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Year 12 VCE Psychology > Unit 3: Area of Study 1 - How does the Nervous System Enable Psychological Functioning? > Flashcards

Unit 3: Area of Study 1 - How does the Nervous System Enable Psychological Functioning? Flashcards

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1
Q

What is an Experiment?

A

Is a type of Research Method in which a Researcher tests whether a Variable influences or causes a change to another Variable under controlled conditions

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2
Q

What is an Independent Variable?

A

Is a Variable that is manipulated in order to test its effects on the Dependent Variable

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3
Q

What is a Dependent Variable?

A

Is a Variable in an Experiment the Researcher chooses to measure in order to assess the effect/s of the Independent Variable/s

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4
Q

What is an Extraneous Variable?

A

Is any variable other than the Independent Variable that can cause a change on the Dependent Variable and therefore affect the validity of the results in an unwanted way

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5
Q

The Aim of Research

A

Is the purpose of the research

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6
Q

Control Group

A

Is the group in an experiment that is not exposed to the Independent Variable (IV)

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7
Q

Experimental Group

A

Is the group in an experiment that is exposed to the Independent Variable (IV)

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8
Q

Operationalised Hypothesis

A

Is a detailed Hypothesis that is written in one sentence but gives you detailed information about the Independent Variable, the Dependent Variable, the subjects used and the direction the study is going to take

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9
Q

Experimental Methods

A
  • Brain Imaging and Recording Technologies
  • Case Studies
  • Experiments
  • Observational Studies
  • Self Reports
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10
Q

Brain Imaging and Recording Technologies

A

Are scientific technologies that gain structural or functional images of an active Brain

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11
Q

Advantage of Brain Imaging and Recording Technologies

A

These technologies provide highly specific information about the Brain and its functions

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12
Q

Disadvantages of Brain Imaging and Recording Technologies

A
  • These technologies are expensive to use

- The findings can be difficult to generalise to the wider population, as no 2 Brains are alike

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13
Q

Case Studies

A

Is a detailed study on a single person or a small group of people

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14
Q

Advantage of Case Studies

A

It allows researchers to gain very specific information about a particular occurrence or phenomenon

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15
Q

Disadvantages of Case Studies

A
  • Case Studies can be time-consuming to undertake

- It is difficult to generalise findings from one person to the wider population

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16
Q

Experiments

A

Is when a cause and effect relationship is measured, by testing the effect of the Independent Variable (IV) on the Dependent Variable (DV)

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17
Q

Advantages of Experiments

A
  • They are easy to set-up and run

- It is easy to replicate

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18
Q

Disadvantages of Experiments

A
  • They are time-consuming to undertake

- Can create unrealistic situations

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19
Q

Observational Studies

A

Involves an individual observing another individual or a group of people in a natural environment, and recording observations about the behaviour they witness

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20
Q

Advantage of Observational Studies

A

They eliminate the Extraneous Variable of Artificially

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21
Q

Disadvantage of Observational Studies

A

The recordings are subject to Observer Bias, where the observer sees what they want or expect to see, which may result in a biased representation of the behaviour

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22
Q

Self-Reports

A

Is when people are asked to comment on their own thoughts, emotions and beliefs by answering a series of questions on a particular topic

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23
Q

Advantage of Self-Reports

A

Allows researchers to collect subjective data, that cannot be measured, which can gain insight into and individual

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24
Q

Disadvantage of Self-Reports

A

Difficult to compare data due to its subjective nature

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25
Q

Ethical Considerations in Research

A
  • Confidentiality
  • Debriefing
  • Informed Consent
  • Voluntary Participation
  • Withdrawal Rights
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26
Q

Single-Blind Procedure

A

Is where the Participants of an experiment are not aware of the condition of the experiment to which they have been allocated and therefore the experimental treatment

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27
Q

Double-Blind Procedure

A

Is where both the Participants and the Researcher directly involved with the Participants are unaware of the conditions to which the Participants have been allocated

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28
Q

Sampling

A

Is the process of selecting Participants from a Population

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29
Q

Types of Sampling

A
  • Convenience Sampling
  • Random Sampling
  • Stratified Sampling
  • Random Stratified Sampling
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30
Q

Convenience Sampling

A

Is a quick and easy way of selecting Participants. It involves selecting Participants based on the Researcher’s accessibility to them, on their availability

