Psychology VCE Units 3 & 4

✍ Scribed by John Grivas

• Publisher: Jacaranda
• Year: 2023
• Tongue: English
• Leaves: 662
• Edition: 8
• Category: Library

✦ Table of Contents

Title page
Copyright page
Contents
About this resource
Acknowledgements
Topic 1 Key science skills and research methods in psychology
1.1 Overview
learnMORE | Outline of VCE Psychology
1.2 Aims, hypotheses and variables
1.2.1 Aims
1.2.2 Hypotheses
1.2.3 Variables
learnMORE | Operational definitions
1.3 Scientific investigation methodologies
1.3.1 Types of research methods
learnMORE | Types of scientific investigation methodologies
1.3.2 Population, sample and sampling
1.3.3 Sampling techniques
learnMORE | Convenience sampling
1.4 Controlled experiments
1.4.1 Experimental and control groups
1.4.2 Random allocation
1.4.3 Experimental designs
1.4.4 Experimental settings
1.4.5 Advantages and limitations of experiments
1.5 Correlational studies
1.5.1 Correlation and causation
1.5.2 Using correlations to identify important factors and to make predictions
1.5.3 Advantages and limitations of correlational studies
1.6 Self-reports
1.6.1 Interviews
1.6.2 Questionnaires
learnMORE | How to construct a rating scale
1.6.3 Focus groups
1.6.4 Advantages and limitations of self-reports
1.7 Observational studies
1.7.1 Natural and contrived settings
1.7.2 Participant and non-participant observation
1.7.3 Advantages and limitations of observational studies
1.8 Case studies
1.8.1 Advantages and limitations of case studies
learnMORE | A case study of an individual diagnosed with Anton’s syndrome
1.9 Simulation studies
1.9.1 Advantages and limitations of simulation studies
learnMORE | Cross-sectional studies – comparing groups at a single point in time
learnMORE | Longitudinal studies – tracking changes over time
1.10 Sources of error and their control or minimisation
1.10.1 Random and systematic errors
1.10.2 Extraneous and confounding variables
1.11 Types of extraneous variables and their control
1.11.1 Participant variables
1.11.2 Situational variables
1.11.3 Demand characteristics
1.11.4 Experimenter effects
1.11.5 Placebo effect
1.12 Ethical considerations in psychological research and reporting
1.12.1 Defining ethics and ethical standards
1.12.2 Ethical concepts and guidelines
learnMORE | Animals in psychological research
learnMORE | Sample consent form for research participants
learnMORE | Human Research Ethics Committees
learnMORE | Australian Privacy Principles
learnMORE | Safety and wellbeing in VCE Psychology
1.13 Types of data
1.13.1 Primary and secondary data
1.13.2 Quantitative and qualitative data
1.13.3 Objective and subjective data
1.14 Data organisation and presentation
1.14.1 Tables
1.14.2 Graphs
learnMORE | Histograms and pie charts
1.15 Evaluation of data and research
1.15.1 Percentages
1.15.2 Measures of central tendency
1.15.3 Standard deviation as a measure of variability
1.15.4 Outliers
1.15.5 Reliability and validity
1.15.6 Conclusions and generalisations
1.16 Review
Topic 2 Nervous system functioning
2.1 Overview
2.2 Roles of different sub-divisions of the central and peripheral nervous systems
2.2.1 Central nervous system
learnMORE | Brain areas, structures and roles
2.2.2 Peripheral nervous system
2.3 Conscious and unconscious responses to sensory stimuli
learnMORE | Three types of neurons
2.4 Role of neurotransmitters
2.4.1 Glutamate
2.4.2 Gamma-amino butyric acid (GABA)
2.5 Role of neuromodulators
2.5.1 Dopamine
2.5.2 Serotonin
2.6 Neural mechanisms of memory formation and learning
2.6.1 Synaptic plasticity and changes to connections between neurons
2.6.2 Sprouting, rerouting and pruning
2.6.3 Long-term potentiation and long-term depression
2.7 Review
Topic 3 Stress as an example of a psychobiological process
3.1 Overview
3.2 Internal and external stressors
3.3 Acute and chronic stress
3.4 Fight-or-flight-or-freeze response in acute stress
3.4.1 Fight or flight reactions
3.4.2 Freeze reaction
3.5 Role of cortisol in chronic stress
3.6 The gut–brain axis (GBA)
3.6.1 Gut–brain axis
3.6.2 Gut microbiota
3.6.3 Links with stress
3.7 Selye’s General Adaptation Syndrome (GAS) as a biological model of stress
3.7.1 Stages of the GAS
3.7.2 Strengths and limitations of the GAS
learnMORE | Some disorders and diseases associated with chronic stress
3.8 Stress as a psychological process
3.8.1 Lazarus and Folkman’s Transactional Model of Stress and Coping
3.8.2 Strengths and limitations of the Lazarus and Folkman model
3.9 Strategies for coping with stress
3.9.1 Context-specific effectiveness
3.9.2 Coping flexibility
learnMORE | Coping Flexibility Scale
3.9.3 Approach and avoidance coping strategies
3.9.4 Comparing effectiveness of approach and avoidance strategies
3.10 Review
Topic 4 Approaches to understand learning
4.1 Overview
4.2 Behaviourist approaches to learning
4.3 Classical conditioning as a three-phase process
4.3.1 The three-phase model of classical conditioning
4.3.2 Factors that influence classical conditioning
