Question: The correct answer is · 2 Question: 40 Explain and give an example of how Maintenance and Elaborative rehearsal can improve your recall of a list of Psychology key terms

10/24/2013

1

Question:

10

What is the capacity and what is the duration of the Short Term Memory store?

The correct answer is: 10

Capacity = 5-9 items Duration = 20-30 seconds

Question:

20

Compare the relative sensitivity of the measures of memory...


The least sensitive measure is recall, then recognition, and the most sensitive measure of retention is relearning.

Question: 30

What formula do you use to calculate a savings score?


(Number of original learning trials - Number of relearning trials) x 100

Number of original learning trials

10/24/2013

2

Question:

40

Explain and give an example of how Maintenance and Elaborative rehearsal can improve your recall of a list of Psychology key terms.


Maintenance rehearsal is repeating information to be remembered, so it could be used by saying the key terms and their definitions over and over again to reinforce their meaning. Elaborative rehearsal is expanding on the information to be remembered by creating links with existing knowledge or memories. For example, you could create a concept map of the key terms, with links between similar ideas and terms that relate to each other.

Question:

50

Explain what is meant by the Recency Effect and the Primacy Effect, also explaining why these effects occur...


The Recency Effect is the term used to identify the phenomenon in which people have a superior recall of the words at the end of a word list, because these words are the most 'recent' and are still in your sensory memory when using immediate recall. The Primacy Effect is the term used to describe the phenomenon in which people have a superior recall of the words at the beginning of a word list, because there is little interference at the beginning of the list, and these words can more easily progress from your STM to your LTM.

Question:

60

What are the different types of long term memory and how are they categorised? Use an example of each to help clarify your response.


Long term memory

Declarative memory - memory

store for information (knowing what).

Procedural memory - memory store for actions (knowing how). e.g. how to tie your shoe laces

Semantic memory - memory store for facts about world. e.g. the capital city of Italy is Rome

Episodic memory - memory

store for personal events. e.g. my first tooth fell out when I was eating an apple- it stayed in the fruit!

10/24/2013

3

Question:

10

Define the Decay theory of forgetting


That if memories are not accessed the physical trace of that memory can fade over time.

Question:

20

What is the major symptom of anterograde amnesia, and what is the underlying cause for that symptom?


Anterograde amnesia is characterised by the inability to consolidate new memories into LTM because of damage to the hippocampus.

Question:

30

Explain the term 'Motivated Forgetting', and give an example of the sort of situation where motivated forgetting might occur.


Motivated forgetting is when memories are repressed

so that they are essentially 'forgotten' and

unacknowledged by the person who experienced those

memories.

This is often an unconscious, self-preservation

technique because the person has been through a

traumatic event like seeing their best friend killed in a

car accident (repression).

It can also be a conscious decision to forget an

embarrassing event for instance (suppression).

10/24/2013

4

Question:

40

Outline the differences between retroactive and proactive interference with reference to the following scenario: On Friday's Shelby has Latin session 1, and Spanish session 2 and often gets confused between the two languages.


Retroactive interference is where recall of the old information is impaired because of the interference of new information. For example, if Shelby found it difficult to remember his Latin terms from session 1 because the Spanish is interfering. Proactive interference is where recall of the new information is impaired because of the interference of old information. For example, if Shelby found it difficult to remember his Spanish terms from session 2 because the Latin is interfering.

Question:

50

Explain how context-dependent cues and state-dependent cues can each enhance retrieval with reference to an example for each. Context-dependent cues: _______________________ ___________________________________________ Example: ___________________________________ State-dependent cues: _________________________ ___________________________________________ Example:___________________________________


Context-dependent cues can enhance memory because objects in the environment can act as a retrieval cue. e.g. when you visit the local play-ground you suddenly remember playing there as a child with three of your best friends. State-dependent cues can enhance memory because your emotional 'state' can act as a retrieval cue. e.g. when stressing out in an exam, you remember the last time you were stressing out... during your Psychology SAC, and you suddenly remember some very useful information from that SAC!

