PYC1501/101/3/2016 Tutorial letter 101/3/2016 Basic Psychology PYC1501 Semesters 1 and 2 Department of Psychology IMPORTANT INFORMATION: This tutorial letter contains important information about your module. CONTENTS 1 INTRODUCTION .......................................................................................................................... 3 2 PURPOSE OF AND OUTCOMES FOR THE MODULE............................................................... 4 2.1 Purpose ........................................................................................................................................ 4 2.2 Outcomes ..................................................................................................................................... 4 3 LECTURERS AND CONTACT DETAILS ..................................................................................... 4 3.1 Lecturers....................................................................................................................................... 4 3.2 Department ................................................................................................................................... 4 3.3 University ...................................................................................................................................... 5 4 MODULE-RELATED RESOURCES ............................................................................................. 5 4.1 Prescribed books .......................................................................................................................... 5 4.2 Recommended books ................................................................................................................... 6 4.3 Electronic Reserves (e-Reserves)................................................................................................. 6 5 STUDENT SUPPORT SERVICES FOR THE MODULE ............................................................... 6 5.1 Contact with fellow students.......................................................................................................... 6 5.2 myUnisa........................................................................................................................................ 6 5.3 Discussion Classess ..................................................................................................................... 6 5.4 Tutorial classes ............................................................................................................................. 6 6 MODULE-SPECIFIC STUDY PLAN ............................................................................................. 7 7 MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING .................................. 11 8 ASSESSMENT ........................................................................................................................... 11 8.1 Assessment plan ........................................................................................................................ 11 8.2 General assignment numbers ..................................................................................................... 11 8.2.1 Unique assignment numbers ...................................................................................................... 12 8.2.2 Due dates for assignments ......................................................................................................... 13 8.3 Submission of assignments ........................................................................................................ 13 8.4 Assignments ............................................................................................................................... 14 9 OTHER ASSESSMENT METHODS ........................................................................................... 38 10 EXAMINATION ........................................................................................................................... 38 11 FREQUENTLY ASKED QUESTIONS ........................................................................................ 38 12 SOURCES CONSULTED ........................................................................................................... 38 13 CONCLUSION............................................................................................................................ 38 14 ADDENDUM ............................................................................................................................... 38 15 ADDITIONAL INFORMATION .................................................................................................... 39 2 PYC1501/101 1 INTRODUCTION Dear Student Welcome to the module Basic Psychology (PYC1501). We hope you will enjoy studying the topics we offer here, and we hope you will find the information useful. Please do not hesitate to let us know what you like and what you do not like about this module. We need your input to improve the subject material we offer to our students. Please note / important notes: Read this tutorial letter first. It contains the compulsory assignments. When you register, you receive an Inventory letter containing information about your tutorial matter. More details are contained in the document entitled my Studies @ Unisa which you receive with your tutorial matter. Tutorial matter that is not available when you register will be posted to you as soon as possible, but is also available on myUnisa. The Despatch department should supply you with the following study material for this module: • Tutorial Letter 101 - General information and assignments. • Tutorial Letter 201 (to be supplied later) - contains feedback on assignment 01. • Tutorial Letter 202 (to be supplied later) - contains feedback on assignment 02, assignment 92, and exam preparation. • Study Guide (PYC1501). Please note that your lecturers cannot help you with the missing study material. You can also access study guides and tutorial letters for all modules on myUnisa at http://my.unisa.ac.za. These materials will be available here long before you can possibly receive it by post. We suggest that you check the site on a regular basis. Apart from the tutorial letters mentioned above, you will receive other tutorial letters during the semester. These will be despatched to you as soon as they are available or needed (for instance for feedback on assignments). This tutorial letter deals with the work covered in the module PYC1501. We urge you to read it carefully and to keep it at hand when working through the study material, preparing for the assignments, preparing for the examination and addressing questions to your lecturers. In this tutorial letter you will find the assignments as well as instructions on the preparation and submission of the assignments. This tutorial letter also provides all the information you need with regard to the prescribed study material and other resources and how to obtain it. Please study this information carefully and make sure that you obtain the prescribed material as soon as possible. We have also included certain general and administrative information about this module. Please study this section of the tutorial letter carefully. Right from the start we would like to point out that you must read all the tutorial letters you receive during the semester immediately and carefully, as they always contain important and sometimes, urgent information. We hope that you will enjoy this module and wish you all the best! The Teaching Team 3 2 PURPOSE OF AND OUTCOMES FOR THE MODULE 2.1 Purpose Students who complete the module can demonstrate introductory knowledge about a variety of topics from the intrapersonal and health domains of Psychology, and assess the acquisition, presentation and application of psychological knowledge for selected purposes. The knowledge, skills and values required for successful completion of the module are fundamental to further studies in Psychology. 2.2 Outcomes The course material will enable the students to: Demonstrate a critical understanding of intrapersonal psychology Demonstrate a critical understanding of the acquisition of psychological knowledge Demonstrate a critical understanding of the presentation of information Demonstrate a critical understanding of the application of psychological knowledge 3 LECTURERS AND CONTACT DETAILS 3.1 Lecturers The following lecturers are responsible for this module: Mr Khuze G. Skosana (Module Leader) Mrs VM Nekhavhambe Ms NC Masinga (Postgraduate Assistant) All enquiries related to category A, B, and C must be directed to Ms TN Thwala: Tel: (012) 429 – 8216 Office: Theo Van Wijk Building (5 - 49) E-mail: thwaltn@unisa.ac.za 3.2 Department You can contact the teaching team for Basic Psychology per telephone, letter, fax, and by e-mail. We handle three different kinds of enquiries about Basic Psychology. As the different kinds of enquiries are handled in different ways, it is important that you decide before you contact us which category your enquiry belongs to. The categories are: Three categories of enquiries Category A: Category B: Category C: By telephone Category A: General administrative questions - in other words any matter addressed in this tutorial letter 101 for Basic Psychology. Administrative questions about the assignments for Basic Psychology. General academic questions about the content of Basic Psychology. You can phone the University between 08:00 and 16:00 on weekdays. The contact numbers are as follows: Category A and C enquiries: Thandeka Category B enquiries: Thandeka (012) 429 - 8216 4 PYC1501/101 By e-mail You can contact the teaching team for Basic Psychology on the following e-mail addresses: Category A and C enquiries: Thandeka Category B enquiries: Thandeka: thwaltn@unisa.ac.za When you submit an e-mail letter please write one of the following codes in the subject line space of your e-mail: PYC1501+Category+A or PYC1501+Category+B or PYC1501+Category+C The subject line code is used to route your e-mail to the proper folder for quick attention. umber for Basic By faxPsychoThf F Fax number for Basic Psychology is: (012) 429 - 3414. Please indicate in the upper left hand corner of all facsimiles whether your enquiry is a Category A or Category B or Category C enquiry. By letter The postal address for Basic Psychology is: The Course Organiser PYC1501 Department of Psychology, PO Box 392, UNISA 0003 Please indicate in the upper left hand corner of the envelope as well as in the upper left hand corner of the first page of your letter whether your enquiry is a Category A or Category B or Category C enquiry. 