Welcome to your psychology blog 2016-2018

Hi, and well done for finding this blog. Please save the link or book mark the blog in ‘favorites’ – as you will visit this site everyday.

Next, you need to click the ‘follow’ button so that you receive a notification every time I update the blog, which I will do a couple of times every week. This blog will keep you up to date with what we’ve been doing in lessons as well as details of prep and deadlines. Power points, work sheets etc. will also be attached.  

If you miss a lesson for any reason you need to ensure you catch up……..”I wasn’t here when you did such and such” and “I wasn’t here when you set prep” is no longer relevant and so I don’t want to hear excuses for why you cannot meet deadlines. Please note that I keep a record of whether or not deadlines are met and this is reflected in your reports.

If you genuinely cannot meet an assignment deadline please email me ahead of the lesson to let me know.    When you want to contact me directly my email address is: fth@roedean.co.uk

TOP TIP:  I suggest you print out the blog at the end of each half term so that you have a running order of the course. I also suggest you print out a copy of the >>>> New AQA spec  in readiness for September – that way you can keep track of where we are in the course, and answer your own questions, like, how many exams are there? Is this going to be on the paper?

It is a really good idea to put the date on your class notes as you make them, that way if you get in a muddle you’ll be able to get yourself organized again.

Making notes is your responsibility. Outside of lessons you are expected to read a variety of resources to extend your understanding of the topics we cover in class. You will also be required to make notes in whatever form works best for you i.e.  Revision fact sheets/fact files/mind maps – basically you need to try different things out to see which system helps you to develop your understanding. These notes will be checked from time to time. 

Things to do:

Over the summer you should start thinking about all things psychology. You have a summer pack to complete >>>> Intro to Roedean task 2016    Use the digital text book to help you with the tasks.

To access the digital text book click on the following link or paste into your browser: www.illuminate.digital/aqapsych1

See inside the summer research pack for the Username and Password.  To access this resource you have to be connected to the internet – the resource is hosted on a website and you will not be able to access this resource if you are not online.

If we could talk to the animals …just imagine it …  watch this fascinating film…… http://www.bbc.co.uk/iplayer/episode/b07gxpd7/koko-the-gorilla-who-talks-to-people

Whet your appetite further by reading  …..inside the brain magazine and… welcome thinking magazine  For those of you who want some additional reading may I suggest……………… ….. Psychology reading ideas

Subscribe to psychblog –     Join up now for up to date news on the latest  research in psychology >>>>   http://www.spring.org.uk/get-the-latest-from-psyblog

Here is the Psychology handbook >>> AS handbook 2016-2018

Finally check out the British Psychological Society website http://www.bps.org.uk/   It has lots of useful information and links, it also advertises jobs. I suggest that you read the some of the policy and guidelines, specifically working with animals and the code of human research ethics. We will be looking at ethics the first week back.

I hope you all have a really great summer, good luck with your GCSE results and I look forward to working with you in September.

Week Commencing 05.09.16

Lesson One (Ms Rose)

Knowing me…. Knowing you…. Knowing Psychology…..  Ahhhhaaaaaaa!

A very warm welcome to your first A level Psychology lesson at Roedean.  And what better way to begin than by getting to each other, and ourselves, and the subject of Psychology, just a little bit better.

It is important that you have a sound understanding of what you are going to be studying over the next 2 years, and that you keep you Biology and Maths GCSE materials fresh in your minds.  Psychology is the scientific study of human behaviour and the thinking skills involved in this area of science demand that you are critical and creative in the application of your knowledge.

The learning expectations were then set for the course, along with your shiny new folders.  Please bring your specifications with you for EVERY lesson.

Be proactive in checking the teaching blog regularly.  https://psycblog2016to2018.wordpress.com/

If you haven’t already ordered your textbook, please do so ASAP.

Check out your Dynamic Learning Login too. I very much look forward to getting to know you in what looks to be a joyous, transformational and productive year ahead. 1 As intro joss

Prep –

Complete the induction summer project – see previous post. Ms Alexander will be expecting to receive this from you on Friday,

Order your Textbook Organise your file

Log in and explore the Dynamic Learning website. On this site you can explore the e-textbook, Psychology Review Journal and complete the online assessments that we will be using to monitor your progress.

http://my.dynamic-learning.co.uk/ User – Your personal Roedean email Password – Learning Centre number 20663

 

Lesson Two (Ms Rose) Specification link 3.2.1

A consolidation of the AO1, AO2 and AO3 skills and developing our understanding of the course requirements started things for today.  assessment-objectives-plenary

We then looked at the origins of Psychology and how Wundt first disseminated this ‘Experimental Philosophy’ as a separate area of scientific research.  origins-of-psychology  From here we discussed what it means to use the scientific method, and how hard this is to achieve in the subject human experience.  We looked at an exam question and made detailed notes to answer this from the course textbooks.  The big BUT is, that not all information that you need for Psychology is in the textbooks / lesson materials and so wider reading really is essential in your quest for the best grades.

paper-2-v3 ms-paper-2-version-3

We then discussed how Psychology is unlike the other sciences in that there is no simple paradigm, and how a multitude of approaches need to be studied, if we are to gain an understanding of human behaviour.

Please a log of your additional reading.  You should be independently reading around the subject all of the time.

Prep – The importance of wider reading….. Secret Agent Mission

(You can also use your Overview of different approaches in Psychology from your summer introduction project – but please do spend some time in the library getting to know the materials).

Your mission, which is compulsory to accept, is to uncover the secret agent file stowed in the Psychology section of the main Roedean School library. Upon finding this item, your task is to research one approach in psychology that you will be studying this year, and outline a key researcher associated with this approach.   You must then leave details of your investigations for inspection.

This message simply won’t self destruct; we know, because we tried it.

Special Agents Alexander and Rose

Stretch and Challenge – see last slide on today’s lesson powerpoint. 

Ms Alexander Lesson 1

Welcome :)  My goal was to get to know you, and to hopefully help you to get to know each other a little better. I used this power point >>>> as-1-intro Oh yes, and then there was the ‘read all directions before beginning task’…did you get caught out?

mini prep – You were asked to do a little research on various mobile phones in readiness for lesson 2.

Ms Alexander Lesson 2

We continued with ice-breakers, and we also learned about the 3 learning objectives in psychology via the mobile phone activity.  Can you remember what they were ?

AO1 …..? AO2………? Ao3………..?

You signed a learning agreement and a prior consent form.

Do you know why we need your consent?  Can you explain why it may not be appropriate to ask for consent immediately before conducting an experiment? We considered the academic skills you are mastering as you progress through your A levels. At the bottom of the learning ladder is Remembering and at the top Creativity. Understanding is key  – you cannot rely on your memory at A level as there is too much to remember – far better that you

understand the material so that you can confidently write about it in an examination

Prep –  ensure you are able to hand in the summer assignments -this Friday if you can, NEXT Friday at the absolute latest. intro-to-roedean-task-2016

Ensure you have read this>>> AS handbook 2016-2018  Keep a copy for yourself.

Ms Alexander lesson 3  – The only way is ethics!

Having completed psy-and-me we moved on to the BPS ethical guidelines which govern what we can, and cannot do with our participants >>>> uptodate-ethical-guidelines-2016

This is the power point which can be printed and put into your file ethics-power-point

Do you understand the criteria-for-an-ethical-study  ?

Ensure you know what DDRIPP means as well as RRIM (see power point if unsure) -there will be an assessment next week.

There will also be a maths assessment on your first lesson with me next week  >>> math-element-in-new-spec

If you have already purchased a text book,or you are using the digital green haired girl book  -you can find ‘ethics’ in the contents/index. It is usually found in the research methods section. I will be covering Research methods with you and then I will be moving I onto the Cognitive Approach in Psychology. Have a great weekend

Wb 12th Sept 2016

Lesson One – (Ms Rose)

Link to Spec – 3.2.1

Where did the Psychological approaches come from?

The Origins of the 5 approaches.

We have now got an idea of where the school of Psychology originated, but why the shift in thinking?  Where did the different schools of thought (paradigms) come from, and why is it important to have differing perspectives as we investigate human behaviour? Following the directives on the power point, we looked at the emergence of the different approaches as Psychological theory diverged in order to explain the human experience.  history-ppt  You mapped in the divergence of philosophical thinking in chronological order on your timeline timeline-worksheet following the directives in this short film. (History of Psychology Film)

You were then asked to create a play dough museum exhibition piece to illustrate one of the approaches.  Then, using the library of books at the back of the classroom you made an information display card to demonstrate your understanding of how each approach emerged as a school of thinking in Psychology.

Prep – Email a photo of your exhibit in to me jro@roedean.co.uk so that I can get them printed and laminated.

Use the resources in the classroom, your textbook, the BPS website, internet searched to prepare the museum internet display card.  http://www.psychology4a.com/approaches.html is a good place to start

Extension – Here is a more comprehensive chronology of events for those of you seeking the high grades history-of-psychology-time-line

For those of you who want to continue to be creative in your thinking, here is my secret Play dough recipe:

1 Cup Flour, 1 Cup Water, Food Colouring (quantity depends on how deep you like the colour to be), 1/2 Cup Salt, 2 Table Spoons Cream of Tartar, 1 Tablespoon vegetable oil, Plus essential oils if you want it to be smelly! Combine all of the ingredients and heat in a pan until it thickens.  Kneed the dough until soft and pliable. Think creative!

Lesson 2– (Ms Rose)

Effective communication is essential to exam success.  What is being asked of you?  How can you please the examiner and satisfy the mark scheme?  Let’s hope that you get on better than Basil Faulty!

We looked at the importance of understanding the basic command words.  Using chocolate, you had a go at demonstrating the various exam skills.  What is the examiner asking you to do? command-words  You had a go at each skill.  command-words-worksheet  How can you disseminate between the different tasks?  There is more guidance on this in your Psychology course handbook.  as-handbook-2016-2018

Prep –

Have a look at AQA specimen materials exam papers, mark schemes and reports.

Identify all of the command words used in the papers.

http://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181-7182/assessment-resources

Write 5 of your own exam questions using different command words and at least one fromAO1, AO2& AO3.

Login to dynamic learning http://my.dynamic-learning.co.uk/ and complete the online assessment for Origins of Psychology.

Login – email Password – Learning Centre Number 20663

Ms Alexander lesson 1     link to spec  – 3.2.3.2 –Data handling and analysis

Maths assessment – fun if you enjoy maths  10% of the psychology papers will be maths. Psychology is a science which uses statistical tests to determine the significance of research findings. The language used in psychology is complex. Our minimum entry requirements is B in Maths; B in English Language and B in Science (Biology) – this is so that students are able to access the psychology curriculum. Without these pre-requisite skills students struggle with psychology and leave the course. Now is the time to reflect on whether this course is the right for you.

Ms Alexander lesson 2      link to spec – 3.2.3.1 – Scientific processes (Ethics)

We started with a quick assessment – do you know your ethical guidelines? I was disappointed that so many of you were not prepared for this. 

It is essential that you read the blog and take note of the instructions given by your teachers.

In order to do well in psychology you will give 100% and be prepared to work harder than anyone else – I am sure I do not need to remind you that your final ‘A’ level result will be the consequence of YOUR OWN determination, resilience and effort.

We expect you to read ahead of each lesson so you know what topics are coming next, this is called pre-reading. It will improve the speed at which you understand new ideas. We will

also expect you to read after each lesson to ensure you have understood the concepts we have covered, this is called consolidation reading and is incredibly important. You will struggle to progress unless you take responsibility for your own learning.

We will check pre-reading by giving you warm up activities which check on your level of prior

knowledge. If you are not prepared for the lesson this will become immediately apparent 

During the lesson you completed a number of activities which helped further your understanding of the BPS ethical guidelines.

You have all been assigned a digital text book (Black Mask) -go to and read  ….. p278 -Ethical Issues

http://my.dynamic-learning.co.uk/ User – Your personal Roedean email Password – Learning Centre number 20663

Have another go at the Maths assessment paper  – why not see if you can get 100% inital-maths-assessment -what were your weaknesses?  Can you learn from your mistakes? Pages 292 onwards in the digital mask will help you. Please come and speak to me or Ms Rose if you would like some help.  The mark scheme is here mark-scheme-for-initial-maths-test

 Wb th Sept 2016

Lesson One – Ms Rose – Exam Technique

 

Why miss out on the marks?  Students struggle to access the marks on the mark scheme, not because they don’t know the material, but because they haven’t nailed the exam technique. This was today’s focus.

You began by sharing the 5 exam questions with one another that you had prepared using a jigsaw learning activity.   command-words-starter-jigsaw-learning You were asked to annotate, underline and highlight the important aspects of each question.  The marks available, the command word and the specific content requested. This also gave you the opportunity to

work with member of the group that you have not yet worked with. 

We looked at how to PEEL effectively.  Your point must include any key terms.  The evidence that you use must be detailed enough to demonstrate your understanding (SCAM) and this must then be explained, with reference to the question.  how-to-peel

There was a past paper example of this, including what the examiner said about a basic answer.  A second version showed a candidate who had given a more reasonable response, but lacked the quantity required.  You then had a go at providing a second PEEL for this answer and your ideas were shared on the board using the visualiser.  Thank you all those who allowed their work to be shown.

Prep –  Read ahead – Biopsychology Unit – Chapter 6 in your Mask textbooks.  Also – dig out those GCSE Science notes.  You will need them!

 Lesson Two (Ms Rose) – Link to specification 3.2.1 & 3.2.1.1 An Intro to the biological approach and Biopsychology

The biological approach: we began by myth busting the human brain.  What is it in this structure that gives us conscious thought and separates us from all other animals? intro-fact-or-fiction   We seem to have more questions than answers about this beautiful organ.

We talked about the components of the Central Nervous system.  Linking the ideas back into our knowledge from GCSE Biology.  1-intro-to-bio-2015-roedean  You had a go at labelling a diagram of the brain cerebellum-to-label.  We then watched some short clips on the brain, and had a brief overview of how nerve cells operate at a cellular level. More on this next soon.  structure-of-a-typical-neuron-and-synapse

And to finish, some brain joy: https://www.youtube.com/watch?v=snO68aJTOpM

Prep

Have a go at the online brain tutorial.  Become familiar with the language of the brain, you need to be able to map key structures of the brain to their functions.

http://web.stanford.edu/group/hopes/cgi-bin/hopes_test/sites/hopes/files/brain.swf

 

 

Lesson 1 (Ms A) – Pasta boy!   Need I say more?

You were introduced to the language of the experimental method in psychology -the DVD I used gave us a whistle stop tour of some of the key concepts; – over this week and next, we will get to grips with the terminology by working through exercises in your Research Methods Pack. Please ensure you bring it to your lessons.

