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You will need to… Make sure ALL of your folders are in order and you have bought some dividers. Ensure you have all the LT’s.Below is the time table for the next 12 weeks. Make sure you have all your revision notes to bring to the revision classes!!!

The last lesson of the week will consist of an exam based question (unseen)

Exam question to be done in lesson 5 of the week.

Week beg.31.3.08

Debates Debates Debates Debates Debates Exam Question

Easter Revision

You will need to… Created a set of essay plans for ALL the potential 24 mark questions for PYA4 Familiarise yourself with past papers and mark schemes on the AQA website (www.AQA.org.uk) These need to be printed off and brought to your first lesson after Easter!

Week beg. 21.4.08

Psychopathology Psychopathology Psychopathology Psychopathology Psychopathology Exam Question

Week beg. 28.4.08

Approaches PYA5 Revision PYA5 Revision Mock PYA5 EXAM

Week beg.5.5.08

Relationships Relationships Relationships Relationships Relationships Exam Question

Week beg.12.5.08

Personality Personality Personality Personality Personality Exam Question

Week beg.19.5.08

Aggression Aggression Aggression Aggression Aggression Exam Question

Week beg.26.5.08 Half Term

Week beg.2.6.08 Mock PYA4 Exam (Beginning of week)

Week beg.9.6.08

PYA4 June 10th Relationships, Personality, Aggression (1 ½ hour)

Week beg.16.6.08

PYA5 June 16th Abnormality, Debates, Approaches (2 hours)

Ideas for revision

1. Write a realistic timetable for revision between now and 10.1.08, taking into account other subjects, as well as Psychology.2. Stick copies up essay plans around your room/house.3. Cut copies up of LT’s and try and reassemble them.4. Make flash cards from new learning tables – with pictures and words on one side, and the relevant bit of the learning table on the back.5. Write lots of possible questions the examiner could ask, using the specification.6. Plan answers to past questions, using past papers – but do note that the specification has changed slightly recently. There is a link to AQA’s past papers and mark schemes on the psychology site.7. Do past questions under timed conditions.8. Get family and friends to test you on your learning tables.9. Try summarising the key points of learning tables on small cards.10. Try using mnemonics to help you remember things.11. Try drawing a mind map for each learning table, using just key words and pictures.

Golden rules for A2 level Psychology

http://www.AQA.org.uk/

1. Use examples to illustrate your points in all of your answers.

2. Always use trigger words in your strengths and weaknesses. If your mind goes blank, they can always be used to get you by.

3. If you forget a researcher’s name, or do not feel you can even start to remember them all, try using general phrases such as “Research has been done which………” or “One researcher found ………”

4. Writing three average/good answers on one paper will get more marks than writing one brilliant one, and then running out of time for the other two.

5. If you run out of time, write a few quick bullet points in the last 5 minutes, which should get a few marks.

6. You need to try and write 2-3 sides, or about 650 words, for an answer in PYA4 (30 minutes) and 3-4 sides, or about 800 words, for an answer in PYA5 (40 minutes). You should also divide your time equally between A01 and A02.

7. If there is a quotation attached to a question, you need to refer to it at the beginning and the end, and several times in between as well if you can.

8. If a question asks you to outline and evaluate one theory of ……….. your structure will be as follows:

Outline (A01)Two strengths (A01/2)However, three weaknesses (A01/2)In contrast (A02)

9. If a question asks you to outline and evaluate two theories of ………. your structure will be as follows (or a variation of this):

Outline of first theory (A01)One strength of first theory (A01/2)However, two weaknesses of first theory (A01/2)Outline of second theory (A01)One strength of second theory (A01/2)However, two weaknesses of second theory (A01/2)In conclusion (or in contrast if you have a third theory) (A02)

Split part questions will follow the same structures, but will be split appropriately (according to the marks).

10. If a question asks you to compare and contrast two theories of ……………… your structure will be as follows:Outline of explanation 1 (A01)Outline of explanation 2 (A01)Similarity 1Similarity 2Similarity 3 if you have time!Difference 1Difference 2Difference 3

11. All conclusions and “in contrasts” must be all A02/evaluation. In contrasts must be a critique of the main theory, and not just a description of another view. RIFTing is the best way to do this.

12. You will do Questions 2 (relationships), 3 (pro and anti social behaviour) and 11 (personality and social) on PYA4.

13. You will do Questions 2 (mental disorders), 6 or 7 (debates), and 8 or 9 (approaches) on PYA5.

Attraction and formation of relationships:Explanations and research studies relating to interpersonal attraction (e.g., evolutionary explanations, matching hypothesis). Theories relating to the formation/maintenance of relationships (e.g., reward/need satisfaction, social exchange theory).