3.3 University If you need to contact the University about matters not related to the content of this module, please consult the publication my Studies @ Unisa that you received with your study material. This booklet contains information on how to contact the University (e.g. to whom you can write for different queries, important telephone and fax numbers, addresses and details of the times certain facilities are open). Always have your student number at hand when you contact the University. 4 MODULE-RELATED RESOURCES 4.1 Prescribed books The following textbook is prescribed for this module: Van Deventer, V., and Mojapelo-Batka, M. (2013). A student’s A-Z of Psychology. (2nd ed.). Juta: Cape Town. The prescribed book used for this module was approved by the Teaching and Learning Committee of Senate. The decision was informed by the Unisa Code of Ethics and Conduct. It should be noted that no royalties are paid to the authors or any other institution, which enables the publisher to sell the book at a reduced price. Prescribed books can be obtained from the University‟s official booksellers. Please refer to the list of official booksellers and their addresses in my Studies @ Unisa brochure. If you have difficulty in locating your book(s) at these booksellers, please contact the Prescribed Book Section at Tel: (012) 429 - 4152 or e-mail: vospresc@unisa.ac.za 5 4.2 Recommended books There are no recommended books for this module. 4.3 Electronic Reserves (e-Reserves) There are no e-reserves for this module. 5 STUDENT SUPPORT SERVICES FOR THE MODULE For information on the various student support systems and services available at Unisa (e.g. student counselling, tutorial classes, language support), please consult the publication my Studies @ Unisa, which you received with your study material. 5.1 Contact with fellow students Study groups: It is advisable to have contact with fellow students. One way to do this is to form study groups. The addresses of students in your area may be obtained from the following department: Directorate: Student Administration and Registration P O Box 392 UNISA 0003 5.2 myUnisa If you have access to a computer that is linked to the internet, you can quickly access resources and information at the University. The myUnisa system is Unisa‟s online campus that will help you communicate with other students, your lecturers and the administrative departments of the University. To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za and then click on the „Login to myUnisa‟ link on the right-hand side of the screen. This should take you to myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za. Please consult the publication my Studies @ Unisa which you received with you study material for more information on myUnisa. 5.3 Discussion Classess If discussion classes are arranged for this module, you will receive a separate tutorial letter with the relevant information soon after registration. 5.4 Tutorial classes UNISA is committed to supporting you in your studies. E-tutors have been appointed to assist you to achieve your educational goals. This module is one of those which have e-tutors available. The e-tutors will provide online support and guidance on the myUnisa portal. Please interact actively and participate on the group site as this has the dual function of providing tutorial guidance and opportunities for you to engage meaningfully with fellow students. Activate your myLife account to make use of this added advantage. Face-to-face tutorial classes are not offered for this module. You can identify your group site by the letter E at the end. For example: PYC1501-16-S2-12E. This means that you are in group 12 for Elearning in semester 2 for 2016. 6 PYC1501/101 6 MODULE-SPECIFIC STUDY PLAN Refer to my Studies @ Unisa brochure for general time management and planning skills. Module Name Module Code A-Z SG LO Learning Opportunity LO SEC.A-HCW LO SEC.A-RIG LO SEC.A-CFS LO SEC.A-PPR LO SEC.A-DPP LO SEC.A-POP Basic Psychology PYC1501 Prescribed book: A student’s A-Z of Psychology Study Guide: Only Study Guide for PYC1501 Learning opportunity (provided in the Study Guide) Task Learn how this course works Learn to represent information in graphic form Learn to chart a field of study Learn to prepare a presentation Learn to develop a psychological programme Learn to provide an expert opinion Time (hours) 5 15 15 15 25 45 You always start with learning opportunities for application of psychological knowledge. In other words, you always begin with learning opportunities from the Study Guide Section A. These learning opportunities refer you to relevant resource material and also to learning opportunities in the Study Guide Section B for exploring the required resource material. The first learning opportunity you should study is learning opportunity SEC.A-HCW from the Study Guide. This learning opportunity shows you how the module works. 7 Resource A-Z Learner Application (Section A) Knowledge (Section B) Resource Material Learning opportunity Learning opportunity esource Resource Material Material Learning Opportunity Learning opportunity Resource Material Learning opportunity Learning opportunity Resource Material Begin your studies here Learning opportunity LO SEC.A-HCW R e s o u r c e M a t e r i a l in the Study Guide Module components e s o u r c e The module that you are about to study is called Basic Psychology. The module has a unique module identifier. The module identifier for Basic Psychology is PYC1501. You will notice that modules M presented by the Department of Psychology start with the letters PYC. First-year level modules are numbered in the 100 series. Thus module identifiers for first-year level modules a in psychology begin with PYC1. Modules presented during the second-year level of study are numbered in the 200 series. t Therefore the module identifiers for second-year level modules begin with PYC2,e and the third-year level modules begin with PYC3. r i a l The module has three main components 1. The administrative component 2. The assessment component and, 3. The instructional component. 8 e s o u r c e PYC1501/101 The administrative and assessment components of the module consist of: Tutorial Letter 101: This tutorial letter explains administrative processes and procedures important for studying the module. It also contains assignments 01, 02, 91, and 92 (self-test). Tutorial Letter 201: This tutorial letter contains the answers and further feedback discussion on assignment 01. Tutorial Letter 202: This tutorial letter contains the answers and further feedback on assignment 02, and the self-test. It also contains information on exam preparation. The instructional component of the module consists of: Study Guide: Section A and B Section A is an application guide. It offers learning opportunities to develop application skills in the field of psychology. Section B is a fundamental knowledge guide. It offers learning opportunities for exploring topics in the field of psychology. Knowledge about these topics is required for developing application skills. The learning opportunities offered in the Study Guide, Section A is supported by the learning opportunities in Section B. All the learning opportunities are supported by the prescribed textbook (A-Z). Prescribed textbook: The prescribed textbook contains resource material required for executing the learning opportunities presented in the Study Guide (PYC1501). 