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31
Q

Advantages of Convenience Sampling (List 2)

A
  • It is convenient
  • It does not require forward planning
  • It is quick to administer
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32
Q

Disadvantage of Convenience Sampling

A

It is highly biased

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33
Q

Examples of Convenience Sampling (List 1)

A

Sampling only one class in a school

  • Going to the local supermarket and surveying the people found there
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34
Q

Random Sampling

A

Is a carefully planned and systematic method selecting Participants for a study. Random Sampling ensures that every member of a Population has an equal chance of being selected for the sample being used in the study

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35
Q

Advantages of Random Sampling (List 2)

A
  • Quick and inexpensive
  • Not difficult to set up
  • Not biased
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36
Q

Disadvantage of Random Sampling

A

May be biased

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37
Q

Examples of Random Sampling (List 1)

A
  • Pulling names out of a container

- Allocating a number to each person in the Population then using a random number generator to select the Sample

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38
Q

Stratified Sampling

A

Involves breaking the Population into groups based on characteristics that they share

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39
Q

Advantages of Stratified Sampling (List 1)

A
  • It should be representative of the Population

- It should be equal quantities of particular characteristics

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40
Q

Disadvantage of Stratified Sampling

A

It is time-consuming to undertake

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41
Q

Example of Stratified Sampling

A

If there are more boys than girls in a school, a Stratified Sample of this Population would also include more boys than girls

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42
Q

Random Stratified Sampling

A

Involves breaking the Population into groups and then selecting the Sample from each group randomly

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43
Q

Advantage of Random Stratified Sampling

A

It obtains a Representative Sample that is free from bias

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44
Q

Disadvantage of Random Stratified Sampling

A

It is time-consuming to undertake

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45
Q

Types of Research Designs

A
  • Independent Groups Design
  • Matched Participants Design
  • Repeated Measures Design
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46
Q

Independent Groups Design

A

Is when each participant is randomly allocated to one of two (or more) entirely separate group conditions

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47
Q

Matched Participants Design

A

Is when each participant in one condition ‘matches’
a participant in the other condition/s on one or
more participant variables of relevance

48
Q

Repeated Measures Design

A

Is when each participant is in both the Experimental

and Control groups

49
Q

What is the Human Nervous System Comprised of?

A
  • Central Nervous System (CNS)

- Peripheral Nervous System (PNS)

50
Q

Subdivisions of the Central Nervous System (CNS)

A
  • Brain

- Spinal Cord

51
Q

Function of the Central Nervous System

A

To carry messages to and from the Peripheral Nervous System (PNS)

52
Q

Function of the Brain

A

Is responsible for everything we think, feel and do

53
Q

Function of the Spinal Cord

A

To connect the Brain to the Peripheral Nervous System (PNS)

54
Q

Function of the Peripheral Nervous System (PNS)

A

To carry messages to and from the Central Nervous System (CNS)

55
Q

Subdivisions of the Peripheral Nervous System (PNS)

A
  • Somatic Nervous System (SNS)

- Autonomic Nervous System (ANS)

56
Q

Function of the Somatic Nervous System

A

To carry messages from Sensory Receptors to the Central Nervous System (CNS) and Motor Messages from the Central Nervous System (CNS) to Skeletal Muscles

57
Q

Function of the Autonomic Nervous System (ANS)

A

To connect the Central Nervous System (CNS) to internal Organs, such as the Heart and Glands, such as the Sweat Gland

58
Q

Subdivisions of the Autonomic Nervous System

A
  • Sympathetic Nervous System

- Parasympathetic Nervous System

59
Q

Function of the Sympathetic Nervous System

A

To activate internal Muscles, Organs and Glands to prepare the body for rigorous activity or to deal with a stressful or threatening situation

60
Q

Function of the Parasympathetic Nervous System

A

To help maintain the internal body environment in a steady, balanced state of normal functioning, after the stressful or threatening situation has passed

61
Q

Spinal Reflex

A

Refers to an unconscious, involuntary and an automatically occurring response to a certain stimuli, without any involvement of the Brain

62
Q

Sensory Neuron

A

Receives and carries Sensory Information from both the Internal and External Environments and transmits it to the Central Nervous System (CNS)

