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Unit 3: The conscious self

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Title: Unit 3: The conscious self


1
Unit 3 The conscious self
  • Linda Carter Gerard Houlihan

2
Workshop plan
  1. Unit 3 structure and timeline
  2. Research Methods where and how?
  3. AoS 1 Content and ideas
  4. AoS 2 Content and ideas
  5. Unit 3 exam
  6. Questions

3
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

in the KK and assessments
Integrated
8 weeks
7 weeks
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
4
AoS 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

5
AoS 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

6
Research Methods
  • Research methods and ethics are specified in the
    Unit introduction
  • Teachers 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

7
  • 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

8
  • 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

9
  • 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.

10
Area of Study 1 Mind, brain body
11
AoS 1 Mind, brain body
  • Why 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?

12
DP1 consciousness as a psychological construct
informed by the work of René Descartes and
William James
  • Key issues
  • Integration of philosophy and psychology
  • Ties in with work done in Unit 1

13
DP1 consciousness as a psychological construct
informed by the work of René Descartes and
William James
  • LA
  • 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 psychologys
    first century as an independent discipline, this
    online exhibition traces three historical themes
    the mindbody 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.

14
DP2 concepts of normal waking consciousness and
altered states of consciousness, including
daydreaming, meditative and alcohol-induced, in
terms of levels of awareness, content
limitations, controlled and automatic processes,
perceptual and cognitive distortions, emotional
awareness, self-control and time orientation
15
DP2 altered states of consciousness, including
daydreaming, meditative 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/st
    atistics/overview.do?areaID12
  • Your sport departments heart-rate monitors or
    Tainlab Innovative tools for Psychology
    including the polygraph www.tainlab.com

16
DP3 sleep as an altered state of consciousness
purpose, characteristics and patterns of the
stages of sleep including rapid eye movement
(REM) and the non-rapid eye movement (NREM)
stages of sleep
  • Key issues
  • purpose of sleep not purpose of the stages of
    sleep

17
DP4 methods used to study the level of alertness
in normal waking consciousness and the stages of
sleep
  • Key issues
  • The following dash points are interpreted in
    light of this dot point stem

18
DP4 measurement of physiological responses
including electroencephalograph (EEG),
electrooculargraph (EOG), heart rate, body
temperature and galvanic skin response (GSR)
  • Key issues
  • EMG? Would cover in dot point relating to
    REM/NREM

19
DP4 - the use of sleep laboratories, video
monitoring 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/

20
DP5 the effects of total and partial sleep
deprivation
  • Key issues
  • The dash points now articulate what was
    previously taught but not specified

21
DP5- loss of REM and NREM sleep- sleep
recovery patterns including amount of sleep
required, REM rebound and microsleeps-
sleep-wake cycle shifts during adolescence
compared with child and adult sleep including
delayed onset of sleep and need for sleep
22
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.
23
DP6 the interaction between cognitive processes
of the brain and its structure including- roles
of the central nervous system, peripheral nervous
system (somatic and autonomic), and autonomic
nervous system (sympathetic and parasympathetic)
24
DP6 the interaction between cognitive processes
of the brain and its structure including- roles
of the four lobes of the cerebral cortex in the
control of motor, somatosensory, visual and
auditory processing in humans primary cortex and
association areas
  • Key issue
  • Association areas was not articulated in the
    previous study design but was examined

25
  • 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.ed
    u/chudler/neurok.html

26
DP6 the interaction between cognitive processes
of the brain and its structure including-
hemispheric specialisation the cognitive and
behavioural functions of the right and left
hemispheres of the cerebral cortex, non-verbal
versus verbal and analytical functions
27
DP6 the interaction between cognitive processes
of the brain and its structure including- the
role of the reticular activating system in
selective attention and wakefulness role of the
thalamus in directing attention and switching
sensory input on and off
28
DP7 contribution of studies to the investigation
of cognitive processes of the brain and
implications for the understanding of
consciousness including studies of aphasia
including Brocas aphasia and Wernickes aphasia
29
DP7 spatial neglect caused by stroke or brain
injury
  • Resources
  • Human Brain and Partial Skull Model Full size
    segmented brain features pathologies which are
    also illustrated on a two-sided education card
    alcoholism, Alzheimers, aneurism, depression,
    migraine, and, stroke http//www.southernbiologica
    l.com/Products/Models/Anatomy/BM1_290.htm
  • http//faculty.washington.edu/chudler/vessel.htmlh
    ttp//faculty.washington.edu/chudler/neurok.html
  • Text
  • Sacks, O. (1985). The Man Who Mistook His Wife
    for a Hat, Touchstone Books New York