9 Module learning method Learning process Learning opportunities in the Study Guide-Section A Learning opportunities in the Study Guide-Section B Outcome products Methods Tasks Activities The module learning method is the process that the learner should follow to achieve the module outcomes. The learning process is guided by the idea that learning happens in a more efficient and effective way if information is studied for the purpose of practical application. One learns best if knowledge is selected and applied in particular situations. One should not sit with the prescribed textbook for hours trying to learn one chapter after another without a particular goal in mind because this is not how people learn in real life. In real life people learn new things because they need to know those things in order to do something. Learning opportunities for the application of psychological knowledge are provided in Study Guide Section A. This is where the learning process starts. These learning opportunities help learners master practical skills. However, these skills require knowledge of psychology. Therefore each learning opportunity refers the learner to relevant resources where the required knowledge can be found. The resource material is provided in the prescribed textbook (A-Z). Sometimes the learner has to work through a substantial amount of resource material to complete an application task. When this is the case further learning opportunities are provided to help the learner work through the resource material. These learning opportunities are provided in the Study Guide Section B. Every learning opportunity has an outcome product and a method of producing the outcome product. The production method is divided into one or more tasks, each consisting of one or more activities. Activities tell the learners what to do, and in some cases they provide feedback to allow the learners to collaborate their own answers. It is a good idea to execute an activity before consulting the feedback (if provided) because this approach promotes active learning. It is a very bad idea not to do these activities and to simply try to memorise the feedback because doing so promotes passive learning. Learners who try to learn passively will not be able to achieve the competency level required to pass the module examination. Module learning opportunity What is a learning opportunity? A learning opportunity is a collection of activities aimed at achieving a specific outcome. A learning opportunity consists of: - a title - a unique identifier - an outcome product definition and, - a method definition. Title The title is a short heading indicating the meaning and/or content of the learning opportunity. Unique identifier The learning opportunity‟s unique identifier enables the learner to locate the learning opportunity. The first part of the learning opportunity‟s identifier is the section of the Study Guide in which the learning opportunity appears. The second part is a unique combination of three letters. Learning opportunities in Section A of the Study Guide PYC1501 are arranged alphabetically, in the sequence required by the study programme. The letter combination determines the alphabetical order. For example, LO SEC.A-HCW comes before LO SEC.A-POP in Section A of the Study Guide PYC1501. Note: LO is the abbreviation for the term, learning opportunity. 10 PYC1501/101 Outcome product definition The outcome product definition of the learning opportunity has the following components: a description that indicates the expected outcome of the learning efforts a standard that indicates the minimum standards that the outcome product must comply with and, assessment criteria that indicate what the learner has to do to prove his/her competency with regard to the outcome product. Method definition The method definition indicates a way to achieve the outcome product. The method definition of a learning opportunity has the following components: one or more tasks, each consisting of one or more activities and, references to the resources required for the execution of the tasks. Study Guide and its sections You receive the Study Guide (PYC1501) for Basic Psychology. Section A SG CONTENT Learning opportunities for the application of psychological knowledge Section B Learning opportunities for exploring topics in the field of psychology 7 MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING There are no practicals for this module. 8 ASSESSMENT 8.1 Assessment plan Criteria for marking of assignments The marking of the assignments is computerised. Assignments are seen as part of the learning material for this module. Looking at the assessment criteria given for each assignment will help you understand what is required of you more clearly. 8.2 General assignment numbers There are three assignments for Basic Psychology. You will find these assignments in this Tutorial Letter 101. Please refer to the assignment info in my Studies @ Unisa for general assignment information and rules. (Please note that you have to submit the assignments ONLY for the semester you are registered. Thus, if you are registered for semester 1, then submit the assignments for semester 1 ONLY). Assignment 01 (semester 1 and 2) - This assignment consists of 25 multiple-choice questions covering the following learning opportunities and chapters in the prescribed book: From Study Guide Section A: SEC.A-RIG, SEC.A-CFS, SEC.A-PPR, SEC.A-DPP, and SEC.A-POP. From Study Guide Section B: SEC.B-01, SEC.B-02, SEC.B-03, SEC.B-04, and SEC.B-05. FROM A-Z: 11 - Human nervous system (4 sub-sections) States of consciousness Sensation and perception Cognition (3 sub-sections) Note that you have to submit assignment 01 and at least one of the remaining assignments to gain examination admission. (Please note that you have to submit the assignments ONLY for the semester you are registered. Thus, if you are registered for semester 1, then submit the assignments for semester 1 ONLY). Assignment 02 (semester 1 and 2) - This assignment consists of 25 multiple-choice questions covering the following learning opportunities and chapters in the prescribed book: From Study Guide Section A: SEC.A-DPP, SEC.A-POP, From Study Guide Section B: SEC.B-06, SEC.B-07. SEC.B-08, SEC.B-09 FROM A-Z: - Intelligence (3 sub-sections) - Emotion (6 sub-sections) - Learning (4 sub-sections) - Personality (3 sub-sections) - Memory Assignment 91: This assignment is a course-evaluation assignment. It consists of 50 multiplechoice questions concerning your experience of the course material. The aim of the assignment is to reflect on what you have learned and why you enjoyed (or why you did not enjoy) certain learning experiences. Assignment 92: Apart from the assignments you also receive a self-test. You cannot submit the selftest for evaluation. Please use the self-test to determine how well you are prepared for the examination. Year-mark: An average of assignments 01 and 02 counts 20% towards the year mark. This year mark will contribute towards the final mark. Assignment 91 does not contribute towards the year mark. You will receive feedback on your assignments as well as the self-test. Feedback on assignment 01 is provided in Tutorial Letter 201. Feedback on assignment 02 and the self-test is provided in Tutorial Letter 202. You get the answers to the questions, as well as further discussion of these answers. You will receive two kinds of feedback: (1) a computer printout showing your own answers, the correct answers, and the mark you obtained, (2) a tutorial letter with detailed feedback about each question. Assignment 91 does not have any feedback. 8.2.1 Unique assignment numbers Each assignment has a unique number. Please make sure that you indicate this number according to the assignment that you have to submit. Assignments Assignment 01 Assignment 02 Assignment 91 12 Unique number 713558 812413 761207 743927 See Tutorial Letter 202 See Tutorial Letter 202 Semester 1 2 1 2 1 2 PYC1501/101 8.2.2 Due dates for assignments Do your assignments while you study, and submit them well before the closing dates. Do not contact the Department of Psychology to request an extension of time. This is because the marking has to resume on a set date. Credits are automatically deducted for late submissions of assignments. Assignments Assignment 01 Assignment 02 Assignment 91 8.3 Due date 11 March 2016 02 September 2016 15 April 2016 30 September 2016 22 April 2016 04 October 2016 Semester 1 2 1 2 1 2 Submission of assignments Students may submit assignments completed on mark-reading sheets either by post or electronically on myUnisa. Assignment submission by post: The postal address is: Assignments (PYC1501), The Registrar (Academic), , PO Box 392, UNISA 0003. Assignment submission via myUnisa: Visit the Unisa home page at http://www.unisa.ac.za and go to myUnisa for a detailed explanation. Please note: assignments may not be submitted by fax or email. Should you encounter problems in submitting an assignment on myUnisa, you may contact the help line at: myUnisaHelp@unisa.ac.za. For detailed information on assignments, please refer to my Studies @ Unisa brochure, which you received with your study package. To submit an assignment via myUnisa: Go to myUnisa. Log in with your student number and password. Select the module. Click on assignments in the menu on the left-hand side of the screen. Click on the assignment number you wish to submit. Follow the instructions. 13 8.4 Assignments (Please note that you have to submit the assignments ONLY for the semester that you are registered. Thus, if you are registered for semester 1, then submit the assignments for semester 1 ONLY). Semester 1 assignments Semester 1: Assignment 01 (Unique number: 713558) Note: This assignment is compulsory. You have to submit this assignment to gain examination admission. Question 1 During impulse conduction the resting membrane potential occurs when the sodium ions are . . . charged and the potassium ions are . . . charged. The total electrical charge on the inside of the membrane is . . . 1. 2. 3. 