Scheme of Work Psychology Classes and Contents

Scheme of work Cambridge International AS and A Level Psychology 9698 For examination from 2014

Scheme of work Cambridge International AS and A Level Psychology (9698)

V1 3Y10 Cambridge International AS and A Level Psychology (9698) from 2014 2

Contents

Overview .......................................................................................................................................................................................................................................................... 3

Unit 1: The cognitive approach ..................................................................................................................................................................................................................... 6

Unit 2: The social approach ......................................................................................................................................................................................................................... 13

Unit 3: The developmental approach .......................................................................................................................................................................................................... 21

Unit 4: The physiological approach ............................................................................................................................................................................................................ 33

Unit 5: The psychology of individual differences ...................................................................................................................................................................................... 42

Unit 6: Psychology and education .............................................................................................................................................................................................................. 50

Unit 7: Psychology and health .................................................................................................................................................................................................................... 78

Unit 8: Psychology and environment ......................................................................................................................................................................................................... 98

Unit 9: Psychology and abnormality......................................................................................................................................................................................................... 119

Unit 10: Psychology and organisations ................................................................................................................................................................................................... 150



Overview This scheme of work provides ideas about how to construct and deliver a course. The syllabus has been broken down into teaching units with suggested teaching activities and learning resources to use in the classroom. Recommended prior knowledge Learners taking this course are not expected to have studied psychology previously. Outline This syllabus provides the candidate an opportunity to cover all the major areas of psychology, and to do this by sampling the research in the AS Level programme rather than covering it all. Therefore, the syllabus prescribes the studies that must be covered during the course. This design allows the subject to be studied in depth while retaining breadth and balance. The core studies have been selected to reflect five key approaches in psychology: There will be four studies in each section and they are listed in the syllabus content section. The studies illustrate a wide range of methodologies used in psychology, such as experiments, observations, self reports and case studies. By exploring the relationship between the content of the study and the methodology of the research, the candidate will gain an insight into how psychologists study human experience and action and the interconnections between different approaches, perspectives and topics in psychology. Therefore, the AS Level units within this scheme of work are: Unit 1: Cognitive psychology Unit 2: Social psychology Unit 3: Developmental psychology Unit 4: Physiological psychology Unit 5: The psychology of individual differences A Level focuses on specialist areas of applied psychology and builds on the work of the AS Level course and explores how all five core areas of psychology have been applied in a range of contexts. The syllabus encourages the candidate to look at how psychological theory has been applied. Candidates are required to study how psychology is applied in two of the following areas:

psychology and education psychology and health psychology and environment psychology and abnormality psychology and organisations.


Therefore, A Level units within this scheme of work are: Unit 6: Psychology and education Unit 7: Psychology and health Unit 8: Psychology and environment Unit 9: Psychology and abnormality Unit 10: Psychology and organisations Suggested teaching order No specific advice can be given concerning the order of teaching the sections. At AS Level, different groups of learners may have different preferences, very science orientated groups may appreciate starting with the physiological approach. It is preferable to teach entire units rather than teaching separate studies. Similarly, at A Level, the specialist areas are all autonomous and so can be taught in sequence or in tandem. However, for purposes of this scheme of work and the need for progression through the range of methodologies used in psychology, such as experiments, observations, self reports and case studies, scaffolding has been incorporated through the scheme of work in the order that the approaches are covered in the Cambridge International AS and A Level Psychology syllabus. Suggested time allocation As the units are balanced, equal amounts of time should be allocated to each of approximately 36 hours. Understanding the necessary psychological terminology does take some time and so the learners may take a little longer on the earlier units as their evaluative and analytical skills have yet to develop but this time can be caught up as their skills continue to develop. However, it is also important to also consider the various themes listed under the syllabus as methodology, approaches and perspectives, issues and debates and include; the behaviourist perspective; the psychoanalytic perspective; the application of psychology to everyday life (its usefulness); ecological validity; ethics; ethnocentric bias; reliability and validity; individual and situational explanations; nature and nurture; psychometrics; quantitative and qualitative data; generalisations; snapshot and longitudinal data; the use of children in psychological research; the use of animals in psychological research; reductionism and determinism. Matching an appropriate theme to each study is the best way to cover these issues alongside the core studies as it gives learners a chance to see each applied and consider alternatives (important for application based questions). It is also imperative to earmark enough time for sufficient summative assessment and the discussion of 9698 past examination papers and mark schemes. Whole class activity (W), group work (G), pair work (P) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions and there are many other useful activities to be found in the materials referred to in the learning resource list. Suggestions to achieve the required assessment objectives Candidates are expected to:

1. Demonstrate knowledge and understanding of psychological theories, terminology, concepts, studies and methods in the areas of cognitive, social, physiological and developmental psychology, and the psychology of individual differences at AS Level and two specialist areas at A Level.

2. Analyse and evaluate psychological theories, terminology, concepts, studies and methods in the areas of cognitive, social, physiological and developmental psychology, and the psychology of individual differences at AS Level and two specialist areas at A Level.

3. Apply psychological theories, concepts and studies to practical situations, everyday life and to their own experience. These objectives should be kept in mind at all times and applied to all appropriate circumstances.


Teacher support Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online. An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org Resources The up-to-date resource list for this syllabus can be found at www.cie.org.uk and Teacher Support. Websites: Many of the original core studies can be downloaded from the internet and the links have been included in each case. In addition, there are a number of very useful websites that deal with the wider issues related to the various core studies as well as other more general psychological based resources. Many of these are listed in the syllabus (9698). Particularly useful websites include: www.bps-research-digest.blogspot.com www.resourcd.com/@psychexchange/file/index www.psychlotron.org.uk/ www.holah.co.uk www.holah.karoo.net www.simplypsychology.org http://homepage.ntlworld.com/gary.sturt/A2%20Modules.htm www.apa.org/pubs/journals/com/ access to journals such as, Psychological Review, Journal of Comparative and Physiological Psychology, Journal of Comparative and Physiological Psychology, Journal of Abnormal and Social Psychology, Journal of Personality and Social Psychology, Journal of Experimental Psychology, Law and Human Behavior. Developmental Psychology This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these websites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the sites owners (or their products/services). The particular website pages in the learning resource column of this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended.



Unit 1: The cognitive approach Recommended prior knowledge Learners taking this course are not expected to have studied psychology previously. Context This unit is concerned with the cognitive approach that mental processes constitute the origin of human experience and behaviour and that psychological research should be based on rigorous scientific methods. Outline This unit introduces the learners to the general assumptions and characteristics which make up the cognitive approach to psychology. The four core studies selected provide the learners with an opportunity to consider the workings of memory, the behaviourial indications of cognitive load, autism, Aspergers syndrome and the ability (or not) to empathise and lastly, an aspect of learning. Related methodological issues will also be introduced including experimental design. The four studies are 1. Mann, S, Vrij, A and Bull, R (2002), Suspects, Lies, and Videotape: An Analysis of Authentic High-Stake Liars. Law and Human Behavior. 26(3). pp. 365376 2. Loftus, E F and Pickrell, J E (1995), The Formation of False Memories. Psychiatric Annals. 25 December 1995. pp. 720725 3. Baron-Cohen, S, Wheelwright, S, Hill, J, Raste, Y and Plumb, I (2001), The Reading the Mind in the Eyes Test Revised Version: A Study with Normal Adults, and

Adults with Aspergers Syndrome or High-functioning Autism. Journal of Child Psychology and Psychiatry. 42(2). pp. 241251 4. Held, R and Hein, A (1963), Movement-Produced Stimulation in the Development of Visually Guided Behavior. Journal of Comparative and Physiological

Psychology. 56(5). pp. 872876 Teaching time Based on a total time allocation of 180 contact hours for this Cambridge International AS course, it is recommended that this unit should take about 36 hours.

Learning objectives Suggested teaching activities Learning resources

Learners gain an understanding of what constitutes the study of psychology, the debates and issues as well as the syllabus and expectations as a learner etc.

