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PSYCHOLOGY

Units 3 & 4 ATAR

2017 Year 12 Mrs Brown

NAME

So God created mankind in his own image … male and female he created them (Genesis 1:27)

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TERM 1. SEMESTER 1. BIOLOGICAL INFLUENCES

Text book Study guide Unit 3 Assessments Chapter 12 2.1 Biological influences Task 1: Topic test

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Roles of the four lobes of the cerebral cortex

frontal lobe – Broca's area, primary motor cortex

parietal lobe – primary sensory cortex

occipital lobe – primary visual cortex

temporal lobe – Wernicke's area, primary auditory cortex

Structure and function of the nervous system

Central nervous system

Peripheral nervous system

ELABORATIONS Brain

Anatomical vs functional areas Central nervous system

Brain

Spinal cord Peripheral nervous system

Somatic nervous system

Autonomic nervous system o Sympathetic o Parasympathetic

Homeostasis

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Process of neural transmission

Role of the synapse

Role of neurotransmitters: serotonin, dopamine

ELABORATIONS Review of neurons – Structure Synapses & neural transmission

Definitions o Synapse o Neurotransmitter o Synaptic Cleft o Receptor Sites

Explanation of process o Synthesis o Storage o Release o Inactivation

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Factors affecting behaviour, emotion and thought

Heredity: genetics

Hormones: adrenaline and noradrenaline

Psychoactive drugs: depressants, stimulants & hallucinogens

ELABORATIONS Neurotransmitters

Physiological & Psychological effects

Excitatory vs Inhibitory effects Genetics

Influence of genes

Nature vs Nurture debate – evidence for and against Hormones

Physiological & Psychological effects Psychoactive drugs

Physiological & Psychological effects

Short term vs Long term effects Examples of each type

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TERM 1. SEMESTER 1. COGNITION

Text book Study guide Unit 3 Assessments Chapter 13 2. 2 Cognition Task 2: Project (Phobias)

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Theories & processes of learning

Classical conditioning

Operant conditioning

Observational learning Techniques for modifying behaviour

Token economies

Systematic desensitisation

Cognitive Behaviour Therapy (CBT)

Positive and negative reinforcement, including rewards and punishment

to do: Task 1 (test) ELABORATIONS hand out: Task 2 Key theorists & studies for learning theory

Classical conditioning o Pavlov o Watson & little Albert

Operant conditioning o Skinner

Observational learning o Bandura

Classical conditioning

Stimuli – Unconditioned & Conditioned

Response – Unconditioned & Conditioned

Acquisition

Extinction

Spontaneous recovery

Stimulus Discrimination

Stimulus Generalisation

Operant conditioning

Three-phase model o Stimulus o Response o Consequence

Reinforcement o Positive o Negative

Punishment o Positive o Negative

Reinforcement schedules o Variable vs Fixed o Interval vs Ratio

Acquisition

Extinction

Spontaneous recovery

Stimulus Discrimination

Stimulus Generalisation

Behaviour modification and uses of operant conditioning

Origins of CBT in mental health

Phobias o Formation through conditioning o how they can be treated through the above o evaluation of best treatment

Animal training o Zoo excursion

Education – use of token economies

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TERM 1. SEMESTER 1. COGNITION Cont’d

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Memory: psychological concepts & processes

Multi-store model of memory – Atkinson & Shiffrin

Sensory register o Duration, capacity,

encoding Short-term memory (working memory)

Duration, capacity, encoding

Working memory model – Baddeley & Hitch

ELABORATION Start memory with:

Define memory

Define duration

Define capacity

Types of encoding – Acoustic / Visual / Semantic

Elaborative Multi store model of memory

Structural features

Control processes

Contributions

Limitations Sensory Memory

Duration

Capacity

Iconic / Echoic

Encoding Short Term Memory

Duration o Rehearsal

Brown-Peterson technique Maintenance vs Elaborative

Capacity o Magic ‘7’

