hey there, I have created this thread for purpose of ease, as having many different topics can be.... harder :PThis is just of the top of my head, don't have a book with me so it could be wrong :S
if anybody wishes to ask questions here, please feel free.
my accumulation of questions:
1. is info mainly stored within STM in an acoustic form? while rarely being stored in the form of images?
2. could working memory be desrcribed as an alternative model to STM
3. what is an example of a task that the central executive would be responsible for?
4. what are some examples of tasks related to the phonological loop, and also the visuospatial sketchpad?
5. In regards to the serial position effect, could later items be described as being proactively interefered with.
6. defense mechanisms are unconscious, true?
7. how could the limitations of the decay theory be explained?
8. with the forgetting curve how much info is lost after 30 mins, 1hr, 2hrs and 8hrs?
thanks heaps :)
hey there, I have created this thread for purpose of ease, as having many different topics can be.... harder :P1. I don't think that one is any more than the other, but I'm not sure :P
if anybody wishes to ask questions here, please feel free.
my accumulation of questions:
1. is info mainly stored within STM in an acoustic form? while rarely being stored in the form of images?
2. could working memory be desrcribed as an alternative model to STM
3. what is an example of a task that the central executive would be responsible for?
4. what are some examples of tasks related to the phonological loop, and also the visuospatial sketchpad?
5. In regards to the serial position effect, could later items be described as being proactively interefered with.
6. defense mechanisms are unconscious, true?
7. how could the limitations of the decay theory be explained?
8. with the forgetting curve how much info is lost after 30 mins, 1hr, 2hrs and 8hrs?
thanks heaps :)
My questions..:1) A person who learnt units 3+4 VCE psychology in year 11 and got a bad score could repeat the subject in year 12 and thus would be "relearning" the information and hence would learn the information quicker the second time and this could be calculated via a savings score.
Q1. What is an example of relearning??
Q2. In terms of LTM deterioration of older people would you say : Procedural is fine but declarative is affected OR only mainly episodic memory is affected.
Thanks :)I think so.
btw is punishment used in skinner box experiment or just negative/positive reinforcement?
only like 2 days left til the exam!!!OMG
Thanks :)I would say just + and - reinforcement only. Think about it. The mild electric shock that the rats received was stopped whenever they pressed the lever (this is - reinforcement as it involves the removal of an aversive stimulus i.e. the electric shock). But then they could also press the lever and get food pellets which is then positive reinforcement. But there wasn't any punishment. Skinner always tried to increase the behaviour of the rats i.e. pressing the lever.
btw is punishment used in skinner box experiment or just negative/positive reinforcement?
only like 2 days left til the exam!!!OMG
ah ok, that's good to know :)Thanks :)I would say just + and - reinforcement only. Think about it. The mild electric shock that the rats received was stopped whenever they pressed the lever (this is - reinforcement as it involves the removal of an aversive stimulus i.e. the electric shock). But then they could also press the lever and get food pellets which is then positive reinforcement. But there wasn't any punishment. Skinner always tried to increase the behaviour of the rats i.e. pressing the lever.
btw is punishment used in skinner box experiment or just negative/positive reinforcement?
only like 2 days left til the exam!!!OMG
That's just my understanding of it. And on the 2010 Neap exam the answer to this question is + and - rein. only.
Hope that helps.
TSSM 2010
Question 17
As people age they are likely to experience memory decline in
A. episodic and procedural memory.
B. declarative but not procedural memory.
C. declarative and procedural memory.
D. episodic but not procedural memory.
so i picked D but its C..
also when you relearn something, do you use recall/recognition to get the original score?? also people say if you learn it quicker then you have used relearning, what do they mean by quicker??? how can you measure how fast you have learnt something?
yep, you are right :)TSSM 2010
Question 17
As people age they are likely to experience memory decline in
A. episodic and procedural memory.
B. declarative but not procedural memory.
C. declarative and procedural memory.
D. episodic but not procedural memory.
so i picked D but its C..
also when you relearn something, do you use recall/recognition to get the original score?? also people say if you learn it quicker then you have used relearning, what do they mean by quicker??? how can you measure how fast you have learnt something?
You sure it's C? The answer is B
Question 17
Answer: B
Explanation:
As people age they are likely to experience memory decline in declarative but not
procedural memory. (Note that D is partially correct but B is more correct because it
includes semantic memories, which also decline).
And I picked D as well.