Conduct initial learner assessment, what do they know, what do they expect, why are they studying psychology etc. Use opportunity to discuss learning styles and ask them to complete the learning styles inventory online and bring their profile to the lesson. Homework assignment: Allocate each learner to carry out some research and prepare a presentation on a key characteristic that will be covered during the course (e.g. autism (Baron-Cohen); phobias (Freud); racial conflict (Tajfel); Kitty Genovese (Piliavin); schizophrenia (Rosenhan); BDD (Veale) etc.).

Free learning styles inventory, including graphical results: www.learning-styles-online.com/inventory



Learners understand and can explain the assumptions and key characteristics of the cognitive approach.

(W) Introductory class discussion on cognitive processes, generating learner examples and questions. Use various optical illusions, the Stroop Effect test etc. and ask learners to consider why they make the mistakes they do. (W) Pass around an activity on the creation of false memories. (W) Go through the main characteristics of the cognitive approach and verbally discuss the implications (strengths and weaknesses of each) which learners can tabulate in their notes.

Information about he cognitive approach is available at: www.holah.co.uk/study-area.php?slug=cognitive Activity on the creation of false memories: http://resourcd.com/@psychexchange/file/show/15593 Optional illusion gallery: http://eyetricks.com The mental processes of cognition: www.youtube.com/watch?v=rIIMVv7ksTg

Learners learn experientially about: observation as a data collection

method the strengths and weaknesses of

quantitative data. the concept of independent and

dependent variables. inter-rater reliability.

(I) Prior to the first lesson, hand out some possible true or false scenarios that they have to share in class, (e.g. what they did/didnt do last weekend/holiday, their favourite music band or not etc) (W) Learners have to try and work out whether their classmates are lying or not. After a few trials, ask them what they are looking for and create a response sheet for the main five and use for the remaining trials. Learners then compare their scores and analyse their results. (W) Learners watch a YouTube clip on Professor Ekman which looks at the role of micro-expressions lie detection.

Mann, S, Vrij, A and Bull, R (2002), Suspects, Lies, and Videotape: An Analysis of Authentic High-Stake Liars. Law and Human Behavior. 26(3). pp. 365376 The original study can be located at: http://ruby.fgcu.edu/courses/cpacini/courses/common/highstake_liars.pdf The role of micro-expressions lie detection: www.youtube.com/watch?v=VBLWh6bbmLE

Learners can describe and explain the key terms, the background, the key features and the findings of the study.

(W) Learners watch a second clip of Paul Ekman in a high stake setting. Generate discussion on a high stake setting. (I) Learners progress through a short PowerPoint presentation on the Mann et al study emphasising the important aspects of key terms, background, the sample selected, the design and the method used, the data collection tools, the results and the conclusion. (I) A hand-out of the presentation should be given to each learner (three slides

Micro-expression samples (Paul Ekman): www.youtube.com/watch?v=u8LJAeg9YJ4 PowerPoint presentations and work sheets of the study are available at: www.resourcd.com/@psychexchange/search/search_do/19711



per page). At the end of the , learners fold the paper back on itself and see how much detail they can remember on each slide.

Learners can identify and illustrate two strengths and four problems associated with experimental design. Learners practise and develop their evaluation skills. Learners gain an understanding of Paper 1 short answer questions.

(W) Learners identify the key characteristics of the experimental design and tabulate the strengths and weaknesses accordingly, listing any new psychological terms in a general glossary of terms with appropriate definitions. (G) Learners then try to evaluate the Mann study using the table and identify the illustrative points they would use to support each point in turn. Homework assignment: Learners respond to a number of Paper 1 short answer questions.

Information about experimental design is available at: www.holah.co.uk/page-detail.php?slug=experimental

Learners should be able to describe and explain the key terms, the background and the key features of the study. Learners gain increasing understanding of the types of questions and the type of detail required for Paper 1 short answer questions.

(W) Ask learners to recall a memorable school event from the past. Share the various perspectives and get them to consider the reliability of memories generally. (W) Can introduce the learners to different models of memory and different types of memory and consider the importance of the research into memory. Show YouTube clip of Clive Wearing. (W) Watch video clip of Elizabeth Loftus talking about the study. (I) Hand out workbooks (see links opposite) on the study and progress through the sample and method generating familiarity of the subject matter. (G) Generate some Paper 1 short answer questions and share around the class. Extension activity: Those learners keen to find out more about memory can access the website (see link opposite) and share their most interesting fact

Loftus, E F and Pickrell, J E (1995), The Formation of False Memories. Psychiatric Annals. 25 December 1995. pp. 720725 The original study can be located at: http://users.ecs.soton.ac.uk/harnad/Papers/Py104/loftus.mem.html Or http://users.ecs.soton.ac.uk/harnad/Papers/Py104/loftusmem1.pdf Clip of Clive Wearing: www.youtube.com/watch?v=Vwigmktix2Y Clip of Elizabeth Loftus: www.resourcd.com/@psychexchange/file/show/8515 Workbook 1: www.resourcd.com/@psychexchange/file/show/7229 Extension activity: 10 facts about memory:



with the class as a starter activity for the following lesson. http://psychology.about.com/od/memory/ss/ten-facts-about-memory.htm?nl=1

Learners can describe and explain the key terms, the background, the method and the findings of the study. Learners begin to consider the use of ethics in psychological research.

(C) Learners recap detail from previous lesson. This could be done as a question and answer activity (Q&A), a quiz or a true false exercise. (I) Hand out workbook (see link opposite) on the findings of the study and ask the learners to tabulate the findings in their notebooks. (C) Ask learners to draw any conclusions from the findings and divide the class into a debate concerning whether the use of deception was justified or not.

Workbook 2: www.resourcd.com/@psychexchange/file/show/7230

Learners can identify and illustrate two strengths and four problems associated with self reports, whether questionnaires or interviews.

(I) Learners identify the key characteristics of self reports and tabulate the strengths and weaknesses of both questionnaires and interviews, listing any new psychological terms in the glossary of terms with appropriate definitions. (P) Learners then try to evaluate the Loftus and Pickrell study using the table on experimental design from the previous study as well as the newly constructed one on self reports and identify the illustrative pints they would use to support each point in turn. Homework assignment: Learners prepare a number of multiple-choice questions on the study using PowerPoint.

Website on self reports: www.holah.co.uk/page-investigation.php?slug=selfreport

Learners gain knowledge and understanding of autism and Aspergers syndrome. Learners learn experientially about the difference between the original test and the revised version.

(I) Prior to the lesson ask each learner to complete the online Reading the Mind in the Eyes Test so they can compare their results and discuss their experience. (I) Learner presentations (see introductory session where learners are allocated different presentation topics) on autism and Aspergers syndrome and list down the key characteristics of each and noticing the major differences between the two. (W) Introduce the Theory of Mind (using the Sally-Anne Test if needs be to demonstrate) and explain background and aims of the study. (P) Look at the original Reading the Mind in the Eyes Test and ask learners to compete to see how many differences they can identify between the original

Journal of Child Psychology and Psychiatry. 42(2). pp. 241251 The original study can be located at: http://docs.autismresearchcentre.com/papers/2001_BCetal_adulteyes.pdf Reading the Mind in the Eyes Test Revised Version instructions and images: http://glennrowe.net/baroncohen/faces/eyestest.aspx Video clip of the Sally-Anne Test:



version and the revised version which they undertook and list them down. Reward the winning group!

www.youtube.com/watch?v=QjkTQtggLH4 Baron Cohen Eyes Test original version: www.resourcd.com/@psychexchange/file/show/7634

Learners can describe and explain the key terms, the background, the key features and the findings of the study.

(C) Ask learners how many differences between the original and the revised version of the test that they can remember from previous lesson.. (C) Share a prepared presentation/hand-out divided into background, sample and the method. (P) Ask the learners to predict the results considering the experimental group each control group in turn across the Autism Quotient and the Reading the Mind in the Eyes Test-Revised Version tests and share. (I) Show/share the results and learners self assess their predictions. (W) Analyse the studies ask the learners to consider what the findings mean.

