions in a different order, thereby reducing "order effects" - the influence of practice/boredom/fatigue that was gained from doing the previous condition - and therefore we could better assume that this extraneous variable did not influence the results
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In order to pass from short-term memory to long-term memory, does the information have to be "meaningful" or "encoded"? :S
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it doesn't have to be meaningful; it just needs to be encoded; but according to 'levels of processing theory' if you encode with semantic meaning; it'll more likely be retained in LTM for longer than shallow processing.
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Guys, body temperature during sleep
so it decreases gradually from NREM 1 to stage 4 sleep, yes?
In REM is it at its lowest (no longer regulated and continues to decrease, suggested answer from teacher), or does it increase (seems to make sense when other things like heart rate, breathing rate and blood pressure)
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I heard it slightly increased but I'm not really sure? someone help?
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I heard it slightly increased but I'm not really sure? someone help?
I suppose if a person is dreaming during REM sleep and that dream arouses them in a way, they their body temperature could increase... but in saying that, when a person is in REM sleep body temperature stops regulating, therefore they do not shiver or feel cold. Also, body temperature depends on the room/environmental temperature.
Someone who has done the STAV 2011 exam paper, I'm stuck on the ER Q1.
'If you are trying to commit something to memory, take a nap.'
Discuss the above statement.
Your response should include
- A description of two different types of sleep
- An outline of the different types of information that may need to be memorised
- A discussion of the ways in which sleep facilitates the formation of different types of memory
- Research and/or anecdotal evidence supporting your ideas
My response was:
-NREM sleep consists of four stages (1-4) describing the period of sleep when there are no or minimal eye movement, and is known to vary from alpha, theta to delta brain waves depending on the stage of NREM.
-REM sleep is the period of sleep when there are intense eye movement, and is known to have beta-like brain waves as measured by the electroencephalograph. It is the period of sleep where most dreams occur.
-There are two different types of information that may need to be memorised: they are the declarative memory and the procedural memory. Declarative memory is divided to two categories: episodic memory (which is the autobiographical memory of a person) and semantic memory (which is information of general, world knowledge).
-Procedural memory are memories of 'knowing how' to perform a task, such as knowing how to tie your shoelace. They are also referred to as implicit memories because a person is able to use the memory without bringing it consciously to mind.
I'm not sure what else to add, and I am stuck on the last two dot points. Please help =]
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I heard it slightly increased but I'm not really sure? someone help?
I suppose if a person is dreaming during REM sleep and that dream arouses them in a way, they their body temperature could increase... but in saying that, when a person is in REM sleep body temperature stops regulating, therefore they do not shiver or feel cold. Also, body temperature depends on the room/environmental temperature.
Someone who has done the STAV 2011 exam paper, I'm stuck on the ER Q1.
'If you are trying to commit something to memory, take a nap.'
Discuss the above statement.
Your response should include
- A description of two different types of sleep
- An outline of the different types of information that may need to be memorised
- A discussion of the ways in which sleep facilitates the formation of different types of memory
- Research and/or anecdotal evidence supporting your ideas
My response was:
-NREM sleep consists of four stages (1-4) describing the period of sleep when there are no or minimal eye movement, and is known to vary from alpha, theta to delta brain waves depending on the stage of NREM.
-REM sleep is the period of sleep when there are intense eye movement, and is known to have beta-like brain waves as measured by the electroencephalograph. It is the period of sleep where most dreams occur.
-There are two different types of information that may need to be memorised: they are the declarative memory and the procedural memory. Declarative memory is divided to two categories: episodic memory (which is the autobiographical memory of a person) and semantic memory (which is information of general, world knowledge).
-Procedural memory are memories of 'knowing how' to perform a task, such as knowing how to tie your shoelace. They are also referred to as implicit memories because a person is able to use the memory without bringing it consciously to mind.
I'm not sure what else to add, and I am stuck on the last two dot points. Please help =]
Add the topic of sleeps use for consolidation and I think your got everything covered.
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I heard it slightly increased but I'm not really sure? someone help?
I suppose if a person is dreaming during REM sleep and that dream arouses them in a way, they their body temperature could increase... but in saying that, when a person is in REM sleep body temperature stops regulating, therefore they do not shiver or feel cold. Also, body temperature depends on the room/environmental temperature.
Someone who has done the STAV 2011 exam paper, I'm stuck on the ER Q1.
'If you are trying to commit something to memory, take a nap.'
Discuss the above statement.
Your response should include
- A description of two different types of sleep
- An outline of the different types of information that may need to be memorised
- A discussion of the ways in which sleep facilitates the formation of different types of memory
- Research and/or anecdotal evidence supporting your ideas
My response was:
-NREM sleep consists of four stages (1-4) describing the period of sleep when there are no or minimal eye movement, and is known to vary from alpha, theta to delta brain waves depending on the stage of NREM.
-REM sleep is the period of sleep when there are intense eye movement, and is known to have beta-like brain waves as measured by the electroencephalograph. It is the period of sleep where most dreams occur.
