Question 1
She would picture (visualise) each of the endangered Australian animals placed at a certain significant location on a well-known journey. For example, a rock wallaby at her front door and a tree kangaroo climbing on the gate. When giving the talk, she would take the journey in her mind and as she imagined each of the locations, it would form a cue to enable her to remember the associated animal.
Keyword: Picture (visualise)
Full Marks: Describing method (including the words picture or visualizing) of how information is encoded and stored, and how to retrieve the information.
Question 2
Some answers include:
· integrating information from the phonological loop and visuo-spatial sketchpad; for example, in reading where a word is identified and sounded.
· planning a course of action to solve a problem; for example, deciding how to open a door when one has one’s hands full of shopping bags
· deciding which items require attention and which are to be ignored; for example, picking out relevant stimuli when searching a location in a street-directory.
Question 3
‘Organic cause’ refers to a physiological (biological) reason for memory loss. This may be a physical trauma or fading of the memory trace through decay when the memory is not revisited over time.
Keyword: Physiological (biological)
Question 4
a. Retrograde amnesia
b. Possible answers include:
· he is likely to permanently forget events immediately prior to the accident
· different aspects of memory recover at different rates, for example, episodic faster than semantic
· a gradual increase in the rate of recovery as newly rediscovered memories cue (or trigger) recall of other items from the semantic network
· possible initial rapid recovery then slower (or sporadic) recovery.
Full Marks: Two of the above points were required to get full marks
Question 5
Constable Phillips is relying on context dependent cues to assist recall by the witnesses (cued recall is more sensitive than free recall).
The more closely retrieval cues match the external environment (physical context) in which learning occurred (the location where they saw the fight), the greater the chance of recalling the details of the fight.
Full Marks: Both of the points above were required to get full marks – ALSO referring to the example in the answer was required to get full marks.
Question 6
The greatest rate of forgetting would occur immediately after learning.
Memory loss would then slow to a steady decline and after a few days, little or no more forgetting would occur.
Full Marks: Both points were required. Specific amounts (times and percentages) were not essential, descriptive terms were acceptable – however specific amounts were given full marks.
Question 7
7i.
Pain from the needle (pain)
7ii.
Approach of nurse (nurse/sight of approaching nurse)
7iii.
Fear of pain from injection (scream because of pain)
7iv.
Fear of nurse (scream at approach of nurse)
One mark was given per correct answer
Question 8
a. In observational learning we learn through observing the consequences of others’ behaviours, whether they are reinforced or punished. Learning in which behaviour becomes controlled by its consequences is called operant conditioning.
b. Elements of observational learning were required, with reference to the example:
Attention: Her daughter should actively watch when Jodie is cooking. Jodie should point out her actions.
Retention: The daughter must remember the actions that Jodie performed in her cooking, especially by doing a step at a time.
Reproduction: Her daughter must have the ability to perform the cooking. It must not be too complex for her.
Motivation: The daughter must want to cook. Jodie should encourage her to repeat the cooking behaviour she has seen.
Reinforcement: When her daughter cooks something, Jodie should praise her to encourage her to cook again.
Full Marks: One mark given to each of the bolded words above – they ALL need to relate to the example (Jodie), if they weren’t then no marks would be given.
Question 9
Trial and Error Learning
Question 10
Similarities:
· Taste aversion and classical conditioning both involve the pairing of the unconditioned stimulus with the conditioned stimulus to elicit a conditioned response.
· Both taste aversion and classical conditioning involve reflexive responses.
· In both taste aversion and classical conditioning the learner is passive.
Differences:
· It takes only one pairing of the unconditioned stimulus with the conditioned stimulus to elicit a long lasting conditioned response in taste aversion, whereas in classical conditioning it usually takes repeated pairings.
· In classical conditioning, both the conditioned and unconditioned stimuli are contemporaneous. In taste aversion there is a long delay between the conditioned stimulus (sight/smell/taste of the food) and the effective unconditioned stimulus (bacteria in the bloodstream).
· There is a large time lapse between the unconditioned stimulus and unconditioned response in taste aversion, whereas in classical conditioning there is a short period of time between the unconditioned stimulus and the unconditioned response.
· The learning response is more difficult to extinguish in taste aversion as compared to classical conditioning.
· The conditioned response (dislike of the taste/food) is much stronger in taste aversion than in classical conditioning.
IMPORTANT: In the differences – you must mention both! Do not just list the characteristics of one.
Question 11
Operational Hypothesis needs to include:
• a statement of the population
• a statement of the independent variable
• a statement of the dependent variable
• operationalisation of the dependent variable (Exactly how it is measured)
Question 12
Independent variable
Whether the participants listen to no background noise, loud instrumental music or a loud verbal conversation while completing a logic puzzle
Dependent variable
Time taken to complete the logic puzzle
Question 13
This question referred to ‘strata’ so it was expecting you to describe the process of random stratified sampling.
· placing the name of each person in the population into the appropriate category of age and gender.
· deciding on the size of the sample to be used and calculating the number of participants required to form the same proportions of each cohort in the sample as found in the population
· selecting participants at random using a random number generator or table or other appropriate method (such as drawing names from a hat) so that each person has the same chance of being selected as the others in the stratum.
Full Marks: All three points were required in order to get full marks
Question 14
a. Repeated Measures Design
b. It eliminates the effect of participant variables
Question 15
Name: Experimenter Bias
Description: The influence or bias of the experimenter may affect the data and influence the results.
Question 16
Order Effect - The researcher should have included counterbalancing in her research design, where the order of the conditions was varied for each third of the participants. For example, in conditions a, b and c they could be arranged in any of the following orders: abc, acb, bac, bca, cab or cba.
Full Marks: One mark for stating order effect and one mark for stating and explaining counterbalancing.
The questions just asked you to STATE the possible confounding variable of the research design NOT explain – it wanted you to explain how to overcome the order effect which is counterbalancing.
Question 17
Yes, this is a valid conclusion to make. The level of significance was set at 0.05 and Denise calculated a p value less than 0.05 for her study. This meant that the probability was less than 5 in 100 (5 per cent, or 1 in 20) that her results were due to chance.
Question 18
Informed
Parents and students are given detailed information about:
• process and intent of the research
• the rights of the participants
• any risks involved.
Consent
Participants and their parents then agree that the students may take part in the study.
Since participants in this study are under 18 years old, a correct answer needed to refer to the consent of parents.
Full Marks: Need to comment on both informed and consent to get full marks.
Question 19
It is important to repeat this study at another school to:
· determine if the results can be generalised to a different population
· test the validity of the results.
Either one of these points will gain the mark.
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