A2 level Psychology Revision guide

AQA – A

Psychology Department, Coleg Gwent, Nash Campus

AS Psychology

Unit 1: 33.33% of total AS mark

16.67% of total A Level mark

Cognitive Psychology - Memory

Developmental Psychology - Attachments

Unit 2: 33.33% of total AS mark

16.67% of total A Level mark

Physiological Psychology - Stress

Individual Differences – Abnormal

Unit 3: 33.33% of total AS mark

16.67% of total A Level mark

Social Psychology - Social Influence

Research Methods

A2 Psychology

Unit 4: 15% of total A Level marks

Social Psychology (Pro and anti social behaviour)

Physiological Psychology (Biological Rhythms, sleep and dreaming)

Developmental Psychology (Cognitive development)

1 ½ hour exam in June - 3 essays – one from each topic, no choice

Unit 5: 20% of total A Level marks

(20% Synoptic)

Individual Differences (Psychopathology): 1 essay, no choice

Perspectives: Debates - 1 essay chosen from 2

Approaches: 1 structured question chosen from 2

Unit 6: 15% of total A Level marks

Coursework

1 report of an investigation, 2000 words maximum, marked by school and moderated by AQA.

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How to use: this revision guide contains a breakdown of all the skills you need to do well, of each topic and approaches for writing essays. Use it to help guide your revision, in conjunction with your notes and the mock answers given to you in class. Use the essays you have written over the course and go back and redo them. Remember to practice timed essays as often as you can as being confident at them is the most important thing.

WHILST YOU OBVIOUSLY NEED TO LEARN THE CONTENT OF THE COURSE, IT IS VITAL THAT YOU KNOW AND PRACTICE THE

FOLLOWING SKILLS. IT IS THE CLEAR DEMONSTRATION OF THESE THAT WILL GET YOU THE BEST MARKS.

ASSESSMENT OBJECTIVES AND KEY TERMS

THERE ARE SET OBJECTIVES AND TERMS THAT YOU WILL BE EXAMINED ON. MAKE SURE YOU UNDERSTAND EACH OF THEM AND YOU WILL BE READY FOR ANY QUESTION THAT CAN COME UP.

You will be assessed on two skills:AO1 – Knowledge and understanding

Knowledge and understanding of psychological theories, terminology, concepts, studies and methods.

Clear and effective communication of this knowledge and understanding. Knowledge and understanding of psychological principles, perspectives

and applications of some of the core areas (eg. Social, Developmental and Physiological psychology and individual differences).

AO1 Terms: describe, outline, explain, defineOutline – involves a summary description only (more breadth than detail/depth)Define – requires the candidate to state what is meant by a particular term

AO2 – Analysis and evaluation Analysis and evaluation of theories, concepts, studies and methods. Communication of knowledge and understanding of psychology in a clear

and effective manner. Analysis and evaluation of psychological principles, perspectives and

applications.

AO2 Terms: evaluate, assess, analyse, to what extent – require you to supply evidence of AO2. Arguments should be informed and demonstrate awareness of strengths and limitations.

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AO1 and AO2 termsDiscuss, critically consider, compare and contrast – require the candidate to describe (AO1) and evaluate (AO2) by reference to different if not contrasting points of view. Questions may instruct you to discuss with reference to particular criteria eg. by the use of the phrase ‘…..in terms of….’

COMPARE AND CONTRAST – there are two strategies to this. You must choose one of these:Strategy 1 – demonstrate knowledge and understanding of the stipulated topic areas (AO1) and consider similarities and differences between the stipulated topic areas (AO2)……SO YOU OUTLINE/DEFINE/EXPLAIN A TOPIC AND THEN YOU DISCUSS THE SIMILARITIES AND DIFFERENCES BETWEEN THEORIES/STUDIES.A01 – describe biological and psychological explanations of anxiety disorders.A02 – compare and contrast explanations ie. discuss the similarities and differences between the explanations.

Strategy 2 – demonstrate knowledge and understanding of similarities and differences between the stipulated topic areas (AO1) and to evaluate these similarities and differences (AO2)………….SO YOU OUTLINE THE HOW THE THEORIES/STUDIES ARE SIMILAR AND DIFFERENT AND THEN YOU EVALUATE THE DIFFERENCES.A01 – describe similarities and differences between explanations.A02 – evaluate these similarities and differences.

