VCE Psychology Units 3 and 4 (4th edition)
Macmillan VCE Psychology Units 3 & 4 (4th edition)
By John Grivas
November 2012
This document outlines the changes to the VCE Year 12 Study Design for 2013, and maps these to the current 4th edition text book.
Use this guide while teaching in 2013 to ensure you know which sections of the text are no longer relevant.
For further information, please contact secondarydigitalsupport@macmillan.com.au.
No change
• Units 1–4: Key skills
Units 3 and 4 key knowledge
Unit
VCE Psychology 2009-2012
VCE Psychology 2013-2016
3
Area of
study
1/2
Outcome 1 and 2, and associated key
knowledge
Outcome 1 and 2, and associated key knowledge
3
1
• consciousness as a psychological construct
informed by the work of René Descartes and
William James
Deleted
3
1
• concepts of normal waking consciousness and
altered states of consciousness, including
daydreaming, meditative and alcohol-induced,
in terms of levels of awareness, content
limitations, controlled and automatic
processes, perceptual and cognitive distortions,
emotional awareness, self-control and time
orientation
• concepts of normal waking consciousness and
altered states of consciousness including
daydreaming and alcohol-induced, in terms of
levels of awareness, content limitations,
controlled and automatic processes, perceptual
and cognitive distortions, emotional awareness,
self-control and time orientation
Notes for use of Macmillan VCE Psychology
Units 3 & 4 (4th edition), Grivas
Overview of VCE Psychology on pp. ix-x and Unit 3
on pp. 1-3 do not apply to the 2013-2016 study
design
Refer to the new 2013-2016 Study Design.
pp. 97-98 Rene Descartes – mind and body are
separate but interconnected: not in the study
design
p. 121 Text description of consciousness as a
psychological construct: not in the study design
p. 100 William James – streams of consciousness:
not in the study design
p. 105 Learning Activity 2.3: Q3-5 not relevant
pp. 118-119 Meditative state: meditative state as
an ASC not in the study design but meditation
retained in Unit 4, AOS 2 as a strategy for coping
with stress
p. 121 Learning Activity 2.13: Q4 &5 not relevant
pp. 130 -131 Chapter 2 test: Q2&3 not relevant
1
VCE Psychology Units 3 and 4 (4th edition)
3
1
3
1
3
1
3
1
3
1
3
1
sleep as an altered state of consciousness:
purpose, characteristics and patterns of the
stages of sleep including rapid eye movement
(REM) and the non-rapid eye movement
(NREM) stages of sleep
-- measurement of physiological responses
including electroencephalograph (EEG),
electrooculargraph (EOG), heart rate, body
temperature and galvanic skin response (GSR)
– the role of the reticular activating system in
selective attention and wakefulness; role of the
thalamus in directing attention and switching
sensory input on and off
–– perceptual anomalies including motion
after-effect, change blindness, synaesthesia
• the application and use of brain research
methods in investigating the relationship
between biological and cognitive factors of
human behaviours including:
–– direct brain stimulation and transcranial
magnetic stimulation (TMS)
–– brain recording and imaging techniques:
computed tomography (CT), positron emission
tomography (PET), single photon emission
computed tomography (SPECT), magnetic
resonance imaging (MRI), and functional
magnetic resonance imaging (fMRI)
• research methods and ethical principles
associated with the study of the brain and
sleep as an altered state of consciousness:
purpose of sleep, characteristics and patterns of
the stages of sleep including rapid eye
movement (REM) and the nonrapid eye
movement (NREM) stages of sleep
–– measurement of physiological responses
including electroencephalograph (EEG),
electromyography (EMG), electro-oculargraph
(EOG), heart rate, body temperature and
galvanic skin response (GSR)
Deleted
Deleted
Deleted
• research methodologies and ethical principles
associated with the study of the brain and states
Change of wording in study design, does not affect
text.
electromyography (EMG) is new content but is
covered on p.134
pp. 203-204 The reticular activating system: not in
the study design
pp. 204-206 The thalamus: not in the study design
p. 206 Learning Activity 4.12 not relevant
pp. 225-226 Perceptual anomalies: not in the study
design
pp. 226-228 Motion after-effect: not in the study
design
p. 228 Learning Activity 4.18 not relevant
pp. 226-232 Change blindness: not in the study
design
p. 232 Learning Activity 4.19 not relevant
p. 233 Learning Activity 4.20 not relevant
pp. 233-236 Synesthesia: not in the study design
p. 232 Learning Activity 4.21 not relevant
p. 233 Learning Activity 4.22 not relevant
p. 233 Learning Activity 4.23 not relevant
pp. 237-259 Brain research methods: not in the
study design
All Learning Activities on brain research methods
not relevant
p. 264 Chapter 4 true/false quiz: Q3, Q9, Q10 not
relevant
pp. 265-69 Chapter 4 test: MC Q2, Q6, Q15, Q16,
Q18, Q21, Q22, Q24, Q25 & SA Q3-5 not relevant
Change of wording in study design, does not affect
text.
