Psychology BHP315111: TQA Level 3, Size Value = 15

Psychology

TQA 3

Psychology BHP315111: TQA Level 3, Size Value = 15

The course document

This document contains the following sections:

rationale...... 1

course size and complexity...... 2

COURSE DESCRIPTION...... 2

COURSE requirements...... 2

Learning OUtcomes...... 2

COURSE CONTENT...... 3

WORK REQIREMENT...... 11

Assessment...... 12

Quality Assurance Processes...... 12

External Assessment Requirements...... 12

Criteria...... 13

Standards ...... 13

Qualifications Available...... 20

Award Requirements...... 20

COURSE EVALUATION...... 20

COURSE DEVELOPER...... 21

Accreditation...... 21

Version History...... 21

rationale

Through this course students are introduced to the discipline of psychology. The course describes the role of psychology in various contexts and its contribution to the social and behavioural sciences.

This course can serve as stepping stone to further study in this field or to many various pathways. Students will develop an understanding of themselves and their relationships with others and their society through the study of psychology.

Students are introduced to the variety of thinking in classic and current topics, such as learning, memory, perception and individual differences.

The course covers the research approaches used in psychology through which students gain a broad perspective of the study as a science. Students apply the principles of scientific research to investigations of psychology.

course size and complexity

This course has been assessed as having a complexity level of TQA level 3.

At TQA level 3, the student is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgment when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. TQA level 3 is a standard suitable to prepare students for further study at the tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.

The TQA level 3 course has a size value of 15.

COURSE DESCRIPTION

Psychology provides an understanding of human behaviour and experiences of the individual. In doing so, students develop a familiarity with central concepts as used by psychologists, and their application for understanding behaviour.

Through studying the course learners develop an understanding of the relationship between thoughts, feelings and behaviour, and how these are underpinned by environmental and biological factors. Learners apply enquiry skills of psychology to real-life situations.

Learners explore the meaning of scientific method in psychology and undertake minor research experiments to appreciate the methodology and practice of psychology and its role in the behavioural sciences. Students will be able to demonstrate knowledge of the basic concepts and techniques of psychology, communicate ideas and evaluate research findings relating to specific issues in psychology.

course requirements

There are five modules in this course. Students will study every module.

Research and inquiry
Individual differences
Psychobiological processes
Human learning
Remembering

Students are required to complete an externally assessed Investigation Project on a topic from one of the above modules. The Investigation Project complements the knowledge and understanding of psychology that students have acquired from the study of the above modules.

Learning OUtcomes

Through the study of Psychology students will:

develop an understanding of human behaviour and the experiences of the individual.
use a range of empirical evidence to support a psychological view.
display knowledge of theories and ideas that explain human behaviour.
analyse and evaluate information relevant to psychology
apply the research skills of psychology to real life situations.

COURSE CONTENT

MODULE 1 – RESEARCH AND INQUIRY

FUNDAMENTAL PRINCIPLE

The understanding of human behaviour relies predominantly on current research and theories.

FOCUS QUESTIONS:

What is psychology?
How and why do psychologists undertake research?
What are the ethical considerations of research?

ESSENTIAL CONCEPTS

Research Methods

primary and secondary resources
qualitative and quantitative research
case study; observation; experiment; survey; existing sources.

The Scientific Method

validity; bias; hypothesis; operational definitions; sampling (random and opportunistic), allocation of subjects (experimental, control, matched pairs); reliability.
experimental controls

independent and dependent variables
experimental and control conditions
placebos; single-blind, double-blind.

ethical considerations

[SeeNational Statement on Ethical Conduct in Research Involving Humans (NHMRC 2001& NPP)]

MODULE 2 – INDIVIDUAL DIFFERENCES

FUNDAMENTAL PRINCIPLE

Individual differences arise out of the interaction between heredity (biological) and environmental factors.

FOCUS QUESTIONS:

What is the evidence for the biological argument?
What is the evidence for the environment argument?
What is the interactionist perspective?

Select ONE of the following areas to investigate the interactive process between the environment and genetic potential:

gender differences
intellectual differences
personality differences.

