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Contents Gross 4

Psychology: The Science of Mind and Behaviour,

Eighth Edition 4-5

A-level 6

Essential Studies for A-level Psychology 6-7

Aiming for an A in A-level Psychology 8

Essential Maths Skills for A-level Psychology 8

Research Methods for A-level Psychology 9

Psychology Review: A-level Exam Skills

and Practice 10

Psychology Review Magazine 11-12

AQA A-level Psychology 13-15

OCR A Level Psychology 16-17

Pearson Edexcel A level Psychology 18-19

GCSE (9–1) 20

OCR GCSE (9–1) Psychology 20-21

Plus, NEW Student Workbook

AQA GCSE (9–1) Psychology 22

International 22

Cambridge International AS/A Level

Psychology 22

CPD 23

Index 23

1your vouchers at the front of this catalogueREMEMBER

Welcome to our 2021/22 Psychology catalogueWelcome to our 2021/22 catalogue of print and digital resources for Psychology. We work with expert

authors to produce the very best resources for you and your students. Inside you’ll discover our exam board

approved/endorsed Student Books, as well as revision guides, digital teaching support and more.

We’re also excited to announce the launch of Boost, our new digital learning platform. Over the next year we

will be moving some of our digital resources from Dynamic Learning into Boost. Turn to pages 2-3 to fi nd out

more. If you have any questions, you can contact us at [email protected].

Plus, don’t forget to use your vouchers to save up to 20%

Try free for 30 daysYou can evaluate all our resources free for 30 days, by ordering an eInspection Copy for print resources or a

trial for digital resources – both are completely free and allow you to review our resources online for 30 days.

See the order form for more details.

Our FavouritesGross Psychology:

The Science of Mind and Behaviour

Psychology Review: A-level Exam Skills and

Practice

Publication dates are given by school/college term. To check the latest publication dates, use the ISBNs listed in this catalogue to search for titles online at www.hoddereducation.co.uk/psychology-2021-22

See page 10

OCR GCSE Psychology Workbook

See page 21

AQA A-level Psychology Year 1 and 2

Student Book

See pages 13-15See pages 4-5

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GROSSPsychology: The Science of Mind and BehaviourG

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It’s a teacher’s friend. It covers so many areas on the specifi cations with up to date research and theories… If you have high fl ying students who are looking to study psychology at university, what better way to get a head start than to get reading Richard’s book.

Helen J. Kitching, ATP Today magazine

Psychology: The Science of Mind and Behaviour, Eighth Edition PAPERBACK DIGITAL

Richard Gross

Psychology: The Science of Mind and Behaviour is the essential guide to studying Psychology, helping over half a million students across its 30 years of publication.• Improve A-level students’ understanding and evaluation skills with in-depth analysis on

key topics and studies

• Refresh your own knowledge with the latest psychological research and updated contributions from leading psychologists, including Elizabeth Loftus, Alex Haslam and David Canter

• Prepare students for university with this best-selling introduction, providing opportunities for extra reading and independent study

WHAT’S NEWin the

8th Edition?

ü Fully updated to refl ect current research

ü Target AO2/AO3 skills using the evaluation feature

ü Avoid misconceptions with the mythbusters feature

ü Free A-level mapping grids make it easy to fi nd relevant pages at any point in the course

Inspiring students for over 30 years

hoddereducation.co.uk/Gross-Psychology

Try free for 30 daysRequest an eInspection Copy or trial athoddereducation.co.uk/Gross-Psychology

Paperbacks & eBooksChoose the format that suits your students,your school and your budget

Paperback: £40 9781510468672

Boost eBook: £10 per year9781398356634 Publishing Autumn 2021For more information on Boost eBooks, see pages 2-3.

Please note: This title will remain available as a Dynamic Learning Student eTextbook until the Boost eBook publishes in Autumn 2021. To discuss your subscription options, contact [email protected]


⊲ Build the evaluation skills required by the A-level specifi cations with focused ‘evaluation boxes’

⊲ Address and prevent common misconceptions with the ‘mythbusters’ feature

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hoddereducation.co.uk/Gross-Psychology

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A-LEVELPsychology

ü Essential Studies for A-level Psychology

ü Aiming for an A in A-level Psychology

ü Essential Maths Skills for A-level Psychology

ü Psychology Review: A-level Exam Skills and Practice

ü Psychology Review magazine

ü Research Methods

Essential Studies for A-Level PsychologyPAPERBACK DIGITAL

Helen J. Kitching Consultant Editor: Richard Gross

Understand and evaluate 42 classic and contemporary psychological studies, including Milgram and Rutter, with this essential guide.Each study begins with a summary of the aims and procedure, followed by the fi ndings, conclusion and evaluation, and ends with ‘check your knowledge’ questions that help to prepare students for assessment.