30
DP7 split-brain studies including the work of
Roger Sperry and Michael Gazzaniga
  • Resources
  • 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 Gazzanigas website http//www.psych.ucsb.
    edu/gazzanig/

31
DP7 perceptual anomalies including motion
after-effect, change blindness, synaesthesia
  • LA
  • 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/w
    atch?vmAnKvo-fPs0
  • Youtube Synaesthesia http//www.youtube.com/watch
    ?vDvwTSEwVBfc
  • The Monkey Business Illusion
  • http//www.youtube.com/watch?vIGQmdoK_ZfY

32
DP8 the application and use of brain research
methods in investigating the relationship between
biological and cognitive factors of human
behaviours including
33
DP8
  • LAJIGSAW 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
  • ResourcesNeuroscience for kids
    http//faculty.washington.edu/chudler/neurok.html
    Scientific American Mind www.scientificamerican.co
    m/sciammind/

34
DP9 Research methods and ethical principles
associated with the study of memory, as outlined
in the introduction to the unit
  • Resources
  • Classics in the history of Psychology
    http//psychclassics.yorku.ca//
  • ABC Science www.abc.net.au/science/

35
AREA OF STUDY 2 Memory
36
AoS 2 Memory
  • Why do I remember some things and forget others?
  • How are memories formed?
  • Can I improve my memory?
  • Memory is a cognitive process

37
DP1 Mechanisms of memory formation
  • - Role of the neuron in memory formation informed
    by the work of Richard Kandel (NEW)
  • Key issues
  • Hidden curriculum basic structure and function
    of the neuron
  • How much depth?? Include LTP

38
Kandels research
  • LA
  • Draw/create 3D models showing the changes to
    neurons as a result of memory formation on STM
    and LTM

39
Kandels research
  • Resources
  • Video summarising Kandels 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_sh
    ort_memorablesnail.m4v
  • Other useful website
  • From Centre for Eric Kandel Studies
    http//erickandel.blogspot.com/2007/09/1-kandels-b
    ig-discovery.html
  • Summary of Kandels research findings
    Neuroscience for kids http//faculty.washington.e
    du/chudler/nobel20.html
  • Text Schachter, D.L., Gilbert, D.T. Wegner,
    D.M. (2009). Psychology, Worth Publishers New
    York, p.178

40
DP1 Mechanisms of memory 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
  • Builds on students knowledge about the brain
    from AoS 1
  • How much depth??

41
Role of the hippocampus and temporal lobe
  • LA
  • Read/watch a case study() of a person with
    damage to the hippocampus.
  • 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)

42
Role of the hippocampus and temporal lobe
  • Resources
  • Youtube clip case study of John who has damage
    to the hippocampus (7 mins) http//www.youtube.c
    om/watch?vfQ6zx_dBeas
  • Case study of HM partial removal of temporal
    lobes including hippocampus found in most text
    books

43
DP1 Mechanisms of memory formation
  • - Consolidation theory (RETAINED)

44
DP1 Mechanisms of memory formation
  • - Memory decline over the lifespan (RETAINED)

45
DP1 Mechanisms of memory formation
  • Amnesia resulting from brain trauma and
    neurodegenerative diseases including dementia and
    Alzheimers disease (PARTIALLY NEW)
  • Key issues re dementia
  • Requires some understanding of neuronal changes
    (note mechanisms of memory)
  • Include impact on memory (see SD 2000-2004)

46
Amnesia from dementia and Alzheimers disease
  • LA
  • Speaker on dementia and Alzheimers disease
    (Folio)
  • Oral presentation (individually or groups) on one
    of the causes of amnesia - brain trauma or one of
    the dementias
  • Table comparing the effects on memory from the
    different causes of amnesia (or narrative chain
    mnemonic)
  • Visual/diagramatic representation of anterograde
    and retrograde amnesia
  • Develop a mnemonic to remember the difference
    between anterograde and retrograde amnesia

47
Amnesia from dementia and Alzheimers disease
  • Resources (1)
  • Alzheimers Australia Victoria
    www.alzheimers.org.au
  • Can access a range of fact sheets and other
    resources from this site.
  •  
  • Alzheimers checklist http//www.alzheimers.org.a
    u/upload/Worried.pdf
  • A checklist of changes to memory and cognitive
    functions associated with Alzheimers disease
  •  
  • Memory changes comparative table
    http//www.alzheimers.org.au/upload/1.7_Memory_cha
    nges.pdf
  • Compares the normal memory changes associated
    with older age and memory changes associated with
    dementia
  •  

