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Edexcel GCSE PsychologyOur Student Book to support the brand new specifi cation

Cert no. SA-COC-001812

50%

Edexcel GCSE Psychology is distributed by Heinemann on behalf of Edexcel.

09SRM0308

Ordering detailsEdexcel GCSE Psychology Student Book978 1 846904 83 7 £17.99*

Teacher SupportEdexcel teacher support for this course via our website, including:▲

Schemes of work matched to the Student Book▲

Teachers guide▲

Sample assessment materials

Find out more by visiting: www.edexcel.com/gcse09_pyschresources

I S B N 978-0-997-83943-2

9 7 8 0 9 9 7 8 3 9 4 3 2

*Price is provisional unti publication.

O922 Ed Pyschology A5CG.indd 1-2 13/3/09 11:14:03

Stretch activity Use what you have learned about the biological and social explanations of criminality and put the main points from each explanation into a table. To understand the explanations in relation to the nature-nurture debate, colour code each main point as either nature or nurture. Now answer the question:

Compare the biological and social explanations of criminal behaviour and explain how they relate to the nature-nurture debate.

Know Know Know Know Know Know Know Know Know Know Know Know Know Know Know Know Know Know Zone - Topic EZone - Topic EZone - Topic EAre criminals born or made?Are criminals born or made?Are criminals born or made?

Support activitySummarise the purpose and process of offender profi ling as a poster for your classroom. You might wish to use the case of John Duffy as an example of how a profi le is drawn up. You can compare David Canter’s profi le with the characteristics of John Duffy to examine the effectiveness of profi ling.

You should know…ANSWERING THE QUESTION■ The causes of criminal behaviour, including

biological and social explanations – evaluate and compare them.

■ The nature-nurture debate in relation to biological and social explanations of criminal behaviour.

■ A description of the psychological studies by Theilgaard (1984), Madon (2004) and Sigall and Ostove (1975), including evaluation points for each.

■ The practical and ethical problems that are found when researching criminal behaviour, particularly with convicted offenders.

■ The purpose of offender profi ling as a method to catch criminals such as John Duffy – how it is done and whether or not it is effective.

■ The role of a forensic psychologist – what they do, what skills and qualifi cations they need, and how they might help to treat an offender.

■ How defendant characteristics such as appearance might infl uence decisions made by a jury.

EVALUATING THE ANSWER ■ Genetic research suggests a potential link between

genes and criminal behaviour, although only really in property crime. A general link to a criminal gene has not been found.

■ People with the XYY chromosome abnormality might be more likely to turn to crime if they have lower intelligence – frustrated at school and have fewer chances for good careers.

■ Theilgaard’s genetics study only found a weak link and cannot be trusted because of its small sample size.

■ Social research offers strong evidence for criminal behaviour developing from the way we are raised and how others treat us.

■ The social explanation offers many ideas, but it is more likely to be a combination of various bad experiences as we grow up that could contribute to following a criminal path.

■ Neither the biological or social explanations offer a complete explanation for criminal behaviour. Not all criminals show a genetic link and not all children raised under poor social circumstances turn to crime.

Key terms

Practice Exam Question1 Describe one biological explanation for criminality.

2 Describe one social explanation for criminality.

3 Outline the aim of one study you have learnt when discussing whether criminals are born or made.

4 Describe the purpose of offender profi ling.

5 Explain how one characteristic of a defendant may infl uence jury decision-making.

Examiner’s tipA good answer for the fi rst part of the question on the left hand page will include differences and similarities between the biological and social explanations of criminality. Use phrases such as ‘similar to’, ‘different from’ or ‘in contrast to’ to ensure you are comparing and not just describing.

The second part of the question asks you to relate each explanation to the nature-nurture debate. A good answer will make a point and then offer a theory which is backed up by evidence. The evidence can draw on research that you have studied during your course to show the examiner that you can support the point you are trying to make.

strategies

prophecy

profi ling

psychologist

characteristics

Explaining the question

Investigating the question

Why psychology matters

Exploring the question further

Offender profi ling and the case of John Duffy

The role of a forensic psychologist

Sigall and Ostrove (1975)

KEY QUESTION: Are criminals born or made?

Social explanations of criminality

Madon et al (2004)

Ethics of research into biological and social causes

Biological explanations of criminality

Nature-nurture debate in understanding criminality

The effects of defendant characteristics on jury decision making

Theilgaard (1984)

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Edexcel GCSE Psychology

Our own resources for the brand new 2009 GCSE Psychology specifi cation

Developed especially to complement this brand-new specifi cation, you’ll fi nd exam support for students of every ability at the forefront of this Student Book. Objectives from the specifi cation at the start of each spread give structure to learning, and examzone sections at the end of each unit guide students through the topics and give handy tips for revision.

Learn about

C1a2 The role of hormones and aggression

Male aggression and testosterone

Aggression in animals

Aggression in humans

Evaluating the role of testosterone on aggression

Women can be as violent and aggressive as men.

1 Outline the evidence that suggests testosterone produces aggression.

2 Explain two problems facing psychologists who want to study the link between aggression and testosterone.

Questions

Male tigers display aggression because of high levels of testosterone.

