ATAR Notes: Forum
VCE Stuff => VCE Science => VCE Mathematics/Science/Technology => VCE Subjects + Help => VCE Psychology => Topic started by: d0minicz on March 29, 2009, 02:34:50 pm
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Explain why the fight-flight response cannot be consciously controlled.
need verification , thanks
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Simple answer: the sympathetic nervous system, which is activated during the fight-flight response, is part of the autonomic nervous system, which performs its duties without our conscious control/involuntarily.
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The fight-flight response is activated by the autonomic nervous system. It is an automatic / involuntary response to a threatening stimulus. This can't be consciously controlled as it is the bodies unconcious reaction.
Someone can probably explain this better though..
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thanks :)
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How does the 'constant intrusion of thoughts about a stressful event' affect cognitive functions?
once again i need verification
thanks =]
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Also can someone explan what Intense or Prolonged Stress is ?
thanks
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With the first question: say your stressed, you're so stressed that you can't stop thinking about how bad you're feeling. This means that you cannot concentrate on other things as well as increasing your general stress levels. Thus, cognitive functioning is diminished.
Second question: Prolonged stress is stress that occurs over a long period of time. For instance, you find your job very difficult. An individual who has suffered continually from stress is likely to become ill (in the psychosomatic sense, that is, the stress manifests itself in physical symptoms).
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thanks !
What role does the Endocrine System play in protecting the body from disease when stressed?
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Explain how the immune, nervous and endocrine systems interact to protect the body from disease when stressed.
thanks alot
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thanks !
What role does the Endocrine System play in protecting the body from disease when stressed?
and
Explain how the immune, nervous and endocrine systems interact to protect the body from disease when stressed.
thanks alot
It's unlikely that you'll need to know these concepts in significant detail for the exam.
However, 1) the endocrine system releases hormones which assist the body in dealing with the initial impact of a stressor by causing a number of physiological changes which enable the body to either confront or flee a stressor (fight or flight).
"Explain how the immune, nervous and endocrine systems interact to protect the body from disease when stressed."
When an individual encounters a stressor, the sympathetic division of their autonomic nervous system is activated. The sympathetic nervous system then activates the Adrenal Glands in the endocrine system, which releases the hormones Adrenaline and Noradrenaline. This causes a number of physiological changes including an increase in heart rate, blood pressure, respiration, muscle tension, and results in a diversion in blood flow to the brain and muscles. A number of other stress hormones are released, including cortisol which assists the body to obtain fats and carbohydrates (energy) to fuel the fight-or-flight response. Initially, the activity of the immune system is increased in order to prepare itself to fight off infections caused by bites, injuries etc. All these complex, interrelated processes help the body to deal with a stressor.
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thanks !
What role does the Endocrine System play in protecting the body from disease when stressed?
and
Explain how the immune, nervous and endocrine systems interact to protect the body from disease when stressed.
thanks alot
It's unlikely that you'll need to know these concepts in significant detail for the exam.
However, 1) the endocrine system releases hormones which assist the body in dealing with the initial impact of a stressor by causing a number of physiological changes which enable the body to either confront or flee a stressor (fight or flight).
"Explain how the immune, nervous and endocrine systems interact to protect the body from disease when stressed."
When an individual encounters a stressor, the sympathetic division of their autonomic nervous system is activated. The sympathetic nervous system then activates the Adrenal Glands in the endocrine system, which releases the hormones Adrenaline and Noradrenaline. This causes a number of physiological changes including an increase in heart rate, blood pressure, respiration, muscle tension, and results in a diversion in blood flow to the brain and muscles. A number of other stress hormones are released, including cortisol which assists the body to obtain fats and carbohydrates (energy) to fuel the fight-or-flight response. Initially, the activity of the immune system is increased in order to prepare itself to fight off infections caused by bites, injuries etc. All these complex, interrelated processes help the body to deal with a stressor.
That my friends, is probably a very good answer for that question. You can tell how she got that 50 in psych.