ESSENTIAL CONCEPTS

Gender Differences

Genetic endowment, heredity, genes, biological influences, development, maturation
Environmental influences
Gender
Gender roles
Gender identity
Stereotypes
Sexual identity.

Intellectual Differences

Genetic endowment, heredity, genes, biological influences, development, maturation
Environmental influences
Intelligence
Intellectual potential
Deprivation
Enrichment.

Personality Differences

Genetic endowment, heredity, genes, biological influences, development, maturation
Environmental influences
Personality traits/types
Personality inventories
Self
Situational self/personality.

MODULE 3 – PSYCHOBIOLOGICAL PROCESSES

FUNDAMENTAL PRINCIPLE

Psychological and physiological processes influence visual perception and consciousness.

FOCUS QUESTIONS:

How does perception allow the individual to make sense of the world?
How is normal waking consciousness (NWC) distinguished from altered states of consciousness (ASC)?

ESSENTIAL CONCEPTS

Perception

perception
perceptual principles
Gestalt processes
constancies
three dimensional processes; distance and depth cues
top-down and bottom up processes
perceptual set
illusions
physiological influences.

Consciousness

Normal waking consciousness

characteristics normal waking consciousness
measurements of consciousness
awareness (internal and external)
continuum of consciousness
attention: selective; divided;
psychological processes: cognitive; memory; perception; and emotion

Altered states of Consciousness

characteristics of altered states of consciousness

physiological changes (e.g. heart beat, brain waves, respiration, galvanic skin responses)
distortion of perception and cognition (including context and time)
change in emotion
loss of self control (reduction in inhibition).

Sleep and dreaming theories

Restoration
Survival
Wish-fulfilment (Freud)
Problem-Solving (Cartwright)
Activation-Synthesis (Hobson & McCarley)
Reverse Learning (Crick & Mitchison).

MODULE 4 – HUMAN LEARNING

FUNDAMENTAL PRINCIPLE

Human learning can occur through various processes.

FOCUS QUESTIONS:

How do humans learn?
How can humans’ behaviour be modified?

Classical Conditioning

habitual behaviour
reflex response, un/conditioned stimulus and response
extinction and spontaneous recovery
stimulus generalisation and discrimination
phobias – acquisition
systematic desensitisation
aversion therapy.

Operant Conditioning

reinforcement; positive, negative, primary, secondary, schedules of reinforcement,

punishment; positive, response cost (negative)
shaping
learned helplessness
two-factor learning.

Observational Learning

indirect learning through observation
modelling, imitation (synonymous terms)
model
vicarious classical and operant conditioning
consequences (rewards & punishments)
vicarious reinforcement
cognitive processes.

Social Cognitive Learning (includes classical, operant, observational and cognitive forms)

learning sets

transfer of learning
insight learning
latent learning
cognitive maps.

MODULE 5 – REMEMBERING

FUNDAMENTAL PRINCIPLE

How the memory processes information.

FOCUS QUESTIONS:

How are memories formed?
What are the processes involved in storing information in memory?
What causes forgetting?
How can memory be improved?

Recommended Texts

Grivas, J., Down R. and Carter L.,(2004) Psychology (VCE Units 3 & 4) 3rd Edition MacMillan Education Australia Pty Ltd, South Yarra.

(NB. the 4th edition will be available but be aware that it will not cover all the topics in the course.)

Plotnik, R. (2005) Introduction to Psychology, 7th Edition, Wadswoth Thomson, Belmont

Work Requirement

INVESTIGATION PROJECT

Students will complete an Investigation Project. The Investigation Project is externally assessed. TQA will notify providers of the due date.Investigation Project Guidelinesare available on the TQA website. Students mustuse these guideless.

SUGGESTED APPROACH

It is suggested that students be given 5 weeks to complete the project. These weeks can be split up and not have to be done in a block. Students will show how psychological principles, research methods and empirical evidence are applied to find solutions to a specific problem by addressing the focus question and using concepts from the modules. The focus of their investigation must reflect the basic processes that influence the behaviour of the individual.It is suggested that students narrow their investigation topic by taking a particular focus within the designated area.