2
VCE Psychology Units 3 and 4 (4th edition)
states of consciousness, as outlined in the
introduction to the unit
–– role of the neuron in memory formation
informed by the work of E Richard Kandel
of consciousness, as outlined in the introduction
to Unit 3 on page 22
work of E Richard Kandel
–– the neuron in memory formation including
the role of axons, dendrites, synapses and
neurotransmitters
3
2
3
2
–– roles of the hippocampus and temporal lobe
–– role of the temporal lobe including the
hippocampus and the amygdala
3
2
• models for explaining human memory
3
2
• comparison of models for explaining human
memory:
–– organisation of long-term memory including
declarative and episodic memory, and semantic
network theory
3
2
• strengths and limitations of psychological
theories of forgetting
• manipulation and improvement of memory:
–– forgetting curve as informed by the work of
Hermann Ebbinghaus
3
2
mnemonic devices including acronyms,
acrostics, peg-word method, narrative chaining
and method of loci
3
2
research methods and ethical principles
associated with the study of memory, as
outlined in the introduction to the unit
–– organisation of long-term memory including
declarative (episodic and semantic) and
procedural memory, and semantic network
theory
• strengths and limitations of theories of
forgetting
–– forgetting curve as informed by the work of
Hermann Ebbinghaus
Note: the ‘dash point’ has been shifted to align
with a different ‘dot point’
Deleted: peg-word method, and method of loci
research methodologies and ethical principles
associated with the study of memory, as
outlined in the introduction to Unit 3 on page 22
pp.334-336 Role of neuron in memory – still
relevant except for specific references to Kandel’s
studies
p. 337 Learning Activity 6.26: Q1-7, Q11 not
relevant
p. 337 Learning Activity 6.27: relevant but do not
explicitly refer to Kandel’s research
Role of the amygdala is new content.
Macmillan will supply new content to support this
at the start of 2013. This will be available through
the VCE Psychology product at
www.OneStopDigital.com.au
The specified models are compared throughout
chapter 6.
All specified LTM systems and sub-systems are
covered.
Strengths and limitations of all specified
psychological theories of forgetting are covered (as
is the physiological decay theory which is retained
in the new study design).
pp. 404-405 Peg-word method: not in the study
design
pp. 406-408 Method of loci: not in the study
design
p. 414 Chapter 8 true/false quiz: Q10 not relevant
pp. 415-418 Chapter 8 test: MC Q1-3, Q7 & Q10
refer to deleted mnemonic devices
Change of wording in study design, does not affect
text.
3
VCE Psychology Units 3 and 4 (4th edition)
Unit
Area of
study
VCE Psychology 2009-2012
VCE Psychology 2013-2016
4
1/2
Outcome 1 and 2, and associated key
knowledge
Outcome 1 and 2, and associated key knowledge
4
1
• neural basis of learning:
–– the development of neural pathways
including
the role of axons, dendrites, synapses and
neurotransmitters
–– developmental plasticity and adaptive
plasticity
of the brain: changes to the brain in response to
learning and experience; timing of experiences
4
1
• mechanisms of learning:
–– areas of the brain and neural pathways
involved in learning, synapse formation, role of
neurotransmitters –– developmental plasticity
and adaptive plasticity of the brain: changes to
the brain in response to learning and
experience; timing of experiences
–– use of imaging technologies in identification
of localised changes in the brain due to
learning specific tasks
• applications of, and comparisons of, learning
theories:
–– one-trial learning with reference to taste
aversion as informed by John Garcia and
Robert A Koelling (1966)
–– trial-and-error learning as informed by
Edward Lee Thorndike’s puzzle-box experiment
–– observational learning (modelling) processes
in terms of the role of attention, retention,
reproduction, motivation, reinforcement as
informed by Albert Bandura’s (1961, 1963a,
1963b) experiments with children
–– insight learning as informed by Wolfgang
Kőhler
–– latent learning as informed by Edward
Tolman
• applications, and comparisons, of learning
theories:
–– trial-and-error learning
–– observational learning (modelling) processes
in terms of the role of attention, retention,
reproduction, motivation, reinforcement as
informed by Albert Bandura’s social learning
theory
Deleted: one-trial learning; specific reference to
Edward Lee Thorndike’s puzzle-box experiment;
insight learning; latent learning
Notes for use of Macmillan VCE Psychology,
Units 3& 4, 4th Edition, Grivas
Overview of VCE Psychology on pp. ix-x and Unit 4
on pp. 419-421 do not apply to the 2013-2016
study design
Refer to the new 2013-2016 Study Design.
