PSYCHOLOGY - cma.education.tas.gov.au Psyc… · SOURCE: Adapted from: van Lersel, H. & Bradley, K....

© Copyright for part(s) of this examination may be held by individuals and/or organisations other than the Office of Tasmanian Assessment, Standards and Certification.

Tasmanian Certificate of Education

External Assessment 2020

PSYCHOLOGY (BHP315116)

Time recommended for this paper:

Working time: 3 hours

Plus 15 minutes recommended reading time

Pages: 20

Questions: 7

Candidate Instructions

1. You MUST make sure that your responses to the questions in this examination paper will show your achievement in the criteria being assessed.

2. There are THREE sections to this paper.

3. You must answer:

ONE question from Section A

ONE question from Section B

ONE question from Section C.

4. Answer each question in a separate answer booklet (3 answer booklets supplied).

5. The recommended time to be spent on a section is given in the instructions in that section.

6. All written responses must be in English.

On the basis of your performance in this examination, the examiners will provide results on each of the

following criteria taken from the course document:

Criterion 1 Analyse theories about individual differences.

Criterion 2 Analyse perspectives about psychobiological processes.

Criterion 4 Analyse theories about remembering.

Criterion 7 Use evidence to support a psychological point of view.

PLACE YOUR CANDIDATE LABEL HERE

BHP315116 Page 2 of 20

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EXAM STARTS OVER THE PAGE


SECTION A - Individual Differences

Answer ONE question from this section.

You must answer ALL parts of the chosen question.

Use a separate answer booklet for this section.

It is recommended you spend approximately 60 minutes on this section.

This section assesses Criteria 1 and 7.

Question 1 – Gender

Examine the following stimulus items:

Stimulus 1 – 2018 HSC Subject Enrolments by Gender

Question 1 continues.

Figure 1: HSC enrolments by gender 2018 – percentage

The most heavily male and female-dominated HSC subjects have barely changed in

composition over the past two decades, which a leading researcher says is a self-

perpetuating cycle that should generate more concern. This year, boys make up 93 percent

of the engineering studies cohort in year 12 in NSW schools, which is identical to the

subject's composition in 1998. Boys also account for 76 percent of the physics candidature,

up from 73 percent in 1998. They make up 64 percent of students doing the highest-level

maths subject offered, maths extension 2, similar to 66 percent in 1998.

Source: https://www.smh.com.au/education/hsc-gender-stem-subjects-trends-education-20181009-p508jl.html


Question 1 (continued).

Stimulus 2 – Gender Roles and Identity in Children

Use the information presented in Stimulus 1 and Stimulus 2, as well as other relevant information from

the course to:

(a) Explain at least TWO of the following concepts in relation to individual differences in gender:

Gender

Gender identity

Gender roles.

(b) Analyse and critically evaluate the explanations for both the genetic and environmental factors that

impact the development of gender within an individual.

Section A continues.

It’s common for people to think of the terms ‘sex’ and ‘gender’ as being the same, but

they mean different things. Someone’s sex refers to their physical biology: being male or

female. A person’s gender, however, is the way they express their masculine or feminine

characteristics. Your gender identity is a deep sense of your own gender. In some cases,

a person’s gender identity may be different from their biological sex. Most children start

showing their gender identity at around 2-3 years of age. They may do this by choosing

certain toys, colours and clothes that seem to appeal more to boys or girls. By the time

they reach 3 years old, most children prefer to play games which they think fit their

gender, and with other children who are the same sex as them. For example, boys may

play together with trucks and girls may play together with dolls. However, children don’t

start to think of their gender as being fixed, or ‘forever’, until they reach 6 or 7 years old.

This happens when they are old enough to understand what gender actually means and

they have fully ‘socialised’. This means they behave in the ways they think their

environment expects them to.

SOURCE: https://www.pregnancybirthbaby.org.au/gender-roles-and-identity-in-children


Section A (continued).

Question 2 – Intelligence


Stimulus 1 – Gardner’s Multiple Intelligences

Figure 2: Gardner’s multiple intelligences

SOURCE: Adapted from: van Lersel, H. & Bradley, K. (2009). Nelson Psychology VCE Units 1 & 2. South Melbourne, VIC: Cengage Learning Australia.




Stimulus 2 – Reaction Range


the course to:

(a) Explain at least TWO of the following concepts in relation to individual differences in intelligence:

Intelligence

Heritability

Reaction range.


impact the development of intelligence within an individual.

Section A continues.

Genes do not exist in a vacuum. Although we are all biological organisms, we also exist

in an environment that is incredibly important in determining not only when and how our

genes express themselves, but also in what combination. Each of us represents a

unique interaction between our genetic makeup and our environment; range of reaction

is one way to describe this interaction.