C Outline one way that psychologists have researched testosterone and aggression in humans and one way in animals.

Quick check

Key defi nitions

chemicals produced by the human body that send signals to organs around the body via the bloodstream

B What is the role of testosterone in the human body?

Quick check

A What is a hormone?

Quick check

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1 What is meant by the term ‘culture’? 2 Outline one social norm from your own culture

and describe how it might affect your everyday behaviour.

3 Using Heinrichs’ study, explain how culture affects the development of fear.

Questions

Learn about

D4a1 Heinrichs et al (2005): cultural differences in fears

What is social anxiety?

The study by Heinrichs et alAim

Procedure

Results

Conclusion

The nature-nurture debate

Masaai boys have to herd cattle as soon as they can walk.

Quick check

A Using the example given, describe a high and a low social anxiety answer.

Key defi nitions

a longstanding practice of a particular group of people

a practice that has been handed down through generations

a behaviour or belief that is expected and accepted in a particular culture

describes a culture that encourages group dependence, cooperation and group identity, e.g. Japan. People rely on each other to achieve together.

describes a culture that encourages independence, personal achievement, competition and individuality, e.g. the USA.

P904837_U02_pp128_163.indd 160-161 30/1/09 11:45:53

Learn about

A2a1 Designing and understanding experiments

Variables in experiments

Experimental designs

Psychologists conduct experiments on human participants.

Examiner’s tips

To learn the names of the experimental designs, remember that in an independent groups design the groups of participants in each condition are independent – that is, they don’t do the same thing. In a repeated measures design, the participants repeat the task because they do two or more conditions.

1 The blind spot illustration (see page <A3>) can be used to measure the size of a blind spot. The more letters that disappear when you look at the Z, the bigger the blind spot. Peter tests people to see if their blind spot is the same size in the left and right eye.

a) The independent variable is whether Peter is testing the left or right eye. What is the dependent variable?

b) Is Peter’s experimental design independent groups or repeated measures?

Questions

a research method which measures participants’ performance in two or more conditions

the way that participants are used in different conditions in an experiment. They may all do all conditions or different participants may do each condition.

different participants are used in each condition in an experiment

the same participants are used in all the conditions in an experiment

Key defi nitions

B Sally is doing an experiment using the Rubin’s vase illusion (page <A13>). The independent variable is whether participants are fi rst shown fl owers or people. The dependent variable is what they see in the Rubin’s vase illusion (a vase or a face). Which experimental design should she choose?

A Jonathan is testing the duck/rabbit illusion (see page <A12>). He shows participants either duck ponds or fi elds of rabbits. Then he shows them the illusion and asks them what they can see. What is Jonathan’s independent variable and what is his dependent variable?

Quick check

Quick check

The glossary on this website might help you with any terms you are fi nding diffi cult:http://www.gerardkeegan.co.uk/glossary/gloss_repwrit.htm

Taking it further

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Skills required to be a good psychoanalyst

A good listener

Having patience

Able to work with people with

emotional problems

Able to be non-judgemental

Learn about

B3a2 Becoming a psychoanalyst

Who a psychoanalyst might work for Skills required

Qualifi cations required and accreditation status

Training to be a psychoanalyst

Continuing Professional Development

Melanie Klein, who died in 1960, was a well-known psychoanalyst who worked with children. She built on Freud’s work and developed the object relations school.

Examiner’s tips

Don’t confuse psychoanalysis with psychotherapy. Psychotherapy is a general term for therapies that use listening and develop individual skills, and psychoanalysis is one form of psychotherapy; there are many others.

Like Freud, Carl Gustav Jung focused on the power of the unconscious and on dreams. However, his ideas on the subject were quite different.

1 Why would a psychoanalyst have to provide evidence of Continuing Professional Development? (You might want to refer to information on other psychologists to add detail to your answer – see pages <C14>, <D15>, <E14>)

2 Outline the qualifi cations required to be a psychoanalyst.

3 Explain what would make someone a good psychoanalyst.

Questions

Look up the British Psychoanalytical Society and the Institute of Psychoanalysis (www.psychoanalysis.org.uk) to fi nd out more about the work of a psychoanalyst.

Taking it further

A Explain three skills that a psychoanalyst would need.

Quick check

B What does it mean to say that anyone can call themselves a psychoanalyst?

Quick check

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examzone sections can be found throughout,

offering a wealth of advice and guidance for the

exam. These eye-catching, magazine-feel pages offer

examiner advice, revision checklists, and a real range

of activities to appeal to students of all abilities.

Questions throughout the text are perfect for individual, group or whole-class work. Answers to all questions are provided.

Examiner’s tip sections highlight common errors and misconceptions so students know to avoid them.

Taking it Further boxes are included to encourage extra contextual learning with activities to push more able students.

Introduction

Topic C Do TV and video games affect people’s behaviour?

Many young people play video games. How much does this affect their behaviour?

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Practice exam questions gain students a sense of familiarity with the terminology of the exam, and you’ll fi nd the answers to all questions provided.

Each topic in the book is broken into sections – clearly highlighted by colour – which mirror the new specifi cation.

Topics are introduced to students with colourful, eye-catching photographs and a topic summary to get them thinking.

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