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^ Well, it's extremely unlikely you'll ever encounter a question like that on the exam anyway, and the response is probably a bit too biology based (for e.g. you don't need to know the specific function of cortisol, you just need to know it's a stress hormone.) I more or less included that for interest sakes.
So I beg to differ.
so, remember you do not have to bother yourself with trying to learn the roles of the systems in a stress response in significant detail for the exam. A brief overview is all that is required.
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Hi, i have a question too. can someone please help me with this one:
"If a person didn't have a lens, how would their vision be affected?"
Thanks :)
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The purpose of the lens is to focus light on the retina. The lens changes shape to adjust for close or distant vision (accommodation). Without a lens, you would lack the ability to focus. And in actuality, in older people, the lens does gradually harden and so their ability to accommodate is diminished.
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thanks Eriny! =]
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^ Well, it's extremely unlikely you'll ever encounter a question like that on the exam anyway, and the response is probably a bit too biology based (for e.g. you don't need to know the specific function of cortisol, you just need to know it's a stress hormone.) I more or less included that for interest sakes.
So I beg to differ.
so, remember you do not have to bother yourself with trying to learn the roles of the systems in a stress response in significant detail for the exam. A brief overview is all that is required.
Yeah, I know it's probably too detail, but in terms of explaining things clearly, it does the job well.
If on the otherhand you are doing PSY1011 - Psychology 1A at Monash, that would probably be the standard.
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Explain why a combination of red and blue flashing lights on emergency vehicles enhances their visiblity in different light conditions.
need verification
and could please someone explain to me the STEPS involved in transduction .
thanks
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Explain why a combination of red and blue flashing lights on emergency vehicles enhances their visiblity in different light conditions.
need verification
I'm surprised no one responded yet (I was thinking Jessie might)
Very quickly (because I have to run to catch my bus), it is because the rods and cones are sensitive to different colours. Cones are more sensitive to red colour light and rods are more sensitive to blue light. The photorepector cells also work more effectively in different light conditions. Rods are more active in dim light conditions and Cones in bright light. Thus during the day, where there is bright light, the cones are being utilised and thus red light is easier to see. During the night, where it is not as bright, rods are being utilised and the blue lights are more easier to see.
and could please someone explain to me the STEPS involved in transduction .
I've been out of VCE land for a while, so I might make a mistake here, but transduction = the process where light energy is converted to chemical energy in the eye right?
If so, what happens is that light hits the back of the retina. When there is enough energy, an action potential is sent from the photoreceptors in the eye to the other cells involved in the transmission process (ganglion cells and the ilk).
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ah i think some of your answer is wrong glockmiester............ but i will check later!!! and get back to you
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ah i think some of your answer is wrong glockmiester............ but i will check later!!! and get back to you
Which aspect? The first response seems correct to me. Cones (photoreceptors involved in colour/ day vision) are more sensitive to red because they respond better to longer wavelengths (and red has a long wavelength). In contrast, rods (photoreceptors involved in night vision) respond better to short wavelengths and thus would be more sensitive to blue/ violent colours. Hence why emergency vehicles possess both red and blue lights - so they are clearly visible both in the day and night. Here's a picture to demonstrate (I like pictures.)
(http://i40.tinypic.com/fxb3ok.jpg)
Rods respond better Cones respond better
As for the second question, you don't need to know the specifics of the 'stages' of transduction. Basically, you just need to know is that transduction is the process by which light energy (electromagnetic energy) is converted into electrochemical energy (neural impulses). This occurs in the photoreceptors, located at the back of the retina. For interest sakes though:
1) Electromagnetic energy is detected by the photoreceptors (this really just describes 'reception'.)
2) When photosensitive pigments called photopigments, (which are located in both the rods and cones) are exposed to light, they 'bleach' or 'break down' into different chemicals.
3) The breaking down of photopigments causes the photoreceptors to lose their characteristic colour (hence why it is also called 'bleaching')
4) When photoreceptors 'bleach', the create graded potentials in the bipolar cells to which they are connected to, which may then fire.