Another perspective on the interaction between genes and the environment is the

concept of genetic environmental correlation. Stated simply, our genes influence our

environment, and our environment influences the expression of our genes. Not only do

our genes and environment interact, as in range of reaction, but they also influence one

another bi-directionally. For example, the child of an NBA player would probably be

exposed to basketball from an early age. Such exposure might allow the child to realize

his or her full genetic, athletic potential. Thus, the parents’ genes, which the child

shares, influence the child’s environment, and that environment, in turn, is well suited to

support the child’s genetic potential.

SOURCE: https://courses.lumenlearning.com/wmopen-psychology/chapter/reading-gene-environment-interactions/


Section A (continued).

Question 3 - Personality


Stimulus 1 – Cattell’s 16PF


Figure 3: 16 source traits measured by Cattell’s 16PF

The 16 source traits measured by Cattell’s 16PF are listed beside the graph. Scores can be plotted

as a profile for an individual or a group. The profiles shown here are group averages for airline

pilots, creative artists, and writers. Notice the similarity between artists and writers and the

difference between these two groups and pilots.

SOURCE: Coon, D. (1995). Introduction to Psychology: Exploration and application (7th ed.). St. Paul, MN: West Publishing Company.



Stimulus 2 – Twin Studies

Although family studies can reveal whether a trait runs in a family, it cannot explain why.

In a twin study, researchers study the personality characteristics of twins. Twin studies

rely on the fact that identical (or monozygotic) twins have essentially the same set of

genes, while fraternal (or dizygotic) twins have, on average, a half-identical set. The idea

is that if the twins are raised in the same household, then the twins will be influenced by

their environments to an equal degree, and this influence will be pretty much equal for

identical and fraternal twins. In other words, if environmental factors are the same, then

the only factor that can make identical twins more similar than fraternal twins is their

greater genetic similarity.

SOURCE: https://opentextbc.ca/introductiontopsychology/chapter/11-3-is-personality-more-nature-or-more-nurture-

behavioral-and-molecular-genetics/


the course to:

(a) Explain at least TWO of the following concepts in relation to individual differences in personality:

Personality

Heritability

Trait Theories.


impact the development of personality within an individual.

BHP315116 Page 10 of 20

SECTION B - Psychobiological Processes






Question 4 – Visual Perception


Stimulus 1 – Perceptual Set

Figure 4: Perceptual Set

SOURCE: Adapted from: https://studylib.net/doc/8666567/cognitive-psychology--perceptual-set


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Stimulus 2 – Visual Constancy

We usually perceive the world as a fairly stable place. Our visual perceptions of objects

such as trees, houses and people do not alter in size, shape, brightness or orientation

(position) from one minute to the next. Despite the stable nature of the real world, visual

information received at the retinas is constantly changing.

For example, as you move away from an object, such as a tree, the size of the image it

casts on the retina becomes smaller. But you do not perceive the tree to be shrinking.

Similarly, a car is not perceived as changing in shape as we walk around it and view it from

different angles, despite the fact that different shapes are produced on the retina. These

are examples of what is known as visual constancy.

SOURCE: Adapted from Grivas, J. (2013). Psychology for Tasmania, South Yarra: Macmillan Education Australia.


the course to:

(a) Explain at least TWO of the following concepts in relation to visual perception:

Bottom-up and top-down processing

Perceptual Set

Visual Constancy.

(b) Analyse and critically evaluate the explanations, theories and concepts used to explain visual

perception.

Section B continues.

BHP315116 Page 12 of 20

Question 5 – Consciousness


Stimulus 1 – Stages of sleep

Figure 5: Stages of Sleep

SOURCE: https://www.verywellhealth.com/the-four-stages-of-sleep-2795920


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Stimulus 2 – Why do we dream?

Some researchers think dreaming might have evolved for physiological reasons. There is

a great deal of neuronal activity occurring while we sleep, especially in REM, and it has

been suggested that dreams may just be a meaningless by-product of this biological

function. Another theory of dreaming is put forth by Rosalind Cartwright, PhD, Professor

and Chairman, Department of Psychology at Rush University Medical Center in Chicago.

Dr. Cartwright believes that dreams are the mechanism whereby the brain incorporates

memories, solves problems and deals with emotions. In this way, she maintains, dreams

are essential for our emotional health.

In spite of our attempts to demystify the phenomenon of dreaming, human beings simply

have not yet come close to answering the question “Why do we dream?” According to Jim

Pagel, MD, Director of the Sleep Disorders Center of Southern Colorado, "If dreaming

has an actual function, it really supports why we spend a third of our lives sleeping." For

now, we will have to be content with simply enjoying the show our brain puts on for us

each night.

