Thursday 27 December 2007

Ho Ho Ho

Merry christmas to one and all!! Many apologies for not finishing off my previous entry, as god as my witness I will have it done by the end of this week. Christmas has been and gone, but it ain't over till the baileys and mince pies are all gone, and I've got a while until that happens!! Not really given a thought to study this past week as we've been super busy, sometimes I have to stop myself and say 'ahhh, I've got an assignment due in a few weeks'. Nothing like a TMA to bring you back to earth with a bump!! We've had an excellent christmas, including an obligatory pressie of a George Foreman grill-'tis not xmas without one. My main frivolity this yuletide season comes in the form of a new tattoo, a tiny little butterfly on the inside of my left wrist, a symbol of positive transformation in my life-and I didn't pass out while I was having it done which is of course a plus. Anyway, this week I want to finish my entry from last time so I can get experimental design into my head so I can attempt to emerge victorious with my TMA methods questions, then I have to write the TMA. I would like this done pre-new years eve so I can enjoy the festivities before having to dig out the old workout dvds in a futile bid to lose the half stone gained over christmas. Look out for my update on my last entry, and if anyone spots any glaring mistakes (I'm not 100% confident on experimental design so I'm sure there will be many), please feel free to point me in the right direction!!

Merry christmas folks!!

Candyflee xxx

The back of my head and the kids this christmas morning:

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Thursday 20 December 2007

Correlations, SPSS and experimental design-it's as complicated as it sounds.

Howdy folks

I thought i'd pop on to do one last update before I head to Doncaster to commence the Christmas celebrations (which, as i'm sure you'll already know, will involved copious amounts of pinot AND Baileys-it is Christmas after all). This past week or so has been a whirlwind-Himself has returned from what feels like outerspace and I've had no trouble at all integrating him back into the domestic routine of housework and childcare-bless him, he's still walking around looking rather dazed. Despite our reservations the children have welcomed him back with arms open-so open in fact that they refuse to leave him alone and are constantly biding for his attention. Really consuming for him but absolutely great for me-I can have a shower without a little head bobbing round the curtain or without the contents of the wash basket being dumped at the end of the bath, causing me to jump around in panic, inevitably getting shampoo in my eyes and having to the spend the rest of the day bleary eyed as if i'm looking through fog.

Anyway-so he's back, the kids have attended all of their xmas parties, done both nativity play and carol concert and all the shopping is done, and I found some great Mr Kiplings mince pies in the coop which was buy one get one free, which leaves me time to study!! I have actually been cracking on with TMA02 and have done the majority of the methods questions and about 400 words of the essay. I hate writing essays, I feel like i'm always letting myself down-I KNOW what the answer is but I just can't get it down on paper how it sounds in my head!

This week's study includes chapter two of the research methods book, chapter one of the SPSS book, study week 10 of the workbook and Audio 4 (which I will admit to not listening to yet, I am going to take it in the car for the journey down 'south'). I found this week quite interesting actually and despite moaning I actually found I enjoyed the SPSS part, although I am confident that it's going to get a lot more complicated before the end of the course! The research methods book was fairly straight forward, and that's what i'm going to look at today....

CORRELATION: A way of 'investigating relationships between two or more variables'. Working out a correlation is a way of using quantitative data to generate general laws. the data used are often either material (ie hormones, things we can physically measure) or behavioural (pretty obvious really). Looking at information this way helps us to come to a 'cause and effect statement'-the cause of one variable of the effect on another variable. We can predict (or hypothesize) on the effect of one variable on another.

We could say, for example, if I give my three year old 2 tubes of smarties, her behaviour will become more erratic and hyperactive (than normal). We can test this theory by taking a group of 10 three year olds and giving them each smarties-the first one has one tube, the second has two and so on (there are obvious ethical considerations here and I would not recommend that you carry this out). You could then also measure the amount of household objects broken between the administration of the smarties and the time when the child passes out exhausted in a heap. The data can then be shown on a scatterplot.

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Now, lets assume that our prediction was correct-the more smarties consumed, the more items broken. If you replace the label on the x-axis (the horizontal line) with amount or smarties consumed and the label on the y-axis (the vertical line) with amount of items broken-this is what our scatterplot would (in a round about way) look like. we can see that there is a relationship between the two variables by the way the pattern of dots slopes upwards.

No lets talk about correlation coefficients. This is a mathematical expression of how variables are related and range from -1 to +1. A positive correlation means that as one variable increases so to does the other one (or as one decreases, so does the other one). The fictional results of our smarties test shows a positive correlation-as one variable increases (amount of smarties) so to does the other variable (amount of items broken). On a scatterplot, this would be illustrated like on the scatterplot above, with a line sloping upwards from left to right. The correlation coefficient of a positive correlation would be a number between 0-1. 1 would be a positive correlation, and as the number gets lower the correlation is said to be less strong. A negative correlation is the opposite-as one variable increases the other variable decreases (or vice versa). On a scatterplot, the pattern would slope from top left to bottom right:

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The correlation coefficient here is between 0 - -1. Likewise, the closer to -1 the number, the stronger the relationship is said to be. A coefficient of 0 means that there is no correlation.