Question:

60

Explain how Erin could use Narrative Chaining to remember a list of ingredients needed to bake a chocolate cake (milk, flour, cocoa, eggs and sugar), so that when she gets to the supermarket she doesn't forget what she needs to buy.


Erin should create a story to link the words in a meaningful and memorable way. E.g. Bobby had to milk the cow every day and often got bored. One day as he was milking he noticed a pretty red flower (flour) and decided he would pick it. Before he finished milking Cocoa the cow she ate it!. He was so angry he through eggs at her and refused to give her any sugary words of praise like he usually did.

10/24/2013

5

Question: 10

What does an EEG measure?


An EEG detects, amplifies and records

the electrical activity of the brain.

Question:

20

Outline two changes that occur when a person enters REM sleep.


The electrical activity of the brain decreases in amplitude and increases in frequency (becoming more beta-like). Body temperature rises (due to increased brain activity and muscular spasms). Heart rate increases and becomes more irradic. Breathing rate increases.

Question:

30

Outline three changes that indicate that a person is an Altered State of Consciousness such as an alcohol induced state.


Decreased level of awareness of surroundings during an ASC.

Lowered content limitations - a person in an ASC would find it more difficult to focus on one piece

of incoming information alone, they are often 'swamped' by the incoming content.

Distorted perceptions - someone who is in an alcohol induced state may perceive that sounds are slurred, images blurred etc.

Distrorted cognitions - a person in an alcohol induced state is likely to have less organised, more illogical thought processes.

Altered perception of time - time may appear to slow down or speed up compared to normal.

Changes in emotional awareness - in an alcohol induced state, a person is may experience either a lowered or heightened awareness of their emotions.

Changes in self control - a person in an alcohol induced state is likely to have lowered self-control, acting in ways that they would not act under normal circumstances.

10/24/2013

6

Question: 40

How do the Survival Theory of sleep and the Restorative Theory of sleep differ in their explanation of the purpose of sleep?


The Survival Theory of sleep explains that we sleep at night because this is when most of our predators are active and that by making ourselves immobile we decrease the chance of accidentally coming in contact with them or drawing attention to ourselves. The Restorative Theory of sleep doesn’t hold this view. It explains that sleep restores our body and brain. It cites evidence from elite athletes who spend more time in deep Stage 3 and 4 sleep after physically demanding events, and REM rebound after mentally draining sleep deprivation (more time spent in REM is said to restore the brain).

Question:

50

What changes occur in sleep requirements over the lifespan?


Infancy: an infant needs approximately 16 hours total sleep and about 50% of this sleep is spent in REM sleep. Adolescence: adolescents experience a shift in their sleep-wake cycle, often dropping from 10 hours to 8 hours sleep because their circadium rhythm alters and they no longer feel tired at their usual bedtime. Despite the shift in bedtime, they usually have commitments such as school that mean they need the wake at the usual time. This leads to symptoms of partial sleep deprivation because their bodies still need 10 hours sleep (about 25% of which is spent in REM) to cope with their active lifestyle and the changes that occur in their bodies such as puberty. Adult hood and old age: adults and the elderly tend to sleep for approximately 8 hours, and about 20% of this sleep is spent in REM sleep.

Question:

60

What two features of an EEG reading are unique to Stage 2 NREM sleep, and how can each of these features be recognised?


K-complexes: a K-complex is a single surge of neural activity (which is caused by the brain responding to external stimuli such as noises or internal stimuli like muscle tension as we move an arm). It can be recognised on the EEG by its higher amplitude and slower frequency than the surrounding brain waves. Sleep spindles: a burst of neural activity lasting about 1 full second (which might be caused by thoughts that creap back into our consciousness as we are 'drifting off'). It can be recognised on the EEG by a series of higher frequency and slightly higher amplitude brain waves.