Lesson 2 (Ms A) – consolidating. So we made sense of some pasta boy terminology. We read page 10 and you completed page 11 of your research methods pack. Next we checked

understanding of >>> hypotheses  You then completed p15, 12 and 13 in that order

Please ensure you finish off anything that you didn’t finish or didn’t start

Lesson 3  – types-of-experiment  matching-task

Prep: Pleased complete the strengths and weaknesses grid for the 4 different types of experiment – p20 in your pack.  Then please complete pages 14,15 and 16 in readiness for

your first lesson next week

Best universities for studying psychology revealed 

1. University of Oxford – Experimental Psychology has been taught at Oxford for more than 100 years, and is one of the leading psychology departments worldwide. Its department is known for its ground breaking basic and translational research, and for the exceptional educational opportunities for undergraduate and graduate students alike.

2. University of Cambridge – The study of psychology has been organised in various forms in Cambridge for over a century. In 1897 William H.R. Rivers was appointed University Lecturer in Physiological and Experimental Psychology. A proposal for the establishment of a psychophysics laboratory had been put forward as early as the 1870s by James Ward, but it was not until 1912 that a purpose-built Psychological Laboratory was opened on the Downing Site in the centre of Cambridge. Research and teaching in experimental psychology has continued in the Psychological Laboratory to the present day.

3. University College London – UCL undertakes world-leading research and teaching in mind, behaviour, and language. It brings together researchers in a range of disciplines such as cognition, neuroscience, linguistics, education, communication, medicine, health, phonetics and development. The Division of Psychology and Language Sciences is a vibrant environment for both study and research. UCL is a consistently top-ranked university in the UK for research in psychology, psychiatry and neuroscience.

4. London School of Economics and Political Science – From the 1st of July 2016, the Department of Social Psychology expanded to become the Department of Psychological and Behavioural Science. The name change showcases the Department’s new BSc programme, the BSc in Psychological and Behavioural Science (to be launched in 2018), with British Psychology Society accreditation. It will also provide an appropriate home for its existing MSc programmes in Social and Cultural Psychology; the Psychology of Economic Life; Social and Public Communication; and Organisational and Social Psychology, as well as its thriving PhD programme.

5. University of Edinburgh – Psychology at Edinburgh brings together world-class researchers approaching the scientific study of mind and behaviour through a range of topics: from language development to dementia, personality to paranormal beliefs. Edinburgh is ranked as the top psychology department in Scotland, and fifth best in the UK. The department benefits from a vibrant postgraduate community and strong interdisciplinary links with colleagues in medicine, informatics, linguistics, education, biology and public health.

6. University of Manchester – Philosopher Professor Samuel Alexander kick started the study of psychology in Manchester after training in experimental psychology in Germany. This eventually led to the appointment of the first lecturer in experimental psychology in Manchester in 1909 and the establishment of a dedicated psychology department – a rare phenomenon for Britain and, indeed, anywhere outside of London at the time.

7. University of Bristol – Psychology at the University of Bristol was established in 1901 with the appointment of Conwy Lloyd Morgan, the first UK Professor of Psychology (and Ethics). Teaching and research are carried out in state of the art laboratories within the school, and it also has access to brain imaging and clinical research facilities at Clinical Research and Imaging Centre (CRIC-Bristol).

8. University of Warwick – Elisabeth Blagrove, who is a Teaching Fellow at Warwick, describes the Department of Psychology to be “very much community-led and has a very warm and welcoming environment. Warwick has also some leading experts in their field and some very passionate and dedicated professionals, who are there to pass on information via their research and their teaching.”

9. University of Glasgow – Research at Glasgow’s School of Psychology attempts to advance our understanding of behaviour and the underlying mental processes and brain functions at multiple levels of analysis. Most research takes place in the Institute of Neuroscience and Psychology. This effort entails the integration of diverse approaches and paradigms from experimental psychology, cognitive science and the cognitive neurosciences. The School is committed to producing basic and applied research of the highest quality.

10. Durham University – Durham is among the top 10 Psychology Departments in the UK with an outstanding academic staff who highly rated for both teaching and research and are consistently ranked as one of the best Psychology departments for employability. Durham ranked 24th out of 81 Departments in the Times Higher ‘Intensity’ 2014 REF ranking for Psychology, Neuroscience and Psychiatry with 77 per cent of its research being recognised as world-leading.

You can find out the top 10 universities in the world on Psychreg.

ORDERING THE BLACK MASK TEXT BOOK – IF YOU ORDER THIS YOURSELF YOU CAN GET 20% DISCOUNT !

This is the link to the textbook:

http://www.hoddereducation.co.uk/Product/9781471834882.aspx

This is the discount code you type in once at checkout: WV0007802

Note: this discount expires on Friday 30th September

WB 26th Sept 2017

 Lesson One (Mr Rose)  – Neuroanatomy – Spec 3.2.1.1

What is going on inside your head?  We had a go at creating a model brain using an orange and some sweets.  You were asked to make notes on what each structure does and what the different lobes do within their localized function.  creating-a-brain

We then looked at some of the functions of the different regions and evaluated some of the problems with thinking about these regions as global entities.  Be careful, as some of the colours on here don’t properly correspond to the areas listed.  brain-localisation

Prep –

Make sure that you have completed this online tutorial on the CNS.

http://web.stanford.edu/group/hopes/cgi-bin/hopes_test/sites/hopes/files/brain.swf

 Print and read this overview on Biopsychology.  We will be further exploring this in 6.2 as we look in more detail at the biological roles in the body.biopsych-info-pack

 Join this Psychology student facebook page.  You can use it to communicate with other students about exams, marking, resources etc

http://www.tutor2u.net/psychology/blog/join-our-psychology-student-facebook-group-today

 Lesson 2 (Ms Rose) – Brain Lateralisation and Split Brain Research

 

We began by making a ‘thinking cap’ model to outline the key areas of brain and how these localisations map to function.  Prizes for the one who guessed the purpose of the song! https://www.youtube.com/watch?v=rblYSKz_VnI.

We then completed the gap fill choose-the-right-work-split-brain and watched some videos of split brain patients. We worked through some examples too split-brain-worksheet

 Prep –

Have a go at conducting an experiment.  left-brain-right-brain-experiment This task will help you to consolidate the content of Ms Alexanders lessons (experimental design), with the context of bio-psychology.

This clip may help you to formulate your experimental design. https://www.youtube.com/watch?v=Kqy4XVcCf0w

 Lesson 1 (Ms A) – Not as exciting as building a brain – instead we looked at experimental design. These are ….. Independent Measures (groups), Repeated Measures (groups) and Matched pairs >>> power point >>>> exp-design-vgood

Some  key terms for your glossary

Controlled Laboratory experiment – one of the research methods used by psychologists

Situational variables – e.g. heat, noise, temp Independent Variable  (IV) ‘I Vary this thing’ Dependent variable (DV) I measure this thing, it’s where I get my Data Vrom Ecological validity – Where the experiment is conducted, if the experimental

environment is artificial (like a controlled lab setting) and not natural, the research may lack ecological validity.

Demand Characteristics – behaviour of ppts which can be positive or negative but not always ‘natural’.

Prep– keep up with the different exercises in your research methods pack   – today pages 23 and 24.   TRY not to fall behind..

We are experimenting with using Cornell note taking  – here is the template note-taking-template – Why not try different ways of making notes during the lesson – try to maintain focus – the goal is to stay in an alert state. Effective learning requires preparation,  you could read ahead. You should participate and stay active throughout the lesson, and then afterwards you need to consolidate your learning by TAKING TIME to reflect on what you did in the lesson. This blog helps you do this.

Lesson 2 (Ms A)  – It was the fruit pastille rip off!  We considered types of population sampling. The goal is to achieve a representative sample so that from their results we can generalise back to the target population. Why isn’t a random sample always representative? animatedpastille-ppt-2016 <<<< see last slide of power point for prep!

Lesson 3 (MsA) – Why we need to be in control!  Those pesky little extraneous variables need to be brought under control so they do not morph into ruinous confounding variables!  Every time we design an experiment we have to really CONSIDER what else, other than the IV, could explain the results (the difference between the 2 conditions). If there is another possible explanation your results will be worthless!!! NO LONGER VALID -

completely POINTLESS as it happens >>>>controls-in-psychology

PREP: I have set 2 tests for you to complete on ‘Dynamic Learning’.  One by 5th Oct

The other by 17th Oct – you will need to read pages 292 to 300 of the black mask (BM) to be able to complete the 2nd test

Philip Allan Journals

Philip Allan Journals such as Psychology Review are available online and provide useful curriculum A-level articles for sixth formers. For full access to the A level Philip Allan Jourmals online, use Firefox as your web browser  instead of Internet Explorer and go to:

 

http://my.dynamic-learning.co.uk/ Username

sbl@roedean.co.uk

Password learning

Wb 3rd October 2016

Lesson One (Ms Rose) – Link to spec

How does our brain communicate?  We linked the learning back to the split brain research, and discovered how challenging it is if we try to do a simple task, like tying a shoe lace, if our brain is unable to communicate between the hemispheres.  But how does this happen on a cellular level?

In groups, we made models (out of pipe cleaners) of sensory, relay and motor neurons.  You then outlined the function and structural features of each.

You then had the opportunity to sequentially order synaptic firing. neurons

Next lesson we will be going to the computer room in the library.  If your want to bring your own laptop, then please do.

Prep –

Complete the Dynamic Learning online assessment for Structure and function of Motor, sensory and relay neurons.

Stretch and Challenge –

Watch this.  A really interesting TED talk on brain lateralisation

 Lesson Two – (Ms Rose) Interactive Neuroscience lesson 3.2.1.1

We learn best when we have fun. Ladies, its all about the joy!

Today, the focus was on exploring how nerve cells communicate from an electrical, to a chemical, and back to an electrical message. You used this website http://learn.genetics.utah.edu/content/neuroscience/

and this page too

http://learn.genetics.utah.edu/content/addiction/

to answer these questions as-lesson-know-your-neurons-mouse-party

 Prep –

Continue to work through the sheet from the interactive lesson. as-lesson-know-your-neurons-mouse-party Make sure that you are familiar with the process of synaptic firing.  Keep watching the video until you have it cracked.

 If you need further clarity check these out ………………

http://www.bing.com/videos/search?q=khan+academy+synaptic+transmission&view=detail&mid=E7BCFA28C936EE6F3267E7BCFA28C936EE6F3267&FORM=VIRE

http://www.bing.com/videos/search?q=khan+academy+synaptic+transmission&view=detail&mid=079B27BCB091E482D897079B27BCB091E482D897&FORM=VIRE

Read and make notes on excitatory and inhibitory neurons.  We will be discussing this further next lesson: http://antranik.org/actions-of-excitatory-and-inhibitory-neurotransmitters/?utm_campaign=shareaholic&utm_medium=email_this&utm_source=email

  Lesson 1  (Ms A)

Consolidate, consolidate, consolidate – I fed back to you on the sampling questions you did under timed conditions last lesson. If you achieved 50% or below please try again and resubmit by the end of this week.  You need to use the scenario given, and explain the answer even if it is only worth 2 marks.  Remember random isn’t always the best option – you had a random selection of fruit pastilles but some students still had a flavour missing from their selection. If only 5% of the work force are managers it would be easy to miss them out completely if a random sample was used. Clearly ‘stratified’ although more time consuming is the most representative option.

Can I suggest you familiarise yourself with Hank Green’s ‘Crash Course’ in psychology –

Although he speaks extraordinarily quickly, he does cover the material we are learning about and offers another way of familiarising yourself with the content.

expt-design-cartoon-ppt <<< power point used today. We ended the lesson with you completing some multiple choice questions.

Lesson 2 (Ms A)

Handed back the multiple choice questions  – well even though some of you may sigh at the laboured pace we are moving through research methods, I am still mot seeing anyone get 100% on the assessments of learning I put in place.  I will be re-issuing this test in a week or so. Please go through yours – work out where you have made mistakes and learn from them!

Our lesson focus was on understanding the meaning of reliability and validity in psychology reliability-and-validityfran-2  2016-reliability-and-validity-in-psychological-research    There are many different types of reliability and validity – read about them on page 68 of your Research Methods Pack. See also pages 280-281 in the black mask book.

Reminder: the research methods section goes from page 258 in theblack mask book. It covers everything we have examined thus far, including types of sampling techniques

together with their strengths and weaknesses.  Please ensure that you are using this section of the text book to supplement your own understanding of these foundation concepts.

Independent Study would include making your own notes/flash cards of the key concepts. Making sure your Research Methods book is up to date. I will be taking them in to check next week !! You should be completed up to and including page 24. If there are gaps in your packs it suggests that:

You haven’t checked through your work before handing it in. You haven’t looked up anything you didn’t understand in your text book or online You haven’t asked for help

Support sessions will run on Monday, Tuesday and Wednesday Lunch times from 1.45pm.

Film Club – I will be showing ‘Memento’ next Wednesday 12th October  at 6.00pm in the psychology classroom. This film explores the nature of memory, and what happens when a person is unable to process information from Short term to Long term memory. This fits in with the Cognitive Approach we are about to examine.

Lesson 3  – How I love cognitive psychology >> check out the power point cognitive-psychology-intro-2016

Prep:

Ensure your R Methods pack is up to date. You have a cognitive psychology worksheet to complete intro-to-cognitive-approach

Wb 10th October 2016

Lesson One – (Ms Rose)  Consolidation neural firing.  CNS and PNS

Link to Spec – 3.2.1.1

Consolidation of neural firing. https://m.youtube.com/watch?v=o9p2ou1IyC0

Pass the pen – knowing the synapse.  Sharing your knowledge or synaptic transmission. Discussion of how EPSP and IPSP and temporal summation.

Intro to CNS and PNS functions.  cns-ppt

Link connectivity and neural circuitry to CNS and PNS.  Cut and Stick activity empty-box-diagram-of-ns-with-answers

Prep –

Complete definitions for the following terms.

Neuron Synapse Synaptic Transmission Action Potential Depolarisation Hyperpolarisation Electrical impulse Chemical message Inhibitive Post Synaptic Potential Excitatory Post Synaptic Potential

It is essential that you take the time to understand neural firing.  Go back over your class notes and the resources on the blog.  Bring along questions to Wednesdays drop in clinic.   

For those of you who didn’t complete the Cut and stick activity in class, please ensure that you have done so before next lesson on Wednesday.  empty-box-diagram-of-ns-with-answers

Stretch and Challenge – Check out the human connectome project, where they are continuing to map the connectivity of the human nervous system.  What a project! http://www.humanconnectomeproject.org/

 Lesson Two (Ms Rose) – Stress response – nervous and endocrine system – Spec 3.2.1.1

We began with a 6 mark timed exam questions on sensory, motor and relay neurons.  Past paper practice really is essential as you develop your understanding of the material and is the best revision strategy. (Think rehearsal for coding into long term memory!).