Chunking Primacy, Recency & Serial Position effects

o Encoding o Working Memory

Central Executive Phonological Loop Visuo-spatial Sketchpad Episodic Buffer

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Long-term memory

Duration, capacity, encoding

Procedural memory

Declarative memory – semantic and episodic

Recall, recognition and re-learning Forgetting

retrieval failure, interference, motivated forgetting, decay

ELABORATION validation: Task 2 Long Term Memory

Duration

Capacity

Implicit Memory / Procedural memory

Explicit Memory / Declarative o Semantic o Episodic

Encoding Recall, recognition & relearning

Recall vs Recognition

Types of recall o Free / Cued / Serial

Retrieval cues – State vs Context Forgetting

Interference o Retroactive vs Proactive

Retrieval failure o Tip of the tongue phenomena

Motivated forgetting o Review of Freud’s defence mechanisms

Suppression Repression

o Decay o Trace decay

7 CAMP

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TERM 1. SEMESTER 1. RESEARCH METHODS

Text book Study guide Unit 3 Assessments Chapter 20 & 21 Research methods booklet Task 3: Investigation (Memory)

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Planning and conducting psychological research

Practical issues associated with planning and conducting research

Difference between sample and population data

Features of experimental research methods

hand out: Task 3

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Processing and evaluating psychological research

Methods of displaying quantitative data

Data interpretation

Statistical significance

TERM 1. SEMESTER 1. RELATIONAL INFLUENCES

Text book Study guide Unit 3 Assessments Chapter 14 3.1 Relational influences Task 4: Topic test

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Types of solutions to resolve conflict

Imposed

Distributive

Integrative Techniques for resolving conflict

Mediation

Negotiation

Counselling

ELABORATIONS validation: Task 3 Definitions and examples of solution types Conflict resolution techniques

Definition & example

Explanation of how they’re used to reach specific solution types

Evaluation

TERM 2. SEMESTER 1. RELATIONAL INFLUENCES

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Socialisation processes observed within families

Attachment – Harlow, Bowlby, Ainsworth

Features of different parenting styles o Authoritative o Authoritarian o Permissive

ELABORATIONS Attachment

Harlow

Bowlby o Stages of attachment

Ainsworth o Strange Situation o Types of Attachment o Cultural influences on attachment

Baumrind’s parenting styles

Explanation of how parenting styles influences attachment

TERM 2. SEMESTER 1. COMMUNICATION

Text book Study guide Unit 3 Assessments Chapter 15 3.2 Communication Task 5: Essay (Communication)

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Features and limitations of language development theories

Innate and learned behaviours – Chomsky, Bruner

to do: Task 4 (test) ELABORATIONS hand out: Task 5 Chomsky – innate

Language Acquisition Device (LAD)

Universal Grammar Bruner - interactionist

Language Acquisition Support System (LASS) o Motherese o Scaffolding o Reference o Expansionism & Recast

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TERM 2. SEMESTER 1. COMMUNICATION Cont’d

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Communication styles

Impact of social background – Bernstein, Labov

Exampes of gender differences – Tannen

ELABORATIONS Evaluation of Chomsky & Bruner

Evidence for

Limitations Definition of Communication Styles Social Background

Bernstein – Elaborative vs Restrictive Code

Labov – Black English Vernacular Gender – Tannen

Report vs Rapport Talk o Examples o Status vs Support o Advice vs Understanding o Stories

Messages vs Meta-messages

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Features of persuasive communication

Source of the message

Nature of communication

Characteristics of the audience

ELABORATIONS validation: Task 5 Hovland-Yale Model of communication

Change of attitude

3 factors o Source o Nature o Audience

5 Revision

6 Task 6: SEMESTER 1 EXAMINATION

TERM 2. SEMESTER 2. DEVELOPMENTAL PSYCHOLOGY

Text book Study guide Unit 4 Assessments Chapter 16 4.1: Developmental psychology Task 7: Topic test