10/24/2013

7

Question:

10

Explain hemispheric specialisation.


Hemispheric Specialisation is used describe the dominance of one of the hemispheres when completing certain tasks. For instance, the left hemisphere is dominant when completing verbal and analytical tasks such as speaking and problem solving, while the right hemisphere is dominant when completing spatial and creative tasks such as mentally rotating an object or using your imagination.

Question:

20

Explain the difference between Afferent and Efferent neurons.


Afferent neurons ascend (go up) from the body’s sensory receptors to the brain (specifically to the somatosensory cortex), therefore they are Sensory neurons. Efferent neurons descend (go down) from the brain (specifically from the Primary Motor Cortex) to the muscles, therefore they are Motor neurons.

Question:

30

Explain the similarities and differences between Broca’s Aphasia and Wernicke’s aphasia.


Broca’s aphasia and Wernicke’s aphasia are SIMILAR because they

are both impairment of language caused by brain damage.

They are DIFFERENT because:

• Broca’s aphasia is caused by damage in the Frontal Lobe whereas

Wernicke’s aphasia is caused by damage in the Temporal lobe AND

• Broca’s aphasia creates an inability to produce clear and fluent

speech whereas Wernicke’s aphasia creates an inability to understand

speech.

10/24/2013

8

Question:

40

Outline at least one associative function of each of the four lobes of the cerebral cortex.


Frontal Lobe: associative functions include reasoning, planning, judgement, problem solving and analysis of appropriate reactions to different situations.

Temporal Lobe: associative functions include memory processes such as storing memories, recognising faces, recognising emotions in memories, in speech and in facial expressions.

Occipital Lobe: associative functions include analysing and interpreting the meaning of the visual information that is received from the eyes and initially processed in the primary visual cortex.

Parietal Lobe: associative functions include integrating and analysing the meaning of sensory information.

Question:

50

Explain the action of the autonomic nervous system during and after a fight-or-flight response.


During the fight-or-flight response the sympathetic division of the autonomic nervous system would improve the body's chance of survival by acting to suppress unnecessary functions such as the digestive and reproductive systems, so that more energy can be utilised by the body muscles, heart and lungs which all work harder to cope with the situation. After the fight-or-flight response the parasympathetic division of the autonomic nervous system will work to reverse the effects of the sympathetic nervous system so that the body can return to it's normal, stable level of activity and normalise it's energy requirements.

Question:

60

There are 6 Key Cortical Areas of the brain, name and briefly explain the function of each.


Primary Motor Cortex: Controls voluntary muscle movements on the opposite side of the body. Somatosensory Cortex: Receives and processes tactile sensory information from the opposite side of the body. Primary Visual Cortex: Receives and processes visual information by organising shapes, colours and patterns in what we see so that the image can be recognised. Primary Auditory Cortex: Receives and processes auditory information by analysing tone, pitch, volume and rhythm so that sounds can be recognised. Wernicke's Area: Processes verbal language and plays a role in both understanding grammar and making sure that speech makes grammatical sense. Broca's Area: Controls the production of clear and fluent speech sounds.

10/24/2013

9

Question:

10

Explain the requirements of a truly ‘Random Sample'.


Every person in the population must have an equal chance of being selected into the sample.

Question:

20

What CAN and CANNOT correlational studies establish? Correlational studies CAN establish... But Correlational studies CANNOT establish...


Correlational studies CAN establish the relationship (and the direction of the relationship) between two variables e.g. age and memory ability tends to have a negative relationship. But Correlational studies CANNOT establish the cause and effect of that relationship. e.g. a correlational study cannot prove that an increase in age causes a decrease in memory ability.