However, coefficients can only tell us the relationship presented by the data, it does not determine that one variable is in fact the cause of the effect on the other variable-it might be down to other variables, or it might be coincidence.

The next section of the chapter looks at experiments. Generally in experiments, whether carried out in a lab or a more natural setting, the researcher attempts to manipulate a variable to see what effect this has on another variable and measures the outcome. By controlling this the researcher is irradicating anything else that may have an effect as much as possible (the difference between correlation and experiments is the control-correlations are used when the variables cannot be controlled). In order to manipulate the variables, the researcher could provide a certain list of words to be remembered, or could change the amount of smarties given. Changing one thing at a time and measuring the effect would give us a better idea of which one contributes to the effect.

I have to leave it there as we're off to buy wrapping paper! I shall be back later....

Saturday 8 December 2007

Apologies

Howdy

Due to the ridiculously busy time of year we are facing, I am going to have to miss this week's study blog (chaper 5). The the arrival of Himself fast approaching (wednesday!) I want to crack on with the research methods chapter so I can get it out of the way and I can spend a few days without cracking a book open, the blog entries take me a good couple of hours to sort out which I can not spare right now. Not to mention the amount of pressies I have to wrap!!

However, I shall be back to do it during the consolidation week after xmas, after all it is an exam chapter and the whole point of the week is to consolidate lol. I shall definitely do an enrty for these weeks work though as its essential for the TMA.

If, however, this does not get done pre-xmas I'll take this opportunity to wish everyone a very merry xmas-I hope you've all been good boys and girls and santa brings you everything you asked for!! I think the elf jury is still out regarding my own present worthiness!!

Until next time!

Candy flee xx

ps am delighted to announce that I passed DD100 with 83-over the moon!!

Tuesday 4 December 2007

Warning-TMA results enclosed

Howdy

My assignment results arrived back today. I saw the envelope lying on the mat and I can tell you, the action potentials were going crazy and my hands were shaking when I was trying to open the envelope-is that a bit weird??

Anyway I got-drum roll please-89%. Completely chuffed and a little surprised! I got 88 for the essay (which converts to 59/67) and 30/33 for the ethics questions, meaning 89% overall. And I got 5/5 for the elusive scenario three question, to which I answered respect so was fully expected 0/5 and having to appeal lol.

So there we have it-wait over. Not entirely sure what I'm going to do with myself now as the last few weeks seem to have been occupied with etma checking every half an hour, along with nearly biting the poor postman's hand off when he turns up-he must think we have a huge rabid dog living with us. He wouldn't be far wrong.

Until next time!

Candyflee xx

Saturday 1 December 2007

Bio"logical". Or not.

Howdy folks.

Well here we are, study week 8 already. And still no sign on my TMA01 back!! According to my tutor she can't get the etma system to work so she has to post them, which is cool but might take ages as I think they have to go via Milton Keynes to get checked. So I might still be in for a long wait!! I did try to glean my results from her but she couldn't tell me, just saying that 'no-one did really badly', which to me reads, 'no-one did well', lol.

This week's study has been based on chapter 4: 'Biological processes and psychological explanation'. I really thought I would despise this chapter but in truth, I absolutely loved it lol... I think I may possibly be slightly weird. I loved the scientificy bits that just 'are' as opposed to the endless reams of opaque information contained within modern psychology, theory that might possibly being this, or that, but someone else thinks differently from a different perspective blah blah blah. Just nice and simple, 'this is a cell, it's called this and it does that'.

However, there's a lot of info to try and condense this week so i'm just going to skip around the main points. I'm definitely going to do this option for TMA02 part 1 (if I ever get TMA01 back). I'm half tempted to write that part of the assignment now while it's all still fresh in my mind but i'm kidding myself if I think that's going to happen! I loath writing TMA's and so I'm never going to be able to bring myself to do one if I haven't got to-I'll wait until the last minute, I work better under the pressure of the deadline!

Right then...

The chapter talks about reductionism, and how some believe that some phenomenon can be explained by reducing it down to its most basic explanation-in this case, biology. Reductionists think that all psychological behaviour occur only due to biology and the brain. However, the book generally refutes this theory, stating that biology and the environment cannot be made into a dichotomy (that word again!), and that the two are very inter-related, that biology has an effect on the environment (via psychological behaviour), and how environment has an effect on biology. Psychological processes such as cognition, consciousness etc are all emergent properties, products of the components of the brain that don't resemble the original components (I have no idea if I've explained that right but I know what I mean!). Previously it was believed (by Descartes for example) that the brain and mind were two separate entities (dualism), however this is no longer thought to be the case.

Now here comes the science bit (i've come over all loreal lol):

Cells: 'Building block' of an organism, cells have similar properties but many have different functions. Each cell contains 46 chromosomes, which house the genetic material (genes) that pass on information, with the exception of the reproductive cells (gametes, or sperm and egg) which contain 23 chromosomes. Obviously, when two gametes meet they create one cell (zygote) with 46 chromosomes which then divides over and over again until a brand new person is formed (replication).

