VCE Psychology - U3 Revision

U3AOS1

100

In what stage of the GAS model is cortisol released?

Alarm Reaction

200

Identify two physiological responses that occur during sympathetic nervous system activation and explain how they aid survival.

• Heart rate increase to pump blood around the body faster, carrying more oxygen and glucose to the muscles
• Breathing rate goes up to take in more oxygen
• Pupils dilate to let in more light and enhance vision

300

Paula has recently become redundant. With reference to Lazarus and Folkman’s Transactional Model of Stress and Coping, describe two different primary appraisals that Paula might have made when she became stressed.

• Challenge – for example, look for another job, use the time to travel, use the time to upskill
• Harm/loss – for example, can’t afford to pay next week’s rent 
• Threat – for example, might not be able to afford travel in the future

400

With reference to a specific neurotransmitter, outline the process of synaptic transmission. Use the lock-and-key analogy in your response.

• Glutamate/GABA is released into the synapse
• Neurotransmitter acts as a key; the complementary receptor site acts as a lock
• Neurotransmitter binds with specifically shaped receptor sites on the dendrites of the post-synaptic neuron
• Glutamate (excitatory) increases the likelihood of the post-synaptic neuron firing/GABA (inhibitory) decreases the likelihood of the post-synaptic neuron firing  

500

Identify two limitations of using the Transactional model of stress and coping compared to Selye’s GAS model.

• The transactional model is hard to test in experimental conditions compared to Selye’s GAS model which did.
• The transactional model refers to the subjective nature of stress but participants aren’t always aware of stressors affecting their physiology whereas Seyle’s GAS model is a more objective measure of the influence of stress.

U3AOS2

100

Identify the neurotransmitter that stimulates dendritic branching.

Glutamate

200

Outline one difference between observational learning and operant conditioning.

Reinforcement occurs vicariously during observational learning whereas it occurs directly during operant conditioning.

300

Give an example of when the different memory stores could be operating simultaneously and interacting.

Short-term memory could be receiving new information from sensory memory (math question) and holding the information in conscious awareness while retrieving additional information from long-term memory (stored mathematical formula) to help interpret the new information.

400

In terms of Elizabeth Loftus’s on eyewitness testimony and recall from long-term memory, explain how leading questions may produce an incorrect recall of an event

• The work of Loftus demonstrates that the act of retrieving (recalling) information from memory is a reconstructive process
• The process of retrieval can be influenced by the wording of the question
• The misinformation suggested by the question can potentially become stored as part of an updated representation of the memory trace

500

Stella has been having piano lessons for a number of years. However, during her first piano recital, she made a number of errors when performing a piece she has been practicing for months. Explain how state-dependent cues could have led to Stella’s inability to recite the piece during the recital.

• State dependent cues refer to the physiological and/or psychological state one experiences at the time of learning. This often assists the retrieval of the memory of what was learned. Conversely, when the state (psychological or physiological) we’re in is completely different from that experienced at the time of learning, retrieval may be impaired.
• In Stella’s case, recital placed her in a very different emotional (heightened anxiety) and physiological state (increased heart rate and increased perspiration rate) from when she first learnt the piece. This significant different in Stella’s emotional and physiological state has adversely affected her ability to retrieve how to play the song.

Research Methods

100

Outline the main advantage of a repeated measures design. 

• Reduces the effect of participant variables.

200

What is an experiment?

• A study which tests a hypothesis under controlled conditions to explore the effect of an independent variable on a dependent variable

300

Name and describe the major limitation in a repeated measures design. Suggest a strategy to overcome this flaw.

• Order effect (boredom/practice effect)
• This is the sequence in which the conditions were performed may become an extraneous variable as performance on the task completed second may be better or worse because of the experience gained in completing the first task, and not because of the IV.
• To control for the order effect, an experimenter can employ counterbalancing.

400

Identify and explain three reasons why random sampling helps to improve the validity of an experiment compared to convenience sampling.

• Random sampling increases the likelihood of the sample being more representative of the population.
• Random sampling would enable the results to be generalised to the population.
• Random sampling would improve the internal validity of the study by reducing the likelihood of participant variables influencing the results.  

500

Two different classes sat a Math Exam. Teachers then calculated the mean and the standard deviations for their respective classes and obtained the following results:

Class A: mean 75%; standard deviation: 0.1

Class B: mean 75%; standard deviation: 2.5.

On the basis of this information, what conclusions might the teachers now draw about the knowledge of the students in each Math class? Explain your answer.

• Class A has a very low SD indicating low variability of scores/individual scores are densely clustered around the 75% level, suggesting far more students with results at or close to this mean score (when compared with Class B).
• Class B has a high SD indicating high variability of scores in relation to the mean, suggesting there are students with very good results (e.g. much higher than 75%) and students with not so good results (e.g. much lower than 75%).