-There are two different types of information that may need to be memorised: they are the declarative memory and the procedural memory. Declarative memory is divided to two categories: episodic memory (which is the autobiographical memory of a person) and semantic memory (which is information of general, world knowledge).
-Procedural memory are memories of 'knowing how' to perform a task, such as knowing how to tie your shoelace. They are also referred to as implicit memories because a person is able to use the memory without bringing it consciously to mind.
I'm not sure what else to add, and I am stuck on the last two dot points. Please help =]
My teacher told us that REM sleep was for the consolidation of procedural memories, and NREM was for the consolidation of declarative memories, so you could probably add that. :)
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Two questions, first what is a cognitive process that spatial neglect patients may have trouble doing? i assumed cause its damage to parietal lobe maybe catching a ball as it invovles spatial reasoning. 2nd question what are psychological characteristics that can distinguish daydreaming from NWS?
edit: also need to know why is there a difference in psychological characteristics for a person mediating and alcohol influenced?
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Two questions, first what is a cognitive process that spatial neglect patients may have trouble doing? i assumed cause its damage to parietal lobe maybe catching a ball as it invovles spatial reasoning. 2nd question what are psychological characteristics that can distinguish daydreaming from NWS?
edit: also need to know why is there a difference in psychological characteristics for a person mediating and alcohol influenced?
Spatial neglect patients may have trouble drawing a complete image (because they might only draw one side) or they might have difficulty reading a book(because they ignore one side of the page).
Daydreaming can be distinguished from Normal Waking Consciousness because daydreaming is an ASC where you shift your focus from external stimuli to internal thoughts and feelings. Because of this, daydreaming can be distinguished by a disturbed sense of time, distortions in perception and cognition (because you are not paying attention to the outside world as much).
The psychological characteristics for a person meditating is different than that of someone who is alcohol induced because meditation involves putting all your focus onto ONE stimuli, while ignoring other stimuli. In an Alcohol induced state it is extremely difficult to focus all your attention on one thing, and usually divided attention is more commonly seen in an alcohol induced state. Also, in Meditation, you gain a sense of self control and you can use that self control to alleviate pain and stress. Meditation involves a relaxation technique so ultimately, it won't really cause hallucinations in perception like the psycho-active properties of alcohol bring about
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hey guys, should we know specific examples (like cases, specific research etc) to demonstrate knowledge, other than the ones specifically mentioned in the study design of course (like sperry/gazzaniga, kendal etc). should we know other textbook examples to support knowledge of material? or do we not need that in this subject?
thnks
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My teacher told us that REM sleep was for the consolidation of procedural memories, and NREM was for the consolidation of declarative memories, so you could probably add that. :)
Isn't it the other way around? That REM sleep is for consolidation of declaritive memories and the cognitive aspect of procedural memories, but NREM sleep is for the 'doing' part of procedural memories? That's how my teacher explained it to me, I could be wrong, could somebody please clarify this?
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It's not tested in that much depth. I have no idea but if I had to hypothesis I'd say REM does both.
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Hey can someone help me out. WIth a research methods question if it states something like Dr. Watson asked all 3rd year psychology students from X university... and all agreed to participate.
would the sample be the same as the population? and therefore the results can be generalised as long as the P value isnt over 0.05.?
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Population = the possible people he can choose from ; so for example ALL 3RD YR PSYCH STUDENTS from x uni
Sample = the actual people participating; so in this case the people that chose to participate
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q33 MCQ sample VCAA exam ---> y can't it be D?
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It's not tested in that much depth. I have no idea but if I had to hypothesis I'd say REM does both.
Thanks, but say it comes up in an extended response it'd probably be good to know, for example i had one trial exam where the question was to discuss the statement "if you want to commit something to memory, take a nap" and the answer sheet said 3 marks would have been allocated to discussing what sleep does what memories or something like that so does anyone happen to know?
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when we say the consolidation theory involves physical changes occuring to neurons involved.. what exactly are these "physical changes"?? and is the consolidation theory linked to Richard Kandel's study on aplysia??
Thanks =]
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The changes are dendrites become bushier (more grow), an increase in neurotransmitter produced, synaptic growths. And yeah consolidation theory is linked to the Kandel and aplysia
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when we say the consolidation theory involves physical changes occuring to neurons involved.. what exactly are these "physical changes"?? and is the consolidation theory linked to Richard Kandel's study on aplysia??
Thanks =]
Physical changes within in the brain at a neuronal level
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CHYEAH BOY!
Thoughts on the exam everyone?
I herped some serious derp in Section C (lack of preparation for Alzheimers) but generally I thought it was pretty reasonable.
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CHYEAH BOY!
Thoughts on the exam everyone?
I herped some serious derp in Section C (lack of preparation for Alzheimers) but generally I thought it was pretty reasonable.
Join in the fun :P http://vce.atarnotes.com/forum/index.php/topic,42602.0.html