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Stages and characteristics of developmental theories

Piaget – theory of cognitive development

ELABORATIONS Piaget

Schemas o Assimilation & Accommodation

Stages of Cognitive development

Contributions & limitations

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Stages and characteristics of developmental theories

Kohlberg – theory of moral development

Erikson – stage theory of identity

ELABORATIONS

Kohlberg

Moral Dilemmas (Heinz)

Levels & Stages

Contributions & limitations Erikson

Psychosocial Stages

Contributions & limitations

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Features of Bandura’s Social Learning Theory

Role of observational learning and modelling

ELABORATIONS Review of Bandura

TERM 2. SEMESTER 2. PERSONALITY

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Features & limitations of contemporary personality theories

Trait theories – McCrae & Costa

to do: Task 7 (test)

ELABORATIONS hand out: Task 8 Trait Theory

Key assumptions

McCrae and Costa o Big 5/OCEAN

Contributions & limitations

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TERM 3. SEMESTER 2. PERSONALITY

Text book Study guide Unit 4 Assessments Chapter 17 4.2: Personality Task 8: Essay (Personality)

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Features & limitations of contemporary personality theories

Humanistic theories – Rogers and Maslow

ELABORATIONS Humanism

Key assumptions

Rogers o Unconditional Positive Regard o Real vs Ideal Self – Congruence & Incongruence o Self Concept

Maslow o Hierarchy of Needs

Contributions

Limitations

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Features & limitations of contemporary personality theories

Social-cognitive theory – Mischel and Bandura

ELABORATIONS validation: Task 8 Social Cognitive Theory

Key assumptions

Mischel o Trait vs Situation

Cognitive-Affective personality system o Self Regulation

Bandura o Reciprocal Determinism

Contributions & limitations

TERM 3. SEMESTER 2. RESEARCH METHODS

Text book Study guide Unit 3 Assessments Chapter 20 & 21 Research methods booklet Task 9: Investigation (Birth order & personality)

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RESEARCH METHODS

Planning and conducting psychological research Non-experimental research

methods Qualitative methods of data

collection Objective quantitative

measures o Psychological measures

Subjective quantitative measures o Checklists and rating

scales eg. Likert scale

hand out: Task 9

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RESEARCH METHODS

Processing and evaluating psychological research Use of correlation to

establish association between variables

Sources of error in data and ways of reducing them

Evaluation and ways of improving research

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TERM 3. SEMESTER 2. SOCIAL PSYCHOLOGY

Text book Study guide Unit 4 Assessments Chapter 18 5.1: Social psychology Task 10: Topic test

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The influence of groups on behavior

Group polarisation

Conformity and obedience – Asch, Milgram & Zimbardo

Impact of the presence of others on individual behavior

o Social facilitation o Social inhibition

ELABORATIONS validation: Task 9 Conformity

Types

Factors influencing

Asch’s study Obedience

Types

Factors influencing

Milgram’s experiment

Stanford Prison experiment – Zimbardo

6 PERFORMANCE

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Theories of social psychology

Attribution theory – Heider, Kelley

Cognitive dissonance theory – Festinger

ELABORATIONS Attribution theory

Internal vs External attributions - Heider

Fundamental Attribution Error

Self-Serving Bias

Kelley’s Covariation Model Cognitive Dissonance

Festinger’s studies

Strategies to reduce dissonance

Evaluation of theory

TERM 3. SEMESTER 2. COMMUNITY, CULTURE & VALUES

Text book Study guide Unit 4 Assessments Chapter 19 5.2: Culture & values Task 11: Creating community

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Sense of community as defined by McMillan &Chavis

Membership

Influence

Integration and the fulfillment of needs

Shared emotional connection

to do: Task 10 (test) ELABORATIONS hand out: Task 11 Sense of Community

Definition

Description of 4 factors

How to increase SOC using 4 factors Characteristics contribution to stress (stress mediators)