ATTRACTION & FORMATION OF RELATIONSHIPS: Interpersonal Attraction The Matching Hypothesis Evolutionary theory Filter theory (Proximity) Research into interpersonal attraction

Theories of formation/maintenance of relationships Reinforcement & need satisfaction theory Social exchange theory

Love and breakdown of relationships:Psychological explanations of love (e.g., triangular theory, love as attachment). Explanations (e.g., Lee, Duck) and research studies relating to the breakdown of relationships.

LOVE & BREAKDOWN OF RELATIONSHIPS: Psychological explanations of love Three factor theory Triangular theory

Breakdown of relationships Lee Duck Research studies into the breakdown of relationships

Cultural and sub-cultural differences in relationships:Explanations and research studies relating to the nature of relationships in different cultures (e.g., voluntary/involuntary, permanent/impermanent types of relationships). ‘Understudied’ relationships such as gay and lesbian and mediated relationships (e.g., relationships formed on the Internet and text (SMS) relationships).

CULTURAL AND SUB-CULTURAL DIFFERENCES: Cultural differences Voluntary/involuntary relationships Permanent/impermanent relationships

Understudied relationships Gay and lesbian relationships Internet and text relationships

Describe and evaluate one explanation of interpersonal attraction (24 marks)

A01 The Matching Hypothesis & researchA02 FES Aronson Gay men still look for attractivenessA02 FES Berscheid (1971)A02 Reductionist explanationA02 Culturally specificA02 Individual Differences/High Pop. Validity/Low Ecol.Validity/Practical AppsIn contrast RIFT Evolutionary Theory

Outline and assess two explanations of interpersonal attraction (24 marks)

A01 The Matching HypothesisA02 Aronson Gay men still look for attractivenessA02 Reductionist explanationA02 Culturally specificA01 Evolutionary ExplanationsA02 FES DunbarA02 DeterministicA02 Reductionist

a) Outline and evaluate one or more explanations of interpersonal attraction (12 marks) b) Outline and evaluate research studies relating to interpersonal attraction outlined in (a) (12 marks)

A01 The Matching HypothesisA02 Aronson Gay men still look for attractivenessA02 Reductionist explanationA02 Culturally specificA01 Murstein and SilvermanA02 High ecological validityA02 Ethical issues of Walster’s researchA02 Experimenter bias

Describe and evaluate research studies of interpersonal attraction (24 marks)

A01 MH Research: Murstein, Walster and SilvermanA02 Aronson gay couplesA02 High ecological validityA02 Experimenter biasA02 ReductionistA02 Culturally specific/Ethical issuesIn contrast RIFT Proximity research e.g., Festinger

Outline and evaluate one theory of the formation/maintenance of relationships (24 marks)

A01 Reinforcement and need satisfactionA02 FES Cunningham (1988) Watching happy of sad filmA02 FES May & Hamilton (1980) looking at photos listening to musicA02 Lacks ecological validityA02 ReductionistA02 Cultural differencesIn Contrast SET

Describe and evaluate two theories of the formation/maintenance of relationships (24 marks)

A01 Reinforcement and Need satisfactionA02 FES Cunningham (1988)A02 Lacks ecological validityA02 Culturally specificA01 SETA02 FES RusbultA02 Culturally SpecificA02 Contradictory evidence Clark and Mills (1979)

Describe and evaluate one psychological explanation of love (24 marks)

A01 Trianglar theory of love

A02 Practical applicationsA02 FES SternbergA02 Gender biased OR High validityA02 Culture biasedA02 Reductionist OR Low ReliabilityIn contrast RIFT 3 factor theory

Outline and evaluate two psychological explanations of love (24 marks)

A01 Triangular theoryA02 Practical applicationsA02 Gender biasedA02 Culture biasedA01 3 factor theoryA02 Dutton (1974) high and low bridgeA02 ReductionistA02 Cultural differences

Outline and evaluate one theory of the breakdown of relationships (24 marks)

A01 Duck’s dissolution model: IDSGA02 Practical ApplicationsA02 FES RogersA02 Cultural differencesA02 Gender differencesA02 ReductionistIn contrast RIFT Lee’s model

Outline and evaluate two theories of the breakdown of relationships (24 marks)

A01 DuckA02 ResearchA02 Culturally specificA02 Gender differencesA01 Lee’s modelA02 Practical applicationsA02 ReductionistA02 Individual Differences/Gender differences

Discuss research studies into the breakdown of relationships (24 marks)

A01 Sequence of separationA02 Qualitative data; Large sample; sample were marriedA01 Rule violationA02 Diverse sample; Only looked at friendshipsA01 Letting go and moving onA02 Only used studentsA01 Marital problemsA02 Practical applications; Cultural differences; gender differences

a) Outline and evaluate one or more explanations of the breakdown of relationships (12 marks) b) Outline and evaluate research studies relating to the breakdown of relationships (12 marks)

a) A01 Duck’s theoryA02 Practical applicationsA02 Cultural differencesA02 Gender differencesb) A01 Sequences of separationA02 Qualitative data; large sample size and not generalisble sampleA01 Rule violationA02 Diverse sample, Only looked a friendships; reductionist