63
Q

Motor Neuron

A

Carries messages from the Central Nervous System (CNS) to Cells in Skeletal Muscles, Organs and Glands, to stimulate activity

64
Q

Interneuron

A

Carries messages between Sensory and Motor Neurons within the Central Nervous System (CNS)

65
Q

Axon

A

Transmits Neural Information to other Neurons or Cells

66
Q

Axon Terminal

A

Are branches at the end of Axons that link with Dendrites of other Neurons, and release Neurotransmitters from the tips of the Terminals

67
Q

Dendrites

A

Is an extension of a Neuron that detects and receives information from other Neurons and transmits it to the Soma

68
Q

Myelin

A

A white, fatty layer that covers and insulates the Axon

69
Q

Soma

A

Contains the Nucleus and transmits information to Axon Terminals

70
Q

Terminal Buttons

A

Stores Neurotransmitter and carries Chemical Messages to other Neurons

71
Q

Conscious Response

A

Is a reaction to a Sensory Stimulus that involves awareness

72
Q

Unconscious Response

A

Is a reaction to a Sensory Stimulus that does not involve awareness

73
Q

Role of Dopamine

A

Dopamine plays a role in coordinating Movement, Learning and Behaviours that are rewarding. It allows a smooth and coordinated function of Muscles and movement when at rest during activity

74
Q

Lock-and-Key Process

A

Refers to how different Neurotransmitter Molecules fit specifically into certain Receptor Sites

75
Q

Glutamate

A

Is the main Excitatory Neurotransmitter in the Brain which speeds up Neural Activity and plays a role in learning

76
Q

GABA

A

Is the main Inhibitory Neurotransmitter in the Brain which slows down Neural Activity and plays a role in regulating Anxiety and relaxation

77
Q

Parkinson’s Disease

A

A chronic and degenerative Neurological condition that affect Motor and Non-Motor functions over time, due to the loss of Dopamine-producing Neurons in the Substantia Nigra

78
Q

Motor Symptoms of Parkinson’s Disease (List 2)

A
  • Tremors
  • Slowness of Voluntary Movement
  • Stiff Muscles
  • Postural Instability
79
Q

Non-Motor Symptoms of Parkinson’s Disease (List 2)

A
  • Speech Problems
  • Slowness of Thinking
  • Impaired Planning and Decision-Making
80
Q

Eustress

A

Is a positive Psychological response to a Stressor

81
Q

Distress

A

Is a negative response to a Stressor

82
Q

Sources of Stress

A
  • Daily Pressures
  • Life Events
  • Acculturate Stress
  • Major Stressors
  • Catastrophes
83
Q

Daily Pressures

A

Is a type of Stressor involving a little problem of everyday living that is irritative

84
Q

Example of a Daily Pressure

A

Being stuck in traffic

85
Q

Life Events

A

Is a type of Stressor in everyday life, involving change that forces an individual to adapt to new circumstances

86
Q

Example of a Life Event

A

Changing Careers

87
Q

Acculturative Stress

A

Is the stress that people experience in trying to adapt to a new culture when living in it for a considerable period of time

88
Q

Example of Acculturative Stress

A

Relocating to a new Country

89
Q

Major Stressors

A

Is a type of Stressor that involves an event that is very stressful or disturbing for almost everybody who experiences it

90
Q

Example of a Major Stressor

A

Home Burglary

91
Q

Catastrophes

A

Is an event that causes widespread damage or suffering

92
Q

Example of a Catastrophe

A

Bushfire

93
Q

General Adaptation Syndrome (GAS)

A

Is a 3 stage Physiological response to a Stressor

94
Q

Stages of the General Adaptation Syndrome (GAS)

A
  • Alarm Reaction
  • Resistance
  • Exhaustion
95
Q

Stages of General Adaptation Syndrome (GAS): Alarm Reaction

A

Is the first stage of the General Adaption Syndrome in which the body goes into a temporary stage of shock, then countershock, following the initial exposure to a Stressor

96
Q

Stages of General Adaptation Syndrome (GAS): Resistance

A

Is the second stage of the General Adaptation Syndrome, when the body’s resistance to the particular Stressor develops and rises above its normal levels in order to cope with and adapt to the Stressor