Presentations, articles and worksheets on the study are available at: www.resourcd.com/@psychexchange/search/search_do/19729

Learners can identify and illustrate two strengths and four problems associated with psychometric tests. Learners are introduced to a Paper 1, Section B question to understand the dynamics and expectations of the question.

(W) Learners identify and list the key aspects of psychometric tests and consider and tabulate their strengths and weaknesses, listing any new psychological terms in their glossary with appropriate definitions. (G) Learners then try to evaluate the Baron-Cohen study using all their tables so far and identify the illustrative pints they would use to support each point in turn. Homework/assignment: Learners try a Paper 1, Section B evaluate question on controls and/or ONE strength and ONE weakness. Further reading: BBC News cartoons to aid autistic children

Paper 1, Section B question: Evaluate the use of controls in Baron-Cohens study on Reading the Mind in the Eyes Test Revised version. Baron-Cohen study summary: www.holah.co.uk/summary/baroncohen/ 9698 past examination papers are available on Teacher Support at http://teachers.cie.org.uk Further reading: BBC News - Cartoons to aid autistic children: http://news.bbc.co.uk/1/hi/health/6241733.stm



Educational trip option: Visit the nearest animal shelter and ask learners to try out as many of the tests (paw placement/perspex glass etc.) on the cats available. Ask the learners to consider why it is that the cats behave like so and how did they learn to behave in that way, responding to their answers by changing the variables (if they lived in the dark etc.).

Held, R and Hein, A (1963), Movement-Produced Stimulation in the Development of Visually Guided Behavior. Journal of Comparative and Physiological Psychology. 56(5). pp. 872876 The original study can be located at: http://wexler.free.fr/library/files/held%20(1963)%20movement-produced%20stimulation%20in%20the%20development%20of%20visually%20guided%20behavior.pdf

Learners can describe and explain the key terms, the background and the key features of the study.

(W) Learners progress through a hand-out/presentation of the main components of the study. (I) Each learner labels the picture of the kittens in the carousel as a diagram, labelling the essential features of the carousel. (P) Learners act out the three main tests and the three minor tests and share their demonstrations with the rest of the class.

Held and Hein Kitten Carousel study: www.resourcd.com/@psychexchange/search/search_do/6314

Learners can describe and explain the key terms, the background and the key features of the study.

(W) Learners recap learning from the previous lesson using question and answer session, a true and false exercise etc. (W) The results and the tables of results are shared and learners analyse the table and consider conclusions. (I) Learners plot/tabulate main findings in their notes.

Learners can identify and illustrate two strengths and four problems associated with the use of animals in psychological research. Learners gain knowledge and understanding of the ethical guidelines

(G) In groups, learners consider the reasons for and against using animals in psychological research. (W) Introduce the debate, This house believes that animals should be used for psychological research, and create teams for debating each way and adjudicate.



for conducting psychological research and can identify and illustrate each using the detail from the studies.

(I) Learners tabulate the advantages and disadvantages of using animals in research. (W) Learners share all the ethical issues they are aware and list them in their glossary with definitions. Assignment: Learners create a spread sheet with the main ethical issues in columns and the 20 core studies as rows and complete it for the four studies they have covered to date for discussion and validation in next lesson.

Learners review the four studies so far and consolidate their understanding of the four evaluative issues and laboratory issues generally. Introduction of a central theme (e.g. validity/internal and external) with application to each study to illustrate the various aspects in turn. Assessment of knowledge and learning to date.

General question and answer (Q&A) on what has been learnt so far. Suggest revision tools and create flash cards if appropriate. Ask learners to assess their progress so far and rate each of the studies in terms of understanding, ability to recall detail, interest, etc. (W) Review strength and weaknesses of laboratory studies generally. Assessment: Administer an end of topic test using a sample of short answer questions from each and one Section B evaluate question. Assignment: Divide up the learners/studies and ask each to create a crossword (crossword makers available on line) on their allocated study to share with the class.

Online crossword maker: www.puzzle-maker.com/CW/



Unit 2: The social approach Recommended prior knowledge Learners taking this course are not expected to have studied psychology previously. Context This unit is concerned with the social approach that contends that human experience and behaviour stems from the people around us and how their presence (or not) impacts upon us (or not). Four studies will be used as a sample of the available research that covers a number of social/situational factors to consider. Outline This unit introduces the learners to the general assumptions and characteristics which underlie the social approach to psychology. The four core studies selected provide the learners with an opportunity to study the nature of obedience and compliance; social identity theory and research into bystander apathy as well as a number of related methodological issues. These studies are: 1. Milgram, S (1963), Behavioral Study of Obedience. Journal of Abnormal and Social Psychology. 67(4).pp. 371378 2. Haney, C, Banks, C and Zimbardo, P (1973), A Study of Prisoners and Guards in a Simulated Prison. Naval Research Reviews. 26(9). pp. 117 3. Piliavin, I M, Rodin, J and Piliavin, J (1969), Good Samaritanism: An Underground Phenomenon? Journal of Personality and Social Psychology. 13(4). pp. 289299 4. Tajfel, H (1970), Experiments in Intergroup Discrimination. Scientific American. 223. pp. 96102 Teaching time Based on a total time allocation of 180 contact hours for this Cambridge International AS course, it is recommended that this unit should take about 36 hours.


Learners understand and can explain the assumptions and key characteristics of the social approach.

(G) Create and pass around various scenarios asking learners to predict how people might behave and compare responses. Then change a key character or location in the scenario and ask them how much of an impact the change might make and why. (W) Go through the main characteristics of the social approach and verbally discuss the implications (strengths and weaknesses of each).

Learners can describe and explain the procedure of the study.

(W) Ask learners to make a few predictions about how many people would? against a number of findings from investigations on obedience; e.g. the original study, Hofflings study (1966); Sheridan and King (1972) etc. and display them on the wall.

The original study, Milgram, S (1963), Behavioral Study of Obedience. Journal of Abnormal and Social Psychology. 67(4).pp. 371378 can be found at:



(W) Show Darren Browns recent version of the study and explain they are going to study Milgrams original experiment. (W) Role play: prepare and pass around scripts and pair word combinations to willing learners (with stage directions) for the roles of Experimenter, Mr Wallace, Participant and let the learners role play the scenario with Mr Wallace being seated outside the classroom door. Observe the discomfort of the Participant and generate a class discussion on observations and feelings once the skit is through.

http://isites.harvard.edu/fs/docs/icb.topic606668.files/Course%20Readings/94%20The%20Moral%20Self/milgram.obedience.1963.pdf Link to Hofflings study (1966) and Sheridan and King (1972): http://psychology4a.com/social%207.htm Video clip of Darren Brown www.youtube.com/watch?v=y6GxIuljT3w

Learners can describe and explain the background to the study, the sample and the selection strategy adopted and the findings of the study.

(W) Ask the learners to share one thing from the previous lesson. Check their knowledge and understanding of the Holocaust, introducing the hypothesis, The Germans are different, and generate discussion. (W) Show clips from the original study and ask them to describe the participants they view. (I) Hand out study notes on the background, the sample, the method and procedure and ask them to read through, checking on their individual levels of accuracy and understanding. (I) Show or share the results and ask the learners to tabulate them both numerically and by percentage in their notes (under quantitative data) and maintain a discussion about conclusions that can be drawn, the conflicts experienced and introducing the idea of the agentic state.

Video clip of the original studies: www.youtube.com/watch?v=7TqJFp4y4zo Abridged versions of the specific study: www.holah.net and click on link to Milgram. Information on the agentic state: http://aspsychology101.files.wordpress.com/2009/09/1-6-agency-theory.pdf or http://alevelpsychology.co.uk/as-psychology-aqa-a/social-psychology/social-influence/%EF%BB%BFsocial-psychology-theories-of-obedience-milgrams-agency-theory.html

Learners can describe and explain the findings of the study and the explanations for the results.

