ATAR Notes: Forum
VCE Stuff => VCE Science => VCE Mathematics/Science/Technology => VCE Subjects + Help => VCE Psychology => Topic started by: REBORN on June 18, 2011, 05:04:02 pm
-
This Unit looks like a combo of extremely boring (defining normality/mental health + historical/etc approaches) and extremely fascinating information (GAS/stress/phobias/major depression).
LET THE Q's BEGIN :) :)
Q: What's the difference between a synaptic button and synaptic vesicle? Does a synaptic button even exist (google says no?).
Check the green box on p430 to see what I'm referring to (fig 9.9)
-
The textbook has a typo, it should be bouton
wiki
The presynaptic terminal, or synaptic bouton, is a specialized area within the axon of the presynaptic cell that contains neurotransmitters enclosed in small membrane-bound spheres called synaptic vesicles.
Also, sticky
-
Wow 3 typos. Poor. Thanks Russ.
-
Is learning a hypothetical construct as it is a concept that is believed to exist but cannot be measured or observed directly?
Someone have an actual definition for what synapse formation is?
I just sorta wrote outta the Grivas book "refers to the strengthening of synapse connections between neurons and the creation of new synapses as a result of learning."
-
EDIT: just realised the question was already answered
-
Is learning a hypothetical construct as it is a concept that is believed to exist but cannot be measured or observed directly?
Someone have an actual definition for what synapse formation is?
I just sorta wrote outta the Grivas book "refers to the strengthening of synapse connections between neurons and the creation of new synapses as a result of learning."
synapse formation - creation of connections between two or more neurons.
-
Just trying to wrap my head around the differences between classical conditioning and operant conditioning. So classical is learning by association, (e.g Pavlov.) and operant is learning through reward or punishment? (e.g Skinner).
-
And is writing a behaviour due to maturation (growth and development) such as talking or walking?
-
Just trying to wrap my head around the differences between classical conditioning and operant conditioning. So classical is learning by association, (e.g Pavlov.) and operant is learning through reward or punishment? (e.g Skinner).
Classical is learning by associating a stimulus that produces no effect with one that does, so that stimulus produces that effect.Pavolov's dogs, ringing a bell right before giving them food, so they learned that when the bell is rung, food will be presented causing salvation even when the food wasn't presented.
Operant- yep using reward and punishment to increase or decrease behaviours..
And is writing a behaviour due to maturation (growth and development) such as talking or walking?
You need to have matured a certain level to be able to hold the pen and move it precisely and cannot be done until a certain age, whereas learning to write requires language skills that are learned/taught - why in schools you rehearse certain letters over and over again, and then putting them together, etc.
-
Referring to snNake's questions in inbox.
Neural base of Learning.
-I don't exactly get what you meant by this so I put down areas of the brain involved in learning.
Many areas of the brain are involved in learning and interact during the process of learning.
E.g.
-Visual received by visual cortex and relayed by other parts of the brain for further processing such as the temporal lobe.
-Temporal lobe and hippocampus involved in spatial learning and CC responses.
-Cerebellum relates to the learning of motor skills.
-Amygdala is involved in fear conditioning.
-Observational learning involeds mirror neurons in the frontal and temporal lobes.
Neural pathways are interconnected groups of neurons that act like a network during the learning process. Interconnected groups of neurons form neural pathways which contain the memory of that information.
What happens to the neurons?
When learning occurs, a change occurs in the synapse (communication point) of the neuron and involves the establishment and strengthening of the neural connections at the synapse. Physical changes can be seen during learning.
Where does Hebb fit into it?
Sorry, still havn't fully understood this.
Where does Long-Term Potentiation fit into it?
LTP is the long lasting strengthing of the synaptic connections which results in enhanced functioning when a neural pathway is activated.
-
Areas of the brain involved in learning-do we need to know much about this? it's on the key knowledge but the Grivas book doesn't have much about brain areas/structures involved in learning whereas the Oxford and Nelson include it.
-
I'm doing psychology in university so I'm learning it, but its your choice. I just find it easier to learn everything I can just in case of short answer questions, so I can build a strong answer.
-
What is the role of the synapse in communication between neurons? Like why aren't all neurons joined - why the gap? Purpose?
-
We evolved that way because it has a few benefits, but we could just have easily ended up with some other organisation
eg: the gaps produce clearly delineated pre/post synaptic membranes
they impose a rate limiting step on neural signalling
it allows multiple neurons to converge on one post synaptic membrane
etc
-
Ty.
Q: Explain why the brain is considered to have plasticity with reference to 2 key points?
I have 1? ---> to 'learn'
-
Ty.
Q: Explain why the brain is considered to have plasticity with reference to 2 key points?
I have 1? ---> to 'learn'
Possibly also to reassign the function of a damaged brain area to another area of the brain
-
LA 9.7 Grivas.
3. Distinguish between structural and functional plasticity.
Does this mean developmental and adaptive?
-
C9 Test (Grivas); q4 MCQ ---> should be D right? (they say B)
-
C9 Test (Grivas); q4 MCQ ---> should be D right? (they say B)
Can you post the question?
-
C9 Test (Grivas); q4 MCQ ---> should be D right? (they say B)
Which of the following is not a distinguishing feature of fixed-action pattern behaviour?
B - The behaviour is difficult to change
D - The behaviour is simple and occurs automatically
My teacher thinks it was D as well and that the textbook made a mistake.
-
Can someone explain to me instrumental learning?
-
Isn't it another term for operant conditioning?
-
Operant conditioning: a form of learning in which behaviours of the learner are strengthened or weakened in accordance with their consequences as the learner operates with their enviroment.
Instrumental learning: a term used to describe the link between a behaviour and its consequences because the responses are crucial for learning to take place. The organism deals with their enviroment in a way that produces a sastifying outcome and is instrumental in its own learning.
-
They're the same thing; both reliant on consequences.
-
As sSnake said, Operant conditioning = instrumental learning/conditioning.
-
Emma drives safely and obeys all the road laws to avoid getting any more traffic fines and licence demerit points.
What is the negative reinforcer here? Is it 'traffic fines/the loss of licence demerit points'?
-
Emma drives safely and obeys all the road laws to avoid getting any more traffic fines and licence demerit points.
What is the negative reinforcer here? Is it 'traffic fines/the loss of licence demerit points'?
Could it be both?
-
What is the key difference between spontaneous recovery and extinction?
Explain with reference to an example.
-
What is the key difference between spontaneous recovery and extinction?
Explain with reference to an example.
In extinction, the CR (salivation) no longer occurs following the presentation of the CS (bell) because the UCS (food) hasn't been presented alongside the bell (CS) for a number of trials. E.g. In extinction, pressing a buzzer (CS) that once foreshadowed a mild electric shock (UCS) may no longer induce fear or anxiety (CR) because the pressing of the buzzer did not cause the mild electric shock for a number of trials.
However, in Spontaneous Recovery, there is a reappearance of the CR when the CS has been presented after a rest period. So pressing the buzzer (CS) would still be associated with mild electric shock (UCS) that would still cause fear and anxiety (CR) - HOWEVER, the feeling of fear/anxiety upon pressing the buzzer would be much less than it was during the initial acquisition stage
Or something like that :-\
-
Spot on Zafaraaa :)
-
How does punishment differ from extinction? Explain with reference to an example.
I'm unsure on how to phrase this answer although I know punishment decreases the likelihood of a response occurring and extinction refers to the gradual decrease in the strength or rate of a conditioned response via consistent non-reinforcement...
-
Help please :)
Q- Explain how TMS could be used to study brain areas in learning
Thanks!
-
Help please :)
Q- Explain how TMS could be used to study brain areas in learning
Thanks!
TMS can be used to study brain areas involved with learning as TMS is often used to inhibit the functioning of neurons at a particular site in the brain. When neurons are inhibited using TMS neural pathways are are interrupted and if that neural pathway is associated with a particular task, then the participant will display impaired performance. TMS can be used to show impaired levels of learning in particular regions of the brain.
-
Q- What is a disadvantage of "Shaping"?
Thanks
-
Q- What is a disadvantage of "Shaping"?
Thanks
Shaping is also known as the method of successful approximations so if a response was misunderstood then they be rewarded for a behaviour other then that desired.
I can't find any strengths or limitations, but I assume that in shaping the chance of them being rewarded would be much greater then normal.
-
Can someone please provide real life examples of stimulus generalisation and stimulus discrimination in regards to operant conditioning?
-
Can someone please provide real life examples of stimulus generalisation and stimulus discrimination in regards to operant conditioning?
Stimulus generalisation - could be that a child plays around a candle lit flame and they burn their finger (consequence of behaviour). Stimulus generalisation would be that they'd avoid ALL sorts of similar flame, such as that of a stove, fireplace to ensure that such behaviour and consequence does not recur. In this case, stimulus generalisation would help the child to apply the consequence of one stimulus generally, so it would help them survive
Stimulus discrimination could be shown, for example, if a person (who once tried to feed a crow) was pecked on/attacked by the crow (consequence).. so in the future they may become operantly conditioned to fear ONLY crows and not any other similar black coloured bird
-
Interesting. You took the flame example from classical conditioning and used it for operant.
y didn't I think of that ???
-
Is mental illness used interchangeably with mental disorder or is there a distinct difference?
-
Nomenclature in the biological sciences is absolutely terrible, they're interchangeable afaik but you'll probably get some textbook that defines them differently
-
How would you differentiate physical health from physical illness in ~3sentences (ie- don't use the massive definitions provided by the book...)
-
How would you differentiate physical health from physical illness in ~3sentences (ie- don't use the massive definitions provided by the book...)
I haven't done this section yet, but if information from HHD 1&2 is relevant here then I'd say:
Physical health refers to the body and the *effective functioning* of its systems. It incoorporates a person's physical capacity to take part in physical activity and is influenced by other physiological aspects such as body weight for height, levels of cholesterol/blood pressure and flexibility of muscles and joints
Physical illness on the other hand refers to an *impairment in the functioning* of the body and it's systems. This could be due to chronic disease or caused by other physiological factors such as obesity/overweight, high blood pressure, high cholesterol or nutrient deficiencies. Physical illness hinders one from taking part in physical activity and usually restricts the flexibility of muscles and joints
-
Sweet.
If you're interested Grivas defines it as:
Physical health refers to the body’s ability to function efficiently and effectively in work and leisure activities, to be in good condition, to resist disease and to cope in threatening or emergency situations.
Physical illness refers to our subjective experience of a disease or physical health problem that interferes with the normal functioning of our body and adversely impacts on our ability to function efficiently in everyday life.
-
I've got a question in regards to brain imaging techniques for learning.
In the Nelson Psychology book, it states: "However, modern brain imaging technologies such as CT scans, PET scans, SPECT scans, MRI scans and fMRI scans provide clear evidence, that, during learning, changes occur in neurons that can result in permanent structural and functional changes in the brain."
