YEAR 11-12
VCE Psychology
Subject Area
Science
VCE Units
1-4
About the Course
Psychology is a multifaceted discipline that seeks to describe, explain, understand and predict human behaviour and mental processes. It includes many sub-fields of study that explore and seek to better understand how individuals, groups, communities and societies think, feel and act.
There are many different approaches to the study of psychology. VCE Psychology applies a biopsychosocial approach to the systematic study of mental processes and behaviour. Within this approach, different perspectives, models and theories are considered. Each of these has strengths and weaknesses, yet considered together they allow students to develop their understanding of human behaviour and mental processes and the interrelated nature of biological, psychological and social factors. Biological perspectives focus on how physiology influences individuals through exploring concepts such as hereditary and environmental factors, nervous system functioning and the role of internal biological mechanisms. Psychological perspectives consider the diverse range of cognitions, emotions and behaviours that influence individuals. Within the social perspective, factors such as cultural considerations, environmental influences, social support and socioeconomic status are explored. The biopsychosocial approach can be applied to understand a variety of mental processes and behaviours.
Students study contemporary research, models and theories to understand how knowledge in psychology has developed and how this knowledge continues to change in response to new evidence and discoveries in an effort to solve day-to-day problems and improve psychological wellbeing. Where possible, engagement with Aboriginal and Torres Strait Islander ways of doing, being and knowing has been integrated into the study, providing students with the opportunity to contrast the Western paradigm of psychology with Indigenous psychology. An understanding of the complexities and diversity of psychology provides students with the opportunity to appreciate the interconnectedness of concepts both within psychology and across psychology and the other sciences.
An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of scientific investigation methodologies, to develop key science skills and to interrogate the links between knowledge, theory and practice. Students work collaboratively as well as independently on a range of scientific investigations including controlled experiments, case studies, correlational studies, modelling, simulations and literature reviews. Knowledge and application of the research, ethical and safety guidelines associated with psychological investigations is integral to the study of VCE Psychology.
As well as increasing their understanding of scientific processes, students develop insights into how knowledge in psychology has changed, and continues to change, in response to new evidence, discoveries and thinking. They develop the capacity to critically assess the strengths and limitations of science, they develop respect for evidence-based conclusions, and they gain an awareness of the ethical and cultural contexts of scientific endeavours. Students consider how science is connected to innovation in addressing contemporary psychological challenges.
UNIT 1
How are behaviour and mental processes shaped?
Area of Study 1: What influences psychological development?
The psychological development of an individual involves complex interactions between biological, psychological and social factors. In this area of study students explore how these factors influence different aspects of a person’s psychological development, recognising that individuals are not fixed from birth but instead can grow and change psychologically across their lives.
Students consider the interactive influences of hereditary and environmental factors on a person’s psychological development. They explore psychological development across the life span through the lens of emotional, cognitive and social development, including the consideration and evaluation of relevant models and theories.
Students explore concepts of normality and neurotypicality and consider how typical or atypical psychological development in individuals may be culturally defined, classified and categorised. They consider how normal cognitive variations within society can be illustrated through consideration of neurodiversity, investigating selected developmental differences. The role of mental health workers, psychologists, psychiatrists and organisations in supporting psychological development and the diagnosis and management of atypical behaviour is considered, and depending on interest and context, students may extend their understanding of atypical behaviour to explore the diagnosis and treatment of selected mental disorders.
Area of Study 2: How are mental processes and behaviour influenced by the brain?
In this area of study students explore how the understanding of brain structure and function has changed over time, considering the influence of different approaches and contributions to understanding the role of the brain. They develop their understanding of how the brain enables humans to interact with the external world around them and analyse the interactions between different areas of the brain that enable the processing of complex sensory information, the initiation of voluntary movements, language, decision-making, and the regulation of emotions.
Students consider how the brain changes with age and experience, and subsequently how mental functions adapt. Students explore neuroplasticity as the result of experience and brain trauma. They investigate ways to maintain brain functioning and an opportunity is provided to investigate the impact of acquired brain injuries (ABIs), to consolidate students’ understanding of brain functioning. Chronic traumatic encephalopathy (CTE) is also considered as area of contemporary research into progressive and fatal brain disease.
Area of Study 3: How does contemporary psychology conduct and validate psychological research?