4. positively, negatively, negative negatively, positively, negative positively, positively, negative positively, positively, positive Question 2 In the myelinated neuron, the myelin sheaths are separated by a small gap called . . . that facilitates the neural impulse to jump from one point to another. 1. 2. 3. 4. synaptic cleft nodes of ranvier bouton terminal telondenron Question 3 The tutor asks you to provide an example of a person whose behaviour is the result of autonomic homeostasis. Your answer is that a person who . . . is dominated by autonomic homeostasis. 1. 2. 3. 4. is very tense and cannot concentrate well sleeps well, is efficient at work and can deal with tension has low blood pressure and digestive problems has poor motivation and concentration difficulties Question 4 The term spatial summation refers to . . . 1. 2. 3. 4. 14 the deactivation of neurotransmitters by enzymes in the synaptic cleft the effect of impulses arriving from different axons fibres at the same synapse to reinforce a postsynaptic potential increased frequency of firing that triggers the release of neurotransmitters into the synaptic cleft the effect of successive impulses in the same axon to reinforce a postsynaptic potential PYC1501/101 Question 5 The function of the . . . lobes is to help people recognize elements of an object in the visual field and integrate them into meaningful patterns. 1. 2. 3. 4. frontal temporal parietal occipital Question 6 The electrical charge resulting from the difference between the positive and negative ions outside and inside the cell membrane results in . . . 1. 2. 3. 4. the action potential a threshold the refractory period the resting membrane potential Question 7 Which term refers to the period whereby no impulse can be generated, even with intense stimulation? 1. 2. 3. 4. Absolute refractory period Action potential Relative refractory period Resting membrane potential Question 8 The relationship between emotion and autonomic physiological arousal forms the basis for the use of a polygraph (lie detector) test. A polygraph . . . 1. 2. 3. 4. measures the lies told by the person being tested records psychological changes in relation to the lies being told makes people to respond differently during questioning monitors the physiological changes when a person lies Question 9 Your tutor asks what determines whether a neurotransmitter will have an inhibitory or excitatory effect. One student answers that it depends on the nature of the neurotransmitter. This statement . . . 1. 2. 3. 4. does not provide the correct answer because it is too vague is correct because the effect depends on the quantity of the neurotransmitter in relation to the enzyme that destroys it is partially correct, because other factors also play a role is incorrect because the effect depends on the ratio of inhibitory to excitatory neurotransmitters in a specific synapse 15 Question 10 The neurotransmitter called . . . is released by the sympathetic nerves and acts on the heart, blood vessels, large skeletal muscles and accelerates metabolism. 1. 2. 3. 4. acetylcholine serotonin endorphin adrenalin Question 11 After your group watched the movie called “Insomnia”, Susan tends to fall asleep during group discussion and one group member asks why Susan falls asleep. You explain to the group that Susan is suffering from the sleep disorder called . . . 1. 2. 3. 4. catalepsy sleep apnea insomnia narcolepsy Question 12 The phenomenon of Rapid Eye Movement (REM) occurs during . . . 1. 2. 3. 4. D-sleep, in which dreams usually occur phase 2 of sleep, whereby brain wave frequencies are mixed phase 3 of sleep, in which autonomic activity slows down Phase 4 of sleep, in which delta brain waves are high Question 13 You explain to your fellow students on myUnisa groupsite that the main effect of a depressant is to decrease arousal level. One group member asks for an example of a depressant and you say that . . . is an example of a depressant. 1. 2. 3. 4. cocaine marijuana caffeine alcohol Question 14 The tutor gives your group a task to explain what problem-solving is. Which of the following statements should be included in the explanation? A. B. C. D. Problem solving requires two phases to successfully solve a problem Problem solving is a process with distinct steps and various strategies Problems are universal and it does not matter how the problem is defined Each potential solution to a problem may give rise to other problems 1. 2. 3. 4. A, B, and C A, B, and D B, C, and D All of the above 16 PYC1501/101 Question 15 Which of the following is not an example of visual representation as a form of thinking? 1. 2. 3. 4. Recognising an actor you once saw in another movie Remembering a love song you heard on the radio Remembering how you got lost and how you had to follow road signs to your friend‟s house Using visual cues to make meaning such as in public places Question 16 Critical reasoning consists of a variety of attitudes, procedures and skills. Which one of the following cannot be seen as part of critical reasoning? 1. 2. 3. 4. Identifying the problem Being open-minded about an issue under consideration Finding the one right answer Developing collective thinking in a task-oriented group Question 17 Once in a while, all of us engage in inner speech. Which one of the following statements indicates inner speech? 1. 2. 3. 4. James thinks angry: “If I had listened, then I would not be in this mess today” Peter shouts at John: “Do as you please, but don‟t blame me when things go wrong” Cindy sadly tells her friend: “I‟ll never see my darling Jimmy ever again” Jack reads: “The recent incidence of xenophobia in South Africa has left many foreign nationals homeless” Question 18 David wants to see the movie at 20:00. He reasons that he must be in the queue at about 19:00 to get a front seat ticket. He also works out that it will take him about 15 minutes to find a parking bay and another 5 minutes to walk from the parking area to the cinema and 30 minutes to drive from his home to the cinema. So he works out that he must leave home around 18:00. Which of the following heuristic methods did David apply to calculate the exact time? 1. 2. 3. 4. Analogical analysis Analysing the steps necessary to attain the desired goal Analysing the available means to attain the desired goal Checklist analysis Question 19 Sarah‟s baby cries a lot at night with the result that Sarah does not sleep well and cannot cope with her daily work and studies. What is the first thing that Sarah should do to deal with the situation? 1. 2. 3. 4. She should adopt a trial-and-error strategy until she finds a solution She should recognise and define the problem She should try the most likely solution first She should decide on the advantages of different solutions 17 Question 20 An artist wants to design an advertisement to attract people into buying a certain brand of clothes. He thinks that the advertisement will attract attention if he uses rap music to convey the message. He asks for your opinion. You say that the advertisement . . . 1. 2. 3. 4. would attract attention if it is inherently interesting and of personal importance would attract the right kind of attention, because rap music is loud and unusual may not attract attention because rap music is too repetitive all of the above Question 21 Which one of the following statements relates to the orienting reaction? 1. 2. 3. 4. The orienting reaction occurs when a stimulus is recognised or given meaning Habituation refers to the re-appearance of the orienting reaction The orienting reaction follows a sudden change in environmental stimulation The brain‟s ability to process incoming information rapidly and below the awareness level Question 22 All of us become accustomed to the continuous ticking of a clock, so that in time we no longer hear it. When for some other reason the clock stops ticking we become aware of it. This increased awareness can best be explained in terms of . . . 1. 2. 3. 4. dishabituation following habituation habituation followed by dishabituation stimulus change following dishabituation orienting reaction following dishabituation Question 23 Which type of perceptual constancy explains the fact that a piece of charcoal is always black, whether you look at it in the light or in the shadow? 1. 2. 3. 4. constant brightness constant colour constant form constant size Question 24 Your groupmate on myUnisa asks for your help in organising the information on sensation and perception in a logical sequence. Which of the following sequence is correct? 1. 2. 3. 4. 18 Stimulus received on the retina - nerve impulses sent to the brain - threshold crossed - perceptual constancy Sensory information sent to the brain - information is organised - meaning given Sensory stimulus - transduction - monitoring - perceptual constancy Sensory stimulus – transduction - increase in conscious awareness - perceptual constancy PYC1501/101 Question 25 When sensory information is received in the brain, the process of interpreting and making meaning from sensory information is called . . . 1. 2. 3. 4. sensation adaptation transduction perception End of assignment 01 Semester 1: Assignment 02 (Unique number: 761207) Note: You have to submit assignment 01 before you can submit this assignment. Question 1 The highest positive correlation between IQ scores is between . . . 1. 2. 3. 