Psychology AS Provisional exam dates:

Paper 1 Monday 14th May, 2018

Paper 2 Thursday 17th May, 2018

Name _________________________________________

TG _____

CG _____

COURSE OVERVIEW AND IMPORTANT ASSESSMENTS

Paper 1: Introductory Topics in Psychology Social Influence, Memory, Attachment 1 hour 30 minutes examination, 72 marks in total, 50% of AS Multiple choice, short answer questions and extended writing Paper 2: Psychology in Context Approaches in Psychology, Psychopathology, Research Methods 1 hour 30 minutes examination, 72 marks in total, 50% of AS Multiple choice, short answer questions and extended writing

Course Expectations

The SHD Faculty endeavours to ensure successful outcomes for all students. An extensive

monitoring programme is in place and regular tracking from teachers, Key Stage Coordinator

and Head of Faculty takes place to support all students. However there are occasions when

students do not make the necessary progress needed to succeed in their courses.

Furthermore, students must ensure they meet the following requirements before the March

PPE series in order to be considered for entry in the summer exams and progression into

year 13.

1) Attendance of a student must be above 80% for the subject, unless there is

sufficient medical evidence to justify the absence.

2) The student is working above a U grade, or has shown sufficient progress on

assessments due to faculty intervention.

3) The student has spent the necessary time on their homework and used

Independent Study effectively and put enough effort in class in order to make the

progress expected of them.

If a student fails to meet any of these requirements by DW3 there will be requests to

withdraw students from the summer exam series.

KEY READING MATERIALS

Textbook: AQA PSYCHOLOGY FOR A LEVEL YEAR 1 & AS - STUDENT BOOK

AUTHOR(S): Cara Flanagan, Dave Berry, Matt Jarvis, Rob Liddle

ISBN: 978-1-908682-40-6

Psychology Review: Magazine written for A-level Psychology. Gives A* insight into Psychology and

grade boosting advice from examiners. Can be ordered through the department or read in the library.

USEFUL WEBSITES

AQA Exam board materials http://www.aqa.org.uk/subjects/psychology

Exam technique, study notes and videos https://www.tutor2u.net/psychology

Extended Reading on Psychology https://www.hoddereducation.co.uk/Magazines/Magazines-extras/Psychology-Review-extras

A useful revision website http://www.psychology4a.com/

A revision website including key points and concepts, as well as practice exam questions and multiple choice quizzes: http://www.s-cool.co.uk/a-level/psychology

Content, exam questions and essay answer plans: http://www.psychteacher.co.uk/

STRETCH AND CHALLENGE ACTIVITIES

- Read relevant Psychology Review articles on a weekly basis and

complete the activities and questions following each.

- Use the Exam Companion to analyse model answers and essay plans for

each topic

- Use Barratt’s Taxonomy as a tool for reading each article recommended

by your teacher.

- For each of the studies you learn, evaluate based on reliability, validity,

sample, ethics.

- Read ‘Psychologies’ magazine and ‘BPS Readers Digest’ and make links

between the articles and current topics of study.

- Analyse all examiners reports for each exam and create a powerpoint of

hints and tips.

COMMAND WORDS

Analyse: Separate information into components and identify their characteristics

Calculate: Work out the value of something

Give: Produce an answer from recall or from given information.

Identify: Name or otherwise characterise

Explain why: Give a detailed account of reasons in relation to a particular situation.

Explain how: Give a detailed account of a process or way of doing something.

Explain: Set out purposes or reasons

Evaluate: Judge from available evidence

Draw: Produce a diagram

Distinguish: Explain ways in which two things differ. Provide detail of characteristics that enable a

person to know the difference between …

Discuss: Present key points about different ideas or strengths and weaknesses of an idea.

Design: Set out how something will be done

Describe: Give an account of

Complete: Finish a task by adding to given information

Compare: Identify similarities or differences

Consider: Review and respond to given information

Comment: Present an informed opinion

Choose: Select from a range of alternatives

Label: Provide appropriate names on a diagram

Name: Identify using a recognised technical term

Outline: Set out main characteristics

Select: Choose or pick out from alternatives

State: Express in clear terms

Suggest: Present a possible case/solution

Which is: Select from alternatives

What is meant by: Give a definition

Justify: Provide reasons, reasoned argument to support, possibly provide evidence.

Assessment Objectives: A01: Demonstrate knowledge understanding of scientific ideas, processes, techniques and procedures A02: Apply knowledge and understanding of scientific ideas, processes, techniques and procedures

- In a theoretical context - In a practical context - When handling qualitative data - When handling quantitative data

A03: Analyse, interpret and evaluate scientific information, idea and evidence, including in relation to issues to:

- Make judgements and reach conclusions - Develop and refine practical design and procedures

SUBJECT CONTENT SPECIFICATION CHECKLISTS

Social Influence

Do I have

class

notes?

Do I

understand

this?

Have I

revised

this?

Types of Conformity Internalisation, Identification, Compliance

Explanations of Conformity Informational and normative social influence

Variables affecting conformity Group size, unanimity and task difficulty (Asch)

Conformity to social roles Zimbardo

Explanations for obedience Agentic state, legitimacy of authority

Situational variables affecting obedience Proximity, location and uniform (Milgram)

Dispositional explanation for obedience Authoritarian Personality

Explanations of resistance to social influence Social support and locus of control

Minority influence Consistency, commitment and flexibility

The role of social influence processes in social change

Memory

Do I have

class

notes?

Do I

understand

this?

Have I

revised

this?

