VCE Psychology Units 3 & 4 eBookPLUS (Online Purchase)

VCE Psychology Units 3 & 4 eBookPLUS (Online Purchase)
Title information
ISBN13 9780730311515
Pub date November 2014
Pages 0
RRP $54.95
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VCE Psychology Units 3 & 4 eBookPLUS
delivers concepts that are written for the range of student abilities within a Psychology classroom.


• Digital resources and interactivities to enhance student learning and understanding
• ‘Am I exam-ready?’ – a checklist of skills and knowledge (linked to the Study Design) that students can use to evaluate how prepared they are for the end-of-year exam.
• Succinct and accessible information about concepts identified within topics for each Area of Study of VCE Psychology Units 3 & 4.
• ‘Exam tips’ - hints, mnemonics and advice on end of year exam questions to help students learn key concepts.
• Links to studyON - our online, interactive study tool designed to help maximise exam results.
• ‘Application of research methods’ — scenarios and application tasks designed to check students’ understanding of definitions and concepts. These reflect the type and style of questions found in Part B of the exam.
• ‘Focus on research methods and ethics’ — a brief discussion of a relevant study, the research method employed and what ethical issues exist in relation to the study.
• Chapter summaries, weblinks, roll-over terms and worksheets.

VCE Psychology Units 3 & 4 eBookPLUS
is available as a digital-only resource and provides access to all the course content plus a wealth of multimedia resources accessed through our JacarandaPLUS website (   

> eBookPLUS resource includes:
• Access from any digital device PC/MAC/iPad/Android Tablet.
Worksheets - Word documents designed for easy customisation and editing.
Interactivities and games to reinforce and enhance student learning.
Weblinks to relevant support material on the internet.

1. Research methodologies and ethical principles

1.1 Experimental research

1.2 Sampling procedures

1.3 Quantitative and qualitative data collection

1.4 Statistics

1.5 Ethical principles and professional conduct

2. States of consciousness

2.1 What is consciousness?

2.2 Normal waking consciousness

2.3 Altered states of consciousness

2.4 Examples of altered states of consciousness

2.5 Comparing NWC and ASC

3. Sleep

3.1 Sleep as an altered state of consciousness

3.2 Studying sleep and levels of alertness

3.3 Monitoring brain Activity

3.4 Monitoring mscle Activity

3.5 Monitoring of basic physiological changes

3.6 Other ways to study consciousness

3.7 Comparing methods used to study consciousness

3.8 NREM sleep

3.9 REM sleep

3.10 The purpose of sleep

3.11 Effects of total and partial sleep deprivation

4. The human nervous system

4.1 The human nervous system

4.2 The central nervous system

4.3 The peripheral nervous system

5. Models of Memory

5.1. Encoding, Storage and Retrieval

5.2 Atkinson-Shiffrin’s Multi-store model (MSM)

5.3 Organisation of long-term memory

5.4 Serial position effect

5.5 Baddeley and Hitch’s model of working memory

5.6 Craik and Lockhart’s levels of processing (LOP) theory

5.7 Semantic network theory

6. Mechanism of memory formation

6.1 Components of a neuron

6.2 The role of neurons in memory formation

6.3 The role of neurotransmitters in memory formation

6.4 The role of the temporal lobe

6.5 Consolidation theory

6.6 Memory decline over the lifespan

6.7 Amenesia from brain trauma and neurodegenerative diseases

7. Theories of forgetting

7.1 Forgetting: Ebbinghaus forgetting curve

7.2 Retrieval failure theory

7.3 Interference

7.4 Freud’s theory of motivated forgetting

7.5 Decay theory

8. Manipulation and improvement of memory

8.1 Measures of retention

8.2 Context and state dependent cues

8.3 Mnemonic devices

8.4 Reconstructive nature of memory

8.5 Loftus’ research on leading questions and eye-witness testimony

9. Neural basis of learning

9.1 Defining learning

9.2 Behaviours not dependent on learning

9.3 Neurons

9.4 Development of neural pathways

9.5 Plasticity of the brain

9.6 Timing of experiences

10. Applications and comparisons of learning

10.1 Classical conditioning

10.2 Operant conditioning

10.3 Comparisons of classical and operant conditioning

10.4 Little Albert

10.5 Trial and error learning

10.6 Observational learning

10.7 Summary table of learning theories

11: Normality, mental health and mental illness

11.1 Normality versus abnormality

11.2 Mental health and mental illness

11.3 Systems of classification

12: Stress and health

12.1 Stress, eustress and distress

12.2 Physiological responses to stress: fight-flight response

12.3 Physiological responses to stress; HPA axis

12.4 Lazarus and Folkman’s transactional model of stress and coping

12.5 Social, cultural and environmental factors

12.6 Allostasis

12.7 Strategies for coping with stress

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