• Build knowledge with easily accessible summaries of each study presented in a table, making it quick and easy to recap and revise

• Develop analysis, interpretation and evaluation skills with examples, insights and practice questions that help students to form reasoned conclusions

• Learn to apply knowledge and think synoptically with links to other studies; these also demonstrate learning beyond the curriculum in line with Ofsted requirements

• Benefi t from the guidance of bestselling Psychology author Richard Gross, with helpful insights at the end of each chapter

• Cover every research/core study for the AQA, OCR, Pearson Edexcel, WJEC and Eduqas specifi cations

Paperback: £12.99 9781510469396

eTextbook: £3.25 per year9781398330849

For more information on Dynamic Learning eTextbooks, see pages 2-3.

This book covers research from years 1 and 2 and so acts as a one stop shop for the essential studies... I would absolutely recommend.

Teacher of Psychology, ATP Psychology Today

Try free for 30 daysRequest an eInspection Copy or trial athoddereducation.co.uk/a-level-psychology

Paperbacks & eTextbooksChoose the format that suits your students,your school and your budget

hoddereducation.co.uk/a-level-psychology


⊲ ‘Check your knowledge’ questions help to embed understanding

⊲ Helpful insights from Richard Gross focus on developing the skills of analysis and evaluation

⊲ Key terms help students to study independently

⊲ Help students build key AO2 and AO3 skills with easily accessible summaries, conclusions and evaluations for each study

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Aiming for an A in A-level Psychology

PAPERBACK

Jean-Marc Lawton

Help your students reach the result they deserve; this year-round course companion develops the higher-order thinking skills that top-achieving students possess, providing step-by-step guidance, examples and tips for getting an A grade.• Develop the ‘A grade skills’ of analysis,

evaluation, creation and application

• Take students step by step through specifi c skills they need to master in A-level Psychology, so that they can apply these skills and approach each exam question as an A/A* candidate

• Show students how to move up the grades with sample responses annotated to highlight the key features of A/A* answers

• Provide practice to achieve the levels expected of top-performing students, using in-class or homework activities and further reading tasks that stretch towards university-level study

• Perfect revision and exam technique through practical tips and examples of common pitfalls

• Stretch students towards university-level study with further reading tasks and activities

£9.99 9781510424234

Essential Maths Skills for AS/A-level Psychology

PAPERBACK

Author: Molly MarshallReviewer: Dorothy CoombsSeries editor: Heather Davis

If your students struggle with standard deviation or statistical tests, this is the book for them. This textbook companion will help improve their essential maths skills for Psychology, whichever awarding body specifi cation you’re following. • Develop understanding of both Maths and

Psychology with all worked examples and questions set within a Psychology context

• Improve confi dence with a step-by-step approach

• Measure progress with guided and non-guided questions

• Understand misconceptions with fully worked solutions to every question

• Feel confi dent in expert guidance from Molly Marshall and Dorothy Coombs

£11.50 9781471863530

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Research Methods for A-level Psychology PAPERBACK PHOTOCOPIABLE TEACHER PACK

Jean-Marc Lawton

19Research Methods for A-level Psychology © Hodder & Stoughton Limited 2020

Types of experiment

Natural and quasi experimentsNatural experimentsNatural experiments have an IV that varies naturally; the experimenter does not manipulate it (set it up) but merely records its effect on a DV. Also, participants are not randomly allocated to the experimental conditions, so the experimental method is not closely followed. For example, Costello et al. (2003) was studying the mental health of Native Americans living on a reservation. During the study, unexpectedly, a casino was given permission to open on the reservation, which greatly increased the amount of money the residents had as large sums of money were distributed from the casino revenues. This gave the researchers an opportunity to study the effect of increased income on mental health. The IV was whether or not the reservation residents had low or high amounts of money, with the DV being a measure of mental health.

Quasi experimentsQuasi experiments have an IV that occurs naturally; the experimenter does not manipulate it, but merely records its effect on a DV. For instance, gender, age or culture. Participants are thus not randomly allocated to the experimental conditions. For example, Herlitz et al. (1997) tested the effect of gender on episodic memory by giving participants tasks requiring episodic memory. The IV was whether participants were male or female, with the DV being scores on a test of episodic memory. It was found that females performed better, which suggested females have superior episodic long-term memory (LTM).Both natural and quasi experiments are not ‘true’ experiments as they do not involve manipulation of an IV by a researcher, nor do they involve random allocation of participants to the testing groups to reduce sample bias.

Strengths of natural and quasi experimentsNatural and quasi experiments can often be used when it would be unethical or impractical to

manipulate an IV, as in a laboratory or field experiment.

Natural and quasi experiments are easier to set up, as they don’t require manipulation of an IV

or random allocation of participants.

Natural and quasi experiments allow direct comparison of different groups of naturally

occurring people, such as males/females or rich/poor.

Weaknesses of natural and quasi experimentsNatural experiments can only occur when an IV varies naturally, which isn’t a common or

predictable occurrence.

Demand characteristics exist, as participants are usually aware they are being tested and may

therefore alter their behaviour and not act as they normally would, which may confound the results.

Experimenter bias can occur, where researchers’ expectations and desires affect the

interpretation of results and participants’ behaviour, making findings invalid.

