Psychology A2 Revision Info/ Passport to SuccessTime is ticking…. There are approximately 3 ½ months until exams. Ultimately, it is your responsibility to take control of your revision and practice of exam questions. We cover a lot of past paper questions in lessons and homework’s. This is weekly so you are being assessed on a regular basis. This is also an opportunity to receive feedback on exam papers / questions and is my advice so please 1) complete homework and 2) take the feedback on board.

However, in addition you need to be on top of a revision “plan” for Psychology. Please ensure that you have something in place to support you. This could be a timetable, a revision pack, printed copies of every past paper, questions to bring along to the support session weekly. Remember, you also have your action plan!You should be completing a minimum of 4 hours a week of psychology outside of the lessons. This is the bare minimum and I would strongly advise that it is 6 hours. I am more than happy to sit with you if you are struggling to time manage – come along to the support session – Weds 12.30-2 in AL109

Lesson plan for the last couple of weeks of the course….After Easter, there is very little left of the content to deliver. Therefore, the following plan is designed to help you in lesson time with exam technique, preparation and understanding what is required in the exam. W/B 18th April Revision and Unit 4 MockW/B 24th April Self Directed revision – all lessons need to be attended. Past papers, revision materials, 1:1’s available W/B 2nd May Self Directed revision – all lessons need to be attended, past papers, revision materials, 1:1’s available etcBy the end of this week I want to see a past paper from every student. Whether this is marked with me or self / peer marked, I don’t mind. All students must also then look at the examiner’s report for the paper and annotate their scriptW/B 9th May 1:1 feedback on Unit 4 Mock paper

Resitting If you are resitting either Unit 1 or 2 I am asking that you complete the past paper on the blog and hand in to me the W/B 21st March. This is essential in order for me to provide support for your resit revision.

Are you using the Blog to its full potential? Don’t forget – I always put videos, websites, useful links on the Blog that may be helpful to you for revision. Please look at the Support Materials I post. They are there for your benefit. Lots of toolkits can be found on the blog too. Also, dojnt forget your packs have the spec which serves as your checklists too. Additional checklists can be found on the Blog as well.

UNIT 3: Weds 8TH June 1hr 30 PM

UNIT 4: Tues 14th June 2hrs AM

Remember what you are aiming for: MTG: ATG: CWG:

ASSESMENT OBJECTIVESDo you know / are you consciously thinking about the Assessment Objectives? These are what you are being assessed on. Remember, every question refers to 1 or more of them.

This glossary defines the key terms used in the specification and in the assessment so that you are clear what the terms mean and how to explain them. You also have a copy from when you first started Psychology

Injunction DefinitionApply Use knowledge with understanding to explain new material, other theories and studies, or some real

life scenario.Assess Give strengths and weaknesses to suggest a conclusion about the value of.Collect Gather data using specified or other research methods. Not used in an examination.Comment on Use knowledge with understanding when explaining an issue or area of study. Not likely to

be used in an examination.Compare Give knowledge with understanding about the issues requested in such a way as to show

similarities and/or differences and where appropriate draw conclusions.Conduct Carry out a study or analysis/test. Not used in an examination.Define/what is meant by? Give a definition of a concept or term to show what is meant by it – likely to be up to 2

marks in an examination.Describe Give knowledge with understanding so that a study/theory/strength etc. is made clear – 4 marks or

more in an examination.Devise Produce After designing and planning, an assessment tool such as a questionnaire or interview schedule.Evaluate Assess the value of (giving salient points including strengths and weaknesses). In Units 3 and 4, this

may involve drawing on information from other units synoptically.Explain how knowledge with understanding so someone else achieves understanding.Give Provide when asked, showing knowledge.Identify Select and/or list. Show knowledge of.Outline Give a brief description showing knowledge with understanding – 3 marks or fewer in an

examination.Present Use tables, graphs or other appropriate format to show findings. Unlikely to be applicable in an

examination.State Show knowledge of.

AO1 - Knowledge and understanding of science and of How Science WorksStudents should be able to:

a. recognise, recall and show understanding of scientific knowledgeb. select, organise and communicate relevant information in a variety of forms.