Is this statement completely true? Would it be more true to say it provides clear evidence of learning or that it infers learning occurs?
-
I've got a question in regards to brain imaging techniques for learning.
In the Nelson Psychology book, it states: "However, modern brain imaging technologies such as CT scans, PET scans, SPECT scans, MRI scans and fMRI scans provide clear evidence, that, during learning, changes occur in neurons that can result in permanent structural and functional changes in the brain."
Is this statement completely true? Would it be more true to say it provides clear evidence of learning or that it infers learning occurs?
I think you generalise learning occurs as some patients with brain damage may will have problems learning in certain parts of the brain.
-
Okay, I thought so because it's not 'clear' evidence, only you can infer or conclude by reasoning that learning occurs.
-
Could someone please explain spontaneous recovery; stimulus generalisation and stimulus discrimination for me in terms of operant conditioning and classical conditioning?
It's a dot point on the study design but the book only mentions it, ty.
-
In classical conditioning:
Spontaneous recovery: is that the conditioned response SEEMS to have extinguished during a rest period (where the CS is not presented) however after this rest period (when the CS is presented) the Conditioned response returns again or is 'spontaneously recovered'; however the CR now is not as strong as it was the first time (during the acquisition stage)
Stimulus generalisation: is when you perceive similar stimuli to the CS (e.g. the bell in pavlov's experiment might sound similar to a doorbell) so that these 'similar stimuli' (that is, the doorbell) could actually produce the CR (salivating upon hearing bell)- but *not to the same intensity* as the original bell that Pavlov had conditioned the dog to
Stimulus discrimination: is when 'similar stimuli' to the original CS (bell) are discriminated against and do not produce the CR. So in this case, if a dog heard a doorbell it wouldn't salivate at all because of stimulus discrimination. Also, for e.g. If someone ate oysters and fell sick, they might only show signs of nausea when presented with oysters, but not when presented with similar seafood such as prawns or something LOL.
Operant conditioning:
Spontaneous Recovery: is when the association between the action and the consequence declines and seems to have been extinguished (during a rest period where the consequence of the action is not present)..however after this rest period, when the action is committed, the consequence re-appears and so the association between the action & consequence returns again and is recovered.
Stimulus generalisation: is when the stimulus that is associated with the consequence of an action is generalised so that similar stimuli are seen to have similar consequences.. e.g. A child who tries to pat a dog (action) but then gets bitten by a dog (consequence) may steer clear of ALL dogs as he/she does not want to be bitten again.
Stimulus discrimination: is when the stimulus that causes a consequence (of an action) is only caused by that particular stimulus and no other similar stimulus. E.g. A child who suffers a scraped knee (consequence) after trying to ride a rusted old bike (action) may not feel wary or cautious about riding on a similar thing such as a scooter
Don't know if this is accurate/clear enough though so just check over your book as well :)
-
Hey guys!
whats the difference between vicarious conditioning and observational learning?
-
Vicarious conditioning is a sub-heading of obs learning.
-
Give two examples of learned behaviours that are not acquired through observational learning. Explain your choice of examples.
-
Operant conditioning? You require direct consequences to alter/keep your behaviour.
Eg: if you wear a sexy dress and get praise for it than you're more likely to wear it again.
Classical conditioning - conditioned reflex. eg, packing up your books as soon as you hear the bell ring.
-
Right. That's what I was thinking but just wanted to double check, thanks :)
-
Ok I've got another one. :) Distinguish between learning and performance. Explain with reference to an example that is not used in the text.
-
Can all types of negative punishment also be referred to as 'response cost'?
Response cost is the removal of a valued stimulus, but what kind of stimulus is negative punishment removing then?
-
hey just wondering if someone can help me out. What theory / type of learning would be said to need the least amount of participation from the learner?
thanks
-
hey just wondering if someone can help me out. What theory / type of learning would be said to need the least amount of participation from the learner?
thanks
As in the least amount of attention needed to learn? I would say this would be classical conditioning as the learner learns passively rather then actively but anyone feel free to correct me.
-
What about one trial learning?
-
Someone explain to me Garcia's experiment?
-
2 Groups of rats --> each exposed to the conditioned stimulus of flashing lights with saccharine water. Later on, one group was given a painful shock, another was given a dose of illness inducing radiation.
When tested later, the group that was given the shock refused to drink water with flashing lights, but had no objection to the saccharine water (they couldn't drink anything with flashing lights)
When tested later, the group that was given the illness refused to drink the saccharine water, but had no objection to the flashing lights (they could drink normal water with lights)
In conclusion - animals learn to adapt and associate different stimuli for survival. In this case it shows taste aversion is usually linked to the taste of stimuli, as the rats who became ill refused saccharine but had no objection to normal water with lights; the other group associated pain with lights hence refusing anything with lights
-
Can all types of negative punishment also be referred to as 'response cost'?
Response cost is the removal of a valued stimulus, but what kind of stimulus is negative punishment removing then?
Negative punishment = Response Cost. Just two terms describing the same thing.
So negative punishment also removes a valued stimulus.
-
What about one trial learning?
I'd say yes however one trial learning (when talking about taste aversion) requires the person to actually go and eat something. While classical conditioning sometimes merely involves blinking, which is less participation on behalf of the learner. So I'd say classical conditioning is probably the slightly better answer..
-
What about one trial learning?
I'd say yes however one trial learning (when talking about taste aversion) requires the person to actually go and eat something. While classical conditioning sometimes merely involves blinking, which is less participation on behalf of the learner. So I'd say classical conditioning is probably the slightly better answer..
Wouldn't it be a better answer to say that while classical conditioning requires a passive response of the learner, in one trial learning the learner must be at least partially active, e.g eating a piece of food (taste aversion).
-
What about one trial learning?
I'd say yes however one trial learning (when talking about taste aversion) requires the person to actually go and eat something. While classical conditioning sometimes merely involves blinking, which is less participation on behalf of the learner. So I'd say classical conditioning is probably the slightly better answer..
Wouldn't it be a better answer to say that while classical conditioning requires a passive response of the learner, in one trial learning the learner must be at least partially active, e.g eating a piece of food (taste aversion).
hmm no, don't refer to active when talking about one trial learning. It is after all regarded as a passive process. Also my explanation wasn't supposed to be a suggested solution, it was just there to help explain to Louie why classical is a slightly better answer than one trial learning :)
-
Explain how allostasis integrates biological, psychological and social factors to explain an individual’s response to stress. Thanks :D
-
Psychological - appraising the situation as stressful
The potential stressor - psychological/social/biological
Biological - the HPA axis/sympathetic NS activated as part of the allostatic response
-
How much do we need to know about the DSM-IV and the ICD-10? do we need to know the different axes?
study design says only strengths and limitations, but every resource i have goes into detail!
-
How much do we need to know about the DSM-IV and the ICD-10? do we need to know the different axes?
study design says only strengths and limitations, but every resource i have goes into detail!
How safe do you want to be going into the exam. You never know they might just chuck an extended response at you and go blargh solve this for 10 marks! :P
-
lol yeah very true. thanks :)
and i just had a look at the sample questions, theres a pretty big emphasis on the DMS, so i'd say it will make some kind of an appearance.
but going on unit 3, the extended response will be on a topic that's from the multiple choice ;)
also, another question: do we need to know differences between physical health/illness and comparing these to mental? because the textbook goes into it, but psych notes doesn't and it's not really specified in the study design
-
There is no emphasis on the DMS. It does not exist :P
and i just had a look at the sample questions, theres a pretty big emphasis on the DMS, so i'd say it will make some kind of an appearance.
-
There is no emphasis on the DMS. It does not exist :P
and i just had a look at the sample questions, theres a pretty big emphasis on the DMS, so i'd say it will make some kind of an appearance.
there's a pretty big emphasis on DMS. multiple questions in multiple forms is what i'd call an emphasis, no?
It's DSM not DMS
-
There is no emphasis on the DMS. It does not exist :P
and i just had a look at the sample questions, theres a pretty big emphasis on the DMS, so i'd say it will make some kind of an appearance.
Just don't do it on the exam :P
there's a pretty big emphasis on DMS. multiple questions in multiple forms is what i'd call an emphasis, no?
It's DSM not DMS
LOL oops. sorry
-
Another one...
Explain how GABA may contribute to phobic anxiety and make some people more predisposed to developing a specific phobia.
Thanks :D
-
Well GABA is an inhibitory neurotransmitter meaning it counterbalances glutamate, meaning low levels of it (due to genetics, environmental factors such as lack of vitamin b6, excessive caffeine for example) can cause one to become more prone to anxiety--> hence developing an anxiety disorder such as a specific phobia. GABA contributes to phobic management as its the source of what needs to be controlled in order to suppress or alleviate a phobic response; this is evident in the use of Benzodiazepines to activate the GABA receptors.
Hope that helps
-
what threat information does the movie jaw transmit?
-
what are the biological contributing factors that could contribute to a specific phobia referring to GABA and stress responces?
-
i wanted to know the same thing, good question hotdog169, wat are the biological contributing factors?
-
what threat information does the movie jaw transmit?
That water is dangerous, and sharks are present at beachs I would assume.
-
what are the biological contributing factors that could contribute to a specific phobia referring to GABA and stress responces?
Someone's GABA system may be problematic, and may cause increased levels of anxiety.
Stress responses are fight-flight.
-
Can someone explain the function of re-appraisal under the model of stress/coping?
-
A re-evaluation of a stressor in relation to coping resources.
Thus it occurs when there has been a [change] in the situation.
Eg: if you lose your job and then win 200 000 on Deal or No Deal....lack of money is no longer going to be a stressor.
-
woww loool unit 4's psych Q's thread is only 6 pages :P I remember Unit 3's was like 20 something pages hahaha
-
Lol ^
Can anyone please accurately explain the mechanism of the GROWTH of more synapses? I understand Long-term potentiation (strengthening) but not exactly how MORE synapses are formed... I understand glutamate is involved but not exactly anything about the dendrites etc
-
The answer to that is biology not psychology (although it's a subset anyway) so this may not be relevant or necessary for you to know (it's also based on my understanding and since I never liked neuro much, it may not be accurate)
You're right about glutamate. Glutamate binds its receptor, which is known as NMDAR, and is the trigger for new synapse formation. There are a bunch of changes within the cell in response to this trigger. You're also right about dendrites being involved. In response to the glutamate trigger, they will rearrange their cytoskeleton to form new synapses with other neuron axons. This basically involves a restructuring to form new projections, neurotransmitter storage etc. that can form a new synapse.
Since glutamate is the key neurotransmitter between neurons, the more you use particular neural pathways, the more synapse formation you get.
-
NMDA for Psych=P ..is the R like a variant group?
-
R is the
standard lazy way to write receptor
-
Results cannot be generalised if the sampling procedure eg convenience sampling is used, even though the results are statistically sgnificant.
Right?
-
No, it's not properly representative (that said the conclusions you draw from it will usually hold for the larger population)
-
In other words - yes you're right; you cannot generalise with convenience sampling.