Episodic - easily lost but semantic isn't so to say declarative in general would be incorrect wouldn't it?
5. Which one of the following is a possible explanation of why forgetting occurs?Note that A says OVERUSE not disuse. Lol.
A. Memory fades through overuse over time
B. Suitable retrieval cues are not used.
C. Material has been attended to in STM.
D. The subject is motivated to remember.
I chose A, as the question states possible explanation, but B was labelled as the correct answer.
I thought, that in regards to the retrieval failure theory, info is not actually forgotten, but just temporarily inaccessible due to poor cues.
true :)5. Which one of the following is a possible explanation of why forgetting occurs?Note that A says OVERUSE not disuse. Lol.
A. Memory fades through overuse over time
B. Suitable retrieval cues are not used.
C. Material has been attended to in STM.
D. The subject is motivated to remember.
I chose A, as the question states possible explanation, but B was labelled as the correct answer.
I thought, that in regards to the retrieval failure theory, info is not actually forgotten, but just temporarily inaccessible due to poor cues.
true :)5. Which one of the following is a possible explanation of why forgetting occurs?Note that A says OVERUSE not disuse. Lol.
A. Memory fades through overuse over time
B. Suitable retrieval cues are not used.
C. Material has been attended to in STM.
D. The subject is motivated to remember.
I chose A, as the question states possible explanation, but B was labelled as the correct answer.
I thought, that in regards to the retrieval failure theory, info is not actually forgotten, but just temporarily inaccessible due to poor cues.
it does get a little hard to concentrate at 12:30 at night, after hours of studying..true :)5. Which one of the following is a possible explanation of why forgetting occurs?Note that A says OVERUSE not disuse. Lol.
A. Memory fades through overuse over time
B. Suitable retrieval cues are not used.
C. Material has been attended to in STM.
D. The subject is motivated to remember.
I chose A, as the question states possible explanation, but B was labelled as the correct answer.
I thought, that in regards to the retrieval failure theory, info is not actually forgotten, but just temporarily inaccessible due to poor cues.
Hence the lesson of the day - always read the MCQs carefully.
Question 13
Bronwyn played tennis in a district competition and was able to remember the names of the girls she played
against each time they played. One evening at a party she saw a girl she recognised but whose name she could
not recall. When the girl mentioned that she played tennis in the same district competition Bronwyn was able
to recall the girls name.
In this case, playing tennis was a _____________ cue which helped Bronwyn recall the girls name.
A. recency
B. primacy
C. state dependent
D. context dependent
try this question out:B
Freda's dog Jip, always used to bark fiercely at the postman. Fiona trained Jip not to bark by squirting water in his face every time he barked. Soon Jip ran away to the back of the garden when the post was delivered.
After the whole family, including Jip, had spend four weeks at the beach over summer, Fiona noticed that Jip barked at the postman again on the first day back home.
Jip started to bark again after they returned from the beach is showing
A. acquisition of a learned response
B. extinction of a learned response
C. generalisation of a learned response
D. relearning of a learned response
additionaly, do adults usually experience difficulty forming new memories as they reach old age?
also, has anybody heard observational learning described as the "social learning theory"?
thank you :)
haha your correct again. I was sure it was C. Don't you have to be in the same physical environment for it it to be context?Question 13
Bronwyn played tennis in a district competition and was able to remember the names of the girls she played
against each time they played. One evening at a party she saw a girl she recognised but whose name she could
not recall. When the girl mentioned that she played tennis in the same district competition Bronwyn was able
to recall the girl’s name.
In this case, playing tennis was a _____________ cue which helped Bronwyn recall the girl’s name.
A. recency
B. primacy
C. state dependent
D. context dependent
this was a little confusing, but D, as the context of the district tennis competition acted as a retrieval cue.
I just realised why it's B, the behaviour of barking at the postman has spontaneously recoveredtry this question out:B
Freda's dog Jip, always used to bark fiercely at the postman. Fiona trained Jip not to bark by squirting water in his face every time he barked. Soon Jip ran away to the back of the garden when the post was delivered.
After the whole family, including Jip, had spend four weeks at the beach over summer, Fiona noticed that Jip barked at the postman again on the first day back home.
