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Resources: Macmillan: Psychology VCE Units 3 & 4 (4th Edition) Nelson: The PSYCHbook (4th ed Study Design (VCAA website) esp. pp. 22-27. This also outlines the research methods for Unit 4. Box Hill High School Psychology Blog: http://psychologyrats.edublogs.org/ ASSESSEMENT: Outcome 1 Explain
the
neural
basis
of
learning,
and
compare
and
contrast
different
theories
of
learning
and
their
application.
Two assessment tasks: Annotated Folio of Practical Activities (30 marks) and Test (20 marks) Outcome 2 Explain
the
difference
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.
Two assessment tasks: TBA (25 marks) and Test (25 marks)
Week Dot-point/topics: beginning: MON 20 AOS 1: Learning JUNE Behaviours not dependent on learning, Week 1 including reflex action, fixed action patterns and behaviours due to physical growth and development (maturation) 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; MON 27 -use of imaging technologies in identification JUNE of localized changes in the brain due to Week 2 learning specific tasks. Applications of, and comparisons of, learning theories: -classical conditioning as informed by Ivan Pavlov: role of neutral, unconditioned, conditioned stimuli; unconditioned and conditioned response - application of classical conditioning: graduated exposure, aversion therapy, flooding MON 4 HOLIDAYS
Learning Activities: Read Chapter 9 LA 9.1, 9.2, 9.4, 9.5, 9.7 PSYCHboo k Act. 1 p. 123
Tasks and Assessment Youtube- Greylag Goose -Neurotransmitter Synapse 3D animation -Diagram of brain mark the areas involved in learning -construct a neural pathway -Show brain changes through learning using different brain imaging technologies -Wizzfizz experiment -roleplay
-three-phase model of operant conditioning as informed by B.F.Skinner: positive and negative reinforcement, response cost, punishment and schedules of reinforcement. -applications of operant conditioning: shaping, token economies. -comparison of classical and operant conditioning in terms of the processes of acquisition, extinction, stimulus generalization, stimulus discrimination, spontaneous recovery, role of learner, timing of stimulus and response and nature of response (reflexive/ voluntary) -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 Thorndikes puzzle-box experiment. -Observational learning (modeling) processes in terms of the role of attention, retention, reproduction, motivation, reinforcement as informed by Albert Banduras (1961, 1963a, 1963b) -Insight learning as informed by Wolfgang Kohler -Latent learning as informed by Edward Tolman.
Read p.479- 507 * LA 10.12, LA 10.13, 10.14, 10.17, 10.22, * PSYCHbook Act 5, p.130 Read p.503-507 p.476-478 p.460-463 and 494-496 * LA 10.2110.4, 10.5, 10.24, 10.11, 10.27, 10.28 *PSYCHbook Act.6 READ p.509- 529 PSYCHboo k Act.9 LA 10.30,10.3 1, 10.32, 10.33, 10.34,10.3 7, 10.38,10.3 9 Read467- 469 Chapter 1 LA 10.8
-Role play shaping and token economy. -Present the schedules of partial reinforcement - Venn diagram - Learning (Zimbardo) - Build a puzzle box
The extent to which ethical principles were applied to classic research investigations into learning, including John Watsons Little Albert experiment. Research methods and ethical principles associated with the study of learning as outlined in the introduction to the unit.