(W) Compare their predictions on the wall with the actual findings of the studies mentioned and discuss the differences. (P) Ask the learners to recall the distress of the participants and list their observations (under qualitative data), supplementing accordingly. (P) Ask the learners to consider what conflicts might have been causing the distress of the participants and list them under Explanations.



(W) Share the essential characteristics of the agentic state for inclusion in their notes.

Learners can identify the key evaluative issues and demonstrate an understanding of the strengths and weaknesses of laboratory studies.

(G) Using previous evaluation tables, learners, try and identify the strengths and weaknesses of the study and capture those that are specific to conducting laboratory studies in a separate table. (W) Show/share some of the exercises from the www.holah.net and learners can test their knowledge and understanding accordingly. Homework assignment: Learners should prepare a mind map of the study for display on the classroom wall. Extension activity: Explore the www.holah.net and visit the link for the recent study conducted by Slater and compare the effects of using a virtual environment in practical and ethical terms.

Quizzes and other activities: www.holah.net and click on the link to Milgram

Learners can describe and explain the background of the study.

Educational trip option: Visit a local prison/remand centre, under a fact finding mission of how prisons have changed in the last 100 years and ask each learner to write a short piece about their impressions. (W) Ask learners why they think the conditions in prisons are so deplorable. Explain the difference between a situational and a dispositional hypothesis and capture in Glossary of Terms. (W) Display the website of the prison experiment (www.prisonexp.org) to the learners and explain/demonstrate the layout and content of the site so that they can find it independently. (W) Play Philip Zimbardo clip/excerpt of Evilness of Power where he talks about his study. Assignment: (I) Allocate role of lawyer/journalist/prison warden (and any other) to each learner to write an article for publication incorporating dispositional/situational/human rights issues etc. (I) Hand out a set of short answer questions that the learners need to answer

Haney, C, Banks, C and Zimbardo, P (1973), A Study of Prisoners and Guards in a Simulated Prison. Naval Research Reviews. 26(9). pp. 117 The original study can be found at: www.zimbardo.com/downloads/1973%20A%20Study%20of%20Prisoners%20and%20Guards,%20Naval%20Research%20Reviews.pdf and/or www.lucifereffect.com and/or www.prisonexp.org Video clip of Philip Zimbardo outlining the study: www.youtube.com/watch?v=Z0jYx8nwjFQ Set of short answer questions:



as they work through the website. www.holah.net and click on links through the Zimbardo page.

Learners can describe and explain the sample of the study and a variety sampling strategies and the strengths and weaknesses for each.

(W) Sampling Strategies: Ask learners to explain the characteristics of the sample and how it was selected as an introduction to sample selection tools, explaining each in turn and considering the implications for each.

Information about sampling strategies: www.holah.karoo.net/sampling.htm

Learners can describe and explain the ecological validity of the study. Learners can identify and illustrate two strengths and four problems associated with simulations.

As the learners progress through the website: (W) Ask them to explain the characteristics of the prison and identify aspects that were ecologically valid and those that were less so, supplementing accordingly. (G) Ask each group to consider the problems Zimbardo would have encountered if he had tried to use a real prison to investigate the situational hypothesis. (G) Tabulate the strengths and weaknesses of simulations generally together and then ask learners to illustrate each general point with a examples from the Zimbardo study.

Learners consolidate learning and understanding of the Zimbardo study.

(G) Return marked short answer questions and ask the learners to support each other in clarifying issues and looking up information when doing their corrections and respond only to the final gaps they have difficulty with. (W) Circulate the marked articles from the assignment and ask learners to compare and contrast and give each other feedback and display.

Marked assignments and questions from previous weeks assignment.

Learners begin to recognise and appreciate the factors that encourage/discourage helping behaviour. Learners can describe and explain the background to the study and the key terms associated with it.

(W) Ask learners to consider the factors that might encourage/discourage helping behaviour from their experience and list accordingly. Ask them to consider some local/international charitable appeals and consider which they think are the most effective and why again, list down the attributes of the successful appeals. (I) Learner presentation (see introductory session under Unit 1. Cognitive psychology) on the murder of Kitty Genovese.

Piliavin, I M, Rodin, J and Piliavin, J (1969), Good Samaritanism: An Underground Phenomenon? Journal of Personality and Social Psychology. 13(4). pp. 289299 The original study can be found at: www.holah.co.uk/files/piliavin1969.pdf



(G) Pass round the story of Kitty Genovese and ask the learners to identify all the features of the story that might have encouraged/discouraged intervention (and what types of intervention) that might have saved Kitty and share. (W) Show the smoke filled room YouTube clip and explain impact of the murder on social psychologists and attempts made to explore diffusion of responsibility and bystander apathy under laboratory conditions.

Activities on altruism: www.psychlotron.org.uk/resources/social/AQA_A2_altruism_discussionstim.pdf or www.psychlotron.org.uk/resources/social/A2_AQA_altruism_bystandersituations.pdf Handout on Kitty Genovese can be created from: www.holah.net and click on link to Piliavin The smoke filled room experiment: www.youtube.com/watch?v=KE5YwN4NW5o

Learners can describe and explain the background, the key terms, the sample, method and the findings of the study.

(I) Ask learners to define key terms from previous lesson. (W) Explain aim of the Piliavin study to enhance the ecological validity of previous research in this area and share/present the sample and method of the Piliavin study. (G) Ask learners to predict the results by asking a leading (and probing for %) questions concerning each result in turn and giving immediate feedback. (I) Ask learners to list the results and then play a memory game to see how many they can remember after three minutes.

Abridged version of the Piliavin study: www.holah.net and click on link to Piliavin or a PowerPoint presentation at: www.resourcd.com/@psychexchange/file/show/5823

Learners understand and can explain and apply the Arousal/Cost:Reward Model to novel situations.

(W) Ask learners to recall the features of successful charitable campaigns and factors affecting helping behaviour. Show/present/share the Arousal:Cost/Reward Model and explain in general terms. (I) Ask learners to list examples of arousal (or not). (G) Ask learners to deliberate on costs of helping/not helping and rewards for helping/not helping and share to compile a general list in their notes.

Information/presentation on Arousal:Cost/Reward Model: www.holah.net and click on link to Piliavin or a PowerPoint presentation at: www.resourcd.com/@psychexchange/file/show/5823



(G) Create and hand out a number of scenarios (differentiate according to ability) and ask learners to apply the model to predict helping behaviour. Ask each pair to generate another scenario and pass to their classmates for consideration and reflection. Close session with activities on www.holah.net

Activities available on: www.holah.net and cluck on the links on the Piliavin page.

Learners can identify and illustrate two strengths and four problems associated with field studies. Learners are introduced to a Paper 2, Section A (ii) question to understand the dynamics and expectations of the question.

(W) Learners identify key characteristics of field studies and tabulate their strengths and weaknesses having reviewed the table concerning laboratory studies and listing any new psychological terms in the glossary. (G) Learners then try to evaluate the Piliavin study using their tables and identify the illustrative points they would use to support each point in turn. Homework/assignment: Learners respond to Paper 2, Section A (ii) question, e.g.: Piliavin et al (subway Samaritans) were interested in investigating the diffusion of responsibility on a train on the New York subway. (a) What is meant by a field study? [2] (b) Describe the environment selected by Piliavin et al. [3] (c) Compare and contrast the field study method as used by Piliavin et al with laboratory studies to investigate helping behaviour. [10] (d) Discuss the extent to which the findings are applicable. [10]

Paper 2, Section A (ii) question: Piliavin et al (subway Samaritans) were interested in investigating the diffusion of responsibility on a train on the New York subway. (a) What is meant by the social approach? [2] (b) Describe one of the findings that suggested that the condition of the victim effected how people behaved towards him. [3] (c) Compare and contrast the field study method as used by Piliavin et al with one other way of gathering data. [10] (d) Discuss the extent to which the arousal/cost:reward model could be considered reductionist. [10]

Learners can describe and explain the background to and the aims of the study and the key terms associated with it.