You then had a go at organising the divisions of the nervous system – consolidation from your prep. cns-cut-and-stick

I then asked you to draw around your bodies, indicating the actions of the sympathetic and parasympathetic stress responses.  The endocrine system was then added to these massive drawings, highlighting how this chemical message travels in the blood to deliver a prolonged coordinated response, including vasoconstriction and vasodilation.  cns-ppt

I have put some of these drawings up into the classroom so that you can take a picture of what you produced.

Prep –

Make sure that you are up to Dynamic Learning tests.  I shall be harvesting this data first week back after half term.

Ensure you have written up your class notes to include the following:

The divisions of the nervous system including:  central and peripheral (somatic and autonomic).

The function of the endocrine system: glands and hormones.

The fight or flight response including the role of adrenaline.

 Lesson 1 (Ms A) –

Whilst you are examining the working of the brain with Ms Rose we have started to look at the workings of the mind  -less tangible -more phenomenological! We considered the processes by which we process information in the mind – from paying attention to using memory to pull in relevant prior knowledge. You completed this exercise –  information-processing-model  Then we side tracked into the world of the autistic savant  –  we watched an excerpt of ‘Rainman’ staring Dustin Hoffman and Tom Cruise. I then suggested you  find out more  -for example the remarkable Stephen Wiltshire  and the incredible Kim Peek

 Lesson 2  – We continued to wonder about the nature of memory -what do we mean when we talk about memory? How many types are there? We briefly considered the tip of the tongue phenomena – this is where we know the memory is available somewhere in storage, but we have a problem accessing the memory.  We watched a brief film introducing interesting concepts about memory. >>>> intro-to-memory-2016

Please read the information sheet I gave you on the cognitive approach – I will take in the answers to the questions first lesson back after 1/2 term

The key terms this lesson were:

model/framework availability accessibility encoding/coding storage retrieval

Did you enjoy ‘mouse party’ in Ms Roses’ lesson?  Well here is the Memory Version for you to explore over half term  http://learn.genetics.utah.edu/content/memory/

You can click on the different features of the animated model of memory for more information and to take part in online tests of various aspects of your own memory. It is really informative – I have played for over an hour today!

Looking at information ahead of the lesson is an essential part of the learning cycle. It improves exam grades. ALL students who achieved an A* in 2016 were pre-readers!

REMINDER:  Research Methods packs are due in on Friday.   Cognitive Approach worksheet due in on Thursday/Friday too.

‘Memento’  being shown in Psychology 1 Wednesday Evening at 6.oopm

Lesson 3  – this lesson we started to learn about schema theory and the nature of reconstructed memory. You tried to recall the picture I showed you in a previous lesson and you also had to recall Bartlett’s ‘War of the Ghosts’ story, as well as the paragraph about the dropped delicate jug. Some of you didn’t even remember the paragraph from the beginning of the  lesson – hey ho – this confirms that our memory may not be reliable!  Never the less it can be improved by employing various strategies. I suggest you read ‘Tricks of the mind’ by Derron Brown for some memory improvement tips!

During this period we also asked students to bring laptops to a lesson on synapses. We did a competition to ask questions to Prof Byron. We put on a direct link to the Psychology review magasine, and we advertised the psyc support sessions at lunch time. We also put on a blog of links to useful blogs and websites plus a whole bunch of films students could watch .

WB 17th October - only 2 days this week then ½ term

Lesson One – Ms rose – Stress, stressors and the endocrine system spec 3.2.1.1

Starter – recap Sympathetic and parasympathetic nervous system and the response to stress.  p114-115-4_9-are-you-sympathetic

Linking the Autonomic Nervous System (ANS) for acute stress (SAM) and the endocrine system for chronic stress (HPA), this powerpoint helped us to understand the process involved.  sam-and-hpa-stress we then labelled the diagram according to this information. How does the Hypothalamus co-ordinate this response?  as-unit-2-hpa-and-sam-diagram  Lots of key terms – make sure that you understand them all…stress-systems

Prep –

Complete the following activity fight-or-flight-activity Due on 31.10.16

Ensure that you have completed all of the Dynamic Learning activities. Due 01.11.16

For those of you who need to resubmit the timed exam question, here is the mark scheme.  it is important that you reflect on where you went wrong and have another go.  Scroll down to question 4.  mark-scheme-beuron-function

Lesson 1 (Ms Alexander)  – Schema theory take 2. This is the power point we used in class 1-reconstructive-memory

We also considered the language we need to use when evaluating a theory. ‘CASTLES’ reminds us of the words we need to use. (see power point). These may be helpful too how-to-evaluate-a-theory-castles                         theory-evaluation-toolkit       theory-study-research-method

Lesson 2 (Ms Alexander) – Lucky students got to practice some research methods

questions

Half Term Prep:  case-studies-half-term-activity  You will need to open up this document and follow the instructions.

I suggest you use some time over half term to check through your files. Do you have notes/activities for the different things we have covered thus far?  Look back over the blog – are there any power points you need to look at again? Are their films you need to watch? Have you looked at the mouse party Utah website again? Remember it has a memory section now.

We will be learning about the multi-store model of memory and the working memory model when you get back – it would be an excellent idea to read ahead and start making notes. This

will really help you in class.

Half Term

WB 31st October 2016

Lesson One ( Ms Rose) – Adrenal Gland.  12 Mark Halloween Exam Question!

Thank you for the half term homework.  Developing your understanding outside  of the lesson is essential to progress in Psychology.

The key components of the endocrine system were discussed using this starter. endocrine-multiple-choice

We then discussed the biological structure of the adrenal gland and linked this to the function within the HPA and SAM adrenal response.  We then discussed the demands of a 12 mark exam questions happy-halloween

To achieve 6 AO3 marks in an evaluate question you would need to PEEL effectively twice.  Here are some examples. f-or-fl-evaluationendocrine-multiple-choice

Here is the mark crib 12-16-mark-essay-marking-crib

Prep –

Read and make notes on 231-234 (6.3-6.4 black mask).  Have a go at answering the questions on p234 (6.4).

Complete the Dynamic Learning online Task on the Adrenal Response.

 Lesson 2 – (Ms Rose) – Biopsychology –  Key terms recap

We began with a short exam question.  Check out question 1 &2

http://filestore.aqa.org.uk/resources/psychology/AQA-71812-SQP-2ND-SET.PDF

And for those of you who want it, here is the mark scheme

http://filestore.aqa.org.uk/resources/psychology/AQA-71812-SMS-2ND-SET.PDF

 We then played a game of articulate. Here are the terms used. biopsychology-articulate1 Here is the Biopsychology glossary that you filled in. biopsychology-articulate1

For those of you who asked for a definition of temporal summation, here is a good one

“At any given moment, a neuron may receive postsynaptic potentials from thousands of other neurons. Whether or not threshold is reached, and an action potential generated, depends upon the spatial (i.e. from multiple neurons) and temporal (from a single neuron) summation of all inputs at that moment.“

 Prep

Have a look at the key terms from the Biopsychology Articulate game.  Prepare your own key terms glossary including definitions.  Due – Ongoing in preparation for revision. 

 

Lesson 1 – Ms Burns & Alexander

In today’s lesson we were introduced to our new topic of memory!  Multi-store Memory Model (Atkinson & Shiffrin, 1968)

We began by looking at the case study of Clive Wearing (https://www.youtube.com/watch?v=Vwigmktix2Y). Here we outlined the importance of memory in our day-to-day lives.

We spoke about the key processes involved in memory

Encoding Storage Retrieval

It is really important you know what each of these terms mean! (See PowerPoint for definitions)  pp-memory-lesson-1

Then, we looked at the Multi-store model which was proposed by Atkinson & Shiffrin (1968)  see below

At each stage of the model, we have and will refer to the Encoding, Capacity and Duration of memory, so it is essential you fully understand what each of these terms mean! (See PowerPoint for definitions)

Today we explored the first store – the Sensory Register. This is where all information enters in its purest form!

We discussed how information is encoded/entered into this store through our senses (seeing, hearing, taste, touch and smell). We were then introduced to Iconic (EYEconic = visual information) and Echoic (Ear = auditory information) memory’s.

We spoke about the capacity of our Sensory Register and attempted to put this to the test.

We replicated Sperling (1960) study (part 1).

There was confusion over the procedure of the Sperling (1960) study and what the researcher found. To clarify, the experiment was divided into two parts.

In the first part, participants were shown a grid of 12 letters for less than one second. The participants were then asked to immediately recall all the information they could remember. (This is what we done in class). Sperling found participants were able to recall 4-5 out of 12 letters on the grid.

In the second part, the participants were told they would have to recall one specific line of the grid. However they did not know which line they would have to recall before seeing the grid. The researcher presented the grid and the sound at exactly the same time. This allowed the participants to focus enough to take in the specific row. Remember, the grid was shown for less than 1 second! Sperling found participants were able to recall 3 out of 4 of the letters indicated.

As the row was randomly selected, Sperling assumed the participants would be able to recall around 75% of the total grid. The participants reported that they could “see” more than the items they reported, but they could not report them all because they seemed to have disappeared from their mind quickly. This suggest the capacity of our sensory register is very large however the duration is very small.

When we refer to a study we must evaluate it. We selected one evaluation point, in this instance, it was that the study was conducted in a laboratory setting. We explained that a laboratory experiment was based in an environment with high levels of control.

We said why this was a weakness… the artificial setting allows the results to be criticised for lacking ecological validity. We then explained what ecological validity means… that the findings cannot be easily generalised to everyday life!

Then, we introduced a counterbalance to this weakness.

We said, while using a laboratory setting has its downfalls, however, it allows for easy replication; control of extraneous variables; and therefore a cause and effect relationship to be identified between the IV and the DV.

What we done here was select one evaluation point, explain the point, say why this is a weakness then counter balance by saying why it is a strength. We did this for another evaluation point (See PowerPoint). pp-memory-lesson-1

We ended the lesson by writing all the information we knew about our allocated box (1 – sensory register, 2 – encoding, 3 – capacity, 4 – duration). We will begin next lesson with this task so please make sure to bring it along!

Lesson 2: Multi-store Memory Model (Atkinson & Shiffrin, 1968) Ms Burns & Alexander

We began today’s lesson by using the sheets we were given last week. We all were given a number which corresponded with a particular box on the hand out. Individually we wrote as much information as we knew about our number box. We then sat in pairs with other individuals who shared the same number box with us. We shared our knowledge with one and other, strengthening the information in our box. Then, in groups, those numbered 1 told the number 2, 3 and 4 of their group what they had written in their box, and so on with 2, 3 and 4.

We were introduced to the second store of the multi-store model: Short-term memory (STM) our temporary place to store information.

*Remember, when discussing memory we are really interested in the encoding, capacity and duration of our memory stores*

We learned of the different ways in which to encode information into our STM….

Visually (by thinking of an image of a doughnut) Acoustically (by repeating the word ‘doughnut’ over and over again) Semantically (by applying pre-existing knowledge or meaning to the information,

Homer likes donuts)

Then, we replicated the Baddeley (1966) study which looked at how we encode information in our STM. Baddeley presented individuals with a list of words which were either

Acoustically similar (sounded similar) Acoustically dissimilar (sounded different) Semantically similar (had the same meaning) Semantically dissimilar (had different meaning)

Baddeley (1966) found words with similar sounds were harder to recall than dissimilar sounding words. He also found the meaning of the words had very little effect on ability to recall information. As meaning had little to no effect, it suggests STM does not rely on semantic encoding. Similar sounding words appeared to cause confusion, suggesting the information was stored dependent on their sound. Concluding, STM relies on acoustic coding. (There is a full page explanation for this study on page 55 in the black mask)

We discussed key evaluation points including the use of a laboratory experimental design and using a list of words to measure one’s memory.

In an activity, one individual pretended to be Baddeley and the other pretended to be an interviewer. ‘Baddeley’ answered a series of questions asked by the interviewer about the study he conducted. Please make sure to share the information you gathered with your partner!

We then took part in an experiment where, as each slide progressed more letters were added. This demonstrated the premise by Miller (1956) that we can store 7 plus or minus two (between 5-9) pieces of information in our STM (Magic number 7). (There is further explanation of this on page 56 in the black mask).

We discussed the study by Jacobs (1887) which supports this, concluding our STM capacity is small.

However, the capacity of our STM can be increased through chunking… this is where we cut information into smaller sections and add meaning.

For example: DNABBCCIAIDYMCAFBI           DNA/BBC/CIA/ID/YMCA/FBI

This is the power point we used today memory-lesson-2

 Friday Lesson  with Ms Alexander

During the lesson we watched the Sperling demonstration on You tube  – I think it demonstrates how clever Sperling was to come up with such a brilliant experiment. Would you have been able to come up with a plan to measure something that disappears after 1/2 second and may not even exist in the first place?? Remember the Multi store model is only a theory of how we think memory works.

https://www.youtube.com/watch?v=GkZNHe49GcA   <<< Why not try it again.

Then we went through the first part of the Research Methods Pack which I handed back to you having marked it over 1/2 term. We focused  on a couple of areas where many of you were making errors. Hopefully you now have a better understanding of extraneous variables and how to fix them. We also looked at operationalising the IV and DV and writing hypotheses. Here is a mini pack which I would like you to put into your file. research-methods It would be an excellent idea to read it too.

Prep: In pairs, one person will imagine they are a researcher, the other will imagine they are an interviewer. The interviewer will ask the questions listed below, aiming to gain as much information about the research as possible.

What was your aim when conducting the research? What procedure did you use when conducting your research? What did you find from your research? What can you conclude from the research? What are the greater implications of these findings? What do you think went well with your research? What would you improve for next time?

Little group – You must do this for Baddeley (1966) and Jacobs (1887) Due Tuesday 8th November

Big group – Please ensure you have completed the Baddeley (1966) study you attempted in class, and that of Jacobs (1887) Due Monday 7th November

Please ensure you have read p52-62 Black Mask (section 2.1)

Crash course episode 13 in really useful

 To access the Green haired girl digital text book click on the following link or paste into your browser: www.illuminate.digital/aqapsych1

You will need a password and user name. I will give these to you if you ask me. You can also find them in the pack you completed over the summer too.

WB 14th November 2016

Lesson One – (Ms Rose) – The biological approach 3.2.1

We began with 6 marks of past paper questions for Ao1. Here is the mark scheme for the 4 mark question. Improve your answers once they have been returned. http://filestore.aqa.org.uk/resources/psychology/AQA-71812-SMS-2ND-SET.PDF

We then played a looping definitions game to help you to grasp some of the key vocabulary for the biological approach.

Nature vs nurture washing line, discussing aspects of the biological approach.

Plan 12 marker. Outline and evaluate the biological approach.

Prep

Continue to prepare for your presentation due either 16/11/16 or 21/11/16.

continue to prepare for the Biopsychology end of unit test. Due 23/11/16.

Complete the biological approach online dynamic learning assignment. Due 21/11/16

 Lesson Two (Ms Rose) – Studying the research Biopsychology

Sleep Diary – Please complete this and bring it with you to the lesson on 23.11.16 sleep-diary-correlation

I hope that you find the bio-psychology revision materials helpful.For those of you who would like to purchase an excellent revision guide, here are the details.

