Title: Unit 3: The conscious self
1Unit 3 The conscious self
- Linda Carter Gerard Houlihan
2Workshop plan
- Unit 3 structure and timeline
- Research Methods where and how?
- AoS 1 Content and ideas
- AoS 2 Content and ideas
- Unit 3 exam
- Questions
3Unit 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
4AoS 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
5AoS 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
6Research 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.
10Area of Study 1 Mind, brain body
11AoS 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?
12DP1 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
13DP1 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.
14DP2 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
15DP2 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
16DP3 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
17DP4 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
18DP4 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
19DP4 - 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/
20DP5 the effects of total and partial sleep
deprivation
- Key issues
- The dash points now articulate what was
previously taught but not specified
21DP5- 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
22Psych. 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.
23DP6 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)
24DP6 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
26DP6 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
27DP6 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
28DP7 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
29DP7 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
30DP7 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/
31DP7 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
32DP8 the application and use of brain research
methods in investigating the relationship between
biological and cognitive factors of human
behaviours including
33DP8
- 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/
34DP9 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/
35AREA OF STUDY 2 Memory
36AoS 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
37DP1 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
38Kandels research
- LA
- Draw/create 3D models showing the changes to
neurons as a result of memory formation on STM
and LTM
39Kandels 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
40DP1 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??
41Role 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)
42Role 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
43DP1 Mechanisms of memory formation
- - Consolidation theory (RETAINED)
44DP1 Mechanisms of memory formation
- - Memory decline over the lifespan (RETAINED)
45DP1 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)
46Amnesia 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
47Amnesia 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 -
48Amnesia 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. -
49DP 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)
50DP 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)
51Baddeley 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 -
52DP 2 comparison of models for explaining human
memory
- - Levels of processing as informed by Fergus
Craik and Robert Lockhart (NEW)
53Craik 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
54Craik Lockharts levels of processing model of
memory
- Resource
- Text Baddeley, A., Eysenck, M.W. Anderson,
M.C. (2009). Memory, Psychology Press East
Sussex, UK
55DP 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
56DP 3 Strengths and limitations of psychological
theories of forgetting
- - Retrieval failure theory including
tip-of-the-tongue phenomenon (PARTIALLY NEW)
57Tip-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
58DP 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)
59DP 3 Strengths and limitations of psychological
theories of forgetting
- - Interference theory (RETAINED)
60DP 3 Strengths and limitations of psychological
theories of forgetting
- - Decay theory (RETAINED)
61DP 4 Manipulation and improvement of memory
- - Forgetting curve as informed by the work of
Hermann Ebbinghaus (RETAINED)
62DP 4 Manipulation and improvement of memory
- - Measures of retention including the relative ,
sensitivity of recall, recognition and relearning
(RETAINED)
63DP 4 Manipulation and improvement of memory
- - Use of context dependent cues and state
dependent cues (RETAINED)
64DP 4 Manipulation and improvement of memory
- - Mnemonic devices including acronyms, acrostics,
peg-word method, narrative chaining and method of
loci (ADDITIONAL DEVICES INCLUDED)
65Acrostics
- 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
-
66DP 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
67EWT 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
68EWT 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
69Research 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