Explanation of the three factors

Explanation of studies supporting

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Impact of significant events on individuals and communities

Positive responses o Resilience and post

traumatic growth

Negative responses o Post traumatic stress

disorder

Event characteristics contributing to stress

o Predictability; controllability; experience of threat or loss

ELABORATIONS validation: Task 11 Responses to stress

Physiological o GAS

Psychological o Positive

Resilience vs Post Traumatic Growth Strategies to develop resilience Resilience Assessment Scale Strategies to develop PTG PTG inventory

o Negative PTSD

Who is at risk of developing it

DSM criteria

Treatment o Relationship between stress and growth

Case studies and research on impact of significant events

Individuals

Communities

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10 Revision

HOLIDAYS – Task 12: SEMESTER 2 EXAMINATION

TERM 4. REVISION.

1 Revision

2 Revision

3 Revision

WACE EXAMINATIONS

RESEARCH METHODS

1. Research terminology

experimental, non‐experimental

scientific, non‐scientific

sample

population o difference between sample and population data

2. Ethics in psychology research

role of the experimenter

participants’ rights – privacy, anonymity, confidentiality, voluntary participation and withdrawal rights

informed consent procedures

deception in research

professional conduct

3. Features of experimental research methods

independent and dependent variables

operational hypotheses

controlled and uncontrolled variables

experimental and control groups

placebo and experimenter effects

reliability and validity

4. Features of non‐experimental (descriptive) research methods

case studies, surveys, correlational studies and archival research

behavioural variables (not dependent and independent variables) in correlational studies

5. Longitudinal and cross‐sectional designs

6. Practical issues associated with planning and conducting research

7. Data collection

qualitative methods of data collection

objective quantitative measures in research – physiological measures

subjective quantitative measures in research – checklists and rating scales, such as Likert scales

methods of displaying quantitative data – tables, graphs and diagrams

data interpretation o measures of central tendency – mode, mean, median and range o measures of dispersion – normal curve, variance and standard deviation o role of probability