(I) Prior to the lesson, learners conduct some internet based research on the Robbers Cave experiments. (W) Learners discuss whether competition is the primary reason for discrimination and learners brainstorm examples and cases whether was conflict and consider the factors that contributed to it. (W) Explain the aim of Tajfels study (two experiments each divided into categorisation and discrimination) and ask learners to add terms; ethnocentrism and categorisation to their glossary of terms.

Tajfel, H (1970), Experiments in Intergroup Discrimination. Scientific American. 223. pp. 96102 Details of the study can be found: www.holah.karoo.net/tajfestudy.htm Links to the Robbers Cave Experiment: www.simplypsychology.org/robbers-cave.html or www.spring.org.uk/2007/09/war-peace-and-



role-of-power-in-sherifs.php

Learners can describe and explain the key terms, the sample, method and the findings of the study.

(I) Learner presentation (see introductory session under Unit 1. cognitive psychology) on a real life conflict (including the perceived causes of the conflict). (I) Ask learners to define key terms from previous lesson and the experimental design used in the study. (W) Share/present/show the study including sample, method, matrices (independent variables of both experiments) and the findings. (G) Create and pass around a few matrices and ask learners to find the matrix that demonstrates an in-group/out-group/intergroup choice. (G) Ask learners to demonstrate choices made using highest in-group reward, maximum joint profit and maximum difference and ensure understanding of each in turn. (I) Turn the hand-outs of the presentation so that the slides are away from the learner and try and recall details of each slide in turn.

Presentation/handout can be accessed at: www.resourcd.com/@psychexchange/file/show/5824 Matrices can be accessed at: www.resourcd.com/@psychexchange/file/show/7739

Learners can recall main findings and generate

conclusions. describe and explain SIT. identify and illustrate two strengths

and four problems associated with quantitative data

(I) Ask learners to recall the five main findings of the study. (W) Ask learners to consider the strengths and weaknesses of generating and using quantitative data and tabulate accordingly. (W) Brainstorm on the main conclusion of the study and progress/introduce Tajfels Social Identity Theory. (P) Ask learners to identify issues relating to the validity of the study and then add any further evaluative issues.

A presentation on Social Identity Theory: www.resourcd.com/@psychexchange/file/show/8990

Learners are introduced to a Paper 2, Section A (i) question to understand the dynamics and expectations of the question.

(G) In groups, learners asked to design an observational field experiment to investigate discrimination at school/place of work. Learners answer a series of question words (who, where, what, when, how, how long) on flip chart paper and share with class.

Flip chart paper and markers. A Paper 2, Section A (i) (b) question asking for an observational field study investigating



(G) Ask learners to deliberate on independent and dependent variables (operationalisation of variables) and incorporate into their designs. (G) Ask learners consider each aspect of their new study and discuss why they would choose that sample, use that method, decide on those dependent variables, the length of the study etc.

discrimination.

Learners work on a Paper 2, Section A (i) question to understand the dynamics and expectations of the question. Learners can identify and illustrate the strengths and weaknesses of observational data collection.

(G) Each group takes another groups flip chart and evaluates each aspect in turn. (I) Learners tabulate the strengths and weaknesses of observational data collection. Assignment assessment: Learners respond to a Paper 2, Section A (i) question, conducting an observational field study substituting discrimination for obedience.

Paper 2, Section A (i) (b) question asking for an observational field study investigating obedience.

Learners review the four social studies and consolidate their understanding of the four new evaluative issues and reinforce their appreciation of ethical issues in psychological research. Learners understand the expectations and dynamics of a Paper 2, Section B question.

(C) General question and answer session on the four studies and the four evaluative issues, learners can rate the studies and evaluative issues in turn. Gaps in learning are identified and addressed. (G) Learners complete their ethics tables from the previous unit using the social studies covered. (I) Introduce the learners to a Paper 2, Section B question and they complete one on observational data collection as an open book activity and hand in.

Paper 2, Section B question: (b) Describe how observation was used as a data collection tool in each of the following studies: PIliavin, Milgram Zimbardo (c) What problems do psychologists face when they use observation as a data collection tool? [9]

Learners have an opportunity to assess their knowledge and learning to date.

(W) Complete any quizzes or activities on the appropriate social psychology pages of the holah website. (I) Learners respond to examination questions, incorporating the types of questions covered to date as appropriate under timed conditions.

Quizzes and activities: www.holah.net and click on the links to the studies listed under social psychology. 9698 past examination papers are available on Teacher Support at: http://teachers.cie.org.uk



Unit 3: The developmental approach Recommended prior knowledge Learners taking this course are not expected to have studied psychology previously. Context This unit is concerned with the developmental approach; that our childhood experiences have significant impact upon our later/adult experience and behaviour. The four studies selected cover over 200 years of research and touch upon a variety of models, including the psychodynamic, behaviourist and cognitive models. The research also introduces the learners to the nature/nurture debate. Outline This unit introduces the learners to the general assumptions and characteristics underlying the developmental approach to psychology. Banduras study introduces the learners to a behaviourist perspective and the basis of conditioning and social learning theory, Freuds research introduces the learners to psychodynamics and case studies, whereas, the remaining two studies cover the cognitive and moral development of infants and young children respectively. Each can be viewed with regards to their contribution to the nature/nurture debate. The four studies are: 1. Bandura, A., Ross, D. and Ross, S.A. (1961), Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology.

63(3). pp. 575582 2. Freud, S. (1909), Analysis of a phobia of a five-year old boy. Pelican Freud Library. Vol. 8. Case Histories 1 3. Langlois, J.H., Ritter, J.M., Roggman, L.A. and Vaughn, L.S. (1991), Facial Diversity and Infant Preferences for Attractive Faces. Developmental Psychology. 27(1).

pp. 7984 4. Nelson, S.A. (1980), Factors Influencing Young Childrens Use of Motives and Outcomes as Moral Criteria. Child Development. 51. pp. 823829 Teaching time Based on a total time allocation of 180 contact hours for this Cambridge International AS and A Level course, it is recommended that this unit should take about 36 hours.


Learners understand and can explain the assumptions and key characteristics of the developmental approach.

(W) Ask learners to consider how children are different from adults and how that might pose challenges when researching aspects of childhood. List these differences. (W) Show a YouTube clip of a replication of Piagets conservation experiment and ask learners to describe the behaviour of the children and add any further challenges they have identified to their list. Supplement with the advantages

Replication of Piagets conservation experiment: www.youtube.com/watch?v=MpREJIrpgv8 Information on childhood development: http://psychology.about.com/od/developmentalpsychology/a/childdevtheory.htm



children present when being studied. (W) Encourage learners to consider how children learn and introduce different theories of development in response to questions and answers - particularly maturational stages vs. accumulation progressive development.

Learners can describe and explain the behaviourist perspective, classical and operant conditioning and understand social learning theory.

(I) Learner presentations (see introductory session under Unit 1, the cognitive approach) and schedule appropriately, on:

Behaviourism Pavlovs dogs Little Albert

Assignment: Share a number of selected psychology based websites (including but not exclusively); www.holah.net/ www.holah.co.uk/ www.simplypsychology.org/ http://alevelpsychology.co.uk/ www.psychlotron.org.uk/ www.psychblog.co.uk/ www.all-about-psychology.com/a-level-psychology.html http://psychology.about.com Learners create and email a document outlining the behaviourist perspective; classical and operant conditioning and social learning theory in turn.

Bandura, A., Ross, D. and Ross, S.A. (1961), Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology. 63(3). pp. 575582 The original study can be found at: http://psychclassics.yorku.ca/Bandura/bobo.htm also at: www.wadsworth.com/psychology_d/templates/learner_resources/0155060678_rathus/ps/ps11.html Information on Behaviourism is available at: www.holah.co.uk/page-detail.php?slug=behaviourist Pavlovs dogs is available at: www.nobelprize.org/educational/medicine/pavlov/readmore.html A video on Little Albert is available at: www.youtube.com/watch?v=9hBfnXACsOI A presentation on all the above to supplement: www.resourcd.com/@psychexchange/file/show/412



Learners gain greater understanding of Social Learning Theory (SLT) and its importance and relevance. Learners practise their skills at designing experiments, incorporating the necessary level of detail.

