Study+Tips+for+PSC+001

Study+Tips+for+PSC+001 - G E N E R A L 
P S Y C H O L O G...

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Unformatted text preview: G E N E R A L 
P S Y C H O L O G Y 
S T U D Y 
T IP S 
& 
P R A C T IC E 
Q U E S T IO N S 
 
 As
the
first
midterm
approaches
(on
October
18th),
I
wanted
to
address
some
of
the
frequently
 asked
questions
about
the
types
of
material
the
questions
will
be
covering
as
well
as
give
you
a
 few
sample
questions.

These
study
tips
and
practice
questions
relate
to
all
exams
in
this
 course,
so
please
use
this
handout
to
help
you
study
for
future
exams.
If
you
have
addition
 questions,
feel
free
to
see
Sinead
or
I
during
office
hours,
attend
the
review
session,
or
send
us
 emails!
Also,
take
advantage
of
the
chat
room
feature
on
smartsite!
If
you
ask
questions
there,
 it
is
likely
that
your
peers
will
know
the
answers
and
a
discussion
of
the
material
can
start.

In
 addition,
you
can
use
the
chat
room
to
coordinate
study
groups
outside
of
class.
Best
of
luck
 studying!!
 
 NOTE:
This
handout
will
not
list
specific
material
covered
on
the
exams
because
any
material
 covered
in
lecture
or
in
the
assigned
textbook
readings
could
be
asked
about
on
the
exams.

 
 NAMES
AND
DATES:
 In
general
I
do
not
expect
you
to
memorize
the
large
number
of
names/dates
included
in
your
 textbook.

For
example,
as
the
book
describes
research
findings,
it
cites
each
study’s
authors
 individual.

On
page
155
the
book
notes,
“Some
perceptions
rely
more
heavily
on
bottom‐up
 processing
(Koch,
1993),
others
on
top‐down
processing
(McClelland
&
Plaut,
1993)”
 (Lillienfeld,
Lynn,
Namy
&
Woolf,
2009).

I
DO
NOT
expect
you
to
know
the
names
of
Koch,
 McClelland
or
Plaut,
or
when
their
research
was
conducted.

 
 The
names
I
would
like
you
to
know
for
the
exams
are
those
that
we
talk
about
in
some
detail
 in
class.

Individuals
like
John
Watson
and
Ivan
Pavlov
(both
of
whom
will
be
covered
during
the
 learning
lecture)
or
John
Bowlby
and
Sigmund
Freud
(who
will
be
covered
in
the
developmental
 and
personality
lectures)
will
be
profiled,
not
only
for
a
single
study
that
provides
some
 evidence
in
support
of
a
course
concept,
but
for
the
greater
body
of
their
work
and
the
theories
 they
contributed
to
the
field
of
Psychology.

There
will
also
be
a
couple
of
studies
we
will
 discuss
in
great
detail
that
are
so
famous,
and
so
strongly
associated
with
the
study
author
that
 I
would
expect
you
to
be
able
to
identify
them
on
an
exam,
but
I
will
always
provide
multiple
 cues
as
to
which
study
I
am
referring
to
(for
example,
“In
Milgram’s
study
of
obedience…”).

We
 have
not
really
come
across
any
of
these
yet,
but
it
will
be
pretty
clear
when
we
get
to
one.

 You
would
also
be
expected
to
know
individuals
such
as
Phineas
Gage
or
Clever
Hans
whom
we
 spent
a
lot
of
time
discussing
as
important
case
studies.

 
 I
will
not
test
you
on
specific
dates,
but
understanding
the
historical
sequence
of
certain
 theories
will
be
important.

Knowing
that
Behaviorism
emerged
after
the
rise
of
eugenics,
or
 that
Attachment
Theory
emerged
after
Behaviorism
is
important
in
understanding
the
 development
of
these
theories
for
reasonsthat
will
become
clear
in
lecture.
 
 ANATOMY:
 Over
the
past
few
weeks,
we
have
discussed
a
lot
of
specific
parts
of
the
body
and
the
brain.

In
 general,
what
I
would
like
you
to
understand
is
the
functional
anatomy
of
these
different
parts.

 It
is
much
less
important
that
you
understand
exactly
where
the
temporal
lobe
ends
and
the
 occipital
lobe
begins,
but
it
is
very
important
that
you
understand
the
types
of
processes
that
 relate
to
each.

In
addition,
it
is
not
important
that
you
memorize
each
specific
structure
 involved
in
an
action
potential.

It
is
much
more
important
that
you
understand
how
the
 structures
relate
to
each
other
in
the
function
of
the
action
potential.


 
 HOW
TO
PRIORITIZE
YOUR
STUDYING:
 There
is
a
lot
of
material
covered
in
this
class,
so
hopefully
the
following
guidelines
will
help
you
 focus
your
studying.

 
 Topics
mentioned
in
class
and
in
the
textbook:
Most
of
the
questions
on
the
exams
will
be
on
 material
covered
both
in
class
and
during
lecture.

 
 Topics
mentioned
only
in
class:
Usually,
if
I
lecture
on
a
topic
that
is
not
covered
in
the
book,
it
 is
usually
because
it
is
especially
useful
or
expands
on
the
material
in
the
book
in
ways
that
are
 relevant
to
everyday
life.
For
example,
the
topic
of
ghosts
is
not
in
your
book,
but
this
is
a
 common
topic
of
conversation
related
to
perception
discussed
in
our
daily
lives.