Discuss research into cultural differences in relationships (24 marks) OR Describe and evaluate two explanations of the nature of relationships in different cultures (24 marks)

A01 Voluntary –v- involuntary

A02 FES TriandusA02 Problem of exceptionsA02 Contradictory evidence Sprecher (1994)A01 Permanent – v- temporaryA02 Broadbar-Nemzer (1986) 4000 Jewish familiesA02 ReductionistA02 Experimenter bias

Outline two theories of the formation/maintenance of relationships (12 marks)To what extent have research studies demonstrated variations in the nature of relationships in different cultures? (12 marks)

A01 Sociobiological and Reinforcement and Need satisfaction theoryA02 Research to support cultural differences between voluntary and involuntary comes from

Simpson (1986)…A02 FES Triandus and FES LevineA02 Problems of expectation, Contradictory evidence, Cultural differencesA02 Betzig (1996) looked at divorce and found a difference between…A02 Broadbar-Nemzer (1986)A02 ReductionistA02 Experimenter bias

Discuss research into one type of understudied relationship (24 marks)

A01 Homosexual relationships: Formation, maintenance & dissolutionA02 FES Waynforth and DunbarA02 Practical ApplicationsA02 MethodologyA02 Identifying target populationA02 Ethical issuesA02 Culturally specific

Discuss research into two types of understudied relationship (24 marks)

A01 Gay relationshipsA02 FES Waynforth and DunbarA02 Identifying target populationA02 Methodological problemsA01 Internet relationshipsA02 FES McKenna (1999)A02 Ethical issuesA02 Misuse

Nature & Causes of aggression: Social psychological theories of aggression (e.g. social learning theory, deindividuation). Research into the effects of environmental stressors on aggressive behaviour (e.g. heat, noise, crowding).

THEORIES OF AGGRESSION Social Learning Theory (Bandura) Deindividuation Theory

Environmental Factors Crowding Temperature Noise

Altruism & Bystander:Explanations (e.g. empathy-altruism, Latané and Darley’s decision model) and research studies relating to human altruism/bystander behaviour. Cultural differences in pro-social behaviour.

ALTRUISM & BYSTANDER: Altruism Empathy Altruism Hypothesis Negative State Relief Model

Bystander Five Stage Decision Model (Latane & Darley) Arousal-Cost Reward Model (Piliavin)

Culture Cultural differences in pro-social behaviour

Media Influences on Behaviour : Explanations and research studies relating to media influences on pro-social behaviour. Explanations and research studies relating to media influences on anti-social behaviour.

media: Aggression Theories of media and aggression Research into media and aggression

Pro-social Theories of media and pro-social behaviour Research into the media and pro-social behaviour Cultural differences

Describe and evaluate one social psychological theory of aggression (24 marks)

A01 Bandura’s Social Learning Theory of aggressionA02 FES Patterson

A02 High reliabilityA02 Low ecological validityA02 ReductionistA02 Ethical IssuesIn contrast RIFT Deindividuation

Describe and evaluate two social psychological theories of aggression (24 marks)

A01 Bandura’s Social Learning TheoryA02 FES PattersonA02 Low ecological validityA02 ReductionistA01 DeindividuationA02 FES DienerA02 Contradictory evidence Johnson and DowningA02 Reductionist

Outline two social-psychological theories of aggression (12 marks)Evaluate the two social-psychological theories that you outlined in (a) (12 marks)

A01 Bandura’s Social Learning TheoryA01 DeindividuationA02 FES PattersonA02 Low ecological validityA02 ReductionistA02 FES DienerA02 Contradictory evidence Johnson & DowningA02 Reductionist

Describe and evaluate research (explanations and/or studies) into the effects of two or more environmental stressors on behaviour (24 marks)

A01 Temperature: Anderson (1987)A02 FES: Carlsmith & Anderson / Cause and effectA01 Lab study Boyanowsky et al. (1981)A02 High reliability / Low ecological validityA02 RIFT Social contact hypothesisA01 Noise: Lab study Geen and O’Neal, Glass and Donnerstein and WilsonA02 High reliability / Low ecological validityA01 Natural environment Evans (1995)A02 High ecological validity / Sample bias

Outline and evaluate two explanations of human altruism and/or bystander behaviour (24 marks)

A01 Batson’s Empathy Altruism HypothesisA02 High reliabilityA02 Methodological problemsA02 ReductionistA01 The Decision Model and the 5 stagesA02 FES Latane and DarleyA02 Contradictory evidence Bryan and TestA02 Low ecological validity