Neural basis of learning is covered by Chapter 9
Mechanisms of learning.
pp. 429-341 Box 9.2 Between neuron transmission:
neurotransmitters, should be viewed as core text
References to imaging technologies throughout
Chapter 9 text, particularly in Box 9.3 and Box 9.5
(and Box 10.10 on p.522), are not of direct
relevance.
pp. 477-478 Thorndike’s experiments with cats is
not of specific relevance
p. 478 Learning Activity 10.11: Q5 &6 not relevant
pp. 506-508 One-trial learning and taste aversion:
not in the study design
p. 509 Learning Activities 10.27 & 10.28 not
relevant
pp. 511-517 Bandura’s experiments with children:
1961, 1963a, 1963b experiments with children are
not of specific relevance to the exam
p. 518 Learning Activities 10.31-10.33 not relevant
pp. 523-526 Insight learning: not in the study
design
p. 525 Learning Activity 10.36 not relevant
p. 526 Learning Activity 10.37 not relevant
pp. 527-529 Latent learning: not in the study design
p. 530 Learning Activity 10.38 not relevant
pp. 530-531 Learning Activities 10.39-41 not
entirely relevant nor suitable for a SAC
p. 531 Chapter 10 true/false quiz: Q3, Q6, Q7, Q10
not relevant
pp. 532-540 Chapter 10 test: MC Q9, Q13, Q21,
Q22, Q28 & SA Q4 & Q7 are not relevant
4
VCE Psychology Units 3 and 4 (4th edition)
4
1
4
2
4
2
–– physiological and psychological
characteristics of responses to stress including
fight-flight response, eustress and distress;
strengths and limitations of Selyes’ General
Adaptation Syndrome
4
2
• application of a biopsychosocial framework
to
understanding and managing simple phobia as
an example of an anxiety disorder
4
2
• research methods and ethical principles
associated with the study of mental health, as
outlined in the introduction to the unit
• research methods and ethical principles
associated with the study of learning, as
outlined in the introduction to the unit
On completion of this unit the student should
be able to differentiate between mental health
and mental illness, and use a biopsychosocial
framework to explain the causes and
management of stress, simple phobia and a
selected mental disorder.
• research methodologies and ethical principles
associated with the study of learning, as outlined
in the introduction to Unit 3 on page 22
On completion of this unit the student should be
able to differentiate between mental health and
mental illness, and use a biopsychosocial
framework to explain the causes and
management of stress and a selected mental
disorder.
Note: specific phobia becomes one of four
options for the study of a mental disorder.
–– physiological and psychological characteristics
of
responses to stress including fight-flight
response,
eustress and distress
Deleted: strengths and limitations of Selyes’
General
Adaptation Syndrome
• application of a biopsychosocial framework to
understanding ONE of the following four types of
mental disorder and its management: Anxiety
disorder: specific phobia
Note: specific phobia becomes one of four
options for the study of a mental disorder.
• research methodologies and ethical principles
associated with the study of mental health, as
outlined in the introduction to Unit 3 on page 22
All prescribed content is covered.
All prescribed and optional content is covered.
The text uses the term ‘specific phobia’.
pp. 588-592 Selye’s general adaptation syndrome:
not in the study design
p. 594 Learning Activity 12.4 & 12.5 not relevant
p. 625 Chapter 12 true/false quiz: Q6 not relevant
pp. 626-629 Chapter 12 test: MC Q3, Q11, Q12 &
SA Q4 are not relevant
All prescribed and optional content is covered.
The text uses the term ‘specific phobia’.
Note that specific details relating to specific
phobia, major depression and schizophrenia will
not be examined. Students may opt to complete a
true/false quiz or chapter test to check their
understanding of key concepts.
All prescribed content is covered.
Note: In Unit 4, students will study a mental disorder selected from specific phobia, major depression, gambling or schizophrenia.
5
VCE Psychology Units 3 and 4 (4th edition)
Research methodologies and ethical principles
Units 3 and 4
VCE Psychology 2009–2012
VCE Psychology 2013–2016
• A set of research methodologies and ethical
principles apply to both Units 3 and Units 4
• Further research methodologies and ethical
principles apply only to Unit 4
• experimental research: reporting conventions
One set of research methodologies applies across Units 3
and 4
–– artificiality
–– demand characteristics
–– brain imaging and recording technologies
–– reliability including internal consistency
–– validity including construct and external
–– use of animals in research
–– advantages and limitations of the use of non-human
animals in research in terms of generalisation and
conclusions
• experimental research: reporting conventions as per
American Psychological Association (APA) format
Deleted
Notes for use of Macmillan VCE Psychology, Units
3& 4, 4th Edition, Grivas
pp. 85-89: The text describes all relevant APA reporting
conventions
pp. 30-31 Artificiality: not in the study design
p. 31 Learning Activity 1.8 Q2 not relevant
pp. 24-26 demand characteristics: not in the study
design
p. 27 Learning Activity 1.6 Q2-4 not relevant
pp. 237-259 Brain research methods and associated
learning activities: not in the study design (as described
above)
pp. 74-76 Reliability and validity in research: not in the
study design
pp. 76-7 Learning Activity 1.26 not relevant
There are other questions referring to validity or
reliability in learning activities throughout the text.
These may be excluded.
pp. 82-83 Use of animals in research: not in the study
design
p. 83 Learning Activity 1.27 not relevant
–– role of ethics committees
pp. 80-81 Role of ethics committee: not in the study
design
pp. 90-95 Chapter 1 test: MC Q24 & SA Q2 are not
relevant
6