8. Evaluation of data

use of correlation to establish association between variables

sources of error in data and ways of reducing these

the concept of statistical significance

evaluation of and ways of improving research

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Theorists

McCardle et al – Biological Influences – Psychoactive Drugs

Tapert et al - Biological Influences – Psychoactive Drugs

Atkinson & Shiffrin – Cognition – Multistore Memory Model

Baddeley & Hitch – Cognition – Working Memory Model

Brown-Peterson – Cognition – Short Term Memory

Pavlov – Cognition – Classical Conditioning

Watson – Cognition – Classical Conditioning

Skinner – Cognition – Operant Conditioning

Bandura – Cognition & Development – Observational Learning

Bandura – Personality – Social Cognitive

Mischel – Personality – Social Cognitive

McCrae & Costa – Personality – Trait

Rogers - Personality – Humanism

Maslow – Personality – Humanism

Piaget – Development – Cognitive

Donaldson – Development – Piaget Criticism

Kohlberg – Development – Moral

Shrewder - Development – Kohlberg Criticism

Gilligan – Development – Kolhberg Criticism

Erikson – Development – Social

Chomsky – Communication – Language Acquisition

Bruner - Communication – Language Acquisition

Bernstein – Communication – Social Background

Labov - Communication – Social Background

Tannen – Communication – Gender

Hovland-Yale – Communication – Persausive

Smith & Shaffer - Communication - Persuasive

Yunxia - Communication - Persuasive

Smith & Mackie - Communication – Persuasive

Baumrind – Relational Influences – Parenting Styles

Harlow – Relational Influences – Attachment

Bowlby - Relational Influences – Attachment

Ainsworth - Relational Influences – Attachment

Van Inj

Asch – Social – Conformity

Milgram – Social – Obedience

Zimbardo – Social – Obedience

Bond et al – Social – Social Facilitation

Heider – Social – Attribution Theory

Kelley - Social – Attribution Theory

Festinger – Social – Cognitive Dissonance

Chavis & McMillian – Values & Culture – Sense of Community

Atkinson et al – Values & Culture – Factors influencing Stress

Geer & Maisel – Values & Culture – Factors influencing Stress

Tedeschi & Calbourn – Values & Culture – Post Traumatic Growth

Kobasa - Values & Culture – Resilience

Harvey et al - Values & Culture – Impact on Individuals

Pooley - Values & Culture – Impact on Communities

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Foundation Christian College

Year 12 Units 3 & 4 Psychology 2017

Assessment Outline

Assessment Type

Type Weighting

Task Weighting

Task # Assessment Task Due date

Investigations 15

7.5 3 Memory: Short-term memory and the serial position effect

T1 w10

7.5 9 Personality: Relationship between personality & birth order

T3 w5

Project 15

7.5 2 Phobias and treatment T1 w6

7.5 11 Creating a sense of community T3 w9

Response 30

5 1 TEST: Biological influences T1 w4

5 4 TEST: Relational influences T2 w2

5 5 IN-CLASS ESSAY: Communication T2 w4

5 7 TEST: Developmental psychology T2 w10

5 8 IN-CLASS ESSAY: Personality T3 w4

5 10 TEST: Social psychology T3 w8

Exams 40

15 6 Semester 1 Examination T2 w6

25 12 Semester 2 Examination Sept/Oct break

TOTAL 100 100

* All dates are subject to negotiation and variation in accordance with the classroom teacher

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Writing essays in Psychology Years 11 & 12

You are required to answer all extended response questions on tests and exams in essay format. This handout will help you to understand what is required. Essays should have an:

Introduction

Body

Conclusion

Psychology essays should always include the appropriate and relevant psychology

terminology and definitions.

Theorists’ names and theories MUST be mentioned

Constructs and theories should always be fully described and explained

Constructs and theories should be linked to the context of the question through use

of examples and application.

Marks are given for content (especially theorists & theories), terminology and

grammar

How to set out your essay LA PEET AL

Introduction (LA) Lead in One to two sentences to introduce the topic. Answer question The introduction MUST contain definitions of relevant terms. A brief overview of the constructs and theories pertaining or relating

to the question.

Body paragraphs (PEET) Point Make your point. Explain it Explain / describe your point or the construct at hand. Evidence Name the theorist and theory. Describe the theorist’s findings. Tie it together Link the construct and theory to the context of the question. Use examples from the question.

Conclusion (AL) Answer question A brief summary. Lead out Concluding sentence.

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PSYCHOLOGY - ATAR Year 12

Unit 3 Unit description The focus of this unit is to introduce new concepts which assist students to have a better

understanding of human behaviour. In this unit, students study the functions of the four lobes of

the cerebral cortex and examine how messages are transmitted from the brain to the body.

They focus on how behaviour is influenced by learning, by reviewing classical and operant

conditioning, negative and positive reinforcement and observational learning. They further

expand their knowledge and understanding by examining behaviour that is not influenced by

learning, such as heredity, hormones and recreational drugs. Students learn about the impact of

others on individual behaviour. They examine the socialisation processes observed within

families and explore how social background and gender can shape communication styles. They

expand on their knowledge of ethics in psychological research by considering the role of the

experimenter and participants’ rights such as privacy and anonymity. Students engage in

detailed investigations of experimental methods, noting practical issues associated with

research and its application.

Unit 4 Unit description In this unit, students are introduced to theories of development, including Piaget’s theory of

cognitive development and Kohlberg’s theory of moral development. They review contemporary

personality theories and their limitations and analyse the causes of conformity and obedience by

investigating the results of famous experiments conducted by Asch, Milgram and Zimbardo.