Causality can be difficult to establish, as participants are not randomly allocated to testing

groups (the experimental conditions), so they may not be comparable, confounding the results.

NoteDetails of what type of experiment is being conducted (laboratory, field, natural or quasi) can be recorded in the procedure section of the investigation write-up.

Information sheet

KEY TERMSNatural experiment – an experiment within which an independent variable occurs naturallyQuasi experiment – an experiment where random allocation of participants isn’t possible, as a naturally occurring independent variable is used rather than one manipulated by researchers

93

Correlational study into relationships – the matching hypothesis

Research Methods for A level Psychology © Hodder and Stoughton Limited 2020

Mini-practicals: student sheet Correlational study into relationships – the matching hypothesisIntroduction Studies into relationships can be problematic due to ethical issues of

invasion of privacy, but this mini-practical uses images that have been put

by couples into the public domain and so presents no such problems. This

correlational study takes its inspiration from Elaine Walster et al’s 1966

matching hypothesis, which believes that individuals seek partners for

romantic relationships that they perceive as matching themselves in levels

of physical attractiveness, as they see such individuals as less likely to

reject them than more physically attractive individuals. In the mini-practical,

participants rate the attractiveness of heterosexual couples from images

to assess their relative levels of attractiveness in line with the matching

hypothesis.

Previously related research

The investigation is based on Bernard Murstein’s 1972 experimental study,

where he compared actual couples with a comparison group of randomly

paired couples, to find that the actual couples were much similar than the

randomly paired couples in terms of physical attractiveness, supporting the

matching hypothesis.

Aim To assess the matching hypothesis in heterosexual marital couples (or

similar).

Hypotheses Although this study uses a correlational design and only uses ratings

of physical attractiveness given by others, while Murstein used an

experimental design and additionally included self-perceptions and ratings

given by individuals of their partners, it is similar enough to merit a one-

tailed (directional) correlational hypothesis.

Correlational: ‘There will be a significant positive relationship between

ratings of physical attractiveness of individuals in heterosexual marital

relationships.’

Null: ‘There will be no significant positive relationship between ratings of

physical attractiveness of individuals in heterosexual marital relationships.’

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Correlational study into relationships – the matching hypothesis

Research Methods for A level Psychology © Hodder and Stoughton Limited 2020

Mini-practicals: teacher sheet Correlational study into relationships – the matching hypothesis

If possible, students should be the researchers and use non-psychology students as participants, with the study conducted outside of class time. It would be possible to do the study as a whole class study, with the teacher and/or some students acting as researchers and the rest of the class as the participants. This should only be done if the students are naive as to the matching hypothesis (perform the study before the hypothesis becomes known).Students will (at some point) have to be directed towards Walster et al’s matching hypothesis and Murstein’s study, as sources for the research.Students should be reminded that a correlational hypothesis will be needed, as well as co-variables instead of an IV and DV.Care should be taken to select images from publicly viewable sources (not photos from private sources as these could present ethical issues) and that images should not be of known people/celebrities, as this could create a confounding variable where it is people themselves who are being assessed and not their level of physical attractiveness.Care should also be taken to ensure that images are fairly similar to each other in terms of size and clarity, as a form of control.Students will need to be familiar with correlational studies and Spearman’s rho test (if inferential analysis is performed) to perform and write-up the study.

Exemplar data tableThe data table should look something like this:

Male partner Ratings Female partner Ratings

A 7, 7, 6, 8, 5, 6, 6, 7, 4, 7 A 8, 8, 7, 8, 4, 8, 7, 6, 6, 8

B 2, 2, 3, 4, 6, 2, 2, 4, 1, 2 B 4, 4, 3, 3, 4, 5, 6, 2, 3, 4

C 5, 5, 5, 6, 4, 6, 4, 5, 6, 4 C 6, 6, 4, 4, 5, 5, 6, 7, 3, 4

D 3, 3, 3, 3, 3, 4, 2, 3, 5, 1 D 3, 3, 3, 3, 3, 4, 2, 4, 3, 4

E 6, 8, 6, 8, 8, 6, 7, 5, 8, 6 E 8, 8, 9, 7, 7, 7, 8, 6, 8, 7

F 4, 5, 6, 6, 5, 4, 3, 7, 6, 6 F 6, 6, 6, 6, 6, 7, 6, 7, 6, 5

G 5 ,4, 5, 4, 5, 4, 4, 4, 5, 6 G 4, 4, 4, 6, 6, 6, 4, 5, 7, 3

H 10, 9, 9, 8, 10, 9, 9, 10, 8, 9 H 10, 10, 10, 9, 9, 10, 8, 10, 9, 10

I 7, 7, 7, 7, 8, 6, 7, 7, 7, 7 I 7, 8, 7, 6, 7, 7, 7, 7, 7, 7

J 9, 8, 9, 8, 9, 9, 8, 7, 8, 8 J 8, 8, 8, 8, 7, 9, 8, 8, 7, 8

Data analysisFindings should be presented in an appropriate table that showcases the totals and means of the ratings of individuals, with data also expressed in a scattergram and as a verbal summary.For inferential statistical analysis, the data could be subjected to a Spearman’s rho statistical test, as a correlational design has been used, a relationship is being sought and the data is of ordinal level (rankable).