Researchers in psychology work to continually expand and refine the ability to understand and describe human thoughts, feelings and behaviours and to review the validity of research already conducted in a particular area of research. Historically, psychological research has been conducted using samples selected from Western, educated, industrialised, rich and democratic (WEIRD) societies – samples that under-represent a large proportion of the overall population. Reproducing previous research with different population groups has led to the accuracy of published findings and the external validity of the original research being questioned.
In this area of study students investigate how science is used to explore and validate contemporary psychological research questions. Making connections between the research of others and their own learning enables students to explore and compare responses to contemporary psychological concepts as well as engage in the analysis and evaluation of methodologies, methods and conclusions of research studies. When evaluating information and research, students consider questions such as ‘Where does this idea come from?’, ‘Can it be tested empirically?’, ‘What are the underlying scientific processes?’, ‘What is the scientific evidence to support the research question?’, ‘Does the evidence address the research question?’, ‘Is the claim well justified?’, ‘Is the evidence subject to critique?’, ‘What uncertainties still exist?’ and ‘Have cultural biases impacted on the research design, data collection and interpretation?’
Students select and evaluate a recent discovery, finding, innovation, issue, advance or case study linked to the knowledge and skills developed in Area of Study 1 and/or Area of Study 2. Students may develop a research question individually or in conjunction with their class or a group of students. Possible starting points when developing a research question include reviewing contemporary research such as announcements of recent psychological research, an expert’s published point of view, a TED Talk, a YouTube presentation, a report from a community program or an article from a scientific publication.
Analysing and synthesising secondary data, students demonstrate and apply their knowledge and relevant key science skills to identify the psychological concepts specific to the research question; consider different perspectives and evidence available; identify any social, economic, legal and/or political factors relevant to the selected research question; and analyse and evaluate the validity of the psychological research.
Students consider the appropriateness of different methodologies to the needs and world views of Aboriginal and Torres Strait Islander peoples and identify cultural biases in research methods and data interpretations, including those that may exclude Aboriginal and Torres Strait Islander voices and knowledges.
When communicating their findings, students apply critical and creative thinking and scientific inquiry skills to explain the relevant psychological concepts; critically examine the evidence available to answer the research question; and identify the sociocultural, economic, political, legal and ethical implications of the selected investigation for society.
UNIT 2
How do internal and external factors influence behaviour and mental processes?
Area of Study 1: How are people influenced to behave in particular ways?
In this area of study students explore the interplay of psychological and social factors that shape the identity and behaviour of individuals and groups. Students consider how factors such as person perception, attributions, attitudes and stereotypes can be used to explain the cause and dynamics of individual and group behaviours. Students explore how cognitive biases may assist with the avoidance of cognitive dissonance. They also consider the important role that heuristics have in problem-solving and decision-making.
Students are given an opportunity to explore the psychological impact of stereotypes, prejudice, discrimination and stigma on individuals and groups in Australian society, including on Aboriginal and Torres Strait Islander peoples. They investigate strategies to reduce prejudice, discrimination and stigma.
Students evaluate the findings of classical and contemporary research when considering impacts of social groups and culture on individual behaviour, including obedience and conformity. They explore the positive and negative influences of different media sources on an individual’s mental wellbeing and group behaviour. They also consider mechanisms to understand group processes and biases that may assist in decision-making and the critical evaluation of people they encounter in life.
Area of Study 2: What influences a person’s perception of the world?
Human perception of internal and external stimuli is influenced by a variety of biological, psychological and social factors. In this area of study students explore the role of attention in making sense of the world around them and they consider two aspects of human perception – vision and taste – and consider how perception is influence by cultural norms and historical experiences.
Students explore the influence of biological, psychological and social factors on visual and gustatory perception. Perceptual distortions of vision and taste are explored when looking at the fallibility of perceptual systems. Students may choose to explore a range of different visual illusions to understand how individuals misinterpret real sensory stimuli. Different forms of agnosia may be investigated by students to understand issues with sensory processing areas within the brain.
Aboriginal and Torres Strait Islander experiences of sensory connection to Country and/or Place, ancestors, spirituality and songlines may also be considered.
Area of Study 3: How do scientific investigations develop understanding of influences on perception and behaviour?
Individuals are influenced by a variety of biological, psychological and social and cultural factors. These determinants can be classified as either internal or external factors and they lead to a diverse range of perceptions and behaviour.