Thanks to all those who did their presentations today.  I shall put copies of them up onto the blog as they arrive.  Here are the study summary sheets.  Feel free to use them to write up all of your notes in preparation for revision. research-study-summary-template-2016

Remember to APRC – here is a poster if you want a little reminder aprc-poster

Prep –

Complete the Sleep diary every day this week sleep-diary-correlation – Due 23.11.16 Continue to revise for the End of Unit Test on Biopsychology.  Due 23.11.16 Complete the End of Biopsychology Unit assessment on Dynamic learning to help you

with your ongoing revision.  Due 23.11.16 Prepare your files for a biopsychology file inspection.  Due 7.12.16

 Lesson One– (Miss Burns) – Evaluation of the Multi-store model – 14/11/2016

In today’s lesson we evaluated the multi-store model of memory using:

Serial position effect studies (Including Murdock 1962, Glanzer and Cunitz 1966) Studies of brain damaged patients (Including Clive Wearing and HM)

We finished the class by attempting an exam style 4 mark question.

Powerpoint>>> bigsmsm-evaluation-apk2

 Lesson Two– (Miss Burns) – Building our own multi-store models of memory – 15/11/2016

We began today’s lesson by attempting a 4 mark question evaluating the Multi-store model of memory.

We then made our own multi-store models of memory using boxes. On each store we wrote the encoding, capacity and duration of each store. This visual image hopefully will have deepened your understanding of the model!

**Your prep is outlined on the last slide of the powerpoint. This prep is due 22nd November.**

Powerpoint>>> box-lesson-apk3-smalls

Lesson 3  – (Ms Alexander)        

This was a consolidation lesson. You completed a variety of different activities to really ensure you had a sound grasp of the Multi Store Model of Memory. This included a 6 mark examination question on LTM.

We started by considering the Learning Cycle learning-circle-poster-before-pdf. We know that there are lots of demands on your time and that you are all working hard to meet the needs of various subjects. HOWEVER psychology is a new subject to all of you and therefore requires MORE time. If you are not fully engaged in the learning cycle your grades will continue to be at, or even below the minimum we would expect for you based on previous GCSE performance. You will find it impossible to move to the next grade level. The demand s of ‘A’ level are far greater than those of GCSE. By now you should be aware of the amount you need to learn in psychology. Pre and Post lesson effort is essential for success in this subject.

To access the Green haired girl digital text book click on the following link or paste into your browser: www.illuminate.digital/aqapsych1

PREP:

Complete the activities started in lesson Read ahead – the Working Memory Model is coming up next. Make sure your notes and folder are ready to hand in for inspection on Tuesday

WB 21st November 2016

We showed ‘Inside Out’ the film and I checked Cognitive folders at this time (22nd Nov)

Lesson One (Ms Rose) – Student Presentations on the Psychological research.

I gave you back your practice exam questions from last week.  Here is the mark scheme.  Improve your answers and resubmit.  http://filestore.aqa.org.uk/resources/psychology/AQA-71812-SMS-2ND-SET.PDF

Very well done for all those that presented today.  The quality of your teaching is excellent!  Here is a study summary template for you to complete. research-study-summary-template-2016

Here are your wonderful presentations

cast-studies

powerpoint-penny-and-carol-final

split-brain-key-terms

synaptic-transmission-research-powerpoint

 End of Unit test on Wednesday.  Any questions, don’t hesitate to email me.

Prep–

Continue to revise.  Remember that the Green haired Girl textbook has some awesome resources attached to it. Due Wednesday 23.11.16

 Lesson Two – Ms Rose – Biopsychology end of unit test

Remember Yerkes Dodsons inverted U.  Use positive psychology and mindfulness to help you achieve in Psychology.

Today we sat an end of unit test.  If you were not in lesson today, you will need to arrange an alternative time to sit this paper.

Prep –

Use the AQA specification to help you to organize the BioPsychology section of your notes.  I shall be inspecting your files in class on 7.12.16

 

Lesson 1  – Ms Alexander

This lesson was an introduction to the Working Memory Model wmm-ppt-1  You should

have already read and made notes about the model so we can race through the content  Today we looked at the CE and PL and VSS.

Prep: Research where in the brain are the LTM and STM are located. Draw and label a picture of the brain. Add this to your LTM map ltm-mm. Due next Monday 28th Nov

Lesson 2  -Ms Alexander

After recapping the WMM you then made your own cut and stick model for your notes – we completed a fill in the gap for some AO1 descriptive information. You also have an experiment to read through for next lesson. It is quite complex so ensure you read it before coming to class.

Prep: Find out about KF. Who studied KF? What was special about his memory? How did this help Baddeley come up with the WMM of memory?

Lesson 3 Ms Alexander

Today we evaluated the working memory model of memory. evaluation-of-working-memory-model

We thought once again about the criteria we use when evaluating -remember to use CASTLES for a theory.

We need to ask questions about the quality of the theory. Is it credible? Is it plausible? Is it influential? Is it limited in any way? Is it well supported? Is it refuted or contradicted? What evidence can we use to support our claim?

When writing a 12 mark answer:

1. First think about gaining 6 marks from your description of the theory. If the topic is MEMORY describe the components, mention key descriptors like capacity, duration and encoding.  Can you mention the names of any researchers? Can you describe any processes? Aim to describe 6 different things for 6 marks.

2. Second – when evaluating the theory decide on 3 key things you want to say. Each of these ‘things’ will be in separate paragraphs. State what your claim is. Then try to prove what you are saying with some evidence. Finally explain what difference this makes to the theory.

e.g. A weakness of the Multi Store Model of memory is that it can only provide a limited explanation of STM because it describes STM as a single unitary store.The case study of KF by Shallice and Warrington (1970) demonstrated that KF could hold information in  his STM if it was presented visually, but he was unable to hold the same information in his STM if it was read aloud to him. This suggests there must be at least 2 separate components in STM. This evidence suggests that the MSM model is an incomplete model.

Prep: Due to be handed in Friday 2nd December

Describe and Evaluate the Working Memory Model (12)

Dynamic Learning

I have been collecting grades from the Dynamic Learning tests I have set. If you have not looked at Dynamic Learning recently please do so ASAP.

I have set tests on the following topic areas:

Experimental Methods  (deadline passed) Data handling (deadline passed) Cognitive Approach (due 2nd Dec) The Multi Store Model of Memory (due 2nd Dec) Types of LTM (due 2nd Dec) The working memory model (due 9th Dec) <<<<< I have just set one today on the

WMM

Remember  you are required to read the relevant section of the text book before attempting the test. If you guess the answers it is obvious – because you end up with scores lower than 80%.

If you do get less than 80% the test will be reassigned because I will do this when I collect the scores.

If you failed to complete the experimental and data handling tests by the deadlines I have reassigned the tests to you. If you have not completed the Experimental and Data handling tests by Monday 28th November I will issue a focus points for each test that is missing.

If you want a test reassigned as you think you can do better – ask me and I will do it

Finally – from now on if I have to reassign a test to you because you miss the deadline I will automatically reassign it and you will automatically get a focus point

Checking your progress

Now is the time to reflect on your progress so far in psychology. Consider what is going well.

                 What else you could you be doing to improve your performance?

I would like you all to hand me a copy of your 3 development targets by Friday 2nd December. Ensure your targets are SMART ones: Specific, Measurable, Achievable, Realistic and Timed. Here are some ideas to get you started:

 Team up with a ‘study buddy’ and meet regularly to help each other. Be specific when this will be and what you will do in your sessions.

Create a study timetable and allow at least four to five hours a week for studying Psychology outside lessons. (e.g. you could produce your study timetable by 30th November and monitor it weekly).

Organise your notes into sections in a lever arch file by 30th November. Make at least one sensible contribution in each lesson. Complete summaries for each key study. These could be in the form of

revision cards for each aspect of the study: aim, sample, method(s), procedure, results, and conclusions.

Complete summary evaluation sheets for each key study…. ‘GRAVE’ Complete summary evaluation sheets for each main theory…. ‘CASTLES’

Consider the 2 psychological approaches we have covered so far, list at least two strengths and two weaknesses of each approach. Make sure you can think of an example to illustrate each point you make.

Set aside a time to use the psychology blog every week (e.g. 30 minutes). Go through power points again at your own pace.

Spend an evening with friends watching the films I have recommended – ’12 Angry men’, ‘Momento’, ‘Five steps to tyranny’, ‘Suffragettes’, ‘Inside out’.

Test yourself every week using the multiple choice questions in the digital text book.

Regularly read through your preferred textbook. Do about twenty pages a week. Try to answer all the questions. If you are not sure…..….ask.

Make your own summary cards of the strengths and weaknesses of the different methods used in psychology.

Check your notes are up to date. Work with a friend to fill in any gaps. Spend an hour in the library each term reading the latest ‘the psychology

review magasine’. Read a book from the book suggestions (blog 1) and keep a record of it in

your reading log.

WB 28th November 2016

Lesson One (Ms Rose) – Correlations 3.2.3

Even a Muppet loves a correlation!

I shall be giving you 1:1 feedback on your end of Biopsychology unit test in the coming lessons, once everyone in the cohort has completed it.  Hang fire!

Fozzy bear taught us about correlation today.  Here is the powerpoint. fozzy-on-facebook-correlation-002

We consolidated this by answering the questions on p56-57 in the research methods workbook.

Prep– Read ahead.  Make sure that you have looked at the appropriate section of the Mark research methods so that you have a good grasp of the key concepts of correlation. Due 30.11.16

Lesson Two (Ms Rose) – Conducting your own Correlation.  Link to spec – 3.2.3

Correlation starter understanding check fozzy-on-facebook-correlation-002

You then worked through your Research methods workbook p56-62 to conduct your own correlation.  Here are the class results. correlation-results-2016 You will need to draw these into a scatter-gram.

Meanwhile, I went through your tests and gave you some 1:1 feedback. Please take some time to correct your answers and have a go at improving them to see where you dropped marks.

Here is the Question paper: biopsychology-end-of-unit-test

Here is the Mark scheme: biopsychology-end-of-unit-test-markscheme  (NB Apologies for my scribbled notes – although they may be of use to you too)

Prep–

 I shall be collecting in your Research Methods Workbooks and checking your correlation is complete on  7.12.16 

Lesson Two (Miss Burns) – Explanations for forgetting 2.2.4

In today’s lesson we began a new topic of forgetting

We discussed the following:

What forgetting is Explanations for forgetting;

Interference – proactive and retroactive interference Cue dependent forgetting – context dependent failure and state dependent

failure How cue dependent forgetting is used by the police Repression as a form of forgetting

Prep: Make notes on trace decay and displacement theory – both of which are on page 81 (Chapter 2.4) in the black mask textbook. Also make notes on ‘forgetting’ to add to the notes you made in class. This should be done by 9th December.

Lesson>>forgetting-lesson

Lesson Three (Miss Burns) – Schemas and eyewitness testimony (EWT) 2.2.5

We began today’s lesson by completing a word puzzle based on the key terms we learned from the last lesson (Here is a blank version of the puzzle if you wish to complete it again for revision purposes crossword-blank)

We recapped the influence of schema’s on our memory. We revisited on a study we already knew and were introduced to another study. These were Bartlett and then Brewer and Trewins.

We were then introduced to eyewitness testimony (EWT). Here is a really good video to watch which illustrates that witnessing an event and recalling an event (what an EWT is) is not as easy as you may think https://www.youtube.com/watch?v=ubNF9QNEQLA

We looked at the impact schemas can have on memory, specifically the memory of an EWT. Please ensure you are familiar with this before next lesson

Power point used in lesson>>ewtschema

 Ms Alexander says ……

Want to really ‘get’ WMM? Check this out  or watch this clip by Alan Baddeley on the development of the working memory model  https://www.youtube.com/watch?v=mT0NLihOK30

Additionally print this out for your file >>>working-memory-summary don’t forget to read it

In my Friday lesson this week we revisited the WMM, the importance of finding evidence to back up each part of the WMM and the importance of case studies. >>> case-studies-to-understand-memory-blog-1

WB 5th December 2016

Lesson One (Ms Rose) – Correlation consolidation Link to spec 3.2.3

This task consolidated your understanding of Correlation.  correlation-checking-your-knowledge

This will help you to practice your correlation dance moooooves…

You then used this data, to plot a scatter gram. correlation-results-2016

Stretch and Challenge – for those of you that were finished, we then had a go at calculating a correlation coefficient to assess whether our results are statistically significant. We used this to calculate the formula for us.  you compared this to the critical values at the back of your research methods workbooks.   works-out-correlations-for-you

Prep –

Complete the correlation section of your research methods work book (p56-62).  Due 07.12.16

Bring in your Biopsychology files for a folder inspection.  Due 07.12.16 Stretch and challenge – Have a look at the NLN materials tutorial on why we

calculate correlation coefficients and how to do it.  http://xtlearn.net/S/2222  Due 07.12.16

Lesson two (Ms Rose) Generic feedback for Biopsychology / Intro to psychopathology

I gave you some general group feedback on the recent Biopsychology test.  I demonstrated the importance of reading the questions carefully and planning your answers.  We also looked at just how tight the grade boundaries are and how just 3 marks can be the difference between a C grade and an A grade. Every single mark matters.

We then looked at this PowerPoint and asked ourselves the question, The grinch, antisocial personality disorder or just misunderstood?! christmas-psychopathology-intro

Merry Christmas!

Prep

Complete any outstanding worksheets and your glossary. Bring your file back for another inspection first lesson back after Christmas .  Come to lunchtime clinic if you need further support with this.  Due 05/01/17

 

 

Lesson Two (Miss Burns) – Factors which affect EWT

In today’s lesson we outlined factors which can influence the accuracy of an eye-witness testimony: misleading information. We discussed this with regards to studies by Loftus and Palmer (1974) which looked at leading questions and post event discussion. We then discussed how leading questions can cause false memories through the Loftus & Pickrell (2003) – think of Bugs Bunny at Disney Land!

Todays Lesson>> period-1-factors-infl-ewt

Lesson Three (Miss Burns) Anxiety and EWT

Today we began our lessons by creating a mind map of what we already know about EWT – this will be really useful for revision purposes!

We discussed the influence of anxiety on EWT, referring to ‘weapon focus’ by Loftus et al (1987). We then outlined the influence of an anxiety filled situation and the repression of memories.

Following this, we were introduced to the Yerkes-Dodson Inverted-U Hypothesis which illustrated the influence of different levels of anxiety on our EWT. Literature outlined the negative influence (Peters, 1988) and the positive influence (Christianson & Hubinette, 1993) of anxiety on EWT.

Todays lesson>> period-6-ewt-and-anxiety

Prep:

Go to page 91 (2.5) in the Black Mask text book. Make appropriate notes on the evaluation for anxiety as influencing EWT (Due: 6th January)

Read pages 92-97 in the Black Mask textbook and answer the following questions: What is a cognitive interview? Name and describe four components of the cognitive interview?