-
Does anyone know the weighting of the schizophrenia questions? Will it be a few marks like the practice exam on the VCAA website?
-
6marks max.
I think they'd have to make it at least 4.
I'm hoping 6.
-
Heh I wouldn't mind if the entire sa was schizophrenia :)
-
Uh does anybody know the key difference between a critical vs sensitive period?
-
What exactly is the 'null hypothesis' ?
-
What exactly is the 'null hypothesis' ?
Something you don't need to worry about until you get to uni :)
-
What exactly is the 'null hypothesis' ?
Something you don't need to worry about until you get to uni :)
They've never tested it and never will? :P ..I used it once to sound more formal haha!
-
What exactly is the 'null hypothesis' ?
Something you don't need to worry about until you get to uni :)
They've never tested it and never will? :P ..I used it once to sound more formal haha!
Nope, never seen it in any VCAA exam from this decade. But it turns up shitloads at uni, its been a strong concept in half of my subjects this semester!
-
Uh does anybody know the key difference between a critical vs sensitive period?
So nobody knows it? .. thanks.
-
Uh does anybody know the key difference between a critical vs sensitive period?
Well I think the sensitive period refers to a time when we are best suited to learn something I know it's also called Experience Expectant learning. Critical Period refers to learning that can occur at anytime in the lifespan but requires the experience in order to learn it I think another name for this is Experience Dependent learning.
To sum it up
Sensitive period: Must occur during a specific time frame and we expect to learn it e.g. learning to speak in native language
Critical Period: Can occur at any point in life and the experience is crucial to learning it e.g. learning to write in native language
But maybe wait for a second opinion :).
-
Does Systematic desensitisation need to be conducted by a 'skilled mental health professional'?
-
IMO yes. I don't know for sure though.
-
Uh does anybody know the key difference between a critical vs sensitive period?
Well I think the sensitive period refers to a time when we are best suited to learn something I know it's also called Experience Expectant learning. Critical Period refers to learning that can occur at anytime in the lifespan but requires the experience in order to learn it I think another name for this is Experience Dependent learning.
To sum it up
Sensitive period: Must occur during a specific time frame and we expect to learn it e.g. learning to speak in native language
Critical Period: Can occur at any point in life and the experience is crucial to learning it e.g. learning to write in native language
But maybe wait for a second opinion :).
Ello moe
I found out the difference - sensitive periods are those 'windows' of learning due to excessive synaptogenesis and circuit formation.. which is pruned if not used - BUT it still can be learnt later, just harder to learn. So it's experience -expectant learning as the brain is preparing itself
And critical periods are those small narrow oppurtunities for learning something which is reflexive kindof.. like you are either exposed to it or not and if you miss it - it's impossible to relearn e.g. geese looking at their first moving object and seeing their mother
:S I HOPE that was accurate. It's what I gather from the oxford book..
-
Can someone please briefly and simply explain the four types of partial reinforcement.
Thankss!
-
Can someone please briefly and simply explain the four types of partial reinforcement.
Thankss!
Fixed ratio: reinforcement occurs after a number of trials have occurred.
Fixed interval: reinforcement occurs after a specified amount of time has passed.
Variable ratio: reinforcement occurs after a number of unpredictable trials have taken place, but on average a specified number of trials.
Variable interval: reinforcement occurs for the first response after a changing and unspecified amount of time has passed, but on average after a specified amount of time has passed.
-
Can someone please briefly and simply explain the four types of partial reinforcement.
Thankss!
Fixed ratio: reinforcement occurs after a number of trials have occurred.
Fixed interval: reinforcement occurs after a specified amount of time has passed.
Variable ratio: reinforcement occurs after a number of unpredictable trials have taken place, but on average a specified number of trials.
Variable interval: reinforcement occurs for the first response after a changing and unspecified amount of time has passed, but on average after a specified amount of time has passed.
Thankss !!
:)
-
TCA, what type of anti-depressant is it;
-textbook says that it blocks the uptake of ONLY noradrenaline
-A+ notes AND my teacher's notes say that it blocks both the reuptake of serotonin and noradrenaline
help?
-
2 sources > 1
-
TCA, what type of anti-depressant is it;
-textbook says that it blocks the uptake of ONLY noradrenaline
-A+ notes AND my teacher's notes say that it blocks both the reuptake of serotonin and noradrenaline
help?
I've read it somewhere that it was both.
-
What specific drug is it, because TCA is a huge class. In general they block both
-
Thanks for the responses.
Can someone explain to me, the Psychological Contributing factors for Specific Phobia's, not quite sure I:
-really understand what is being said, all I really have is "Sees phobias as occurring because of repressed traumatic events or unconscious conflicts due to an attempt to repress unacceptable impulses"
-what exactly, I need to know... Oedipus complex, psychosexual stages?
-
well psychological contributing factors include the behavioural model, cognitive model and psychodynamic model (the fucked up one)
erm behavioural basically is like a phobia is acquired via Classical and maintained via negative reinforcement
the cognitive model is basically cognitive bias (flawed thinking which exacerbates symptoms) memory bias, attentional bias, interpretative bias, thinking catastrophically
and the screwed up one is just how people APPARENTLY develop sexual feelings towards their parents during the phallic stage of development leading to anger because you're jealous of your dad coz u can never have your mum bahaha LOL
thus the anger becomes transposed to foreign objects and irrelevant stuff if not dealt with and remedied successfully. sif you can't understand it, it makes so much sense?
/not sarcasm
-
and i think it's called the electra complex for females, and the oedipal complex for males. it's basically repression gone wrong. i'm pretty sure you don't need to go into too much depth..
-
and i think it's called the electra complex for females, and the oedipal complex for males. it's basically repression gone wrong. i'm pretty sure you don't need to go into too much depth..
I did this on my SAC before, its one of those things that proves in-depth knowledge, and yes you are right.
Oedipal complex for male towards their mums, and Electra Complex for females towards their dads.
-
I was more confused with what we had to know, ie. every psycho sexual stage in detail -_-
-
Help pleasee :)
What is the major problem with a statistical approach to defining normality?
Describe two types of allostatic overload.
and if possible, can someone pleaseeee give me real life examples for those horrid 4 types of partial reinforcement (i.e. fixed-ratio schedule, fixed-interval, variable-ratio and variable interval)
Thanks sooooo much in advance!! ;D
-
Help pleasee :)
What is the major problem with a statistical approach to defining normality?
Describe two types of allostatic overload.
and if possible, can someone pleaseeee give me real life examples for those horrid 4 types of partial reinforcement (i.e. fixed-ratio schedule, fixed-interval, variable-ratio and variable interval)
Thanks sooooo much in advance!! ;D
Allostatis Load can be linked with war, and I guess continued health issues. (High levels of radiation causing brain tumours, thyroid cancer, continuously). Not entirely sure.
-
Help pleasee :)
What is the major problem with a statistical approach to defining normality?
Describe two types of allostatic overload.
and if possible, can someone pleaseeee give me real life examples for those horrid 4 types of partial reinforcement (i.e. fixed-ratio schedule, fixed-interval, variable-ratio and variable interval)
Thanks sooooo much in advance!! ;D
Fixed interval: getting a candy every 5 minutes of running
Fixed ratio: getting a candy every 5 laps of running
Variable interval: getting a candy at a completely random time in a 1hour cycle of running
Variable ratio: getting a candy after a random lap every 50 lap cycle
basically variable is just RANDOM but ultimately if you average it out, you'll get one eventually in a period of time or response.
--
Can someone please explain the difference between confounding and extraneous variables? I HALF get it, but a clear nice explanation would be great to settle my uncertainties :)
-
Help pleasee :)
Describe two types of allostatic overload.
Two types of allostatic load include:
Repeated exposure to multiple stressors in a relatively short period of time that result in overexposure to stress hormones, leading to wear and tear on the body(allostatic load). An example of this could be on the day of the psych exam. You wake up late and realise you might not make it in time for the exam so you rush gathering all your equipment and quickly put it in your bag. You drive to school, still worried about being late and when you arrive at school you realise you forgot to bring your bag. Failz.
You've been exposed to multiple stressors that have occurred in relatively quick succession. Just as the first stressor has been dealt with, a new stressor has re-activated your stress response. If this happens multiple times, it will lead to allostatic overload.
Prolonged allostatic response to an encountered stressor after the stressor has passed. By having an increased length of exposure to the allostatic response, the recovery process is delayed. It is the increased length of the allostatic response that results in allostatic overload.
-
Can someone please explain the difference between confounding and extraneous variables?
A clear explanation would be good.. anyone?
-
An EV [may] have an effect - a CV [does] have an effect
-
Can the CV already have an effect? I read somewhere that a Confounding v was just an extraeneous that wasn't controlled..
-
A CV already has an effect....what you just described is a [potential] confounding variable; that is, any extraneous variable that wasn't controlled.
-
Can someone please briefly explain what Integrity means in terms of ethical principles? thanks.
-
Can someone please briefly explain what Integrity means in terms of ethical principles? thanks.
Integrity is like how committed the researcher is in regards to their searching for knowledge for their study and also concerning the extent to how honestly and ethically they carry out or conduct their research and disclose/communicate the results of such research
-
Can someone explain to me the main difference between validity and consistency?? (in terms of internal validity/external validity/internal consistency)
Thanks! :D
-
Can someone explain to me the main difference between validity and consistency?? (in terms of internal validity/external validity/internal consistency)
Thanks! :D
Found ansswer from Unit 3 questions thread:
Internal Consistency is a type of measure used to examine reliability. Reliability refers to the ability of a particular test/technique to replicate the same or similar result over and over again. Internal Consistency in particular, is a measure of the degree of which similar questions in a test end up with similar answers. If a test is to be reliable, it makes sense that questions that ask similar topics, for example a question saying 'I like stuyding' and 'I enjoy studying' in a survey, should get similar answers.
-
What is the difference between allostatic load and allostatic overload??
-
Allostatic overload is when allostatic load becomes too much
-
Edit: never mind! :)
-
Allostatic load refers to the 'wear and tear'....right? so when this becomes TOO MUCH you have OVER-load and yep, a higher risk of developing disorders.
-
Allostatic load refers to the 'wear and tear'....right? so when this becomes TOO MUCH you have OVER-load and yep, a higher risk of developing disorders.
Allostatic load or overload (different across the text books) is when there is stress over a continuous period of time, or stress that has become repeated over a time, (stop, go, stop, go). This causes the body to go into a state where the body becomes weaker and is susceptible to developing disorders, or obtaining disease,
Sounds right?
-
Can't you be @ risk for developing minor illnesses too during allostatic load? Isn't overload only when the body goes into a physical and mental breakdown, leading to long-term damage? So both can lead to illnesses I suppose but overload just leads to more serious ones?
-
Can't you be @ risk for developing minor illnesses too during allostatic load? Isn't overload only when the body goes into a physical and mental breakdown, leading to long-term damage? So both can lead to illnesses I suppose but overload just leads to more serious ones?
