linda carter gerard houlihan. workshop plan 1. unit 3 structure and timeline 2. research methods –...

Linda Carter Gerard Houlihan

Workshop planWorkshop plan

1. Unit 3 structure and timeline2. Research Methods – where and

how?3. AoS 1: Content and ideas4. AoS 2: Content and ideas5. Unit 3 exam6. Questions

Unit 3 structure and timeline

AoS 1 AoS 2 Res Meth Key skills LO 1 LO 2 KK KK KK 9dps 5dps 5dps 15 dps

Note the relationship between the Key Skills, Introduction of the Unit, Introductory Paragraph

for both Areas of Study, the Outcome Statements, • ‘Dot Points’ and the – ‘Dash Points’

8 weeks 7 weeks

AoS 1: Mind, brain & bodyAoS 1: Mind, brain & body

Learning Outcome 1: Explain the relationship between the brain, states of consciousness including sleep and behaviour, and describe the contribution of selected studies and brain research methods to the investigation of brain function.

Key knowledge: 9 dot points

AoS 2: MemoryAoS 2: Memory

Learning Outcome 2: Compare theories that explain the neural basis of memory and factors that affect its retention, and evaluate the effectiveness of techniques for improving and manipulating memory.

Key Knowledge: 5 dot points

Research MethodsResearch MethodsResearch methods and ethics are

specified in the Unit introductionTeachers decide where and how to

integrate research methods and ethics across the Unit

Research methods and ethics listed in Unit 3 are also assessed in Unit 4

Subheadings are used to relate research methods and ethics in Units 3 and 4

experimental research: construction of research hypotheses; identification of operational independent and dependent variables; identification of extraneous and potential confounding variables including individual participant differences, order effects, experimenter effect, placebo effects; ways of minimising confounding and extraneous variables including type of experiment, counterbalancing, single and double blind procedures, placebos; evaluation of different types of experimental research designs including independent-groups, matched-participants, repeated-measures; reporting conventions

sampling procedures in selection and allocation of participants: random sampling; stratified sampling; random-stratified sampling; random allocation of participants to groups; control and experimental groups

techniques of qualitative and quantitative data collection: case studies; observational studies; selfreports; questionnaires; interviews; brain imaging and recording technologies

statistics: measures of central tendency including mean, median and mode; interpretation of p-values and conclusions; reliability including internal consistency; validity including construct and external; evaluation of research in terms of generalising the findings to the population

ethical principles and professional conduct: the role of the experimenter; protection and security of participants’ rights; confidentiality; voluntary participation; withdrawal rights; informed consent procedures; use of deception in research; debriefing; use of animals in research; role of ethics committees.

AoS 1: Mind, brain & bodyAoS 1: Mind, brain & bodyWhy do I think and feel the way I

do?How does my brain work?What is the relationship between

my brain and my mind?What happens when I sleep?

DP1: DP1: consciousness as a consciousness as a psychological construct psychological construct informed by the work of informed by the work of René Descartes and René Descartes and William JamesWilliam James

Key issues:1.Integration of philosophy and

psychology2.Ties in with work done in Unit 1

DP1: DP1: consciousness as a consciousness as a psychological construct psychological construct informed by the work of informed by the work of René Descartes and René Descartes and William JamesWilliam JamesLA: visit the Melbourne Museum to view ‘The Mind

Exhibition’ http://museumvictoria.com.au/the-mind visit an online exhibition investigating mind and body:

René Descartes to William James http://serendip.brynmawr.edu/Mind/Table.html designed originally to celebrate psychology’s first century as an independent discipline, this online exhibition traces three historical themes: the mind–body problem posed in the 17th century by philosopher René Descartes

Text: Winston, R. (2003). The Human Mind and how to

make the most of it. BBC/Bantam Books: London.

DP2: DP2: concepts of normal concepts of normal waking consciousness and waking consciousness and altered states of altered states of consciousness, including consciousness, including daydreaming, meditative daydreaming, meditative and alcohol-induced, in and alcohol-induced, in terms of levels of terms of levels of awareness, content awareness, content limitations, controlled and limitations, controlled and automatic processes, automatic processes, perceptual and cognitive perceptual and cognitive distortions, emotional distortions, emotional awareness, self-control and awareness, self-control and time orientationtime orientation

DP2: DP2: …altered states of …altered states of consciousness, including consciousness, including daydreaming, meditative daydreaming, meditative and alcohol-induced…and alcohol-induced…LA: Daydream Diary Meditation using data-logging technology Analyse data and evaluate research provided by the TAC

on the effects of alcohol on driving ability. Relate this research to VICROADS driving regulations.

