Unit 3: The conscious self

1. Unit 3: The conscious self Linda Carter Gerard Houlihan

2. Workshop plan • Unit 3 structure and timeline • Research Methods – where and how? • AoS 1: Content and ideas • AoS 2: Content and ideas • Unit 3 exam • Questions

3. Unit 3 structure and timeline AoS 1 AoS 2 Res Meth Key skills LO 1 LO 2 KKKKKK 9dps 5dps 5dps 15 dps in the KK and assessments Integrated 8 weeks 7 weeks Note the relationship between the Key Skills, Introduction of the Unit, Introductory Paragraph for both Areas of Study, the Outcome Statements, • ‘Dot Points’and the – ‘Dash Points’

4. AoS 1: Mind, brain & body Learning Outcome 1: Explain the relationship between the brain, states of consciousness including sleep and behaviour, and describe the contribution of selected studies and brain research methods to the investigation of brain function. Key knowledge: 9 dot points

5. AoS 2: Memory Learning Outcome 2: Compare theories that explain the neural basis of memory and factors that affect its retention, and evaluate the effectiveness of techniques for improving and manipulating memory. Key Knowledge: 5 dot points

6. Research Methods • Research methods and ethics are specified in the Unit introduction • Teachers decide where and how to integrate research methods and ethics across the Unit • Research methods and ethics listed in Unit 3 are also assessed in Unit 4 • Subheadings are used to relate research methods and ethics in Units 3 and 4

7. experimental research: construction of research hypotheses; identification of operational independent and dependent variables; identification of extraneous and potential confounding variables including individual participant differences, order effects, experimenter effect, placebo effects; ways of minimising confounding and extraneous variables including type of experiment, counterbalancing, single and double blind procedures, placebos; evaluation of different types of experimental research designs including independent-groups, matched-participants, repeated-measures; reporting conventions

8. sampling procedures in selection and allocation of participants: random sampling; stratified sampling; random-stratified sampling; random allocation of participants to groups; control and experimental groups • techniques of qualitative and quantitative data collection: case studies; observational studies; selfreports; questionnaires; interviews; brain imaging and recording technologies

9. statistics: measures of central tendency including mean, median and mode; interpretation of p-values and conclusions; reliability including internal consistency; validity including construct and external; evaluation of research in terms of generalising the findings to the population • ethical principles and professional conduct: the role of the experimenter; protection and security of participants’ rights; confidentiality; voluntary participation; withdrawal rights; informed consent procedures; use of deception in research; debriefing; use of animals in research; role of ethics committees.

10. Area of Study 1: Mind, brain & body

11. AoS 1: Mind, brain & body • Why do I think and feel the way I do? • How does my brain work? • What is the relationship between my brain and my mind? • What happens when I sleep?

12. DP1: consciousness as a psychological construct informed by the work of René Descartes and William James Key issues: • Integration of philosophy and psychology • Ties in with work done in Unit 1

13. DP1: consciousness as a psychological construct informed by the work of René Descartes and William James LA: • visit the Melbourne Museum to view ‘The Mind Exhibition’ http://museumvictoria.com.au/the-mind • visit an online exhibition investigating mind and body: René Descartes to William James http://serendip.brynmawr.edu/Mind/Table.html designed originally to celebrate psychology’s first century as an independent discipline, this online exhibition traces three historical themes: the mind–body problem posed in the 17th century by philosopher René Descartes Text: • Winston, R. (2003). The Human Mind and how to make the most of it. BBC/Bantam Books: London.

14. DP2: concepts of normal waking consciousness and altered states of consciousness, including daydreaming, meditative and alcohol-induced, in terms of levels of awareness, content limitations, controlled and automatic processes, perceptual and cognitive distortions, emotional awareness, self-control and time orientation

15. DP2: …altered states of consciousness, including daydreaming, meditative and alcohol-induced… LA: • Daydream Diary • Meditation using data-logging technology • Analyse data and evaluate research provided by the TAC on the effects of alcohol on driving ability. Relate this research to VICROADS driving regulations. Resources: • TAC Road Safety http://www.tacsafety.com.au/jsp/statistics/overview.do?areaID=12 • Your sport department’s heart-rate monitors or Tainlab: Innovative tools for Psychology including the polygraph www.tainlab.com

16. DP3: sleep as an altered state of consciousness: purpose, characteristics and patterns of the stages of sleep including rapid eye movement (REM) and the non-rapid eye movement (NREM) stages of sleep Key issues: • ‘purpose of sleep’ not ‘purpose of the stages of sleep’

17. DP4: methods used to study the level of alertness in normal waking consciousness and the stages of sleep: Key issues: • The following ‘dash points’ are interpreted in light of this ‘dot point’ stem

