Students will develop knowledge of conformity, obedience, prosocial, crowd and collective behaviour.
End of Term assessments. Homework and Exam.
The awareness we have of carrying out and being in control of our own actions.
Being unknown to most people; not able to be identified.
Acting in ways that are socially unacceptable.
A person who has a strong belief that authority figures should be obeyed. A person who is obedient to people who are in authority or have a higher status than them has this type of personality.
When a person has the right to give orders, or when they are perceived by others to have the right to do so.
The way that an individual acts when they see someone needing help.
When perceived group pressure leads to people changing their opinions or behaviours in order to fit in with socially accepted conventions and norms.
A large group of individuals who gather together temporarily for a common reason
The results of the investigation can be said to apply to real-life behaviour; they are an accurate account of behaviour in the real world.
When the opinions or behaviours of a large number of people influence the opinions or behaviours of a smaller group of people. This usually results in conformity.
1. understanding group behaviour and dynamics of why and how people behave in social groups and scenarios. 2. Respect, relationships, including friendships. 3. Moral development of pupils
Develop an understanding of the interrelationships between the core areas of psychology. When carrying out practical research activities, students will manage associated risks and use information to analyse psychological information, ideas, processes and procedures on order to apply these concepts to real every day situations.
Students will demonstrate and apply knowledge and understanding of psychological ideas, processes, procedures and theories in relation to memory.
End of Term assessments. Homework and exam.
The way that information is represented to be stored.
The surroundings for an event, thought or memory which enable these things to be more fully understood and may act as a cue to recall.
Information taken into the memory is changed into a form that can be stored and later recalled.
Recollections of personal experiences or events, (may include feelings as well as recall of what took place).
Beliefs or feelings about what it is that we will experience.
Remembering something that has never happened but feels as if it did.
Memory store that has a very large capacity and holds information for a very long time
When more of the first information received is recalled than later information.
Stored knowledge and information that we use for carrying out complex motor skills.
Changing or filling in gaps in our recollection of experiences or information so that it makes more sense to us.
Future learning: perception, brain and neuropsychology, language, thought and communication, perception. Research methodology, revision strategies. Mathematical skills
To broaden their knowledge and understanding of Structures of memory, these can be used to further their information retention and revision skills.
Students will develop knowledge of perception in psychology through, sensation and perception; Visual cues and constancies; Gibson direct theory of perception – influence of nature; Visual illusions; Gregory’s constructivist theory of perception – the influence of nurture; factors affecting perception.
End of Term assessments. Homework and exam.
When we receive new information or experience a new situation, a type of learning happens that causes us to change an existing schema or developing a new schema.
Ways of perceiving depth or distance that need two eyes.
Ways of perceiving depth or distance – may be binocular or monocular.
Beliefs or feelings about what it is that we will experience.
Distant objects are seen or shown as being higher in the visual field in relation to items that are nearer.
Reaching a conclusion based on the information you have before you and your past experiences. Our inferences are not always correct as we may not have the 'whole picture'.
Ways of perceiving depth or distance that will work with just one eye.
Physiological and psychological drives and needs that we experience and that can affect a person's choices, actions and perception.
Close objects in our visual field seem to move more than objects that are further away in our visual field.
When an object covers part of another object, this makes it appear to be closer.
To broaden their knowledge and understanding of perception.
The cultural development of pupils is shown by their understanding that perception is subjective to individuals and by culture. This in turn widens their perspective on how wider community functions in terms of what people see and believe to be true is dependent on how they see it, they culture and interpretations.
Students will develop knowledge of development psychology including early brain development, Piaget’s stage theory and the development of intelligence, and the effects of learning on development.
Exam, End of term test.
When we receive new information or experience a new situation, a type of learning that causes us to add new information to an existing schema.
The part of the base of the brain that is connected to the spinal cord and controls messages between the brain and the rest of the body. It also controls bodily functions such as breathing and heart rate.
Mental processes such as thinking, planning and problem solving.
The changes and advancements that take place over time in an individual's mental processes.
Being able to apply logic when using physical objects in order to solve problems.
Being aware that the quantity of something is still the same, even if it looks different.
The manner in which, over time, someone grows and changes and becomes more advanced.
One of the four major lobes of the cerebral cortex, the frontal lobe is at the front of the brain and controls cognitive processes such as thought and memory.
Belief that ability and achievement are due to hard work and can be increased through effort.
The different ways that a person can pick up and process information and knowledge.
IT would help develop them as individuals in the following ways: Relationships 1. Families 2. Respectful relationships, including friendships Health 1. Mental wellbeing 2. Changing adolescent bodies 3.The spiritual development of pupils is shown by their
Will be bench marked against specification standards for all areas within development psychology in preparation for outcomes of exam based assessment.
Students should develop and understanding of the methodological and mathematical concepts of psychological research.
End of unit tests, homework, research project and exam.
An in-depth investigation of an individual, group, organisation or specific situation.
An arrangement used in repeated measures design to even out order effects. Half of the participants take part in the conditions in one order (A followed by B) while the other half take part in them in the opposite order (B followed by A).
Numbers where a point is used to separate whole numbers from parts. Numbers can be placed to the left or right of the point, to show values greater than one or less than one.
The thing that will be measured by a researcher to see if changing the IV has had any effect.
The results of the investigation can be said to apply to real-life behaviour; they are an accurate account of behaviour in the real world.
Figures are rounded to make the calculation simpler, which makes the answer roughly, but not exactly, right.
How the participants are used in the conditions of an experiment.
An experiment that is carried out in a naturally occurring environment.
A type of graph that is used to display the frequency of groups of continuous data. Numerical values are represented by the height or length of lines or rectangles but there are no gaps between the bars and they are arranged in a logical order.
Will be able to describe, apply and evaluate the ethical issues in psychological research. grasp ability to describe, apply and evaluate the use of methodological decisions.
To grasp why and how we research in psychology and the importance of it. for example, mental health, learning and crime. They will be able to learn that in order to change beliefs and issues in society, we must first gain knowledge by researching that topic and the specific scientific method of obtaining important findings.
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