13.2 Revision Exam Study Notes
Exam Information
The PSYC234 exam is a two-hour, closed book exam.
No reference materials or calculators are allowed.
The exam will be held in person on campus, scheduled for Tuesday, June 18th, from 1:30 PM to 3:30 PM.
Due to the large cohort size, students may be allocated to different exam locations.
Students must check their individual exam timetable on SOLES for the correct time and location.
The exam consists of two sections: Section A and Section B.
Section A: Multiple Choice Questions
Section A contributes to 50% of the total exam mark.
It comprises 50 multiple-choice questions, each worth one mark, totaling 50 marks.
Students must select the best answer for each question and mark the corresponding response on the computer marking sheet.
Use only a black or blue ballpoint pen to fill in the bubbles on the response sheet.
Write your name and student number in uppercase letters in the space provided and fill in the associated bubbles.
Bring your student ID card or another form of photo identification.
Completely fill the bubbles and cross out mistakes clearly, indicating the new response. Do not use whiteout.
Answer all 50 questions, as there are no deductions for incorrect responses.
Section B: Short Answer Questions
Section B carries 50% of the total exam weighting.
It comprises five short answer questions, each worth 10 marks.
Answer each question directly on the exam paper itself.
A four-page response booklet will be provided for additional space or brainstorming.
If using the booklet, clearly indicate that the response is in the booklet rather than the exam sheet.
Answer all five questions; there is no choice to select only a few.
Content for Exam Questions
Questions are drawn from lectures, associated readings, and tutorial content.
Review lecture notes, textbooks, papers, and tutorial content.
Tutorial lab book pages are good study/revision notes.
Breakdown by Topic
Biological psychology content accounts for approximately 75% of the multiple-choice questions (about 38 out of 50) and three of the short answer questions.
Learning content accounts for the remaining questions, with about 12 of the 50 multiple-choice questions and two short answer questions.
Short Answer Question Topics
Neural activity and/or biology of learning content (Mark Shearer).
Sensory and/or sensorimotor systems lectures.
Human brain damage content (Jess Bartschi).
Conditioning (classical or instrumental).
Placebo and nocebo effects.
Exam Tips
Integrate content across topics.
Questions will not cover the exact same content, aiming for integrative responses.
Multiple choice questions will draw from all areas covered, including tutorial content.
Tips are relevant for both the standard and deferred exams.
Examples of Short Answer Questions
Example 1: "Name four structures of the brain that have been shown to play a role in memory. Include comments on the aspects of memory functioning that are impaired if each structure sustains damage."
Example 2: "Briefly explain what is measured by the electroencephalograph (EEG), describe the procedure for recording the EEG, and briefly describe one clinical application of EEG recording."
Guidelines for Answering Short Answer Questions
Read questions carefully to identify all aspects that need to be answered.
Use a pen or highlighter to underline or mark relevant bits to ensure each aspect is addressed.
Responses should be no more than about half a page of text.
Use dot points to be direct and to the point; essay format and paragraphs are not required.
General Exam Tips
Read the important information about the final exam on Moodle.
Bring your physical ID and pen/pens.
Check the exam time and location on SOLES.
Plan to arrive early to account for traffic or parking issues.
Attempt every question, as there are no penalties for incorrect answers.
Strategies During the Exam
You can pick up part marks for correct but incomplete responses.
Jot down notes or brainstorming ideas in the additional response booklet, as these may earn part marks.
Do not spend too much time on any individual question. Mark questions you are unsure of and return to them later.
Allocate time based on the weighting of the questions.
