QLD · QCAAQ&A
PsychologyQ&A by dot point
A short Q&A bank for every QLD Psychology syllabus dot point. Each question and answer is drawn directly from our worked dot-point page, so you can scan key concepts before opening the long-form answer.
Unit 3: Individual thinking
- Explain how acquired brain injury and neurological disorders affect cognition and behaviour, and describe how neuroplasticity supports recovery of function4Q&A pairs
- Describe Piaget's stages of cognitive development and explain the processes of assimilation, accommodation and equilibration that drive movement between stages3Q&A pairs
- Explain Vygotsky's sociocultural theory of cognitive development, including the zone of proximal development, scaffolding, the more knowledgeable other and the role of language2Q&A pairs
- Explain how normality and abnormality are defined, and describe how classification systems such as the DSM are used to diagnose psychological disorders, including the issues this raises2Q&A pairs
- Explain the concept of emotional intelligence, describe its components and models, and evaluate how it relates to and differs from cognitive intelligence1Q&A pairs
- Describe the localisation of function in the cerebral cortex and explain how lesion, split-brain and neuroimaging evidence links specific brain regions to cognition3Q&A pairs
- Describe the multi-store and working memory models of memory and explain the brain structures and processes involved in encoding, storage and retrieval2Q&A pairs
- Explain neuroplasticity, including developmental and adaptive plasticity, the mechanisms of synaptic change, and how the brain reorganises after injury4Q&A pairs
- Explain the role of bottom-up and top-down processing in perception, and describe how selective and divided attention determine which information reaches awareness3Q&A pairs
- Compare theories of intelligence including general intelligence and multiple intelligences, and evaluate how intelligence is measured and the reliability and validity of intelligence testing4Q&A pairs
- Describe classical conditioning, operant conditioning and observational learning, and explain how each accounts for the acquisition of behaviours including learnt fear3Q&A pairs
Unit 4: The influence of others
- Describe the tri-component model of attitudes and explain how attitudes form and change, including cognitive dissonance and persuasion3Q&A pairs
- Explain conformity and obedience as forms of social influence, and describe the situational and individual factors that affect them using classic studies2Q&A pairs
- Explain how group membership affects cognition and emotion, including group polarisation, groupthink, deindividuation and the bystander effect1Q&A pairs
- Explain the factors that influence prosocial behaviour and the factors that influence antisocial behaviour and aggression, using studies such as Bandura's and the bystander research0Q&A pairs
- Explain social identity theory and how it produces stereotyping, prejudice and discrimination, and evaluate strategies for reducing intergroup conflict3Q&A pairs
- Explain the concepts of status and power, describe the bases of social power, and analyse how status and assigned roles influence behaviour using studies such as Zimbardo's Stanford prison experiment2Q&A pairs