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yeah actually its probably right let me take some points from the lecturers notes
wavelength sensitivity:
in rods and cones the photopigment always consists of 11-cis-retinal combined to a protein opsin molecule. ALL rods have the same opsin molecule and the unit (opsin+11-cis-retinal) in rods is called rhodopsin. Cones have one of 3 different opsins and these opsins differ from that in rods. the opsin structure determine which wavelength of light the photopigment is most sensitive to. ALL rods have the same wavelength sensitivity curve. cones have 3 differnt curves depending on the opsin they have..... there is the short wavelgnth cone (blue light), medium wavelngth cone (green light) and a long wavelgnth cone (for red light) the rhodopsin has a optimal wavelngth of eh...i would say around 480-500nm can't tell precisely from the graph. ...
heres a graph of what im talking about!
http://mcdb.colorado.edu/courses/3280/images/photoreception/four-spectra.gif
so yeah i think thats why i was confused cause there is a 'blue' cone so i thought it was the cone....eh
rods are more sensitive to light than cones because they contain more photopigment and the light activated cascade is more efficient in rods than cones. this means that rods are almost non-functional in the daylight.. cones are less affected because they have efficient light adaptation mechanism. therefore daylight viewing is better in cones than rods. night vision is dependant on rods. Rods respond slowly to and recover slowly to light stimulus. cones respond rapidly and recover rapidly, so rods are NOT good in detecting rapid changes in a stimulus but cones can.
ok...
cones are not DIRECTLY connected to retinal ganglion cells, they contact bipolar cells which contact RGC. two ways in which info. from cones can flow to RGC- direct pathway from receptors to bipolar cell to RGC and an indirect pathway where horizontal cells and amacrine cells are invovled....won't go into detail here...acuity comes from receptor field size and the amount of convergence.. acuity is highest at the fovea and descreases peripherally...
property foveal (cone) vision non foveal (rod) vision
directionality axial only any direction
wavelength sensitivity colour vision non colour vision
absolute sensitivity low sensitivity, day vision high sensitivity, night vision
type object detection detects rapidly detects slowly, detects only slowly
detects rapidly moving/changing objects moving/changing objects
acuity of vision high acuity, fine detail vision low acuity, detection vision
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thanks for that ; is that all neccessary for vce knowledge ?
Another question:
Give an example of when a small child might have difficulty using shape constancy.
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In your opinion, are visual constancies innate or learned? Give reasons.
thanks !
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thanks for that ; is that all neccessary for vce knowledge ?
Nah, it's not. As far as the VCE course goes, you're expected to know that:
Rods = respond better to short wavelengths
Cones = respond better to long wavelengths
Another question:
Give an example of when a small child might have difficulty using shape constancy.
Perceptual constancies, including shape constancy, rely on past experience or familiarity with an object. In other words, the more familiar we are with an object, the more readily we use size constancy. As a small child will have limited experience with a variety of objects, they will difficulty maintaining shape constancy. (Something along those lines.) For example, as a firetruck turns a corner, a small child may think it's changing its shape, rather than just changing its angle due to lack of familiarity with the fire truck.
In your opinion, are visual constancies innate or learned? Give reasons.
thanks !
Well, I'd say a combination of innate and learnt. Our ability to use constancies relies on familiarity or past experience with objects. Thus, it is to an extent learnt. However, studies have showed that when infants are presented with simple objects at different distances, they were able to demonstrate that one was further away from the other, suggesting that some basic elements of constancies may be innate (I'll try and find that study in a tick - this is just from memory.) I'll get back to you on that one though, I'll do some more research on it.
Perhaps someone with a university psychology text book + psychology database will be able to provide some more insight into the last question?
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yay same opinion as me !
thanks alot jessie !
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According to http://science.jrank.org/pages/5094/Perception.html :
Perceptual constancy is one of the hallmarks of the field of perception, for it strongly indicates that visual perception involves more than the direct registration of the retinal image in the brain. Without perceptual constancy the world would be perceived as a booming blur of chaotic confusion in which the sizes, shapes, and colors of objects would be constantly shifting. Thus it can be seen that perceptual constancy serves an important adaptive function.