Discuss research (theories and/or studies) relating to human altruism and/or bystander behaviour (24 marks)

A01 Batson’s Empathy Altruism HypothesisA02 High reliabilityA02 FES Roker / Practical applicationsA02 Low ecological validityA02 ReductionistA02 Methodological problemsIn contrast RIFT Negative state relief model

Discuss two or more research studies relating to human altruism and/or bystander behaviour (24 marks)

A01 Batson and Fultz researchA02 High reliability

A02 Methodological problemsA02 ReductionistA01 Latane and Darley’s research and Latane and BatsonA02 FES Latane and DarleyA02 Contradictory evidence Bryan and TestA02 Low ecological validity

Outline two explanations of human altruism and/or bystander behaviour (12 marks)Evaluate the two explanations you outlined in (a) in terms of relevant research studies (12 marks)

a) A01 Batson’s Empathy altruism hypothesisA01 The Decision modelb) A02 Batson and FultzA02 High reliabilityA02 Methodological problems / ReductionistA02 Latane and Darley’s researchA02 FES Latane and DarleyA02 Contradictory evidence Bryan and Test / Low ecological validity

Discuss research (theories and/or studies) relating to cultural differences in pro-social behaviour (24 marks)

A01 Fiske and Mooshe and Gender and/or Urban differencesA02 High ecological validityA02 FES Eisenberg (1989)A02 Observer biasA02 Individual differencesA02 Contradictory evidence Bieroff

Outline one or more explanation of human altruism and/or bystander behaviour (12 marks)To what extent are there cultural differences in pro-social behaviour? (12 marks)

a) A01 Batson’s Empathy Altruism Modelb) A02 Fiske and Mooshe and Gender and/or Urban differencesA02 FES Eisenberg (1989)A02 Observer biasA02 Individual differencesA02 Contradictory evidence Bieroff

Outline two or more aspects of pro social behaviour in which there are cultural differences (24 marks)

A01 Miller Helping behaviour, Gender, Urban and Rural differencesA02 High ecological validityA02 FES Eisenberg (1989)A02 Observer biasA02 Individual differencesA02 Contradictory evidence Bieroff

Discuss explanations relating to media influences on pro-social behaviour (24 marks)

A01 Exposure to pro-social behaviour, SLT and Developmental factorsA02 High reliabilityA02 FES PaulsonA02 Low ecological validityA02 Methodological problemsA02 Reductionist

Discuss research studies relating to media influences on pro-social behaviour (24 marks)

A01 Pro social research only, Pro social conflict resolution, Meta-analysisA02 High reliability

A02 Research FESA02 High ecological validityA02 ReductionistA02 Methodological problems / Culturally specific

Discuss explanations relating to media influences on anti-social behaviour (24 marks)

A01 Arousal, SLT, desensitisation, Zombie effectA02 High reliabilityA02 FESA02 Low ecological validityA02 ReductionistA02 Methodological problems / Culturally specific

Discuss research studies relating to media influences on ant-social behaviour (24 marks)

A01 BerkowitzA02 High reliability / Demand characteristicsA01 ParkeA02 Few demand characteristics / High ecological validityA01 CharltonA02 One off situations / Cause and effect issuesA01 BelsonA02 Cause and effect issues / Poor sample issues

Personality development: Psychodynamic (e.g. Freud, Erikson) and social learning (e.g. Bandura, Mischel) explanations of personality development.

THEORIES OF PERSONALITY Psychodynamic Freud Erikson

Social Learning Bandura Mischel

Gender development Explanations of the development of gender identity/gender roles (e.g. social learning theories, cognitive-developmental theories).

SOCIAL LEARNING THEORIES: Social learning Bandura

Cognitive development Kohlberg

Adolescence : Research into social development in adolescence, including the formation of identity (e.g. Marcia). Research into relationships with parents and peers during adolescence and cultural differences in adolescent behaviour.

formation of adolescence/parents/peers/culture: Theories of adolescence Marcia Erikson

Parents/peers/culture Relationships with parents Relationships with peers Cultural differences

Discuss one psychodynamic explanation of personality development (24 marks)

A01 Freud

A02 FES Little Hans

A02 FES Anna O / Williams (1994)

A02 Contradictory evidence Greenberg

A02 Unfalsifiable

A02 Psychic determinism / Reductionist

In contrast RIFT SLT Bandura

Discuss two psychodynamic explanations of personality development (24 marks)

A01 Freud

A02 FES Little Hans

A02 Contradictory evidence Greenberg

A02 Unfalsifiable

A01 Erikson

A02 FES Ainsworth and Bell

A02 Reductionist

Describe and evaluate one social learning explanation of personality development (24 marks)

A01 Bandura ARRM

A02 FES Feltz or Bandura, Ross and Ross

A02 Practical applications

A02 Methodological problems / Low ecological validity

A02 Reductionist / Deterministic

A02 Individual differences Bee (2000)