Genes: Genes influence the body (in terms of hair colour etc) and biology and are contained in every cell. All of the genes within each cell is known as the genotype, which determines the development of an individual. The process of differentiation occurs, where cells start to form in order to serve different functions. However, the environment also plays a part in the developmental process, as talked about above. The product (or 'physical structure') of a person's genotype mixed with the environment are known as the phenotype.

Neurons: A cell which is concerned with communication and makes up part of the nervous system (which handles and processes information). They have two components: the cell body and the process, which is like an extension. Groups of neurons form neural systems which form different roles. Neurons can be found predominantly in the brain but also in the spinal cord, and these two components form the central nervous system. Neurons that are not in the cns make up the peripheral nervous system. Some of the neurons in the pns are known as detectors, and are sensitive to issues such as touch. When these (sensory) neurons are stimulated an electo-chemical reaction occurs. This electrical change is known as an action potential, which travels quickly to convey the information to the cns. The action potential also travels to the motor neurons, which convey messages to muscles, and this leads to action of the muscles (ie moving to get away from pain etc).
These messages travel from neuron to neuron via the synapse (or 'junction') between each cell. The messages are transmitted via neurotransmitters (a chemical) from one neuron (pre synaptic), across the synapse and into receptors in the next neuron (post synaptic). Sometimes this can cause an effect of excitation within the post synaptic neuron, whereby these neurons are likely to exhibit action potentials-or in can cause an effect of inhibition, which has the opposite effect to excitation. Mood and behavioural problems can occur at the synapse. Parkinson's disease for example occurs when certain neurotransmitters are not produced, effecting motor control. Reuptake also occurs, where neurons retake the neurotransmitters they give out rather than them being passed onto the receptors in the next cell. There are several kinds of neurotransmitters that are thought to effect behaviour-for example, schizophrenia is thought to be due in part to abnormalities within certain neurotransmitters. Depression can also be attributed to abnormalities in the dopaminergic, serotonergic and noradrenergic neurotransmitters. This is a good link.

Hormones: Chemicals within the body, with certain ones that effect the nervous system, and therefore mood and behaviour. They are secreted into the blood and get transported around the body, with it's effects occuring at a different site to the one it is originally secreted from. They are released from a gland (for example, the adrenal gland which produces adrenalin and noradrenalin and is located near the kidney and is part of the ans) and travel through the blood and are occupied by receptors at its target organ. Dopamine, serotonin, adrenalin, testosterone etc are all hormones. We all know hormones have an effect on mood-anyone who has been pregnant/knows someone who has been pregnant will know all about the disasterous effect hormones can have on someone who dares to say, 'oh, you're putting weight on, the baby can't be that big'. Believe me, I have issued many an ass kicking over this statement in my time. Blame it on the hormones!

The Nervous System: The brain is a huge part of the nervous system. It can be divided into two parts-or hemispheres. The outer layer of the brain is know as the cerebral cortex, and it can be divided into different lobes such as temporal and frontal. The two hemispheres of the brain are connected and communicate via the corpus callosum, which is made of up a bunch of neuron processes. There has been research into the effect of changes within the brain on behaviour. Brain damage, ie strokes (also called lesions), can cause neurons to die, which suggests that the damage done in these areas of the brain effect that areas functions. There is lots of eval on this on page 269. Brain imaging is a non-invasive technology which allows us to look at the brain and the blood flow within it to determine which areas of the brain are working when certain behaviours are carried out (there are also invasive experiments that can be carried out but these have obvious ethical concerns-please don't get me started on ethics!).
There are two different sections of the nervous system: Somatic nervous system which controls skeletal muscles and behaviour displayed outwardly, voluntary conscious behaviour. The neurons in the motor cortex, part of the brain that deals with motor control, communicate as we have seen with the spinal cord and travels down to the motor neurons in the muscles and controls them, causing a reflex reaction. Then there is the autonomic nervous system, which controls the internal workings via two types of muscle; cardiac muscle (heart) and smooth muscle (which can be found in the walls of blood vessels or example). (Remember back to the excite and inhibit reactions we discussed earlier-these can occur in the heart, for example when we are scared the neurons can get into a state of excitement, or when we are meditating they can get inhibited).

Homeostasis: The body's way of remaining constant-neurons can only work under optimal conditions (ie temperature) and the body exerts control in order to regulate the body and staying at an optimum-sweating for example, keeps people cool. The practise of eating and drinking (behaviour) is controlled by biological factors-our motivation to eat is to survive. Obvious links with evolution here-YAWN!


There was more in the chapter about the visual system but I really can't be bothered to go into it as I think I've already covered the basics here. Onto chapter 5!! I'm not sure how I'm going to fit that in this week, it's my eldest daughter's third birthday this week, as well as my fourth wedding anniversary (although I am still currently sans husband), it's said daughters xmas play at nursery coming up and she keeps pestering me to put the Christmas tree up. Also, I need to learn how to make mince-pies. I have a feeling that biological processes are a doddle in comparison to this-any tips gratefully received!!

Until next time!

Candyflee xx