Well should we keep it as load leads to minor then, and prolonged overload leads to major?
-
In Watson's 'Little Albert' experiment, were there any ethical principles that were not breached?
-
I don't think any were NOT breached. That's how evil he was lol
-
You could argue that withdrawal rights were maintained, since Albert (& his mother) were able to leave the experiment
and possibly a bit more of a stretch, but beneficence could be used to defend Watson's work. The study provided valuable insight into the conditioning of a fear response, which could be viewed as being of greater significance than the obvious harm caused to Albert. But since the primary ethical consideration in research is 'no psychological or physical harm to participants', something which the Little Albert experiment obviously failed in, you can just as easily argue that beneficence was not upheld.
-
^I'd say withdrawal rights weren't maintained as each time Albert tried to get away from the fear producing stimulus, they held him back from getting away. But I guess you could probably make that argument.
-
The assessors report for 2008 (if i can remember) has a list of each of the principles breached, and it does include withdrawal rights :\
-
In reference to classical conditioning, are most conditioned responses reflex actions? Because I got a bit confused when faced with this multiple choice question:
Ingrid was the victim of a violent attack when leaving a party one night. Since that time whenever she sees people coming towards her when she is alone her heart rate and respiratory rate increase. This is an example of:
A. an unconditioned response
B. a conditioned reflex
C. stimulus generalisation
D. a conditioned response
I had crossed off answers a and c and was left with b and d
-
In reference to classical conditioning, are most conditioned responses reflex actions? Because I got a bit confused when faced with this multiple choice question:
Ingrid was the victim of a violent attack when leaving a party one night. Since that time whenever she sees people coming towards her when she is alone her heart rate and respiratory rate increase. This is an example of:
A. an unconditioned response
B. a conditioned reflex
C. stimulus generalisation
D. a conditioned response
I had crossed off answers a and c and was left with b and d
-
I don't do psych so i'm failing here, but B seems to me to be more correct, and i also did eliminate A and C. A reflex is a reaction that is not necessarily done consciously, which seems to fit this case more, but that's just how i feel about this situation.
-
B and D are the same thing. All conditioned responses are reflexive responses.
-
B and D are the same thing. All conditioned responses are reflexive responses.
Yeah I had thought this too and that's why this question confused me.
I don't do psych so i'm failing here, but B seems to me to be more correct, and i also did eliminate A and C. A reflex is a reaction that is not necessarily done consciously, which seems to fit this case more, but that's just how i feel about this situation.
lol thanks Tony :P
Go study physics or whatever
-
I don't do psych so i'm failing here, but B seems to me to be more correct, and i also did eliminate A and C. A reflex is a reaction that is not necessarily done consciously, which seems to fit this case more, but that's just how i feel about this situation.
she doesnt even go here!!! it's D!!!!
-
B and D are the same thing. All conditioned responses are reflexive responses.
Actually, after some further research, I believe the answer is D. If you re-read the question carefully, you'll note that they said 'her heart rate and respiratory rate increase'-these are key words. This means her sympathetic nervous system of her autonomic nervous system has been activated. This means it is a conditioned emotional response rather than a conditioned reflex.
The solutions said the answer was D as well.
-
My reasoning was that she LEARNT the response. This should trigger that it was classically conditioned, hence, a conditioned response.
-
A conditioned reflex is learnt and is classical conditioning. Your reasoning fails to explain why it's not B?
-
Well besides the fact that the question is dodgy, I wouldn't rule out B as completely incorrect BUT the MOST correct answer in the context of the situation would be D, as she associated a response due to experience.. which is a CR. It'd make more sense if the answer said 'reflex' but since it says 'conditioned' it could work both ways. D's most correct though and it's what I would put first
-
A conditioned reflex is exactly what you said aswell..."she associated a response due to experience".
Your reasoning doesn't get rid of B. You're just lucky you guessed D :P
-
Actually, playsimme's point of associating the response due to experience is a supporting reason for me choosing D. Unconditioned responses are reflexes as they do not require 'learning'(they're innate). But conditioned emotional responses occur when the ANS produces a response to a stimulus that it did not previously produce.
Like playsimme, that's the one I believe would be most correct. But yeah, it's a pretty horrible question :P
EDIT: The association has led to a phobia being developed which is not a reflex because as we all know from studying phobias, it is a complex behaviour and reflexes are simple responses.
-
All I'm saying is B and D by themselves are IDENTICAL terms. The better answer is D because of MELUCKY'S reasoning of conditioned emotional response....not playsimme's reasoning which does not eliminate B
-
All I'm saying is B and D by themselves are IDENTICAL terms. The better answer is D because of MELUCKY'S reasoning of conditioned emotional response....not playsimme's reasoning which does not eliminate B
Yup, true. They are identical terms.
Sorry, I just wanted to discuss it in detail, helps me understand the course better.
-
Actually, playsimme's point of associating the response due to experience is a supporting reason for me choosing D. Unconditioned responses are reflexes as they do not require 'learning'(they're innate). But conditioned emotional responses occur when the ANS produces a response to a stimulus that it did not previously produce.
Like playsimme, that's the one I believe would be most correct. But yeah, it's a pretty horrible question :P
EDIT: The association has led to a phobia being developed which is not a reflex because as we all know from studying phobias, it is a complex behaviour and reflexes are simple responses.
Dayum glad SOMEBODY agrees with me.. consider 'MOST' correct. It wasn't a true 'reflex'..
EDIT: Can someone explain criterion related reliability clearly for me?
-
If there was a short-answer question saying 'What is the different between mental health and mental illness?', what would be a full mark response?
-
If there was a short-answer question saying 'What is the different between mental health and mental illness?', what would be a full mark response?
You would just define mental health, and then compare this to mental illness' definition
eg Mental health is the capacity of an individual to interact with others and the environment in ways that promote subjective wellbeing, optimal development throughout the lifespan and effective use of their cognitive, emotional and social abilities. This is in contrast to mental illness, which refers to a psychological dysfunction that usually involves impairment in an individual's ability to cope with everyday life, distress and thoughts, feelings and/or behaviour that are atypical of the person and may also be inappropriate within their culture
Personally, I think this exact question is likely to come up on the exam, probably as a 2-mark short answer question (1 mark for each definition)
-
Question 22 from sample exam 2011:
In humans and animals, the timing of an experience can significantly influence the learning that takes place. Explain how a sensitive period in brain development differs from a critical period. Give an example of each.
Can anyone help me with this question. I know what sensitive period means, but have no idea about critical period. :<
Thanks
-
Can anyone help me with this question. I know what sensitive period means, but have no idea about critical period. :<
Please verify this as well. I was told that critical periods is used to describe animals where as sensitive periods for humans. Correct me if I'm wrong.
I also have another question:
What are the two types of allostatic load; I assume most of you have seen this in Checkpoint - completely threw me off... Which textbook is this in?
Many thanks.
-
Question 22 from sample exam 2011:
In humans and animals, the timing of an experience can significantly influence the learning that takes place. Explain how a sensitive period in brain development differs from a critical period. Give an example of each.
Can anyone help me with this question. I know what sensitive period means, but have no idea about critical period. :<
Thanks
A critical period is a narrow period in an organism's development where they must have a certain experience in order to learn something (or something along those lines haha) E.g. when Baby Goslings are born, for the the first moving thing they see, they will learn to believe that it's their mother and start following it around--> http://www.geekosystem.com/wp-content/uploads/2011/06/122044-004-579DCB3A.jpeg
-
What are the two types of allostatic load; I assume most of you have seen this in Checkpoint - completely threw me off... Which textbook is this in?
Two types of allostatic load include:
Repeated exposure to multiple stressors in a relatively short period of time that result in overexposure to stress hormones, leading to wear and tear on the body(allostatic load). An example of this could be on the day of the psych exam. You wake up late and realise you might not make it in time for the exam so you rush gathering all your equipment and quickly put it in your bag. You drive to school, still worried about being late and when you arrive at school you realise you forgot to bring your bag. Failz.
You've been exposed to multiple stressors that have occurred in relatively quick succession. Just as the first stressor has been dealt with, a new stressor has re-activated your stress response. If this happens multiple times, it will lead to allostatic overload.
Prolonged allostatic response to an encountered stressor after the stressor has passed. By having an increased length of exposure to the allostatic response, the recovery process is delayed. It is the increased length of the allostatic response that results in allostatic overload.
MeLucky had answered this for me a few pages back :D
-
There are actually 4 types of allostatic load.
I know that these can be found in the Grivas book and the Uncovering Psych book, but not Oxford. Not sure about Nelson however and I don't have the checkpoints..
If I can't find information or need to clarify something, I sometimes use google and access information from various websites-obviously be wary of their credibility.
-
Ah, I found them in the green box of Grivas, I don't really read those :P Are they even examinable?
Thank you anyways. (:
-
Ah, I found them in the green box of Grivas, I don't really read those :P Are they even examinable?
Thank you anyways. (:
Yeah, I skip most of those green boxes as well. Most of it is just additional information to help us understand the content which is why I hate how they put examinable stuff in the boxes -.-
It's confused me before :P
-
There are actually 4 types of allostatic load.
I know that these can be found in the Grivas book...
page 615-616
don't have any of the other textbooks so can't help there.
-
can someone help me please with with question.
In observational learning there is a stage where learning has occurred, but the behaviour has not yet been shown by the learner
a) what form of learning has occurred before the behaviour is shown?
b) which of the processes involved in observational learning occurs to elicit the behaviour to be shon?
c) which of the processes involved in observational learning must occur if the behaviour is to be repeated by the learner?
d) name and explain the first process involved in observational learning?
ok. well I now B is reproduction, C is motivation and D is attention. would A be latent learning or retention. I'm not sure about retention because it would have asked for a "process" not the "form of learning".
oh, and with this question in banduras 1963a experiment what conditions, other than direct observation, were used?
would that be the cartoon video and the real-life video?
and one last question, for those doing major depression. as well as providing psychotherapy and working with a doctor who may prescribe medication, describe two other ways a psychologist could assist a client with depression?
-
In observational learning there is a stage where learning has occurred, but the behaviour has not yet been shown by the learner
a) what form of learning has occurred before the behaviour is shown?
b) which of the processes involved in observational learning occurs to elicit the behaviour to be shon?
c) which of the processes involved in observational learning must occur if the behaviour is to be repeated by the learner?
d) name and explain the first process involved in observational learning?
