Unit+4+Outline

 In this unit students study cognitive psychological methods through the concepts of memory and learning. The concept of behaviour is understood in terms of mental processing of information. Research methods continue to be integrated within the different methodological approaches to psychology. Students apply these methods to different studies and make evaluations of the appropriateness of each model. Research studies are used to illustrate the application of statistical procedures to the development of models and theories of psychology. The application and understanding of ethical principles in the conduct of psychological research and practice is extended as students complete a research investigation.   This area of study explores the characteristics of memory as a cognitive process. The information processing model of memory is explored, including the key components of encoding, retrieval and forgetting.  On completion of this unit the student should be able to use the information processing model of memory to describe different ways in which memory is expressed and compare theories of memory.  To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.    This knowledge includes  • encoding, storage and retrieval;  • measures of retention: recall, recognition, re-learning and the relative sensitivity of each measure;  • relationship between, and properties of, sensory memory (iconic and echoic, short-term memory and long-term memory);  • short-term memory capacity, effects of rehearsal (maintenance and elaboration), chunking, consolidation theory;  • working memory;  • long-term memory types (procedural, declarative, episodic, semantic) and organisation of information in long-term memory (as illustrated by semantic network theory);  • serial position effect;  • theories of forgetting (retrieval failure theory, interference theory, motivated forgetting, decay); <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • the features of the forgetting curve as (the contribution of anterograde and retrograde interference effects in recall); <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • organic causes of forgetting (amnesia both anterograde and retrograde); <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • memory decline over the life span; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • memory enhancement through quality of encoding (organisation) and the use of context dependent cues, state dependent cues and mnemonic devices (narrative chaining and method of loci); <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;">• formation of operational hypotheses and interpretation of //<span style="font-size: 11pt; color: #1f1410; font-family: Times-Italic; mso-bidi-font-family: Times-Italic;">p //<span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;">values; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • ethical principles in the conduct of psychological research related to memory. <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Italic; mso-bidi-font-family: HelveticaNeue-Italic;"> <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> These skills include the ability to <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • distinguish between the properties of sensory, short-term, working and long-term memory; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • compare the relative sensitivity of measures of retention; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • graph and interpret the forgetting curve; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • use the information processing theory of memory to explain anterograde and retrograde amnesia; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • investigate procedures enhancing retrieval and improving memory; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;">• develop an operational hypothesis related to a memory task explaining the selection of a test for significance with probability levels ( //<span style="font-size: 11pt; color: #1f1410; font-family: Times-Italic; mso-bidi-font-family: Times-Italic;">p //<span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;">< 0.01 and //<span style="font-size: 11pt; color: #1f1410; font-family: Times-Italic; mso-bidi-font-family: Times-Italic;">p //<span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;">< 0.05). <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> This area of study explores the characteristics of learning as a process that plays a part in determining behaviour. Three types of learning are examined: classical conditioning, operant conditioning and observational learning. Behaviour not dependent on learning is also explored. <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> Students compare and contrast evidence about classical and operant learning and observational learning. <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> On completion of this outcome the student should be able to compare and contrast theories of learning, including: classical and operant learning, observational learning, and behaviours not dependent on learning. <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 2. <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Italic; mso-bidi-font-family: HelveticaNeue-Italic;"> <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> This knowledge includes <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • behaviours not dependent on learning (reflex action, fixed action patterns and behaviours due to maturation); <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • classical conditioning (Pavlov’s original experiments, conditioned stimulus, unconditioned stimulus, conditioned response, unconditioned response; processes of acquisition, extinction stimulus generalisation, stimulus discrimination and spontaneous recovery); <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • one-trial learning with reference to taste aversion; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • trial and error learning, including Thorndike’s puzzle-box experiment; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • operant conditioning, including Skinner’s original experiments (the Skinner box) and processes of acquisition, extinction, stimulus generalisation, stimulus discrimination, spontaneous recovery; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • ethical issues in conditioning behaviour including Watson’s ‘little Albert’ experiment; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • comparison of classical and operant conditioning, role of learner, timing of stimulus and response, nature of response (reflexive/voluntary); <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • observational learning (modelling) processes: attention, retention, reproduction, motivation, reinforcement; Bandura’s experiments with observational learning in children; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • ‘learning set’ and its influence on future learning. <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Italic; mso-bidi-font-family: HelveticaNeue-Italic;"> <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> These skills include the ability to <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • explain the differences between reflex actions, fixed action patterns, and behaviours due to maturation; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • contrast classical and operant conditioning; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • distinguish one trial learning from classical conditioning; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • investigate the influence of ‘learning set’ on future learning. <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Bold; mso-bidi-font-family: HelveticaNeue-Bold;"> <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> This area of study focuses on the use of empirical research in psychology. Such research is crucial in developing theories and understanding of human behaviours and development. <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> On completion of this unit the student should be able to report on a research investigation that included the formulation of a hypothesis, application of a research method, use of an ethical framework and the collection, analysis and interpretation of data. <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Italic; mso-bidi-font-family: HelveticaNeue-Italic;"> <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> This knowledge includes <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • formation of operational hypotheses; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • research design methods; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • ethical considerations; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • collection and interpretation of data; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • statistical analysis; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • reporting of findings and conclusions. <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> These skills include the ability to <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • develop a hypothesis; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • select and apply an appropriate research method; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • apply appropriate ethical principles in the conduct of psychological research; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • collect and analyse data; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • apply appropriate statistical measures; <span style="font-size: 11pt; color: #1f1410; font-family: Times-Roman; mso-bidi-font-family: Times-Roman;"> • report findings and conclusions.
 * <span style="font-size: 23pt; color: #1f1410; font-family: HelveticaNeue-Medium; mso-bidi-font-family: HelveticaNeue-Medium;"> Unit 4 **
 * <span style="font-size: 10pt; color: #1f1410; font-family: HelveticaNeue-Bold; mso-bidi-font-family: HelveticaNeue-Bold;"> AREA OF STUDY 1 **
 * <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Bold; mso-bidi-font-family: HelveticaNeue-Bold;"> Memory **
 * <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Bold; mso-bidi-font-family: HelveticaNeue-Bold;"> Outcome 1 **
 * //<span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Italic; mso-bidi-font-family: HelveticaNeue-Italic;"> Key knowledge //**
 * //<span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Italic; mso-bidi-font-family: HelveticaNeue-Italic;"> Key skills //**
 * <span style="font-size: 10pt; color: #1f1410; font-family: HelveticaNeue-Bold; mso-bidi-font-family: HelveticaNeue-Bold;"> AREA OF STUDY 2 **
 * <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Bold; mso-bidi-font-family: HelveticaNeue-Bold;"> Learning **
 * <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Bold; mso-bidi-font-family: HelveticaNeue-Bold;"> Outcome 2 **
 * //<span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Italic; mso-bidi-font-family: HelveticaNeue-Italic;"> Key knowledge //**
 * //<span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Italic; mso-bidi-font-family: HelveticaNeue-Italic;"> Key skills //**
 * <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Bold; mso-bidi-font-family: HelveticaNeue-Bold;"> AREA OF STUDY 3 **
 * <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Bold; mso-bidi-font-family: HelveticaNeue-Bold;"> Research investigation **
 * <span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Bold; mso-bidi-font-family: HelveticaNeue-Bold;"> Outcome 3 **
 * //<span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Italic; mso-bidi-font-family: HelveticaNeue-Italic;"> Key knowledge //**
 * //<span style="font-size: 10.5pt; color: #1f1410; font-family: HelveticaNeue-Italic; mso-bidi-font-family: HelveticaNeue-Italic;"> Key skills //**