They also gain an understanding into factors that shape a sense of community and explore the

varied responses individuals have to significant events. Students continue to develop their

understanding and application of psychological research methods. They manipulate dependent

and independent variables to test hypotheses and use statistical significance to draw

conclusions.

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How do I achieve to the best of my ability?

This year is designed to prepare you for further study and to equip you with the skills needed

when you leave school. You may find that the material is presented at a faster pace and there is

more responsibility on your part to keep up by regularly studying at home. Many students in the

past have said that they wished they had studied harder from the beginning of the year. In

particular, Psychology is a science and a technical subject with a complex vocabulary and many

theories, which must be mastered bit by bit. So to help you, here are some suggestions:

Get organised. Have a master at home file for filing your notes and worksheets, set up

topic by topic. After each topic put your notes into the master file and keep the topics

separated by dividers.

A definitions and theories book is helpful. An exercise book works well. Where

possible try to write the meanings, theorists and their theories in your own words. Make

sure you understand everything you write in this book. Use the summary at the end of

each chapter and the glossary at the end of the textbook to help you to compile your

book.

Study time. Although you will not have a lot of homework and assignments, you are

expected to spend a minimum of 3 hours a week on Psychology. This time of study and

revision is essential if you are to keep up with all of the information presented to you.

Suggested things to do during this time:

Read over the work covered in class that day – your notes and text book.

Write new words, definitions and theories into your definitions book.

Write down anything you don’t understand and be sure to ask the following lesson.

Review the work to date on the topic (look back a few lessons), trying to link

concepts and information together.

Test yourself on the work to date. Use your revision book.

Class time. Make the most of class time – it is much harder to catch up if you waste this

time. You can make good use of class time by:

Paying attention.

Getting involved in class: answering and asking questions, listening to other

student’s answers, asking for help.

Working quickly and quietly during practical sessions. Keep accurate records of

your results, regardless of whether it is for assessment or not.

Bringing your textbook to class. You can underline key concepts and write

questions in the margin.

Assignments. Start early and have your work totally ready to hand in on time (i.e. name

on it, stapled, etc) well before coming to school on the due date.

Exams. Go over your notes and textbook. Do not over study the areas you find easy and

ignore the harder areas. Aim for a good working knowledge in all areas. Practice writing

extended answers – they need careful planning and a logical order. Don’t write the topic

out – just begin with a short topic sentence. End with a brief conclusion. Keep your

sentences short – one sentence – one fact. Answer the question in the order it was

asked – it is acceptable to partition your answer if the question was partitioned.

The following have been adapted from information gathered from:

http://writing.colostate.edu/index.cfm AND http://www.lc.unsw.edu.au/onlib/exkey.html Date Visited: 16 December 2009

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Answering Exam Questions

Comment on To discuss, criticise or explain the meaning as completely as possible

Compare To show the similarities between two or more objects, theories, events,

concepts, applications or explanations.

Contrast To compare by showing the differences between two or more objects,

theories, events, concepts, applications or explanations.

Define To give the formal meaning by distinguishing it from related terms. Include

elaborations and examples where applicable.

Describe To write a detailed account or verbal picture in a logical sequence or story

form; noting physical and sometimes chronological details (eg. describe the

trends in a graph)

Discuss To present arguments for and against a point of view and reach a conclusion.

The arguments must be supported with appropriate evidence.

Evaluate Requires a judgment about which theory, application, approach etc. is

superior and why. To give an opinion, supported by some expert opinions, of

the truth or importance of a concept. Show the advantages and

disadvantages.

Explain Requires an analysis of cause-and-effect or explanation of the reasoning

process – answers ‘why’. Explore the rest of the question to see if there is an

additional focus or link to other ideas, objects or theories.

Illustrate To explain or make clear by concrete examples, comparisons and/or

analogies.

List To produce a list of words, sentences or comments. Can be in dot point form.

Outline To give a general summary. It should contain a series of main ideas

supported by secondary facts. Show the organisation of the idea.

