Oxford Psychology VCE Units 3 + 4

452 Pages·2017·16.198 MB·English

by  Roger Edwards, Karen Marangio, Vicki Moore, Elizabeth Blaher-Lucas, Fiona Ganino-Day

EDW_OP_34_03907_CVR CMYK 210 x 280 spine: 18.5 mm
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INO-DHER-LREANGIOARDS OXFORD RKAORGEENR EMDAWRAARNDGSIO
AU
YC VICKI MOORE
A
S PSYCHOLOGY
ELIZABETH BLAHER-LUCAS
FIONA GANINO-DAY
VCE UNITS 3 + 4
ISBN 978-0-19-030390-7
THIRD EDITION
9 780190 303907
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OXFORD
ROGER EDWARDS
KAREN MARANGIO
VICKI MOORE
PSYCHOLOGY
ELIZABETH BLAHER-LUCAS
FIONA GANINO-DAY
UNITS 3 + 4
THIRD EDITION
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National Library of Australia Cataloguing-in-Publication entry
Creator: Edwards, Roger, 1947- author.
Title: Oxford psychology Units 3 & 4 / Roger Edwards,
Karen Marangio, Vicki Moore,
Elizabeth Blaher-Lucas, Fiona Ganino-Day.
ISBN: 9780190303907 (paperback)
Subjects: Psychology--Victoria--Textbooks.
Psychology--Study and teaching--Victoria.
Other Creators/Contributors:
Marangio, Karen, author.
Moore, Vicki, author.
Blaher-Lucas, Elizabeth, author.
Ganino-Day, Fiona, author.
150
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S
Acknowledgements…………………………………………………..…………………. ................................................v
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Introduction……………………………………………………………...……………… ...................................................1
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T 1 Research toolkit……………………………………………………...……………. ...............................................2
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C UNIT 3: HOW DOES EXPERIENCE AFFECT BEHAVIOUR AND
→
MENTAL PROCESSES? ................................................46

AOS 1: HOW DOES THE NERVOUS SYSTEM ENABLE PSYCHOLOGICAL
FUNCTIONING? .....................................................................................47
2 Divisions of the nervous system: roles & responses ............................................................................48
3 The role of neurons & neurotransmitters ..................................................................................................64
4 Stress: sources, models & coping strategies ............................................................................................78
AOS 2: HOW DO PEOPLE LEARN AND REMEMBER? ................................108
5 The neural basis of learning & memory . ..................................................................................................110
6 Classical conditioning & the ‘Little Albert’ experiment .......................................................................122
7 Operant conditioning as a three-phase model ......................................................................................134
8 Observational learning as a method of social learning ......................................................................146
9 Sensory, short-term & long-term memory: the multi-store model ...............................................160
10 Memory reliability: retrieval methods, brain trauma & neurodegenerative diseases .............184
11 Methods of retrieval & reconstruction of memory . .............................................................................202
00_EDW_OP34_SB_03907_TXT_SI.indd 3 11/07/2016 10:36 am
iv OXFORD PSYCHOLOGY 3 & 4
UNIT 4: HOW IS WELLBEING DEVELOPED AND
MAINTAINED? ............................................................220
AOS 1: HOW DO LEVELS OF CONSCIOUSNESS AFFECT MENTAL
PROCESSES AND BEHAVIOUR? .............................................................221
12 States of consciousness ................................................................................................................................222
13 Measuring states of consciousness & changes in states of consciousness ...............................242
14 Sleep: purpose & function ............................................................................................................................268
15 The effects of sleep deprivation .................................................................................................................292
16 Sleep disorders & treatment ........................................................................................................................312
AOS 2: WHAT INFLUENCES MENTAL WELLBEING? ................................. 338
17 Defining mental health ..................................................................................................................................340
18 Mental disorders: development & progression factors ......................................................................356
19 Specific phobia ...................................................................................................................................................372
20 Maintenance of mental health ....................................................................................................................394
AOS 3: STUDENT-DIRECTED PRACTICAL INVESTIGATION .....................406
Glossary ..........................................................................................................................................................................412
References ...................................................................................................................................................................426
Index ................................................................................................................................................................................432
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ACKNOWLEDGEMENTS v
The author and the publisher wish to thank the following copyright holders for reproduction of their
S material.