(G) Ask learners to generate explanations for why people start smoking and share responses. (W) Show or print out the article on efforts to ban smoking at home to reduce the incidence of teen smoking. (W) Watch video clip of the Children See, Children Do Campaign and reiterate the relevance of the research in this area. (G) Ask groups to design an experiment to investigate the extent to which children learn through observation and imitation, including details of the sample, the method, experimental conditions, the independent and dependent variables (differentiate according to ability on how much guidance is given).

Article on banning smoking at home to reduce teenage smoking ; twww.psychblog.co.uk/is-a-home-smoking-ban-enough-to-stop-teen-smoking-808.html Video of Children See, Children Do campaign: www.youtube.com/watch?v=KHi2dxSf9hw

Learners can describe and explain the sample and the conditions of the experiment. Learners can identify and explain the controls effected in the study.

(W) Show as an introduction an image of the aggressive model and a child bashing Bobo as a precursor to the lesson and ask the learners to try and explain what the picture is about. (W) Explain the study briefly and hand out a summarised version of the study. (I) Ask the learners to create a tree diagram of the sample and how they were allocated across the conditions emphasising the three independent variables. (W) Refer the learners to the pre-test and explain how this was used as a control for pre-existing levels of aggression. (P) Ask learners to continue reading through the study, underlining as many other controls as they can. Assess their ability to identify the controls and reward the winning pair.

Image of the model and a child bashing Bobo: www.criminology.fsu.edu/crimtheory/Image2.gif A summarized version on the study can be created from the www.holah.co.uk/study-summary.php?slug=bandura

Learners assess their ability to recall the relevant detail from the study so far. Learners can describe and explain the results and relate them to Social

(I) Create a true/false exercise on the major learning points from the previous lesson and learners self asses their ability to recall the salient facts. (P) Ask the learners to create a table, capturing the four main hypotheses and progress through the study to find the results specific to each of the hypotheses and insert them into their tables.

Paper 1, Section B questions: Evaluate the Bandura study (learning aggression) on the basis of ONE strength and ONE weakness. [10] or



Learning Theory. Learners understand and can apply the concept of reductionism. Learners practise their evaluation skills and can identify and illustrate the major evaluative issues evident in the study.

(W) Ask the learners to consider whether the results overall support or reject Social Learning Theory. (G) Using previous tables, learners evaluate the study, identifying and illustrating the strengths and weaknesses in turn, highlighting what they consider to be the main strength and the main weakness. (W) Display the definition of REDUCTIONISM and ask the Learners to consider whether the explanation for the findings could be considered reductionist. Insert the advantages and disadvantages of reductionism in their glossary of terms. Assessment: Learners complete a Paper 1, Section B, evaluate question.

Evaluate the validity of Banduras study (learning aggression). [10]

Learners gain an awareness and an understanding of the implications of: the psychodynamic approach Freuds psychosexual theory the dynamics of personality

(W) Assess previous knowledge and understanding about Freuds theories concerning dream analysis, Freudian slips etc. (W) Share the presentation on the psychodynamic approach, emphasising his ideas about the mechanics and dynamics of personality, dreams and psychosexual stages etc. (W) Show video clip on Freuds psychosexual stages of development and explain that the class will be investigating the different stages at greater depth. (G) Ask learners to consider the implications (in Freudian terms) of any trauma experienced during one of the psychosexual stages and share their predictions with the rest of the class. (W) Work through a presentation on psychosexual stages as an example of a maturational theory of development. (P) Pass around an activity sheet to complete and assess understanding of the different stages.

Freud, S. (1909), Analysis of a phobia of a five-year old boy. Pelican Freud Library. Vol. 8. Case Histories 1 A pdf version of the original study is available at: www.resourcd.com/@psychexchange/file/show/348 Details of the original study can be found at: www.holah.co.uk/study-detail.php?slug=freud Presentation on the psycho-analytical approach: www.resourcd.com/@psychexchange/file/show/8235 Video clip talking about Freuds psycho-sexual stages of development http://video.about.com/psychology/What-Is-the-Oedipal-Complex-.htm



Presentation of Freuds psychosexual stages: www.resourcd.com/@psychexchange/file/show/5820 A hand-out of Freuds psychosexual stages is available at: www.resourcd.com/@psychexchange/file/show/4812 Some activity sheets on the psychosexual stages: www.resourcd.com/@psychexchange/file/show/3020 or www.resourcd.com/@psychexchange/file/show/366

Learners can describe and explain the key features of the study, including the sample, the data collection method, the findings and Freuds conclusions as well as some of the shortcomings of the study.

(P) Pass around the first two pages of Freuds original article and ask the learners to identify what problems Freud himself identifies at the outset of the study. Extension activity: Those learners who want to continue reading and work from Freuds original work can do so. (P) Pass around an abridged version and ask the learners to go through and identify 10 things they can list about Little Hans. (W) Ask learners to comment on how data was collected and challenge them to identify any advantages and disadvantages they might have noticed so far. (P) Hand out a matching exercise for the learners to assess which findings support or challenge the different psychosexual stages and Freuds interpretation of Little Hans phobia. (W) Discuss any anomalies.

A pdf. version of the original study is available at: www.resourcd.com/@psychexchange/file/show/348 Matching Exercise: www.resourcd.com/@psychexchange/file/show/37 Alternative explanations for Little Hanss phobia of horses: www.simplypsychology.org/little-hans.html#sthash.ruPL0i7J.dpbs



(W) Learners review Freuds explanation for Little Hans phobia. (P) Ask the learners how you might test for the existence of the Oedipal Complex more scientifically in three minutes brainstorming time and share. Extension activity: (I) Ask learners to look up the Little Hans study on the simplypsychology website and, from a behaviourist perspective, see if they can identify an alternative explanation of his phobia.

Learners can identify, explain and illustrate the strengths and weaknesses of case studies generally. Learners can identify, explain and illustrate the main strengths and weaknesses associated with the study.

(P) Create a quick pop-quiz to check for recall from the previous lesson. (W) Ask the learners to remind themselves about some of the weaknesses they identified during the previous lesson. (W) Introduce the learners to the key aspects of case studies for inclusion in their glossary of terms. (G) Ask them to begin tabulating any strengths and weaknesses they can remember to date and share and supplement. (W) Check understanding by asking volunteers to illustrate each using the detail from the study. (P) Learners complete the evaluation of the study and the explanation using other evaluative issues covered so far. (W) Close the lesson by completing some of the quizzes and activities on the holah website www.holah.co.uk/study-detail.php?slug=freud.

Quizzes and activities: www.holah.co.uk/study-detail.php?slug=freud

Learners explore past and recent research on the subject of facial attractiveness and begin to generate an understanding of what factors contribute to facial attractiveness.

(W) Internet activity assignment: Divide the learners into four groups and task each group to download eight faces on a sheet of A4 paper, of varying degrees of attractiveness, covering the four following categories in the 20 minutes: while female faces white male faces black female faces infant faces

Langlois, J.H., Ritter, J.M., Roggman, L.A. and Vaughn, L.S. (1991), Facial Diversity and Infant Preferences for Attractive Faces. Developmental Psychology. 27(1). pp. 7984 The original study can be found at: http://homepage.psy.utexas.edu/HomePage



(P) While the sheets of faces are being photocopied (1 per learner), ask the Learners to visit the website; http://faceresearch.org/ and then:

find out what factors make faces seem attractive participate in at least one piece of research explore other parts of the website for interest.

