Students will study several core themes within this unit: conformity; obedience; resistance to social influence; minority influence; and the role of social influence processes in social change. Furthermore, students will gain an understanding of research that supports these elements. Students will also continue to develop their evaluation skills as they will be expected to discuss the strengths and limitations of the different explanations of social infleunce and the supporting research.
Students will be informally assessed throughout and formally within mock exams and end of topic assessments.
Individual carries out the orders of another person, acting as their agent with little personal responsibility
Changing what we do think or say in response to others
Explanation of individual behavior as a result caused by internal characteristics that reside within the individual
Where people change their beliefs permanently
Extent to which individuals believe they can control events in their lives
Where a individual or small group influence attitudes and behaviour of a larger group
Complying with the demands of an authority figure
Features of an environment that affect the degree to which individuals yield to group pressures
The parts individuals play as part of a social group
Complete agreement from a group of people about an issue or question
Students will gain an understanding of their individual personalities and the theoretical reasoning behind conforming and obeying.
Students will gain an understanding of their individual personalities and the theoretical reasoning behind conforming and obeying.
Students will study several keys areas in memory research. These include: models of memory; types of long-term memory; explanations for forgetting; factors that affect eye-witness testimony; and improving the accuracy of eye-witness testimony. Students will develop their understanding of supporting research and be able to evaluate each of the topics studied within this unit.
Students will be assessed informally throughout, and formally within mock exams and end of topic assessments. These will comprise of exam style questions and essays. The essays will be written under timed conditions. As the unit progresses students will advance from writing essays with the support of plans to completing them without the aid of notes or a plan.
Part of the phonological loop that repeats sounds or words to keep them in working memory until they are needed
Part of working memory that coordinates other components
Part of working memory which is a temporary store integrating information from the other components
Failure to retrieve memories
Part of working memory that deals with auditory information
Long-term memory for "knowing how" processes occur
Difficulties in recall that are due to the absence of the correct retrieval cues
A cognitive framework or concept that helps organize and interpret information
Type of long-term memory for information about the world that is not linked to particular contexts or events
Model that suggests short-term memory is composed of three, limited capacity stores
SStudents will be able to use the research into memory, forgetting and recall which will help them develop their own study skills.
Students will be able to use the research into memory, forgetting and recall which will help them develop their own study skills.
Within this unit students will study several key concepts that can influence attachment or explain the influence of early attachments. The key topics studied in this unit are: caregiver-infant interactions; multiple attachments; the role of the father; animal and human studies of attachment; Ainsworth's Strange Situation and cultural variations; Bowlby's theory of maternal deprivation; the effects of institutionalisation; and the influence of early attachment on later relationships. Students will also be able to evaluate each of the topics studied so that they are able to develop in-depth discussions within the exam.
Students will be informally assessed throughout the topic, and formally within the mock exams and end of topic assessments. Assessments will comprise of exam style questions and essays. The essays will be written under timed conditions. As the unit progresses students will advance from writing essays with the support of plans to completing unseen questions.
A term used by Bowlby to describe people who don't show concern or affection for other people and show no or very little remorse or guilt
A time period where an attachment has to form or it never will
Infants aged 2-7 months can discriminate between familiar and unfamiliar people but does not show stranger anxiety
Attachment classification in Strange Situation where child shows low stranger and separation anxiety and little response to reunion
Separation from the mother figure in early childhood has serious consequences
The way that infants try to maintain physical contact or be close to their attachment figure
Degree of distress shown by an infant when with unfamiliar people
Most desirable attachment classification in Strange Situation where child shows separation anxiety, stranger anxiety and joy on reunion
The characteristics and aspects of personality an infant is born with and that might impact on its attachment type
Gaining a deeper understanding of insecure and secure attachment styles to parenting will enable them to appreciate their won and develop their present and future relationships.
Gaining a deeper understanding of the importance of childhood attachment to primary caregivers will enable them to better interact with children and understand how they develop and the effects on their development in later adult life and relationships.
Students will develop their knowledge and understanding of research methods, practical research skills and mathematical skills throughout this unit. An understanding of research will be built from the development of aims and hypotheses, experimental designs, experiemntal and non-experimental methods, types of variables, ethical considerations, to the publication of findings and the implications of psychological research to the economy. Furthermore, students will gain an understanding of the mathematical skills required to analyse data.
Students will be informally assessed throught the unit and formally assessed during the first assessment week.
The researcher’s area of interest – what they are looking at (e.g. to investigate helping behaviour).