Resources: TAC Road Safety

http://www.tacsafety.com.au/jsp/statistics/overview.do?areaID=12

Your sport department’s heart-rate monitors or Tainlab: Innovative tools for Psychology including the polygraph www.tainlab.com

DP3: DP3: sleep as an altered sleep as an altered state of consciousness: state of consciousness: purpose, characteristics purpose, characteristics and patterns of the and patterns of the stages of sleep including stages of sleep including rapid eye movement rapid eye movement (REM) and the non-rapid (REM) and the non-rapid eye movement (NREM) eye movement (NREM) stages of sleepstages of sleepKey issues:1.‘purpose of sleep’ not ‘purpose of

the stages of sleep’

DP4: DP4: methods used to methods used to study the level of study the level of alertness in normal alertness in normal waking consciousness waking consciousness and the stages of and the stages of sleep:sleep:

Key issues:1.The following ‘dash points’ are

interpreted in light of this ‘dot point’ stem

DP4: DP4: – measurement of – measurement of physiological responses physiological responses including including electroencephalograph electroencephalograph (EEG), electrooculargraph (EEG), electrooculargraph (EOG), heart rate, body (EOG), heart rate, body temperature and galvanic temperature and galvanic skin response (GSR)skin response (GSR)Key issues:1.EMG? Would cover in ‘dot point’

relating to REM/NREM

DP4: - DP4: - the use of sleep the use of sleep laboratories, video laboratories, video monitoring and self reportsmonitoring and self reports

LA:Visit a sleep laboratory, organise a guest

speaker, or search the internet to find out about sleep laboratory and what happens at a sleep laboratory

Role-play a sleep laboratory experiment involving video monitoring and self report

Resources:Snore Australia: Private Hospital Sleep Disorder

Services http://www.snoreaustralia.com.au/

DP5: the effects of total DP5: the effects of total and partial sleep and partial sleep deprivation:deprivation:

Key issues:1.The ‘dash’ points now articulate what

was previously taught but not specified

DP5:DP5:- - loss of REM and NREM sleeploss of REM and NREM sleep- - sleep recovery patterns sleep recovery patterns including amount of sleep including amount of sleep required, required, REM reboundREM rebound and and microsleepsmicrosleeps- - sleep-wake cycle shifts sleep-wake cycle shifts during adolescence compared during adolescence compared with child and adult sleep with child and adult sleep including delayed onset of including delayed onset of sleep and need for sleepsleep and need for sleep

Psych. Now: Interactive Experiences in Psychology (IBM and Macintosh) 1998, Brooks Cole, Pacific Grove, California, USA.Psych. Trek: A Multimedia Introduction to Psychology (IBM and Macintosh) 1998, Brooks Cole, Pacific Grove, California, USA.

DP6: the interaction DP6: the interaction between cognitive between cognitive processes of the brain processes of the brain and its structure and its structure including:including:-- roles of the central nervous roles of the central nervous system, peripheral nervous system, peripheral nervous system (somatic and system (somatic and autonomic), and autonomic autonomic), and autonomic nervous system nervous system (sympathetic and (sympathetic and parasympathetic)parasympathetic)

DP6: the interaction DP6: the interaction between cognitive between cognitive processes of the brain and processes of the brain and its structure including:its structure including:-- roles of the four lobes of the roles of the four lobes of the cerebral cortex in the control cerebral cortex in the control of motor, somatosensory, of motor, somatosensory, visual and auditory visual and auditory processing in humans; processing in humans; primary cortex and primary cortex and association areasassociation areasKey issue:1.Association areas was not articulated in the

previous study design but was examined

LA:Using clay or other similar material,

construct a 3-D model of the brain using different colours to code for different brain structures; develop a key to explain the function of each structure, keep it for later reference.

Resources:Life size brain model (2 parts) with distinct

colour coding for different regions: http://www.southernbiological.com/Products/Models/Anatomy/BM6160_10.htm

Neuroscience for kids http://faculty.washington.edu/chudler/neurok.html

DP6: the interaction DP6: the interaction between cognitive between cognitive processes of the brain processes of the brain and its structure and its structure including:including:-- hemispheric specialisation: hemispheric specialisation: the cognitive and the cognitive and behavioural functions of the behavioural functions of the right and left hemispheres of right and left hemispheres of the cerebral cortex, non-the cerebral cortex, non-verbal versus verbal and verbal versus verbal and analytical functionsanalytical functions