Question:

30

Damien wants to investigate the effect of having a half-hour delay between learning and recalling a list of 20 nonsense syllables. Suggest how Damien could use his 40 participants (20 boys and 20 girls) to test the effect of delayed or immediate recall if he was to use: *An Independent Groups design *A Repeated Measures Design *A Matched participants Design


Independent Groups design: Damien would randomly allocate the participants into two groups. Group 1 (containing 20 participants) would learn the word list then immediately recall it. Group 2 (containing the other 20 participants) would learn the word list, then have a half hour delay before recalling. Repeated Measures design: Damien would still randomly allocate the participants into two groups of 20 for ease, but this time, Group 1 will immediately recall word list A, then the next day, they will have a half-hour delay between learning and recalling List B. Group 2 will have a half-hour delay between learning and recalling List A, then the next day immediately recall list B. The two word lists will have the same number of words and a similar difficulty. Matched Participants design: Damien would split his participants into the 20 males and the 20 females, then randomly select 10 of the boys to go into Group 1, and the other 10 to enter Group 2. The girls would then be randomly allocated so that 10 go into group 1, and 10 into group 2. This way participants are matched on gender in case this acts as another independent variable (extraneous if un-controlled). The procedure would be the same as for Independent Groups design.

10/24/2013

10

Question:

40

Telitha set her critical p-value at p<0.01 for her experiment investigating the effect of relearning on completion time of a problem solving task. Upon analysing her experimental results, she found her p-value to be p=0.04. What does this p-value mean, and should she accept or reject her hypothesis? Why?


A p-value of p=0.04 means that there is less than a 4% probability that the difference in the results between the control and experimental group were due to chance factors rather than the independent variable (relearning). Because Telitha set her critical p-value at p<0.01, and her calculated p-value was higher than that level, she must reject her hypothesis (even though most experiments in Psychology use a critical p-value of 0.05)

Question:

50

Caleb wanted to investigate the effect of fatigue on Monash University students' ability to learn. He randomly selected 40 students from Monash University, Gippsland Campus, and allocated 20 participants to each of the two groups. Group 1 were woken at 6am and spent the next 4 hours doing an intensive set of complex problem-solving tasks. Group 2 was permitted to sleep in until 9:30. At 10am, both groups watched a 5 minute video that showed them how to create a working model of a tractor using lego, and were timed on how long it took them to successfully complete their model. Identify the: * Independent and Dependent Variables (basic) * Population * Experimental Design * Potential confounding variable (at least one) * Potential Extraneous variable (at least one)


IV = Whether the participants were fatigued or not. DV = Learning ability/speed. Population = University students from the Gippsland campus of Monash University, Experimental Design = Independent groups design Confounding = the time that participants went to bed. Stress levels etc. Extraneous = gender, age, spatial ability etc.

Question:

60

Caleb wanted to investigate the effect of fatigue on the ability to learn. He randomly selected 40 students from Monash University, Gippsland Campus, and allocated 20 participants to each of the two groups. Group 1 were woken at 6am and spent the next 4 hours doing an intensive set of complex problem-solving tasks. Group 2 was permitted to sleep in until 9:30. At 10am, both groups watched a 5 minute video that showed them how to create a working model of a tractor using lego, and were timed on how long it took them to successfully complete their model. Create a research hypothesis for Caleb's experiment. Then identify the operational IV and DV.


It is hypothesised that students from Monash University (Gippsland Campus) who are fatigued will perform worse on a learning task than those who are not fatigued. IV = whether participants slept-in and did nothing prior to testing (LOW fatigue) or if they had an early wake-up call and high mental activity between waking and testing (HIGH fatigue). DV = Learning ability, operationalised as the time taken to successfully create a model tractor out of lego.

10/24/2013

11

Question: 10

Using the idea of a DOG, its LEAD,

and the dog’s EXCITEMENT, create

an example of operant conditioning

and an example of classical

conditioning to differentiate

between the two learning theories.

The Correct Answer is: 10

Operant Conditioning: If the DOG went and

collected it’s LEAD and took it to its owner

(operant response), and the owner took the

dog for a walk (consequence) then the dog

would be reinforced with EXCITEMENT.