22 Research Methods for A-level Psychology © Hodder & Stoughton Limited 2020

2 Experiments

An experimental studyAbstract

Previous related research indicated

Aims HypothesesExperimental

Null

Brief description of research methods and design

Strengths:

Weaknesses:

Justification for research methods and design decisions

Sampling method and details

Strengths

Weaknesses

Template

£909781398306875

Information sheets Mini-practicals: Teacher sheet Mini-practicals: Student sheet Student research template Brush up your knowledge and

secure students’ understanding with

handy topic summaries that outline

key terms and recap maths skills.

Boost your confi dence when

teaching research methods with

helpful guidance on how to deliver

each practical.

Save time planning with

ready-to-use, photocopiable

mini-practical student sheets and

question worksheets.

Guide your students through the

research process using templates

that prompt them to explain the aim,

hypothesis, method and results.

Easily create engaging lessons for A-level Research Methods using this photocopiable pack, containing worksheets on mini-practicals, plus guidance on lesson delivery and practice questions. These packs are a cost-eff ective way to support you and your students through the toughest part of the A-level Psychology specifi cation. Covering all the required research methods for AQA, OCR, Pearson Edexcel, WJEC and Eduqas.

The teacher information sheets will boost your confi dence and completing the mini-practicals will improve students’ performance. Win, win! I thoroughly recommend it for all levels of teacher.

Teacher of Psychology, Ashton 6th Form College

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See pages 11-12 for more information about the Psychology Review magazine

I particularly like the ‘challenge’ questions as they encourage students to engage more deeply with the articles and to focus on the A02 (application) skills that students often fi nd so diffi cult.

Helen J. Kitching, ATP Psychology Today

Psychology Review: A-level Exam Skills and Practice PAPERBACK NEW

Anthony Curtis, Michelle Satchwell

Achieve higher grades in A-level Psychology by improving analytical and evaluation skills using this write-in workbook, containing topical articles, practice and exam-style questions.

NEW

6

INTRODUCTIONSocial psychology refers to the influence of the people around us and the social environment on our own behaviour. We may like to think that we are in control of our own decisions (free will), but many of our everyday thoughts, feelings and actions are influenced by others, including friends, family, teachers, strangers and online. In an ever-changing, globalised world of over seven billion people, we need to understand those interactions. Since becoming popular as an area in the 1950s and 1960s, social psychology has come to play an important role in understanding what makes us who we are.

1 Social psychologyRevision summary

Type of conformity Compliance Identification Internalisation

Meaning Superficially going along with others in public (but privately disagreeing).

Wanting to be a part of a group and thus fulfilling the role or norms of that group or imitating a role model.

Going along with the group publicly and privately. The opinions and behaviours of the group are seen/adopted as correct and become a permanent change to own opinions.

Explanation This is when we want to ‘fit in’ and appear ‘normal’ to be accepted by the group (social approval). This is known as normative social influence. It is more of an emotional response.

We value and identify with the group’s attitudes and behaviours (internalisation) but want to fit in with the group (compliance). We take on a social role with expectations to fulfil. This shows normative and informational social influence.

In an unfamiliar situation we may look to others with more knowledge than we have on how to behave. This is known as informational social influence and is more of a cognitive response.

Individual differences: The dispositional vs situational debateOne debate that social psychology tries to address is where our behaviour stems from. It could result from internal factors, including from biological differences such as the brain, genes and biochemistry, and from psychological characteristics within us, such as our personality and the way in which we process information.

Philip Zimbardo, a social psychologist, argued that it was not our disposition that was responsible for our behaviour, but more situational factors, such as the people and environment we interact with. In The Lucifer Effect (2007) he sought to demonstrate the concept that anyone has the potential to be evil. This contradicts the long-held belief that ‘evil’ people are biologically and psychologically different from society and so should be ostracised. If Zimbardo is correct, then anyone is capable of conforming, obeying or abusing their power. We will find out more about this through the Stanford Prison experiment

Table 1.1 The main types of conformity

12

Social roles Dehumanisation

Conformity Dissent

Obedience Burnout

Disobedience Stanford Prison Experiment

Checking key termsUsing the article, write the definition of each key term in the space below.

Knowledge recapCheck your knowledge of the article with these recap questions.

What year was the Stanford Prison experiment (SPE) conducted and where was this?

How long was the SPE intended to last and how long did it actually last?

Describe the sample used in the study. (Hint: size, sex, age, location.)

What ethical issues does this study raise (for example, APA/BPS ethical principles)?

Explain the difference between ‘dissent’ and ‘disobedience’ as used in this article.

Define ‘dehumanised’ in the context of the SPE.

Find out about Maslach’s work following the SPE and define ‘burnout’.