What is the difference between CI, ECI and MCI? What does Memon et al. 2010 suggest about the effectiveness of all types of

cognitive interview? (Due: 6th January) Answer the following question “Outline and evaluate research into the effects of leading

questions on the accuracy of eyewitness testimony” [8 marks] (Due: 6th January)

 

Prep for Ms Alexander >>>  xmas-prep-quantiative-data-analysis Due 6th January

We will be looking at Attachment next – this is an element of developmental psychology -Read ahead Unit 3.1-3.6. The research method we will be focusing on is the ‘observation’ method see p262-264 Black Mask.

Message from Ms Alexander

Well done  I know that each of you has risen to the challenge of learning a new subject from scratch – you have come so far in such a short time. I am impressed with your enthusiasm, diligence and perseverance. Wishing you all some well deserved peace, joy, rest,  relaxation and recuperation this festive season.

Christmas Holiday

WB 2nd January 2017

Prep set by Ms Burns before Christmas:

Go to page 91 (2.5) in the Black Mask text book. Make appropriate notes on the evaluation for anxiety as influencing EWT (Due: 6th January)

Read pages 92-97 in the Black Mask textbook and answer the following questions: What is a cognitive interview? Name and describe four components of the cognitive interview? What is the difference between CI, ECI and MCI? What does Memon et al. 2010 suggest about the effectiveness of all types of

cognitive interview? (Due: 6th January) Answer the following question “Outline and evaluate research into the effects of leading

questions on the accuracy of eyewitness testimony” [8 marks] (Due: 6th January)

Ms Burns gave an extension to today  Thursday 12th January.

Unless you have already emailed to ask for a further extension this work is due in today – if you do not hand in your prep you will be issued with a focus point.

We showed Cowspiracy at this time

If it snows and I cant get in ……..You have your Levels of Processing research report to write up.

Please also take the time to read the research methods section of the Green Haired Girl digital text book. By now most of you will have already worked through sections 166-179 in the GHG

to do with the experimental method. By’ work through’, I mean – have read the content, checked the online videos and web links and answered the multiple choice questions.

The next section to work through is 188 correlation – which you did with Ms Rose.

Then 190 (Data analysis) t0 200 (Peer review and the economy).

It is only by doing the additional work that you will gain the additional marks you need for the high grades

for WB 2nd January – the week actually started on the Tuesday as Monday was a bank holidy.

Lauren did Revision of WMM and MSM also EWT ad Cognitive Interviewand burger technique

On Friday 6th Kelly Lewis came in and did the Cognitive Interview with both groups

Welcome back to 2017

Monday was a Bank Holiday so Lessons began on Tuesday 3rd Jan.

Ms Burns – revision session. You were asked to recap either the MSM or WMM – then you had to create a BURGER ……… this is a great way of building up your answers to longer questions. Think of all the elements you would put into a tasty burger – the cheese and lettuce and tomato all add to the finished tasty treat – your answers can be as satisfying as a delicious veggie burger. Use the power point to recap ideas for revision and how to build a

burger

cognitive-psych-lesson-1

Remember to check the last blog for prep due on Friday

Lesson 2  – revision with Ms Burns – developing those burgers

Lesson 1   Ms Alexander  – today we pieced together ‘sentences’ to create an evaluation for the WMM. This was a complex task – well done if you managed to make an answer that flowed. Once you had stuck down the correct version you had created a model evaluation that is PEE perfect.

We went on to look at some of the experiments used to demonstrate the existence of different components in the WMM – working-memory-model-ppt-with-experiments You do not need to know these in detail – but you do need to have an idea of what dual process tasks look like.

Lesson 2  Ms Alexander

Kelly Lewis came to school today to share with us her experience of using the Cognitive Interview technique. She uses this techniques in her work as an investigative police officer. She also trains others to use this technique.

I loved the analogy she used of  memory being like freshly laid snow. As soon as a question is asked it has the potential to put a ‘foot print’ in the perfect snow or memory. This is why it is so important that the right questions are asked. They must be open ended and must not lead in any way.

We know that post event information will contaminate a person’s memory as this new information becomes bound up with the existing information. This is known as retroactive interference.

Open ended questions allow the person to speak freely about the subject. Some examples would be ….” tell me about…..”  or  “Describe…”  or “Explain….”

Closed questions force the person to give a yes or no answer. Some examples would be ….”Was he wearing a hat?” or “Was he running fast?”

Leading questions almost give the answer to the person; “How short was the man with the weapon?”   This question assumes the person was short rather than tall, was a man rather than a boy, a woman or a girl, and was indeed holding a weapon!

A Cognitive Interview assumes that the interviewer has built a rapport with the eye witness. This can take up to an hour.

1. Next, ground rules are established ..the person may be told that they are not expected to remember everything, but it is important to report everything they can remember no matter how insignificant it seems.

2. Next comes context reinstatement – the person closes their eyes to help concentration and then they are asked to remember the scene, what they remember hearing, seeing, smelling, feeling? The questioner lowers their voice and is very gentle. The questioner allows long pauses for the person to remember any additional information.

3. The person will then be asked to tell the story in reverse order – in other words they are asked to change the order of the story.

4. Finally they may be asked to change their perspective of the event – for example imagine you were on the other side of the road, what would you have seen from that angle?

Additional information can be found on this power point >>    cognitive-interview-2017

and this is quite amusing how-not-to-do-a-cognitive-interview

Prep for Ms Alexander due next weekJanuary 13, 2017January 13, 2017roedeanpsycLeave a comment

Due on Monday/Tuesday – (first lesson with me next week)

1. Personal review action plan >> psych-6-1-mini-trial-action-plan-jan-2017

2. Read and attempt to complete what-is-meant-by-significance 2-understanding-stats

Due on Friday – (last lesson with me next week)

1. Research Report for Levels of processing experiment:2. How to calculate a standard deviation sheet’ (the one with the cats on) how-to-

calculate-a-sd

Additional prep:

1. Read relevant sections of the research methods unit of the Green Haired Girl digital text book. Check using multiple choice questions.

2. Check you are up to date with the Dynamic Learning Assessments.3. Read ahead for the Attachment Topic.

WB 9th January 2017

This week it’s all about lessons with me Ms Alexander   We are rounding off the cognitive approach by going back to where we started which was with research methods. 40% of the summer exam will be based on research methods which is why it is so important.

Lesson 1

I handed back the work you did over Christmas on presenting data.   xmas-prep-quantiative-data-analysis . We considered the measures of dispersion and central tendency and when and why we use descriptive statistics (see pages 294–299 Black Mask)You were all able to calculate the different averages and some of you could justify when each of the averages should be used. All of you show knowledge of different types of graphical display – again it’s also about when each would be most appropriate.

We went on to think about how a piece of research is written up in psychology. See page 285-288 in your Black Mask text book. You need to know the various sections of the report.

This lesson we did an experiment that compared 2 different levels of processing. We went through the stages of designing a piece of research >> research-experiment-flow-chart  This is the power point we used >>>   lop-experiment-2017

Lesson 2

We looked at the data collected from the LoP experiment. You wrote up the results section of the research report. See power point for how to present the results lop-experiment-2017. Remember to include a table of the mean the mode the median and the range.

The rest of the report will need to be written up for next Friday 20th January. The key thing is demonstrating you have an understanding of the headings within the report.  I do not need to see a massive introduction – just reference to LoP and long term memory and encoding in LTM.

We started to calculate the standard deviation how-to-calculate-a-sd. There is also a ‘how to’ guide in your CPG revision book. The power point we used in lesson hyper links to the BBC bitesize how to work out averages and how to work out standard deviation.

Once the research has been conducted it is necessary to critically evaluate it. How could the experiment we did be improved? Think about the experimental designed we used…was using independent measures the best idea?  How could the task itself have been improved? What about the sample size?

Lesson 3

Having handed out the Research Methods tracking sheet for 6.1 and 6.2 we learnt about the different levels of measurement (NOIR). 1-levelsofmeasurementofdata   1-levels-of-data-poster You read through the information sheet and consolidated your understanding. I will be checking your ability to determine which level of data is being used in a given scenario as a starter exercise next lesson.

Lesson 4 –  Assessment of Cognitive psychology including research methods.

Lesson 5  – I gave you back your 6.1 assessments and we went through the answers. You will now need to complete your personal review action plan >> psych-6-1-mini-trial-action-plan-jan-2017 This is due to be handed in first lesson next week.

The ‘how to calculate a standard deviation sheet’ (the one with the cats on) is due to be handed in next Friday 20th January. how-to-calculate-a-sd

During the lesson I handed out 2 sheets  – please ensure you have read them through and attempted the exercises by our first lesson together what-is-meant-by-significance  2-understanding-stats  Repeat this is due to be done by first lesson next week.

WB 16th January 2017

Lesson One (Ms Rose) – Introduction to psychopathology – Link to spec – 3.2.2

What is normality anyway? Here is the powerpoint that we used today to discuss what it means to be ‘normal’.  intro-defining-abnormality-lesson-ppt

The normal / abnormal continuum task is here.  what-is-normal

We looked at some of the disorders that can be pathologised and discussed cultural relativism.  koro

Prep–

Due Wednesday 18.01.16

Read ahead on defining abnormality in your mask textbook.  p145-153

 

Lesson 2 (Ms Rose) – Defining abnormality – Statistical Infrequency – Link  to spec 3.2.2

When behavior is extreme and abnormal, it is described as dysfunctional.  Once a diagnosis is formulated, it becomes a disorder.

Here is the Psychopathology unit wookbook.  You completed P1,3 &4. psychopathology-pack

We completed the Amy Winehouse activity starter.

Statistical infrequency powerpoint.  intro-defining-abnormality-lesson-ppt

Prep:

Due Monday 23.01.16

Complete pages 3-4 of the Psychopathology workpack. Read P1 of your workpack on Rosenhan ‘Being sane in insane places’ Watch One flew over the cuckoos nest (Will be shown in film club at 18.30 on 24.01.17) Prepare a Psychopathology key terms glossary

 Lesson 1   Ms Alexander -Research Methods

After recapping what we mean by levels of data we went on to examine what we mean when we say that we have a significant result.

You discovered that the psychologist can choose to test their data at different levels of significance. Although psychologists usually test at the 5% level of significance. This means they are satisfied if they are 95% sure that the experimental result can be attributed to the Independent variable. This would mean there is still 5% chance that the results found were a fluke. level-of-measurment-and-statistics-intro

Lesson 2  Ms Alexander

This lesson we nailed the ‘binomial SIGN TEST’ -this is the only test you could be required to work out yourself in the examination.

Because the ‘breakfast worksheet’ was a bit rubbish tbh, I have added corrections and simplifications into this power point.  sign-test-2017    Please work through the ppt again to clarify your understanding (especially students in the little group).  There will be a test on this soon – you have been warned. Also important, is that you get to grips with HOW to write up the results of your statistical analysis. Again the power point explains this in detail.

Reminder: YOU HAVE DYNAMIC LEARNING TESTS TO DO BY 31st JANUARY

Lesson 3  Ms Alexander  – New topic ‘Attachment’

Introduction to the developmental approach in psychology. We will be exploring the nature and implication of early childhood attachment over the next few weeks.

Today our lesson focussed on the carer-infant relationship during the first few weeks of life.

During the lesson you learnt some key terminology and were reminded, that as well as learning about the topics we cover, you also have to learn examination skills. This means using the information to answer exam questions. See the power point we used today >>> developmental-psychology-2017

Prep:

Go through the power point again in your own time – check out all the hyper links. You have AO1 and AO2 questions to complete caregiver-interactions-wsheet Due Friday

27th January Watch the Tronick experiment linked into the power point – report back on Monday

23rd January  YOU HAVE DYNAMIC LEARNING TESTS TO DO BY 31st JANUARY

WB 23rd January 2017

Lesson 1  – Ms Alexander

I handed back the Levels of Processing research project. It was disappointing that only a few of you had read the relevant section of the text book. These are the sections you should have included >>>writing-up-a-research-report    Some of you have until Friday to re-submit the assignment.

I also handed back the standard deviation work sheet  – answers-for-sd -some of you had difficulty with the calculations. Remember  (-) x (-) = (+).  Please do try again – it just required that you follow some simple instructions. It was also important that you actually thought about it before you answered the question in the AO2 section of the paper. The information on the worksheet should have helped you make sense of the relationship of the SD to a normal distribution curve. If you get stuck with prep either come to a lunch time clinic or arrange for a 1 to 1 with me.

Over 1/2 of students in the big class had not watched the Tronick video prior to the lesson!

The lesson itself focussed on the 4 stages of attachment identified by Shaffer and Emerson (1964). This is a key study which you need to learn. >> shaffer-emerson-study

We have moved beyond the controlled lab experiment to non-experimental methods. We will be looking at observation as a research method in this unit. We will also examine the role of self report.

Lesson 1 – Ms Burns – Abnormality

We began today’s lesson by discussing what normal and abnormal are. This led us to discuss atypical behaviours and maladaptive behaviours. From this, we looked at social norms and

those who deviate from these norms – social deviants.  We discussed why having social norms is good and bad.

Lesson >> abnormality

Lesson 2 – Ms Burns – Abnormality

In today’s lesson we were introduced to two key concepts; failure to function adequately and deviation from mental health. With this came discussion of the strengths and weaknesses of these terms. These are important terms, ensure you are familiar with these and those from lesson 1.

Lesson >> 6-1-lesson-2

Lesson 3 – Ms Burns – Attachment: Role of the father

As the father is typically ignored when discussing attachment figures, in today’s lesson we questioned; what about the role of the father? In doing so, we discussed the influence of social norms on the role of mothers and fathers. We looked what type of attachment children have with their fathers, what factors influence the relationships formed, and the implications of this. Each group looked at their own study then presented this to the class. Please ensure you look at all of these studies.

Lesson> role-of-the-father2

Prep:

1. Complete both sides of the Burger handout – this is a really important skill to have. For those who did not receive this in class… Please come to the office to collect this. Due Thursday 2nd February

Final lesson of the week Ms Alexander

We consolidated our understanding of the stages of attachment >>> powerpoint-stages-of-attachment and we completed this work sheet >>>handout-stages-of-attachment

Please complete the burger on the worksheet. Elaborating your answers is a key skill which we need to nail right now.

I handed you a research methods sheet to be completed by next Friday 3rd. If you missed the lesson you can collect it on Monday and you can have an extension.

WB 30th January 2017 –also at this time how to write an essay 3x60 second videos and free event at LSE

Ms Burns – Rosenhan Part One

In today’s lesson we recapped on what we already know about abnormality. This led us directly onto the debate of ‘If sanity and insanity exist, how shall we know them?’. We looked at the Rosenhan (1973) study part one, which outlined an inability to recognise and identify sanity.