Jip started to bark again after they returned from the beach is showing
A. acquisition of a learned response
B. extinction of a learned response
C. generalisation of a learned response
D. relearning of a learned response
additionaly, do adults usually experience difficulty forming new memories as they reach old age?
also, has anybody heard observational learning described as the "social learning theory"?
thank you :)
IDK
you dont need to know but that was in trials for teachers exam :)
I'm not totally sure, but I assume that imagining the physical enviromnent is sufficient.haha your correct again. I was sure it was C. Don't you have to be in the same physical environment for it it to be context?Question 13
Bronwyn played tennis in a district competition and was able to remember the names of the girls she played
against each time they played. One evening at a party she saw a girl she recognised but whose name she could
not recall. When the girl mentioned that she played tennis in the same district competition Bronwyn was able
to recall the girls name.
In this case, playing tennis was a _____________ cue which helped Bronwyn recall the girls name.
A. recency
B. primacy
C. state dependent
D. context dependent
this was a little confusing, but D, as the context of the district tennis competition acted as a retrieval cue.
but wouldnt that be her mental state?I'm not totally sure, but I assume that imagining the physical enviromnent is sufficient.haha your correct again. I was sure it was C. Don't you have to be in the same physical environment for it it to be context?Question 13
Bronwyn played tennis in a district competition and was able to remember the names of the girls she played
against each time they played. One evening at a party she saw a girl she recognised but whose name she could
not recall. When the girl mentioned that she played tennis in the same district competition Bronwyn was able
to recall the girls name.
In this case, playing tennis was a _____________ cue which helped Bronwyn recall the girls name.
A. recency
B. primacy
C. state dependent
D. context dependent
this was a little confusing, but D, as the context of the district tennis competition acted as a retrieval cue.
Nah cus no feelings or w/e are being evoked. It's pretty objective and if it were state dependent the question would most likely outline whatever state she were experiencing.but wouldnt that be her mental state?I'm not totally sure, but I assume that imagining the physical enviromnent is sufficient.haha your correct again. I was sure it was C. Don't you have to be in the same physical environment for it it to be context?Question 13
Bronwyn played tennis in a district competition and was able to remember the names of the girls she played
against each time they played. One evening at a party she saw a girl she recognised but whose name she could
not recall. When the girl mentioned that she played tennis in the same district competition Bronwyn was able
to recall the girls name.
In this case, playing tennis was a _____________ cue which helped Bronwyn recall the girls name.
A. recency
B. primacy
C. state dependent
D. context dependent
this was a little confusing, but D, as the context of the district tennis competition acted as a retrieval cue.
Consolidation theory proposes that a physiological change to the brains neurons must occur in order for memories to be stored in LTM.Anterograde amnesia is a form of memory loss that effects the ability to create new memories after the time of brain damage, meaning the individual may have difficulty in 'consolidating' memories into LTM.Behaviour due to maturation occur when a person is physically or psychologically "ready" to perform the behaviour while reflex actions are innate reactions that occur automatically to specific stimuli.
^ Something along those lines, perhaps??
What about if they ask 'what are the differences between behaviour due to maturation and reflex actions?'
Jodie was grounded for being rude to her parents.she was being negatively reinforced because she couldn't hear her parents abuse...
In the scenario above, which of the following if any, represents negative reinforcement
A. Jodie was in her room and could no longer hear her parents nagging.
B. Jodie was prevented from going out with her friends.
C. Jodie was physically punished for her rudeness.
D. None of the above represents negative reinforcement.
I chose D but answer was A. I thought negative reinforcement increases the chance of behaviour occurring again... nothing to do with A.
oh I get you now. whatabout the first?Jodie was grounded for being rude to her parents.she was being negatively reinforced because she couldn't hear her parents abuse...
In the scenario above, which of the following if any, represents negative reinforcement
A. Jodie was in her room and could no longer hear her parents nagging.
B. Jodie was prevented from going out with her friends.
C. Jodie was physically punished for her rudeness.
D. None of the above represents negative reinforcement.
I chose D but answer was A. I thought negative reinforcement increases the chance of behaviour occurring again... nothing to do with A.
so it's suggesting that she wanted to get away from them, and did.
Someone please help with CSE 2008.
Which of the following is most true about memory in the elderly.
A. Short term memory tasks are affected by age.
B. Free recall tasks are affected by age.
C. Storage of memory items in memory is influenced by age.
D. Recognition tasks are affected by age.
I chose A but answer was B. I thought age would affect the processing speed of information (slowing of CNS) which is during our conscious awareness (STM)
STM is affected but it is too broad as not everything in STM is affected...however free recall is definitely afffected...
