ATAR Notes: Forum
VCE Stuff => VCE Science => VCE Mathematics/Science/Technology => VCE Subjects + Help => VCE Psychology => Topic started by: sisqo1111 on October 31, 2008, 05:56:41 pm
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Feel free to post any questions that you may have in regards to the psych exam here. I'm sure i will be able to help as well as others on the forum (jessie0 :P)
So any worries you may have, post away!
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Which one of the following statements about short-term memory is true?
A. Simple rehearsal is the best method for guaranteeing that material will transfer from short-term memory to long-term memory.
B. The capacity of short-term memory can be increased by chunking and elaborative rehearsal.
C. The capacity of short-term memory for individual letters is fixed at a certain number.
D. Most material in sensory memory makes its way into short-term memory.
answer is B; the problem is evident
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B is the most correct answer. no other alternative is correct. thus, it must be B. refer to the other thread where Eriny explains about the two methods of increasing capacity of stm.
edit: extracted from Eriny's post "Capacity as in the time information can stay in STM for rehearsal, chunking increases the capacity for amount of information. They're two different capacity types, I suppose. Sorry, that was pretty ambiguous."
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ok thanks what about this one:
why do researches use a hypothesis when conducting a study?
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umm not quite sure but ill give it a go
They use a hypothesis as they are testing a theory/phenomena between the affects of the DV and the IV. If the theory is supported they can then state that their hypothesis was correct and reject the null hypothesis.
okay, i dont think that made much sense. is this a certain question from somewhere? or did u just make it up?
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no its actually from the grivas book....ive got a feeling it will pop up in the exam
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oh lol really? umms we could wait for Eriny to pop online or jessie0 to see if they can answer it.
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is their a way to trigger our memory when it comes to picking out what the CR, UCR, CS and all that is?
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what exactly do u mean? i look at it this way: First i see what the person/animal is doing for the CR. what makes them do this is the UCS which is paired with the CS. so then the organism will respond to the cs only without the ucs
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That question arose last year and our teacher came up with a pretty complicated/confusing response as to why it was the most correct.
In regard to the elaborative rehearsal element of the statement, I think it has something to do with how if we are able to draw upon information from our LTM (information already stored in memory) we are able to break the information down into meaningful chunks which is subsequently using our LTM to increase capacity of STM. Obviously through using the technique of chunking, we are drawing upon information from our LTM to assist with this. Without our LTM, we would have to remember every single element of a number or piece of information.
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what about the hypothesis question? that got me stumped
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Researchers use a hypothesis because:
----> It forms the basis of any psychological investigation
----> It gives an investigation direction and or meaning to the researcher
-----> It enables an independent and dependent variable to be generated
-----> Elements of a study of interest can be validated or rejected through utilising a hypothesis
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so much more clearer than my post. Thanks Nick!
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No worries at all
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wow those are great answers
definitely copying them in my notes
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OK i have another question:
Define observational learning WITHOUT using the word observe or watch.
the reason i chose these two words is because the definition cannot contain the word that is being defined and 'watch' is not the same as observing.
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okay hows this for a definition:
Learning which occurs by viewing/studying others, and then imitating their actions, or noting the positive and negative and consequences of their actions.
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eureka....studying was the word i was looking for ..thanks
Now in the grivas book it states that a learning set is the IMPROVEMENT in learning ability.........
But through negative transfer it can also hinder learning
so what is the correct definition to use?
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okay this is a bit tricky but easy once you get your head around it.
'The learning set is the improvement of learning ability that results from previous experience in another similar learning situation.'
now that is the stem of your definition.
and there are two transfers of learning. one is negative and the other is positive.
Positive Transfer when previous learning experience aids new learning
Negative Transfer when previous learning experience hinders new learning
so basically the learning set can both improve and hinder new learning. if that makes any sense
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Yes i understand that BUT learning set includes both positive and negative transfer, however its defintion only applies to positive transfer
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okay heres another definition
Learning Set: The learner's expectancy of how to deal with a new situation, based on prior learned habits, rules and problem-solving strategies.
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the reason i chose these two words is because the definition cannot contain the word that is being defined and 'watch' is not the same as observing.
what about for something like proactive interference? i define it as 'when previously learned information interferes with our ability to remember new information.' is that acceptable or should i find another word for interfere?
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i think that should suffice. but heres another way of saying it if your not comfortable with interefere.
Proactive interference occurs when previously learned information hinders/impedes with one’s ability to remember newly learnt information.
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Lucy has decided to help her daughter Susie, aged 5, to learn to tie her shoe lace.
Lucy decides to use the principle of observational learning when training Susie.
Describe how Lucy might use this procedure to train her daughter to tie her laces.
My answer: lucy may not tie her shoe laces ane intentionall fall over to show the consequences that occur. As a result, Susie will be more motivated to tie her shoe laces because she has observed the consequences of not tying them which will guide her future actions (tying her shoe laces)
Will this be an acceptable explanation?
the question is from VCAA 03 exam but there are no answers to it
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i think that should suffice. but heres another way of saying it if your not comfortable with interefere.