48
Amnesia from dementia and Alzheimers disease
  • Resources (2)
  • Youtube clip What is Alzheimers disease? (3
    mins) http//www.youtube.com/watch?v9Wv9jrk-gXc
  • Explains what happens in the brain of a person
    with Alzheimers, its progression through the
    brain and the effects of damage different parts
    of the brain. A good overview and introduction
  • Youtube clip Stages of Alzheimers disease 2
    (3 mins) http//www.youtube.com/watch?v7-P9lbTJ
    9Hwfeaturerelated
  • Describes the effects and impact of Alzheimers
    disease on a persons 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.
  •  

49
DP 2 comparison of models for explaining human
memory
  • - Atkinson-Shiffrins multi-store model of memory
    including maintenance and elaborative rehearsal,
    serial position effect and chunking (RETAINED)

50
DP 2 comparison of models for explaining human
memory
  • - Alan Baddeley and Graham Hitchs model of
    working memory central executive, phonological
    loop visio-spatial sketchpad, episodic buffer
    (PARTS SPECIFIED)

51
Baddeley Hitch model of working memory
  • LA
  • 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
  • Remembering a password for a computer application
  • Remembering the sequential steps involved in
    putting up a tent

52
DP 2 comparison of models for explaining human
memory
  • - Levels of processing as informed by Fergus
    Craik and Robert Lockhart (NEW)

53
Craik Lockharts levels of processing model of
memory
  • LA
  • Prac activity (folio) Comparing retention using
    different levels of processing......
  • Provide all students with a list of 15 words.
  • 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.
  • After a period of time has elapsed students
    recall as many words as possible from the list
    given.
  • Collate data.
  • Conclusions should be drawn with reference to the
    theory.
  • Research methods opportunity

54
Craik Lockharts levels of processing model of
memory
  • Resource
  • Text Baddeley, A., Eysenck, M.W. Anderson,
    M.C. (2009). Memory, Psychology Press East
    Sussex, UK

55
DP 2 comparison of models for explaining human
memory
  • Organisation of long-term memory including
    declarative and episodic memory and semantic
    network theory (RETAINED)
  • Key issue
  • procedural memory

56
DP 3 Strengths and limitations of psychological
theories of forgetting
  • - Retrieval failure theory including
    tip-of-the-tongue phenomenon (PARTIALLY NEW)

57
Tip-of-the-tongue phenomenon
  • LA
  • 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

58
DP 3 Strengths and limitations of psychological
theories of forgetting
  • Motivated forgetting as informed by the work of
    Sigmund Freud including repression and
    suppression (PARTS SPECIFIED)
  • Key issues
  • Ensure there is an understanding of Freuds
    theory particularly defence mechanisms
  • Ensure students can differentiate between
    repression (unconscious)and suppression
    (conscious)

59
DP 3 Strengths and limitations of psychological
theories of forgetting
  • - Interference theory (RETAINED)

60
DP 3 Strengths and limitations of psychological
theories of forgetting
  • - Decay theory (RETAINED)

61
DP 4 Manipulation and improvement of memory
  • - Forgetting curve as informed by the work of
    Hermann Ebbinghaus (RETAINED)

62
DP 4 Manipulation and improvement of memory
  • - Measures of retention including the relative ,
    sensitivity of recall, recognition and relearning
    (RETAINED)

63
DP 4 Manipulation and improvement of memory
  • - Use of context dependent cues and state
    dependent cues (RETAINED)

64
DP 4 Manipulation and improvement of memory
  • - Mnemonic devices including acronyms, acrostics,
    peg-word method, narrative chaining and method of
    loci (ADDITIONAL DEVICES INCLUDED)

65
Acrostics
  • LA
  • 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 memory
  • characteristics of an asc
  • lobes of the brain

66
DP 4 Manipulation and improvement of memory
  • 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

67
EWT Reconstructive memory
  • LA
  • 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).
  • Prac activity (folio) see handout

68
EWT Reconstructive memory
  • Resources
  • Video clips of car crashes that could be used in
    a replication of the Loftus Palmer (1974)
    experiment
  •  http//www.youtube.com/watch?vXrX8LybU-dgfeatur
    erelated
  •  
  • Video clip of Loftus talking about reconstructive
    memory relevance to everyday life (4 mins) 
  • http//www.youtube.com/watch?vhER-5mdIoN0feature
    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?vqbP43N95MKMfeatur
    erelated

69
Research methods and ethical principles
associated with the study of memory, as outlined
in the 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
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