Mine is : Neap 2008 research Q5.B
b. What conclusion could Dr Kitchens infer from this result?
Solution
That the results of the study are statistically significant, that the teaching method used for
Group 2 was more effective and that this result could be generalised to the wider population
from which the sample was draw
Which info allows you to make generalizations and state if the hypothesis was supported
STM is affected but it is too broad as not everything in STM is affected...however free recall is definitely afffected...
Mine is : Neap 2008 research Q5.B
b. What conclusion could Dr Kitchens infer from this result?
Solution
That the results of the study are statistically significant, that the teaching method used for
Group 2 was more effective and that this result could be generalised to the wider population
from which the sample was draw
Which info allows you to make generalizations and state if the hypothesis was supported
aww man... that cost me $28, would be a waste if i dont finish it..don't worry, I bought some stuff that I'm not going to use either..
:(
aww man... that cost me $28, would be a waste if i dont finish it..Is it worth your score? haha. If you don't think it will help don't do it. Only do sections you need help with (I have some practice exams that I really wanna do cos I feel really bad about wasting them but I know they won't do much so I'm focusing on other stuff). At least you've got extra material for a burning book bonfire...Triple B.
:(
well if you're not a procrastinator i don't doubt that you could finish it :) i know with my severe lack of motivation i wouldn't be able to.tbh, I don't know that cramming all of that on the day before the exam is such a good idea..
maybe start with your weakest AOS just incase you don't finish? so that at least you will have done the bit that you find the hardest if you don't get it all done :)
need to do whole checkpoints book tomoz ....how long does it take on average??
omg today is last day of revision...so what is the best way to prepare for D-DAY??I'm just going to go over my notes, and my teacher organized a revision class.
what are you guys planning to do??
so no new exams??it's okay to do one...
i still havnt done 06,07,08 vcaa exams :P
omg today is last day of revision...so what is the best way to prepare for D-DAY??
what are you guys planning to do??
What is systematic desensitisation .aww, could someone help me with this?
Is it examinable?
I highly doubt they would ask that as I've never seen it in any vcaa paper from this study design. However, if they do it refers to a process of therapy where feared objects or phobias are gradually introduced in the presence of something relaxing or during relaxation exercises with the aim of reducing the fear. So the person will learn to associate the "scary" object with something relaxing and hence it should reduce their fright or phobia of the object.What is systematic desensitisation .aww, could someone help me with this?
Is it examinable?
and what would you guys recommend doing for reading time, the old nail scratching mc answers so we get a headstart, or reading sa and formulating answers. or both?
saliva on fingers to produce a mark on an answer. muahahahha.and what would you guys recommend doing for reading time, the old nail scratching mc answers so we get a headstart, or reading sa and formulating answers. or both?
i have short nails :(
thanks, nice explanation.I highly doubt they would ask that as I've never seen it in any vcaa paper from this study design. However, if they do it refers to a process of therapy where feared objects or phobias are gradually introduced in the presence of something relaxing or during relaxation exercises with the aim of reducing the fear. So the person will learn to associate the "scary" object with something relaxing and hence it should reduce their fright or phobia of the object.What is systematic desensitisation .aww, could someone help me with this?
Is it examinable?
I usually go through the entire MC section during reading (I wouldn't cheat though with the thumb nail thing - I'd feel bad, you can do it if you want though I don't really mind) then once writing time starts I'm usually able to get through the MC in just under 10 minutes. So then I have an hour and 20 minutes to do short answer. Seems to have worked so far. If you have more time during reading time you should look at SA too. This is just my method btw..
My fingers taste like fish... :(it's simple, those aren't your fingers!
Which of the following would not be an organic cause of forgetting?I'd go with C.
A. disease
B. head injury
C. psychological trauma
D. old age
why cant it be d?Which of the following would not be an organic cause of forgetting?I'd go with C.
A. disease
B. head injury
C. psychological trauma
D. old age
because the reduced memory ability of older aged people is usually due to physiological (organic) causeswhy cant it be d?Which of the following would not be an organic cause of forgetting?I'd go with C.
A. disease
B. head injury
C. psychological trauma
D. old age
ah that make sense, thankyoubecause the reduced memory ability of older aged people is usually due to physiological (organic) causeswhy cant it be d?Which of the following would not be an organic cause of forgetting?I'd go with C.