Despite constancy's great importance and prevalence across much of visual perception, there still no widely agreed upon explanation of it.There is, however, great agreement that constancy is based in part on the observer using appropriate contextual cues in the environment. For example, in size constancy it seems that in most instances we use estimates of detected distance based on various cues (for instance, haze, and a smoothing of textured surfaces such as grass are indicators of distance) to estimate an object's true size. And it seems that without cues enabling an accurate estimation of distance from an object, the perceived constancy of size ceases. For example, if one is extremely distant from objects without many intermediate visual cues enabling an accurate assessment of that distance, their perceived size would decrease. This is evident when looking at the world from a very high mountain top, or from a very tall building. From this distance, houses, cars, trees, and people below look very small, as if they were in miniature.
That doesn't really answer the question, sorry.
Additionally:
The perception of form can be said to result, in part, from characteristics of the nervous system, as well as learning and experience. Yet there is no single theory of form perception that can fully account for the ability to perceive form. Nor is there a general principle that can pull together the many different types of form perception.
In sum, binocular vision and environmental cues can account for many aspects of depth perception. In addition, based on research with animals and human infants too young to have had experience with depth perception, it appears that humans and various species of animals are born with some innate visual mechanism to perceive depth.
I doubt that you'd have to know any of that (still, pretty interesting though).
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Perceptual constancies, including shape constancy, rely on past experience or familiarity with an object. In other words, the more familiar we are with an object, the more readily we use size constancy. As a small child will have limited experience with a variety of objects, they will difficulty maintaining shape constancy. (Something along those lines.) For example, as a firetruck turns a corner, a small child may think it's changing its shape, rather than just changing its angle due to lack of familiarity with the fire truck.
In your opinion, are visual constancies innate or learned? Give reasons.
thanks !
Well, I'd say a combination of innate and learnt. Our ability to use constancies relies on familiarity or past experience with objects. Thus, it is to an extent learnt. However, studies have showed that when infants are presented with simple objects at different distances, they were able to demonstrate that one was further http://www.google.com.au/search?q=Dr+Max+Jory&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-GB:official&client=firefox-aaway from the other, suggesting that some basic elements of constancies may be innate (I'll try and find that study in a tick - this is just from memory.) I'll get back to you on that one though, I'll do some more research on it.
Perhaps someone with a university psychology text book + psychology database will be able to provide some more insight into the last question?
I remember my Psych teacher referring to a study related to the Muller-Lyer illusion, where they tested that illusion to people in African villages, who's houses are round, not square like ours. It turned out that such people don't get tricked like us Westerners would.
But, to answer the question, I'm not quite sure myself. I will have a look if I finish all my work tonight.
(If I'm really desperate, I might e-mail Dr Max Jory, who actually lectures this at Monash and who may be familiar to you if you have ever used the Checkpoints books)
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thank youuuuuuuu
Could we experience two different states of consciousness simultaenously? Explain.
thanks guys
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thank youuuuuuuu
Could we experience two different states of consciousness simultaenously? Explain.
thanks guys
Umm... a hard hitting question here. We are getting into the realms of Philosophy here.
Don't take this as truth or anything, but I think you need to treat states of consciousness as a sort of sliding scale. In other words, you can't experience two states of consciousness simultaneously. But you can slide from one state of consciousness to another fairly quickly.
Remember also that consciousness is a hypothetical construct as well. That makes it really hard to give you a definitive answer. This is good for you thought, because I'm pretty sure that means that it won't be a question asked in the exam.
EDIT: I meant you can't experience two states of consciousness, not you can. Sorry.
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thank youuuuuuuu
Could we experience two different states of consciousness simultaenously? Explain.
thanks guys
Umm... a hard hitting question here. We are getting into the realms of Philosophy here.
Don't take this as truth or anything, but I think you need to treat states of consciousness as a sort of sliding scale. In other words, you can experience two states of consciousness simultaneously. But you can slide from one state of consciousness to another fairly quickly.