Proactive interference occurs when previously learned information hinders/impedes with one’s ability to remember newly learnt information.
sweet, thanks.
khalil: i think you should mention the 4 (5?) stages of observational learning and say how lucy would use each of them to get susie to tie her shoe laces.
maybe something like..
attention - lucy must get susie to pay attention while she demonstrates how to tie shoe laces.
retention - lucy could repeat the demonstration a number of times to ensure that susie has retained the procedure
etc, etc
what you said could come under motivation/reinforcement. how many marks is it worth?
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Its only worth 1 mark, so i thought it needed to be something simple
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oh, oops. in that case i'd say your answer is fine.
and the assessment reports (which give an answer and explanation for most questions) are here: http://www.vcaa.vic.edu.au/vce/studies/psychology/exams.html if you don't already know. they're really helpful.
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I have a BIG question
IF learning is the relatively permanent change in behaviour than why in both CC and OC does extinction occur?
Arn't they a form of learning as well?
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Relatively.
key word in that statement :)
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please elaborate....
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like, it's only relatively permanent, so it's not completly permanent. Classical conditioning and Operant condition if the association/reinforcement is kept up in a variable schedule can be fairly permanent.
you don't really need to know why a definition is the way it is.
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Rhonda believes that acting out a passage from a novel is a better method for learning the passage than simply
reading and repeating it to oneself. She thinks this would be true for all VCE students in Victoria.
To test her idea, Rhonda uses two Year 12 Psychology classes at her all girls school. Forty-six students are
randomly assigned to one of two groups. One group acts out the passage in front of the rest of the class. The
other group is given the passage and told to read and repeat it quietly to themselves.
Each participant then sits a comprehensive test and Rhonda marks and records the number of correct
answers.
The results are as follows.
Group 1 (acting out the passage): Mean test score = 80%
Group 2 (reading and repeating the passage to oneself): Mean test score = 70%
A statistical test on these results found that p > 0.05.
my operational hypothesis: Year 12 students who act out a passage will score higher on a comprehensive test based on that passage than those who repeat the passage quietly to themselves.
VCCA :VCE students who act out a passage from a novel will learn the passage better than students who read and repeat the novel to themselves.
Is the population the group you think it is going to apply or to the group you actually tested?
Will my hypothesis be incorrect?
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the population is the group you think it's going to apply to
and i don't know research methods that well, but i think yours is more correct. i thought an operational hypothesis is meant to be specific and identify the IV and DV, which yours does. the vcaa one seems wrong to me? :/
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oo thanks rh, there are so many complications in research methods which is why i decided to study it last.
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no problems, but don't take my word for it, i really haven't given research methods a lot of time. maybe someone else can give a proper explanation of what an operational hypothesis is meant to include/look like because now i'm a bit confused.
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vcaa haven't operationalised the term 'learn' in that hypothesis... i dont think
to operationalise learn/learning - you say:
eg: 'score higher on a comprehensive test'
'make less errors on a driving simulator' etc etc
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yep, i'm pretty sure thats right.
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Does anyone know any strengths or limitations of stratifed sampling?
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see the 'life or death' thread!
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yer i did but i didint understand the answers there
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strengths are that it's more representative of the population, and lim's are that it's time consuming.
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yer i did but i didint understand the answers there
Ok, well, this is an explanation I typed out for someone a while back:
Stratified sampling:
Involves dividing the target population into important subcategories (or strata. They may be divided according to gender, age, income, IQ, socioeconomic background etc) and then selecting members of these subcategories in the proportion that they occur in the target population.
This might be a bit confusing, so for example, just say we were doing some research on individuals with Asperger’s syndrome (a type of Autism). The target population is individuals with Asperger’s. However, Asperger’s is a lot more common in men.
So, just say in the actual Asperger’s population, 75% who have the condition are men and 25% are women (this probably isn't statistically correct btw). So, in a sample of 20 participants in our investigation, we would replicate the target population so that 15 participants are men and 5 are women (or 75% are men and 25% are women) to represent the actual population better.
Strengths:
-A deliberate effort is made to identify the characteristics of a sample most important to be representative of the target population. (In other words, stratified sampling gives you a representative sample of your population on the basis of those identified characteristics you want to investigate... in the example above, researchers replicated the Aspergers population according to gender.)
Weaknesses:
-Stratified sampling is time consuming because characteristics in the population have to be identified, and a calculation of their ratio of occurrence worked out. This is to ensure the correct ratios in your stratified sample.
Hope that makes sense :)
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i don't think there has been a single topic that i haven't had trouble with. so over psych right now. :'(
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thanks jessie and rh, but random sampling is also representative of the population so can i say that stratified sampling enables the researcher to study particular characteristics?