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E Cover: Stocksy/Alexander Beck
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Unit 3
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D Chapter 1: Dreamstime/Georgil Dolgykh, 1.9/Mehdi Pasha Oskooie, 1.8; istockphoto/18mm, 1.14;
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Shutterstock, opening image, 1.12, 1.27, p. 13 (twins), p.14 (pills), p. 18 (people sitting in circle). AOS1
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W opening image: Getty/Naufal MQ. Chapter 2: Shutterstock, opening image, 2.7. Chapter 3: Getty/
Oleksiy Makseymenko, opening image; Rutgers, The State University of New Jersey, for article ‘A new
O
N treatment for Parkinson’s disease’; Shutterstock, 3.1, 3.6. Chapter 4: iStockphoto, 4.1/TommL, 4.3/Ned
K White, 4.9/Servifoto, 4.10/Pears2295, 4.11/ Guillermo Pereales, 4.13; Shutterstock, opening image, 4.4,
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4.5, 4.6, 4.16, 4.18. AOS2 opening image: Alamy/Deco. Chapter 5: Getty/Rebecca Nelson, opening image;
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→ Shutterstock, 5.1, 5.3, 5.5, p.113 (sea slug). Chapter 6: Getty/Hulton Archive/ Stringer, 6.5; Shutterstock,
opening image, p. 126 (man on pnone). Chapter 7: Alamy/Russell Blake, p.137 (P-plater); Corbis/AS400
DB, 7.2; Dreamstime/Endostoc, p. 137 (swimmer); Getty images/BrandyMarieFineArt, opening image/
Science Source, 7.1; iStockphoto/LisaInglasses, p.137 (guide dog)/Rapid Eye, p.137 (student)/Boryak,
p.140 (parrot). Chapter 8: Alamy/Myrleen Pearson, 8.2; BMC Public Health for article ‘Teenagers Do
Listen To Their Parents When It Comes To Smoking’ ScienceDaily, 3 March 2009; Getty/Jose Luis Pelaez,
opening image; Getty/Christian Petersen, 8.6; iStockphoto/ Pixelprof, 8.3/ktaylorg 8.5; Shutterstock, 8.1,
8.7, 8.8. Chapter 9:Dreamstime/yanlev (family)/ Andres Rodriguez (mature couple)/Savchenkochristina
(young couple), 9.9; Getty Images/Vanessa Davies, opening image; iStockphoto/tioloco, 9.1 /Pevonyu
(books), 9.9/Sdominick, 9.10/Duncan 1890, 9.12/Pedrosala, p.173 (stop sign); Shutterstock,9.2, 9.4,
9.7, 9.8, 9.11, 9.14, 9.15,p.176 (london taxi). Chapter 10:Getty Images/John Lund, opening image;
iStockphoto/Bonniej, 10.2/ YinYang, 10.7/Apsimo1, 10.10; Shutterstock, 10.1, 10.4, 10.5, 10.6. Chapter 11:
iStockphoto/Leadinglights, 11.1/ Alina555, 11.4; Shutterstock, opening image, 11.2, 11.5, 11.6, 11.8.