Key behaviours or, collections of behaviour, that the researcher conducting the observation will pay attention to and record
In-depth investigation of a single person, group or event, where data are gathered from a variety of sources and by using several different methods (e.g. observations & interviews).
A mathematical technique where the researcher looks to see whether scores for two covariables are related
The variable that is measured to tell you the outcome.
This is a formal statement or prediction of what the researcher expects to find. It needs to be testable.
If the result of a statistical test is significant it is highly unlikely to have occurred by chance
A small scale study conducted to ensure the method will work according to plan. If it doesn’t then amendments can be made.
In relation to experiments, whether the results were due to the manipulation of the IV rather than other factors such as extraneous variables or demand characteristics.
The variable that the experimenter manipulates (changes).
Students will gain an understanding of their individual personalities and the theoretical reasoning behind conforming and obeying.
Students will gain an understanding of their individual personalities and the theoretical reasoning behind conforming and obeying.
Within this unit, students will develop an understanding of the origins of psychology, and the basic assumptions of the core approaches in psychology. Students will study the following approaches: Behaviourism; Social Learning Theory; Cognitive Approach; Biological Approach; Psychodynamic Approach; and Humanism. Furthermore, they will study elements of biopsychology. Evaluation skills will also be developed in this topic so that students are able to write an in-depth discussion of each approach.
This unit will be assessed informally throughout, within mock exams, and also at the end of the unit. Assessments will comprise of exam style questions and essays. The essays will be written under timed conditions. As the unit progresses students will advance from writing essays with the support of plans to completing them unaided.
Associating with a role model's and adopting their behaviour because you want to be like them
Process of drawing conclusions about general patterns of behaviour
Copying or reproducing behaviour that has been learned through observation
The way that any genetically determined behaviour that enhances the ability to survive and reproduce will continue in future generations
Avoiding or removing something unpleasant when a behaviour is performed that increases the chance tha the behaviour is repeated
Learning through reinforcement where behaviour is shaped and maintained by its consequences
The expression of a person's genetic make-up that can be influenced by the environment
Mental frameworks of information that we use to organise past experience and to interpret and respond to new situations.
The view that people learn through observing others
Observing someone else being reinforced for a behaviour and the consequences of their actions
Within this unit, students will be able to understand a holistic view of explaining human behaviour from a variety of different perspectives. Through this, students can understand why people behave the way they do and can then use this knowledge to develop their own character education by weighing contextual and social situations, particularly by gaining an understanding to how and why people learn.
This unit entails sharing of opinions, discussion, debates and comparison of approaches. This means that students will learn to formulate and share their thoughts about a variety of topics; this will enable them to be part of a sense of supportive learning community.
Within this unit, students will develop an understanding of the origins of psychology, and the basic assumptions of the core approaches in psychology. Students will study the following approaches: Behaviourism; Social Learning Theory; Cognitive Approach; Biological Approach; Psychodynamic Approach; and Humanism. Furthermore, they will study elements of biopsychology, which includes the nervous system, hormones, the brain and ways of studying the brain. Evaluation skills will also be developed in this topic so that students are able to write an in-depth discussion of each approach.
This unit will be assessed informally throughout, within mock exams, and also at the end of the unit. Assessments will comprise of exam style questions and essays. The essays will be written under timed conditions. As the unit progresses students will advance from writing essays with the support of plans to completing them unaided.
Hormone released by the pituitary gland. Stimulates the adrenal glands to release adrenaline into the bloodstream
A spike in electric charge in an axon caused by sodium ions crossing the cell membrane.
Small glands on top of each kidney that produce hormones such as adrenaline and cortisol
Sub-division of the peripheral nervous system that controls involuntary responses like breathing and heart rate
The theory that human and animal behaviour can be explained in terms of conditioning, without considering thoughts or feelings
Learning through association when two stimuli are repeatedly paired together
An academic field that studies the influence of brain structures on mental processes using techniques such as brain scans
The extent to which both twins share the same characteristic
Hold the genetic material that is passed between parents and offspring. Humans have 23 pairs
The very end of the axon that contains neurotransmitters and makes synaptic contact with the next neuron in the chain
Within this unit, students will be able to understand a holistic view of explaining human behaviour from a variety of different perspectives. Through this, students can understand why people behave the way they do and can then use this knowledge to develop their own character education by weighing contextual and social situations, particularly by gaining an understanding to how and why people learn.
This unit entails sharing of opinions, discussion, debates and comparison of approaches. This means that students will learn to formulate and share their thoughts about a variety of topics; this will enable them to be part of a sense of supportive learning community.
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