Remember also that consciousness is a hypothetical construct as well. That makes it really hard to give you a definitive answer. This is good for you thought, because I'm pretty sure that means that it won't be a question asked in the exam.
I was thinking that you can't experience two states of consciousness at once since its the level of awareness at a given time (which couldn't possibly be two different levels). However, you could how be in between 2 of the states of consciousness you learn (because we don't know all of the exact levels, etc) so, you could be between divided attentioand daydreaming for example.
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ok...
cones are not DIRECTLY connected to retinal ganglion cells, they contact bipolar cells which contact RGC. two ways in which info. from cones can flow to RGC- direct pathway from receptors to bipolar cell to RGC and an indirect pathway where horizontal cells and amacrine cells are invovled....won't go into detail here...acuity comes from receptor field size and the amount of convergence.. acuity is highest at the fovea and descreases peripherally...
property foveal (cone) vision non foveal (rod) vision
directionality axial only any direction
wavelength sensitivity colour vision non colour vision
absolute sensitivity low sensitivity, day vision high sensitivity, night vision
type object detection detects rapidly detects slowly, detects only slowly
detects rapidly moving/changing objects moving/changing objects
acuity of vision high acuity, fine detail vision low acuity, detection vision
Yeah, I was in a rush and I didn't have time to really go into the nitty gritty. Also, that could be more of a transmission process.
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Describe two important differences between controlled and automatic processes in normal waking consciousness.
yeah just need verification . :(
thanks.
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Controlled process in NWC involve conscious, alert awareness as well as being serial whereas automatic processes require little conscious awareness, mental effort and minimal attention while being parallel.
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What are the main differences between Visual Sensation and Visual Perception?
thanks
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What are the main differences between Visual Sensation and Visual Perception?
thanks
They no longer make a distinction between this in the study design, but:
SENSATION: physiological
- reception
- transduction
- transmission
basically, everyone who has working eyesight has the same sensation
PERCEPTION: physiological and psychological. Interpreting visual information. Understanding the environment. Can be interpreted in a variety of ways
- selection
- organisation
- interpretation
perception differs between people/different people perceive things differently
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thanks for that ; is that all neccessary for vce knowledge ?
In your opinion, are visual constancies innate or learned? Give reasons.
thanks !
Well, I'd say a combination of innate and learnt. Our ability to use constancies relies on familiarity or past experience with objects. Thus, it is to an extent learnt. However, studies have showed that when infants are presented with simple objects at different distances, they were able to demonstrate that one was further away from the other, suggesting that some basic elements of constancies may be innate (I'll try and find that study in a tick - this is just from memory.) I'll get back to you on that one though, I'll do some more research on it.
Perhaps someone with a university psychology text book + psychology database will be able to provide some more insight into the last question?
I know it's been ages since you've asked that question, but I've just opened my uni textbook and voila la, there's information about this. According to the textbook, much of perception is influenced by culture of the person (Passer & Smith, 2008). For example when presented with a flat picture of an archer pointing his bow out to a field with an elephant and deer, people from tribal communities tend to say that his is pointing at the elephant because if you drew a straight line from the arrow, it would hit the elephant first (Hudson, 1960, citied in Passer & Smith, 2008). However, in Western societies, we would say he will hit the deer, because we have been trained from seeing so many 2D pictures to 'turn' them into 3D ones, and if we were to do that, the deer would seem to be the thing that he is aiming for.
Passer and Smith also provides a study that people who live in "rounded environments" (Passer & Smith, 2008, p. 165) will not be deceived by the Muller-Lyer Illusion.
References:
Passer, M. W., & Smith, R. E. (2008). Psychology: The Science of Mind and Behavior. New York: McGraw-Hill.
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Which of the following are symptoms of sleep deprivation?
A: Sleepiness
B: Difficulty completing complex tasks
C: Headaches
D: All of the above.
thanks
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Which of the following are symptoms of sleep deprivation?