Other terms

Evidence – material from studies or theories that may be used in support or contradiction of an argument or theory.Findings – the outcome or product of research.Research – The process of gaining knowledge through the examination of data derived empirically or theoretically.Study – an investigation providing evidence which may be empirical or non-empirical (such as meta-analysis). Theory – a (usually) complex set or interrelated ideas/assumptions/principles intended to explain or account for certain observed phenomena.Model – An explanation which is less complex/elaborate than a theory.Applications – Actual or possible ways of using psychological knowledge in an applied/practical setting.

Quotations in questions

Quotations may appear in questions in Unit 4 and Unit 5. They only need be addressed if the question specifically requires this eg. the question says ‘Discuss….with reference to the above quotation.’

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If there is no requirement to address the quotation, then the quotation is merely intended as guidance about what might be included eg. ‘Discuss…..with reference to issues such as those raised by the quotation above.’ It is meant to be helpful though, so use it. For example, does the research back it up?

How to achieve AO2!

Interpretation Explain the meaning. What conclusions can we draw from this research

Consequences What are the consequences of the explanation?

Assessment Does this theory actually account for the observed behaviour? Eg. ‘Such explanations are able to account for aggression in young men.’

Appraisal Estimate the value of something. Eg. ‘This is a useful explanation because it suggests how aggression can be prevented.’

Judgement Form an opinion about the right or wrong-ness of something based on psychological information. Eg. ‘This is an appropriate account because people do overcome addiction.’

Advantages/disadvantages

Eg. ‘The disadvantage of this explanation is that it is reductionist and may overlook some key elements of the behaviour.’

Use of empirical evidence

Eg. ‘The results do not show a significant difference.’

Applications Eg. ‘This knowledge has been applied to improving eyewitness testimony.’

Appropriate, informed comment

Such as noting that a theory has been successful or influential, or produced many studies. What are the implications of research?

Alternative explanations

There is always an alternative explanation. Eg. ‘We can also explain gender development in terms of the influence of hormones.’

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Always elaborate:Use the three point rule:

1. Identify criticisms eg. Feud was sexist.2. Explain/justify this with reference to the particular theory or study eg.

Freud suggested that men and women differ in their moral development.

3. Explain why this is a criticism eg. Freud lived in sexist days, can we reasonably expect anyone to stand apart from their times? Feminist writers such as Mitchell have taken out the sexist parts of his theory and found that it still stands up.

REMEMBER THERE ARE 4 MARKS FOR QUALITY OF WRITTEN COMMUNICATION SO MAKE SURE YOU IDEAS ARE CLEARLY EXPRESSED, YOU USE A GOOD RANGE OF

SPECIALIST TERMS AND CHECK YOUR PUNCTUATION AND GRAMMAR.REMEMBER – THOSE FEW MARKS CAN MAKE ALL THE DIFFERENCE!

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Synopticity

Unit 5 rewards the demonstration of synopticity which is defined as ‘affording a general view of the whole.’ It means addressing psychology-wide matters and concerns.

Synopticity aims to bring it all together. To draw in the threads that run across the specification.

Questions in Unit 5 are synoptic by their very nature and to answer them fully you must provide synoptic material. Other ways to synopticity:

Demonstrating different explanations or perspectives – biological, behavioural, cognitive, psychodynamic etc.

Demonstrating awareness of appropriate ethical issues such as animal research or where participants are put at risk.

Demonstrating awareness of cultural biases – is research all from Western countries, think about the intelligence research and how it is so biased against people from other cultures.

Demonstrating awareness of gender biases – is all the research carried out on men? Would women behave in a similar way?

Demonstrating different methods used – laboratory experiments, observations, interviews etc. What are the strengths and weaknesses of these methods and the research which uses them? Is the research valid and reliable?

Relating overarching debates – nature-nurture, free will and determinism, reductionism, psychology as a science. Each of these debates is relevant to most areas of psychology and every area of psychology is related to at least one debate, so bring them into your essay, show that you understand.

Links with other areas of the specification – this is where everything you did at AS comes in use again, how do the debates relate to explanations of eating disorders for example? What does the attachment topic tell us about nature and nurture? Why is the study of stress important for psychology as a science?

Psychology wide concerns and issues such as reliability and validity, cultural variation and demand characteristics/participant reactivity – all of these are relevant, show that you understand how. If you don’t know how use your text book and find out!

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UNIT 4 SPECIFICATION AND EXAM QUESTIONS

When answering Unit 4 essay questions you will not have time for a detailed introduction and conclusion, which are often just a summary of what you have written and so get few, if any, additional marks. Instead try to start with your answer/conclusion and then continue by seeking to support the answer, and to offer evidence that challenges that conclusion.

Social Psychology: Pro- and anti- social behaviour

1. Nature and causes of aggression:

Social psychological theories of aggression (eg. Social learning theory, deindividuation, relative deprivation) and research studies relating to these theories.

