{"product_id":"psychology-for-vce-units-3-and-4-8e-learnon-and-print","title":"Psychology for VCE Units 3 and 4, 8e learnON and Print","description":"\u003cp\u003eAbout This Resource vii\u003c\/p\u003e \u003cp\u003eAcknowledgements xiv\u003c\/p\u003e \u003cp\u003eExam terminology 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePSYCHOLOGY — Key science skills and research methods\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Key science skills and research methods in psychology 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.1 Overview 4\u003c\/p\u003e \u003cp\u003e1.2 Aims, hypotheses and variables 7\u003c\/p\u003e \u003cp\u003e1.2.1 Aims 7\u003c\/p\u003e \u003cp\u003e1.2.2 Hypotheses 8\u003c\/p\u003e \u003cp\u003e1.2.3 Variables 12\u003c\/p\u003e \u003cp\u003e1.3 Scientific investigation methodologies 22\u003c\/p\u003e \u003cp\u003e1.3.1 Types of research methods 22\u003c\/p\u003e \u003cp\u003e1.3.2 Population, sample and sampling 23\u003c\/p\u003e \u003cp\u003e1.3.3 Sampling techniques 28\u003c\/p\u003e \u003cp\u003e1.4 Controlled experiments 36\u003c\/p\u003e \u003cp\u003e1.4.1 Experimental and control groups 36\u003c\/p\u003e \u003cp\u003e1.4.2 Random allocation 37\u003c\/p\u003e \u003cp\u003e1.4.3 Experimental designs 40\u003c\/p\u003e \u003cp\u003e1.4.4 Experimental settings 44\u003c\/p\u003e \u003cp\u003e1.4.5 Advantages and limitations of experiments 45\u003c\/p\u003e \u003cp\u003e1.5 Correlational studies 49\u003c\/p\u003e \u003cp\u003e1.5.1 Correlation and causation 52\u003c\/p\u003e \u003cp\u003e1.5.2 Using correlations to identify important factors and to make predictions 53\u003c\/p\u003e \u003cp\u003e1.5.3 Advantages and limitations of correlational studies 53\u003c\/p\u003e \u003cp\u003e1.6 Self-reports 57\u003c\/p\u003e \u003cp\u003e1.6.1 Interviews 58\u003c\/p\u003e \u003cp\u003e1.6.2 Questionnaires 59\u003c\/p\u003e \u003cp\u003e1.6.3 Focus groups 61\u003c\/p\u003e \u003cp\u003e1.6.4 Advantages and limitations of self-reports 62\u003c\/p\u003e \u003cp\u003e1.7 Observational studies 66\u003c\/p\u003e \u003cp\u003e1.7.1 Natural and contrived settings 68\u003c\/p\u003e \u003cp\u003e1.7.2 Participant and non-participant observation69\u003c\/p\u003e \u003cp\u003e1.7.3 Advantages and limitations of observational studies 70\u003c\/p\u003e \u003cp\u003e1.8 Case studies 75\u003c\/p\u003e \u003cp\u003e1.8.1 Advantages and limitations of case studies 76\u003c\/p\u003e \u003cp\u003e1.9 Simulation studies 80\u003c\/p\u003e \u003cp\u003e1.9.1 Advantages and limitations of simulation studies 81\u003c\/p\u003e \u003cp\u003e1.10 Sources of error and their control or minimisation 84\u003c\/p\u003e \u003cp\u003e1.10.1 Random and systematic errors 84\u003c\/p\u003e \u003cp\u003e1.10.2 Extraneous and confounding variables 87\u003c\/p\u003e \u003cp\u003e1.11 Types of extraneous variables and their control 93\u003c\/p\u003e \u003cp\u003e1.11.1 Participant variables 93\u003c\/p\u003e \u003cp\u003e1.11.2 Situational variables 95\u003c\/p\u003e \u003cp\u003e1.11.3 Demand characteristics 101\u003c\/p\u003e \u003cp\u003e1.11.4 Experimenter effects 104\u003c\/p\u003e \u003cp\u003e1.11.5 Placebo effect108\u003c\/p\u003e \u003cp\u003e1.12 Ethical considerations in psychological research and reporting 112\u003c\/p\u003e \u003cp\u003e1.12.1 Defining