Classical Conditioning: If a DOG has learned

to associate the LEAD (CS) with going for a

walk (UCS), the dog would develop a

conditioned response of EXCITEMENT

whenever the LEAD is picked up by the

owner.

Question: 20

On Pam’s farm, the cows are fed during the

winter months with the ‘big blue’ tractor. The

cows are now conditioned to start walking

towards the gateways when they hear the big

blue tractor.

The cows also walk to the gateways if they hear

the big blue tractor in the summer months, but

never walk to the gateways when the ‘little

yellow’ tractor starts up.

Explain this phenomenon in regards to stimulus

generalisation and stimulus discrimination.


By walking up to the gateways in the summer

months, the cows are demonstrating stimulus

generalisation – a failure to distinguish between the

conditioned stimulus (big blue tractor in winter) and

a similar stimulus (big blue tractor in summer).

By not responding to the little yellow tractor, the

cows are demonstrating stimulus discrimination, an

ability to successfully distinguish between the

conditioned stimulus (big blue tractor) and a

stimulus that will not be followed by the UCS (food).

Question: 30

Explain why phobias can be considered

as a form of classical conditioning with

reference to the following scenario:

When he was six years old, Shane was

camping with his family and woke up to

find a huntsman spider on his face. Ever

since, he has been afraid of camping.


Shane’s phobia of camping could be seen

as a form of classical conditioning because

he has made an association between a

neutral stimulus (camping) and an

unconditioned stimlus (shock of finding a

spider on his face), and developed a

conditioned response (fear) to the

conditioned stimulus of camping.

10/24/2013

12

Question: 40

Charlotte hasn’t been sticking to her curfew.

Considering that Charlotte loves to catch up

with friends on Facebook, hates to clean her

room and usually gets pocket money,

suggest the best options for Charlotte’s

parents to alter Charlotte’s behaviour of

staying out late.

Positive Reinforcement:

Negative Reinforcement:

Punishment:

Response Cost:


Positive Reinforcement: When Charlotte displays the target

behaviour of returning home before her Curfew, her parents

should reward her by giving the good consequence of time

on Facebook (or pocket money).

Negative Reinforcement: When Charlotte displays the target

behaviour of returning home before her Curfew, her parents

should reward her by removing the unpleasant consequence

of having to clean her room.

Punishment: When Charlotte displays the alternative behaviour of

returning home after her Curfew, her parents should punish

her by giving the unpleasant consequence of having to clean

her room.

Response Cost: When Charlotte displays the alternative behaviour

of returning home after Curfew, her parents should punish

her by removing the good consequence of Facebook (or

pocket money).

Question: 50

Provide an example of each of

the four Schedules of

Reinforcement, with a brief

explanation of each.


Fixed Interval Schedule: e.g. Working at a job that pays your

wage per hour – you only have to be at work for an hour

(fixed time period) before being reinforced with money,

and the amount of work that you get done (behaviour) in

that hour is irrelevant.

Variable Interval Schedule: e.g. Fishing – you only have to

cast the fishing rod once and you will catch something

eventually, but the length of time that you have to wait

to be rewarded constantly changes.

Fixed Ratio Schedule: e.g. For every $10 that you spend at

Coles supermarket (fixed amount of behaviours) you

will be rewarded with a “sports for schools” voucher.

Variable Ratio Schedule: e.g. Playing the pokies – you have

to play a changing amount of games (behaviour) before

being rewarded with winning money.

Question: 60

For the following scenario, identify each of

the 5 key terms related to classical

conditioning and explain the process of

acquisition:

Harley the dog has started to bark every

single time that he hears the microwave

‘bing’ because of the unfortunate

coincidence that for the last few weeks,

there have been visitors every time dinner is

being prepared...!