In contrast RIFT SLT Freud

Describe and evaluate two social learning explanations of personality development (24 marks)

A01 Bandura ARRM

A02 FES Feltz or Bandura, Ross and Ross


A02 Methodological problems / Low ecological validity

A01 Mischel

A02 FES May

A02 Contradictory evidence Small (1983)

A02 Deterministic

Difference Different methodologies: Bandura has high reliability / Freud has high validity

Describe and evaluate one explanation of the development of gender identity/gender roles (24 marks)

A01 Kohlberg

A02 FES Martin and Halverson

A02 Practical applications / Culturally universal

A02 Individual differences

A02 Not reliable

A02 Reductionist / Low ecological validity

In contrast RIFT Bandura

Describe and evaluate two explanations of the development of gender identity/gender roles (24 marks)

A01 Kohlberg

A02 FES Martin and Halverson / Practical applications / Culturally universal


A02 Not reliable

A01 Bandura

A02 Culturally universal

A02 Individual differences Bee (2000)

A02 Reductionist

Discuss research into the social development of adolescents (24 marks)

A01 Erikson

A02 FES Crawford

A02 FES Kahn

A02 Androcentrism

A02 Individual Differences

In contrast RIFT Coleman

Discuss research into the formation of identity in adolescents (24 marks)

A01 Marcia

A02 FES Kroger


A02 Contradictory evidence Meilman

A02 Not generalisable

A02 Reductionist

A01 Small amount of Erikson

A02 FES Crawford

A02 Androcentrism

In contrast Coleman’s Focal theory

Critically consider research into relationships with parents during adolescence (24 marks)

A01 Autonomy, identity and conflict

A02 FES from Frey and Rothisberger (1996)

A02 FES from Eberly and Montemayor (1999).

A02 Culturally specific

A02 Reductionist

Critically consider research into relationships with peers during adolescence (24 marks)

A01 Autonomy and identity

A02 FES from Bishop (1995)

A02 FES from Jang


A02 Reductionist


Critically consider research into relationships with parents and/or peers during adolescence (24 marks)

A01 Autonomy and identity

A02 FES from Bishop (1995)


A02 Reductionist

A01 Autonomy, identity and conflict

A02 FES from Frey and Rothisberger (1996)


A02 Reductionist

Discuss research into cultural differences in adolescent behaviour (24 marks)

A01 Autonomy, Urban & Rural, Ethnic minorities Rites of passage

A02 Practical application

A02 FES Coleman and Hendry


A02 Experimenter bias

A02 Subjective

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Schizophrenia: Clinical characteristics of schizophrenia. Biological (e.g., genetics, biochemistry) and psychological (e.g., social and family relationships) explanations of schizophrenia, including the evidence on which they are based.

SCHIZOPHRENIA Clinical characteristics and Explanations Clinical characteristics Biological Explanations Psychological Explanations

Depression:Clinical characteristics of depression (e.g., bipolar disorder, unipolar disorder). Biological (e.g., genetics, biochemistry) and psychological (e.g., learned helplessness) explanations of depression, including the evidence on which they are based.

DEPRESSION Clinical characteristics and Explanations Clinical characteristics Biological Explanations Psychological Explanations

OCD : Clinical characteristics of any one disorder (e.g., post-traumatic stress disorder, phobic disorders, OCD). Biological (e.g., genetics, biochemistry) and psychological (e.g., conditioning) explanations of the chosen disorder, including the evidence on which they are based

OCD Clinical characteristics and Explanations Clinical characteristics Biological Explanations Psychological Explanations

Describe and evaluate one biological explanation of schizophrenia (30 marks) OR Describe and evaluate two biological explanations of schizophrenia (30 marks)

A01 Biological explanation of schizophrenia ~ Genetic explanation

A02 FES Kety

A02 Methodological problems, Nature-v-Nurture and Reductionist

A01 Biochemical explanation

A02 Practical application,

A02 Contradictory evidence Kasper, Cause and Effect and Deterministic.

In contrast RIFT Psychological explanations of schizophrenia

In conclusion The Diathesis Stress Model

“Biological explanations of schizophrenia tell us all we need to know about this disorder.”Critically consider biological explanations of schizophrenia, with reference to the issues raised in the quotation. (30)

A01 Refer to the quote throughout the essayBiological explanation of schizophrenia ~ Genetic explanation

A02 FES Kety

A02 Methodological problems, Nature-v-Nurture and Reductionist

A01 Biochemical explanation

A02 Practical application,

A02 Contradictory evidence Kasper, Cause and Effect and Deterministic.