4. fraternal twins that are raised in similar environments identical twins that are raised in similar environments identical twins that are raised in different environments fraternal twins that are raised in different environments Question 2 Which one of the following statements about the nature of intelligence is incorrect? 1. 2. 3. 4. Intelligence can be measured objectively The concept of intelligence includes speed on task performance Intelligence refers to the ability to adapt successfully to the demands of life What is regarded as intelligent behaviour varies from one context to another Question 3 According to Spearman‟s theory, performance in intellectual tasks is determined by . . . 1. 2. 3. 4. multiple intelligences heredity a general intellectual ability 1 and 2 Question 4 Which one of the following statements about emotions and motivation is incorrect? 1. 2. 3. 4. Emotions and motivation are both triggered by some kind of stimuli Emotions and motivation activate and affect behaviour Motives are often accompanied by emotions We can predict the kind of behaviour that can be produced by both emotions and motivation 19 Question 5 Which one of the following is not associated with the cognitive appraisal theory of emotion? 1. 2. 3. 4. The perception of physiological arousal is a necessary element after an emotion is experienced The experience of an emotion involves interpreting physiological appraisal with reference to cognitive content Primary and secondary appraisals are integral components of the experience of an emotion People think before they feel Question 6 Which of the following is an example of the way emotions can contribute to individual differences? 1. 2. 3. 4. The people you work with influence your opinions You develop a headache whenever music is played too loud You are very shy and don not mix easily with other people As a child you loved going to the park and now every time you hear the music played in the park, you become happy Question 7 According to the Two-Factor theory of emotion, which of the following provides the correct sequence in the experience of emotion? 1. 2. 3. 4. Stimulation →Primary appraisal→ Differentiation of emotion →Physiological arousal Stimulation →Arousal + Differentiation of emotion →Behaviour Stimulation→ Arousal + Appraisal →Emotion+ Behaviour Stimulation→ Emotion→ Arousal+ Label/Appraisal→ Behaviour Question 8 Michael‟s parents are worried because Michael is bullying other children at school. The parents therefore, decide to stop this behaviour by taking 50 cents off Michael‟s pocket money every time he bullies someone. Within a month Michael‟s bullying behaviour disappeared. What type of learning is illustrated in this scenario? 1. 2. 3. 4. Operant learning Observational learning Cognitive learning Classical learning Question 9 Your child has done something wrong and you want to punish him/her. Your friend tells you that for punishment to be effective, it depends on three aspects. These are . . . A. B. C. D. consistency spontaneity timing intensity 1. 2. 3. 4. B, C, and D A, B, and D A, C, and D A, B, and C 20 PYC1501/101 Question 10 Which of the following is not one of the principles of classical conditioning? 1. 2. 3. 4. Reinforcement Higher order conditioning Stimulus generalisation Punishment Question 11 What kind of learning is traditionally classified as learning by association? 1. 2. 3. 4. Social learning Classical learning Cognitive learning Discovery learning Question 12 You are teaching your dog to catch a ball and bring it back to you. On every third occasion that the dog brings the ball back, you give him a biscuit as a reward. What kind of reinforcement schedule are you using? 1. 2. 3. 4. Fixed interval schedule Variable interval schedule Fixed ratio schedule Variable ratio schedule Question 13 Which of the following is not an example of a learned perceptual-motor skill? 1. 2. 3. 4. To dive from a high diving-board To pick up a glass of water, then a spoon and then a dish-cloth lying on the floor To get the rugby ball from the scrum and pass it to the fly-half To cut a diamond to show off its beauty Question 14 Based on the four components of observational learning by Bandura (1986, in Van Deventer & MojapeloBatka, 2013), you observe your supervisor making a cappuccino. Then you make a mental picture in your memory so that you can do the same. This is an example of . . . 1. 2. 3. 4. retention; reproduction attention; reproduction motivation; retention attention; motivation 21 Question 15 Your tutor asks you the name of the country that won the Copa America Soccer Cup held in Chile in 2015 and you say “I cannot think of the name now but I‟ll remember it in a minute or so.” This indicates a problem with . . . 1. 2. 3. 4. recognition retrieval decay of information storage of information Question 16 Remembering how to swim many years after you first learned to swim is an example of . . . 1. 2. 3. 4. encoding explicit memory episodic memory procedural memory Question 17 One of the easiest ways to recall a cell phone number is to use . . . 1. 2. 3. 4. long-term knowledge executive control system visuospatial sketchpad phonological loop Question 18 Which one of the following is not a strategy to improve memory and make encoding effective? 1. 2. 3. 4. Elaboration Visual imagery Executive control system Ascribe meaning Question 19 Which one of the following represents the most correct sequence on the phases of memory? 1. 2. 3. 4. Sensory information sent to the brain - information organised - meaning stored Retrieval of raw information - encoding information - storage into general knowledge Coding information - storing of memory cues - rehearsal of coded memory Information encoded - encoded information stored - accessing stored information by retrieval Question 20 Which of the following is an example of information stored in semantic memory? 1. 2. 3. 4. 22 John vividly recalls his first day at school and what his teacher looked like Peter knows that South Africa has nine provinces Sarah knows the rules of arithmetic Thandeka knows what formula should be used to calculate the area of a circle PYC1501/101 Question 21 According to research, people with . . . personalities are at high risk for developing coronary heart disease. 1. 2. 3. 4. Type A Type B Hardy 1 and 3 Question 22 The . . . approach to personality is based on the idea that behaviour is shaped by the wishes, desires and feelings that people are unaware of. 1. 2. 3. 4. behaviourist biological humanist psychoanalytic Question 23 Which of the following relates to the emotional aspects of an individual‟s biological and psychological self and forms the raw material of the individual‟s personality? 1. 2. 3. 4. Self-concept Traits Temperament Character Question 24 Which statement provides the best definition of personality? 1. 2. 3. 4. An individual‟s value and his ability to behave according to those values The hereditory aspects of a person‟s emotional nature Stable qualities that a person shows in various situations A person‟s evaluation of himself or herself Question 25 Which of the following describes Cattell‟s trait theory of personality? 1. 2. 3. 4. An important aspect is the way traits are organised or related to each other People have cardinal, central and secondary traits Source traits represent an underlying personality characteristic 1&3 End of assignment 02 23 Assignment 91 (course evaluation) (Unique number: semester 1 - See Tutorial Letter 202) (Unique number: semester 2 - See Tutorial Letter 202) Note: You have to submit Assignments 01 and 02 before you can submit this assignment. This assignment does not have any feedback, and does not contribute towards a year-mark. The following statements are about the learning tasks in general for the whole course. In each case please indicate your response to each of these statements. In other words: - Mark 1 if you definitely agree with the statement - Mark 2 if you agree with the statement - Mark 3 if you are uncertain whether you agree or disagree with the statement - Mark 4 if you disagree with the statement - Mark 5 if you definitely disagree with the statement A Please indicate how you feel about each of the learning opportunities listed below: 1 Learn how this course works 1 2 3 4 5 I found this learning opportunity interesting I thought this learning opportunity was a waste of time I thought this learning opportunity was difficult I think I can use in future what I have learnt in this learning opportunity I cannot see why I had to do this learning opportunity in a psychology course 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 2 Learn to chart a field of study 6 7 8 9 10 I found this learning opportunity interesting I thought this learning opportunity was a waste of time I thought this learning opportunity was difficult I think I can use in future what I have learnt in this learning opportunity I cannot see why I had to do this learning opportunity in a psychology course 3 Learn to prepare a presentation 11 12 13 14 15 I found this learning opportunity interesting I thought this learning opportunity was a waste of time I thought this learning opportunity was difficult I think I can use in future what I have learnt in this learning opportunity I cannot see why I had to do this learning opportunity in a psychology course 4 Learn to provide an expert opinion 16 17 18 19 20 I found this learning opportunity interesting I thought this learning opportunity was a waste of time I thought this learning opportunity was difficult