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Many students suggested that she would conclude that the difference was probably due to chance alone – this is incorrect and shows a lack of understanding of the concept of statistical significance at the five per cent level.
Can someone please explan whaat this means, it relates to Q8 on VCAA 05
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What it basically means is that students concluded that the results were due to chance
What should really of been said is that no statistical conclusion could be made as with a p value of p>0.05 the results were not statistically significant.
If it was more than one mark and gave more than one line to write on i would continue to write that the p value showed that there was a greater than 5 in 100 chance that the change in the dependent variable was due to chance factors rather than the influence of the independent variable (but all in all the first thing you should say is that no statistical conclusion can be made as long as the p value is greater than 0.05 or in other words p>0.05)
BUT YOU SHOULD NEVER CONCLUDE THAT THE RESULTS ARE DUE TO CHANCE BECAUSE THAT IS NOT SOMETHING WE ARE RESEARCHING, CONCLUSIONS SHOULD ONLY BE MADE WHEN THE P VALUE IS EQUAL TO OR LESS THAN 0.05, AND SHOULD ONLY BE MADE ABOUT HOW THE INDEPENDENT VARIABLE HAS AFFECTED THE DEPENDENT VARIABLE
if that makes sense
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Yep, p > 0.05 means that there is greater than a 5% chance that the results were due to chance, which is too high to be acceptable, which is why they are deemed not statistically significant
The assessment report noted that students thought that p > 0.05 means there was a 100% likelihood the results were due to chance!
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can we really say that there is a 5 in 100 chance that results are due to chance thats kinda weird using chance twice but i cant find a better word, sometimes i use the "likelihood that the results are due to chance factors and not the independent variable is greater than 5 in 100" but sometimes it doesnt flow and i end up using the double chance sentence
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you could say: 5% likelihood, 5% probability
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oh thanks guys
arthuk, so are u saying that a conclusion can never be made if the results are not statistically significant?
In a few trial exams, even though the reults were not statistically significant they still gave a conclusion
this is all just too confusing
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I think what they are generally after for these types of questions is...
Q. What conclusions can be drawn?
-> NONE: If there are no inferential statistics (e.g. no p-value)
or
-> The results are statistically significant, difference in mean scores is due to the IV, not chance. (refer to p-value, e.g. p-value < 0.05)
or
-> The results are not statistically significant, difference in mean scores is not significant and due to chance, rather than the IV. (refer to p-value, e.g. p-value > 0.05)
Q. Can the results be generalised to the population?
-> YES, sample is random and representative of the population
or
-> NO, sample is not random and not representative of the population
Hope that helps a bit
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all the exams ive done ive never seen them conclude anything if results were not statistically significant
however i have seen in past exams i doubt it applies now cause of the crappy p values in study design, that they give you a graph and a description of study etc and they ask you what can be concluded, in which checkpoints gave a conclusion but in theory no p value was given thus can we really make a conclusion?
if in the exam we see a descriptive statistic and no inferential statistic and they ask us for a conclusion do we assume its a trick question or do we assume its statistically significant now theres a dilemna.
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If they ask you to draw a conclusion on the exam and there is no p value, you could say "assuming the results are statistically significant... [draw conclusion]"
One year (was it last year?) they asked what conclusions you could draw from the descriptive statistics only, in which case you could say something like "ignoring the inferential statistics, one can conclude...[conclusion]"
It's really up to you. Just make sure that you can demonstrate that you know how this part of the course works and you'll be fine.
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yeah i see what u mean, you make a good point
but don't know if assessors will really mark us correct if we ever said "assuming the results are statistically significant.." unless over like half of us did the same thing.
then again half of the people would just conclude something oblivious of inferential statistics and descriptive statistics cause they think psych is so easy and they won't study for it.
Oh well they are the ones that make it easier for us to get higher marks.
hey eriny since you're probably more experienced with study scores etc, what do u believe the lowest mark is for 2 A+ in exams and A+ all sacs, i heard someone got all A+ and got 42 which i thought was rather dissappointing, whats your take on it?
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I think what they are generally after for these types of questions is...
Q. What conclusions can be drawn?
-> NONE: If there are no inferential statistics (e.g. no p-value)
or
-> The results are statistically significant, difference in mean scores is due to the IV, not chance. (refer to p-value, e.g. p-value < 0.05)
or
-> The results are not statistically significant, difference in mean scores is not significant and due to chance, rather than the IV. (refer to p-value, e.g. p-value > 0.05)
Q. Can the results be generalised to the population?
-> YES, sample is random and representative of the population
or
-> NO, sample is not random and not representative of the population
Hope that helps a bit
i get it luluu =DD wooo thankss !!!
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b. Of the main methods that are used to assess memory retention, which method generally results in the best performance in healthy elderly people?