18. DP4: – measurement of physiological responses including electroencephalograph (EEG), electrooculargraph (EOG), heart rate, body temperature and galvanic skin response (GSR) Key issues: • EMG? Would cover in ‘dot point’ relating to REM/NREM

19. DP4: - the use of sleep laboratories, video monitoring and self reports LA: • Visit a sleep laboratory, organise a guest speaker, or search the internet to find out about sleep laboratory and what happens at a sleep laboratory • Role-play a sleep laboratory experiment involving video monitoring and self report Resources: • Snore Australia: Private Hospital Sleep Disorder Serviceshttp://www.snoreaustralia.com.au/

20. DP5: the effects of total and partial sleep deprivation: Key issues: • The ‘dash’ points now articulate what was previously taught but not specified

21. DP5:- loss of REM and NREM sleep- sleep recovery patterns including amount of sleep required, REM rebound and microsleeps- sleep-wake cycle shifts during adolescence compared with child and adult sleep including delayed onset of sleep and need for sleep

22. Psych. Now: Interactive Experiences in Psychology (IBM and Macintosh) 1998, Brooks Cole, Pacific Grove, California, USA. Psych. Trek: A Multimedia Introduction to Psychology (IBM and Macintosh) 1998, Brooks Cole, Pacific Grove, California, USA.

23. DP6: the interaction between cognitive processes of the brain and its structure including:- roles of the central nervous system, peripheral nervous system (somatic and autonomic), and autonomic nervous system (sympathetic and parasympathetic)

24. DP6: the interaction between cognitive processes of the brain and its structure including:- roles of the four lobes of the cerebral cortex in the control of motor, somatosensory, visual and auditory processing in humans; primary cortex and association areas Key issue: • Association areas was not articulated in the previous study design but was examined

25. LA: • Using clay or other similar material, construct a 3-D model of the brain using different colours to code for different brain structures; develop a key to explain the function of each structure, keep it for later reference. Resources: • Life size brain model (2 parts) with distinct colour coding for different regions: http://www.southernbiological.com/Products/Models/Anatomy/BM6160_10.htm • Neuroscience for kids http://faculty.washington.edu/chudler/neurok.html

26. DP6: the interaction between cognitive processes of the brain and its structure including:- hemispheric specialisation: the cognitive and behavioural functions of the right and left hemispheres of the cerebral cortex, non-verbal versus verbal and analytical functions

27. DP6: the interaction between cognitive processes of the brain and its structure including:- the role of the reticular activating system in selective attention and wakefulness; role of the thalamus in directing attention and switching sensory input on and off

28. DP7: contribution of studies to the investigation of cognitive processes of the brain and implications for the understanding of consciousness including:– studies of aphasia including Broca’s aphasia and Wernicke’s aphasia

29. DP7: – spatial neglect caused by stroke or brain injury Resources: • Human Brain and Partial Skull Model: Full size segmented brain features pathologies which are also illustrated on a two-sided education card: alcoholism, Alzheimer’s, aneurism, depression, migraine, and, stroke http://www.southernbiological.com/Products/Models/Anatomy/BM1_290.htm • http://faculty.washington.edu/chudler/vessel.htmlhttp://faculty.washington.edu/chudler/neurok.html Text: • Sacks, O. (1985). The Man Who Mistook His Wife for a Hat, Touchstone Books: New York

30. DP7: – split-brain studies including the work of Roger Sperry and Michael Gazzaniga Resources: • Use the Internet (including relevant movie clips available on YouTube) to find material related to split-brain studies including the work of Sperry and Gazzaniga; produce a cartoon or other visual sequence format to show split-brain study outcomes • Michael Gazzaniga’s websitehttp://www.psych.ucsb.edu/~gazzanig/

31. DP7: – perceptual anomalies including motion after-effect, change blindness, synaesthesia LA: • Experience the Motion After Effect (do not use if suffer from photosensitive epilepsy) http://www.michaelbach.de/ot/mot_adaptSpiral/ and • http://www.neave.com/strobe/ Resources: • Youtube: Change Blindness http://www.youtube.com/watch?v=mAnKvo-fPs0 • Youtube: Synaesthesia http://www.youtube.com/watch?v=DvwTSEwVBfc • The Monkey Business Illusion http://www.youtube.com/watch?v=IGQmdoK_ZfY

32. DP8: the application and use of brain research methods in investigating the relationship between biological and cognitive factors of human behaviours including:

33. DP8: LA:JIGSAW: in groups, students research one of direct brain stimulation, TMS, CT, PET, SPECT, MRI and fMRI, and then present images to the rest of the class whilst explaining applications of these brain imaging techniques. ‘Google Images’ Resources:Neuroscience for kids http://faculty.washington.edu/chudler/neurok.htmlScientific American Mind www.scientificamerican.com/sciammind/

34. DP9: Research methods and ethical principles associated with the study of memory, as outlined in the introduction to the unit Resources: • Classics in the history of Psychology http://psychclassics.yorku.ca// • ABC Science www.abc.net.au/science/