AO2 - Application of knowledge and understanding of science and of How Science WorksStudents should be able to:

a. analyse and evaluate scientific knowledge and processes b. apply scientific knowledge and processes to unfamiliar situations including those related to

issuesc. assess the validity, reliability and credibility of scientific information.

AO3 - How Science Works – PsychologyStudents should be able to:

a. describe ethical, safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods.

b. know how to make, record and communicate reliable and valid observations and measurements with appropriate precision and accuracy, through using primary and secondary sources.

c. analyse, interpret, explain and evaluate the methodology, results and impact of their own and others’ experimental and investigative activities in a variety of ways.

Use Make use of in a practical context to explain, describe, evaluate etc.

Describe the Approach/ Method/ Debate

Cognitive Approach

The Cognitive approach is concerned with the internal mental processes of the mind. Mental processes are how we think and include problem solving, perception, how we make sense of language, and how our memories are formed and forgotten. Thinking is like a computer; information comes in (input) and responses go out (output). Consequently, the main assumption of the cognitive approach is how we think is central to explaining how we behave and respond to the situations we find ourselves in. This approach uses a range of methods to find the relationships of input and output in mental processes but mainly uses experimental methods to find the significant inputs into our mental processes affect our behaviour. Furthermore, the approach adds to the determinism and free will debate as well as the reductionist and holistic debate as it sees internal mental processes as the key factor in influencing behaviour. Finally, the approach has various issues which include the validity of its results, the ecological validity of its studies and the reliance on quantitative data it collects to support its theories and conclusions.

The Social Approach

The social approach is concerned with interaction between individuals and groups. Interaction includes the processes of prejudice and attraction as well as group dynamics such as conformity and obedience. The social approach focuses on how the external factors of an individual’s social environment and their perceptions they have of the people around them affect the way they behave. Social psychology is therefore at the extreme nurture end of the nature- nurture debate. Furthermore, the approach adds to the individual/ situational debate and is psychology a science debate as it uses scientific methods to find evidence for interactions in social situations rather than individuals in isolation. This approach mainly uses observational methods to record what interaction is actually occurring in groups. Finally, the approach has various issues which include ethical considerations of protecting the observed participants and the validity of the study results it uses to support the approach’s theories and conclusions.

Try writing answers like the ones above for the other approaches and perspectives

WRITING 12 mark Answers

The A2 year demands a higher standard of performance than in AS, especially when evaluating studies and theories. Each point you make should be as clearly expressed as you can make it. You gain credit if the names and/or titles are correct, it must be absolutely clear who you are referring to and when the study was written. Psychologists such as Bandura and Loftus have over 300 publications to their names. E.g. Milgram (1963)

Marks are easily lost as you do not…

Explain how and why the point/issue/debate is relevant Explain the consequences and implications Consider negative and positive consequences and implications where appropriate Make sure that the material is made relevant to the requirements of the question.

1. IDENTIFY Name it (make a point) P

2. JUSTIFY Contextualise it (explain it in the context given) E3. SO WHAT? Explain why this is a criticism e.g. what are the consequences? Provide evidence or give an example E

Used to analyse studies, research methods, theories, explanations and encourage you to make comparisons and increase your confidence to make judgements. There is a tool kit for issues and debates and for research methods. It is essential that you have revision summaries for the key studies and theories. Once you have done a few revision summaries you will then be able to compare them and identify ways in which the theories are similar and the ways in which they differ. You might distinguish between subtle and more substantial differences. For each difference, explain the implications of the difference.

For example, .….….…. theory is more reductionist than .….….….….… theory. It explains behaviour in terms of the action of hormones and neurotransmitters. This may meet the requirement for parsimony and allow for rigorous scientific testing: however, reducing such a complex behaviour as .….….….. to a biological level does fail to reflect the complexity of .….….….….. and the importance of the cultural context. Moreover, if the biological explanation was sufficient, we would not have cases that cannot be explained in terms of biology.