DP6: the interaction DP6: the interaction between cognitive between cognitive processes of the brain processes of the brain and its structure and its structure including:including:-- the role of the reticular the role of the reticular activating system in activating system in selective attention and selective attention and wakefulness; role of the wakefulness; role of the thalamus in directing thalamus in directing attention and switching attention and switching sensory input on and offsensory input on and off

DP7: DP7: contribution of contribution of studies to the studies to the investigation of cognitive investigation of cognitive processes of the brain processes of the brain and implications for the and implications for the understanding of understanding of consciousness including:consciousness including:– – studies of aphasia studies of aphasia including Broca’s aphasia including Broca’s aphasia and Wernicke’s aphasiaand Wernicke’s aphasia

DP7: DP7: – – spatial neglect spatial neglect caused by stroke or brain caused by stroke or brain injuryinjuryResources:Human Brain and Partial Skull Model: Full

size segmented brain features pathologies which are also illustrated on a two-sided education card: alcoholism, Alzheimer’s, aneurism, depression, migraine, and, stroke http://www.southernbiological.com/Products/Models/Anatomy/BM1_290.htm

http://faculty.washington.edu/chudler/vessel.htmlhttp://faculty.washington.edu/chudler/neurok.html

Text: Sacks, O. (1985). The Man Who Mistook His

Wife for a Hat, Touchstone Books: New York

DP7: DP7: – – split-brain studies split-brain studies including the work of Roger including the work of Roger Sperry and Michael Sperry and Michael GazzanigaGazzanigaResources:Use the Internet (including relevant

movie clips available on YouTube) to find material related to split-brain studies including the work of Sperry and Gazzaniga; produce a cartoon or other visual sequence format to show split-brain study outcomes

Michael Gazzaniga’s website http://www.psych.ucsb.edu/~gazzanig/

DP7: DP7: – – perceptual anomalies perceptual anomalies including motion after-effect, including motion after-effect, change blindness, change blindness, synaesthesiasynaesthesiaLA: Experience the Motion After Effect (do not use if

suffer from photosensitive epilepsy) http://www.michaelbach.de/ot/mot_adaptSpiral/ and

http://www.neave.com/strobe/

Resources: Youtube: Change Blindness

http://www.youtube.com/watch?v=mAnKvo-fPs0 Youtube: Synaesthesia

http://www.youtube.com/watch?v=DvwTSEwVBfc The Monkey Business Illusion

http://www.youtube.com/watch?v=IGQmdoK_ZfY

DP8: the application DP8: the application and use of brain and use of brain research methods in research methods in investigating the investigating the relationship between relationship between biological and cognitive biological and cognitive factors of human factors of human behaviours including:behaviours including:

DP8:DP8:LA:

JIGSAW: in groups, students research one of direct brain stimulation, TMS, CT, PET, SPECT, MRI and fMRI, and then present images to the rest of the class whilst explaining applications of these brain imaging techniques. ‘Google Images’

Resources:Neuroscience for kids http://faculty.washington.edu/chudler/neurok.htmlScientific American Mind www.scientificamerican.com/sciammind/

DP9: DP9: Research methods Research methods and ethical principles and ethical principles associated with the study associated with the study of memory, as outlined in of memory, as outlined in the introduction to the the introduction to the unitunitResources:Classics in the history of Psychology

http://psychclassics.yorku.ca//ABC Science

www.abc.net.au/science/

AoS 2: MemoryAoS 2: MemoryWhy do I remember some things

and forget others? How are memories formed?Can I improve my memory?Memory is a cognitive process

DP1: Mechanisms of DP1: Mechanisms of memory formationmemory formation- Role of the neuron in memory

formation informed by the work of Richard Kandel (NEW)

Key issues:1.Hidden curriculum: basic

structure and function of the neuron

2.How much depth?? Include LTP

Kandel’s researchKandel’s research

LA:Draw/create 3D models showing

the changes to neurons as a result of memory formation on STM and LTM

Kandel’s researchKandel’s researchResources:• Video summarising Kandel’s research findings

(4 mins) : What can a spineless sea snail teach us about our brains?:

http://www-tc.pbs.org/wgbh/nova/rss/media/nsn_v_short_memorablesnail.m4v

• Other useful website:• From Centre for Eric Kandel Studies:

http://erickandel.blogspot.com/2007/09/1-kandels-big-discovery.html

• Summary of Kandel’s research & findings: Neuroscience for kids: http://faculty.washington.edu/chudler/nobel20.html

• Text: Schachter, D.L., Gilbert, D.T. & Wegner, D.M. (2009). Psychology, Worth Publishers: New York, p.178

DP1: Mechanisms of DP1: Mechanisms of memory formationmemory formation

- Roles of the hippocampus and temporal lobe (NEW)

What street does the hippocampus live on?