A: Sleepiness
B: Difficulty completing complex tasks
C: Headaches
D: All of the above.
thanks
Which exam is that from?
Well, technically A and C are both correct. Sleep deprivation causes fatigue and headaches.
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TSSM 07.
yeah chose A but says all
thought only monotonous tasks are affected greatly....
also.
What are the two ways in which brainwaves are measured? (Another from TSSM 07)
thanks
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TSSM 07.
yeah chose A but says all
thought only monotonous tasks are affected greatly....
Yeah, you're correct. It's a mistake. Individuals who are sleep deprived are able to focus on more complex tasks, it's the boring/ routine tasks which suffer.
also.
What are the two ways in which brainwaves are measured? (Another from TSSM 07)
thanks
The EEG detects, amplifies and records electrical activity of the brain, which produces 'brainwaves' on a computer/print out. These are measured in terms of (1) amplitude - which is the height of the wave, and in (2) frequency - which is how frequently waves occur.
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oh does that count as providing two ways in which they are measured ?
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oh does that count as providing two ways in which they are measured ?
Yes. They're not asking which/what devices detect electrical activity of the brain (that'd be EEG, obviously), but rather, how these brainwaves which are detected are measured.
Brainwaves are measured in terms of frequency and amplitude.
I assume that's what they're asking for anyway...
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alright thanks =]
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1.
a) Can forgetting caused by interference be explained in terms of retrieval failure? If so, how? If not, why not?
b) Can forgetting caused by retrieval failure be explained in terms of interference? If so, how? If not, why not?
Just wanna see different views on this x]
thanks !
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lol anyone?
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1.
a) Can forgetting caused by interference be explained in terms of retrieval failure? If so, how? If not, why not?
b) Can forgetting caused by retrieval failure be explained in terms of interference? If so, how? If not, why not?
Just wanna see different views on this x]
thanks !
I'm not sure exactly but i can attempt;)
a) Can forgetting caused by interference be explained in terms of retrieval failure? If so, how? If not, why not?
Yes, because interference is the forgetting caused by information interfering with what we are trying to recall. The retrieval failure is the inability to recall something because we fail to use the right cues. These cues that are incorrectly used are interfering with the memory we are trying to recall and hence recalling something else; forgetting the original memory o_o
b) Can forgetting caused by retrieval failure be explained in terms of interference? If so, how? If not, why not?
No, because the retrieval failure is the inability to recall something due to lack of cues and this cannot be explained in terms of interference because these lack of cues are not interfering with a memory, they are simply the wrong cues that cause us to remember the wrong thing -- not interfering.
I think i disagreed with myself.. But regardless there are two views there to choose from--if i even made sense haha.
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Can someone control a reflex? If so, what examples are there and explain how?
thanks!
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Can someone control a reflex? If so, what examples are there and explain how?
thanks!
You can artificially generate a reflex (I actually did a lab on this today) by simulating it using electricity. But can you control a reflex... not really. There's a substantial difference between voluntarily moving areas of muscle and reflexes (the major one being time).
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you cant control reflex, it will happen whether or not you like it, you can't control your neurons once a stimulus is applied.
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1.
a) Identify the independent and dependent variables in Skinner's (1938) experiment with the hungry rat.
b) Identify the condition when the IV is present and the condition when it is not present. Can these conditions be called experimental and control conditions respectively? Explain your answer.
c) Identify the operant responses observed in the rat in this experiment.
thanks !
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Also, how might the use of an inappropriate reinforcer affect learning?
thx again
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1.
a) Identify the independent and dependent variables in Skinner's (1938) experiment with the hungry rat.
b) Identify the condition when the IV is present and the condition when it is not present. Can these conditions be called experimental and control conditions respectively? Explain your answer.
c) Identify the operant responses observed in the rat in this experiment.
thanks !
You're going to have to give me more details about the experiment. Skinner did a lot of experimenting in his lifetime.Also, how might the use of an inappropriate reinforcer affect learning?
thx again
What do you mean by inappropriate reinforcer? (you got to operationally define the term *tsk* *tsk*)
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What do you mean by inappropriate reinforcer? (you got to operationally define the term *tsk* *tsk*)
[/quote]
lol thats the question in the text book
i didnt understand it either
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Ok, I'll take a pint on this question.