The answer was recognition, hey we would of probably all of said that because it says elderly people we immediately think recognition is better than recall so lets write recognition, but are we ignoring the fact that relearning is the most sensitive measure of retention is vcaa saying that:
1. relearning is not a 'main method' to assess memory retention
2. that recognition is somehow better for old people than relearning
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hey eriny since you're probably more experienced with study scores etc, what do u believe the lowest mark is for 2 A+ in exams and A+ all sacs, i heard someone got all A+ and got 42 which i thought was rather dissappointing, whats your take on it?
If you get all A+ for Psych, you should expect over 40. I know it sounds disappointing, but it puts you in the top 9% of the state, it's really nothing to be disappointed about.
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b. Of the main methods that are used to assess memory retention, which method generally results in the best performance in healthy elderly people?
The answer was recognition, hey we would of probably all of said that because it says elderly people we immediately think recognition is better than recall so lets write recognition, but are we ignoring the fact that relearning is the most sensitive measure of retention is vcaa saying that:
1. relearning is not a 'main method' to assess memory retention
2. that recognition is somehow better for old people than relearning
Was that a VCAA question?
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yeah vcaa 2004
surprised huh
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I don't think that question is to confusing. Firstly, when you study memory decline with age you only look at recognition and recall. Secondly, from our knowledge we can gather that recall appears to decline with age as people become less confident/less motivated, but recognition does not appear to be harmed. Therefore, with that question one could conclude that recognition 'results in the best performance'.
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so what? we're saying that when studying memory decline with age we can't use relearning?
wouldn't that produce the most accurate results as we can assess how much information has been retained, thus we can target areas that have declined such as episodic memories or semantic memories.
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Many students suggested that she would conclude that the difference was probably due to chance alone – this is incorrect and shows a lack of understanding of the concept of statistical significance at the five per cent level.
Can someone please explan whaat this means, it relates to Q8 on VCAA 05
All you had to write for that question was: The P Value was greater then 0.05 therefore the results are not statistically significant and a conclusion can not be made
But somepeople tried to explain WHY it wasn't statistically significant (giving the reason that it was down to chance) - thats what you shouldn't do because you don't know that. Just use the P Value to say that a conclusion can't be formed.
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But cant you say that a p value > 0.05 indicates that there is a greater than 5% probabilty that the results were due to chance and not the IV? Thats what it means..
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But cant you say that a p value > 0.05 indicates that there is a greater than 5% probabilty that the results were due to chance and not the IV? Thats what it means..
If it said "What were possible reasons which made the result statistically insignificant"
but the question was "What conclusion can be infered from the results?"
The answer being - none due to results being statistically insignificant (cause pvalue is greater then 0.05, so we don't need to say potential reasons why it was over, we just need to state it was over and no conclusion can be made)
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Oh ohk i didnt read that question lol should have read back posts...
One thing...
With the generalistations.. they can only occur if sample is representative AND results are statistically significant right?
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hey guys... just a quick question pls. I found this in checkpoints, its from the VCAA 2003 exam;
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A few weeks ago, when Louis took his girlfriend to the local nightclub, they had a serious agrument and his girlfriend broke up with him. They are now back together but whenever Louis returns to teh same nightclub with his girlfriend he feels very nervous and gets 'butterflies' in his stomach. Louis' feelings on returning to the nightclub are due to:
A. Insight learning
B. Operant conditioning
C. Classical conditioning
D. Observational learning
This may seem obvious but there is somthing about the concept i dont get. Can you please justify your choice, which ever that mey be.
Cheers :)
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C; classical conditioning - Louis has been conditioned to feel very nervous when he goes to the nightclub because of the association between the once Conditioned Stimulus (the nightclub - which was once the neutral stimulus) and the UCS (Breaking up with his girlfriend)
Producing the Conditioned Response of nervousness and butterflies when he returns
This is process of Classical Conditioning :D thus the answer is classical conditioning
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so what? we're saying that when studying memory decline with age we can't use relearning?
wouldn't that produce the most accurate results as we can assess how much information has been retained, thus we can target areas that have declined such as episodic memories or semantic memories.
I don't think relearning was on the study design in 2004. I'm not certain though.
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C; classical conditioning - Louis has been conditioned to feel very nervous when he goes to the nightclub because of the association between the once Conditioned Stimulus (the nightclub - which was once the neutral stimulus) and the UCS (Breaking up with his girlfriend)
Producing the Conditioned Response of nervousness and butterflies when he returns
This is process of Classical Conditioning :D thus the answer is classical conditioning
so is the answer C?
couldnt it be operant conditioning? i hate these questions. Cause Louis knows that last time he was there he got punished so it will decrease the likelihood of this behaviour occurring again?
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"whenever Louis returns to teh same nightclub with his girlfriend he feels very nervous and gets 'butterflies' in his stomach"
This line tells us whether it is CC or OC. The CR is an involuntary response, hence classical conditioning not operant.
Furthermore, it's an example of a conditioned emotional response, because the ANS did not previously elicit that response (butterflies) to the stimulus (nightclub) before
If it were operant, It'd be something like: he's scared to talk because it might start an argument again...something along those lines.