Please ensure you have read over the lesson before your next lesson.

Lesson> rosenhan-lesson-1

 Ms Burns – Rosenhan Part Two

In today’s lesson, we looked at the second part of Rosenhan (1973) study. This study outlined the failure of psychiatry in identifying insanity. We learned two really important terms; type 1 error and type 2 error.

Lesson> rosenhan2

PREP: This is due on Thursday 9th. Please hand in to the office if you do not have class that day. 

Complete the Rosenhan work pack you were given in class. Following the PEEL format shown in lesson, provide one strength and one weakness of

the Rosenhan (1973) study.

Ms Burns – Attachment – Animal studies (1)

We began today’s lesson by discussing the use of animals for experimental purposes. This led us onto looking at animal studies looking at attachment. Specifically, Lorenz (1935) research on the attachment of goslings. It is important to use the key terms ‘imprinting’ and ‘critical period’ when discussing this. We then looked at the ethical guidelines and how these differ for humans and animals

Lesson>  animals-lesson-1

Ms Burns – Attachment – Animal studies (2)

In today’s lesson we looked at the Harlow (1959) study. This involved looking at the behaviours of monkeys to find out if emotional security or food is more important in forming attachments. We then began ‘peel’ing our own evaluation points. This is an important skill to have in psychology. Please always try to use the peel format.

Lesson> harlow-lesson

PREP: due on Thursday 2nd. Please hand in to the office if you do not have class that day.

Read and highlight the key information, and answer any questions on the Lorenz and Harlow study summary hand outs.

Complete the two exam questions you were given in class. You should then mark your answers using the answer sheet provided. Please ensure you familiarise yourself with the answer sheet and what is expected of you.

Reminder: The burger handout on role of the father case studies is also due in on Thursday

 

Ms Alexander Lesson  – Explaining attachment using the Learning theory

Learning theory comes from the behaviourist approach in psychology. We will look at this approach in due course. In the mean time we need to understand the process of classical conditioning. t2u-powerpoint-learning-theory  <<< Please work through the power point which we were unable to finish in class!  Understanding the terminology is essential.

What do you think?   Can we explain the attachment a child has to its mother as ‘cupboard love’?   Does the child associate the mother with the reward it gets from being fed?

What does Harlow’s research suggest is the most important thing to a baby monkey?

Does a human infant the learn to associate the mother with comfort as well as food?

Is there a better theory to explain attachment ?  Ms Burns will be looking at Bowlby’s monotropic theory with you next week – I suggest you read ahead.

What next?  ….independent Learning for prep……..

You need to read about the learning theory of attachment in your attachment pack and text book. I suggest you also make a note of the evaluation issues. You will be writing an essay on this topic in due course – you need to ensure you can evaluate this theory.

WB 6th February 2017

Lesson One (Ms Rose) – Classification of mental health disorders – Link to spec 3.2.2

Here is the exam question and mark scheme to consolidate the material that you have covered over the last few weeks.

http://filestore.aqa.org.uk/resources/psychology/AQA-71821-SQP.PDF

http://filestore.aqa.org.uk/resources/psychology/AQA-71821-SMS.PDF

How do mental health workers formulate a diagnosis?  Here is the powerpoint.  dsm-powerpoint-1-2

Here is the cut and stick activity. diagnosis-gapfill-activity

We looked at a copy of the ICD-10.  Below is an e-copy of the DMS V

https://psicovalero.files.wordpress.com/2014/11/dsm-v-ingles-manual-diagnc3b3stico-y-estadc3adstico-de-los-trastornos-mentales.pdf

Prep

Due 08.02.17

Use your textbooks to complete up to p 10 in your Psychopathology work pack. psychopathology-pack

Read through the tutor2u course companion materials.  Make notes on p1-4.

 

Lesson Two (Ms Rose) – Emotional, cognitive and behavioral characteristics of OCD – Link to spec 4.1.4

Here is the power point that was used. characterisitcs-of-ocd

Here is the case study that was used to practice the AO2 skills.  application-ocd-question

Prep

Due 21.02.17

Do – Create an information leaflet that could inform Sarita as to why her behavior could be judged as abnormal.

Pre reading: Biological explanations and treatments of OCD Watch – Film – As good as it gets. Or attend film club on Tuesday 28.02.17 Also watch this heart warming slam poetry of someones experience of OCD.Ms

 MS Alexander  -has been off sick. This is the work I would like you to do. 

I would like you to read pages 206-212 in your black mask book. I want you to learn about the behaviourist approach and the research of BF Skinner. Once you have made some key notes I would like you to answer questions 3 & 4 on page 217. 

Here is an activity for you to complete over half term. 

half-term-task-6-1

 Lesson One – Ms Burns – Bowlby’s theory of attachment

In today’s lesson we looked at Bowlby’s monotropic theory of attachment

Lesson:lesson-1

PREP: Complete the questions and the ‘key terms’ handout (ASCMI) Due 21st February

Handout:handout-1

Lesson Two – Ms Burns – Evaluation

We looked at key studies today which can be used when evaluating Bowlby’s monotropic theory of attachment.

Lesson:lesson-2

PREP: Using the handout provide, ‘PEEL’ each of the studies outlined on page 118 in the black mask text book (Lorenz, 1935; Schaffer & Emerson, 1964; Rutter, 1981; Lamb et al. 1982). Refer to the example provided in the slides for help. Due 21st February

Handout:handout-3

Half Term

WB 20th February 2017

Lesson One ( Ms Rose) – Biological explanations for OCD GENETICS– Link to spec – 3.2.2

If you have not yet handed in your OCD leaflet, please make sure that I have it by Wednesday at the latest.

We began with a card sort – card-sort

We looked at the genetic explanation for OCD.  Here is the powerpoint – 2-bio-explanation

Here are the two worksheets –

ocd-twin-studies

ocd-twins-1

Prep –

Due Wednesday 1st March 2017

Complete the worksheets started in class. Complete the online dynamic learning tests on OCD

 

Lesson Two ( Ms Rose) – Biological explanations for OCD NEUROANATOMY – Link to spec – 3.2.2

Starter – exam technique.  Developing an argument / counterclaim.  construct-an-argument-ocd

Here is the powerpoint that we used to implicate brain anatomy in OCD symptoms.  Mainly the Thalamus, Orbito frontal cortex and basal ganglia.2-bio-explanation

We then went back to the Developing an argument / counterclaim.  construct-an-argument-ocd for the final

Prep –

Due Wednesday 1st March 2017

Complete the worksheets started in class. Check out this http://www.mind.org.uk/information-support/types-of-mental-health-

problems/obsessive-compulsive-disorder-ocd/ Complete p31-33 in your psychopathology work pack. psychopathology-pack

 Lesson One – Ms Burns – Attachment: Ainsworth’s Strange Situation

In today’s lesson we looked Ainsworth’s 1979 study ‘Strange Situation’.

We worked in groups to complete Handout 1, identifying the different attachment types Ainsworth outlined, the findings of the study alongside the conclusions which could be drawn.

Handout 1> ainsworth-handout-1

Lesson>ainsworth

I have assigned all the ‘attachment’ dynamic learning assessments.

You have until 31st March to complete them

Lesson Two – Ms Burns – Attachment: Cultural variation

In today’s lesson we looked at the cultural differences in attachment types. Please ensure you are familiar with Van Ijzendoorn & Kroonenberg (1988) and Simonelli et al. (2014)

Lesson> cultural-variation

 

Miss Bonell  found this article about the Romanian orphans apparently 40% are still struggling

with their mental health

http://www.bbc.co.uk/news/health-39055704?platform=hootsuite

Final lesson of the week Ms Alexander

You started off completing the ‘Love Quiz’ devised by Havan and Shaver (1987). This was a useful study which could be used as evidence to support Bowlby’s Monotropy theory. It showed that adults could be identified as having the same types of attachment as Ainsworth described in the strange situation. It supports the idea of and internal working model template, as well as the continuity hypothesis.

I  then checked you  could describe the various types of attachment, including the newest type D category known as the Disorganised attachment type. (Main and Soloman 1986)

Type A for Avoidant Type Be attached – it’s what we all need ! Type ‘C’ me resist you! Type D for Disorganised

As a class we discussed the strengths and weaknesses of Hazan & Shaver’s research, as well as the limitations of Ainsworth’s findings. It is difficult to argue that attachment types are universal indicators of unresponsive parenting because cross-cultural research suggests it is more likely to be due to cultural differences. For example, Germany has high numbers of ‘insecure avoidant’ infants – but this could be because the German culture values independence. Assuming that attachment types is only down to poor parenting can lead to all kinds of problems. Read in your black mask about the aboriginal children taken into care. Kagan suggested the attachment problems could be down to the infants temperament at

birth  – some babies are just born difficult

Prep:

To be prepared for lessons next week, ensure you have read the cross-cultural research in your text books. We will also be looking at another Bowlby theory  – the Maternal Deprivation Theory. Finally we will looking at operant conditioning as an explanation for attachment.

You have at attachment cut and stick activity to complete by next Friday. Bring it to class so I can check it.

I have also asked you to complete the A3 sheet of APRC and GRAVE  for Ainsworth and van Ijzendoorn. Which are key studies. Also due to be shown to me next Friday 3rd March.

Best efforts = merits

Don’t forget the Dynamic Learning Assessments XXXX

Getting the most out of Tutor2U

Have you had a proper look at the tutor2u website?

It contains excellent study notes (6.1  and 6.2), revision quizzes, webinars for most topics as well as glossaries of key terms. I have included the Research Methods glossary below  –

http://www.tutor2u.net/psychology/reference/research-methods-key-term-glossary

Some of you are still not able to adequately define terms like operationalisation, ecological validity etc.. It is essential that you learn the key terms.

Here is a list of all the glossaries including memory and attachment

http://www.tutor2u.net/search?q=psychology+glossary

Once you are in the site click on reference library and collections – go on have an explore –

you are bound to find something useful

WB 27th February 2017

 Lesson One ( Ms Rose) – Biological treatments for OCD – Link to Spec 3.2.2

Here is the powerpoint that we used.  2-bio-explanation

Here is the worksheet that you used to simplify the language involved in this unit. psy_ccas1_0408_ws02_xxaann

We completed p 31-34 in your psychopathology work pack.  psychopathology-pack

Prep –

Ensure that all sections in the psychopathology work pack relating to OCD are complete.  p31-35. These will be inspected at the end of the unit.

Please ensure that you watch ‘As good as it gets’. Come to the film night tomorrow – bring pizza / other yummies. :o)

Lesson Two ( Ms Rose) – OCD consolidation.  Phobias intro- Link to Spec 3.2.2

We began with a little extension activity genetic-explanation-of-ocd

Here is the timed exam question and mark scheme  (Page 9-10) http://filestore.aqa.org.uk/resources/psychology/AQA-71812-SMS.PDF

We then looked at the emotional, cognitive and behavioral characteristics of phobias characteristics-of-phob

Here are the questions for the film clip phobias-clip-questions

Prep

Due Monday 06.03.17

Complete p12 in your Psychopathology work pack. Read p154-155 on characteristics of phobias in your mark textbooks to help you to do

this.

 

Lesson 1 –  Ms Alexander  – Cross-Cultural Attachment

After handing back work completed in class and for prep we discussed the 3 point rule – you can PEC or PEE as long as you explain each point along with what the implication of this is …e.g.

A strength of Bowlby’s monotropic theory of attachment is there is evidence that supports his idea of a critical period during which the infant attachés to its primary caregiver.

For example Curtis reported on the case study of Genie, a  child bought up in isolation. Her story demonstrates the long term damage that a lack of attachment causes to the emotional, social and intellectual development of an infant.

Evidence like this, suggests that Bowlby’s theory is credible and that key elements of his theory are correct.

You have all been practicing this with Miss Burns – she made you write out lots of PEE and burger paragraphs didn’t she?  – AND YET….in the privation essays I handed back today – quite a few of you lovely students are STILL failing to use this technique when you are evaluating in an essay!!!!  Instead many of you are cramming loads of different points into

one paragraph without really explaining any of the points effectively

I have handed you a check list – I would like you to go through the list BEFORE handing in your next essay.

During the lesson we explored the van Ijzendoorn study a little further. We need to be aware of the Japanese and German children’s attachment styles especially. It would seem that the imposed etic leads to inappropriate judgements being made about the attachment of some children. This can have negative consequences. Read about the Australian children in the black mask book.    original-van-ijzendoorn

Read ahead about Bowlby’s 44 thieves study – bowlby-44-thieves

Prep – due next Friday 10th March

Describe and evaluate research into cultural variations in attachment (16 marks)

AO1=6 marks   AO3=10 marks

Lesson 2 –  Ms Alexander  – Operant Conditioning

Today we discussed the importance of essay planning, and you were given a large A3 essay planning sheet on which to plan for your cultural variations essay . We the cracked on with the 2nd part of the Learning Explanation of Attachment.

Before 1/2 term we examined the Classical Conditioning explanation for attachment  – this formed one half of the learning theory of attachment. I was sick before I was able to go through the second half of the Learning theory of attachment. So, this is what today’s lesson was about  >>> o-c-theory-of-attachment

Remember there are 2 possible explanations for attachment. One is Bowlby’s monotropic theory which represents the nature argument. The second is  Dollard and Miller’s ‘cupboard love theory’ which represent the nurture argument.

What does the research evidence suggest is the best explanation for attachment?

BTW….have you actually watched a video of the ‘strange situation’?

This short video should be watched in preparation for next week’s lessons

Lesson 3 –  Ms Alexander   – Maternal Deprivation Theory

We started the lesson with a challenging gap -fill. It is amazing how difficult these can be. What it demonstrates though, is the importance of understanding and using subject specific terminology.

You were also given an AO2 application task to complete. This was designed to offer scaffolded support. In other words it encourages you to extend your answer from what you

would like to write to what I would like you to write

Please hand in the completed task for checking.   Remember you are expected to do at least 4-5 hours independent study per week per A level subject. This means you are expected to spend more time studying psychology than just completing prep.

Finally we examined Bowlby’s maternal deprivation theory >> 1-bowlbys-maternal-dep

You should be able to both describe and evaluate both of Bowlby’s theories.

Warning: There will be an Attachment Assessment on Tuesday 21st March

Prep:

As I explained in the lesson, you are required to work your way through this power point BEFORE your first lesson with me next week. (Small group Monday/Big group Tuesday). Watch it as a slide show. >>>  observation-2017  Here is the worksheet that goes with the power point >> the-observation-technique-prep-sheet

Check out the girl living with 1/2 a brainMarch 2, 2017March 10, 2017roedeanpsycLeave a comment

http://www.bbc.co.uk/programmes/b08h7sp4

 Are you following the psych blog  -great easy to read articles on a reagular basis

http://www.spring.org.uk/

WB 6th March 2017

Lesson one (Ms rose) – Little Albert 

Explanations for Phobia – Link to spec – 3.2.2

Starter – Here is the complete list of Phobias – complete-list-of-phobia-definitions

Here is the worksheet  on the different types of Phobia.  This is not available online due to copy right but do please come to find me if you need a copy.