When a response is reinforced inappropriately, it may create an association between the reinforcer and the response that may cause problems with the life of the person. For example, phobias is said to be cause by a classical condition response to a stimuli which is then reinforced by avoidance of the stimulus (something called the Two-Factor Theory of Avoidance Conditioning, which you don't have to learn, but it does have clinical significance). This avoidance of the stimulus could be regarded as an inappropriate reinforcer.
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Mr Ying is a young, handsome Psych teacher who has just been appointed to a girls' college. His unit 2 class is so distracted by his looks and they find it difficult to concentrate and focus. There is a lot of giggling,etc... Mr Ying is determined to make a good impression with his classroom control and teaching methods. He decides to use detention as a means of fixing the girls' behaviour. He runs a lunchtime detention for sin girls whose behaviour has been the worst. In the next class not only do these six misbehave but they are joined by another 4, and eventually the whole class.
a) Which element of operant conditioning is Mr Ying trying to use to change the girls' behaviour?
b) Provide a description of its effectiveness and an explanation as to why this is so.
Maria had enjoyed attending her school for 10 years. Quite suddenly, her friendship group had disappeared and she began to get bullied for being a loner. After an unsuccessful attempt to solve her problems with the school, Maria started taking days off school, telling her mother that she was sick. Although she was concerned about missing school, she couldn't face the unpleasant actions of those girls.
a) Which element of operant conditioning explains the increase in Maria's behaviour of deceiving her mother and staying home? Explain how this principle worked in Maria's situation.
b) Which element of operant conditioning describes the consequences of the bullying behaviour for Maria? Explain its effect on Maria's attendance behaviour.
your views please :D
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Mr Ying is a young, handsome Psych teacher who has just been appointed to a girls' college. His unit 2 class is so distracted by his looks and they find it difficult to concentrate and focus. There is a lot of giggling,etc... Mr Ying is determined to make a good impression with his classroom control and teaching methods. He decides to use detention as a means of fixing the girls' behaviour. He runs a lunchtime detention for sin girls whose behaviour has been the worst. In the next class not only do these six misbehave but they are joined by another 4, and eventually the whole class.
a) Which element of operant conditioning is Mr Ying trying to use to change the girls' behaviour?
b) Provide a description of its effectiveness and an explanation as to why this is so.
Maria had enjoyed attending her school for 10 years. Quite suddenly, her friendship group had disappeared and she began to get bullied for being a loner. After an unsuccessful attempt to solve her problems with the school, Maria started taking days off school, telling her mother that she was sick. Although she was concerned about missing school, she couldn't face the unpleasant actions of those girls.
a) Which element of operant conditioning explains the increase in Maria's behaviour of deceiving her mother and staying home? Explain how this principle worked in Maria's situation.
b) Which element of operant conditioning describes the consequences of the bullying behaviour for Maria? Explain its effect on Maria's attendance behaviour.
your views please :D
I will attempt this.
1a) Punishment
b) Appropriateness is a factor that affects the effectiveness of punishment (or reinforcer), individual characteristics play an important role in determining what is or isn't an appropriate consequence. This 'punishment' of the girls getting detention could act as a reinforcement,. as they get to be with him again (attention).
2a) Negative reinforcement -- the increased behaviour (deceiving mother) to removal a negative stimulus (school) for a desired outcome (not getting bullied at school).
b) Punishment - a delivery of an unpleasent stimulus (bullying) to decrease the likelihood of a response (going to school) being repeated.
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Mr Ying is a young, handsome Psych teacher who has just been appointed to a girls' college. His unit 2 class is so distracted by his looks and they find it difficult to concentrate and focus. There is a lot of giggling,etc... Mr Ying is determined to make a good impression with his classroom control and teaching methods. He decides to use detention as a means of fixing the girls' behaviour. He runs a lunchtime detention for sin girls whose behaviour has been the worst. In the next class not only do these six misbehave but they are joined by another 4, and eventually the whole class.
a) Which element of operant conditioning is Mr Ying trying to use to change the girls' behaviour?
b) Provide a description of its effectiveness and an explanation as to why this is so.