Name Eg: Name the process – photosynthesis, respiration, transpiration etc.

Relate To show the connection between things, telling how one causes or is like

another.

State To describe the main points in precise terms. Use brief, clear sentences.

Omit details or examples.

Summarise To give a brief, condensed account of the main ideas.

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Chicago Style referencing for reports Murdoch University. Library. 2001. How to Cite References. http://www.murdoch.edu.au/library/find/citation/ (accessed October 27, 2009).

CITATION WITHIN THE TEXT There are two options for in text references. Firstly, the reference can be placed at the end of the sentence wholly in parentheses. Alternatively, the author's name may be integrated into the text, and just the date and additional information placed within the brackets. See examples of both of these options in the next section below. There are four common methods of referring to a source document in the text of an essay, thesis or assignment. These methods are:

1. Quoting Quotations must be identical to the original, including punctuation, using a small section of the source. They must match the source document word for word, be enclosed within quotation marks, and must be attributed to the original author with an in text citation. When directly quoting from another source, ensure that the relevant page number(s) are given.

Short quotes Larsen (1991, 245) stated that "many of the facts in this case are incorrect". Longer quotes In general, avoid using too many long quotes and remember to introduce or integrate quotations smoothly into the rest of your assignment.

2. Paraphrasing Paraphrasing involves putting a passage from the source material into your own words. A paraphrase must also be attributed to the original source with an in text citation. When paraphrasing, keep the meaning the same but do not use the original wording. The purpose of paraphrasing is that it flows better with your own writing. You generally need to change both the sentence structure and the expression, using synonyms or alternative expressions. Paraphrased material may be as long (or even longer) than the original source material. However, it is often shorter than the original passage, taking a larger section of the source and condensing it slightly. When paraphrasing, you must also include the page number(s) which relate to portion of the text that you have used.

Original - "Named for James Brady, the White House press secretary who was shot and wounded by John Hinckley Jr. during the attempted assassination of President Ronald Reagan in March 1981, the Brady Bill establishes a national waiting period and background check for the purchase of a handgun" (Bender 1995, 137).

Paraphrase - Bender (1995) explains that the introduction of a waiting period and a background check for people buying handguns in the US, is due to the Brady Bill. The bill was named after White House aide James Brady, who was wounded during an assassination attempt on President Reagan (137).

3. Summarising

Summarising is condensing longer text to a much briefer version. It involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarised ideas to the original source with an in text citation. Summaries are significantly shorter than the original and take a broad overview of the source material. Page numbers should be given when summarising.

17

THE BIBLIOGRAPHY

PAY ATTENTION TO THE USE OF PUNCTUATION MARKS

All documents cited in your assignment are listed in a single alphabetical list at the end of the assignment. The list is arranged by the author's family name or title if no author is present. The authors' names are given as they appear on the publication you have used. Capitalisation practice also should be consistent. Titles are given maximal capitalisation. All words other than prepositions, conjunctions, and definite and indefinite articles (a, an, the) are capitalised. Journal and book titles are italicised or if handwritten underlined. If any information is missing from the source (make sure you check thoroughly) then just use the information that is available.

PRINT DOCUMENTS

Books

Author, A., and B. Author, eds. Year. Title: Subtitle. Edition. Place of publication: Name of Publisher .