Recall & Review of Topics
Neural Activity (Mark Shearer)
Action potentials
Structure of the cell and components of neurons
Neurotransmitters
Biology of Learning (Mark Shearer)
Long-term potentiation (LTP)
Long-term depression
Synapses
Nervous System Anatomy
Divisions of the nervous system: central and peripheral
Structures of the brain: lobes, hemispheres, cortical and subcortical structures
Neural Development and Plasticity
Neural plate development: neural fold, multiplication, induction, proliferation, migration, aggregation, and axon growth
Synaptic rearrangement
Sensory Systems
Bottom-up processing
Sensory modalities: vision, audition (hearing), and touch (briefly)
Sensorimotor System
Top-down processing
Hierarchical flow of information
Biological Rhythms (Jess Bartschi)
Circadian rhythm
Ultradian rhythm
Emotions (Stuart Johnston)
Neural mechanisms of emotion
Cortical and subcortical mechanisms
Endocrine mechanisms
Perception of emotion
Memory (Stuart Johnston)
Hippocampus: types of memory and involved brain structures
Damage and its impact on memory
Clinical disorders with memory impairments
Human Brain Damage (Jess Bartschi)
Proposed causes of brain damage
Neurophysiological and other disorders
Alzheimer's disease
Parkinson's disease (dopamine)
Huntington's disease
Multiple sclerosis
Epilepsy
Cholinergic hypothesis for Alzheimer's
Animal Cognition (Sylvia)
Morgan's Canon
Animal cognition
Spatial learning and memory related to cognitive maps
Insight learning vs. trial and error learning
Place learning vs. response learning
Landmark learning vs. path integration
Hippocampus and its role in spatial memory, place cells
Classical Conditioning (Sylvia)
Pavlov's dog
Acquisition, extinction, spontaneous recovery, reinstatement, renewal of learned associations
Contingency
Instrumental Conditioning (Sylvia)
Operant conditioning
Schedules of reinforcement
BF Skinner
Negative and positive punishment and reinforcement
ABCs of instrumental operant conditioning: antecedent, behavior, consequence
Placebo and Nocebo (Erin)
Conditioning expectancy
Strong effects but mechanisms not fully understood
Different explanations for observed patterns
Electrophysiology in Psychology
If interested in biological psychology, consider Psych 329: Psychophysiology
Study of the relations between psychological manipulations and the resulting physiological responses.
Covers EEG and ERP correlates of outcomes like motor performance, emotional expression, etc.
Includes content on heart activity and skin conductance.
Applications includes: detection of deception, auditory/visual systems tests, and EEG/ERPs in evaluation of different disorders
Subject Evaluation
Provide feedback via subject and teacher evaluation surveys by June 30.
Feedback on the subject, lectures and teaching.
Constructive and specific feedback is valued.
Exam Information
The PSYC234 exam is a two-hour, closed book exam designed to assess your understanding of the material covered throughout the semester.
No external reference materials, electronic devices, or calculators are permitted during the examination.
The exam will be conducted in person on campus. The scheduled date and time are Tuesday, June 18th, from 1:30 PM to 3:30 PM.
Given the large number of students enrolled in PSYC234, students may be assigned to different examination venues to accommodate seating capacity.
To ascertain the specific location and time for your exam, students are required to consult their individual exam timetable available on SOLES (Student On-Line Enrollment System).
The exam is divided into two primary sections: Section A, comprising multiple-choice questions, and Section B, consisting of short answer questions.
Section A: Multiple Choice Questions
Section A accounts for 50% of the total exam grade, emphasizing the importance of thorough preparation in all topics covered.
This section includes 50 multiple-choice questions. Each question is worth one mark, contributing to a total of 50 marks.
For each multiple-choice question, students are instructed to carefully evaluate all available options and select the single best answer that accurately addresses the question. This selection should then be clearly indicated on the computer marking sheet provided.
It is essential to use only a black or blue ballpoint pen when completing the computer marking sheet to ensure accurate scanning and grading. Avoid using any other writing implements that may not be properly read by the scanning equipment.
Students are required to legibly write their full name and student identification number in the uppercase letters within the designated space on the computer marking sheet. Additionally, they must accurately fill in the corresponding bubbles beneath each letter and number.
Students must bring their student identification card or another acceptable form of photo identification to the examination venue. This identification will be verified by the invigilators before students are permitted to commence the exam.
When filling in the bubbles on the computer marking sheet, ensure they are completely filled. To correct errors, clearly cross out the incorrect response and then fill in the bubble corresponding to the new answer. The use of whiteout or correction fluid is strictly prohibited.
Students are advised to attempt all 50 questions in Section A. There are no penalties or deductions for incorrect answers; therefore, it is advantageous to provide a response for every question, even if uncertain.
Section B: Short Answer Questions
Section B also holds a significant weighting of 50% of the total exam score, highlighting the need for comprehensive and well-articulated responses.
This section is composed of five short answer questions, each individually weighted at 10 marks, making a total of 50 marks for the section.
Students are required to provide their answers to each question directly on the exam paper in the spaces provided. It is important to write clearly and concisely, addressing all aspects of the question.