My class had a huge discussion about this question (q. 6 on the sample paper http://www.vcaa.vic.edu.au/vcaa/vce/studies/psychology/psych2-samp-w.pdf)
a) is latent learning. retention isn't a form of learning so that can't be the answer.
b) my teacher was not sure about at all. Personally, i think it is motivation, because you can do all of attention, retention, reproduction, but if the motivation isn't there to perform the behaviour then it won't be shown.
c) the question is a bit ambiguous - it can be interpreted as meaning 'if the behaviour shown by the model is to be repeated by the learner', or as 'if the behaviour is to be repeated by the learner, then repeated again, then again'.
if you go for the first interpretation, then ALL processes of observational learning must occur.
for the second one, because attention, retention, reproduction already occurred when the behaviour was shown for the first time, they don't need to happen again in later times. so then you would say that motivation and reinforcement need to occur
d) attention is right, but also explain such as saying that it involves closely observing the model’s behaviour and identifying distinctive features of the observed behaviour
oh, and with this question in banduras 1963a experiment what conditions, other than direct observation, were used?
would that be the cartoon video and the real-life video?
yeah video-tape and cartoon. don't mention the passive model because that was also direct observation
can't help you with the depression...schizophrenia ftw
-
Hey guys, I've been struggling through MC :( so I've decided the answers are wrong and I'm here to ask you to confirm :D
Here we go:
Learning involves:
A. a lasting change in behaviour due to experience
B. a more or less permanent increase in knowledge
C. thinking and planning
D. all the above
Answer is D - since when does learning involve thinking and planning?
Strangely, even a "simple phobia" is referred to as a "complex behavioural response", this is because phobias are:
A. created by CC and maintained and strengthened by OC
B. created by OC and maintained and strengthened by CC
C. created by latent learning and maintained and strengthened by OC
D. created by CC and maintained and strengthened by Observational Learning
Answer is D - shouldn't it be A?
Many papers ask statistics about the proportion of the Australians who have mental disorders etc etc, DO WE NEED TO KNOW THIS?
In STAV, there's a question on the Minnesota Multiphasic Personality Inventory... What on earth?
I might have asked too many questions but any help would be appreciated.
-
Strangely, even a "simple phobia" is referred to as a "complex behavioural response", this is because phobias are:
A. created by CC and maintained and strengthened by OC
B. created by OC and maintained and strengthened by CC
C. created by latent learning and maintained and strengthened by OC
D. created by CC and maintained and strengthened by Observational Learning
Answer is D - shouldn't it be A?
I believe it is A.
-
Strangely, even a "simple phobia" is referred to as a "complex behavioural response", this is because phobias are:
A. created by CC and maintained and strengthened by OC
B. created by OC and maintained and strengthened by CC
C. created by latent learning and maintained and strengthened by OC
D. created by CC and maintained and strengthened by Observational Learning
Answer is D - shouldn't it be A?
I believe it is A.
What paper is it? Maybe dodge.
In STAV, there's a question on the Minnesota Multiphasic Personality Inventory... What on earth?
Never heard of it but in googleing I found it was
The Minnesota Multiphasic Personality Inventory (MMPI) is one of the most frequently used personality tests in mental health. The test is used by trained professionals to assist in identifying personality structure and psychopathology.
-
What paper is it? Maybe dodge.
TRIALS FOR TEACHERS.
I always thought they had pretty good papers - The MC was pretty hard imo.
And thanks MeLucky.
-
What paper is it? Maybe dodge.
TRIALS FOR TEACHERS.
I always thought they had pretty good papers - The MC was pretty hard imo.
And thanks MeLucky.
a sheet that I was given by my teacher regarding some of the errata (mistakes) from that paper
"
Question 11
Strangely, even a “Simple phobia” is referred to as a “complex behavioural response”, this is because phobias are
Answer: A. created by classical conditioning and maintained and strengthened by operant conditioning
Question 28
Susan’s participants, when experiencing their phobic responses, will show high levels of
Answer: D. GABA and adrenaline
N.B. This question was originally intended to show that during treatment GABA is increasing and adrenaline is decreasing. This is not clearly stated in this question. Students will probably get the correct answer by identifying the hormone and neurotransmitter most involved, but this would be a valid point for discussion.
Question 31
Susan could reasonably conclude that
Answer: A. therapeutic intervention using systematic desensitization or CBT results in significant decrease in phobic anxiety
Question 45
Which of the following is not a valid criticism of Lazarus’ transactional model or of Selye’s General Adaptation Syndrome?
Answer: D. Both Selye’s and Lazarus’ model deal only with negative stressors
"
-
In STAV, there's a question on the Minnesota Multiphasic Personality Inventory... What on earth?
Never heard of it but in googleing I found it was
The Minnesota Multiphasic Personality Inventory (MMPI) is one of the most frequently used personality tests in mental health. The test is used by trained professionals to assist in identifying personality structure and psychopathology.
In the Grivas textbook, the MMPI comes up on page 574-575 in the diagrams, showing it as an example of a dimensional approach to classification of mental conditions and disorders
But surely we don't have to know it for the exam, but maybe just remember it as an example of a dimensional approach
-
Question 28
Susan’s participants, when experiencing their phobic responses, will show high levels of
Answer: D. GABA and adrenaline
If a phobia/anxiety is reasoned to be due to a LACK of GABA, then how then will a person show high levels of GABA? I got this wrong too :(
But thanks for the erratum, it helped cleared up things a lot.
So... learning DOES involve planning and thinking? - from the first MC.
-
Some learning does involve thinking and planning (common sense) but the way the question is phrased suggests ALL learning involves it which is why I put A.
Poor question.
-
hows everyone feeling about the exam in a week? :-\
-
Stressed, but excited, sooo, eustress?
I just want it to be over
-
I feel that I knew Unit 3 much better, but then i just smashed a practice exam so i guess it's going fine
I just want it to be over
my thoughts exactly..
-
Same.. ^ I didnt really learn perfect definitions this time around ..
-
Same.. ^ I didnt really learn perfect definitions this time around ..
yea haha neither - i think it's because they're so long!!! categorical approach/dimensional approach/mental health/mental illness and it's so long because you don't know which parts of the definition will get you marks so you include everything!
I agree with amilss! I just want this over and done with !
-
But I guess it's an advantage. Learnt 100 definitions for unit 3 used only 1 for the exam and look where the fuck that got me.. everything but bloody aphasia. FML
-
erm? EEG/EOG/Aphasia/Context dependent/Retro/pval/change blindness
Pretty much definition answers.
-
STAV 2011
Q31 - Shouldn't it be psychological? His response to the stressor is depression....
Q35 - wtf? did anyone actually get this?
-
STAV 2011
Q31 - Shouldn't it be psychological? His response to the stressor is depression....
Q35 - wtf? did anyone actually get this?
Link me up.
-
STAV 2011
Q31 - Shouldn't it be psychological? His response to the stressor is depression....
Q35 - wtf? did anyone actually get this?
Q31- I guess his stress is somewhat psychological but the question asks what the stress is shaped by so hence social factors.
Q35 - the Biofeedback doesn't DIRECTLY do anything to you so you can eliminate B and C. The biofeedback does however highlight the physiological processes when a person is stressed and when you're stressed, your 'flight-flight' response is initiated (increase heart rate, breathing rate etc etc) so the most logical answer is D.
Explanations may not be convincing enough... someone else might do better.
-
His stress is shaped by his strong work ethic ---> that's his mindset ---> psychological. Not convinced.
q35 - yah B and C gone. I put A 'cause you're using your mind (thought processes) to control your matter (body)
-
For question 31 I also put in A because it's his family's strong work ethic plus that he lost his job, both social factors, which contributed to his stress.
-
According to Hans Selye's general adaptation theory, the sympathetic nervous system is activated in the stage referred to as:
A. Countershock
B. Shock
C. Alarm
D. Resistance
I chose C because I was told that Shock and Countershock are not stages. Thoughts?
From QAT.
-
Same.
I was informed by a 2010 50'r that exam writers aren't picky in MCQ but the Chief Assessor is in Short Answer.
-
Qat is horrendous for bio (1500)
-
According to Hans Selye's general adaptation theory, the sympathetic nervous system is activated in the stage referred to as:
A. Countershock
B. Shock
C. Alarm
D. Resistance
I chose C because I was told that Shock and Countershock are not stages. Thoughts?
From QAT.
Did the same but my teacher told me in a situation like that to just choose the best possible answer. Hope that helps :).
-
Are you guys all ready for the exam? I'm kinda indifferent after finishing English but.. hopefully it'll be good.. :D Just need to brush up some mental health definitions and I guess I'm set :S
-
question:
describe the process of allostatis in a stressful situation? thanks
-
Does anyone know if there are answers to the sample questions on the vcaa website?
-
For the NEAP 2011 exam, would we really need to memorise the steps for a psychological experiment? (for the actual exam)?
Thanks :)
-
For the NEAP 2011 exam, would we really need to memorise the steps for a psychological experiment? (for the actual exam)?
Thanks :)
The VCAA can do crazy things... just look at the English exam...
-
Are you guys all ready for the exam? I'm kinda indifferent after finishing English but.. hopefully it'll be good.. :D Just need to brush up some mental health definitions and I guess I'm set :S
I'm ready!
-
For the NEAP 2011 exam, would we really need to memorise the steps for a psychological experiment? (for the actual exam)?
Thanks :)
The VCAA can do crazy things... just look at the English exam...
I'm hunting down Helen Day... and getting a tattoo in front of her FACE!
-
Do we need to know about these processes for developmental plasticity?
- profileration
- migration
- circuit formation
- myelination
they're not mentioned in my psych textbook (macmillian - one stop science) but they're in these notes that roger edwards (some old psych chief assessor guy) gave us.
-
Do we need to know about these processes for developmental plasticity?
- profileration
- migration
- circuit formation
- myelination
they're not mentioned in my psych textbook (macmillian - one stop science) but they're in these notes that roger edwards (some old psych chief assessor guy) gave us.
Although I don't think it specifically states the stages in the study design, it's a good idea to know them.
-
For a behaviour to be acquired through classical conditioning, the UCS should be presented ________ the CS.
a)about one minute before
b) about 0.5 seconds before
c) at the same time as
d) just after
I keep getting confused whether UCS is before CS or after?
-
the cs comes b4 and i'd say just after
-
For a behaviour to be acquired through classical conditioning, the UCS should be presented ________ the CS.
a)about one minute before
b) about 0.5 seconds before
c) at the same time as
d) just after
I keep getting confused whether UCS is before CS or after?
Its easiest to remember that it is the opposite to Operational Conditioning
The UCS should be presented after
-
Yeah see thats what i though, but the correct answer is B (about 0.5 seconds before) :/
-
did tssm make that question?
-
nope, STAV 2006
-
I have a seemingly stupid question,
I've heard that systematic desensitisation and graduated exposure are the same thing but i've also heard that systematic desensitisation is when you learn a relaxation technique and use that in every step whereas graduated exposure you're just exposed to it, gradually with no relaxation technique or anything.
Also, is there any particular difference between shaping and behaviour modification?
Thanks
-
I have a seemingly stupid question,
I've heard that systematic desensitisation and graduated exposure are the same thing but i've also heard that systematic desensitisation is when you learn a relaxation technique and use that in every step whereas graduated exposure you're just exposed to it, gradually with no relaxation technique or anything.