ethics and ethical standards 112\u003c\/p\u003e \u003cp\u003e1.12.2 Ethical concepts and guidelines 113\u003c\/p\u003e \u003cp\u003e1.13 Types of data 120\u003c\/p\u003e \u003cp\u003e1.13.1 Primary and secondary data 120\u003c\/p\u003e \u003cp\u003e1.13.2 Quantitative and qualitative data 121\u003c\/p\u003e \u003cp\u003e1.13.3 Objective and subjective data 123\u003c\/p\u003e \u003cp\u003e1.14 Data organisation and presentation 126\u003c\/p\u003e \u003cp\u003e1.14.1 Tables 127\u003c\/p\u003e \u003cp\u003e1.14.2 Graphs 128\u003c\/p\u003e \u003cp\u003e1.15 Evaluation of data and research 133\u003c\/p\u003e \u003cp\u003e1.15.1 Percentages 133\u003c\/p\u003e \u003cp\u003e1.15.2 Measures of central tendency 135\u003c\/p\u003e \u003cp\u003e1.15.3 Standard deviation as a measure of variability 138\u003c\/p\u003e \u003cp\u003e1.15.4 Outliers 141\u003c\/p\u003e \u003cp\u003e1.15.5 Reliability and validity 143\u003c\/p\u003e \u003cp\u003e1.15.6 Conclusions and generalisations 148\u003c\/p\u003e \u003cp\u003e1.16 Review 153\u003c\/p\u003e \u003cp\u003e\u003cb\u003eUnit 3 How Does Experience Affect Behaviour and Mental Processes? 162\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Nervous system functioning 165\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.1 Overview 166\u003c\/p\u003e \u003cp\u003e2.2 Roles of different sub-divisions of the central and peripheral nervous systems 170\u003c\/p\u003e \u003cp\u003e2.2.1 Central nervous system 170\u003c\/p\u003e \u003cp\u003e2.2.2 Peripheral nervous system 173\u003c\/p\u003e \u003cp\u003e2.3 Conscious and unconscious responses to sensory stimuli 184\u003c\/p\u003e \u003cp\u003e2.4 Role of neurotransmitters 189\u003c\/p\u003e \u003cp\u003e2.4.1 Glutamate 191\u003c\/p\u003e \u003cp\u003e2.4.2 Gamma-amino butyric acid (GABA) 192\u003c\/p\u003e \u003cp\u003e2.5 Role of neuromodulators 195\u003c\/p\u003e \u003cp\u003e2.5.1 Dopamine 195\u003c\/p\u003e \u003cp\u003e2.5.2 Serotonin 197\u003c\/p\u003e \u003cp\u003e2.6 Neural mechanisms of memory formation and learning 201\u003c\/p\u003e \u003cp\u003e2.6.1 Synaptic plasticity and changes to connections between neurons 201\u003c\/p\u003e \u003cp\u003e2.6.2 Sprouting, rerouting and pruning 203\u003c\/p\u003e \u003cp\u003e2.6.3 Long-term potentiation and long-term depression 204\u003c\/p\u003e \u003cp\u003e2.7 Review209\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Stress as an example of a psychobiological process 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.1 Overview 218\u003c\/p\u003e \u003cp\u003e3.2 Internal and external stressors 220\u003c\/p\u003e \u003cp\u003e3.3 Acute and chronic stress 221\u003c\/p\u003e \u003cp\u003e3.4 Fight-or-flight-or-freeze response in acute stress 223\u003c\/p\u003e \u003cp\u003e3.4.1 Fight or flight reactions 224\u003c\/p\u003e \u003cp\u003e3.4.2 Freeze reaction 226\u003c\/p\u003e \u003cp\u003e3.5 Role of cortisol in chronic stress 230\u003c\/p\u003e \u003cp\u003e3.6 The gut–brain axis (GBA) 234\u003c\/p\u003e \u003cp\u003e3.6.1 Gut–brain axis 234\u003c\/p\u003e \u003cp\u003e3.6.2 Gut microbiota 234\u003c\/p\u003e \u003cp\u003e3.6.3 Links with stress 235\u003c\/p\u003e \u003cp\u003e3.7 Selye’s General Adaptation Syndrome (GAS) as a biological model of stress 238\u003c\/p\u003e \u003cp\u003e3.7.1 Stages of the GAS 239\u003c\/p\u003e \u003cp\u003e3.7.2 Strengths and limitations of the GAS 240\u003c\/p\u003e \u003cp\u003e3.8 Stress as a psychological process 245\u003c\/p\u003e \u003cp\u003e3.8.1 Lazarus and Folkman’s Transactional Model of Stress and Coping 245\u003c\/p\u003e \u003cp\u003e3.8.2 Strengths and limitations of the Lazarus and Folkman model 248\u003c\/p\u003e \u003cp\u003e3.9 Strategies for coping with stress 252\u003c\/p\u003e \u003cp\u003e3.9.1 Context-specific effectiveness 253\u003c\/p\u003e \u003cp\u003e3.9.2 Coping flexibility 253\u003c\/p\u003e \u003cp\u003e3.9.3 Approach and avoidance coping strategies 255\u003c\/p\u003e \u003cp\u003e3.9.4 Comparing effectiveness of approach and avoidance strategies 256\u003c\/p\u003e \u003cp\u003e3.10 Review 261\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Approaches to understand learning 269\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1 Overview 270\u003c\/p\u003e \u003cp\u003e4.2 Behaviourist approaches to learning  273\u003c\/p\u003e \u003cp\u003e4.3 Classical conditioning as a three-phase process 274\u003c\/p\u003e \u003cp\u003e4.3.1 The three-phase model of classical conditioning 276\u003c\/p\u003e \u003cp\u003e4.3.2 Factors that influence classical conditioning 279\u003c\/p\u003e \u003cp\u003e4.4 Operant conditioning as a three-phase process 284\u003c\/p\u003e \u003cp\u003e4.4.1 The three-phase model of operant conditioning 285\u003c\/p\u003e \u003cp\u003e4.4.2 Reinforcement 289\u003c\/p\u003e \u003cp\u003e4.4.3 Punishment 292\u003c\/p\u003e \u003cp\u003e4.4.4 Factors that influence the effectiveness of reinforcement and punishment 294\u003c\/p\u003e \u003cp\u003e4.5 Comparing classical and operant conditioning 299\u003c\/p\u003e \u003cp\u003e4.5.1 The role of the learner 299\u003c\/p\u003e \u003cp\u003e4.5.2 Timing of the stimulus and response 299\u003c\/p\u003e \u003cp\u003e4.5.3 The nature of the response 300\u003c\/p\u003e \u003cp\u003e4.6 Social-cognitive approaches to learning 304\u003c\/p\u003e \u003cp\u003e4.7 Observational learning 305\u003c\/p\u003e \u003cp\u003e4.8 Aboriginal and Torres Strait Islander ways of knowing 310\u003c\/p\u003e \u003cp\u003e4.9 Review 313\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 The psychobiological process of memory 325\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.1 Overview 326\u003c\/p\u003e \u003cp\u003e5.2 Atkinson–Shiffrin multi-store model of memory 328\u003c\/p\u003e \u003cp\u003e5.2.1 Sensory memory 330\u003c\/p\u003e \u003cp\u003e5.2.2 Short-term memory (STM) 335\u003c\/p\u003e \u003cp\u003e5.2.3 Long-term memory (LTM) 339\u003c\/p\u003e \u003cp\u003e5.3 Brain areas involved in long-term implicit and explicit memories 346\u003c\/p\u003e \u003cp\u003e5.3.1 Hippocampus 346\u003c\/p\u003e \u003cp\u003e5.3.2 Amygdala 348\u003c\/p\u003e \u003cp\u003e5.3.3 Neocortex 351\u003c\/p\u003e \u003cp\u003e5.3.4 Basal ganglia 353\u003c\/p\u003e \u003cp\u003e5.3.5 Cerebellum 355\u003c\/p\u003e \u003cp\u003e5.4 Role of episodic and semantic memory in retrieving autobiographical events and in constructing possible imagined futures 360\u003c\/p\u003e \u003cp\u003e5.4.1 Alzheimer’s disease 360\u003c\/p\u003e \u003cp\u003e5.4.2 Aphantasia 363\u003c\/p\u003e \u003cp\u003e5.5 Comparing use of mnemonics by written and oral cultures 367\u003c\/p\u003e \u003cp\u003e5.5.1 Acronyms 368\u003c\/p\u003e \u003cp\u003e5.5.2 Acrostics 369\u003c\/p\u003e \u003cp\u003e5.5.3 Method of loci 369\u003c\/p\u003e \u003cp\u003e5.5.4 Aboriginal peoples’ use of songlines 370\u003c\/p\u003e \u003cp\u003e5.6 Review 375\u003c\/p\u003e \u003cp\u003e\u003cb\u003eUnit 4 How Is Mental Wellbeing Supported and Maintained? 