We then had a look at this power point including an intro to Little Albertbehavioural-explanation.

Here is the film clip

Here is the study summary gap fill (APRC) –the-case-of-little-albert-gap-fill

Prep

Due Wednesday 08.03.17

Complete both sides of the Little Albert worksheet started in class. Read p163-167 in your mask textbook on Behavior explanations of phobia.  Use this to

complete p12-13 in your psychopathology work pack.   psychopathology-pack

Stretch and Challenge –

Read the original article published by Watson and Raynor on Little Albert.  watson-rayner-1920-original

Lesson Two (Ms rose) – Two process model  

Explanations for Phobia – Link to spec – 3.2.2

Starter -Here is the card sort activity characterisitcs-card-sort

Here is the power point – behavioral explanations for phobia – behavioural-explanation

Here is the gapfil embedded in the powerpoint gapfill-of-phobias

Here is the AO2 apply it worksheet phobias-and-conditioning-examples

Prep

Due Monday 13th March 2017

Complete p19-20 in your psychopathology work pack. psychopathology pack Download the BPS – Psychology Digest app https://digest.bps.org.uk/

Stretch and challenge

Plan, write and mark

Outline and evaluate the behaviorist approach to explaining phobias (12 marks)

 

Lesson 1  Ms Alexander  – Structured Observation

Having worked through the observation power point for prep you came to the lesson having already completed an unstructured observation.

During this lesson you reflected on the ‘flipped learning’ experience, and then we attempted to design our own observation check list. Actually doing the structured observation was another matter entirely. We quickly realised how difficult it is to agree on what we are seeing and trying to observe. Trying to be ‘objective’ was extremely challenging. We cannot help our own bias and subjectivity. It is incredibly important that ‘observers’ are well trained. Otherwise the observation will lack validity. If the checklist is ineffective we cannot collect reliable (consistent) data either. Observations in Psychology

Lesson 2   Ms Alexander  –  Observation

Time to consolidate. You had the opportunity to complete your evaluation grid, as well as the observation gap fill. If you do not complete an activity in class time it is important that you complete it as an additional prep.

Please dig out your RESEARCH METHODS PACKS. Bring it to the lesson on Friday.

Lesson 2   Ms Alexander  –  Observation

We started this lesson with an activity that required you to improve/further develop some other candidates answers. Too often students fail to write enough to collect all the marks available for each question when in examination conditions. It is good to practice these elaboration skills as often as we can.

Top Tip: If you asked to compare, contrast or explain the difference you HAVE to use the correct language. You would need to include phrases like, “whereas, on the other hand, similarly, a difference would be…etc.”     If you simply explain one thing, and then the other

thing you are being asked to compare – you will not pick up any marks at all   

We also considered the problems with  time sampling  – you can easily miss important behaviour if it falls outside the time frame you have selected (like missing the dancing pandas). BUT it does allow you to capture behaviour patterns over a long period of time, i.e. most of the time the pandas were inside their cave probably sleeping.

The problem with event sampling is that although you can capture the behaviour you are interested in, because that is all you observe,  you could mistakenly assume this behaviour was typical. It is not true that the pandas spend their days roller skating to music!

PREP:  You have 2 weeks to do your own observation. You will also need to write it up. The write up will need to include an evaluation. (GRAVE). Use your Research Methods Pack to help

you think more about this method.    DUE Friday 24th March   Observation_Practical 2017

Change of date  -the Attachment Assessment will be on Tuesday 21st March (you have some extra time to prepare for it).

WB 13th March 2017

Lesson one (Ms Rose) – AO3 Evaluation of behavioural explanations for Phobias – Link to spec 3.2.2

Here is the starter – worksheet 5.7 Chapter 5 – Handouts

We worked to develop your AO3 skills. Using the resources a the back of the classroom you commented divided into groups and brainstormed a CASTLES evaluation of the two process model. How to evaluate a theory – CASTLES

You then completed this plenary – worksheet 5.13 Chapter 5 – Handouts

Prep –

Complete the worksheet 5.13 that you started in class. Chapter 5 – Handouts Read ahead – behavioral treatments for phobias.  p167-170 in your mask textbook

 Lesson Two (Ms Rose) – Behavioral treatments for phobia Link to spec 4.1.4

Here is the powerpoint. behavioural-treatment

Here is the hand out (Activity 5.15) Chapter 5 – Handouts

Prep –

Due Monday 20.03.17

Complete p 21-24 in your psychopathology work pack. psychopathology-pack

Stretch and Challenge

Briefly outline and evaluate the behavioral approach to treating phobias. (12 marks) Plan you answer In timed conditions, answer the question Swap with a partner and peer mark. Compare to the mark scheme and examiners report

 Lesson 1 Ms Alexander  – Short Term Separation

You were given 15 minutes at the start of the lesson to plan your observation. Ideally you will need to do it this week.  Just check with me before you observe anyone. I need to ensure your idea is both workable and ethical.

We then looked at the idea of short-term separation – in particular the case of John studied by the Robertsons. Even a 9 day separation was damaging to John who showed the ‘PDD’ reaction. Ensure you have read about this in your text book.

Mini Prep: Read the article on the Romanian Orphans and complete the basic information sheet on the Rutter study by looking up the study details in your text book. This is to be completed by lesson 2 of this week.

Change of date again –the Attachment Assessment will be on Friday 24th March instead of Tuesday 21st March (you have some extra time to prepare for it).

Lesson 2 Ms Alexander  – Institutionalisation  (ERA – Romanian Orphans Study  -Rutter)

We looked at this power point to consolidate our understanding of the Romanian Orphans study, which is still ongoing. >> 1 Rutter et al 2007 

The results of this study suggest that long term damage to children is minimised the earlier a child is adopted into a loving family. Many of the children were able to catch up with their British counter parts in terms of growth and IQ. However later adopted children were more likely to show disinhibited attachment.

Mini Prep: Now you have seen the tutor2u revision cards,  I would like you to create your own revision card. Create it on power point, use images and shapes and colours to make the information ‘pop’. You may find that this type of ‘elaborative rehearsal’ will really help you remember a key study.  Please let me see your revision card as soon as you have created it. Choose any of the key studies or

theories we have looked at in the attachment unit

Lesson 3 Ms Alexander  – Institutionalisation  Hodges & Tizard Study

This is the power point we used in class >>> 2 Hodges &amp; Tizard powerpoint]

Your Prep questions are on the final 5 slides.  You can choose to do either slide 1 and 2, or you can choose to do either slide 3, or slide 4 or slide 5 -(just choose 1 slide).

For next Friday

1. you should have revised for an in-class assessment.2. You should make a power point revision card to help you 3. Your observation write up and evaluation should be handed in – during the lesson – not

afterwards. 4. Your attachment questions chosen from the power point are due in at the same time –

these are also designed to help you with revision 

WB 20th March 2017

Lesson One (Ms Rose) Characteristics of depression

Link 4.1.4

Here is the starter – starter white board quiz

Here is the powerpoint – 1 defining depression

Here is the worksheet ( 8.5a / b) – Chapter 5 – Handouts

Here is Becks inventory used to measure depression –becks-inventory-questionnaire

Prep –

Complete p16-17 in your psychopathology work pack.  psychopathology pack Prepare for Psychopathology end of unit test on Monday 24.04.17

Stretch and Challenge –

Print this fact sheet and have a go at the questions on this depression fact sheet. factsheet Depression

Lesson 2 (Ms Rose) Cognitive explanations for depression

Link to spec  4.1.4

Depression – what do you need to know? Can you identify the ABC of depression? You also need to know the ABC of phobia and OCD.

1. A=Affective means emotion.2. B=behaviour3. C=Cognition(thoughts).

You need to explain  (and treat) Phobia from the behaviourist point of view meaning classical and operant conditioning. It is EXACTLY the same as explaining attachment. Although there

are other explanations you only need to know this ONE

You need to explain (and treat) OCD from the Biological point of view – again, there are many

other explanations but you only need to know this ONE

You need to be able to explain (and treat) depression  from the cognitive   point of view – meaning the way people with depression ‘think’. Yes, there are other

possible explanations but you only need to know this one

It is suggested that depressed individuals experience a variety of cognitive distortions.  This means they have recognisable thinking errors!  These theories are associated with Beck and Ellis.

Beck is associated with the negative triad which forms a part of the faulty thinking package:

1. Faulty information processing  – depressed people focus on the negative, ignore the positives, black and white thinking.

2. Negative ‘self schema’ -they interpret all info about themselves in a negative way 3. They also have a Negative triad belief system -meaning…

Negative view of the world – “it’s a dog eat dog world- it’s cold and hard and uncaring” Negative view of the future – “It’s not going to get any better – we’re all doomed” Negative view of the self  – “I’m a useless waste of space”

 Ellis has an ABC model which is very similar  -BUT he says depression arises from irrational thoughts about specific events.

A= the ACTIVATING EVENT – like getting 25% in an exam.

B= the Irrational BELIEFS the person has which have been triggered by the event.  One example is the belief that we must ALWAYS SUCCEED and never fail ever…he called this ‘MUSTERBATION’. Ellis said people have lots of these irrational beliefs  -“I can’t stand it it is” is another one.

C= The CONSEQUENCES of having irrational beliefs  can be emotional and behavioural. Sometimes the consequence is DEPRESSION.

Here is the powerpoint cognitive-explanation

Here are the worksheets – (5.18 & 5.19) Chapter 5 – Handouts

Prep –

Complete p 25-27 in your psychopathology work pack. psychopathology pack

 

Lesson 1  – Ms Alexander  -Continuity Hypothesis (Internal Working Model)

We are reaching the end of the Attachment Unit  – we considered how early attachment experiences can impact on childhood and adult relationships, and whether this can ever change >>>> Influence of attachment on childhood relationships

I reminded you about the importance of ‘may’.

Try to be less emphatic with your negative evaluations. “Therefore, this study MAY lack validity” is much better (softer) than “Therefore this study LACKS validity”…ouch!! Too harsh -too emphatic!

Lesson 2  – Ms Alexander  – Consolidation

This lesson you worked hard all lesson – you were looking at evidence to support Bowlby’s Monotropic theory of attachment as well as Dollard and Miller’s Learning theory of attachment. Which theory is best supported by research evidence?

You then marked 2 ‘model essays’ using the holistic marking grids. It would seem that you were all generous markers! Hopefully this activity gave you a better  idea of how answers are marked and what the examiners are looking for. There were plenty of extension activities to keep you checking your understanding and practicing your exam skills.

Lesson 3   – Ms Alexander  – Attachment Assessment

You completed some examination style questions under timed conditions.

Some of you handed in your observation write up, along with your  chosen ‘attachment’ questions.

No more chances with hand in deadlines. This is the last and final warning . The hand in time is during the lesson NOT later on that day. Focus Points will be issued the next time work is not forthcoming.

Prep: In preparation for your first lesson of next week I have asked you to read about Conformity. Pages 16-17 GHG and pages 2-5 Black Mask. You have a small work sheet to complete.

Remember tutor2U website has glossaries of key terms for each of the units we cover in ‘A’ level psychology.  Here is the one from the Mask Book people key terms year 1 You can print

them out – cut them up and play ‘taboo’ with your study buddies

Here is the specification  – use it to check exactly what you need to know for the examination >> New AQA spec

WB 27th March 2017

Lesson One (Ms Rose) – Psychopathology consolidation

Since many of you were out on a trip today, we used this opportunity to recap/ revise the Psychopathology Unit.  Make sure that you are up to date in your psychopathology work packs. psychopathology pack

Prep

Continue to revise for your psychopathology end of unit assessment on 24.04.17

Lesson One (Ms Rose) – Psychopathology consolidation

Starter – We began by making play dough models of Beck and Ellis’ models for explaining depression.

Here is the power point 1cognitive-treatment-cbt

Here is the worksheet  (5.20) Chapter 5 – Handouts

Prep

Continue to revise for your Psychopathology and of unit assessment on 24.04.17 Bring your psychopathology files in for inspection on 24.04.17

Stretch and Challenge

Watch this documentary for a more comprehensive understanding of depression and Psychopathology,

 Lesson 1  – Ms Alexander

Little group (B) had no lesson as you were all at the UCAS event.

Big group (D) started to examine the concept of conformity – we looked at the 3 types of

conformity (C,I,I ) together with 2 explanations (NSI and ISI). To be resumed next lesson

Lesson 2  – Only one group had a lesson 2  – we consolidated our understanding of conformity by watching some amusing film clips. Here is the power point we used >>> pp2 conformity lesson 2

 Easter Prep:

Now is your chance to really ensure your folder is organised and that you have notes for each element of the course so far. Do not leave it until it is too late to do anything about it!

There will be 6.1 examinations in the summer term so you need to revise for these. Predicted grades for UCAS applications will be decided based on the grades you achieve in these exams. This is really important.

TO DO: Please complete Pages 1-3 in your GHG ‘social influence’ pack, and then read pages 4a-4b on the Jenness beans in a jar study.

NEXT: I would also like you to Learn about Zimbardo’s Stanford Prison Experiment. This is an extremely important study. You need to know it really well. Open the link>> http://www.prisonexp.org/the-story/ Read the information about the study and watch the film clips too.

Your task is to create a poster that contains all the key pieces of information about this study. It should contain a minimum of 5 images.  On the reverse of the Poster I would like to see 3 evaluation issues in Burger style. Choose from GRAVEE.

I will expect to see these assignments on the first lesson back after Easter.

WB 24th April 2017

Lesson One (Ms Rose) 

Psychopathology end of unit assessment

Today you sat the psychopathology end of unit assessment.  If you missed this lesson, then you will need to catch up during the lunchtime clinic.  (Wednesday)

I also inspected your files.  Please respond to the feedback and bring your file back in to ensure that your notes are in order ahead of your mocks this term.

7 students were unable to show their folder for inspection…this is completely unacceptable

3 of the folders that were seen were woefully inadequate!  In fact only 8 folders out of the whole 6.1 cohort were organised to an acceptable standard.

 Lesson Two (Ms Rose) – Self report and 1:1 feedback on Psychopathology end of unit assessment

Here is the powerpoint intro to self report – Research Methods – Self Report

You then worked through p 45-50 in your research methods workpack whilst I gave you 1:1 feedback on your end of unit assessments.

Here is the question paperGPRDOC021 and mark schemeGPRDOC022 (Psychopathology section).

Prep –

Due Wed 03.05.17

Ensure that you have completed p45-50 in your research methods workpack.  Come prepared to complete your own research next lesson

 

Lesson 1  Ms Alexander  – recapping conformity

We reminded ourselves of the key terms – Compliance,  Identification and Internalisation, along with the 2 explanations of conformity; Normative and Informational Social Influence.

