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.
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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.
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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
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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
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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
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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
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2 Learn to chart a field of study
6
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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
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23
24
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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
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6 Learn to represent information in graphic form
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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
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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
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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
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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
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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
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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