/Group/LangloisLAB/PDFs/Langlois.DP.1991.pdf Or http://homepage.psy.utexas.edu/homepage/group/langloislab/Publications.html Research and activity site: http://faceresearch.org/

Learners consolidate their understanding of what constitutes attractiveness incorporating cultural differences and, in doing so, can explain the background to the study. Learners practise designing experiments for increasing familiarity and confidence building. Learners undertake some data processing and analysis and infer their own conclusions.

(W) Ask learners who they consider attractive in the media (or in the lesson) and why? Generate a discussion on causes and perceptions of attractiveness. (I) Ask each learner to write down on a piece of rough paper what age do they think children can begin to differentiate between attractive and less attractive faces and collect. (G) Ask learners how they might conduct an experiment to investigate whether infants could differentiate between attractive and unattractive faces. (W) Share and evaluate each groups suggestions and reach consensus about the most effective experimental design and why. (I) Ask the learners to rate each of the four sheets of faces from their group internet activity from 18. (G) Divide up the sheets and allow the learners time to collate and process the data. (W) Review the findings and discuss and draw any conclusions arising from the results.

Learners can describe and explain the aim, the sample, the methodology and the results of the study. Learners can understand and explain, in their own words, the two main

(W) Show/share presentation on the study comprising of the three experiments. (I) Ask learners to create a table highlighting the main differences in the samples/stimuli/results etc. across the three experiments.

Presentation on Langlois: www.resourcd.com/@psychexchange/file/show/8228



explanations for the findings. Learners reinforce their understanding by practicing responding to Paper 1 style, short-answer questions. Learners practise their evaluation skills independently.

(I) Pass around a hand-out of the remaining slides covering the explanation and the discussion. Add any new terminology into their glossary of terms. (W) Open up the age predictions from the previous session and identify which learner made the closest estimate. Explore the assumptions/discrepancies through class discussion. (W) Conduct a question and answer session to ensure understanding is intact across the class concerning the explanations. (P) Learners create a set of Paper 1 style short answer questions and hand in. Assignment and assessment: Learners respond to a number of the selected questions and evaluate the study independently in their notes.

Learners can understand and explain the various different types of validity that constitute both internal and external validity. Learners revise past studies as the practice applying the concept of validity across a range of research.

(W) Ask learners to consider everything they have covered so far that protects the validity of the findings of an experiment and any issues that detract from the validity of the findings. List each under either Internal Validity or External Validity. (P) Learners illustrate each in turn using the detail from the study. (G) Create a validity template on the board and ask learners to consider how they would illustrate the same issues from other studies covered to date and write up their suggestions on the board as a revision exercise. Extension activity: Check out some of the more recent research conducted on facial attractiveness at the Langlois Social Development Laboratory and identify whether the findings from the 1991 study have been investigated further and what results have been found.

The Langlois Social Development Laboratory: http://homepage.psy.utexas.edu/homepage/group/langloislab/publications.html

Learners check their knowledge and understanding concerning morality generally. Learners can describe and explain the independent variables of the study.

(W) Instigate a class discussion on what morality means. (I) Ask learners to look up definitions for insertion into their notes. (W) Display the key research question on the board, At what age can children take both motive and outcome into account when making moral judgements?

The original study can be found at: http://wardakhan.org/notes/Original%20Studies/Developmental%20Psychology/Nelson.pdf Nelson, S.A. (1980), Factors Influencing



(W) Prepare the class for a Listen with Mother session, Are you all sitting comfortably? etc. (or cultural alternative) (W) Tell them the story about the little boy and his ball (good motive/good outcome) but then keep changing it (with a dramatic pause etc.) to cover all the stories in turn. Show the four combinations of motive/outcome and ask the learners to match the outline of the story with the correct combination of motive and outcome. (I) Allocate each learner one of the stories and ask them to illustrate the story (cartoon like) as if they were illustrating a childrens book. (W) As each learner displays their illustration use these to demonstrate the different ways the stories were presented, particularly motive implicit/explicit. (I) Learners capture main facts concerning the stories and the methods of presentation into their notes. (W) Ask learners to recall the problems psychologists can face when studying children and ask them how they might accurately measure the childrens moral judgement. Explain that you will tell them during the next lesson.

Young Childrens Use of Motives and Outcomes as Moral Criteria. Child Development. 51. pp. 823829

Learners recap on the salient information covered during the previous session and can describe and explain the aim, the hypothesis, the sample, the procedure and the dependent variable of the study.

(W) Each learner has to contribute something from the previous lesson. (W) Learners continue to brainstorm the most effective way of capturing three year olds moral judgements. (W) Draw/show the faces scale on the board (dimensions included) for the learners to insert into their notes. (W) Show the presentation, giving the learners a little more information concerning theories of moral development and asking the learners to compare Piagets theory with Freuds theory of moral development and sharing the aim, the hypothesis and the sample of the study for the learners to insert into their notes.

Presentation on the study: www.resourcd.com/@psychexchange/file/show/7824



(W) Once reaching the stories, institute a what comes next? game before moving on to the next slide to reinforce previous sessions learning. (W) Continue through the slides on the procedure for summarising into their own notes. (G) Ask the learners to consider the independent variables and try and predict the moral judgments made by the children for the following lesson.

Learner can describe and explain the results of Study 1 and Study 2 and can identify possible confounding variables.

(W) Show TABLE 1 (mean rating of actors goodness/badness in study 1 as a function of subjects age, level of motive, and level of outcome) from the original study and ask the learners to analyse the results and come up with the main conclusion. (W) Share the remaining results, categorised by factors that affected the number errors made and factors that affected the judgment (or valence). (P) Create a pop quiz on the results and pass it around for learners to assess their ability to understand and recall the results on demand. (W) Generate a class discussion on possible confounding variables and refer back to the presentation, once again reminding them about the difficulties associated with studying children and cognition/understanding etc. (G) Ask the learners to suggest a second study to get over one of the confounding variables identified i.e. the order that the outcome/motive was presented. Share ideas. (W) Show/share the sample, method and results of the second study for insertion into their notes, taking note of differences and similarities.

Learns can describe and explain demand characteristics generally and can identify them in this particular study. Learners practise their evaluation skills

(W) Introduce the key term DEMAND CHARACTERISTICS for inclusion in their glossary of terms. (P) Ask learners to review the study once again and identify any aspect of the study that generated demand characteristics and share.

Paper 2, Section A question: Nelson (morality in children) used a number of different stories when testing for moral development in children. One way to improve the ecological validity of this study would be by using videos rather than



using a variety of evaluative issues. Learners practise their application skills by considering how these findings could be used and for what purpose. Learners practise their ability at effectively responding to a Paper 2 Section A question and reinforce their understanding of the study.

(I) Learners create a table with the demand characteristics they have identified in the first column and how they affected the results in the second column. (P) Using their evaluation tables so far, learners identify key characteristics of the study and evaluate accordingly. (W) By passing round a piece of paper, learners play a version of the game of Consequences (The game is traditionally played by writing the words on paper and folding the paper to hide the previous words before passing it to the next player.) by identifying a strength or weakness and then pass the paper onto their neighbours to illustrate who then adds another strength/weakness and passes on the paper until every paper has a good number of strengths and weaknesses. (W) Generate a class discussion about the importance and application of the findings of this study. (I) Each learner selects what they consider to be the most important application and inserts into their notes. Assignment: Learners respond to a Paper 2, Section A (i) question as an open-book exercise.

stories. (a) Describe different types of validity in psychology. [5] (b) Design an alternative study using videos rather than stories and describe how it could be conducted. [10] (c) Evaluate this alternative way of studying the moral development of children in practical and methodological terms. [10] The game of Consequences: http://en.wikipedia.org/wiki/Consequences_(game)

Learners consolidate their learning of the developmental approach and the four specific studies. Learners practise their ability at effectively responding to a Paper 2 Section B questions.

(I) Learners review the studies and respond to a Paper 2, section B question on the developmental approach. (W) Generate a question and answer session based on any problems learners experienced in completing the last task. (W) Introduce the nature/nurture debate and discuss. (G) Ask the learners to create a table of the four developmental studies and to deliberate what the findings from each study contribute to the nature/nurture debate. Share examples.