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oh okay. Thanks for clearing that up!
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No worries, glad I could actually help :D
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many of the past VCAA exams have emphasised the method of loci and descrbing it in detail.
how would u describe narrative chaining?
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That it involves linking unrelated words together in a meaningful sentence or story. If they give you words you can give an example.
E.g. He walked along the *path* only to stumble upon a *hat* which had been blowing in the *wind*
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i haven't done that many exams but if they do ask you to describe it in detail make sure to write something like 'the person *visualises* a piece of information to be remembered in a location in the sequence.' once vcaa assessment report said that it's not enough to say 'associates'
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and regarding p values..
p > 0.05 means the results are significant
and p < 0.05 it means the results are not significant
is that right? or is it the opposite?
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opposite.
If p > 0.05 then there is more than a 5% probability that the results are due to chance and NOT the effects of the IV
If p < 0.05, then there is less that a 5% probability that the results are due to chance, and greater than 95% chance that they are due to the effects of the IV, which is what the experimenters want, hence the results being statistically significant.
Make sense?
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Regarding the capacity of sensory memory...
Do we say that it is "very large" or unlimited? I've read a few books and they all seem to vary, just making sure.
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I say unlimited (or relatively unlimited?)
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It's unlimited.
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opposite.
If p > 0.05 then there is more than a 5% probability that the results are due to chance and NOT the effects of the IV
If p < 0.05, then there is less that a 5% probability that the results are due to chance, and greater than 95% chance that they are due to the effects of the IV, which is what the experimenters want, hence the results being statistically significant.
Make sense?
yeah it does. thanks for that. i'm embarrassingly bad at anything maths related
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Ah ok...its just that I was doing some NEAP questions and they referred to it as "very large". I guess we could say 'potentially unlimited'?
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another question, why are recognition and relearning more sensitive than recall?
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there ability to assess the amount of information stored in memory is greater than that of recall
i think
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Because they assess the most amount of memory stored in LTM.
For example, if you are being tested on a topic you don't know super-well, you are more likely to get a correct answer using recognition on a multiple choice test, as it gives you more cues than recall.
Sorry, that was rushed and brief, but I'm preparing to leave for an exam.
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C; classical conditioning - Louis has been conditioned to feel very nervous when he goes to the nightclub because of the association between the once Conditioned Stimulus (the nightclub - which was once the neutral stimulus) and the UCS (Breaking up with his girlfriend)
Producing the Conditioned Response of nervousness and butterflies when he returns
This is process of Classical Conditioning :D thus the answer is classical conditioning
thanks for that ;) ... i guess the butterflys in the stomach sort of emphasised that it was clasical conditioning. The thing is i thought at first it was operant given that there wasnt really any pairing and that the pserson had associated using their own logic the feeling. ALthough looking at it again i suppose C is more correct.
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and another question. what is the duration and capacity of Working Memory? i came across this question didnt know what it was
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another question, why are recognition and relearning more sensitive than recall?
Recall is the least sensitive because it provides the least amount of cues to aid recall. With recognition, the information is infront of you, you just have to identify the correct alternative, hence this being a cue.
With relearning, you go over all the material again, hence it is most likely to trigger what is already stored in memory.
The sensitivity is all baout the number of cues present to aid recall :)
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and another question. what is the duration and capacity of Working Memory? i came across this question didnt know what it was
Where was this question?
I have never come across that information. I would assume as it's a subsystem of short term memory that is would be the same as that?
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I came across that aswell, I just answered for STM
so capacity 5-9, duration 18-20 seconds
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it was in either the neap 07 or 08. and the answer they gave was a duration of 12-20 seconds?
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yeah thats right for STM :)
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another question, why are recognition and relearning more sensitive than recall?
Recall is the least sensitive because it provides the least amount of cues to aid recall. With recognition, the information is infront of you, you just have to identify the correct alternative, hence this being a cue.
With relearning, you go over all the material again, hence it is most likely to trigger what is already stored in memory.
The sensitivity is all baout the number of cues present to aid recall :)
that's what i was looking for, thanks (again!)
you really know your stuff, hey! feeling confident about tomorrow?
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different sources have different answers
the duration can range from 10 to 30 seconds depending on which textbook you have, thats why in one of the earlier exams they accepted a range of answers cause of the different textbooks
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they better do that this year lol. but im gonna stick with 20-30 secs
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another question, why are recognition and relearning more sensitive than recall?
Recall is the least sensitive because it provides the least amount of cues to aid recall. With recognition, the information is infront of you, you just have to identify the correct alternative, hence this being a cue.
With relearning, you go over all the material again, hence it is most likely to trigger what is already stored in memory.
The sensitivity is all baout the number of cues present to aid recall :)
that's what i was looking for, thanks (again!)
you really know your stuff, hey! feeling confident about tomorrow?