00_EDW_OP34_SB_03907_TXT_SI.indd 5 11/07/2016 10:36 am
vi OXFORD PSYCHOLOGY 3 & 4
Unit 4
AOS1 opening image: Shutterstock. Chapter 12: Getty/Mango Productions, opening image; iStockphoto/
GeorgiosArt, 12.2/ SteveLuker, p.230 (a)/Webphotographeer, p.230 (b)/CarlssonInc, p.230 (c)/Peepo, p.230
(d)/ Sumners Graphics Inc, p.230 (f)/Fertnig Photography, p.230 (g); Shutterstock, 12.3, 12.4, 12.5, 12.6, 12.7,
12.8, p.230 (e). Chapter 13: Dreamstime/Yuri_arcur, 13.12; Getty/Thomas Koehler, 13.5/Donaldson Collection,
13.15/ SPL Creative, 13.18; iStockphoto/ Florida Sun Photography, 13.3/kreCi.net, 1310/Zonecreative, 13.13/
Alainjuteau, 13.16; Karen Marangio, 13.9; Science Photo Library/Jon Wilson, 13.2/James Holmes, 13.8;
Shutterstock, opening image, 13.1, 13.14. Chapter 14: iStockphoto/Wingbeats551, 14.11 (horse)/Denguy/
seregal, 14.6; Shutterstock, opening image, 14.2 (moon), 14.2 (sun), 14.2 (young woman), 14.4, 14.5, 14.9,
14.10, 14.11 (bat), 14.11 (cat), 14.11 (cows), 14.11 (fox), 14.11 (kangaroo), 14.11 (koala),14.11 (man), 14.12, 14.13.
Chapter 15: Alamy/Michelle Chaplow, 15.2; Getty/Don Cravens, 15.6; iStockphoto/ Abezikus, 15.3/Zhang bo,
15.5/Vladacanon, 15.10/Malan Klusacek, 15.11; Shutterstock, opening image, 15.1, 15.4, 15.7, 15.8, 15.9, 15.12.
Chapter 16: iStockphoto/Drflet, 16.2/ Stevecoleccs, 16.13; Karen Marangio, 16.3, 16.6; Shutterstock, opening
image, 16.1, 16.4, 16.5, 16.8, 16.9, 16.12, p.323 (woman with alarm clock), p.326 (crane). AOS2 opening image:
Getty/Letizia Le Fur. Chapter 17: Getty/Hill Street Studio, opening image/Peter Macdiarmid, 17.5; Sam
Bonwick, 17.6; Shutterstock, 17.1, 17.2, 17.7, 17.8, 17.9, 17.10. Chapter 18: Beyondblue, p.366 (’Brains can have
a mind of their own’); Getty/Adrian Samson, opening image; Shutterstock, 18.1, 18.2, 18.3, 18.4. Chapter
19: Alamy/Westend6 GmbH, 19.11; Dreamstime/Marcopolo, 19.1; Getty/Serge Krouglikoff, opening image;
iStockphoto/Skynesher, 19.4/Realitybites, 19.9/YuriyGreen, 19.13; Shutterstock, 19.2. Chapter 20:Getty/
Peathegee, opening image; Shutterstock, p.398 (fruit), 20.1, 20.5. AOS3 opening image: Getty/Tim Roberts.
Shutterstock, p. 412, p.441.
Extracts from the VCE Psychology Study Design (2016) © The Victorian Curriculum and Assessment Authority
(VCAA); used with permission. The VCAA does not endorse or make any warranties regarding this publication.
VCE is a registered trademark of the VCAA. Current and past VCE Study Designs, VCE exams and related
content can be accessed directly at www.vcaa.vic.edu.au
Every effort has been made to trace the original source of copyright material contained in this book. The
publisher will be pleased to hear from copyright holders to rectify any errors or omissions.
00_EDW_OP34_SB_03907_TXT_SI.indd 6 22/08/2017 3:38 PM
→INTRODUCTION 1
N
WELCOME AGAIN TO THE WORLD OF Each chapter finishes with:
O
I → a summary of the chapter content.
T VCE PSYCHOLOGY!
C → essential exam knowledge, including a list of
U This is the third edition of the Oxford key terms, key ideas and research methods
D
Psychology Unit 3 & 4 Student Book and, like relating to each chapter
O
its predecessors, it is specifically designed
R → examination-style questions (multiple
T and organised to make your journey through choice and short answer) with accurate
N the VCE Psychology course as smooth and
weighting of marks to enable you to test
I
→ profitable as possible. The series has been
and then consolidate your knowledge and
revised to match the latest VCE Study Design,
understanding.
accredited from 2017–2021, and is also
Of course, this is not just about a single
accompanied by powerful digital resources –
examination, it aims to help you learn and
obook a ssess – to help support your learning
understand the concepts that underpin all
and revision.
psychological knowledge. In each chapter
o book is a cloud-based web-book version of there are some sections that have been put
the text that is available anywhere, anytime, on in Supporting Understanding boxes – this is
any device. a ssess is an indispensable online material we believe will help you learn and
assessment tool, which includes exam-style understand, but is not directly mentioned in the
questions in an interactive format. Study Design and will not be in the examination.