In contrast RIFT Psychological explanations of schizophrenia


Discuss one or more psychological explanations of schizophrenia, including the evidence on which they are based (30 marks)

A01 Cognitive explanations of schizophrenia & Research evidence (Names)

A02 FES Myer-Lindenberg et al. (2002)

A02 Practical applications / Nurture approach

A02 Cause and effect

A02 Reductionist

A02 Deterministic

In contrast The Biological explanations of schizophrenia

In conclusion The Diathesis Stress model

Describe and evaluate two psychological explanations of schizophrenia, including the evidence on which they are based (30 marks)

A01 Cognitive explanations of schizophrenia & Research evidence (Names)




A01 Life events / Family relationships

A02 FES Berger

A02 Contradictory evidence from Liem

A02 Cause /effect, ethical issues

In contrast The Biological explanations of schizophrenia


Critically consider one biological and one psychological explanation of schizophrenia (30 marks)

A01 Cognitive explanations of schizophrenia




A01 The Genetic explanation of schizophrenia

A02 FES Kety

A02 Methodological problems

A02 Nature~Nurture, Reductionist


Compare and Contrast biological and psychological explanations of schizophrenia (30 marks)

A01 Cognitive & Life events explanations

A01 Biological: Genetic, Neurotransmitters and Neuroanatomy

Similarity Both have FES

Similarity Both have the same weakness of being reductionist

Similarity Both have the same weakness of cause and effect

Difference Both have a different main assumption

Difference Both have different methodologies

Difference Both have different treatments

In conclusion The diathesis Stress Model

Critically consider one biological explanation of depression (30 marks) OR Describe and evaluate two biological explanations of depression (30 marks)

A01 Genetic explanations of depression

A02 FES McGuffin

A02 Nature/Nurture

A02 Common environment

A01 Biochemical explanations

A02 FES SERT gene

A02 Cause / effect


In contrast RIFT the Psychological explanations


Describe and evaluate one psychological explanation of depression (30 marks)

A01 Cognitive explanations & Abramson

A02 FES Butler and Beck

A02 FES Miller and Seligman

A02 Contradictory evidence Lewinson


A02 Subjective

In contrast RIFT the Biological explanations


Describe and evaluate two psychological explanations of depression (30 marks)

A01 Cognitive explanations & Abramson




A01 Freud

A02 FES Waller (2000)

A02 Contradictory evidence Cooper

A02 Determinsitc

In contrast RIFT the Biological explanations


Describe and evaluate one psychological and one biological explanation of depression (30 marks)

A01 Cognitive explanation




A01 Genetic explanation

A02 FES McGuffin

A02 Nature/Nurture

A02 Common environment


Compare and contrast one biological and one psychological explanations of depression (30 marks)

A01 Cognitive & Freud



Similarity Both have the same weakness of being reductionist/deterministic






* REMEMBER THAT IN THE EXAM IT WILL NOT ASK FOR OCD DIRECTLY!

Describe and evaluate one biological explanation of one anxiety disorder (30 marks)

A01 Genetic explanation COMT gene

A02 FES Rasmussen & Tsuang (1986)

A02 Nature / Nurture

A01 Biochemical factors

A02 Practical applications from Piggott

A02 Treats symptoms not cause

A02 Reductionist and Deterministic

In contrast RIFT Psychological explanations

In conclusion Diathesis Stress Model

Describe and evaluate two or more biological explanations of one anxiety disorder (30 marks)

A01 Genetic explanation COMT gene

A02 FES Rasmussen & Tsuang (1986)

A02 Nature / Nurture

A01 Biochemical factors

A02 Practical applications from Piggott

A02 Treats symptoms not cause


A01 Brain dysfunction



In contrast RIFT Psychological explanations


Critically consider one psychological explanation of one anxiety disorder (30 marks)

A01 Psychodynamic explanations of OCD

A02 FES Apter

A02 FES Adams

A02 Contradictory evidence Salzman

A02 Unreliable

A02 Deterministic

In contrast RIFT Biological explanations


Describe and evaluate two or more psychological explanations of one anxiety disorder (30 marks)

A01 Psychodynamic explanations of OCD

A02 FES Apter / FES Adams

A02 Contradictory evidence Salzman

A02 Unreliable / Determinsitic

A01 Cognitive explanations

A02 FES Piacentini

A02 Ethical issues

A02 Nature/Nurture, Reductionist

In contrast RIFT Biological explanations


Compare and contrast one biological and one psychological explanation of one anxiety disorder (30 marks)

A01 Freud and Cognitive explanations



Similarity Both have the same weakness of being reductionist






Free will and determinism ,: including definitions of these terms and arguments for and against their existence. The debate in relation topsychological theories and studies (e.g. Freud’s and Skinner’s theories)..

FREEWILL & DETERMINISM Definitions of Freewill and Determinism Arguments for and against Freewill and Determinsim Apply the debate to psychological theories.