Thanks
Same thing.
Also, is there any particular difference between shaping and behaviour modification?
Also same thing, I think. (Don't hold me to this).
-
thanks for that!
-
I have a seemingly stupid question,
I've heard that systematic desensitisation and graduated exposure are the same thing but i've also heard that systematic desensitisation is when you learn a relaxation technique and use that in every step whereas graduated exposure you're just exposed to it, gradually with no relaxation technique or anything.
Also, is there any particular difference between shaping and behaviour modification?
Thanks
Systematic desensitisation and graduated exposure are very similar - but they're not the same thing. you're correct in that systematic desensitisation uses relaxation techniques, but graduated exposure can as well. (eg. therapist sits with client with a phobia of flying on a plane, and helps them remain calm and engage in muscle relaxation on the flight.) but yes, grauduated exposure is more about 'confronting' the fear, rather than to replace an anxiety response with a relaxed response.
Not sure about shaping and behaviour modification.
-
ok. this is really frustrating me! what on earth is the difference between a response cost and a negative punishment? They both remove something to decrease the likelihood of a response, then why do they have difference terms?
-
I have a seemingly stupid question,
I've heard that systematic desensitisation and graduated exposure are the same thing but i've also heard that systematic desensitisation is when you learn a relaxation technique and use that in every step whereas graduated exposure you're just exposed to it, gradually with no relaxation technique or anything.
Also, is there any particular difference between shaping and behaviour modification?
Thanks
Systematic desensitisation and graduated exposure are very similar - but they're not the same thing. you're correct in that systematic desensitisation uses relaxation techniques, but graduated exposure can as well. (eg. therapist sits with client with a phobia of flying on a plane, and helps them remain calm and engage in muscle relaxation on the flight.) but yes, grauduated exposure is more about 'confronting' the fear, rather than to replace an anxiety response with a relaxed response.
Not sure about shaping and behaviour modification.
Examiner said for the exam describe them as the same thing. :/
-
They're the exact same thing - only use the term response cost. Negative punishment is just another confusing term which means the exact same thing. VCAA uses response cost so best to use response cost
-
ok. this is really frustrating me! what on earth is the difference between a response cost and a negative punishment? They both remove something to decrease the likelihood of a response, then why do they have difference terms?
Response cost and negative punishment are basically the removal of a stimulus that weakens a behaviour.
I havn't seen though anything in regards to separating them other than certain questions.
-
thanks. I'm very, very nervous for this exam. wasn't it you "camo" who said that this was one of the hardest exams for psychology that the examiner had seen?
-
i don't understand how he could know - the exam is not seen by a teacher or examiner until 30 minutes after we first sit it, so no, nobody actually knows unless they wrote it, which they wouldnt be communicating to us at all
-
thanks. I'm very, very nervous for this exam. wasn't it you "camo" who said that this was one of the hardest exams for psychology that the examiner had seen?
i don't understand how he could know - the exam is not seen by a teacher or examiner until 30 minutes after we first sit it, so no, nobody actually knows unless they wrote it, which they wouldnt be communicating to us at all
Reference to mid-year. He assumed that the end of year would be a lot easier.
-
It's bound to be easier. If the section C wasn't a 4/15 question the cut off would have been 77.
-
Now that I look back at it, the extended response seems like an ambiguous prompt for English (that I had done little preparation for).
-
Yeah the recently spoke to the chief assessor roger edwards, and he told me to always use response cost, it is the same thing as negative punishment. So i'd go with that.
-
in the notes by roger edwards, it only mentions response cost, not negative punishment, so i guess that should be right.
-
in the notes by roger edwards, it only mentions response cost, not negative punishment, so i guess that should be right.
hah, so i see roger has been getting around lolol
-
in the notes by roger edwards, it only mentions response cost, not negative punishment, so i guess that should be right.
hah, so i see roger has been getting around lolol
LOL yeah our school (with our money) paid him to come talk to us
-
in the notes by roger edwards, it only mentions response cost, not negative punishment, so i guess that should be right.
hah, so i see roger has been getting around lolol
LOL yeah our school (with our money) paid him to come talk to us
Did he help? Any tips? Lol.. any predictions on the exam? hehe..
-
in the notes by roger edwards, it only mentions response cost, not negative punishment, so i guess that should be right.
hah, so i see roger has been getting around lolol
LOL yeah our school (with our money) paid him to come talk to us
Did he help? Any tips? Lol.. any predictions on the exam? hehe..
Remember the examiner and assessor are too completely different groups of people. The exam was written it about March or something from the examiners, but the Roger is the head of marking, like he writes the Assessment report, so he would have the same idea that your teachers should have on whats on the exam, except he also is the one who determines whats right/wrong etc.
-
Oh, so he writes the assessment report? You shoulda dissed his pathetic excuse of an assessment report which clarified nothing for me.. :\
-
Ha, well i guess we all have our rants.
Btw, any predictions/guesses on the Extended Response last year?
(Not that its that possible given last years..)
-
i heard that he actually isn't the chief assessor anymore...
-
Ha, well i guess we all have our rants.
Btw, any predictions/guesses on the Extended Response last year?
(Not that its that possible given last years..)
?? Last year? I hope it's biopsychosocial something, it'd give alot to ramble about lol
Hopefully it isn't too specific in the deep wording of the study design aka half a dot point ala midyear exam D:
-
Ha, well i guess we all have our rants.
Btw, any predictions/guesses on the Extended Response last year?
(Not that its that possible given last years..)
?? Last year? I hope it's biopsychosocial something, it'd give alot to ramble about lol
Hopefully it isn't too specific in the deep wording of the study design aka half a dot point ala midyear exam D:
Well I can guarantee it won't be related to your specific mental illness. Also I doubt it will be on phobias as it was on the practice questions exam. My bet is it's got something to do with defining mental illness or some sort of research method based on a type of learning, that's probs what I'll work on a bit this weekend.
-
From the VCAA practice questions:
Question 27
a. Describe one problem-focused coping strategy Bronwyn could use to reduce her stress.
1 mark
b. Describe one emotion-focused coping strategy Bronwyn could use to reduce her stress.
1 mark
What is it? What does it relate to? I can't find it in my textbook anywhere.
NEAP:
Question 14
In classical conditioning the stimulus always _______________ the response; for operant conditioning the
response always _______________ the stimulus.
A. occurs after; occurs after
B. precedes; precedes
C. precedes; occurs after
D. occurs after; precedes
SOLUTION: Question 14 C
For classical conditioning, the stimulus always precedes the response, whereas the response precedes the
stimulus for operant conditioning.
Firstly, WTF, and secondly, I keep hearing/seeing opposing views about this.
In operant conditioning, what is the stimulus and what is the response? I would've thought that discriminative stimulus = stimulus and response = behaviour
I asked my sister (Psychology student at uni) why the response would proceed the stimulus (as other places have suggested, I forget where), and she I think she suggested that maybe the response = behaviour and stimulus = reinforcement, which I believe I recall my teacher telling another kid in my class. And now NEAP has provided a WTF answer... according to the solution... shouldn't it be B?
Question 29
What is the major difference between the International Classification of Diseases, and the Diagnostic and
Statistical Manual in classifying mental disorders?
A. There are significant differences in classifying mental disorders between the two systems.
B. The DSM is updated more regularly than the ICD.
C. The ICD separates mental disorders from behavioural disorders, whereas the DSM places everything
under mental disorders.
D. The ICD is a much more detailed system for categorising mental illness.
Question 29 C
The International Classification of Diseases: Classification of Mental and Behavioural Disorders separates
the two, whereas the Diagnostic and Statistical Manual does not.
My textbook provides very little information about the classifications of the ICD.
And also:
b. Choose one mental illness, and describe how it would be classified in the DSM and the ICD.
So I wrote Generalised Anxiety Disorder
Had no idea about ICD category
DSM: Axis I (Clinical disorders) - Anxiety disorders
Anxiety disorder
The appropriate axis must be identified (Axis 2 – General Disorders) and the symptoms
correspond with the classification identified and the ICD broadly categorises anxiety
disorders in the general category of social disorders.
Is it under Axis I or Axis II? :S
From Lisachem:
Question 10
Three years after her birth, Dr D. Eff discovered that Bingo had a severe hearing impediment
in both ears. He told her parents that her language may be affected as her hearing was
impaired during a specific period of time in her development when she would be more
responsive to certain environmental stimuli, such as hearing her parents talk. This period of
time when Bingo should have been learning language is known as the
A. sensitive period.
B. critical period.
C. complex period.
D. both A and B.
The answer is apparently D - I thought that critical periods didn't really happen in humans, or am I wrong?
Question 45
Frodo suffers from a phobia relating to not being able to look at baked beans. This has
become a problem as his partner Freda loves to eat baked beans. Frodo decides to undergo
systematic desensitisation as he has heard that this may help overcome his fear of baked
beans. The first step in this process would be to
A. breakdown the fear-arousing event into a logical sequence of steps.
B. identify the underlying feelings or behaviour associated with the baked beans.
C. confront Frodo with baked beans immediately.
D. teach Frodo relaxation strategies that can be used to manage his anxiety.
The answer is apparently D, but I thought A came first?
-
Question 14
In classical conditioning the stimulus always _______________ the response; for operant conditioning the
response always _______________ the stimulus.
A. occurs after; occurs after
B. precedes; precedes
C. precedes; occurs after
D. occurs after; precedes
----
I put B too. If everyone agrees I can tick myself off for a 45/45....if not, just another 44 -_-
-
^ See playsimme, my lack of English skills is apparent here.
-
precedes and occurs after.. it's c.. think about it
CONDITIONED STIMULUS> response before
DISCRIMINITIVE STIMULUS>response after
-
Next,
From the VCAA practice questions:
Question 10
Three years after her birth, Dr D. Eff discovered that Bingo had a severe hearing impediment
in both ears. He told her parents that her language may be affected as her hearing was
impaired during a specific period of time in her development when she would be more
responsive to certain environmental stimuli, such as hearing her parents talk. This period of
time when Bingo should have been learning language is known as the
A. sensitive period.
B. critical period.
C. complex period.
D. both A and B.
The answer is apparently D - I thought that critical periods didn't really happen in humans, or am I wrong?
Yeah critical human's can happen in human's, in this question the lack of verbal stimuli in this period has inhibited future growth to facilitate hearing. And as a result language is effected, but this can be learned in later life obviously, being the sensitive period.
Question 27
a. Describe one problem-focused coping strategy Bronwyn could use to reduce her stress.
1 mark
b. Describe one emotion-focused coping strategy Bronwyn could use to reduce her stress.
1 mark
Lazarus and Cohens Transactional Model of Stress and Coping, so the problem focused and emotional focused follows the secondary appraisal in an effort to deal with the stressor.
-
From the VCAA practice questions:
Question 27
a. Describe one problem-focused coping strategy Bronwyn could use to reduce her stress.