Research into the effects of environmental stressors on aggression.

2. Altruism and bystander behaviour

Explanations (eg. Empathy-altruism, negative-state relief) and research studies relating to human altruism and bystander behaviour.

Cultural differences in pro-social behaviour:

3. Media influences on pro and anti social behaviour

Explanations and research relating to media influences on pro- and anti-social behaviour

Past exam question:

1. Describe and evaluate research relating to any two social psychological theories of aggression. (24 marks)

2. Discuss research into the effects of environmental stressors on aggressive behaviour. (24 marks)

3. Outline and evaluate research relating to the effects of two environmental stressors on aggressive behaviour. (24 marks)

4. Discuss research relating to Bystander behaviour. (24 marks)

5. Discuss the view that the media might influence anti-social behaviour. (24 marks)

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Physiological Psychology: Biological Rhythms, Sleep and Dreaming

1. Biological Rhythms

Research studies into circadian, infradian and ultradian biological rhythms including the role of endogenous pacemakers and exogenous zietgebers.

Consequences of disrupting biological rhythms eg. Shift work, jet lag.

2. Sleep

Theories and research studies relating to the evolution and functions of sleep, including ecological accounts (eg. Meddis) and restoration accounts. (eg. Oswlald).

The implications of findings from studies of total and partial sleep deprivation for such theories.

3. Dreaming

Research relating to the nature of dreams (eg. content, duration, relationship with the stages of sleep). Theories of the functions of dreaming, including neurobiological accounts (eg. Hobson and McCarley, Crick and Mitchison) and psychological accounts. (eg. Freud, Webb and Cartwright).

Past exam questions:

1. Discuss the role played by endogenous pacemakers and exogenous Zeitgebers in any one biological rhythm. (24 marks)

2. Describe and assess the consequences of disrupting the biological rhythms. (24 marks)

3. Discuss two theories relating to the functions of sleep. (24 marks)

4. Critically consider the implications of findings from studies of total and/or partial sleep deprivation for any one theory of sleep function. (24 marks)

5. a) Outline the nature of dreams. (6 marks)

b) Outline and evaluate one psychological theory of the functions of dreaming. (18 marks)

6. Discuss the view that the functions of dreaming are better explained by neurobiological rather than psychological accounts. (24 marks)

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Developmental Psychology: Cognitive development

1. Development of thinking

Theories of cognitive development, including Piaget and Vygotsky Information Processing.

Applications of these theories (eg. to education)

2. Development of measured intelligence:

Research into factors associated with the development of intelligence test performance, including the role of genetics and cultural differences (eg. Race)

3. Development of moral understanding:

Theories of moral understanding (eg. Piaget, Kohlberg) and pro-social reasoning (eg Eisenberg), including the influence of gender (eg. Gilligan) and cultural variations.

Past exam questions:

1. a) Describe Piaget’s theory of cognitive development. (12 marks)

b) Assess the extent to which this theory is supported by research evidence. (12 marks)

2. Critically consider practical applications of two theories of cognitive development. (24 marks)

3. Critically consider the role of genetic and/or cultural differences in the development of measured intelligence. (24 marks)

4. Describe and evaluate research into factors associated with the development of intelligence test performance. (24 marks)

5. a) Describe one theory of the development of moral understanding. (12 marks)

b) Evaluate this theory using alternative theories and/or research studies. (12 marks)

6. Critically consider the influence of gender and/or cultural variations in the development of moral understanding. (24 marks)

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UNIT 5 SPECIFICATION AND EXAM QUESTIONS

INDIVIDUAL DIFFERENCES

Psychopathology

Schizophrenia Clinical characteristics. Biological (eg. genetics, brain chemistry) and psychological (eg. social and family relationships) explanations including evidence on which they are based.

Depression Clinical characteristics (eg. unipolar disorder, bipolar disorder). Biological (eg. genetics & biochemistry) and psychological (eg. Learned helplessness) explanations including evidence on which they are based.

Anxiety disorders Clinical characteristics on any one anxiety disorder (phobias, PTSD). Biological (eg. genetics & biochemistry) and psychological (eg. conditioning) explanations including evidence on which they are based.

Past exam questions

1. a) Outline the clinical characteristics of one anxiety disorder

(eg. phobias, PTSD). (6 marks)

b) Outline one explanation of this anxiety disorder. (6 marks)

c) Evaluate this explanation in terms of research studies and/or alternative explanations. (12 marks)

2. Critically consider the view that depression has psychological origins. (30 marks)

3. ‘The Biological approach tells us all we need to know about depression.’