Maria had enjoyed attending her school for 10 years. Quite suddenly, her friendship group had disappeared and she began to get bullied for being a loner. After an unsuccessful attempt to solve her problems with the school, Maria started taking days off school, telling her mother that she was sick. Although she was concerned about missing school, she couldn't face the unpleasant actions of those girls.
a) Which element of operant conditioning explains the increase in Maria's behaviour of deceiving her mother and staying home? Explain how this principle worked in Maria's situation.
b) Which element of operant conditioning describes the consequences of the bullying behaviour for Maria? Explain its effect on Maria's attendance behaviour.
your views please :D
I will attempt this.
1a) Punishment
b) Appropriateness is a factor that affects the effectiveness of punishment (or reinforcer), individual characteristics play an important role in determining what is or isn't an appropriate consequence. This 'punishment' of the girls getting detention could act as a reinforcement,. as they get to be with him again (attention).
2a) Negative reinforcement -- the increased behaviour (deceiving mother) to removal a negative stimulus (school) for a desired outcome (not getting bullied at school).
b) Punishment - a delivery of an unpleasent stimulus (bullying) to decrease the likelihood of a response (going to school) being repeated.
yep, they sound like good responses. well done
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Behaviour which is learnt through operant conditioning rather than through classical conditioning is more likely to be:
A. passive
B. active
C. involuntary
D. deliberate
cheers
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Behaviour which is learnt through operant conditioning rather than through classical conditioning is more likely to be:
A. passive
B. active
C. involuntary
D. deliberate
cheers
It cannot be A or C, as that is classical conditioning.
I don't think it's B as the role of the learner is active, but the nature oft he response is a deliberate one.
So i'm guessing it's D.
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i got D aswell; answer is B
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Oh sorry i didn't read the question properly, Behaviour which is learnt a behaviour is learned in operant coniditoning when it has been established by reinforcement or weakened by punishment. therefore the BEHAVIOUR that is learnt is ACTIVE, as they actively operate on the environment to receive the consequence. ahh sorry i always read questions wrong.><
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i got D aswell; answer is B
It's definitely B. Why? Well, remember operant conditioning doesn't necessarily occur for conscious behaviours. Easiest examples I can give is phobias. A person doesn't deliberately avoid a anxiety-provoking solution because he/she wants to. It's because he/she has been conditioned to feel anxiety at X situation. Repetitive exposure to this could be likened to a sort of punishment. Hence the person would want to avoid that sort of situation.
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Check Question 39 on the VCAA 2007 exam...
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i got D aswell; answer is B
It's definitely B. Why? Well, remember operant conditioning doesn't necessarily occur for conscious behaviours. Easiest examples I can give is phobias. A person doesn't deliberately avoid a anxiety-provoking solution because he/she wants to. It's because he/she has been conditioned to feel anxiety at X situation. Repetitive exposure to this could be likened to a sort of punishment. Hence the person would want to avoid that sort of situation.
Haha Glock, what are you talking about?
I don't understand how it's "definitely" B. An actual behaviour is either "deliberate or involuntary" in CC and OC. Whereas the actual learning PROCESS is either passive or active - because in the case of operant conditioning, you are actively operating on your environment in order to receive some form of consequence - and the consequence is dependent on that behaviour taking place. In CC, you're passive, because the reinforcement (presentation of the stimulus) occurs regardless of the response of the learner. If the question was, "The PROCESS by which an operant conditioned response is acquired is more likely to be...", then the answer would be active. That's how I've always understood it anyway.
Yes, you're correct in saying that the responses aren't always voluntary/deliberate - but take note of the fact that the question says, "Behaviour which is learnt through operant conditioning rather than through classical conditioning is more likely to be"