35. AREA OF STUDY 2: Memory

36. AoS 2: Memory • Why do I remember some things and forget others? • How are memories formed? • Can I improve my memory? • Memory is a cognitive process

37. DP1: Mechanisms of memory formation - Role of the neuron in memory formation informed by the work of Richard Kandel (NEW) Key issues: • Hidden curriculum: basic structure and function of the neuron • How much depth?? Include LTP

38. Kandel’s research LA: Draw/create 3D models showing the changes to neurons as a result of memory formation on STM and LTM

39. Kandel’s research Resources: • Video summarising Kandel’s research findings (4 mins) : What can a spineless sea snail teach us about our brains?: http://www-tc.pbs.org/wgbh/nova/rss/media/nsn_v_short_memorablesnail.m4v • Other useful website: • From Centre for Eric Kandel Studies: http://erickandel.blogspot.com/2007/09/1-kandels-big-discovery.html • Summary of Kandel’s research & findings: Neuroscience for kids: http://faculty.washington.edu/chudler/nobel20.html • Text: Schachter, D.L., Gilbert, D.T. & Wegner, D.M. (2009). Psychology, Worth Publishers: New York, p.178

40. DP1: Mechanisms of memory formation • Roles of the hippocampus and temporal lobe (NEW) What street does the hippocampus live on? Memory Lane http://faculty.washington.edu/chudler/jokes.html Key issues: • Builds on students’ knowledge about the brain from AoS 1 • How much depth??

41. Role of the hippocampus and temporal lobe LA: • Read/watch a case study(*) of a person with damage to the hippocampus. • On a diagram of the brain, identify the hippocampus & temporal lobe(s). Use dot points to describe the role of the hippocampus & temporal lobes in memory formation (particularly in LTM/episodic memories)

42. Role of the hippocampus and temporal lobe Resources: • Youtube clip – case study of John who has damage to the hippocampus (7 mins): http://www.youtube.com/watch?v=fQ6zx_dBeas • Case study of HM – partial removal of temporal lobes including hippocampus – found in most text books

43. DP1: Mechanisms of memory formation - Consolidation theory (RETAINED)

44. DP1: Mechanisms of memory formation - Memory decline over the lifespan (RETAINED)

45. DP1: Mechanisms of memory formation • Amnesia resulting from brain trauma and neurodegenerative diseases including dementia and Alzheimer’s disease (PARTIALLY NEW) Key issues re: dementia: • Requires some understanding of neuronal changes (note: mechanisms of memory) • Include impact on memory (see SD 2000-2004)

46. Amnesia from dementia and Alzheimer’s disease LA: • Speaker on dementia and Alzheimer’s disease (Folio) • Oral presentation (individually or groups) on one of the causes of amnesia - brain trauma or one of the dementias • Table comparing the effects on memory from the different causes of amnesia (or narrative chain mnemonic) • Visual/diagramatic representation of anterograde and retrograde amnesia • Develop a mnemonic to remember the difference between anterograde and retrograde amnesia

47. Amnesia from dementia and Alzheimer’s disease Resources (1): • Alzheimer’s Australia –Victoria: www.alzheimers.org.au Can access a range of fact sheets and other resources from this site. • Alzheimer’s checklist: http://www.alzheimers.org.au/upload/Worried.pdf A checklist of changes to memory and cognitive functions associated with Alzheimer’s disease • Memory changes comparative table: http://www.alzheimers.org.au/upload/1.7_Memory_changes.pdf Compares the normal memory changes associated with older age and memory changes associated with dementia

48. Amnesia from dementia and Alzheimer’s disease Resources (2): • Youtube clip – What is Alzheimer’s disease? (3 mins): http://www.youtube.com/watch?v=9Wv9jrk-gXc Explains what happens in the brain of a person with Alzheimer’s, its progression through the brain and the effects of damage different parts of the brain. A good overview and introduction • Youtube clip – Stages of Alzheimer’s disease #2: (3 mins): http://www.youtube.com/watch?v=7-P9lbTJ9Hw&feature=related Describes the effects and impact of Alzheimer’s disease on a person’s abilities and life across the three stages – early, middle and late. A useful follow-up clip to the one on brain changes • Text: Grivas, J. & Carter, L. (2010). Psychology for the VCE Student Units 1 & 2, John Wiley & Sons: Milton, Qld. pp. 281-285.

49. DP 2: comparison of models for explaining human memory - Atkinson-Shiffrin’s multi-store model of memory including maintenance and elaborative rehearsal, serial position effect and chunking (RETAINED)

50. DP 2: comparison of models for explaining human memory - Alan Baddeley and Graham Hitch’s model of working memory: central executive, phonological loop¸ visio-spatial sketchpad, episodic buffer (PARTS SPECIFIED)