Knowledge check

13

1 Outline two types of conformity. (4 marks)

2 Describe what is meant by the key term ‘obedience’ and give an example. (3 marks)

3 Compare the situational and dispositional explanations of obedience. (3 marks)

4 Describe one real-life application of social psychology. (4 marks)

Extended answer question5 Describe and evaluate one piece of psychological research investigating social influence. (8 marks)

Write your answers on a separate piece of paper.

Top tip

Have you included in your answer…the argument you want to make? (Point)what the argument means? (Explain/Elaborate)something that supports your argument? (Example)reference to the key words in the question? (Link)

Have you …correctly used psychological key terms?answered the verb in the stem (describe, compare, evaluate)?written enough detail for the marks available?

Exam-style practice questions

Revision summaries Refresh knowledge at the

beginning of each topic

with revision summaries.

Psychology Review magazine articles

Broaden learning by reading

around the specifi cation with

topical articles, covering all

the core A-level topics.

Knowledge check Embed understanding

and track progress with

quick questions.

Social psychology

8

The August of 1971 turned out to be an amazingly pivotal point in my life — much more than I realised at the time. I had just completed

my doctorate at Stanford University and was preparing to start my new job as an assistant professor of psychology at the University of California, Berkeley. In my personal life, I was romantically involved with Philip Zimbardo and we were consid-ering marriage. Although I had heard about plans for a prison simulation study, I did not pay much attention. Ordinarily I might have been more interested, but I was in the process of moving and my focus was on preparing for my first job. However, when Philip asked me, as a favour, to conduct some interviews with the study partici-pants (i.e. the ‘prisoners’ and the ‘guards’), I agreed to help.

The Stanford Prison experiment

was a dramatic simulation of

prison life conducted in the

summer of 1971 at Stanford

University by psychologists Craig

Haney, Curtis Banks and Philip

Zimbardo. The planned 2-week

investigation had to be ended

prematurely after only 6 days

because of what the situation was

doing to the participating college

students. In only a few days, the

guards became sadistic and the

prisoners became depressed,

showing signs of extreme stress.

Christina Maslach discusses

her role in this iconic study.

The Stanford Prison experimentAn outsider’s view

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The Stanford Prison Experiment

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Challenge questionsUse the information in the article to help you answer these questions.Write your answers on a separate piece of paper.

1 Christine Maslach describes interviewing some of the prisoners and guards at the start of the prison study. She was astonished at the difference in behaviour of the so called ‘John Wayne’ guard between first meeting him and when she saw him again later ‘making the count’ (checking attendance). Explain why.

2 Zimbardo placed paper bags over the prisoners’ heads so that they could not see anything and chained them together in a line to lead them down the hall to the bathroom and back. Explain why this was done, in terms of both the internal and external validity of the study.

3 Do you think that the very different reactions of Zimbardo and Maslach to seeing the line of hooded and shuffling prisoners being shouted at by the guards was solely a ‘gender issue’, as

Maslach suggests? Or do you think there may have been other reasons for these differences? Explain your answer.

4 Explain in your own words what Maslach means when she states that ‘Philip Zimbardo and everyone involved in the study had… internalised a set of destructive prison values that distanced them from their own humanitarian values’. Use your knowledge of social influence processes to elaborate your answer.

5 Maslach explains how her personal experience of taking part in this study led to her to research the psychology of burnout in a variety of different occupational settings. Can you suggest other wider practical applications of this study to help better understand humanity and improve people’s lives?

by the individual must be translated into systemic disobedience that forces mean-ingful changes in the situation or agency itself and not just in some minor conditions.

The legacy of the Stanford Prison experimentFor me, the important legacy of the Stanford Prison experiment is what I learned from my experience and how that shaped my subsequent professional contri-butions to psychology. What I learned about most directly was the psychology of dehumanisation — how basically good people can come to perceive and treat others in such bad ways; how easy it is for people to treat others — who rely on their help or good will — as less than human, as animals, inferior, unworthy of respect or equality. That experience led me to do the pioneering research on burnout — the psychological hazards of emotionally demanding human service work that can lead initially dedicated and caring individ-uals to dehumanise and mistreat the very people they are supposed to serve.

My research has tried to elucidate the causes and consequences of burnout in a variety of occupational settings. I have

focused on the situational determinants of burnout and of its opposite, work engage-ment, and have tried to apply these findings to practical solutions (Maslach 1976, 1982; Maslach, Jackson and Leiter 1996; Maslach and Leiter 1997, 2008; Maslach, Schaufeli and Leiter 2001). So my own story in the Stanford Prison experiment is not simply the role I played in ending the study earlier than planned, but my career in beginning a new research program that was inspired by my experience with that unique study.

On the personal side, I decided that Philip was indeed the man for me and we got married in 1972, celebrating our thirty-seventh wedding anniversary in 2009. We live in San Francisco, which has allowed both of us to pursue our academic careers at Stanford (Philip) and Berkeley (me), and we have two wonderful daughters. But in August 1971, who would have guessed that all of this would be the future outcome?