382\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 The demand for sleep 385\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.1 Overview 386\u003c\/p\u003e \u003cp\u003e6.2 Sleep as a psychological construct 390\u003c\/p\u003e \u003cp\u003e6.3 Measurement of physiological responses associated with sleep 392\u003c\/p\u003e \u003cp\u003e6.3.1 Electroencephalography (EEG) 393\u003c\/p\u003e \u003cp\u003e6.3.2 Electromyography (EMG) 394\u003c\/p\u003e \u003cp\u003e6.3.3 Electro-oculargraphy (EOG) 395\u003c\/p\u003e \u003cp\u003e6.3.4 Sleep diaries 395\u003c\/p\u003e \u003cp\u003e6.3.5 Video monitoring 397\u003c\/p\u003e \u003cp\u003e6.4 Regulation of sleep–wake patterns by internal biological mechanisms 400\u003c\/p\u003e \u003cp\u003e6.4.1 Circadian rhythms 401\u003c\/p\u003e \u003cp\u003e6.4.2 Ultradian rhythms 402\u003c\/p\u003e \u003cp\u003e6.4.3 Suprachiasmatic nucleus 403\u003c\/p\u003e \u003cp\u003e6.4.4 Melatonin 404\u003c\/p\u003e \u003cp\u003e6.5 NREM and REM sleep 407\u003c\/p\u003e \u003cp\u003e6.5.1 NREM sleep 408\u003c\/p\u003e \u003cp\u003e6.5.2 REM sleep 410\u003c\/p\u003e \u003cp\u003e6.6 Differences in, and explanations for, the demands for sleep across the life span 415\u003c\/p\u003e \u003cp\u003e6.6.1 Newborns and infants 416\u003c\/p\u003e \u003cp\u003e6.6.2 Children 417\u003c\/p\u003e \u003cp\u003e6.6.3 Adolescents 417\u003c\/p\u003e \u003cp\u003e6.6.4 Adults 417\u003c\/p\u003e \u003cp\u003e6.7 Review 422\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Importance of sleep in mental wellbeing 429\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.1 Overview 430\u003c\/p\u003e \u003cp\u003e7.2 Effects of partial sleep deprivation 432\u003c\/p\u003e \u003cp\u003e7.2.1 Affective functioning 434\u003c\/p\u003e \u003cp\u003e7.2.2 Behavioural functioning 436\u003c\/p\u003e \u003cp\u003e7.2.3 Cognitive functioning 438\u003c\/p\u003e \u003cp\u003e7.3 Comparing effects of one night of full sleep deprivation vs blood-alcohol concentrations of 0.05 and 0.10 442\u003c\/p\u003e \u003cp\u003e7.3.1 Cognitive effects 442\u003c\/p\u003e \u003cp\u003e7.3.2 Affective effects 443\u003c\/p\u003e \u003cp\u003e7.4 Circadian rhythm sleep disorders 446\u003c\/p\u003e \u003cp\u003e7.4.1 Delayed Sleep Phase Syndrome (DSPS) 447\u003c\/p\u003e \u003cp\u003e7.4.2 Advanced Sleep Phase Disorder (ASPD) 447\u003c\/p\u003e \u003cp\u003e7.4.3 Shift work disorder 451\u003c\/p\u003e \u003cp\u003e7.4.4 Treatment of circadian rhythm sleep disorders through bright light therapy 455\u003c\/p\u003e \u003cp\u003e7.5 Improving sleep hygiene and adaption to zeitgebers to improve sleep–wake patterns and mental wellbeing 460\u003c\/p\u003e \u003cp\u003e7.5.1 Improving sleep hygiene 460\u003c\/p\u003e \u003cp\u003e7.5.2 Adaptation to zeitgebers 461\u003c\/p\u003e \u003cp\u003e7.6 Review 468\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Defining mental wellbeing 475\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.1 Overview 