Using o book a ssess, you can: As series editor of this and the Year 10 and
→ navigate and search easily Unit 1 & 2 texts, I was really delighted with what
→ type, save and send answers to questions we produced in the first two editions – and we
→ add notes, highlights or bookmarks are always aiming to improve – incorporating
some suggestions from teachers and students
→ complete practice tests to study and revise.
in the new edition. There are concept maps to
You will notice that this book proudly
outline each chapter, more review questions
wears the logo of Monash University – one of
and Investigation activities, new charts and
the world’s top 100 and Australia’s top three
diagrams to clarify key points and the new
universities. This is because each chapter has
digital components that take the content online.
been evaluated by an academic member of the
I am confident that many students will be
faculties of Education, Medicine or Psychology,
so enthusiastic as a result of what they learn
to ensure that the content is accurate and
with the assistance of this series, that they will
relevant to current research findings.
finish VCE and take up a university course in
Chapter 1: Research Toolkit is a standalone
Psychology. ‘I picked up Psychology as my fifth
chapter, to be used literally as a toolkit for
subject in Year 12 but now it’s going to be my
research. It is placed at the beginning so that it
major at university!’ – I have heard that so often!
is easy to revisit throughout both units as you
Even if students have no intention of studying
design and carry out your own research and
Psychology beyond school, knowledge and
evaluate research done by others.
understanding of the topics studied here will
The following chapters in the text closely
be important life skills. Students and parents
follow the VCE Study Design – as you can
have often asked, ‘For which jobs is Psychology
see, each chapter begins with the relevant
useful?’ I’ve always answered, ‘I can’t think of a
Key Knowledge ‘dot points’ from the Study
job that doesn’t involve Psychology!’
Design, a chapter overview and concept map
explaining exactly what is coming up. I believe Roger Edwards
that each chapter contains all the information Series Editor
you will need to prepare for your exam, as well
Oxford University Press
as providing a sound explanation of the wide
and Monash University
variety of topics in Psychology.
00_EDW_OP34_SB_03907_TXT_SI.indd 1 11/07/2016 10:36 am
2 INTRODUCTION
01
RESEARCH TOOLKIT
R Psychology requires research skills to experiment and test
E
theories in order to gain further knowledge. A true experiment
T
P always aims to discover natural laws of cause and effect –
A how do changes in one property cause changes in another?
H
This chapter will become a useful reference throughout
C
→ Units 3 and 4 of VCE Psychology. Psychology applies the most
rigorous of scientific methods in order to collect information
and test theories, so in some ways this chapter tells you many
of the most important things in all of psychology. It should
come first!
This chapter is set out in a way that makes each piece of
information easy to access. It is not meant to be read from
beginning to end. Rather, it’s like a toolbox – you dip your hand
into it, get the tool you need, and then use it. This chapter
has been deliberately created to be as similar as possible to
the Research Toolkit in the Units 1 & 2 text so students can
enhance their familiarity with content in the context of
Units 3 & 4.
KEY SKILLS
Required research skills for Units 1–4 of VCE Psychology
include the ability to:
> develop aims and questions, formulate hypotheses and
make predictions
> plan and undertake investigations
> comply with safety and ethical guidelines
> conduct investigations to collect and record data
> analyse and evaluate data, methods and scientific models
> draw evidence-based conclusions
> communicate and explain scientific ideas.
Extract from the VCE Psychology Study Design (2016–2021),
pp 11–12; © VCAA. Used with permission
01_EDW_OP34_SB_03907_TXT_SI.indd 2 11/07/2016 11:14 am