Articles by MaslachMaslach, C. (1976) ‘Burned-out’, Human

Behavior, Vol. 9, No. 5, pp. 16–22.Maslach, C. (1982) Burnout: the Cost of

Caring, Prentice-Hall. Reprinted in 2003, Malor Books.

Maslach, C., Jackson, S. E. and Leiter, M. P. (1996) The Maslach Burnout Inventory (3rd edn), Consulting Psychologists Press.

Maslach, C. and Leiter, M. P. (1997) The

Truth about Burnout, Jossey-Bass.Maslach, C. and Leiter, M. P. (2008) ‘Early

predictors of job burnout and engage-ment’, Journal of Applied Psychology, Vol. 93, pp. 498–512.

Maslach, C., Schaufeli, W. B. and Leiter, M. P. (2001) ‘Job burnout’, in S. T. Fiske,D. L. Schacter and C. Zahn-Waxler (eds),Annual Review of Psychology, Vol. 52,pp. 397–422.

Christina Maslach is Professor of Psychology and vice provost for undergraduate education at the University of California, Berkeley. She is best known for her pioneering work on job burnout and she wrote the Maslach Burnout Inventory, the most widely used research measure in this field.

Challenge questions Extend understanding

and teach students

to apply their knowledge

to discussion points from

the articles.

£5.999781398308015

ALL

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Exam-style practice Improve AO2/AO3

application and evaluation

skills by answering

exam-style questions

based around each topic.

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PSYCHOLOGY REVIEW ü Print Magazinesü eMagazinesü Magazine Archive

Psychology Review magazine PRINT

Senior editor: Cara Flanagan

Editors: Anthony Curtis, Matt Jarvis and Juliet Wakefi eld

Give your students the edge they need to achieve their best grade, with topical articles, cutting-edge research and brand-new case studies.• Reduce your planning by providing new and classic case studies and resources for

classwork or homework

• Develop skills, knowledge and exam technique

• Extend learning and revision with free additional online resources

• Look beyond A-level, supporting university-level research and essay skills

• Free, bi-annual email updates with more articles

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Cara is one of the most successful and trusted authors of Psychology A-level textbooks and is also editor of Psychology Review. Cara was involved in A-level examining for nearly 20 years, including acting as the Reviser, and previous to her examining/writing career was a teacher.

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Create confi dent, literate and well-prepared students with skills-focused, topic-specifi c workbooks.£5.99 eachWorkbook 1: Introductory topics in psychology (includes psychopathology) 9781471845178

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Enrich your lessons with quick access to our quality digital teaching and learning resources, providing trusted teaching support, presentations, activities, quizzes and exam-style questions. Plus, our pre-designed and interactive research ideas take the hassle out of practical practice.

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OCRA Level Psychology

ü Student Books

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Student BookPAPERBACKS DIGITAL ENDORSED OCR PUBLISHING PARTNER

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Support students with textbooks from OCR’s Publishing Partner for Psychology.Taking a clear, organised approach, these textbooks build analytical, evaluative and research methods skills through activities, mini-practicals and practice questions, covering the core studies, areas, perspectives and debates, research methods and applied topics.• Help students to easily navigate the core studies and

associated themes, areas and perspectives with an organised, accessible approach

• Develop knowledge and understanding of all the Applied Psychology topics

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The Whiteboard eTextbooks are not part of the endorsement process. *A small cohort is 26-99 students. A large cohort is 100+ students.

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Teach OCR A Level Psychology with confi dence; this subscription contains fully-prepared interactive lessons including activities, quizzes, exam-style questions and student support for all topics.

The resources on this page were not part of the endorsement process. *A small cohort is 26-99 students. A large cohort is 100+ students.


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Target success in OCR A Level Psychology with this proven formula for eff ective, structured revision; key content coverage is combined with exam-style tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge.Includes:

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Create confi dent, literate and well-prepared students with skills-focused, write-in workbooks.Our Student Workbooks build students’ understanding, developing the confi dence and skills they need, whilst providing ready-prepared lesson solutions.• Provide practice activities for in class, revision or

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£5.99 eachWorkbook 1: Research Methods 9781471845208

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at’s

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ud

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• 87 Worksheets/activities • 57 PowerPoint topic overviews

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ü Student Booksü Revision Guideü Student Guides

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Develop understanding of the foundations of modern psychology and its applications with these detailed textbooks, containing targeted activities and clear explanations to help build practical, mathematical and problem-solving skills.• Build confi dence in practical, mathematical and

problem-solving skills

• Develop understanding and help each student reach their potential with a clear, logical format, supported by illustrations, questions and extension tasks

• Support you and your students with accessible coverage of all the compulsory and optional applied topics

• Challenge your students with extension tasks and relevant content

• Build research methods skills through the use of mini-practicals and a dedicated chapter

The revision guide was not part of the endorsement process.*A small cohort is 26-99 students. A large cohort is 100+ students.