97
Q

Stages of General Adaptation Syndrome (GAS): Exhaustion

A

Is the third stage of the General Adaptation Syndrome when the body can no longer sustain resistance and the effects of a Stressor can no longer be dealt with, resulting in the Organism becoming weak and more vulnerable to physical and Mental Disorders

98
Q

Strengths of the General Adaptation Syndrome (GAS) (List 1)

A
  • The model identifies Biological processes associated with the body’s Stress response
  • It is influential through its description and explanation of potential detrimental effects of the Model, following the exposure to a persistent Stressor
99
Q

Weaknesses of the General Adaptation Syndrome (GAS) (List 2)

A
  • It assumes that everybody has the same general and predictable automatic Physiological responses to any kind of Stressor
  • GAS does not fully take account of or explain individual differences in Psychological responses to a Stressor
  • GAS also tends to understate the roles of bodily systems other than the Endocrine System in the Stress Response
  • GAS overlooks our Psychological response to different types of Stressors
  • It does not take into account the Cognitive aspects of the Stress Response, specifically the role of the Brain in interpreting a situation or event as stressful
100
Q

Fight-Flight-Freeze Response

A

Is an involuntary, physical response to a sudden and immediate threat

101
Q

Fight Response

A

Is when an individual confronts and fights off the threat

102
Q

Flight Response

A

Is when the individual escapes the threat by running away to safety

103
Q

Freeze Response

A

Is when an individual keeps absolutely still and silent so they avoid being detected

104
Q

The Sympathetic Nervous System in the Fight-Flight-Freeze Response (List 3)

A
  • Increased Heart Rate
  • Increased Blood Pressure
  • Increased breathing rate
  • Increased Glucose secretion by the liver
  • Dilation of the pupils
105
Q

The Role of of Cortisol in the Fight-Flight-Freeze Response

A
  • Increases Blood Pressure
  • Increases Blood Sugar
  • Enhances metabolism
106
Q

Types of Stressors

A
  • Internal Stressors

- External Stressors

107
Q

Internal Stressor

A

Is a Stressor that originates within the individual

108
Q

External Stressor

A

Is a Stressor that originates outside the individual from situations and events in the environment

109
Q

Approach Coping Strategy

A

Is an effort to cope with Stress by confronting the casual Stressor and dealing directly with it and its effects

110
Q

Avoidant Coping Strategy

A

Is an effort to cope with Stress by avoiding the casual Stressor and indirectly dealing with it and its effects

111
Q

Lazarus and Folkman’s Transactional Model of Stress and Coping

A

It is a model that proposes that Stress involves an encounter between an individual and their External Environment, and that a Stress Response depends on the individual’s evaluation of the relevance of the Stressor to their wellbeing and their ability to cope with it

112
Q

Strengths of Lazarus and Folkman’s Transactional Model of Stress and Coping (List 3)

A
  • Focuses on Psychological detriments of the Stress Response over which we have control
  • Emphasises the potential nature and individuality of the Stress Response
  • Views Stress as an interaction with the environment in which the individual has an active role
  • Respects personal appraisals of a situation, thereby interpreting the situation from an individual’s perspective
  • Explains why individuals respond in different ways to the same types of Stressors
  • Allows for the fact that Stressors and the circumstances under which they occur can change over time
  • Allows us to change our thinking about a Stressor and our response
  • Proposes different methods for managing Psychological responses to Stressors
113
Q

Weaknesses of Lazarus and Folkman’s Transactional Model of Stress and Coping (List 3)

A
  • Difficult to test through experimental research because of the subjective nature of the individual responses to Stressors
  • Individuals may not always be conscious of all the factors causing them to experience a Stress Response
  • We can experience a Stress Response without ever having thought about a situation or event
  • Overlooks Psychological responses to a Stressor
  • Primary and Secondary Appraisals can interact with one another and are often undertaken simultaneously
  • Primary and Secondary Appraisals are difficult to isolate for study as separate Variables
114
Q

Primary Appraisal

A

Is the evaluation of the event and whether anything is at stake in this encounter

115
Q

Secondary Appraisal

A

Is the evaluation of our ability to control or overcome the situation we are in

116
Q

Exercise

A

Is physical activity that is usually planned and performed to improve or maintain one’s physical condition

Year 12 VCE Psychology (4 decks)

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