Neutral Stimulus = microwave ‘bing’

Unconditioned Stimulus = visitors arriving

Unconditioned Response = barking

Conditioned Stimulus = microwave ‘bing’

Conditioned Response = barking

Process of Acquisition: Repeated pairings

between the UCS and NS until Harley

associates the two things and learns to

respond (CR) to the NS/CS the same way

he originally responded (UCR) to the

UCS.

10/24/2013

13

Question: 10

Why is a ‘neutral stimulus’ called

that?


Because it is a stimulus that does not

cause a relevant response. E.g. a bell is a

neutral stimulus for a dog because it

doesn’t cause any relevant response like

salivation etc…

Question: 20

Differentiate between

developmental and

adaptive plasticity.


Developmental Plasticity: is the name for the natural

processes that the brain goes through as we mature.

For instance, by the age of approximately 4, our brain

has far more neural pathways than we need, but by the

age of 25, the neural pathways have been ‘pruned’ so

that the commonly used pathways are simplified. This

helps the brain naturally adapt to the individuals uses.

Adaptive Plasticity: is the brain’s ability to adapt to

abnormal events in a person’s life that alter the

requirements of the brain’s functioning. For instance, if

a person has an amputation, the relevant area of the

primary motor and somatosensory cortices can change

to be responsible for other body areas instead.

Question: 30

Name, define and give an

example of each of the three

behaviours that are NOT

dependent on learning.


Reflexes are simple responses to direct stimulation.

E.g. You sneeze if you get dust up your nose.

Fixed Action Patterns are species-specific complex

and instinctive behaviours e.g. A spider spinning it’s

web.

Behaviours dependent on Maturation are those that

require some developmental ‘maturity’ before they

can be displayed. For example, a human infant cannot

walk immediately, they need the physical

developments of muscle strength and coordination

before they can successfully walk, but walking is

innate.

10/24/2013

14

Question: 40

Rupert has seen his mother baking his

favourite chocolate cake a dozen times in

the last few years, and now that he has

left home, has decided to attempt the

recipe himself.

Explain the terms “Attention”,

“Retention”, “Reproduction” and

“Motivation” in relation to this scenario,

in terms of what Rupert needs to

successfully bake the cake.


To successfully bake the cake, Rupert needs

to have paid ATTENTION whilst his mother

baked the cake, rather than simply passively

observing her actions. He needs to also have

RETAINED the information in his memory. In

order to bake his cake, he needs all of the

tools and baking skills/knowledge that are

necessary to REPRODUCE his mother’s

behaviour, and finally he needs to be

MOTIVATED to bake the cake (such as this

being his favourite cake – which according to

the scenario it is).

Question: 50

Explain what is meant by a “token

economy” and give an example of

what this might look like in real life

situations.


A token economy is a method of

reinforcing good behaviours by

providing a ‘token’ or symbolic

reward like a star on a chart for each

good behaviour like using manners,

doing chores etc. These symbolic

rewards build up and can later be

exchanged for an actual reward e.g.

10 stars exchanged for a chocolate

bar.

Question: 60

Eric Kandel investigated the neural basis of

memory and learning by repeatedly stimulating

the siphon of a sea slug. He had three key

findings. Explain these findings and then link

them to the term Long Term Potentiation (LTP).


• After learning, the dendrites of the relevant neurons appear to

become ‘bushier’ because the new dendritic spines/branches are

added.

• Extra synapses are also created as a result of the extra dendritic

spines.

• At each synaptic gap, the production of neurotransmitters

(especially glutamate) is increased.

• These changes all function to improve the efficiency of the neural

pathway, making it more likely that the presynaptic neuron will

successfully stimulate the postsynaptic neuron.

• LTP is the term for this overall process where ‘neuron’s that fire

together wire together’. Meaning that the improved efficiency

means that the neurons that have undergone these changes fire

simultaneously rather than one after the other as usually happens.