ALL essays must include the following:

AO1 – a few factual points AO2 – some supportive, contradictory or applicable comments on theories or studies Issues (GRAVE/CASTLES)

o Debates (ethnocentrism, nature/nurture, science?/social control)o Approaches (biological, behavioural, cognitive, psychodynamic, social)

ELABORATE

APRC and GRAVE and CASTLES (tool kits)

THREE POINT RULE

How to evaluate (and compare/contrast) an approach I did introduce you to GRENADE! This can be found on the Blog, Alternatively….The Debates

Nature/nurture Does the approach explain behaviour through the role of the environment (nurture)

or the role of innate factors (nature)? Can it be reductionist in its approach to human behaviour? If it focuses too much on

nature, does it neglect any nurture explanations (or vice versa)? Or does it take a more holistic approach by taking into account both nature and

nurture explanations and the interaction between them?

Determinism/freewill Does the approach state that we are free to choose our behaviour (freewill) or are

we controlled by internal or external factors beyond our control (determinism). Or does the approach use a combination of the two?

If an approach is deterministic, it is scientific as it assumes all behaviour is a product of cause and effect. Freewill conversely then can be seen to be unscientific and difficult to prove.

However, a deterministic approach would imply that people have no control over their behaviour; can you completely hold someone responsible for their actions? Free will on the other hand assumes that people are empowered to shape their own lives.

Reductionism/holism Does the approach try to break down complex behaviour into more simple

components (reductionist) or does it view behaviour as a complex system, which cannot be understood by examining the component parts (holistic)?

Reductionist explanations are very scientific, and the principle of reductionism underlines nearly all psychological research. Holistic theories on the other hand are much less scientific and it can be difficult to investigate the interaction of different components of a whole

A reductionist approach however can oversimplify complex behaviour. Reductionist explanations often ignore the interaction of phenomena, and so can be limited in terms of its ability to explain. However, holistic explanations take into account these complex interactions; the whole is greater than the sum of its parts.

Ideographic/nomothetic Does the methodology of the approach focus on the study of individuals as a way to

provide unique insights into human behaviour (ideographic) or does is study large groups of people with the aim of developing general laws and theories that can be generalised to all people (nomothetic)?

The nomothetic approach is in line with scientific principles, as it means that rules can be generated that allow us to compare between groups of people, as well as

making testable predictions. The ideographic approach conversely does not produce results that can be generalised to all people, which limits its usefulness.

The ideographic approach however allows for a greater understanding of the individual, treating each person as a distinct individual. The nomothetic approach does not take into account the uniqueness of each person, meaning that it can only give a superficial understanding of an individual.

The scientific nature of the approach Does the approach meet the following scientific criteria?

o It tests assumptions by collecting data through direct observations or experiments (empirical data)

o The theory is based upon evidence, and will change in the light of conflicting evidence

o It makes refutable predictions about human behaviour that can be investigated and falsified

o It explains human behaviour in a parsimonious way (providing the greatest possible explanation in the simplest way)

o It is objective and systematic in the way that research is carried out, meaning experiments can be repeated

Other stuff

Research methodology Does the approach use scientific methodology? (see above) Does it collect qualitative or quantitative data? Qualitative data is in depth rich data

but is open to interpretation. Quantitative data gathers data in a numerical form and can be used to generalise, but it can lack validity.

Are animals used in studies? Can we generalise from animals to humans? Is the sample of participants used in the research representative of all humans? Is

there a gender/culture/historical bias? Does the research methodology reflect real life (ecological validity)?

Practical/ therapeutic applications Has the approach led to practical real world applications? How beneficial have these

applications been? Has the approach been applied in a therapy? If so, what does research suggest

about the effectiveness of this therapy? Are there any drawbacks to this therapy?

Benefit to psychology/society How has the approach benefited psychology? Did the approach change the way we think about human behaviour? What is the current status of the approach? Is it still respected, or has it been

overturned by another approach? Does the approach have historical significance?

Anything else! Does the approach explain individual differences between people?

Does the approach focus on the “here and now” or is it too focused on past events in a person’s life?

Does the theory fully reflect the complexity of human behaviour? Does the approach “fill the gaps” of another approach? Anything else!

HERE are some phrases to help

A02Issues

Gender differences identified may be deterministic because they suggest that gender determines behaviour whereas cultural factors may also have an influence.