Your Easter prep was due in – for the small group I expected to see the following

A Poster with 5 images for the Stanford prison Experiment 3 Evaluation points on the back – each one in burger or PEE format Cognitive Examination questions  -2nd half of Cognitive assessment which I forgot to

give you during the exam in class The first few pages of the GHG pack

Not one student handed in all 4 pieces of work!

If you are not meeting deadlines, if your work is not to a reasonable standard then Ms Rose and myself have no choice – we will start issuing focus points from next lesson onwards.

Lesson 2  Ms Alexander – feeding back to you 1to1 

You completed a short gap fill, and did an activity around the Stanford prison Experiment whilst I handed back and discussed various prep and class assignments with you.

Think about how best to summarise studies. What works well for you? How can you improve the quality of your note taking?

Please ensure you have read and jotted down some key points about  explanations for conformity   from  the mask text book as well as the GHG digital text book . Remember you should always read ahead. I hope you will come to our next lesson having already learnt something about Asch’s study on conformity.  Ideally you will have read pages 1-15 in the Mask by now. (Pages 16-21 in the GHG digi book).

Lesson 3 – Asch’s conformity study

Here is the power point we used today >>>>  asch-1951-2015 y  It contains your prep. You will have time in your first lesson next week to work on this assignment.

Here is the original study asch original       You may like this evaluation of Asch

As well as learning about the study itself you were reminded about APRC and PEEL evaluation

Remember to read ahead

WB 1st May 2017

Lesson One (Ms Rose) –

Monday was Mayday and a school Open day

so there were no lessons.

Lesson Two (Ms Rose) – Research methods – Questionnaires

Today we began with this starter (worksheet 5.17) Chapter 5 – Handouts GHG

We then worked towards conducting our own questionnaire into gender stereotypes and definitions of mental health. This was based on Broverman (1970) research looking at the unconscious judgements people make when formulating a diagnosis. Here is a link to the abstract of the original article.

http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1970-06951-001

You were put into groups and asked to conduct some research.  You spent the rest of the lesson organising this.

NB – If you were not in today’s lesson, it is YOUR RESPONSIBILITY to catch up with the work missed and join in with a group to harvest the data.

Prep – Due Monday 8th May 2017

Please ensure that you complete the starter activity that you began working on in class. You will need to complete the piece of research into attitudes towards mental health

conditions.  See handouts 5.1 a, b & c Chapter 5 – For further guidance please attend clinic

You will need to:

1. Prepare an ethical approval form (You need to hand this in with your write up)

2. Prepare brief standardised instructions – remember to always ask if there are any questions

3. Prepare a simple debrief4. Working in groups of 3, bring in the raw data to the lesson on Monday (x5 for

each condition)5. Complete p52 in your Research methods work pack. (Hypothesis and aims)

 Lesson 1 Ms Alexander -making sense of Asch

Here is the power point you needed for today >>>>  asch-1951-2015 y  It contains your prep. You had time in your  lesson to work on this assignment.

Here is the original study asch original       You may like this evaluation of Asch

You were given some additional worksheets to complete – an Asch gap fill and some information about Perrin and Spencer. These are due to be completed by Thursday’s lesson. (it should take no more than 1/2 hour to complete).

Film Club: If you want to really make sense of  ‘conformity to social roles’ I will be showing the Stanford Prison Experiment next Tuesday starting at 4.30PM

Lesson 2  – Ms Alexander

We started with a warm-up activity based on Asch’s numbers – do you know the details of the study yet?

I checked the prep due to have been completed by this lesson, and we went through it together.

Please complete the work you started in lesson today as I would like to go through this with you next lesson. I will also be assessing your understanding of conformity first lesson next week.

Lesson 3  -only big group had a lesson 3 this week

You completed page 1.5 and page 1.6 in your study GHG pack.

To work out percentage change:   the change/original score x100.

Do you have a calculator to take into the examination with you? You wont be able to use your phone remember!

-we also chatted about conformity and considered whether we were nAffiliators !

Weekend Prep

Please read the  original Zimbardo  study. It is not very long.

In preparation for our lessons on obedience I would like you to read the following: Milgram (1963) – A Behavioural Study of Obedience and Philip Meyer article

I also think you should look at the following newspaper articles about the atrocities that took place at Abu Grahib.

http://www.foxnews.com/story/2004/05/21/prison-abuse-soldiers-were-following-orders.html

http://www.washingtonpost.com/wp-dyn/content/article/2005/04/30/AR2005043000006.html

Students had to watch the Milgram study on the blog

 WB 8th May 2017

Lesson One (Ms Rose) – Research methods – Questionnaire – Practical write up

Link to spec – 3.2.3

Here is the starter to summaries Self report as a research methods. 14 surveys gap fill

Here is the powerpoint to support you with the practical write up questionnaire research

here are the raw data summaries

We identified that with nominal data, independent measures design and a test for difference, we would select a chi square test for difference.  Note that there are 17 categories and that we are looking for a critical value at 0.05 (5% significance).

You then completed p52 – 55 in your Research methods workpack.

Prep

Complete p 45-55 in your research methods work pack. I will be collecting these in on Wednesday 17th. No excuses!

Use NLN materials and p295-313 in your textbooks to revise inferential statistics XtLearn.net –  http://xtlearn.net/S/2198

/Scripts/IE9.js?v=39

Prepare for a short exam question on self report for next lesson

Stretch and challenge

Conduct the Chi square test to establish whether your results are statistically significant. Chi-squared (testing for a difference)

 

Thanks Laura 6.2 – you found a great blog from another school with loads of super revision – use the tabs along the top to explore http://www.psych205.com/memory1.html

 Lesson two (Ms Rose) – Questionnaire assessment and Intro to ‘Drawing on the approaches’

We began with an assessment of your research methods – Questionnaire.  If you were not in this lesson, please come to find me to get a copy of this assessment and complete it before I see you again on Monday.

Jigsaw learning recap – Approaches in Psychology.  Using magazines, we drew on examples of behavior and used our knowledge of the Cognitive, learning and Biological appraoches to explain them.  Here is the worksheet The Best and the Rest

Prep

Due Monday 15.05.17.

Complete the activity The Best and the Rest making sure that you select which gives the best explanation and why.

Stretch and Challenge –

Have a go at completing the boxes for the Humanistic and Psycho dynamic approaches on the worksheet that you started in class. The Best and the Rest

 Lesson 1  -Ms Alexander

Assessment  – how well do you know Asch?

Prep feedback on Asch exam style questions  – the biggest problem was the number of students who did not read the question properly !!

Once you had completed the assessment, little group D  worked on p1.6 GHG pack. It is important that we look at Research methods as often as time allows.  Big group looked at GHG 1.7

Lesson 2  -Ms Alexander

We started the lesson with a GRAVE reminder  evaluating-a-study2015  . We considered the meaning of the GRAVE elements, and tried to apply the evaluation criteria to a variety of different studies we have learnt about.

The extra ‘E’ added to GRAVE’E’ is the economic implications of the research – for example we can see the economic value of influencing consumers to buy more of a particular product – this is a way social influence research is used.

MINI PREP: You were given to sheets to complete for next lesson  – one asked you to evaluate Zimbardo’s study on a continuum, and the other required some elaboration practice.   (big group I will check yours on Monday).

Lesson 3  -Ms Alexander – obedience We started to think about why people are obedient to authority figures. We watched some clips from the Human Zoo TV series in which people did odd things because they were told to by a man in a strange uniform. We also saw 2 people get married to a complete Stanger

because they were following orders   We then considered the darker side of obedience and how people can obey unjust authorities which can lead to tyranny and oppression. There are film links in the power point for you to explore. Obedience Lesson 1

Prep: You have an obedience work sheet to read and complete for next Friday 19th May

Have you found the free tutor2U revision materials?May 10, 2017May 10, 2017roedeanpsycLeave a comment

https://www.tutor2u.net/psychology/collections

There are lots of quizzes to check your knowledge.

There is a dedicated you tube channel too, it contains loads of short webcasts for re-visiting lots of different topics.

Ensure you are learning using a variety of different methods 

WB 15th May 2017

Lesson One (Ms Rose) – Social Learning Theory 

Link to spec 3.2.1

Here is the starter to help you to recap key themes in behaviourism p106-107 4_3 Schools and the learning approach

Here is the powerpoint SLT and Bandura

Here is the plenary that helped you to apply (AO2) the SLT. p108-109 The learning approach- Social learning TN

I also gave you the approaches / biopsychology tutor2u revision materials workpack.

Prep –

Continue to revise.  Use the workpacks that I gave you this lesson. Make sure that you have your questionnaires (research methods workpacks) ready to

hand in to me next lesson.

 

Lesson Two (Ms Rose) –  Bandura research

Link to spec 3.2.1

 Here is the starter – linking in observation research method ob planning task -bandura intro

We then completed some activities embedded in the power point. SLT and Bandura

Prep –

Due Monday 22.05.17. Using your textbooks and the powerpoint, make some revision notes on the Bandura (1961) study.  We will be evaluating SLT and the research next lesson and looking to develop a 16 mark answer.

 Lesson 1  – Ms Alexander – Describing Milgram

Milgram’s research into obedience – we went through the APRC of this classic piece of research. You MUST watch a video of this study before next lesson. Here are the results of the 1963 silent experiment results Here is the original study Milgram (1963) – A Behavioural Study of Obedience

Lesson 2 – Ms Alexander -Evaluating Milgram

Evaluating Milgram. GRAVEE – we thought about scabs and plasters and tattoos! 1 pass it on – evaluation and variation

Can we generalise from the task to the real world?

The task Milgram’s participants were asked to do lacked mundane realism. Participants were required to administer increasingly severe levels of electric shocks each time the ‘learner’ made a mistake.

This is not something ordinary people do in their everyday lives.

This limits the ecological validity of the research.

On the other hand, Milgram was trying to create a situation in which ordinary people would be required to act in an ‘abnormal’ way because they were told to do so by a legitimate source of authority.

Milgram managed to create such a situation in the laboratory environment. This might reflect what soldiers experience during war time when they are required to shoot someone. Therefore it could be argued the task has ecological validity.

I will be showing the film ‘Pride’ next Tuesday for Film club – you are warmly invited to join me – 4.30 in psychology class room

Simply Psychology have updated study notes for the new spec >>> https://www.simplypsychology.org/a-level-psychology.html

Lesson 3 – Ms Alexander -Evaluating  -focusing on validity and reliability

This lesson we thought about the meaning of internal and external validity. We also looked at the way we use Reliability in psychology. Remember even if the bathroom scales are wrong (they may weigh you 12kg heavier than you actually are) they are still reliable. The measurement although wrong is none the less consistent!  2 milgram validity 1

Prep:

1. Complete the Milgram gap fill for lesson 1 next week2. Read the Hofling  study hand out  – this includes the APRC and the Evaluation – you will

need this information next week 3. You have the ‘guess the rate of obedience’ work sheet to complete.4. Make a graph of the results of some of Milgram’s variations.

WB 22nd May 2017

Lesson One (Ms Rose) – AO3 skills – Evaluating Social Learning Theory and Bandura  –Link to Spec 3.2.1

 Here is the powerpoint SLT and Bandura

Here are the summaries of the AO3 for Bandura and SLT

You were asked to write the AO1 and AO3 points in the margins of this model answer. 04.2b Essay Social Learning Theory V2 with Comments

Prep –

Use the model answer provided in class to prepare and essay plan for the following exam question.  We will be having a go at this question in class on Wedneday 24.05.17

Stretch and challenge –

Read the origioanl article by Bandura Ross and Ross (1961) http://psychclassics.yorku.ca/Bandura/bobo.htm

 Lesson Two (Ms Rose) – AO3 skills – Evaluating Social Learning Theory and Bandura  –Link to Spec 3.2.1

 Starter : Image discussion – Explain this using concepts from across all of the approaches in psychology.

Pair and share – you swapped your essay plans.  You then had a go at the following question:

“Describe and evaluate the Social Learning theory of human aggression” (16 Marks)

We then looked at the mark scheme and examiners report and compared this to the model answer from last time.  We will be giving you lots more opportunities to practice and peer mark as you develop your exams skills throughout the course.

Prep

Complete the 16 mark question in your own time.  Use the mark scheme and examiners commentary to inform your revision.  This really is the key to improving your exam technique and so please make sure that you dedicate some time to this activity.I can give you individual feedback in clinic after half term if you’d find it helpful.

Continue to revise for your trails after half term. Any questions, do email me.  jro@roedean.co.uk

 Lesson 1 Ms Alexander

Having rechecked understanding of the terms internal and external validity (little group) we started to examine possible explanations for obedience.

   Milgram gap fill answers  <<< check your prep to ensure you are correct. You could print off this gap fill as it is a model answer to the question ‘describe and evaluate Milgram’s obedience research’

Milgram suggests Agency Theory as a possible explanation. Please ensure you can describe and evaluate this theory using the correct terminology. Read around this in your text book. Evidence for and against etc…you know the drill

Mini prep for next lesson – please complete the Agency Theory worksheet which is on the back of the Hofling information sheet you were given last week for reading prep.

We will be looking at more explanations for obedience – some are situational explanations – for example Agency Theory, legitimate authority, proximity, whether or not there is social support ….etc….. Situational explanations are down to the circumstances around the obedience.

On the other hand some people suggest personality factors play a role in obedience. For example, the authoritarian personality, and Locus of control is another possible explanation. These are known as dispositional explanations. You need to read about these various factors in your text books.

Lesson 2 – Ms Alexander

Explanations for obedience – evaluating Agency theory. We used Milgram’s own research, Bickman and Hofling to evaluate Agency theory  Explanations for Obedience wsheet–

Extension activity -plan a 16 mark answer to the question ‘Outline and Evaluate explanations of why people obey’.

You were given evaluation sheets to examine. There are lots of ways of evaluating Agency theory. Choose 4 arguments that make the most sense to you and learn those ones.

Half Term Prep:  You will be completing pages in your GHG pack. Ensure you can access the GHG digital text book wherever you are for 1/2 term.

1.11 – Comparing Hofling (1966) with Rank and Jacobson (1977) 1.12 – Comparing obedience with conformity 1.13 the Experiment task (25 marks) 1.14 The Agency theory gap fill 1.15 Explaining obedience  – Legitimate authority vs Agentic state 1.16 The Authoritarian Personality (23 marks) 1.17 Picture that  – drawing the authoritarian personality 1.18 Locus of Control

Friday lessons will be in Physics 1 NOT the usual psychology classroom

The AQA ‘AS’ examinations 2017 have now taken place – have a look at the questions ……

Tutor2U have looked at paper 1 and paper 2 and have come up with some possible answers. These are not exact and are written without the aid of a mark scheme.

However, they will give you an idea of the level of detail required in a good answer. Look at how much is written for each question, and how supporting evidence and subject specific terminology is used.

Remember too, these are not the only way of answering these questions.

Paper 1 AS level examination May 2017

Paper 2 AS 2017