HA. NOOOOOOOO
i was so much more prepared before the midyear. I just lost all motivation, hence why I'm sitting on here answering peoples questions rather than studying :D it all works :P
I have no hope of getting the score I want, sooo it'll be down to luck for tomorrow!
How's everyone else feeling?
Its harder with 5 other exams to focus on rather than the 2 I had at the midyear :P
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different sources have different answers
the duration can range from 10 to 30 seconds depending on which textbook you have, thats why in one of the earlier exams they accepted a range of answers cause of the different textbooks
I think what you need to remember with the DURATION of STM is that:
- Recall starts to decline after 12 seconds
- Without rehearsal, all information is lost between 12-20 seconds
- can last up to 30 seconds in some circumstances
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I'm feeling pretty bad, havn't revised near enough. So much cramming to do today.
different sources have different answers
the duration can range from 10 to 30 seconds depending on which textbook you have, thats why in one of the earlier exams they accepted a range of answers cause of the different textbooks
I think what you need to remember with the DURATION of STM is that:
- Recall starts to decline after 12 seconds
- Without rehearsal, all information is lost between 12-20 seconds
- can last up to 30 seconds in some circumstances
I'm just going to say 18-20 - Erinys Notes and Grivas Textbook
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Well, thats right. 18-20 is the proper duration. I was just explaining where the 10-12 and 30 bit came from...
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i'm feeling really unprepared and wishing i had more time. lol, i'm still writing out research methods notes... :|
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same rh! I was writing mine out now
for the midyear, I was writing notes at 3AM the night before =/
Anyway: Whats an advantage and disadvantage of repeated measures?
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ADVANTAGE:
- minimises participant variables - as you are using the same participants for both conditions.
DISADVANTAGE:
- order effects, such as the practice effect, can occur.
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How's everyone else feeling?
Its harder with 5 other exams to focus on rather than the 2 I had at the midyear :P
Rather scared :|
Definitely feeling less prepared for this one compared to the mid-year too :( hope they don't make it too difficult to compensate for the easy-ish mid-year.
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i'm really scared as well and have wasted over half of the day doing nothing. eep.. :<
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umm not quite sure but ill give it a go
They use a hypothesis as they are testing a theory/phenomena between the affects of the DV and the IV. If the theory is supported they can then state that their hypothesis was correct and reject the null hypothesis.
okay, i dont think that made much sense. is this a certain question from somewhere? or did u just make it up?
yeah thats pretty much correct buddy
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Okay this is a question in QAT 2007
it's quite long so bear with me ::)
A group of year 12 students decided to test the effectiveness of maintenance rehearsal and elaborative rehearsal on memory tasks. To test this theory they selected 20 names out of a hat, which included the names of the 200 year 9 students who attended their college.
The 20 students were first given a list of 20 items and were told that to memorise the list they were to repeat it over and over again for 2 minutes. They were then asked to recall the items on the list 5 minutes later.
The 20 students were then given another list of 20 items and they were told to put these words into a meaningful story during the 2 minutes given. They were then asked to recall the items on the list 5 minutes later. A high score would indicate a more effective technique.
The results are as follows:
Maintanence rehearsal: mean score = 8 items recalls
Elaborative rehearsal: mean score = 13 items recalled
The problem I'm having is with the operational hypothesis.
Mine was:
"It is predicted that year 9 students who use elaborative rehearsal as a means of remembering a list of 20 items will recall more items than those who use maintanence rehearsal."
But the answers say...
"It is predicted the people who use elaborative rehearsal will recall in excess of 7 items compared to those who use maintenance rehearsal who will recall 7 items or less."
My questions:
Is it incorrect to say 'year 9 students'?
Do we have to be that specific with operationalising scores and such?
In the answers they even specifically say that 1 mark should be awarded for operationalising how many more items each will recall.
So where do they get the 7 items from? Do we just make a guess as to how many will be recalled?
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7 items is in reference to the capacity of short term memory.
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In your OH, you state the population NOT the sample, so you refer to the general population. If it had said "A group of year 12 students decided to test the effectiveness of maintenance rehearsal and elaborative rehearsal on memory tasks on year 9 students', then you would put the year 9 students into the OH.
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7 items is in reference to the capacity of short term memory.
Ooh...that's tricky...
Would we need to include things like that in the hypothesis?
In your OH, you state the population NOT the sample, so you refer to the general population. If it had said "A group of year 12 students decided to test the effectiveness of maintenance rehearsal and elaborative rehearsal on memory tasks on year 9 students', then you would put the year 9 students into the OH.
So since it doesn't mention anything about the population, we can just assume it's 'people'?
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yeah I think we can safely assume they want to generalise it to everyone.
And I doubt they would have anything that tricky on the actual exam. Actually, if they did, there would be uproar. That's quite a ridiculous question.
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7 items is in reference to the capacity of short term memory.
Ooh...that's tricky...
Would we need to include things like that in the hypothesis?