Single author Adam-Smith, Patsy. 1978. The ANZACS. Melbourne: Thomas Nelson. Two authors or editors Butler, J. Douglas, and David F. Walbert, eds. 1986. Abortion, Medicine and the Law. New York: Facts on File Publications. Three or more authors or editors Millon, Theodore, Roger Davis, Carrie Millon, Luis Escovar, and Sarah Meagher. 2000. Personality Disorders in Modern Life. New York: Wiley. Two or more books by the same author published in the same year Gilbert, Sandra M. 1972a. Acts of Attention: The Poems of D. H. Lawrence. Ithaca: Cornell University Press. AND Gilbert, Sandra M. 1972b. Emily's Bread: Poems. New York: Norton. Organisation Ansett Transport Industries Ltd. 1984. Annual Report 1983-84. Melbourne: ATI. Government publication Australian Bureau of Statistics. 1985. Projections of the Population of Australia, States and Territories, 1984 to 2021, Cat. no. 3222.0. Canberra: ABS. Government Departments Australia. Department of Aboriginal Affairs. 1989. Programs in Action for Aboriginal and Torres Strait Islander People: Achievements. Canberra: AGPS. Western Australia. Environmental Protection Authority. 1998. Industrial Infrastructure and Harbour Development, Jervoise Bay. Bulletin 908. Perth: EPA. Multivolume work Russell, Bertrand. 1967. The Autobiography of Bertrand Russell. 3 vols. London: Allen & Unwin. Entry in an encyclopaedia/dictionary When referring to a well-known alphabetically arranged work such as an encyclopaedia or dictionary, the citation should be incorporated into the text. Example: "In his article on multiculturalism in the 2003 edition of The Oxford Companion to Australian History, John Lack ...." These items are not then listed in a bibliography or reference list (Chicago Manual of Style, sec. 17.238).

Parts of a book

Author of Part, A. Year. Title of chapter or part. In Title: Subtitle of Book, Edition, ed. A. Editor and B. Editor, inclusive page numbers. Place of publication: Publisher.

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Journal articles

Article Author, A., and B. Article Author. Year. Title of article. Title of Journal volume number (issue number): inclusive page numbers.

INTERNET DOCUMENTS Cite documents published on the internet according to the specific guidelines for the type of document. Books, plays, government reports and company annual reports are examples of documents that may be published on the Internet. Please note: If no author or editor is given, the title will precede the year of publication.

Author, A. Year. Title: Subtitle. Edition. Source or supplier information. Web address (accessed date).

Whole Internet site Australia. Commonwealth Bureau of Meteorology. 2001. Climate Information. http://www.bom.gov.au/climate (accessed July 14, 2001). Electronic document, no author How to Cite References. 1996. Murdoch: Murdoch University Library. http://wwwlib.murdoChapteredu.au/libinfo/gdes/refgdes/cite/cite.html (accessed July 14, 1998). Government publication (Australian Bureau of Statistics Bulletin) Australian Bureau of Statistics. 1999. Australian Farming in Brief. Bulletin, Cat. no. 7106.0, AusStats. http://www.abs.gov.au/ausstats (accessed July 6, 2001). Government publication (Government Department) Western Australia. Department of Environmental Protection. 1998. Environment Western Australia 1998 : State of the Environment Report 1998. http://www.environ.wa.gov.au/publications/report.asp?id=7&catid=25&pubid=1064 (accessed February 28, 2000).

OTHER FORMATS

Television Programme Masters, Chris. 2006. Big Fish, Little Fish. Four Corners. television program. Sydney: ABC Television, March 27. DVD Bowling for Columbine. 2003. DVD. Written and directed by Michael Moore. Melbourne: AV Channel. Video Recording Attenborough, David. 1990. Life on Earth: A Natural History. video recording. Produced by Richard Brock and John Sparks. US: Warner Home Video. Radio Programme Browning, Daniel. 2006. Black Soccer Heroes. Message Stick. radio program. Guest speaker Dr. John Maynard. Sydney: ABC Radio, June 9.

ABBREVIATIONS Standard abbreviations may be used in your citations. A list of appropriate abbreviations can be found in Chicago Manual of Style (2003), p. 571-577. Some of the more often used examples are listed here. app. appendix et al. and others (Latin et al) pt. part art. article n.d. no date rev. revised chap. chapter no. nos. number(s) sec. section div. division n.p. no place ser. series ed. editor, edited by, edition p. pp. page(s) suppl. supplement eds. editors par. paragraph vol. volume