• LTP also highlights the role of NMDA receptors on the

postsynaptic neuron’s dendrites which are specifically designed

to receive glutamate, the neurotransmitter which has increased

production after learning something new.

10/24/2013

15

Question: 10

Define Eustress and

provide an example.


Eustress is ‘positive’

stress that occurs

when for example, we

find out that we’ve won

a raffle prize.

Question: 20

Differentiate between

Allostasis and

Allostatic Load.


Allostasis is a mechanism to maintain

survival by changing bodily functions in

order to adapt to changes in the

environment.

Allostatic Load refers to the ‘wear and

tear on the brain and body’ that can

occur if allostasis is prolonged due to

stress or if we fail to adapt to a stressful

situation.

Question: 30

Kim is studying for her final law

exam when her boyfriend breaks up

with her. Use the Lazarus and

Folkman Transactional Model of

Stress and Coping to explain the

likely outcome of her primary,

secondary and reappraisal of her

situation.


Kim’s primary appraisal would be in response to

the stressor of her final Law Exam. The outcome

of the primary appraisal may be stressful, but in

secondary appraisal she realises that she has time

to study for the exam and is well prepared,

therefore her stress is relatively mild. When she is

presented with the additional stressor of her

boyfriend breaking up with her, she would be

forced into a reappraisal of her situation. This

reappraisal is likely to lead to her feeling very

stressed because she now has two stressors and

doesn’t feel that she has the coping resources to

deal with both stressors at once.

10/24/2013

16

Question: 40

Distinguish between

Dimensional and Discrete

Categorical approaches to

classifying mental

disorders, with reference

to at least two differences.


• Dimensional approaches rank a persons symptoms on

a scale whereas Discrete Categorical approaches use

a Yes/No approach to if a participant has a symptom.

• Dimensional approaches avoid labelling and

diagnosing people, whereas Discrete Categorical

approaches are primarily aimed at diagnosing people

with a common label so that they can be treated with a

common understanding.

• Dimensional approaches can create a profile of a

person’s changes over time in regards to the

degrees/scale of their symptoms, whereas Discrete

Categorical approaches classify a person as having

the mental disorder until they no longer display the

symptoms.

Question: 50

Use a biopsychosocial

framework to explain how a

person could improve their

ability to cope with stress

with reference to

biofeedback, meditation, and

social support.


Biofeedback aims to calm the body’s physiological (bio)

response to stress by providing visual feedback to the

person about their body’s physiological reactions so

that the person can then use breathing techniques for

example to calm those physiological responses back to

within normal limits.

Meditation aims to calm the psychological reactions

(and/or physiological reactions) to stress back to their

normal limits by reducing electrical brain activity and

muscle tension.

Social Support networks provide assistance,

encouragement and confidence to deal with stressors

which alleviates the stress response.

Question: 60

Outline what happens

to a person’s ‘level of

resistance’ in each

stage of the General

Adaption Syndrome

and why the level of

resistance changes in

each stage.


Alarm-Reaction: Shock – level of resistance drops below the normal

level of resistance as we are first confronted with the stressor until

the sympathetic nervous system is activated.

Alarm-Reaction: Countershock – the level of resistance rapidly rises

above the normal level as the sympathetic nervous system prepares

our body to deal with the stressor.

Resistance: Stress hormones that are released by the sympathetic

nervous system allow the level of resistance to remain well above the

normal level of resistance as our body confronts/ deals with the

stressor.

Exhaustion: the prolonged presence of stress hormones and the

increased physiological activity that have allowed the body to remain

in the resistance stage eventually causes the body to enter the

exhaustion stage where the level of resistance falls below its normal

level because of the huge amount of resources that the body has

used up during resistance stage. The prolonged presence of stress

hormones also weakens the immune system making the person more

prone to contracting illnesses during this period.

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Question: The correct answer is · 2 Question: 40 Explain and give an example of how Maintenance and Elaborative rehearsal can improve your recall of a list of Psychology key terms