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Student Guides PAPERBACKS DIGITAL

Christine Brain

Reinforce understanding throughout the course with clear topic summaries and sample questions and answers to help students target higher grades.Written by experienced teacher and subject expert Christine Brain and updated following the 2019 exams, our Student Guides are divided into two key sections: content guidance, and sample questions and answers.

Paperbacks: £9.99 eachStudent Guide 1: Foundations in psychology 9781510472112

Student Guide 2: Applications of psychology 9781510472136

Student Guide 3: Psychological skills 9781510472143

eTextbooks: £5.99 per year eachStudent Guide 1: Foundations in psychology 9781398323759

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Student Guide 3: Psychological skills 9781398323773


Foundations in psychology 25

Cognitive psychology

Cognitive psychologyyou might be better advised to revise the material you chose for your course if it isdifferent (this is indicated).

The cognitive approach measures what happens to information coming in through the senses and then being processed in the brain. We focus on memory, and the multi-store memory model is an example of information processing. The cognitiveapproach also includes computer analogy, in which the brain can be likened to a‘computer’ and related terms, such as input and output processing.

Exam tip

Using the specification, draw up a checklist of what you need to cover for each

topic and then annotate what you feel you know, what needs revision and which

areas require more focus.

Content: four memory modelsYou need to know four theories or models of memory.

1 The multi-store model (Atkinson and Shiffrin, 1968)

The multi-store model, also called the ‘modal model’, focuses on how information is processed and on capacity (how much information can be stored) andy duration(how long it can be stored for).

In the multi-store model there are three stores.

1 The sensory register: information comes in from the senses. Capacity is unlimited,

duration is up to 2 seconds and mode of representation is modality specific.

2 Short-term memory (STM): rehearsal in this store means information goes into long-term memory, or else it is lost. Capacity isbetween five and nine chunks or items of information, duration is up to30 seconds and mode of representation is auditory (sound).

3 Long-term memory (LTM): capacity and duration are potentially unlimited, mode of representation is semantic (relies on meaning), butcan also be visual or auditory.

Evaluation including evidenceStrengths: experiments such as that by Glanzer and Cunitz (1966) support the model(see below) and case studies like that of Henry Molaison (HM) (see page 32) givethe model physiological support. Weaknesses: experiments supporting the model are artificial tasks so might lack validity, and the working memory model (see page 26)shows STM is more complex.

Glanzer and Cunitz (1966) support the multi-store model by finding the first words ina list to be learned are rehearsed and go into LTM (primacy effect). The last words areremembered as they are still being rehearsed in STM (recency effect). Middle wordsare lost (in neither store).

Information processing How

information comes into

the brain via the senses

and is processed, leading

to output.

Computer analogy The

idea that the brain can be

likened to a computer.

Cognitive psychology,

Q1 (see page 80)

Theory A statement

explaining how reality works.

Model A representation

or proposal.

Mode of representation The way

in which memories are

stored and the format

(e.g. visual).

Modality specificInformation is stored

in the same form in

which it is received (e.g.

information from the eyes

is stored as an image).

Exam tip

Be ready to write about the

approach itself. These are

likely to be questions with 2

or 3 marks.

Foundations in psychology 69

Questions & AnswersThis section follows the structure of the course, with questions on social psychology, cognitive psychology, biological psychology and learning theories in that order. The questions focus on the course structure within each area too.

Examination issues

Assessment objectivesYou are marked according to assessment objectives (AOs). You can find these in the specification. In brief: AO1 is knowledge with understanding, AO2 is applying knowledge and understanding, AO3 is analysing, interpreting and evaluating. A good plan is to consider the exam paper as covering the three AOs in equal proportions (one-third each) and to consider the sections in each exam paper to be covered evenly.

Command wordsThe specification includes an Appendix, which explains the command words that can appear in your exam papers and what they require. The questions that follow use many of the command words and the advice helps to explain them.

Exam questions and markingYour exams will have some questions that require points-based marking and some levels-based marking. In A-level Paper 1 expect short-answer questions that are points-based, 1 mark per marking point. Also expect some 8-mark questions and at the end a 12-mark issues and debates question, which are marked using ‘levels’.

Extended open-response questions: allocation of AOsThe various mark allocations for extended open-response questions have different assessment objective splits. Extended open-response questions are from 8 marks onwards:

8 marks can be split into: AO1 4 marks and AO2* 4 marks, or AO1 4 marks and AO3 4 marks.

12 marks can be split into: AO1 4 marks, AO2* 4 marks and AO3 4 marks, or AO1 6 marks, AO3 6 marks.

* You will know if you need to focus on AO2 (applying your knowledge and understanding) because there will be a scenario or context to apply your answer to.

Paper 1 (9PS01/01) Paper 1 is worth 35% of the total qualification and is 2 hours long. There are five sections and all questions must be answered. Sections A–D (70 marks focusing on social, cognitive and biological psychology,

and learning theories) have mixed question types, which include stimulus and data response, short-answer and extended response questions. Expect each topic to involve around 17 marks.