SOURCE: https://www.sleepfoundation.org/articles/your-dreams


the course to:

(a) Explain at least TWO of the following concepts in relation to states of consciousness:

Sleep as an altered state of consciousness

Methods used to establish level of alertness within stages of sleep

The effects and impact of sleep deprivation.

(b) Analyse and critically evaluate the explanations, theories and concepts used to explain dreaming.

BHP315116 Page 14 of 20

SECTION C - Remembering






Question 6 – Memory


Stimulus 1 – Long-Term Memory

Figure 6: Long-Term Memory

Long-Term Memory is divided into explicit and implicit memories. Explicit memories can

be further divided in semantic or episodic memories. Implicit memories consist of

procedural memories.

SOURCE: Adapted from: van Lersel, H. & Bradley, K. (2009). Nelson Psychology VCE Units 1 & 2. South Melbourne,

VIC: Cengage Learning Australia.


Long-Term

memory

ImplicitProcedural memory Unconscious recall of

memories of how to do something.

ProceduralMemory of learnt skills and actions.

Example: I remember how to play the piano, but I can't express it in words.

Explicit Declaritive memory Consciously recalled memories of facts of

personally significant events.

Semantic memoryImpersonal general factual knowledge.

Example: I know what a piano is and I can describe it in words or draw a picture of it.

Episodic memoryMemories of personally significant events and

their context.

Example: I remember when and where I bought my first piano.

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Stimulus 2 – Rehearsal

Rehearsal is a term used by memory researchers to refer to mental techniques for

helping us remember information. Its technical meaning is not very different from our

everyday use of the term. Actors rehearse their lines so that they won't forget them.

Similarly, if we want to retain information over time, there are strategies for enhancing

future recall. There are two main types of rehearsal. The first is maintenance rehearsal,

which involves continuously repeating the to-be-remembered material. This method is

effective in maintaining information over the short term. We have all had the experience

of looking up a phone number and subsequently forgetting it (or part of it) before we have

dialled it. This illustrates the fact that new material will fade from memory relatively quickly

unless we make a purposeful effort to remember it. It is effective for maintaining relatively

small amounts in memory for brief periods, but is not likely to affect retention in the long

term.

Source: https://psychology.jrank.org/pages/539/Rehearsal.html


the course to:

(a) Explain at least TWO of the following concepts in relation to remembering:

Encoding

Rehearsal

Long-Term Memory.

(b) Analyse and critically evaluate theories explaining the process of storing, retaining and retrieving

information in memory.

Section C continues.

https://psychology.jrank.org/pages/408/Memory.html

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Section C (continued).

Question 7 – Forgetting


Stimulus 1 – Amnesia

Figure 7: Amnesia

SOURCE: Adapted from Grivas, J. (2013). Psychology for Tasmania, South Yarra: Macmillan Education Australia.

(a) In retrograde amnesia, the person loses some or all memories formed before the brain trauma

occurred.

(b) In anterograde amnesia, the person cannot form new memories for events that occur after the

brain trauma.


BHP315116 Page 17 of 20


Stimulus 2 – Retrieval Cues

There is considerable evidence that information is more likely to be retrieved from long-

term memory if appropriate retrieval cues are present. This evidence comes from both

laboratory experiments and everyday experience. A retrieval cue is a hint or clue that can

help retrieval.

Tulving (1974) argued that information would be more readily retrieved if the cues present

when the information was encoded were also present when its retrieval is required. For

example, if you proposed to your partner when a certain song was playing on the radio,

you will be more likely to remember the details of the proposal when you hear the same

song again. The song is a retrieval cue - it was present when the information was

encoded and retrieved.

Tulving suggested that information about the physical surroundings (external context) and

about the physical or psychological state of the learner (internal context) is stored at the

same time as information is learned. Reinstating the state or context makes recall easier

by providing relevant information, while retrieval failure occurs when appropriate cues are

not present, for example, when we are in a different context (i.e. situation) or state.

SOURCE: https://www.simplypsychology.org/forgetting.html


the course to:

(a) Explain at least TWO of the following concepts in relation to forgetting:

Amnesia

Retrieval failure: cue dependent and state dependent forgetting

Mnemonic devices.

(b) Analyse and critically evaluate organic and non-organic explanations of how forgetting may occur.

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This examination paper and any materials associated with this examination (including answer booklets, cover sheets, rough note

paper, or information sheets) remain the property of the Office of Tasmanian Assessment, Standards and Certification.

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