I think I can use in future what I have learnt in this learning opportunity I cannot see why I had to do this learning opportunity in a psychology course 5 Learn to develop a psychological programme 21 22 23 24 25 24 I found this learning opportunity interesting I thought this learning opportunity was a waste of time I thought this learning opportunity was difficult I think I can use in future what I have learnt in this learning opportunity I cannot see why I had to do this learning opportunity in a psychology course PYC1501/101 6 Learn to represent information in graphic form 26 27 28 29 30 I found this learning opportunity interesting I thought this learning opportunity was a waste of time I thought this learning opportunity was difficult I think I can use in future what I have learnt in this learning opportunity I cannot see why I had to do this learning opportunity in a psychology course 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 B Please indicate how you feel about the course in general 31 32 33 34 35 36 37 38 39 40 It was difficult to figure out how the course works After I figured out how the course was structured I coped well with my studies I could not figure out how the course was structured, and still do not know The course material did not explain how one should study the material I found the course really very difficult I though this course was well-organised I learned a lot from this course I completed all the learning tasks I did not have enough time to complete all the learning tasks I can‟t see the point of the learning tasks - All I need is the prescribed book C Please give us your ideas about the learning tasks in general In general the learning tasks . . . 41 ... were clear and easy to understand 42 ... were interesting and stimulated my thinking about things 43 ... were too time-consuming 44 ... helped me to develop practical skills 45 ... helped me to improve my knowledge of psychology 46 ... required too much reading 47 ... helped me to improve my problem solving and thinking skills 48 ... encouraged me to be creative and to develop my own ideas 49 ... helped me to conduct my studies in a structured and organised manner 50 ... were boring Remember to: - indicate your answers on a mark-reading sheet - provide the assignment‟s unique number on the mark reading sheet - write your student number on the mark sheet - submit the mark reading sheet as Assignment 91 End of assignment 91 25 Semester 2 assignments Semester 2: Assignment 01 (Unique number: 812413) Note: This assignment is compulsory. You have to submit this assignment to gain examination admission. Question 1 You walk into the local bakery and you are overwhelmed by the delicious smell of freshly-baked cookies. After some time you no longer notice the smell of cookies. This is because receptor cells get tired of firing in response to continuous presentation of a stimulus. This process is called . . . 1. 2. 3. 4. habituation sensory adaptation transduction sensation Question 2 You are walking down the street when suddenly you see a mean, vicious dog running towards you. You start panicking and your knees are shaking, your pupils dilate and your heart beats faster. These symptoms that you experience are controlled mainly by the . . . 1. 2. 3. 4. sympathetic nervous system central nervous system neurotransmitters parasympathetic nervous system Question 3 Which one of the following statements about noradrenaline is correct? 1. 2. 3. 4. Noradrenalin is released by the sympathetic nerves and speed up the metabolism and the release of glucose into the blood A lack of noradrenalin can explain the decline in cognitive functioning seen in Alzheimer‟s disease Noradrenalin is involved in the experience of pleasure and suppression of pain People that experience depression and mania have low levels of noradrenalin Question 4 Which one of the following statements about the brain is correct? 1. 2. 3. 4. Both hemispheres have to work together for effective use of language The cerebral hemispheres are connected by the cerebral cortex The left hemisphere regulates the logical and holistic organisation of information The blood-brain barrier protects the brain from being bumped Question 5 A low serotonin level is associated with . . . whereas a low level of dopamine is associated with . . . 1. 2. 3. 4. 26 muscular spasms; seasonal depression seasonal depression; Parkinson‟s disease suppression of pain; aggression mania; Alzheimer‟s disease PYC1501/101 Question 6 People with damage to the . . . can hear the words spoken to them but the words have no meaning for them. 1. 2. 3. 4. frontal lobe temporal lobe parietal lobe occipital lobe Question 7 The term temporal summation refers to . . . 1. 2. 3. 4. the deactivation of neurotransmitters by enzymes in the synaptic cleft the effect of impulses arriving from different axons fibres at the same synapse to reinforce a postsynaptic potential increased frequency of firing that triggers the release of neurotransmitters into the synaptic cleft the effect of successive impulses in the same axon to reinforce a postsynaptic potential Question 8 The tutor explains the nature of impulse transmission and asks you to complete the following sentence: Stimulus intensity is to impulse frequency as . . . is to the amplitude of the impulse. 1. 2. 3. 4. diameter of the nerve fibre conduction speed intensity of light stimulus a synapse Question 9 The tutor discusses the characteristics and the effects of neurotransmitters. Which of the following statements about neurotransmitters is incorrect? 1. 2. 3. 4. Curare causes paralysis because it functions as an antagonist which suppresses the action of acetylcholine High levels of acetylcholine may explain deteriorating cognitive functions in Alzheimer‟s disease Seasonal depression is associated with low level of noradrenaline in the brain High levels of dopamine is associated with schizophrenia Question 10 You made some notes during the discussion on impulse conduction, but later, you wonder whether you wrote down all the information correctly. Which of the following statements about the nature of impulse conduction are correct? The process of impulse conduction . . . A. B. C. D. E. F. comprises a basis for all human behaviour can contribute to individual differences in behaviour can explain all human behaviour allows sensory energy to be conducted to the brain communicates information from the external and internal environments depends on the presence or absence of neurotransmitters 27 1. 2. 3. 4. A, B, and E C, E, and F C, D, and F A, B, C, D, E, and F Question 11 Opiate drugs are . . . and work by . . . in the body. 1. 2. 3. 4. stimulants - decreasing the action of inhibitory neurons depressants - producing drowsiness and insensitivity to pain stimulants - mimicing other drugs hallucinogens - increasing the release of dopamine Question 12 John experienced a sudden collapse. He was awake when his friend called him but John could not move. John is suffering from a sleep disorder called . . . 1. 2. 3. 4. catalepsy insomnia sleep apnea narcolepsy Question 13 One of your groupmate on myUnisa gives a brief description on the nature of sleep. After the description the tutor thanks the student but says that three statements are incorrect. The tutor then asks you to identify the correct statement about sleep. 1. 2. 3. 4. During sleep, people do not respond to things happening around them Dreaming occurs during the fourth stage of S-sleep The function of S-sleep is to allow the brain to re-organise information and prevent overload Sleep deprivation can lead to deterioration in cognitive functioning Question 14 Formal conceptual hierarchies are based on the exact definitions about attributes in an objective sense. For example, an extreme emotion of sadness is usually expressed in crying. This is the . . . of a concept. 1. 2. 3. 4. denotative meaning conceptual rule connotative meaning 1&3 Question 15 Which one of the following statements is an example of inductive reasoning? 1. 2. 3. 4. 28 After observing the dark clouds forming, John states that it could rain later tonight Sipho is training very hard for the marathon. He will win the race Emily studies very hard until late at night. She will pass her psychology exam Driving at 120 kilometers per hour, James will reach his destination soon PYC1501/101 Question 16 The tutor asks you to think of different possible uses for an old car tyre. You suggest that an old car tyre could be used as a flowerpot in the garden. This is an example of . . . 1. 2. 3. 4. cognitive complexity convergent thinking divergent thinking insight Question 17 Sipho has been recruited to the National Rugby team. Sipho and his personal trainer are planning about the different skills that Sipho should include during the training that would allow him to produce a coordinated performance on the field. This verbal plan is an example of . . . 1. 2. 3. 4. discovery learning a cognitive map the cognitive component of a perceptual-motor skill an intellectual skill Question 18 In order to help the students understand the process of reasoning, the tutor uses the following example: “Thoughts are like a string of wires connected to the computer. Each piece of wire has its own function that contributes to the whole process of typing and reading. Our thoughts work the same way.” This is an example of . . . 1. 2. 3. 