1 mark
b. Describe one emotion-focused coping strategy Bronwyn could use to reduce her stress.
1 mark
What is it? What does it relate to? I can't find it in my textbook anywhere.
This is part of the Grivas book so you won't find it if you're using Oxford. I don't know the context but here's something general:
a. Bronwyn can gather more information about the stressor and find alternative ways to manage the stress. (E.g. if you forgot your books at school and you have a test tomorrow, you can ask your mom to go pick it up)
b. Browyn can use emotional strategies such as denial (I'm not stressed at all), wishful thinking (teacher will forget about the test), acceptance (oh well, what is done is done)
b. Choose one mental illness, and describe how it would be classified in the DSM and the ICD.
So I wrote Generalised Anxiety Disorder
Had no idea about ICD category
DSM: Axis I (Clinical disorders) - Anxiety disorders
Anxiety disorder
The appropriate axis must be identified (Axis 2 – General Disorders) and the symptoms
correspond with the classification identified and the ICD broadly categorises anxiety
disorders in the general category of social disorders.
Is it under Axis I or Axis II? :S
I'm pretty positive the Anxiety disorders exist under Axis 1. And just so you know, the ICD has 3 Axis, also described in the Grivas book but I don't think we have to know this because it's in one of those " DID YOU KNOW ?" boxes ... Sorry, I can't remember the three axes.
From Lisachem:
Question 10
Three years after her birth, Dr D. Eff discovered that Bingo had a severe hearing impediment
in both ears. He told her parents that her language may be affected as her hearing was
impaired during a specific period of time in her development when she would be more
responsive to certain environmental stimuli, such as hearing her parents talk. This period of
time when Bingo should have been learning language is known as the
A. sensitive period.
B. critical period.
C. complex period.
D. both A and B.
Again, the Grivas book describes critical periods and sensitive periods as the same thing and the Oxford book says critical periods are used to describe animals where as sensitive periods for humans, so you're right, according to Oxford.
Question 45
Frodo suffers from a phobia relating to not being able to look at baked beans. This has
become a problem as his partner Freda loves to eat baked beans. Frodo decides to undergo
systematic desensitisation as he has heard that this may help overcome his fear of baked
beans. The first step in this process would be to
A. breakdown the fear-arousing event into a logical sequence of steps.
B. identify the underlying feelings or behaviour associated with the baked beans.
C. confront Frodo with baked beans immediately.
D. teach Frodo relaxation strategies that can be used to manage his anxiety.
The answer is apparently D, but I thought A came first?
I don't think it really matters in my opinion, but apparently to psychologists, teaching someone to relax and breaking down anxiety/fear-inducing stimuli (two events non-related and does not affect each other ) must be done in some kind of order...
In Grivas:
1) Teach relaxation
2) Break down stimulus
3) Pair them up.
Hope this helps.
-
yeah the purple book uses stimulus, but you should call it a discriminative stimulus, therefore c, not b o.o
-
Emma drives safely and obeys all the road laws to avoid getting any more traffic fines and licence demerit points.
What is the negative reinforcer here? Is it 'traffic fines/the loss of licence demerit points'?
it's the AVOIDANCE of fines/loss of points, not the fine or points themselves :P
-
Question 14
In classical conditioning the stimulus always _______________ the response; for operant conditioning the
response always _______________ the stimulus.
A. occurs after; occurs after
B. precedes; precedes
C. precedes; occurs after
D. occurs after; precedes
----
I put B too. If everyone agrees I can tick myself off for a 45/45....if not, just another 44 -_-
B i would say, but it depends whether the "stimulus" referred to at the end is the consequence or like, what is presented to the organism so they respond, for example being given homework - do the homework - get rewarded. then it'd be c
-
Let's just say it depends on your interpretation of stimulus; discriminative stimulus or stimulus in the form of a consequence.
Such a poor Q won't be on the exam.
-
One thing that kind of confuses me is, how does the stress response CAUSE anxiety? Isn't it just a physiological response that is as a result of someone seeing a phobic stimulus and freaking out?
Oh and I can't remember what "discriminative stimulus" is synonymous with - what was it referred to as again in the Grivas book??
-
Grivas - Stimulus
SRC v DBC basically
-
Sorry, neglect what i said about Question 14,in fact i deleted it. I agreed with you but then i argued for the wrong thing, typical. I think you're right.
-
But in the practice exams VCAA make it explicitly clear that Discriminative stimulus - BEHAVIOUR - consequence should be the three-phase model. The purple book is stupid for even putting SRS thats confusing as hell
-----
The stress response underpins anxiety.. like think about it. Why are we scared of a phobic stimulus? It's cause of the stress response which is saved in the amygdala
-
B is the most correct answer definitely but C is an acceptable interpretation.
-
which has the highest inter-rater reliability, the categorical approach or dimensional approach?
-
No concrete answer is given by any VCE textbook that I know of but I'd say categorical.
-
that's really frustrating because they have it on the vcaa practice exam.
and for bandura's 1963b what did the boys who watched the aggressive model punished learn? I just said their responses had little difference than the girls.
-
Which of these is a better (and more mark-worthy) definition for synapse:
a) The site of communication between two neurons onto which the neurotransmitter is released
b) The site of communication where the terminal button of the pre-synaptic neuron attaches to the dendrite of the post-synaptic neuron to enable messages to be transmitted to each other
Thanks! :)
-
Personally I don't like a) or b). Here's c) :P
The synapse is a site of communication between adjacent neurons that consists of three components; the synaptic gap, the pre-synaptic neuron which releases a neurotransmitter and the post-synaptic neuron which receives the neurotransmitter.
-
But in the practice exams VCAA make it explicitly clear that Discriminative stimulus - BEHAVIOUR - consequence should be the three-phase model. The purple book is stupid for even putting SRS thats confusing as hell
-----
The stress response underpins anxiety.. like think about it. Why are we scared of a phobic stimulus? It's cause of the stress response which is saved in the amygdala
Yeah i kind of thought of it that way. Like if we didn't physically have panic attacks and stuff we wouldn't get so hyped up about something and wouldn't have a phobia of it. Is that what you're getting at? It says something like the stress response accounts for many symptoms of anxiety, which seems to basically be saying the reaction we have causes the anxiety... i've been trying to get my head around it
-
which has the highest inter-rater reliability, the categorical approach or dimensional approach?
Dimensional Approach, because of confusion of terms etc with Categorical in different countries and such.
-
Ya harlequin ur correct 4 thinking that. The basis of a phobia is due to the response to it. Like for example, a phobia to a spider would NOT be considered a phobia IF we DIDNT have a panic attack of physiological arousal to a spider. So basically, it's the response to it which causes the problems associated with phobias; eg; palpitations from a speeding heart.. and etc
-
Which of these is a better (and more mark-worthy) definition for synapse:
a) The site of communication between two neurons onto which the neurotransmitter is released
b) The site of communication where the terminal button of the pre-synaptic neuron attaches to the dendrite of the post-synaptic neuron to enable messages to be transmitted to each other
Thanks! :)
A) --> correct me if i'm wrong, but B) is implying that neurons connect (connect as in, physically touch..), which is simply untrue. that's my interpretation. So the best answers most definitely A
-
this may sound like a stupid question but is cbt a form of psychotherapy? or is psychodynamic psychotherapy the only type of psychotherapy? =)
-
Hey guys, in regards to STAV 2011, reinforcement is the only type of consequences that is effective on a partial ratio right? Because in the STAV is suggests that punishment can be applied on a variable ratio as well?
(Question 16 M.C)
Thanks people.
-
thanks playsimme :)
guys, this question in the grivas chapter 13 multiple choice test: when using CBT in the treatment of a phobia, the mental health professional will focus on:
a) specific environmental triggers
b) unconscious conflicts
c) cognitive biases
d) medications that alleviate anxiety
I said C of course, and it's apparently D??
-
It's C
-
this may sound like a stupid question but is cbt a form of psychotherapy? or is psychodynamic psychotherapy the only type of psychotherapy? =)
Well, the term psychotherapy is a broad term I think, so I'd say so. Here is what Wikipedia says: "Cognitive behavioral therapy (CBT) is a psychotherapeutic approach: a talking therapy. "
So yes, the cognitive component of CBT can be considered a psychotherapy I think
-
It's C
okay thanks. Mistakes in textbooks are really not helpful
:l
-
thanks. how do we operationalize an iv? someone suggested that if we had an extended response with research methods we should state an iv and dv and then operationalized iv's and dv's.
-
Does anyone know the schedules of reinforcement in order from most resistant to extinction to the least resistant? I've seen so many prac Qs on this but it isn't explicitly stated in the grivas textbook.
Would it be
1. variable interval (most)
2. variable ratio
3. fixed interval
4. fixed ratio ? (least)
pas0005, you just give as much detail about exactly how it will be manipulated/measured , for example instead of saying "exercise will make one fitter" you say what theyll be doing for exercise, for how long, and how their fitness will be assessed... just heaps of detail.
-
Does anyone know the schedules of reinforcement in order from most resistant to extinction to the least resistant? I've seen so many prac Qs on this but it isn't explicitly stated in the grivas textbook.
Would it be
1. variable interval (most)
2. variable ratio
3. fixed interval
4. fixed ratio ? (least)
Isn't variable ratio the most?
-
Does anyone know the schedules of reinforcement in order from most resistant to extinction to the least resistant? I've seen so many prac Qs on this but it isn't explicitly stated in the grivas textbook.
Would it be
1. variable interval (most)
2. variable ratio
3. fixed interval
4. fixed ratio ? (least)
Isn't variable ratio the most?
that's why i'm asking, we were never told the order of least to most resistant and I don't know how to deduce what it would be for sure :( what would you say they are?
-
oh, now i get it. thanks. can you draw conclusions or state the hypothesis was supported if the sample was a convenience sample?
hmm im not sure about your question
-
yes i think so, as long as the results are valid/significant or whatever, but I think that means no generalisations can be made. I need to read up on all that haha.
-
Does anyone know the schedules of reinforcement in order from most resistant to extinction to the least resistant? I've seen so many prac Qs on this but it isn't explicitly stated in the grivas textbook.
Would it be
1. variable interval (most)
2. variable ratio
3. fixed interval
4. fixed ratio ? (least)
Isn't variable ratio the most?
that's why i'm asking, we were never told the order of least to most resistant and I don't know how to deduce what it would be for sure :( what would you say they are?
We weren't taught them either, but from exams:
Variable ratio maintains a maximal rate of responding and hence most resistant to extinction
Continuous leads to fastest acquisition
Continuous is most easily extinguished
A fixed ratio schedule promotes the quickest response rate
Variable interval results in slowest acquisition of the behaviour.
-
NEAP NEAP NEAP !
I have a few MC questions from NEAP can someone please help me clarify :(
Which of the following describes the use of Benzodiazepine in treating phobic anxiety disorders?