Reductionism ,: including reductionism as a form of explanation, examples of reductionism in psychological theories and studies(e.g. physiological, machine, experimental), and arguments for and against reductionist explanations.

REDUCTIONSIM & HOLISM Reductionism as a form of explanation Examples of reductionism in psychological research Arguments for and against reductionism

Psychology as science : including definitions/varieties of science, arguments for and against the claim that Psychology is a science(e.g. Kuhn’s concept of a paradigm, objectivity, and the use of the experimental method).

PSYCHOLOGY AS A SCIENCE Definitions of science Varieties of Science Arguments for and against Psychology as a science

Nature-Nurture : including definitions of the terms, assumptions made about nature and nurture in psychological theories and studies(e.g. Piaget’s theory and sociobiology), and different views regarding their relationship (e.g. gene-environment interaction).

NATURE –V- NURTURE Definitions of Nature and Nurture Assumptions made about Nature and Nurture Nature and Nurture in Psychological theories Different views regarding their relationships (gene-environment)

Explain what is meant by the terms ‘free will’ and ‘determinism’ (5 marks)

A01 Define Freewill and then define Determinism : Give examples for synopticity

Discuss the free will versus determinism debate with reference to two or more psychological theories (30 marks)

A01 Humanistic Psychology research: Jahoda and Rogers

A02 FES Kim (1997) Stress research Not reductionist or deterministic

A01 Biological determinism: The General Adaptation Syndrome (GAS)

A02 One strength of the biological approach is that it takes on the nature approach. A weakness of the biological approach is that it is reductionist

A01 Environmental determinism: Attachment is determined by classical and operant conditioning. Also Behaviourist explanation of anorexia.

A02 One strength of the behaviourist approach is that it has practical applications. One weakness of behaviourist explanations is that they are reductionist.

A01 Psychic determinism: Dreaming: according to Freud, dreams are determined by unfulfilled wishes.

A02 A weakness of Freud’s theory is that it is difficult to falsify (prove wrong). A second weakness of Freud’s theory is that it is reductionist.

RIFT Soft Determinism by James

“The suggestion that human beings have free will is an illusion, we actually have very little control over our behaviour.” With reference to issues such as those in the quotation above, discuss arguments for and against free will (30 marks)

Discuss arguments for freewill (30 marks)

A01 Dr. Johnson: Most people believe they have freewill

A02 Can’t define freewill – E.g., cultural differences

A01 Individual can’t be responsible for their actions

A02 Moral development is biological (Piaget and Kohlberg)

A01 Materialists – Schizophrenia

A02 Dualists question materialist perspective

A01 Probabalistic: Dennett (2003)

A02 No causality

A01 Sciences lack of success: Loftus’ research

A02 Research has led to practical applications with the immune system

A01 Mischel people are not predictable

A02 The world is predictable

A01 Stephen Mobley

A02 Skinner: Freewill is an illusion

A01 Not 100% genetic Holland 56% concordance rate

A02 Genome Project: IQ IGF2R

RIFT Soft Determinism by James

Discuss arguments against freewill (30 marks)

A01 Can’t define freewill – E.g., cultural differences

A02 Dr. Johnson: Most people believe they have freewill

A01 Moral development is biological (Piaget and Kohlberg)

A02 Individual can’t be responsible for their actions

A01 Dualists question materialist perspective

A02 Materialists – Schizophrenia

A01 No causality

A02 Probabalistic: Dennett (2003)

A01 Practical Applications immune system research

A02 Lab isn’t real life therefore lacks validity

A01 Psychologists can predict behaviour

A02 Mischel claims personality isn’t predictable

A01 Skinner freewill is an illusion

A02 Stephen Mobley

A01 Research into IQ IGF2R

A02 Not 100% genetic

RIFT Soft Determinism

Discuss arguments for determinism (30 marks)


A02 Lab isn’t real life therefore lacks validity: Loftus




A02 Stephen Mobley



A01 No proof of freewill Cultural differences

A02 Dr. Johnson

A01 Moral development is biological: Piaget and Kohlberg

A02 Moral responsibility when committing a crime

A01 Dualists

A02 Materialists

A01 Cause and effect can be established

A02 Dennett - Probabalistic


Discuss arguments against determinism (30 marks)

A01 Lab isn’t real life therefore lacks validity: Loftus




A01 Stephen Mobley




A01 Dennett – the world is probabilistic

A02 Cause and effect can be established

A01 Dr. Johnson

A02 No proof of freewill Cultural differences

A01 Moral responsibility

A02 Moral development is biological: Piaget and Kohlberg


Reductionism:

Explain what is meant by ‘reductionism’ in psychology (5 marks)

A01 Define Reductionism : Methodology, Explanation and Philosophy

With reference to two or more areas of psychology, discuss difference examples of reductionism (25 marks) A01 Physiological Reductionism: Schizophrenia