4. critical reasoning, because it critically analyses the different functions of each thought inductive reasoning, because it is based on the probability of an event occurring analogical reasoning, because it demonstrates the similarities between the concepts deductive reasoning because it is based on logical reasoning that if the premise is true, then the conclusion must also be true Question 19 During your group discussion on myUnisa, Peter says that he understands why some people tend to steal in order to make a living. Upon reading this, Susan then claims that Peter is in favour of stealing. What kind of reasoning fallacy is displayed by Susan? 1. 2. 3. 4. Using a slightly changed version of someone else‟s point of view as a basis for reasoning Trying to discredit the issue by discrediting the person who supports the issue Playing on someone‟s sympathy to get something done Relying on the characteristics of a certain group to gain support for a particular conclusion Question 20 People have a tendency to group elements that are close together as though they represent a meaningful figure. This is a principle of . . . 1. 2. 3. 4. closure figure and ground symmetry proximity 29 Question 21 Which one of the following statements about attention is correct? 1. 2. 3. 4. Attention is an automatic process that takes place below the level of awareness People cannot attend to more than one thing at a time There are internal and external determinants of attention Parallel processing is easier when both tasks require an individual to pay close attention Question 22 When sensory information is received in the brain, the process of interpreting and making meaning from sensory information is called . . . 1. 2. 3. 4. perception monitoring sensation transduction Question 23 You are watching a six-year-old child playing with Lego toy blocks. He starts arranging the blocks according to their shapes and sizes. What principle of perceptual grouping is the child using? 1. 2. 3. 4. Principle of symmetry Principle of proximity Principle of similarity Principle of continuity Question 24 The brain‟s ability to process incoming information rapidly and without any level of awareness to enable a person to respond quickly to potentially important events is called . . . 1. 2. 3. 4. sensation perceptual organization generator potential monitoring Question 25 When you are talking to someone at a party, you are able to focus on the voice of that person and screen out the background noise. This is an example of which law of perceptual organisation? 1. 2. 3. 4. Closure Proximity Grouping Figure and ground End of assignment 01 30 PYC1501/101 Semester 2: Assignment 02 (Unique number: 743927) Note: You have to submit assignment 01 before you can submit this assignment. Question 1 Mr Norwood‟s neighbours describe him as an easy-going person, someone who communicates well and gets along with other people. According to Gardner‟s theory of intelligence, Mr Norwood can be described as having . . . intelligence. 1. 2. 3. 4. naturalistic interpersonal spatial intrapersonal Question 2 According to Guilford‟s theory of intelligence, which of the following is part of the component of intellectual activity? 1. 2. 3. 4. Naturalist intelligence Spatial ability Products Verbal comprehension Question 3 In your psychology module you learned that intelligence is measured by means of psychological tests. Which of the following statements is correct about psychological tests of intelligence? 1. 2. 3. 4. Intelligence tests provide standardized measures of a person‟s behavior Psychological tests are individualized and not based on norms Intelligence tests take time because they are based on tasks that measure all human behavior Intelligence tests are standard and not contextualized Question 4 Learning can be defined as a relatively permanent change in behavior as a result of past experience. Which one of the following statements indicates that learning has occurred? 1. 2. 3. 4. Before the boxing match Leornardo jumps around in fleeting movements. After the match he drags his feet as he moves After failing the module three times, Mary decides to attend tutorial classes and study harder Cheerful Themba is suddenly withdrawn now that he has started studying at a boarding school Sophie becomes weak and has slurred speech whenever she takes her medication Question 5 Sipho is excited about the new television set that he bought. After many attempts to get it right, he decides to read the manual and follow the instructions to get it to work properly. This is an example of . . . 1. 2. 3. 4. social learning operant conditioning cognitive learning classical conditioning 31 Question 6 Mrs Khumalo rewards good behavior and punishes bad behavior. Last December she bought presents for Pamela and Mpho because they passed with good marks in their psychology examinations. This is an example of . . . 1. 2. 3. 4. classical conditioning discovery learning operant conditioning perceptual-motor learning Question 7 Mrs Khumalo does not allow her youngest son Tom, to play with his favorite Playstation game when he is rude towards his sisters. This serves as . . . for Tom. 1. 2. 3. 4. partial reinforcement negative reinforcement positive reinforcement punishment Question 8 In . . . terms such as extinction, stimulus discrimination, and spontaneous recovery are some of the basic principles of learning. 1. 2. 3. 4. latent learning operant conditioning cognitive learning classical conditioning Question 9 According to Bandura (1986, in Van Deventer & Mojapelo-Batka, 2013), which of the following are essential components of observational learning? 1. 2. 3. 4. modeling and consequences attention, consistency and motivation retention and reproduction all of the above Question 10 After watching the movie called “Orange is the new Black” that depicts the reality of hard life in prison, James learned that committing a crime is a serious offense and that he must avoid going to jail. This is an example of . . . 1. 2. 3. 4. 32 social learning observational learning cognitive learning operant learning PYC1501/101 Question 11 The term . . . refers to the process of being unable to retrieve the information we have stored in the longterm memory. 1. 2. 3. 4. forgetting memory decay retrieval interference Question 12 There are strategies available to improve our memory skills. Which of the following is not a strategy for improving memory skills? 1. 2. 3. 4. Serial position Recitation Phonological loop Spaced practice Question 13 The tutor posts on your groupsite (on myUnisa) the slides on the characteristics of memory. Which of the following statements about memory are correct? A. Memory is an active process that stores, organizes, and retrieves information B. Encoding of information can be improved by using elaboration, visual imagery, and making information personally meaningful C. Declarative and procedural memory are part of the short-term memory that has limited capacity for holding information D. Memory is generally influenced by factors such as age, gender, and activities that people perform 1. 2. 3. 4. A, C, and D B, C, and D A, B and D A, B and C Question 14 While relaxing on the beach James notices that someone is drowning and he rushes in the water to rescue the victim. It has been a long time since James was swimming in any water, but he still knows how to swim safely. The information of knowing how to swim is stored in the . . . 1. 2. 3. 4. procedural memory long-term memory explicit memory episodic memory Question 15 A friend asks you the name of the country that has been experiencing xenophobia and electricity load shedding recently. You know the answer but you can‟t recall it at the time. This is a result of . . . 1. 2. 3. 4. recognition retrieval failure decay of information ineffective coding 33 Question 16 The tutor asks your group to do a presentation on how memory impacts on the ability to study. The first slide explains the three phases of memory and has the following information that needs to be organized sequentially. Memory involves: A. B. C. D. information encoded storage into general knowledge encoded information stored accessing stored information by retrieval Which is the correct sequence? 1. 2. 3. 4. D, A, and B A, C, and D A, B, and D B, D, and A Question 17 Which memory system refers to the store of explicit, factual information such as names, places, and events? 1. 2. 3. 4. Non-declarative memory Short-term memory Sensory memory Declarative memory Question 18 The Two-factor theory of emotions states that . . . 1. 2. 3. 4. Cognitive control of the quality and intensity of feelings is possible The differentiation of an emotion involves the interpretation of physiological appraisal The perception of physiological arousal is not important in differentiation of an emotion An emotion is interpreted based on the meaning given to it Question 19 Which of the following is not a strategy to improve memory and make encoding effective? 1. 2. 3. 4. Elaboration Visual imagery Executive control system Ascribe meaning Question 20 Emotions are highly personal and relate to subjective experience. This statement refers to the . . . component of emotions. 1. 2. 3. 4. 34 behavioural cognitive-perceptual physiological all of the above PYC1501/101 Question 21 Which one of the statements is incorrect about emotional intelligence? 1. 2. 3. 