Therefore,
it
is
 likely
that
there
will
be
some
questions
on
these
topics
on
the
exam.
 
 Topics
mentioned
only
in
the
textbook:
Technically,
any
topic
in
the
assigned
pages
of
the
 textbook
could
be
on
the
exam.

But,
unless
it
is
mentioned
in
class,
it
is
unlikely
that
I
will
ask
 very
many
exam
questions
on
these
topics,
so
this
material
should
be
your
lowest
studying
 priority.

Note
that
sometimes
I
mention
things
quickly
in
class.

For
example,
when
covering
 biological
psychology,
I
said,
“Your
book
does
a
really
good
job
of
explaining
nature
and
 nurture,
so
you
can
read
about
it
there.”
That
means
that
I
think
that
topic
is
important
and
you
 should
be
sure
to
know
that
topic,
even
though
I
only
mentioned
it
briefly
in
class.

 
 GENERAL
STUDY
TIPS:
 1. Be
an
active
studier!
The
more
active
you
can
be
in
reviewing
the
material,
the
more
 you
will
retain.

This
could
mean
retyping/rephrasing
your
notes
rather
than
just
 rereading
them,
making
an
outline
of
textbook
material
rather
than
just
highlighting
as
 you
read,
or
challenging
yourself
to
think
of
examples
to
illustrate
course
concepts
(e.g.
 design
an
experimental
study,
including
an
independent
variable,
dependent
variable,
 etc.).

Also,
try
answering
the
questions
in
the
chapters
under
the
“Apply
Your
Thinking”
 and
“Think
about
what
you
would
do”
sections
(throughout
the
chapters
and
in
the
 review
sections
at
the
end
of
each
chapter).

These
questions
are
designed
to
get
you
to
 apply
and
actively
engage
with
the
material.

And
don’t
be
afraid
to
try
different
 strategies—it
can
sometimes
take
awhile
to
figure
out
how
YOU
study
most
efficiently
 (especially
since
it
may
be
a
very
different
style
than
your
friends
or
classmates).
This
 may
be
particularly
true
if
this
is
one
of
your
first
college
courses.
 2. Focus
on
understanding
the
bigger
picture.

To
give
you
an
example,
we
dedicated
the
 majority
of
one
lecture
to
discussing
how
neurons
work,
and
in
doing
so
we
introduced
 a
lot
of
terminology
(axon,
dendrite,
myelin,
etc.).

Rather
than
trying
to
memorize
each
 of
these
terms
individually,
think
about
how
they
all
work
together
to
explain
the
big
 
 PRACTICE
QUESTIONS:
 These
questions
should
help
you
get
an
understanding
of
the
types
of
questions
I
ask
on
exams
 and
the
level
of
understanding
I
expect
you
to
have
of
the
material.

Note
that
these
questions
 aren’t
going
to
be
on
the
exam
themselves.

Instead,
they
are
examples
of
how
I
frame
and
 word
questions.

 
 1. Juliette
wants
to
test
how
hunger
influences
academic
performance.

To
do
this,
she
has
 half
of
her
PSC
001
classmates
eat
a
large
lunch
before
their
1pm
exam,
and
she
has
the
 other
half
of
her
class
skip
lunch
(e.g.
eat
NO
food)
before
their
1pm
exam.

She
then
 compares
the
exam
scores
of
the
people
in
the
first
group
to
the
people
in
the
second
 group.

In
this
study,
the
independent
variable
is
____________
and
the
dependent
 variable
is
________________.
 a. The
exam
scores;
whether
or
not
the
students
ate
lunch.

 b. Whether
or
not
the
students
ate
lunch;
the
exam
scores.

 c. The
exam
scores;
the
gender
of
the
students.
 d. The
gender
of
the
students;
whether
or
not
the
students
ate
lunch.

 
 2. Left‐brained
people
are
more
____________
than
right‐brained
people.
 a. logical
 b. creative
 c. athletic
 d. None
of
the
above.
The
idea
of
being
“left‐brained”
versus
“right‐brained”
is
a
 myth.
 
 3. Paul
had
six
alcoholic
drinks
at
the
bar,
and
now
he
is
having
trouble
standing
up.
What
 part
of
his
brain
has
been
inhibited
by
the
consumption
of
alcohol
resulting
in
his
lack
of
 balance?
 a. The
brain
stem
 b. The
hypothalamus
 c. The
cerebellum
 d. The
temporal
lobe
 
 Answers:
1)
b.,
2)
d.,
3)
c.

 picture
of
an
action
potential.

This
will
leave
you
better
prepared
to
answer
any
of
 many
potential
exam
questions
that
could
come
from
that
lecture.


 3. Teach
someone
else
the
material.

The
best
way
to
ensure
that
you
know
the
material
 well
is
make
sure
that
you
can
explain
it
to
someone
else.

So
form
study
groups,
take
 advantage
of
the
kindness
of
your
roommate/friend/boyfriend/girlfriend/cat,
or
even
 just
talk
to
yourself!
Take
turns
“regiving”
various
lectures
or
just
talking
through
tricky
 concepts.

Studying
with
classmates
can
be
particularly
useful,
because
it
will
give
you
 the
opportunity
to
double
check
each
other’s
work
and
make
sure
you
all
understood
 the
material
in
the
same
(correct)
way.

Again,
feel
free
to
use
the
smartsite
chat
room
 to
either
coordinate
study
sessions,
or
to
just
talk
amongst
yourselves.
 ...
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