A. disease
B. head injury
C. psychological trauma
D. old age
"Forgetting that occurs through physiological damage or dilapidation to the brain are referred to as organic causes of forgetting. These theories encompass the loss of information already retained in long term memory or the inability to encode new information again. Examples include Alzheimer's, Amnesia, Dementia, consolidation theory and the gradual slowing down of the central nervous system due to ageing." I don't see anything about psychological trauma and that would be associated with motivated forgetting i.e. repression and suppression not an organic cause..yeah, i got confused of the "not" word
haha yeah I didn't read this question properly at first either!"Forgetting that occurs through physiological damage or dilapidation to the brain are referred to as organic causes of forgetting. These theories encompass the loss of information already retained in long term memory or the inability to encode new information again. Examples include Alzheimer's, Amnesia, Dementia, consolidation theory and the gradual slowing down of the central nervous system due to ageing." I don't see anything about psychological trauma and that would be associated with motivated forgetting i.e. repression and suppression not an organic cause..yeah, i got confused of the "not" word
ah that make sense, thankyoubecause the reduced memory ability of older aged people is usually due to physiological (organic) causeswhy cant it be d?Which of the following would not be an organic cause of forgetting?I'd go with C.
A. disease
B. head injury
C. psychological trauma
D. old age
it's deterioration..ah that make sense, thankyoubecause the reduced memory ability of older aged people is usually due to physiological (organic) causeswhy cant it be d?Which of the following would not be an organic cause of forgetting?I'd go with C.
A. disease
B. head injury
C. psychological trauma
D. old age
LOL what?
Id go with D.
Truama can cause "brain damage" If its extreme.
Old age isnt physiological brain damage.
Hmmm i think im just stressed and over thinking things though.
So i just did 2006 exam, i fked up the SAs so bad i wanna go jump off the west gate now :(You need to write the full term i.e. long-term memory then you put the abbreviation in brackets beside it (LTM), then after that you can use the abbreviation. Or at the top of the page you can write the abbreviations. That's what the chief assessor said at the lecture. So it is important unfortunately :(
can you abbreviate terms in SAs?? like just write LTM,STM,UCS,CS,NS,CR,UCR instead of writing them in full??
also do examiners get annoyed and mark you down if you write more/past the lines??? because they get paid on a fixed ratio rate so, more reading = less money
So i just did 2006 exam, i fked up the SAs so bad i wanna go jump off the west gate now :(As long as you define what they are first, but most likely those abbreviations wouldn't be a problem. Making up abbreviations that aren't widely used- for example, DT for decay theory- wouldn't be a smart idea...
can you abbreviate terms in SAs?? like just write LTM,STM,UCS,CS,NS,CR,UCR instead of writing them in full??
also do examiners get annoyed and mark you down if you write more/past the lines??? because they get paid on a fixed ratio rate so, more reading = less money
So i just did 2006 exam, i fked up the SAs so bad i wanna go jump off the west gate now :(if you abbreviate, write somewhere what you mean by your abbreviations
can you abbreviate terms in SAs?? like just write LTM,STM,UCS,CS,NS,CR,UCR instead of writing them in full??
also do examiners get annoyed and mark you down if you write more/past the lines??? because they get paid on a fixed ratio rate so, more reading = less money
HEY GUYStheir answer is wrong, you are right if you chose D.
IARTV 2008 exam
q35) Every time Billy feeds the cat his mother gives him a chocolate. The desired behaviour is ______ and the reinforcement is _____.
a) getting chocolate; negative
b) regularly feeding the cat; negative
c) getting chocolate; positive
d) regularly feeding the cat ;postive
the answer says its b, but i dont see how it's negative reinforcement??
I'd like opinions on if my answer would suffice if this was a VCAA questionthat's completely different to how i answered it yet...i'd also say definitely correct (correct terminology and it makes sense, it's all you need really aha).
Be harsh and critical :)
Insight 2010
Explain how a teacher threatening to give a student detention for not doing homework can be viewed as negative reinforcement. (left off the punishment coz it was much easier)
Negative reinforcement has the effect of strengthening behavior, which in this case, the behavior could be the teacher threatening students. If after the student has been threatened they proceed to complete their homework, the unpleasant stimulus/situation has been removed (the unpleasant situation being the student not doing homework).
I'd like opinions on if my answer would suffice if this was a VCAA questionthat's confusing to be honest.