A separate four-page response booklet will be provided to students. This booklet is intended for use in situations where additional space is needed to complete an answer, or for preliminary brainstorming and outlining of responses.
If a student uses the additional response booklet to answer a question, they must clearly indicate this on the exam paper. The invigilators and markers must be explicitly directed to where the complete response is located.
All five short answer questions must be answered. There are no optional questions, and students are not permitted to select only a subset of the questions to answer.
Content for Exam Questions
The exam questions are designed to assess students' understanding and knowledge derived from various sources, including lectures, assigned readings, and content covered during tutorial sessions.
Effective preparation for the exam should involve a thorough review of lecture notes, assigned textbook chapters, relevant academic papers, and all materials presented or discussed during tutorial sessions.
Tutorial lab book pages are valuable resources for study and revision, often containing summaries, key concepts, and practical applications of the theoretical material.
Breakdown by Topic
Biological psychology topics constitute a substantial portion of the exam, accounting for approximately 75% of the multiple-choice questions (estimated at 38 out of 50 questions) and forming the basis for three of the short answer questions.
Learning-related content is also represented, comprising the remaining portion of the exam. Roughly 12 of the 50 multiple-choice questions will focus on learning principles, and two short answer questions will require an understanding of learning theories and concepts.
Short Answer Question Topics
The short answer questions will cover several key areas, with specific topics including:
Neural activity and/or the biology of learning, particularly content delivered by Mark Shearer.
Sensory and/or sensorimotor systems, drawing from relevant lectures and readings.
Human brain damage, focusing on the material presented by Jess Bartschi.
Conditioning, encompassing both classical (Pavlovian) and instrumental (operant) conditioning paradigms.
Placebo and nocebo effects, exploring their psychological and physiological mechanisms.
Exam Tips
Integrate knowledge and concepts across different topics to demonstrate a comprehensive understanding of the subject matter. The exam will reward the ability to connect seemingly disparate areas of psychology.
Questions will be designed not to replicate content directly but will assess the ability to apply and synthesize information to novel situations and integrative responses.
Multiple choice questions will draw from all areas covered in the course, including material specifically presented during tutorial sessions. This underscores the importance of attending and actively participating in tutorials.
All exam preparation advice and tips are equally applicable to both the standard examination and any deferred examinations that may be offered.
Examples of Short Answer Questions
Example 1: "Identify and describe four distinct structures within the human brain that have been empirically demonstrated to play a critical role in memory processes. For each structure, provide detailed commentary on the specific aspects of memory functioning that are characteristically impaired following damage or dysfunction in that area."
Example 2: "Explain the fundamental principles underlying the electroencephalograph (EEG), detailing what specific aspects of brain activity are measured by this technique. Describe the standard procedure for EEG recording, including electrode placement and data acquisition methods. Furthermore, briefly outline one specific clinical application of EEG, illustrating its utility in the diagnosis, monitoring, or treatment of neurological or psychological disorders."
Guidelines for Answering Short Answer Questions
Before formulating a response, carefully and thoroughly read each question to fully comprehend all components and requirements. Pay close attention to the specific verbs used (e.g., compare, contrast, explain, evaluate) to tailor your answer accordingly.
Employ a pen or highlighter to systematically underline or mark the keywords and critical elements within each question. This technique can help ensure that all aspects of the question are addressed in your response.
Aim to keep responses concise, ideally no more than approximately half a page of text per question. Prioritize clarity and relevance, focusing on the most important points.
Utilize dot points or numbered lists to structure responses in a clear, direct, and organized manner. While well-written essays are appreciated, a point-by-point format is perfectly acceptable and often more effective for conveying information efficiently.
General Exam Tips
Carefully review all important information pertaining to the final exam posted on the Moodle course website. This includes announcements, instructions, and any updates provided by the instructor.
Ensure that you bring all necessary materials to the exam, including your physical student identification card and an adequate supply of pens (black or blue ink).
Double-check the scheduled time and location of your exam on SOLES, as errors or misinterpretations can easily occur. Verify these details well in advance of the exam date.
Plan your travel to the examination venue to arrive early, allowing ample time to account for potential traffic congestion, parking difficulties, or unexpected delays. Aim to arrive at least 30 minutes before the scheduled start time.
Make a conscientious effort to attempt every question on the exam. As there are no penalties for incorrect answers, it is always advantageous to provide a response, even if you are uncertain of the correct answer.