Paper 2, Section B question: (a) Outline what is meant by the developmental approach [2]. Using the studies from the list below, answer the questions which follow.

Bandura (learning aggression) Nelson (morality in children) Langlois (preference for attractive

faces) (b) Describe the developmental processes that were investigated in each of these studies. [9]



Extension activity: Learners generate their own Paper 2, Section B question with a marking scheme using a different evaluative issue that they have covered during this unit, e.g. demand characteristics.

(c) What problems may psychologists have when they use the developmental approach? [9] Information on the nature/nurture debate is available at: www.holah.co.uk/page-detail.php?slug=natureandnurture or www.simplypsychology.org/naturevsnurture.html#sthash.dfKLjsvx.lewFaNCl.dpbs

Learners assess their learning and practice examination style questions.

Assessment: End of topic test using a variety of examination questions. 9698 past examination papers are available on Teacher Support at http://teachers.cie.org.uk



Unit 4: The physiological approach Recommended prior knowledge Learners taking this course are not expected to have studied psychology previously. Context This unit is concerned with the physiological approach that human experience and behaviour originates from the biological organ - the brain. This approach investigates primarily how the brain functions but also how certain physical stimuli can affect our information processing and perception. Four studies are reviewed as a sample of the available research that covers a number of physiological processes and measures. Outline This unit introduces the learners to the general assumptions and characteristics underlying the physiological approach to psychology. The four core studies selected provide the learners with an opportunity to study the sleep cycle and its relation to dreaming; how smell can affect our perception of attractiveness; the nature of emotional responses and the brains of London taxi drivers when engaging in different types of memory recall. These are all considered in the light of a number of key themes and methodological issues. The four studies are: 1. Schachter, S. and Singer, J.E. (1962), Cognitive, social and physiological determinants of emotional state. Psychological Review. 69(5). pp. 379399 2. Dement, W. and Kleitman, N. (1957), The relation of eye movements during sleep to dream activity. Journal of Experimental Psychology. 53(5). pp. 339346 3. Maguire, E.A., Frackowiak, R.S.J. and Frith, C.D. (1997), Recalling Routes around London: Activation of the Right Hippocampus in Taxi Drivers. Journal of

Neuroscience. 17(18), September 15. pp. 71037110 4. Dematt, M.L., sterbauer, R. and Spence, C. (2007), Olfactory cues modulate facial attractiveness. Chemical Senses. 32(6). pp. 603610 Teaching time Based on a total time allocation of 180 contact hours for this Cambridge International AS course, it is recommended that this unit should take about 36 hours.


Learners can understand and explain the assumptions and key characteristics of the physiological approach.

Educational trip option: visit local hospital/imaging centre and ask personnel to view and explain brain scans. (W) Assess current levels of knowledge concerning the regions and functions of the brain and incorporate any personal experiences and explain using a physiological perspective. Go through some prepared material on different brain scans.

Presentation of different brain scans is available at: http://resourcd.com/@psychexchange/file/show/15624 BBC website: www.bbc.co.uk/science/humanbody/body/interactives/organs/brainmap/index.shtml



(G) Ask learners to consider the strengths and weaknesses of the physiological approach comparing it to the other approaches they have covered already. Share ideas and tabulate accordingly. Assignment: Ask learners to visit the interactive BBC website and complete the worksheet.

Prepared worksheet developed from the website: http://resourcd.com/@psychexchange/file/show/15625

Learners can describe and explain the key theories concerning emotional responses and can consider various modalities to test theories of emotion.

(G) Ask learners to discuss three key questions: Why do we sometimes feel more emotional than other times? What causes us to feel emotions? Do we feel different emotions in different parts of the body and why? (W) Go through the James-Lang and the Cannon-Bard theories of emotion and ask learners to create flow diagrams of each in their notes. (G) Introduce the Schacter-Singer theory and ask learners to try and design an experiment to test out Schacter and Singers 2-factor theory and share their ideas.

Schachter, S. and Singer, J.E. (1962), Cognitive, social and physiological determinants of emotional state. Psychological Review. 69(5). pp. 379399 Details of the study can be found at: www.holah.karoo.net/schachterstudy.htm Theories of emotion: http://allpsych.com/psychology101/emotion.html or http://psychology.about.com/od/psychologytopics/a/theories-of-emotion.htm

Learners can describe and explain the aim, the method and the findings of the study.

(W) Go through the study, considering: the physiological arousal (conditions and controls) the attribution of the emotional response conditions and controls) (G) Ask learners to predict the emotional responses of the four physiological conditions across the two environmental conditions. (W) Share findings and check for understanding. (G) Compare against the other theories and try and justify the advantages of the Schacter and Singer theory and share points.

Prepared handout/worksheet/presentation of the study can be prepared from: www.holah.karoo.net/schachterstudy.htm

Learners can identify and explain major strengths and weaknesses of the study.

(W) Show/share a Paper 1, Section B question on the study. (G) Ask the learners to identify all the strengths and weaknesses they can

Paper 1, Section B question: Evaluate the Schacter and Singer study in terms of ONE strength and ONE weakness



Learners consolidate a greater understanding about the requirements (content and assessment objectives) of a Paper 1, Section B question.

think of. (I) Ask each learner to create a mind map of the strengths and weaknesses with issues and example to enable them to identify the major strength and the major weakness. (I) Assessment: Each learner responds to the question under timed conditions which is peer assessed and returned.

[10]

Learners test their ability to understand and recall details from the study and practise Paper 2 examination questions.

(W) Show one of the matching quizzes on the holah website. (G) Hand out two Paper 2, Section A (i) and (ii) examination questions in turn for consideration and learners plan their responses in their notes. (W) Finish lesson by using the remaining activities on the holah website. Assessment/assignment: Check understanding of appropriate examination technique issuing learners with two further examination questions.

Quiz/activities: www.holah.karoo.net/schachterstudy.htm Paper 2, Section A (i) question: 1. Schacter and Singer injected epinephrine into a group of participants to create a physiological arousal so that they could assess how much recognition of this state of arousal would be attributed to the environment. (a) Describe what is meant by the physiological approach. [5] (b) Design an alternative study to investigate the 2-factor theory of emotion and describe how it could be conducted. [10] (c) Evaluate this alternative way of studying advanced theory of mind in practical and methodological terms. [10] Paper 2, Section A (ii) question: Schacter and Singer set out to test their two-factor theory of emotion. (a) What is meant by the physiological approach to psychology? [2] (b) Describe whether the findings supported their hypothesis. [3] (c) Discuss the strengths and weaknesses



of using the physiological approach in psychology. [10] (d) Discuss the extent to which their findings are valid. [10]

Learners can describe sleep cycles and explain difficulties of investigating sleeping and dreaming. Learners practise their ability to design psychological experiments. Learners can describe and explain the aim, the hypotheses, the methodology and the findings of the study. Learners practise responding to specific Paper 1 Section A questions.

(I) Learners look up sleep cycles on the internet and draw in their notes. Go through the sleep cycle and introduce use of the Electroencephalography (EEG) to determine the stages of sleep and rapid eye movement (REM) and nonrapid eye movement (N-REM) sleep. (G) Display the overall aim of the study on the board and ask learners to design an experiment to investigate the relationship between sleeping and dreaming using the EEG to determine the levels of sleep. Share ideas. (G) Break down the overall aim into the three hypotheses and divide them amongst the groups and repeat design activity and share responses. (W) Hand out the study and ask learners to compare the original study with their experiments and evaluate each difference in turn. (I) Ask learners to create an organogram (diagram that shows the structure of an organisation), representing the overall aim, the three hypotheses and the results relating to each. (G) Learners go through the study and generate short answer questions. Assignment: Review and modify and reissue ten of the short answer question

Scheme of Work Psychology Classes and Contents

Documents

Transcript of Scheme of Work Psychology Classes and Contents