Be harsh and critical :)
Insight 2010
Explain how a teacher threatening to give a student detention for not doing homework can be viewed as negative reinforcement. (left off the punishment coz it was much easier)
Negative reinforcement has the effect of strengthening behaviour, which in this case, the behaviour could be the teacher threatening students. If after the student has been threatened they proceed to complete their homework, the unpleasant stimulus/situation has been removed (the unpleasant situation being the student not doing homework).
Sean's grandfather can recall 20 July 1969 because it is when neil armstrong first set foot on the moon's surface. This is an example of ___ memory.I think it depends, if the grandfather has a personal memory about the moonlanding it's episodic
A) declarative
B) procedural
C) semantic
D) episodic
answer says semantic, but i thought a specific event is episodic? or is it cos its specialised knowledge? :S
Sean's grandfather can recall 20 July 1969 because it is when neil armstrong first set foot on the moon's surface. This is an example of ___ memory.on first reading I thought semantic, as it's general knowledge about the world
A) declarative
B) procedural
C) semantic
D) episodic
answer says semantic, but i thought a specific event is episodic? or is it cos its specialised knowledge? :S
TSSM 2010 SA Q4Both wouldn't have the recency effect, you're right. A delay of more than 20 seconds and serial recall both eliminate the recency effect.
"Archer is participating in a study on memory. In the first trial, he is shown fifteen
different items and is then required to recall the items in the same order they are
presented. In the second trial he is shown another set of fifteen items but then required to
complete a distracter task for 30 seconds before attempting to recall the fifteen items in
order.
On the graph below, sketch the serial position effect curves that Archer would be
expected to show. Clearly label one curve ‘trial 1’ and the other curve ‘trial 2’."
Suggested solution is below
I thought for serial position effect, if it's serial recall (in the same order) the graph at the end doesn't come back up, as in there isn't a recency effect? So for trial 1, the curve wouldn't come back up. That's what I have written in notes from an Access revision lecture..
I'd say the main role of the central executive is integrating information from the visuospatial sketchpad & phonological loop, however you have to have a few other roles up your sleeve as well. I don't think you need many so just go through your notes and figure out which ones you remember best. For instance I remember that it assists in weighing up the pros and cons when making decisions, and.... well maybe that's all I know. *prays they don't ask for 3 functions*This and also to decide which information gets transferred to LTM and which gets ignored and hence lost from memory. Might be good to add that it also "works on" information retrieved from LTM when we bring it consciously to mind.
visuo & phono... something along the lines of working on visual and spatial info/auditory info
I'm not as clear on expressing them
Having problems with vcaa 2008 research methods...
A researcher asked all the fi rst year Psychology students (100 males and 100 females) from Kookaburra
University to participate in a study. Students were offered extra marks in their Psychology fi nal score if they
agreed to participate.
Of the 200 students, 40 volunteered for the study (20 males and 20 females). The researcher wanted to investigate
whether the memories of fi rst year Psychology students at Kookaburra University were increased by sugar
intake.
Prior to the study, informed consent was given and all participants were asked to memorise a list of 20 words
(List A). They were then tested on their recall of the words.
The researcher then divided the participants into two groups. For convenience she put the 20 female volunteers
into one group (Group 1 – sugar group) and the 20 male volunteers into another group (Group 2 – no sugar
group).
Group 1 (sugar group) was given a drink containing sugar. Group 2 (no sugar group) was given a drink that
did not contain sugar.
All participants were asked to memorise a different list of 20 words (List B). They were tested again on their
recall of the words.
The mean difference in the recall of words across the two lists was calculated. The results are presented in the
table below.
Question 15.Were the participants in this study randomly selected? Explain your answer.
i wrote yes as the entire population were given the opportunity to participate...even though only some chose to. the actual answer is
"No. The students were 40 volunteers from the population. This biased the sample towards those who were willing to
take part"
WTH??? any participants are volunteers...or else it would breach voluntary participation
Question 22: What ethical standard or consideration was breached by the researcher? Explain how it was breached.
I said Debriefing however the answers were:
"Professional conduct or voluntary participation. The participants were coerced into taking part by being given extra
marks for their participation."
What do you mean coerced!!??? Many participants these days are paid to participate in research but that does make it unethical... besides we already established that participants were VOLUNTEERS....so what matters if they were given a reward..
what shud i do on the morning ride to school??? and that 10minutes b4 exam time
did this work? maybe we should all try this as a technique.what shud i do on the morning ride to school??? and that 10minutes b4 exam time
ill be listening to my ipod and taking a poo.