Strategies During the Exam
Understand that even if a response is incomplete or not entirely correct, you may still receive partial credit for demonstrating some understanding of the relevant concepts. Strive to provide as much accurate information as possible.
Utilize the additional response booklet provided to jot down preliminary notes, brainstorm ideas, or outline your answers before writing them on the exam paper. These notes may be taken into consideration when assigning partial credit.
It is critical to manage your time effectively during the exam. Avoid spending excessive amounts of time on any single question. If you encounter a question that you find particularly challenging, mark it and return to it later, after you have addressed the questions you are more confident in answering.
Allocate your time based on the weighting of each section and each question. For example, spend approximately twice as much time on a question worth 20 marks compared to a question worth 10 marks.
Recall & Review of Topics
Neural Activity (Mark Shearer)
Action potentials: Understand the stages, thresholds, and ion channel dynamics.
Structure of the cell and components of neurons: Dendrites, axons, synapses, and glial cells.
Neurotransmitters: Key types (e.g., glutamate, GABA, dopamine) and their functions.
Biology of Learning (Mark Shearer)
Long-term potentiation (LTP): Cellular mechanisms and role in memory.
Long-term depression: Mechanisms of synaptic weakening.
Synapses: Plasticity and modulation.
Nervous System Anatomy
Divisions of the nervous system: Central (brain and spinal cord) and peripheral (somatic and autonomic).
Structures of the brain: Lobes (frontal, parietal, temporal, occipital), hemispheres, cortical and subcortical structures (e.g., hippocampus, amygdala).
Neural Development and Plasticity
Neural plate development: neural fold, multiplication (neurogenesis), induction, proliferation, migration, aggregation, and axon growth.
Synaptic rearrangement: Pruning and refinement of neural connections.
Sensory Systems
Bottom-up processing: Data-driven processing.
Sensory modalities: vision, audition (hearing), and touch (briefly).
Sensorimotor System
Top-down processing: Conceptually driven processing.
Hierarchical flow of information: Cortical and subcortical interactions.
Biological Rhythms (Jess Bartschi)
Circadian rhythm: Sleep-wake cycle and hormonal regulation.
Ultradian rhythm: Shorter cycles like heart rate and breathing.
Emotions (Stuart Johnston)
Neural mechanisms of emotion: Amygdala and prefrontal cortex.
Cortical and subcortical mechanisms: Integration of emotion and cognition.
Endocrine mechanisms: Role of hormones like cortisol and adrenaline.
Perception of emotion: Facial expressions and social context.
Memory (Stuart Johnston)
Hippocampus: types of memory and involved brain structures
Damage and its impact on memory
Clinical disorders with memory impairments
Human Brain Damage (Jess Bartschi)
Proposed causes of brain damage
Neurophysiological and other disorders
Alzheimer's disease
Parkinson's disease (dopamine)
Huntington's disease
Multiple sclerosis
Epilepsy
Cholinergic hypothesis for Alzheimer's
Animal Cognition (Sylvia)
Morgan's Canon
Animal cognition
Spatial learning and memory related to cognitive maps
Insight learning vs. trial and error learning
Place learning vs. response learning
Landmark learning vs. path integration
Hippocampus and its role in spatial memory, place cells
Classical Conditioning (Sylvia)
Pavlov's dog
Acquisition, extinction, spontaneous recovery, reinstatement, renewal of learned associations
Contingency
Instrumental Conditioning (Sylvia)
Operant conditioning
Schedules of reinforcement
BF Skinner
Negative and positive punishment and reinforcement
ABCs of instrumental operant conditioning: antecedent, behavior, consequence
Placebo and Nocebo (Erin)
Conditioning expectancy
Strong effects but mechanisms not fully understood
Different explanations for observed patterns
Electrophysiology in Psychology
If interested in biological psychology, consider Psych 329: Psychophysiology
Study of the relations between psychological manipulations and the resulting physiological responses.
Covers EEG and ERP correlates of outcomes like motor performance, emotional expression, etc.
Includes content on heart activity and skin conductance.
Applications includes: detection of deception, auditory/visual systems tests, and EEG/ERPs in evaluation of different disorders
Subject Evaluation
Provide feedback via subject and teacher evaluation surveys by June 30.
Feedback on the subject, lectures and teaching.
Constructive and specific feedback is valued.