476\u003c\/p\u003e \u003cp\u003e8.2 Ways of considering mental wellbeing 478\u003c\/p\u003e \u003cp\u003e8.2.1 Levels of functioning 478\u003c\/p\u003e \u003cp\u003e8.2.2 Resilience 480\u003c\/p\u003e \u003cp\u003e8.2.3 The Social and Emotional Wellbeing (SEWB) view of mental wellbeing for Aboriginal and Torres Strait Islander peoples 482\u003c\/p\u003e \u003cp\u003e8.3 Mental wellbeing as a continuum 486\u003c\/p\u003e \u003cp\u003e8.4 Mental wellbeing as a product of internal and external factors 489\u003c\/p\u003e \u003cp\u003e8.5 Variations for individuals experiencing stress, anxiety and phobia 492\u003c\/p\u003e \u003cp\u003e8.6 Review 497\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Biopsychosocial approach to explain specific phobia 501\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.1 Overview 502\u003c\/p\u003e \u003cp\u003e9.2 Biological factors 507\u003c\/p\u003e \u003cp\u003e9.2.1 GABA dysfunction 507\u003c\/p\u003e \u003cp\u003e9.2.2 Long-term potentiation 509\u003c\/p\u003e \u003cp\u003e9.3 Psychological factors 511\u003c\/p\u003e \u003cp\u003e9.3.1 Behavioural models 511\u003c\/p\u003e \u003cp\u003e9.3.2 Cognitive biases 515\u003c\/p\u003e \u003cp\u003e9.4 Social factors6 519\u003c\/p\u003e \u003cp\u003e9.4.1 Specific environmental triggers 519\u003c\/p\u003e \u003cp\u003e9.4.2 Stigma around seeking treatment 520\u003c\/p\u003e \u003cp\u003e9.5 Evidence-based interventions in the treatment of specific phobia 522\u003c\/p\u003e \u003cp\u003e9.5.1 Biological interventions 523\u003c\/p\u003e \u003cp\u003e9.5.2 Psychological interventions 528\u003c\/p\u003e \u003cp\u003e9.5.3 Social interventions 535\u003c\/p\u003e \u003cp\u003e9.6 Review 540\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Maintenance of mental wellbeing 547\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.1 Overview 548\u003c\/p\u003e \u003cp\u003e10.2 Biological protective factors 550\u003c\/p\u003e \u003cp\u003e10.2.1 Adequate nutritional intake and hydration 550\u003c\/p\u003e \u003cp\u003e10.2.2 Adequate sleep 553\u003c\/p\u003e \u003cp\u003e10.3 Psychological protective factors 555\u003c\/p\u003e \u003cp\u003e10.3.1 Cognitive behavioural strategies 555\u003c\/p\u003e \u003cp\u003e10.3.2 Mindfulness meditation 559\u003c\/p\u003e \u003cp\u003e10.4 Social protective factors 561\u003c\/p\u003e \u003cp\u003e10.4.1 Support from family, friends and community 561\u003c\/p\u003e \u003cp\u003e10.5 Cultural determinants for wellbeing of Aboriginal and Torres Strait Islander peoples 566\u003c\/p\u003e \u003cp\u003e10.5.1 Cultural determinants 566\u003c\/p\u003e \u003cp\u003e10.5.2 Cultural continuity 566\u003c\/p\u003e \u003cp\u003e10.5.3 Self-determination 568\u003c\/p\u003e \u003cp\u003e10.6 Review 570\u003c\/p\u003e \u003cp\u003eGlossary 575\u003c\/p\u003e \u003cp\u003eReferences onlineonly\u003c\/p\u003e \u003cp\u003eIndex 587\u003c\/p\u003e","brand":"John Grivas","offers":[{"title":"Default Title","offer_id":42849652539453,"sku":"9781119888109","price":81.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0597\/7689\/2989\/files\/9781119888109_fdc725f8-10ff-41ff-beb4-bb5727046e55.jpg?v=1767040993","url":"https:\/\/www.palmleaf.com.au\/products\/psychology-for-vce-units-3-and-4-8e-learnon-and-print","provider":"Palmleaf","version":"1.0","type":"link"}