Most researchers base their assumptions on European or American cultural norms as a basis for their judgements about behaviour in other cultures. This gives the impression that other behaviours are deviant compared to Western norms.

Animals used in research are of questionable value. When experiments are carried out there may also be ethical issues regarding cruelty, animal rights and specieism.

However, there are ethical considerations in this study… Consent, Debrief, Distress, Confidentiality, Deception, Withdrawal, Protection

There are also ethical considerations in this research due to the use of animals for the purpose of psychological research… does the end justify the means?

Debates A deterministic view is that the behaviour of xxxx is due to biological factors outside a person’s

control and implies that people are not responsible for their behaviour. This poses a moral and legal question as to whether people can be held responsible for their actions.

The nature/nurture debate suggests that behaviour is either mainly due to someone’s genetics or to his or her experiences. When studying xxxx it may be that both have an impact and are also intertwined as genes predispose someone to behaving certain ways but do not dictate it.

This theory supports the ____________ side of the Nature – Nurture debate which argues that…. It supports the debate because….

This theory can be criticised as being deterministic because it only focuses on____________behaviour and doesn’t account for free will in the individual

This explanation of the behaviour of xxxx may be considered reductionist because it simplifies it. This may be a problem as an oversimplification may prevent a more complete explanation to be sought

This theory / approach can be criticised as being reductionist as it only focuses on one explanation / behaviour, a holist approach that encompasses more than one explanation would be more appropriate

Another weakness of this research is that it is culturally biased. It is important to note that what may be seen as normal in one culture (e.g arranged marriages) might be seen as abnormal in another!

Another weakness is that these findings are not universal, and can only apply to Western cultures (U.K, USA) where all the research has taken place and therefore cannot be compared to non-Western cultures.

Approaches

This is an example of the biological approach as the behaviour of xxx is explained by chemical changes in the brain. This may be considered both deterministic and reductionist as it fails to take individual experiences and social influences into account.

This is an example of the (any other) approach as the behaviour of xxx is explained by personal experiences. This may be considered reductionist as it fails to take biological factors such as genetics into account.

AO3 The research was carried out using a small number of participants so may lack generalisability as

the sample may not represent the target population. One weakness of this research was that the sample was male / female hence it is unclear whether

these findings can be generalised to males / females (Gender bias) The research was a laboratory experiment so might lack external validity as people may behave

differently in real life. However, it has high reliability because a laboratory experiment means that the variables were tightly controlled.

Godden & Baddley’s study has useful application in schools because studies have shown that if students were taught and tested in the same room they will perform better in the exams.

This research has strengths because it can relate to everyday life for example….. The fact that this study was a covert observation means it is likely that the findings can be

generalised to everyday life because there was no experimenter bias, so is therefore high in external validity.

The research used a self-report method (questionnaire/interview). This may have had demand characteristics with people saying what they thought the researcher wanted to hear so the research would lack internal validity.

Milgram’s procedure can be considered unethical with regard to deceit, informed consent and the right to withdraw. But can be seen as ethical regarding competence and debriefing.

In an observational study such as this, no variables are controlled therefore it is difficult to conclude that x has caused y. Whereas a laboratory experiment looks for cause and effect and is more objective, meaning it can be considered scientific

Remember that these need to relate to the behaviour you are writing about!

A weakness of this research is that we can criticise the methodology e.g longitudinal research suffers from subject attrition, another method such as_________would have been better to use because…

A strength of this research is that it used a large sample chosen at random from a population of students.

A strength of the research is that it can be supported by others including_______who

Another weakness is that_____________has found contrasting findings and therefore does not provide support for the_________theory

For each evaluation point elaborate a bit further

COMPARE AND CONTRAST POINTS

When writing your essays refer to these points to help you with your elaboration technique

Evaluative point Elaboration …why?....because …. for example… a problem because .… good because…

.….….….…..’s study lacked ecological validity.

.….….…...’s research was unethical.

The sample used in .….….….. was very small.

The .….… theory is reductionist.

.….….….… is a good theory.

.….….….….….….. study was carried out on white males.