Memory Lane

http://faculty.washington.edu/chudler/jokes.html

Key issues:1. Builds on students’ knowledge about the brain from

AoS 12. How much depth??

Role of the hippocampus and Role of the hippocampus and temporal lobetemporal lobeLA:1.Read/watch a case study(*) of a

person with damage to the hippocampus.

2.On a diagram of the brain, identify the hippocampus & temporal lobe(s). Use dot points to describe the role of the hippocampus & temporal lobes in memory formation (particularly in LTM/episodic memories)

Role of the hippocampus and Role of the hippocampus and temporal lobetemporal lobe

Resources:• Youtube clip – case study of John

who has damage to the hippocampus (7 mins): http://www.youtube.com/watch?v=fQ6zx_dBeas

• Case study of HM – partial removal of temporal lobes including hippocampus – found in most text books


- Consolidation theory (RETAINED)


- Memory decline over the lifespan (RETAINED)

DP1: Mechanisms of DP1: Mechanisms of memory formationmemory formation- Amnesia resulting from brain trauma

and neurodegenerative diseases neurodegenerative diseases including dementia and Alzheimer’s including dementia and Alzheimer’s disease disease (PARTIALLY NEW)

Key issues re: dementia:1.Requires some understanding of

neuronal changes (note: mechanisms of memory)

2.Include impact on memory (see SD 2000-2004)

Amnesia from dementia and Amnesia from dementia and Alzheimer’s diseaseAlzheimer’s diseaseLA:1.Speaker on dementia and Alzheimer’s

disease (Folio)2.Oral presentation (individually or groups)

on one of the causes of amnesia - brain trauma or one of the dementias

3.Table comparing the effects on memory from the different causes of amnesia (or narrative chain mnemonic)

4.Visual/diagramatic representation of anterograde and retrograde amnesia

5.Develop a mnemonic to remember the difference between anterograde and retrograde amnesia

Amnesia from dementia and Amnesia from dementia and Alzheimer’s diseaseAlzheimer’s diseaseResources (1):• Alzheimer’s Australia –Victoria: www.alzheimers.org.au

Can access a range of fact sheets and other resources from this site.

• Alzheimer’s checklist:

http://www.alzheimers.org.au/upload/Worried.pdf A checklist of changes to memory and cognitive functions associated with Alzheimer’s disease

• Memory changes comparative table:

http://www.alzheimers.org.au/upload/1.7_Memory_changes.pdfCompares the normal memory changes associated with older age and memory changes associated with dementia

Amnesia from dementia and Amnesia from dementia and Alzheimer’s diseaseAlzheimer’s diseaseResources (2):• Youtube clip – What is Alzheimer’s disease? (3 mins):

http://www.youtube.com/watch?v=9Wv9jrk-gXcExplains what happens in the brain of a person with Alzheimer’s, its progression through the brain and the effects of damage different parts of the brain. A good overview and introduction

• Youtube clip – Stages of Alzheimer’s disease #2: (3 mins): http://www.youtube.com/watch?v=7-P9lbTJ9Hw&feature=relatedDescribes the effects and impact of Alzheimer’s disease on a person’s abilities and life across the three stages – early, middle and late. A useful follow-up clip to the one on brain changes

• Text: Grivas, J. & Carter, L. (2010). Psychology for the VCE Student Units 1 & 2, John Wiley & Sons: Milton, Qld. pp. 281-285.

DP 2: comparison of DP 2: comparison of models for explaining models for explaining human memoryhuman memory

- Atkinson-Shiffrin’s multi-store model of memory including maintenance and elaborative rehearsal, serial position effect and chunking (RETAINED)


- Alan Baddeley and Graham Hitch’s model of working memory: central executive, phonological loop¸ visio-spatial sketchpad, episodic buffer (PARTS SPECIFIED)

Baddeley & Hitch model of Baddeley & Hitch model of working memoryworking memoryLA:

Develop a 3D model/poster/flow chart/multi-media presentation to illustrate the processes in working memory based on Baddeley & Hitch model using an example, such as:

a. Remembering a password for a computer application

b. Remembering the sequential steps involved in putting up a tent


- Levels of processing as informed by Fergus Craik and Robert Lockhart (NEW)

Craik & Lockhart’s levels of Craik & Lockhart’s levels of processing model of memoryprocessing model of memoryLA:Prac activity (folio): Comparing retention using

different levels of processing......1. Provide all students with a list of 15 words. 2. Half the class is given instructions requiring them

to circle the letter ‘e’ in each word. The other half is given instructions to write each word in a sentence that shows its meaning.