learnMORE | Applications of classical conditioning
4.4 Operant conditioning as a three-phase process
4.4.1 The three-phase model of operant conditioning
4.4.2 Reinforcement
learnMORE | Superstitious behaviour
4.4.3 Punishment
4.4.4 Factors that influence the effectiveness of reinforcement and punishment
learnMORE | Operant conditioning in practice
4.5 Comparing classical and operant conditioning
4.5.1 The role of the learner
4.5.2 Timing of the stimulus and response
4.5.3 The nature of the response
4.6 Social-cognitive approaches to learning
4.7 Observational learning
4.8 Aboriginal and Torres Strait Islander ways of knowing
4.9 Review
Topic 5 The psychobiological process of memory
5.1 Overview
5.2 Atkinson–Shiffrin multi-store model of memory
5.2.1 Sensory memory
5.2.2 Short-term memory (STM)
5.2.3 Long-term memory (LTM)
learnMORE | The implicit memory of priming
5.3 Brain areas involved in long-term implicit and explicit memories
5.3.1 Hippocampus
learnMORE | The hippocampus and memory consolidation
learnMORE | H.M.’s brain surgery reveals the roles of the hippocampus in human memory
5.3.2 Amygdala
5.3.3 Neocortex
5.3.4 Basal ganglia
5.3.5 Cerebellum
5.4 Role of episodic and semantic memory in retrieving autobiographical events and in constructing possible imagined futures
5.4.1 Alzheimer’s disease
learnMORE | Brain lesions associated with Alzheimer’s disease
5.4.2 Aphantasia
5.5 Comparing use of mnemonics by written and oral cultures
5.5.1 Acronyms
5.5.2 Acrostics
5.5.3 Method of loci
5.5.4 Aboriginal peoples’ use of songlines
learnMORE | Maintenance vs elaborative rehearsal for encoding, storage and retrieval
learnMORE | Songline activity
5.6 Review
Topic 6 The demand for sleep
6.1 Overview
6.2 Sleep as a psychological construct
6.3 Measurement of physiological responses associated with sleep
6.3.1 Electroencephalography (EEG)
6.3.2 Electromyography (EMG)
6.3.3 Electro-oculargraphy (EOG)
6.3.4 Sleep diaries
6.3.5 Video monitoring
6.4 Regulation of sleep–wake patterns by internal biological mechanisms
6.4.1 Circadian rhythms
6.4.2 Ultradian rhythms
6.4.3 Suprachiasmatic nucleus
6.4.4 Melatonin
6.5 NREM and REM sleep
6.5.1 NREM sleep
6.5.2 REM sleep
6.6 Differences in, and explanations for, the demands for sleep across the life span
6.6.1 Newborns and infants
6.6.2 Children
6.6.3 Adolescents
6.6.4 Adults
6.7 Review
TOPIC 7 Importance of sleep in mental wellbeing
7.1 Overview
7.2 Effects of partial sleep deprivation
7.2.1 Affective functioning
learnMORE | Case studies of total sleep deprivation
7.2.2 Behavioural functioning
7.2.3 Cognitive functioning
7.3 Comparing effects of one night of full sleep deprivation vs blood-alcohol concentrations of 0.05 and 0.10
7.3.1 Cognitive effects
7.3.2 Affective effects
learnMORE | Follow-up research on links between sleep deprivation, BAC level and cognitive function
7.4 Circadian rhythm sleep disorders
7.4.1 Delayed Sleep Phase Syndrome (DSPS)
learnMORE | Sleep–wake cycle shift to a delayed sleep phase during adolescence
7.4.2 Advanced Sleep Phase Disorder (ASPD)
7.4.3 Shift work disorder
7.4.4 Treatment of circadian rhythm sleep disorders through bright light therapy
7.5 Improving sleep hygiene and adaption to zeitgebers to improve sleep–wake patterns and mental wellbeing
7.5.1 Improving sleep hygiene
7.5.2 Adaptation to zeitgebers
learnMORE | Pioneering research on the sleep–wake cycle in a time-free environment
7.6 Review
8 Defining mental wellbeing
8.1 Overview
8.2 Ways of considering mental wellbeing
8.2.1 Levels of functioning
learnMORE | WHO Assessment of functioning
8.2.2 Resilience
8.2.3 The Social and Emotional Wellbeing (SEWB) view of mental wellbeing for Aboriginal and Torres Strait Islander peoples
8.3 Mental wellbeing as a continuum
8.4 Mental wellbeing as a product of internal and external factors
8.5 Variations for individuals experiencing stress, anxiety and phobia
8.6 Review
Topic 9 Biopsychosocial approach to explain specific phobia
9.1 Overview
9.2 Biological factors
9.2.1 GABA dysfunction
9.2.2 Long-term potentiation
9.3 Psychological factors
9.3.1 Behavioural models
9.3.2 Cognitive biases
9.4 Social factors
9.4.1 Specific environmental triggers
9.4.2 Stigma around seeking treatment
9.5 Evidence-based interventions in the treatment of specific phobia
9.5.1 Biological interventions
9.5.2 Psychological interventions
learnMORE | Fearless Flyers program
9.5.3 Social interventions
9.6 Review
Topic 10 Maintenance of mental wellbeing
10.1 Overview
10.2 Biological protective factors
10.2.1 Adequate nutritional intake and hydration
10.2.2 Adequate sleep
10.3 Psychological protective factors
10.3.1 Cognitive behavioural strategies
10.3.2 Mindfulness meditation
learnMORE | Joe Williams — The Enemy Within
10.4 Social protective factors
10.4.1 Support from family, friends and community
10.5 Cultural determinants for wellbeing of Aboriginal and Torres Strait Islander peoples
10.5.1 Cultural determinants
10.5.2 Cultural continuity
10.5.3 Self-determination
10.6 Review
GLOSSARY
REFERENCES