A02 Practical applications Reductionist

A01 Evolutionary Reductionism: Relationship formation

A02 Unfalsifiable ReductionistRIFT Matching hypothesis Proximate/Ultimate causes

A01 Environmental Reductionism: Attachments

A02 Reducationist Kohn Low Ecological validity

A01 Machine Reductionism: Multi-store model of memory

A02 Reductionist connectionist model

RIFT Holism

Describe and evaluate arguments for reductionist explanations in psychology (30 marks)

A01 Uses scientific approach: HPA and SAM

A02 Connectionist model of memory

A01 Appropriate for certain levels : Rose (1997)

A02 Rose 1997, anti-depressants and Wolpe 1973

A01 Everyone’s made up of atoms

A02 Dualism and materialism

A01 Cannot dismiss all research done in the lab: baddeley

A02 Research not generalisable: Memory research Bahrick

A01 Modest success with drugs

A02 Inappropriate for psychology

A01 Higher levels lack predictive power

A02 Appropriate for certain kinds of questions

RIFT A02 Holism

Describe and evaluate arguments against reductionist explanations in psychology (30 marks)

A01 Research not generalisable: Memory research Bahrick

A02 Cannot dismiss all research done in the lab: baddeley

A01 Inappropriate for psychology

A02 Modest success with drugs

A01 Appropriate for certain kinds of questions

A02 Higher levels lack predictive power

A01 Connectionist model of memory

A02 Uses scientific approach: HPA and SAM

A01 Rose 1997, anti-depressants and Wolpe 1973

A02 Appropriate for certain levels : Rose (1997)

A01 Dualism and materialism

A02 Everyone’s made up of atoms

RIFT A02 Holism

Is Psychology a science?

Outline what is meant by science in the context of psychological research (5 marks)

A01 Define science: Objective, controlled, predict, falsify, reliable

Critically consider arguments for the claim that psychology is a science (30 marks)/OR/ Critically consider the view that psychology is a science (30 marks) A01 Objective: IQ IGF2R research

A02 Popper (1972)

A01 Falsifiable Popper (1972) Memory research

A02 Freud’s research not falsifiable

A01 Paradigm: Kuhn

A02 Pre-science state

A01 Replicable

A02 Low internal and external validity

A01 Anti-reductionism approaches – Triangulation

A02 Laing (1965) schizophrenia

RIFT Williams

Critically consider arguments against the claim that psychology is a science (30 marks)

A01 Popper (1972)

A02 Popper (1972)



A01 Pre-science state

A02 Paradigm: Kuhn

A01 Low internal and external validity

A02 Replicable

A01 Laing (1965) schizophrenia

A02 Anti-reductionism approaches – Triangulation

RIFT Williams

Nature –v- Nurture:

Discuss the nature-nurture debate with reference to two or more psychological theories and/or studies (30 marks)

A01 Research into Nature: Bowlby or Evolution or Gender

A02 Bowlby doesn’t ignore environmental factors Transgenerational effects

A01 Research into Nurture: Bandura Bobo Doll or Double bind hypothesis

A02 Quinn 1979, mutant flies

A01 Nature and Nurture: Perception

A02 Cannot explain perceptual set Neural plasticity

A01 Nature and nurture: Intelligence

A02 Turkheimer 2003 Reductionist Head Start

A01 Nature and Nurture: Cognitive development

A02 Manipulation of variables Reductionist

Explain what is meant by the terms ‘nature’ and ‘nurture’ (5 marks)

A01 Define Nature and Nurture

With reference to two or more psychological theories, discuss assumptions made about nature and nurture (25 marks)

* “We are essentially a product of our genetic heritage, yet the environment plays an important role in determining how this heritage is manifested.” With reference to the issues in the quotation above, discuss the nature-nurture debate in psychology (30 marks). This is the same question but you must refer to the quote otherwise you will lose marks.

A01 Give Assumptions of Nature and research: Bowlby/Evolution/Genger

A02 Bowlby doesn’t ignore environmental factors Transgenerational effects

A01 Give Assumptions about Nurture: Bobom Doll and Double bind theory

A02 Quinn 1979, mutant flies

A01 Research into Nature and Nurture: Perception


A01 Research into Intelligence


A01 Nature and Nurture: Cognitive development

A02 Manipulation of variables Reductionist

Discuss different views regarding the relationship between nature and nurture (30 marks)

A01 The relationship between nature and nurture: The Diathesis Stress Model

A02 Ridley 2003

A01 Phenotype and Genotype

A02 Adoption StudiesFaber 1981Transgenerational effect

A01 Form of interaction: Passive Reactive Active

A02A01 Reaction Range

A02 Scarr and McCatney 1983Research into the relationship between Nature and Nurture: Perception


A01 Research into the relationship between Nature and Nurture: IQ


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