4. Emotional intelligence is synonymous to intellectual ability Being emotionally intelligent means using and expressing our emotions wisely and appropriately People with high emotional intelligence know themselves well and have greater self-control as compared to people with low emotional intelligence Emotional intelligence allows people to control their impulses Question 22 According to Allport‟s trait theory of personality, which one of the following statements is correct? 1. 2. 3. 4. Cardinal traits are the basic traits that dominate an individual‟s life Personality is made up of traits that allow people to develop their potential for growth To learn how the traits are linked, visible aspects of personality should be studied Personality can be described in terms of five basic traits that are innate and universal Question 23 In terms of the psychoanalytic approach, personality is shaped by . . . 1. 2. 3. 4. the power struggle between the id, ego and superego attempts to keep a balance between self-image and actions unconscious processes 1&3 Question24 According to Psychoanalytic theory, which psychological structure of personality functions on the principle of meeting the social standard, and the deviation thereof can lead to feelings of guilt? 1. 2. 3. 4. The id The libido The superego The ego Question 25 The African perspective to understanding personality believes that . . . 1. 2. 3. 4. the group and the community are more important than the individual values such as independence and self-sufficiency are highly regarded behavior is a result of an individual‟s needs and wishes individual initiative and personal achievement are more important than collective achievements End of assignment 02 35 Assignment 92 (Self-test) Question 1 You logged onto the internet because you wanted to book a holiday. Your phone rings and you talk to your friend. After the conversation you don‟t remember what you wanted to do on the internet. The reason that you forgot is due to . . . 1. 2. 3. 4. interference ineffective selection lack of rehearsal poor organisation Question 2 A strong smell may seem less intense as time passes by. This is because receptor cells get tired of firing in response to continuous presentation of a stimulus. This process is called . . . 1. 2. 3. 4. habituation sensory adaptation transduction sensation Question 3 In Classical conditioning, the term extinction refers to . . . 1. 2. 3. 4. the disappearance of a previously learned response the tendency to respond to similar but not identical stimuli the strengthening of a likelihood of a response the reappearance of a response which seems to have been extinguished Question 4 Emotions are usually expressed in body language, whereby bodily gestures and facial expressions are used to show a variety of emotions. This is a . . . component of emotions. 1. 2. 3. 4. physiological psychological cognitive-perceptual behavioural Question 5 Many researchers use four criteria to identify primary emotions. Which one of the following is not a criterion for identifying primary emotions? 1. 2. 3. 4. 36 Emotions must be evident in all cultures Emotions must be associated with distinct facial expression Emotions must be evident only in human species Emotions must contribute to the survival of the species PYC1501/101 Question 6 Thandi is 13 years old. The intelligence test results show that Thandi can perform all the tasks designed for children of 14 years old, half of the tasks for children of 15 years old. Therefore, Thandi‟s mental age is . . . 1. 2. 3. 4. 13 years 13 years, 6 months 14 years 14 years, 6 months Question 7 The term character refers to . . . 1. 2. 3. 4. the heredity aspects of a person‟s emotional nature stable qualities that a person shows in various situations the individual characteristics that influence behaviour a person‟s values and the ability to behave according to those values Question 8 The trigger point at which a neuron will “fire” is called . . . 1. 2. 3. 4. postsynaptic gap threshold action potential resting potential Question 9 Formal conceptual hierarchies are based on . . . 1. 2. 3. 4. the denotative meanings of the concepts the connotative meanings of the concepts conceptual rules 1 and 2 Question 10 Which of the following refers to the condition of breathing difficulties during sleep, whereby an individual wakes up gasping for breath, and then goes back to sleep? 1. 2. 3. 4. Insomnia Catalepsy sleep apnea narcolepsy End of assignment 92 37 9 OTHER ASSESSMENT METHODS There are no other assessment methods for this module. 10 EXAMINATION The nature of the examination paper The examination is a two-hour paper consisting of 50 multiple-choice questions based on the information provided in the Study Guide as well as the prescribed resource textbook (A-Z). You also have received a self-test that can be regarded as an example of what the examination paper will be like. Further information about the examination and the self-test is provided in Tutorial Letter 202, which you will receive later. Refer to the my Studies @ Unisa brochure for general examination guidelines and examination preparation guidelines. Examination admission You need to submit the compulsory assignment 01 to be allowed to sit for the examination. We, however, strongly advise you to complete and submit all the assignments because the assignments are designed to help you in your studies. Pass mark The marks you score in the examination paper are converted to a percentage point (a mark out of 100). You must obtain at least 50% to pass the examination. Note that the final mark is an average of 20% year mark and 80% examination mark. What if I fail? Examinations for first semester are written in May/June with the supplementary examinations being written in October/November. Examinations for the second semester are written in October/November with the supplementary examinations being written in May/June of the following year. Please see my Studies @ Unisa containing general Information and rules for full details of examination regulations. 11 FREQUENTLY ASKED QUESTIONS The my Studies @ Unisa contains an A – Z guide of the most relevant study information. Please refer to this brochure for any other questions. 12 SOURCES CONSULTED The source for this module is the prescribed textbook. 13 CONCLUSION Tutorial letters contain important information about your studies. It is therefore, important to read all tutorial letters when you receive them and to keep them in a safe place. This first tutorial letter (Tutorial Letter 101) contains valuable general information for this module. Keep this tutorial letter at hand - you will have to use it more often. The other tutorial letters contain information about feedback on assignments, and examination information. 14 ADDENDUM You will be notified if any addendum is available for this module. 38 PYC1501/101 15 ADDITIONAL INFORMATION a. Invitation to visit the website of New Voices in Psychology New Voices in Psychology is a peer-reviewed innovative publication that is published twice a year by the Unisa Psychology Department. It has become firmly established as a journal that concentrates on entry-level articles, giving first-time academic authors the opportunity to publish their work. The challenge has always been to do this without compromising on academic quality, while fostering cuttingedge, innovative work. Apart from publishing empirical and theoretical articles, the journal publishes conference reports, book reviews, DVD reviews as well as essays under the heading “Tips, Tools, Reflections and Conversations”. For access to the online publications of issues of the journal, information on how to submit manuscripts and information about various new projects and initiatives, visit the journal‟s website: https://sites.google.com/a/unisa.ac.za/new-voices-inpsychology/home. b. Previous examination papers Previous exam papers are made available on myUnisa at certain times. Therefore, we suggest that you make use of the previous examination papers in terms of familiarizing yourself with the structure of the examination when preparing for the examinations. Please note that past examination papers do not form part of your 2016 syllabus. Therefore we do NOT discuss past examination papers and we do NOT provide model answers for previous examination papers. Also, please note that we cannot take responsibility for changes in syllabi emphasis or content not reflected in past papers. c. Professional communication Make sure your communication is professional The ability to communicate in a professional manner is an important aspect of graduateness. Professional communication means: o to know exactly what your enquiry is about, o to make an effort to ensure you contact the right person, and o to communicate in a formal, friendly and courteous manner. It is unprofessional: o to start a telephone conversation with: „Hi, I wonder whether you could help me‟, or: „Oh, finally you answer your phone!‟, or „Just quickly tell me where in the study material can I find …‟ o to write an email without indicating who the message is addressed to o to launch into accusations without first establishing the facts of the matter o to use threatening, derogatory and abusive language Unprofessional communication is not acceptable Please note that the teaching team will not accept unprofessional communication. Such communication will be returned with an indication that the communication is unprofessional and therefore unacceptable. 39