Psychology · Units 3 and 4
Psychology, practice exam 9
Extended response: Evaluating the multi-store model using two case studies.
- 120 marks
- 32 pages
- 40 multiple choice
- 15 minutes reading
- 2 h 30 min writing
Marks by area of study
Unit 3 AOS 1: 28 marksUnit 3 AOS 2: 25 marksUnit 4 AOS 1: 18 marksUnit 4 AOS 2: 19 marksKey science skills: 30 marks
Section B: short-answer and extended-response questions (80 marks)
| Q | Context | Marks |
|---|---|---|
| 1 | Researchers trained rats to press two levers in a particular sequence to receive food. | 6 |
| 2 | Amara, 26, is a professional netballer returning after 12 months of recovery from a knee reconstruction. | 9 |
| 3 | Ngoc, 7, was locked in a school toilet cubicle for 20 minutes when the door lock jammed. | 10 |
| 4 | A sleep researcher measured salivary melatonin every 30 minutes from 6.00 pm to midday in three people. | 11 |
| 5 | After several young people in a remote Aboriginal community said that they felt disconnected and low, two… | 8 |
| 6 | A psychologist tested whether a six-week coping-skills program reduces exam stress in Year 12 students at… | 11 |
| 7 | Researchers used brain imaging to measure hippocampal activity in 20 healthy adults aged 20–35 while they… | 10 |
| 8 | Orla, 50, tells her doctor that she ‘hardly sleeps at all’. | 5 |
| 9 | Evaluating the multi-store model using two case studies | 10 |
Section A: what each question tests (40 marks)
| Q | Key knowledge | Area of study |
|---|---|---|
| 1 | The spinal reflex | Unit 3 AOS 1 |
| 2 | Neurotransmitters and neuromodulators | Unit 3 AOS 1 |
| 3 | Inhibitory neurotransmission and anxiety | Unit 3 AOS 1 |
| 4 | Glutamate and long-term potentiation | Unit 3 AOS 1 |
| 5 | Dopamine and voluntary movement | Unit 3 AOS 1 |
| 6 | Calculating percentage change | Unit 3 AOS 1 |
| 7 | Long-term depression and synaptic pruning | Unit 3 AOS 1 |
| 8 | Drawing conclusions from data | Units 3–4 Key science skills |
| 9 | Cortisol and chronic stress | Unit 3 AOS 1 |
| 10 | Primary appraisal: challenge | Unit 3 AOS 1 |
| 11 | Harm/loss and threat appraisals | Unit 3 AOS 1 |
| 12 | Secondary appraisal | Unit 3 AOS 1 |
| 13 | Comparing models of stress | Unit 3 AOS 1 |
| 14 | Evaluating a research claim | Units 3–4 Key science skills |
| 15 | Designing a controlled experiment | Units 3–4 Key science skills |
| 16 | Evaluating gut–brain axis claims | Unit 3 AOS 1 |
| 17 | Coping flexibility | Unit 3 AOS 1 |
| 18 | Positive punishment | Unit 3 AOS 2 |
| 19 | Negative reinforcement | Unit 3 AOS 2 |
| 20 | Negative punishment | Unit 3 AOS 2 |
| 21 | Antecedents in the three-phase model | Unit 3 AOS 2 |
| 22 | Stages of observational learning | Unit 3 AOS 2 |
| 23 | Motivation in observational learning | Unit 3 AOS 2 |
| 24 | Vicarious reinforcement | Unit 3 AOS 2 |
| 25 | Cultural protocols for sharing knowledge | Unit 3 AOS 2 |
| 26 | Limitations of the multi-store model | Unit 3 AOS 2 |
| 27 | Acrostics and retrieval | Unit 3 AOS 2 |
| 28 | Calculating time in a sleep stage | Units 3–4 Key science skills |
| 29 | Calculating percentages of total sleep time | Units 3–4 Key science skills |
| 30 | Identifying sleep cycles | Unit 4 AOS 1 |
| 31 | Ultradian patterns across the night | Unit 4 AOS 1 |
| 32 | Adolescent sleep and the circadian phase delay | Unit 4 AOS 1 |
| 33 | Zeitgebers: light and temperature | Unit 4 AOS 1 |
| 34 | The mental wellbeing continuum | Unit 4 AOS 2 |
| 35 | Benzodiazepines as GABA agonists | Unit 4 AOS 2 |
| 36 | Cognitive behavioural therapy | Unit 4 AOS 2 |
| 37 | Systematic desensitisation | Unit 4 AOS 2 |
| 38 | Social and emotional wellbeing | Unit 4 AOS 2 |
| 39 | Confounding variables | Units 3–4 Key science skills |
| 40 | Justice | Units 3–4 Key science skills |