3. After a period of time has elapsed – students recall as many words as possible from the list given.

4. Collate data.5. Conclusions should be drawn with reference to

the theory.

* Research methods opportunity

Craik & Lockhart’s levels of Craik & Lockhart’s levels of processing model of memoryprocessing model of memoryResource:Text: Baddeley, A., Eysenck, M.W. & Anderson, M.C.

(2009). Memory, Psychology Press: East Sussex, UK


- Organisation of long-term memory including declarative and episodic memory and semantic network theory (RETAINED)

Key issue:procedural memory

DP 3: Strengths and DP 3: Strengths and limitations of limitations of psychological theories of psychological theories of forgetting forgetting - Retrieval failure theory including

tip-of-the-tongue phenomenontip-of-the-tongue phenomenon (PARTIALLY NEW)

Tip-of-the-tongue Tip-of-the-tongue phenomenonphenomenonLA:Activity (folio): Attempt to create the t-o-t

experience. Provide students with a list of definitions of less familiar words. The task is to identify the words, ignoring the definitions they have no idea about and those where the word is known. Focus on those that create the t-o-t experience.

To explore the t-o-t phenomenon, students should describe the starting letter of the word, number of syllables, sounds like... Provide an explanation in terms retrieval failure and semantic network theory.

E.g.: capital cities of less familiar countries, such as Kenya, Portugal, Romania, etc

DP 3: Strengths and DP 3: Strengths and limitations of limitations of psychological theories of psychological theories of forgetting forgetting - Motivated forgetting as informed by as informed by

the work of Sigmund Freud including the work of Sigmund Freud including repression and suppressionrepression and suppression (PARTS SPECIFIED)

Key issues:Ensure there is an understanding of

Freud’s theory – particularly defence mechanisms

Ensure students can differentiate between repression (unconscious)and suppression (conscious)

DP 3: Strengths and DP 3: Strengths and limitations of limitations of psychological theories of psychological theories of forgetting forgetting - Interference theory (RETAINED)

DP 3: Strengths and DP 3: Strengths and limitations of limitations of psychological theories of psychological theories of forgetting forgetting - Decay theory (RETAINED)

DP 4: Manipulation and DP 4: Manipulation and improvement of memoryimprovement of memory

- Forgetting curve as informed by the work of Hermann Ebbinghaus (RETAINED)


- Measures of retention including the relative , sensitivity of recall, recognition and relearning (RETAINED)


- Use of context dependent cues and state dependent cues (RETAINED)


- Mnemonic devices including including acronyms, acrostics, peg-word acronyms, acrostics, peg-word methodmethod, narrative chaining and method of loci (ADDITIONAL DEVICES INCLUDED)

AcrosticsAcrosticsLA:Activity (folio): identify information to be remembered for the Unit 3 exam. Pairs of students develop an acrostic to share with others in the class.

E.g.: parts of working memorycharacteristics of an asclobes of the brain


- Effect of misleading questions on eye-witness testimonies including the reconstructive nature of memory informed by the work of Elizabeth Loftus (NEW)

Key issues:Ensure coverage of three

components of this stem

EWT & Reconstructive EWT & Reconstructive memorymemoryLA:1.Introduce the topic of ewt by having

students unknowingly witness an event (* ethics), e.g. a contrived heated discussion between teachers or a teacher and a student (or watch a video of a car crash). Next day, give students different questions about the event using differing levels of emotive language (as per the original Loftus & Palmer, 1974 study).

2.Prac activity (folio) – see handout

EWT & Reconstructive EWT & Reconstructive memorymemoryResources: Video clips of car crashes that could be used in a

replication of the Loftus & Palmer (1974) experiment http://www.youtube.com/watch?v=XrX8LybU-

dg&feature=related Video clip of Loftus talking about reconstructive

memory – relevance to everyday life (4 mins) http://www.youtube.com/watch?v=hER-

5mdIoN0&feature=related PowerPoint slide outlining the steps in the Loftus &

Palmer (1974) experiment. (2min 30 sec). Could be used as stimulus for students to develop a flowchart to describe the experiment.

http://www.youtube.com/watch?v=qbP43N95MKM&feature=related

Research methods and ethical Research methods and ethical principles associated with the principles associated with the study of memory, as outlined in study of memory, as outlined in the introduction to the unitthe introduction to the unit

Key issues:Ensure ALL specified research

methods have been covered in Unit 3 – check against the Study Design, pp. 22-3

linda carter gerard houlihan. workshop plan 1. unit 3 structure and timeline 2. research methods –...

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