A. It has an agonistic effect, thus stimulating activity at the site of the post synaptic neuron
B. It has an antagonistic effect, thus stimulating activity at the site of the post synaptic neuron.
C. It has an agonistic effect, thus inhibiting activity at the site of the post synaptic neuron.
D. It has an antagonistic effect, thus inhibiting activity at the site of the post synaptic neuron.
I think It's C, they reckon it's A.
Grivas pg 639:
"Benzodiazepines are GABA agonists"
"benzodiazepines have inhibitory effects on the post synaptic neurones throughout the brain"
In terms of acquisition and maintenance of a phobia,
A. it can be maintained through operant conditioning, but cannot be acquired through operant conditioning
B. it can be acquired through operant conditioning, but cannot be maintained through operant conditioning
C. phobias cannot be acquired or maintained through operant conditioning
D. they can both be acquired and maintained through both classical and operant conditioning
They reckon it's D. I know that a phobia can be acquired through operant and classical conditioning and maintained through operant conditioning but does anyone know if it can be maintained by classical conditioning?
Many thanks.
-
C, no answer for that MCQ
-
NEAP NEAP NEAP !
I have a few MC questions from NEAP can someone please help me clarify :(
Which of the following describes the use of Benzodiazepine in treating phobic anxiety disorders?
A. It has an agonistic effect, thus stimulating activity at the site of the post synaptic neuron
B. It has an antagonistic effect, thus stimulating activity at the site of the post synaptic neuron.
C. It has an agonistic effect, thus inhibiting activity at the site of the post synaptic neuron.
D. It has an antagonistic effect, thus inhibiting activity at the site of the post synaptic neuron.
I think It's C, they reckon it's A.
Grivas pg 639:
"Benzodiazepines are GABA agonists"
"benzodiazepines have inhibitory effects on the post synaptic neurones throughout the brain"
In terms of acquisition and maintenance of a phobia,
A. it can be maintained through operant conditioning, but cannot be acquired through operant conditioning
B. it can be acquired through operant conditioning, but cannot be maintained through operant conditioning
C. phobias cannot be acquired or maintained through operant conditioning
D. they can both be acquired and maintained through both classical and operant conditioning
They reckon it's D. I know that a phobia can be acquired through operant and classical conditioning and maintained through operant conditioning but does anyone know if it can be maintained by classical conditioning?
Many thanks.
benzos imitate and stimulate the activity of GABA at post-synaptic neurons, but as you said this has the effect of INHIBITING the actual action of the neuron. tiny bit ambiguous that question.
well the book doesn't say CC maintains phobias but i guess if you always saw spiders around and kept experiencing the reflexive, involuntary response of fear repeatedly the association would only strengthen and would be resistant to extinction. But yeah, explaining how CC maintains a phobia would be clutching at straws a bit as it's not really in the grivas textbook. :l
-
monkey - Do you have access to the short answers for the grivas book?
-
monkey - Do you have access to the short answers for the grivas book?
yeah.
-
monkey - Do you have access to the short answers for the grivas book?
yeah.
my code does not seem to work, despite it being a new book :( but anyway... what format are they given in? Would you be able to copy paste some of them or save the file or something? or is that not possible
-
monkey - Do you have access to the short answers for the grivas book?
yeah.
my code does not seem to work, despite it being a new book :( but anyway... what format are they given in? Would you be able to copy paste some of them or save the file or something? or is that not possible
I just posted them: Psychology Grivas Short Answers
-
oh! thank you so much that is amazing of you :)
-
Quick question about psychodynamic model for phobias, is it only the whole oedipus complex/ reflection of anger thing? Or is it for any unresolved conflict?
-
Quick question about psychodynamic model for phobias, is it only the whole oedipus complex/ reflection of anger thing? Or is it for any unresolved conflict?
The whole oedipal complex is specifically linked to psychodynamic psychotherapy when used to treat PHOBIAS because it is seen as being the cause of the phobia's anxiety and fear
when treating MAJOR DEPRESSION, however, it can be for any unresolved and unconscious psychological conflict
-
Displacement of unresolved conflicts yeah?
Quick question about psychodynamic model for phobias, is it only the whole oedipus complex/ reflection of anger thing? Or is it for any unresolved conflict?
That whole Oedipus complex thing scare's me a little..
-
Thanks for your answers, it's still a little unclear to me like is it ONLY the oedipus thing or is it any unresolved conflict?
-
The oedipus complex is the example used because freud proposed it to be a commonly occuring conflict (a boy’s desire to sexually possess his mother, and kill his father, which i find incredibly strange), so yeah use the oedipus complex whenever psychodynamic comes up.
-
thanks for that, but if there happens to be a oddly specific multiple choice question about it, it's for any unresolved conflict and the oedipus one is just the most common example?
-
Well Freud designed the Psychodynamic model, and he also designed the Oedipus complex. also seeing the two are next to each other on the study design, I'm 99.9% that if either come up, you will have to mention the other, as a result of displacement.
But then again it is VCAA.. But that's what I'm sticking too.
-
Brilliant, thanks heaps :D
-
How can Eustress have a detrimental impact on health?
thanks,
-
How can Eustress have a detrimental impact on health?
thanks,
I think because it still is a form of stress the physiological stress response (flight or fight) is still present, so prolonged exposure to Eustress is the same as prolonged exposure to stress, which can result in a decrease in immune system functioning. But I'm not 100% certain so wouldn't hurt to wait for a second opinion.
-
I'm still incredibly confused about the whole definition of 'stimulus' in operant conditioning (is it the discriminative stimulus or the reinforcement?). Different places say different things. :S
I might have to ask my teacher on Monday before the exam.
The oedipus complex is the example used because freud proposed it to be a commonly occuring conflict (a boy’s desire to sexually possess his mother, and kill his father, which i find incredibly strange), so yeah use the oedipus complex whenever psychodynamic comes up.
From what I remember from year 11 Psychology, I don't think boys want to kill his father... they're just jealous of him... and I don't think they want to get into their mother's pants or anything, it's just some sort of... attraction thing. Oh Freud...
I know it was explained earlier, but I still can't grasp Garcia and Koelling's one-trial learning study.
My textbook (Oxford) says:
Condition One: These rats were presented with the saccharine water accompanied by the flashing lights and clicking noise, but they also received a mild electric shock each time they drank the water.
Condition Two: These rats were presented with the saccharine water accompanied by the flashing lights and clicking noise, but also received radiation which was intended to make them sick 30 minutes later.
But then the rats were exposed to the lights and noise with plain water, and the saccharine water without.
And for the results:
Condition 1 rats would not drink plain water but did drink sweetened water. < Is this supposed to be a control group? It seems that it's testing operant conditioning here... the rats are punished for drinking plain water, and so they drink saccharine water in order to avoid the plain water, and also because it is pleasant tasting. (and the saccharine water also previously administered the punishment?) This condition just doesn't make sense to me.
Condition 2 rats did drink plain water but would not drink sweetened water < This makes sense, it's testing taste aversion. Animals and humans have a tendency to avoid things that make them sick in order for survival. I'm not sure where the lights and clicking noise is supposed to fit in.
-
Well Freud designed the Psychodynamic model, and he also designed the Oedipus complex. also seeing the two are next to each other on the study design, I'm 99.9% that if either come up, you will have to mention the other, as a result of displacement.
But then again it is VCAA.. But that's what I'm sticking too.
This was straight from wikipedia with the oedipal complex. I'd go with the psych year 1 definition though.
-
Question... I know that generalisations cannot be made if results are not statistically significant but can conclusions be made? And is the conclusion just if the hypothesis is supported or not?
-
Question... I know that generalisations cannot be made if results are not statistically significant but can conclusions be made? And is the conclusion just if the hypothesis is supported or not?
I don't think either can with the results are not statistically significant.
-
Great thank you! :)
-
Does adaptive plasticity serve any other purpose other than for brain damage? I once had "to maximise functions (e.g. pianists have larger cortical area for finger control)" But apparently developmental plasticity occurs "in response to experience and learning throughout lifespan"... which the pianists thing would come under, right? So confused.
-
Question... I know that generalisations cannot be made if results are not statistically significant but can conclusions be made? And is the conclusion just if the hypothesis is supported or not?
I don't think either can with the results are not statistically significant.
That's what I thought but then why does the STAV 2011 exam say that the results are not significant to just go on to say that a conclusion can be made which supports the hypothesis :/
-
Does adaptive plasticity serve any other purpose other than for brain damage? I once had "to maximise functions (e.g. pianists have larger cortical area for finger control)" But apparently developmental plasticity occurs "in response to experience and learning throughout lifespan"... which the pianists thing would come under, right? So confused.
Adaptive plasticity
-to enable adjustment to experience
-compensate for lost function
-maximise remaining functions in the event of a brain damage
-
A conclusion cannot be made and hence nor a generalisation when:
The sample is not representative of the population
Sampling is not random
P-value of over 0.05
Obvious confounding variables
Breached ethical principles
Is this correct?
-
^ I'd really like to know for sure about supporting/not supporting a hypothesis too
-
Sounds pretty right monkey, I am yet to have a last skim over research methods later tonight but I THINK that, if the results are significant and there's no CVs yadayada then a conclusion can be made, but that doesn't mean a generalisation can automatically be made - the representativeness of the sample HAS to be all good before a generalisation can be made am I right?
also if the hypothesis is rejected but the experiment is statistically significant what do you say about the results?
-
I thought that they could be made when ethical principles were breached? I'm not 100% sure though
Does anybody have a clear distinction between demand characteristics and experimenter effects? Cause the difference a bit unclear to me
Also, with Bandura's 1963a study, was there any difference between the results of a physical model, the model on screen or the cartoon model?
-
whats the difference between meditation and relaxation?
-
Meditation involves going into an altered states of consciousness while relaxation does not.
In 1963a, viewing the real-life model made showing aggression to the doll more likely. The cartoon, least likely.
As for demand characteristics, try reading up on this: http://knol.google.com/k/gblackhart/demand-characteristics/2iym3t7edxw1s/2#
I suppose demand characteristics can refer to more general cues while experimenter effects have to be made by the experimenter saying/doing something that shows their bias.
-
Thanks for that! so is an experimenter effect a type of demand characteristic or are they just very similar?
-
thanks :)
-
I think conclusions can be made after breaching ethical principles, like the Little Albert experiment contributed a lot to the knowledge of classical conditioning, and I assume conclusions were drawn. If a study breached ethical principles, it is likely that the research wouldn't be allowed to go forward in the first place anyway. I could be wrong though.
-
If there was a 1 or 2 mark question asking for the role of neurotransmitters in learning what would you put?
-
Well glutamate is your predominant neurotransmitter, which is produced from the axon terminal to the dendrites of the next neuron. As this occurs dopamine is released, which results in the production of dopamine, which results in the production of new "branches" from dendrites, this increasing the number of neural pathways. So basically, increased synapses, which increases neural pathways.
That's what i'd put but not 100%
-
what date is the exam?
-
Tomorrow, 11/11/11. Better start studying !