In this area of study students adapt or design and then conduct a scientific investigation into the internal or external influences on perception and/or behaviour. They generate appropriate qualitative and/or quantitative data, organise and interpret the data, and research a conclusion in response to the research question.
The student-adapted or student-designed scientific investigation relates to knowledge and skills developed in Area of Study 1 and/or Area of Study 2.
UNIT 3
How does experience affect behaviour and mental processes?
Area of Study 1: How does the nervous system enable psychological functioning?
In this area of study students explore the role of different branches of the nervous system in enabling a person to integrate, coordinate and respond to internal and external sensory stimuli. Students apply their understanding of neurotransmitters in the transmission of neural information across a neural synapse to produce excitatory and inhibitory effects and explore the effect that neuromodulators have on brain activity. The interaction of gut microbiota with stress and the nervous system in the control of processes and behaviour is also explored.
Students evaluate the ways in which stress can affect mental wellbeing, by considering stress as a psychobiological process. They compare the explanatory power of different models that explain stress as well as exploring strategies for coping with stress and improving mental wellbeing.
Area of Study 2: How do people learn and remember?
Learning and memory are interdependent processes that demonstrate the acquisition of skills and knowledge through experience across the life span. In this area of study students evaluate models to explain learning and apply their knowledge of learning to a range of everyday experiences and contemporary social issues.
Students explore memory as the process by which knowledge is encoded, stored and later retrieved, as illustrated by Richard Atkinson and Richard Shiffrin’s multi-store model of memory, including how information passes through distinct memory stores in order for it to be stored relatively permanently. Students explore the interconnectedness of brain regions in storing explicit and implicit memories and the role of semantic and episodic memory in cognition. They consider the use of mnemonics to increase the encoding, storage and retrieval of information and develop an understanding of the contribution of Aboriginal and Torres Strait Islander knowledges and perspectives in understanding memory and learning.
UNIT 4
How is mental wellbeing supported and maintained?
Area of Study 1: How does sleep affect mental processes and behaviour?
In this area of study students focus on sleep as an example of an altered state of consciousness and the different demands humans have for sleep across the life span. They compare REM and NREM sleep as examples of naturally occurring altered states of consciousness and investigate the biological mechanisms of the sleep-wake cycle in terms of the timing of sleep, what causes individuals to be sleepy at night and why individuals wake when required.
Students analyse the effects of sleep deprivation on psychological functioning, including emotional, behavioural and cognitive functioning. They compare the effects of total sleep deprivation and blood alcohol concentration readings of 0.05 and 0.10 in terms of affective and cognitive functioning. Students examine circadian rhythm disorders as the result of changes to an individual’s sleep-wake cycle and apply their knowledge regarding sleep hygiene and zeitgebers to suggest ways to improve the sleep-wake cycle and mental wellbeing.
Area of Study 2: What influences mental wellbeing?
In this area of study students explore mental wellbeing in terms of social and emotional wellbeing, levels of functioning, and resilience to cope with and manage change and uncertainty. Students investigate the concept of mental wellbeing as a continuum, recognising that an individual’s mental wellbeing is influenced by the interaction of internal and external factors and fluctuates over time. They recognise that for Aboriginal and Torres Strait Islander people mental wellbeing is one element of a multidimensional and holistic view of wellbeing. Students apply a biopsychosocial approach to consider how biological, psychological and social factors are involved in the development and management of a specific phobia. Students explore protective factors that contribute to an individual’s mental wellbeing from a biopsychosocial perspective and the importance of cultural determinants to the wellbeing of Aboriginal and Torres Strait Islander peoples.
Area of Study 3: How is scientific inquiry used to investigate mental processes and psychological functioning?Â
Students undertake a student-designed scientific investigation in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation involves the generation of primary data relating to mental processes and psychological functioning. The investigation draws on knowledge and related key science skills developed across Units 3 and 4 and is undertaken by students in the laboratory and/or the field.
When undertaking the investigation students are required to apply the key science skills to develop a research question, state an aim, formulate a hypothesis, and plan an appropriate methodology and method to answer the question, while complying with safety and ethical guidelines. Students then undertake an investigation to generate primary quantitative data, analyse and evaluate the data, identify limitations of data and methods, link experimental results to scientific ideas, discuss implications of the results, and draw a conclusion in response to the question. The presentation format for the investigation is a scientific poster constructed according to the structure outlined on pages 15 and 16. A logbook is maintained by students for recording, assessment and authentication purposes.