Multi-store model of memory

Sensory register, STM, LTM, capacity, coding and

duration

Types of LTM

Episodic, semantic, procedural

The Working Memory

Central executive, phonological loop, visuo-spatial

sketchpad and episodic buffer. Coding and

capacity.

Explanations for forgetting Proactive and retroactive interference and retrieval failure due to absence of cues.

Factors affecting the accuracy of eyewitness

testimony

Misleading information including leading questions

and post-event discussion

Factors affecting the accuracy of eyewitness

testimony

Misleading information including anxiety

Improving the accuracy of eye-witness

testimony

Use of cognitive interview

Memory

Do I have

class

notes?

Do I

understand

this?

Have I

revised

this?

Attachment

Do I have

class

notes?

Do I

understand

this?

Have I

revised

this?

Caregiver-infant interactions in humans

Reciprocity and interactional synchrony

Caregiver-infant interactions in humans

Stages of attachment identified by Schaffer

Caregiver-infant interactions in humans

Multiple attachments and the role of the father

Animal studies of attachment

Lorenz and Harlow

Explanations of Attachment Learning Theory

Explanations of Attachment

Bowlby’s monotropic theory (critical period and internal

working model)

Ainsworth Strange Situation Types of attachment (secure, insecure-avoidant, insecure-resistant)

Ainsworth Strange Situation Cultural Variations in attachment including Van Izjendoorn

Bowlby;s theory of Maternal Deprivation Romanian orphans and effects of institutinalisation

The influence of early attachment on childhood and adult relationships Role of internal working model

Approaches and Biopsychology

Do I have class

notes?

Do I understand

this?

Have I revised this?

Learning Approaches Behaviourist approach including classical conditioning, Pavlov, operant conditioning, types of reinforcement and Skinner

Learning Approaches Social Learning Theory including imitation, identification, modelling, vicarious reinforcement, role of meditational processes and Bandura’s research

Cognitive Approach Internal mental processes, schemas, theoretical and computer models to explain and make inferences about mental processes.

Cognitive Approach Emergence of cognitive neuroscience

Biological Approach Influence of genes, biological structures and neurochemistry on behaviour

Biological Approach Genotype, phenotype, genetic basis of behaviour, evolution and behaviour

BIOPSYCHOLOGY Divisions of the nervous system- central and peripheral (somatic and autonomic)

BIOPSYCHOLOGY Structure and function of sensory, relay and motor neurons. Process of synaptic transmission including reference to neurotransmitters, excitation and inhibition.

BIOPSYCHOLOGY Function of the endocrine system- glands and hormones

BIOPSYCHOLOGY Fight or flight response including the role of adrenaline

Psychopathology

Do I have class

notes?

Do I understand

this?

Have I revised this?

Definitions of abnormality Deviation from social norms, failure to function adequately, statistical infrequency, deviation from ideal mental health

Characteristics of Phobias Behavioural, emotional and cognitive characteristics

Behavioural approach to explaining phobias Two-process model including operant and classical conditioning,

Behavioural approach to treating phobias Systematic desensitisation including relaxation and hierarchy, and flooding.

Characteristics of Depression Behavioural, emotional and cognitive characteristics

Cognitive approach to explaining depression Becks negative triad and Ellis’s ABC model

Cognitive approach to treating depression CBT including challenging irrational thoughts

Characteristics of OCD Behavioural, emotional and cognitive characteristics

Biological approach to explaining OCD Genetic and neural explanations

Biological approach to treating OCD Drug therapy - SSRIs

Research Methods and Scientific Processes

Do I have class

notes?

Do I underst

and this?

Have I revised this?

Types of Experiment Lab and field experiments. Natural and quasi-experiments

Observational Techniques Naturalistic and controlled observation, covert and overt, participant and non-participant

Self-report techniques Questionnaires, interviews- structured and unstructured.

Correlations Analysis of relationship between co-variables. Difference between correlation and experiments

Aims and hypotheses Difference between. Directional and non-directional

Sampling Population and sample. Techniques including random, systematic, stratified, opportunity, volunteer. Implications including bias and generalisation

Pilot Studies Experimental design Repeated measures, independent, matched pairs

Questionnaire construction Open and closed questions, design of interviews

Variables Manipulation and control, IV, DV, Extraneous, confounding. Operationalisation

Control Random allocation, counter- balancing, randomisation, standardisation

Demand characteristics and investigator effects Ethics Role of BPS, ethical issues in design and conduct, dealing with ethical issues

Role of peer review

Implications of psychological research for the economy Quantitative and qualitative Primary and secondary data including meta-analysis Descriptive statistics Measures of central tendency- mean, median, mode and their calculations. Measures of dispersion, standard deviation and range and calculations. Calculations of percentages- positive, negative, zero correlations.

Presentation and display of quantitative data Graphs, tables, scattergrams, bar charts

Distributions Normal, skewed distributions and characteristics

Introduction to statistical testing Sign Test

Learning Contract

The Student

I have read and understand the Psychology handbook.

I understand the requirements of the course.

I will meet the course expectations to the best of my ability.

I am aware of key dates for assessments and examinations.

Student Name: ………………………………………………………………………………………………………………………

Student Signature: …………………………………………………………………………………………………………………

The Parents/Carers

I/We have read and understand the Psychology handbook.

I/We will try to ensure that my child meets the course expectations and requirements.

I/We will try to support the Faculty with rewards and sanctions at home.

Parent/Carer Name(s): …………………………………………………………………………………………………………

Parent/Carer Signature: ……………………………………………………………………………………………………..…