.….…. theory is unscientific because you cannot prove it.

Experiments carried out using .….….… are scientific but are artificial so are not valid.

Biological explanations of .….….….…. are deterministic.

.….….….….… theory is ethnocentric. Research into .….….… is socially sensitive.

Most of the evidence supporting .….….…. … comes from animal studies.

The main weakness of .….….….….. theory is that it is biased.

USEFUL PSYCHOLOGICAL WORDS

Importance of Examiners Reports

SCIENTIFIC HAS MANY CONCEPTS AND ASSUMPTIONS

IDIOGRAPHIC NOMOTHETIC

NATURE NURTURE

REDUCTIONIST HOLISTIC

DETERMINIST FREE WILL

SOCIALLY SENSITIVE NEUTRAL

ETHNOCENTRIC CULTURALLY RELATIVE

TESTABLE HYPOTHESIS UNTESTABLE

GOOD APPLICATION NO CLEAR APPLICATION

POWERFUL SUPPORTING EVIDENCE WEAK CONFLICTING EVIDENCE

LAB SETTING NATURAL SETTING

CONTROL OF VARIABLES NO CONTROL OF VARIABLES

EFFECTIVE OPERATIONALISATION POOR OPERATIONALISATION

QUALITATIVE DATA QUANTITATIVE DATA

VALID NOT VALID

RELIABLE MEASUREMENT UNRELIABLE

OBJECTIVE SUBJECTIVE

REPRESENTATIVE SAMPLE UNREPRESENTATIVE SAMPLE

ETHICAL UNETHICAL

EMPIRICALOPINIONATED/subjective

Every student should be regularly looking through examiners reports. Not only do they provide feedback from the examiners themselves regarding certain questions, but they give you tips as to who to write, structure and answer the questions to get the high marks.

For example:

This question was “Using your knowledge of the Rosenhan (1973) study, write a blog or diary entry describing the experiences that one of the pseudopatients may have had on one day during their stay in the hospital”

In addition, at the end of the report a Paper Summary is a lovely way of telling you what to do in a clear precise way:

Not only has the examiner told us that this a model answer he has then stated that we need to engage with the question. This is vital to get top marks. So, have you referred back to the question? Have you read the question properly? In this question, have you started with a “Dear Diary” as that is clear that you have engaged with the question

4 points = 4 marks! This is useful to think about when writing your answer!

All examiners reports can be found on the Edexcel Website. Please think about at least saving one and reading the comments.

PSYCHOLOGY EXAM: 2014 examiners tips!

Always read questions carefully, if something is plural - e.g. strategies there will be a penalty if only one is attempted.

Avoiding the use of pre-prepared answers – This is so important. They need to be able to see that you know / apply your psychology rather than be able to repeat something.

Ensuring a descriptive point is fleshed out with detail using psychological examples to make a point clearer. Using research studies to make at least half of their evaluation points

Make sure that essays are balanced by keeping an eye on how much time and writing goes into each of the components of the essay

Technical terms correctly applied are a good way to boost marks.

For shorter answers - Three marks -say three things - each clearly - and well elaborated - for three marks

Brief remarks/identifications tend to be grouped as a list mark. Typically three identified items will gain a single list mark. Expand each identification with some detail to gain three marks.

Stimulus material provided in an examination question cannot be comprehensive. It is reasonable to assume the examiner has put into the stimulus all the information required to produce an effective answer so focus on what is there rather than what is not there.

In a two part question always choose the first part with an eye on what can be said in the second part.

Research methods ~ The features of a research method are (a) what make it different to other methods and (b) what you would need to know about in order to undertake the method. Include both set-up and data collection methods as these are both essential features.

When comparing try and elaborate comparisons enough to show good understanding. This helps to avoid spurious comparisons which are unlikely to gain credit.

A good strategy is to see if an evaluation point can itself be evaluated - this can work as elaboration, or if there is enough to say even gain an extra mark.

Always develop a point thoroughly to ensure it gains credit

Make sure that points made are either supported with evidence or fully developed so that you gain a mark for your efforts

Always elaborate description points and provide some evidence for evaluation points to make it more likely a point will gain a mark