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GCSEPsychology

OCRü Student Book

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OCR GCSE Psychology Student BookPAPERBACK DIGITAL ENDORSED OCR PUBLISHING PARTNER

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Help students to build their subject knowledge and understanding with activities, guidance and assessment preparation; brought to you by OCR’s Publishing Partner for GCSE Psychology.• Prepare students for assessment with skills-building activities and

practice questions

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• Build conceptual understanding and critical thinking skills with targeted activities

• Extend learning and enhance responses with extension questions and further reading suggestions

OCR GCSE Psychology My Revision Notes PAPERBACK DIGITAL

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Target success in OCR GCSE Psychology with this proven formula for eff ective, structured revision; key content coverage is combined with exam-style tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge.

The revision guide was not part of the OCR endorsement process.

Please note: This title will remain available as a Dynamic Learning Student eTextbook until the Boost eBook publishes in Autumn 2021. To discuss your subscription options, contact [email protected]

Paperback: £26 9781471899577

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OCR GCSE Psychology Workbook PAPERBACK NEW

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Strengthen understanding, practise key skills and help students to attain the best results with this write-in workbook that’s full of questions and written by experienced examiner Mark Billingham.Focused on developing key skills and covering all OCR topics, this write-in Student Workbook:

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£6.99 9781398316980

NEW

5OCR GCSE (9–1) Psychology Workbook

Top

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Paper 1: Studies and application in Psychology 1

Topic 1 Criminal psychologyCriminal psychology looks at how to best define and measure crime, and then

moves on to ask: Why do people commit crimes? A number of different theories

explain why crime happens, each with studies to support its ideas. It is important

to discover why people turn to crime so that society can use this information to

look at ways to reduce crime.

Key concepts1 What is the difference between an acquisitive crime and a violent crime? (AO1) 2 marks

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

2 Why is it difficult to define crime? (AO3) 4 marks

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

3 The following question was used in a survey conducted to measure crime.

In the past year, how often did you take something from a shop without paying for it?

Often Sometimes Once Never

a Why is this an example of a closed question? (AO2) 2 marks

...................................................................................................................................................................

...................................................................................................................................................................

b Write an open question that could be used in a survey of victims of crime. (AO2) 1 mark

...................................................................................................................................................................

...................................................................................................................................................................

c What is another way of measuring crime besides the use of surveys? (AO1) 1 mark

...................................................................................................................................................................

...................................................................................................................................................................

Practice questions

15OCR GCSE (9–1) Psychology Workbook

Top

ic 1 Crim

inal psycho

log

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1 a Identify the type of game that acted as control in Cooper and Mackie’s (1986) study

into the effect of computer games.

A A card game

B A construction game

C A creative game

D A paper-and-pen game [1]

b Identify a way in which Cooper and Mackie’s sample was unrepresentative.

A Only American children were used.

B Only boys were used.

C Only intelligent children were used.

D Only nine-year-olds were used. [1]

c Identify the type of experiment used by Cooper and Mackie in their study.

A Field experiment

B Laboratory experiment

C Natural experiment

D Quasi-experiment [1]

2 Outline the role of extraversion in criminality using Eysenck’s criminal personality theory.

...................................................................................................................................................................

...................................................................................................................................................................

[2]

3 Explain how brain scans could be used to support Eysenck’s criminal personality theory.

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

[3]

4 Explain one criticism of Eysenck’s criminal personality theory.

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

[3]

Exam-style questions

45

⊲ Consolidate understanding and check knowledge with key concept practice questions

⊲ Build confi dence and get ready for assessment with exam-style questions

GC

SEG

CSE


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AQA GCSE (9–1) Psychology My Revision Notes

PAPERBACK

Molly Marshall and Susan Firth

Target success in AQA GCSE Psychology with this proven formula for eff ective, structured revision; key content coverage is combined with exam-style tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge.Includes:

• Topic-by-topic planner

• Focused content summaries

• ‘Now test yourself’ tasks

• Exam-style practice and tips

• Online quick quizzes

£9.99 9781510425941

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INTERNATIONAL AS/A Level Psychology

Cambridge International AS/A Level Psychology Revision Guide, 2nd Edition

PAPERBACK

David Clarke

Reinforce and practise skills learned with step-by-step support from experts to help students achieve their maximum potential.• Prevent mistakes and common

misconceptions with step-by-step support, advice and clarifi cation of key points

• Build knowledge of key theories and studies with research summaries and evaluation notes

• Test and consolidate knowledge with exam-style questions and answers

£189781510418394

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Aiming for an A in A-level Psychology 8AQA A-level Psychology 13-15 • Student Books and eTextbooks 13-14

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CCambridge International AS/A Level Psychology • Revision Guide 22

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Essential Maths Skills for AS/A-level Psychology 8Essential Studies for A-Level Psychology 6-7FFirth, Susan 15, 22

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Psychology Review: A-level Exam Skills and Practice 10Psychology Review magazine 11-12Psychology: The Science of Mind and Behaviour 4-5

RResearch Methods for A-level Psychology 9

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Surridge-Smale, Rachael 15

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