With reference to the quotation above discuss the issue that it raises. (30 marks)

4. Compare and contrast two explanations of depression. (30 marks)

5. Discuss the view that schizophrenia is a genetic disorder. (30 marks)

6. a) Discuss two explanations of schizophrenia. (15 marks)

b) Describe and evaluate the evidence on which one of the explanations discussed in part a) is based. (15 marks)

Questions will cover:

clinical characteristics

biological explanations

psychological explanations

evidence on which biological and psychological explanations are based

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PERSPECTIVES

There will be four questions, two relating to Issues and two relating to Debates. You are required to answer one of these. We have studied debates.

For each debate you will be required to discuss how the debate relates to different areas/topics in Psychology.

Free will and determinism: including definitions of these terms, arguments for and against their existence, and assumptions made about them in psychological research (eg. Freud’s and Skinner’s theories)

Reductionism: including reductionism as a form of explanation, examples of reductionism in psychological theory and research (eg. Physiological, machine, experimental), and arguments for and against reductionist explanations.

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

Nature-Nurture: including definitions of the terms, the history of the debate, assumptions made about nature and nurture in psychological theory and research (eg. Piaget’s theory of socio-biology) and different views regarding their relationship (eg. gene-environment interaction).

Past exam questions:

1. Discuss the free will and determinism debate with reference to two or more theoretical approaches (eg. Freud, Skinner). (30 marks)

2. Describe and evaluate arguments for and against reductionism as a form of explanation, using examples from psychological theory and research studies.

3. ‘Instead of asking ‘how much does each contribute’ we should be investigating how each contributes.’

Discuss this view of the relationship between nature and nurture. (30 marks)

4. a) Explain what is meant by the nature-nurture debate. (5 marks)

b) Discuss two or more examples of the nature-nurture debate in psychology. (25 marks)

5. Discuss the arguments for and against the claim that psychology is a science. (30 marks)

6. a) Define the term science. (5 marks)

b) Outline the development of psychology as a separate discipline. (10 marks)

c) With reference to two areas of psychology (eg. physiological, developmental) assess the extent to which psychology can be regarded as a science. (15 marks)

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APPROACHES – Psychology is about explaining behaviour!

You are required to apply your knowledge and understanding of any two theoretical/methodological approaches to a novel situation or psychological phenomenon presented in the stimulus material given in the examination questions. These approaches might be selected from:

a) Biological/medical, behavioural, psychodynamic and cognitive – these are the approaches you must know.

b) Other psychological approaches, such as Social Constructionism, Humanistic Psychology, Evolutionary Psychology etc.- these are approaches which are optional but are very useful to know.

This part of Perspectives will be assessed through a stimulus material question. While the stimulus will change from examination to examination, the basic form of the questions will remain the same, as follows:

a) Describe how the subject presented in the stimulus material might be explained by two different approaches. (6+6 marks) AO1

b) Assess one of these explanations of the subject presented in the stimulus material in terms of its strengths and limitations. (6 marks) AO2

c) How might the subject presented in the stimulus material be investigated by one of these approaches? (6 marks) AO2

d) Evaluate the use of this method of investigating the subject material presented in the stimulus material. (6 marks) AO2

There will be two stimulus material questions, of which you must choose one.

To gain a high mark you must show:

Understanding of at least two approaches

Knowledge of a reasonable range of appropriate concepts

The ability to engage with the stimulus – use the subject’s name and remember to keep bringing your answer back to them and how the topic relates to them.

Effective use of material, not just description, but genuine understanding.

BE CAREFUL – YOU ARE NOT BEING ASKED TO CURE THE SUBJECT OR TO PROVIDE THEM WITH TREATMENT, BUT TO LOOK AT EXPLANATIONS AND RESEARCH APPROACHES.

Epistemology – how an approach would explore this topic area

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Good Luck!Remember to use your psychology when revising:

If you have any questions whilst you are revising, write them down and ask somebody (preferably somebody who will know the answer!).

One of the best ways to understand things is to discuss them (semantic linking!)

Revise for about 40 minutes at a time and have a short break (of course if you are on a roll, go with it) – think of the primacy and recency effect.

Reward yourself (but not too often!) Take some exercise, go for a walk, a run

or a swim and get some fresh air. Practice, practice, practice. Avoid negative self statements such as ‘I

can’t possibly do this’ and try to be positive ‘if I work and really try I can do this’.

Be organised. Think of the summer ahead, if you work

now you’ll be able to enjoy it without too much worry about results day. Think of the future and what these results will mean for you.

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Zoe Cross (2006)

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