In your OH, you state the population NOT the sample, so you refer to the general population. If it had said "A group of year 12 students decided to test the effectiveness of maintenance rehearsal and elaborative rehearsal on memory tasks on year 9 students', then you would put the year 9 students into the OH.
So since it doesn't mention anything about the population, we can just assume it's 'people'?
This is kind of dodgy, we wouldn't be asked to add our own knowledge to the operational hypothesis - so its kind of strange, do another one, that one sucks :P I didn't see any problems with your hypothesis but I would add inthe time aswell, as in "year 9 students who use elaborative rehearsal as a means of remembering a list of 20 items [over 5 minutes]"
And no, we can't assume its "people", that part is wrong, they should have wrote "it was predicted that year 9 students" rather then "it was predicted that people" because the population tested was year 9 students and they can't generalise that with the entire population of the world (because eg - as we've learnt elderly people have more difficulty memorising new material then younger people, so it can't be generalised)
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I know that "Correlation" isn't covered in the current study design, however I have seen it pop up in a few trial exams numerous times. My text book doesn't cover it so can someone just give me a brief description of what it is, just in case it pops up in a multiple choice question. Thanks.
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I know that "Correlation" isn't covered in the current study design, however I have seen it pop up in a few trial exams numerous times. My text book doesn't cover it so can someone just give me a brief description of what it is, just in case it pops up in a multiple choice question. Thanks.
It can't turn up in multis because if anything, it comes under research methods and research methods only appears on the short answer (multis are only memory and learning)
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It is in the study design, under statistical analysis of data or something.
A correlation measures the association between 2 variables. Numbers between 1 and -1 indicate the strength of the correlation.
1 being strongest positive correlation, 0 being no correlation, and -1 being the strongest negative correlation.
A correlation can be positive or negative. A positive correlation is one in which the two variables change in the same direction i.e as one increases, so does the other. e.g the more time spent studying, the greater the test score.
A negative correlation is when one increases, the other decreases. For example, the more hours spent watching television, the less time spent playing sport.
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It is in the study design, under statistical analysis of data or something.
A correlation measures the association between 2 variables. Numbers between 1 and -1 indicate the strength of the correlation.
1 being strongest positive correlation, 0 being no correlation, and -1 being the strongest negative correlation.
A correlation can be positive or negative. A positive correlation is one in which the two variables change in the same direction i.e as one increases, so does the other. e.g the more time spent studying, the greater the test score.
A negative correlation is when one increases, the other decreases. For example, the more hours spent watching television, the less time spent playing sport.
are you sure? My teacher told us its no longer in the study design
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Maybe it's not. We had to learn it though, under research methods.
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Okay, thanks for the responses guys!!
Oh and I guess the population is Year 9 students since it says "selected 20 names out of a hat, which included the names of the 200 year 9 students".
It is a weird paper though...even the front cover looks really strange :o guess that's why i decided to leave it till last!
About the correlation stuff, it has popped up in the NEAP book I've been doing and Lisachem '07 (i think) so it might be worth knowing.
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NEAP? I havn't seen any correlation stuff in NEAP 05, 06 or 07 (which are the ones relevant to the current study design)
Havn't done the Lisachem but if its only been in one exam, I'm probably going to give it a miss
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I'm talking about the NEAP smartstudy revision book, I might be mixing it up with another paper I've done though
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I'm talking about the NEAP smartstudy revision book, I might be mixing it up with another paper I've done though
yeh is that neap smartstudy good? ive got it but havent had a chance todo the prac exams only the questions.. is it worth doing now?
ive still got exams and checkpoints and heaps of resources?
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The exams are quite good, maybe you should do one tonight since some of the questions do tend to get a bit repetitive.
You should at least try to finish all of the Checkpoints MC and finish VCAA 07 if you haven't already :)
it's up to you really
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Does retrograde/antrograde amnesia have the same typical pattern of recovery?
Thanks. ;)
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nah retrograde is usually temporary where the most distant memories are usually recalled first and then gradually the other memories will be recovered except for the ones immediately prior to the damage to the brain due as they were not consolidated thus not processed in LTM and lost forever (refer to consolidation theory) while anterograde is usually permanent
At least i hope thats right:S
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nah retrograde is usually temporary where the most distant memories are usually recalled first and then gradually the other memories will be recovered except for the ones immediately prior to the damage to the brain due as they were not consolidated thus not processed in LTM and lost forever (refer to consolidation theory) while anterograde is usually permanent
At least i hope thats right:S
Thank you. :)
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nah retrograde is usually temporary where the most distant memories are usually recalled first and then gradually the other memories will be recovered except for the ones immediately prior to the damage to the brain due as they were not consolidated thus not processed in LTM and lost forever (refer to consolidation theory) while anterograde is usually permanent
At least i hope thats right:S
what?! can we be tested on their pattern of recovery?
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^yep, check out VCAA 2007
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jesus christ
i'm so fucked
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jesus christ
i'm so fucked
that was my reaction when i saw the question.