Assessment

Criterion-based assessment is a form of outcomes assessment which identifies the extent of student achievement at an appropriate end-point of study. Although assessment – as part of the learning program - is continuous, much of it is formative, and is done to help students identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to the Tasmanian Qualifications Authority should focus on what both teacher and student understand to reflect end-point achievement.

The standard of achievement each student attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a student demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation sits outside the continuum of ratings and is thus not described in course standards.

A ‘z’ notation is to be used where a student provides no evidence of achievement at all.

Providers offering this course must participate in the quality assurance processes.

Internal assessment of all criteria will be made by the provider. Providers will report the student’s rating for each criterion to the Tasmanian Qualifications Authority.

The Tasmanian Qualifications Authority will supervise the external assessment of designated criteria (*). The ratings obtained from the external assessments will be used in addition to those provided from the provider to determine the final award.

quality assurance processes

The following processes will be facilitated by the TQA to ensure there is:

a match between the standards for achievement specified in the course and the standards demonstrated by students
community confidence in the integrity and meaning of the qualification.

Processes – the Authority gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

EXTERNAL ASSESSMENT REQUIREMENTS

a 3 hour written examination that assesses criteria 3,4, and 5.
an Investigation Project that assesses criteria 1 and 7.

assessment CRITERIA

The assessment for Psychology will be based on the degree to which the learner can:

*communicate ideas and information
plan organise and complete activities
*use evidence to support a psychological view
*analyse and evaluate ideas and information related to Psychology
*display knowledge and understanding of psychological concepts and ideas
apply psychological principles to real life situations
*demonstrate understanding and application of psychological research methods

* = externally and internally assessed criteria

STANDARDS

Note: where no description for a ‘B’ rating is given, markers are to make a judgement as to whether the student achievement lies somewhere between the standard provided for the ‘C’ and the ‘A’ rating.

Criterion 1:cOMMUNICATE IDEAS AND INFORMATION

Rating ‘C’ / Rating ‘B’ / Rating ‘A’
A student can: / A student can: / A student can:
provide basic information with examples to support ideas / provide clear ideas and information with supporting examples /

[

/ provide clear and detailed information and ideas supported with appropriate examples
communicate in a manner that is clear and logical / communicate in a manner that is logical, accurate, succinct and coherent
convey basic psychological ideas and information in appropriate formats. / clearly conveypsychological ideas and information in appropriate formats. / select the most appropriate format to clearly convey psychological ideas and information.

Criterion 2:pLAN, ORGANISE AND COMPLETE ACTIVITIES

Psychology BHP315111: TQA Level 3, Size Value = 15

The course document

rationale

course size and complexity

COURSE DESCRIPTION

course requirements

Learning OUtcomes

MODULE 1 – RESEARCH AND INQUIRY

FUNDAMENTAL PRINCIPLE

FOCUS QUESTIONS:

RECOMMENDED CONTENT

ESSENTIAL CONCEPTS

Research Methods

The Scientific Method

MODULE 2 – INDIVIDUAL DIFFERENCES

FUNDAMENTAL PRINCIPLE

FOCUS QUESTIONS:

RECOMMENDED CONTENT

Gender differences

Intellectual differences

Personality differences

ESSENTIAL CONCEPTS

Gender Differences

Intellectual Differences

Personality Differences

MODULE 3 – PSYCHOBIOLOGICAL PROCESSES

FUNDAMENTAL PRINCIPLE

FOCUS QUESTIONS:

RECOMMENDED CONTENT

Sensation

Perception

Consciousness

ESSENTIAL CONCEPTS

Perception

Consciousness

MODULE 4 – HUMAN LEARNING

FUNDAMENTAL PRINCIPLE

FOCUS QUESTIONS:

Classical Conditioning

Operant Conditioning

MODULE 5 – REMEMBERING

FUNDAMENTAL PRINCIPLE

Recommended Texts

INVESTIGATION PROJECT

quality assurance processes

EXTERNAL ASSESSMENT REQUIREMENTS