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dont worry, all you need to nkow for pattern of memory recovery following retrograde amnesia is (from VCAA 07 assessment report):
• a gradual shortening of the period of memory loss (the fact that he would usually remember the most distant
events first is correct but was not required in answers)
• he is likely to permanently forget events immediately prior to the accident
• different aspects of memory recover at different rates, for example, episodic faster than semantic
• a gradual increase in the rate of recovery as newly rediscovered memories cue (or trigger) recall of other items
from the semantic network
• possible initial rapid recovery then slower (or sporadic) recovery.
the first two points are probably the most important to commit to memory (elaboratively rehearse it!)
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ah thanks guys.
sorta lucky i procrastinated and turned on the computer or else i wouldn't have seen that.
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lol anyone know of how we can consciously elaboratively rehearse i dont know if i can link gradual shortening of the period of memory loss with other things:(
for some reason my maintenance rehearsal is pretty good at encoding to long term memory, that is unless i am unaware that i maintenancely rehearse in sleep which retains it in short term memory somehow and i wake up remembering it word for word.
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what's a confounding variable? oh my god
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Confounding variables are any factors whose unwanted effects on the dependent variable may be confused with the effect of the independent variable. Confounding variables may be associated with participants, procedure or the experimenters involved in the procedure. If the control and experimental conditions are not exactly the same (except for the independent variable) then there is a risk of confounding variables taking effect.
do we need to know measures of variability?
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...anyone?
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similarities and differences between CC and aversion therapy
memory loss pattern
ethical issues in the lil albert experiment
why is it important to repeat studies
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ethical issues in little albert were:
-confidentiality: his results were revealed without consent.
-respect for persons: albert was deliberately caused discomfort and when he was in severe distress watson and rayner did nothing to minimise it.
-withdrawal rights: he was too young and had no opportunity to withdraw, even when he was suffering severe distress and discomfort.
-informed consent: his mother didn't know what the experiment entailed before she consented. it is likely she didn't consent at all.
-beneficence: the role of the experimenter is so maximise benefit and to minimise harm to the participants. the experimenters did nothing to minimise the harm that albert was suffering.
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it cold be important to repeat studies to see if they are valid and to ensure they achieve the same results each time.
similarities of CC and aversion therapy would be they both involve the association of two stimuli, and a difference is that that AV is used to remove unwanted behaviour and CC isn't
though they're just guesses, i have no idea really..
what do you mean by memory loss pattern? stuff to do with the forgetting curve?
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umm it said that some person had anterograde amnesia.
describe his memory pattern of his lost memories being recoved or something.
and crap I meant taste aversion not aversion therapy hahah I'm so screwed for tomorrow.
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oh is that a question from a vcaa exam? on the previous page two people explained it, just read up a bit!
and sorry about that aversion thing, i should've known what you meant. here is what you're after..
similarities between taste aversion (which is a form of one trial learning) and classical conditioning
-both involve the association of two stimuli
-both involve an involuntary, automatic response to a stimuli
differences are:
-the response classical conditioning is easily generalised, the response in taste aversion is not
-in classical conditioning the association occurs over a number of trials. in taste aversion the association is formed usually after one experience.
-in classical conditioning the response is easily extinguished, in taste aversion it's highly resistant to extinction
-in classical conditioning the timing of the stimuli must be close (so the CS and the UCS have to be presented within .5 of a second for the learner to make an association). in taste aversion the time between the stimuli can be delayed. (so you can eat the food and feel sick hours later, and still make the association)
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oh goody!
thank you
last but not least.
explain Allan Baddeley's subsystem theory
phonological loop
visuospatial
central executive
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i'm about to go to bed so this is a straight copy from my notes (which i believe melaniej posted on here originally.)
Working memory is the three part system of STM that is used for the temporary storage and active manipulation of information during complex cognitive tasks such as learning, comprehending and reasoning. It has three components; the phonological loop, the visuospatial sketchpad and the central executive.
The phonological loop is the area of working memory that holds sound based information for approximately 2 seconds. It contains two subsystems the articulatory control system and the phonological store. The phonological store holds speech for approximately 1.5-2 seconds and the articulatory control system holds information by sub-vocalising it.
The visuospatial sketchpad is the area of working memory that holds visual and spatial information for manipulation such as remembering shapes and colours, or the location or speed of objects in space. It is also involved in tasks which involve planning of spatial movements, like planning one's way through a complex building. When for example, you are watching TV, and you have put a glass down next to you, you can reach out and still know where it is while you are focussing on the TV due to your visuospatial sketchpad.
The central executive monitors, controls and integrates information from the verbal and visual storage systems, as well as information received from long-term memory. It plays an important role in working on the information held in the other two subsystems. It’s also responsible for suppressing irrelevant information from our conscious thinking and involved with like decision making and planning.
if you want more explanation have a look at the eriny's unit 4 notes on the vcenotes.com home page.
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good luck everyone.
time to face death. :angel: