as and a2 psychology - pearson schools and fe colleges · pdf filefor ocr as and a2 psychology...

for OCRAS and A2 Psychology

Alan Bainbridge Alan Bainbridge Alan Bainbridge | Sandra Latham Sandra Latham Sandra Latham | Sarah Middleton Sarah Middleton Sarah Middleton | Bryan Saunders Bryan Saunders Bryan Saunders | Series Editor: Fiona LinternSeries Editor: Fiona LinternSeries Editor: Fiona Lintern

Official Publisher Partnership

PsychologyA2

Alan Bainbridge | Priya Bradshaw | Fiona Lintern | Series Editor: Fiona LinternAlan Bainbridge Alan BainbridgeAlan Bainbridge Alan BainbridgeAlan Bainbridge Alan BainbridgeAlan Bainbridge Alan Bainbridge Alan BainbridgeAlan Bainbridge | Priya Bradshaw Priya Bradshaw Priya Bradshaw Priya Bradshaw Priya Bradshaw Priya Bradshaw Priya Bradshaw Priya Bradshaw Priya Bradshaw Priya Bradshaw | Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern | Series Editor: Fiona LinternSeries Editor: Fiona Lintern Series Editor: Fiona LinternSeries Editor: Fiona Lintern Series Editor: Fiona LinternSeries Editor: Fiona Lintern Series Editor: Fiona Lintern Series Editor: Fiona LinternSeries Editor: Fiona Lintern Series Editor: Fiona Lintern


PsychologyAS


Course GuideAS A2

OCR has revised its A Level Psychology specifi cation for fi rst teaching from September 2008. As their offi cial publisher partner, Heinemann has been working closely with OCR to produce an exciting suite of resources tailored to the new requirements.

Written by experienced examiners, Heinemann’s brand new resources complement the revised specifi cation, providing comprehensive support for the Core Studies at AS, all options at A2, and motivating exam preparation in our unique Exam Café.

OCR has revised its A Level Psychology specifi cation for fi rst teaching from September 2008. As their offi cial publisher partner, Heinemann

Exciting resources developed in partnership to support the new OCR GCE Pyschology specifi cation

Course Structure

AS

AS Student Book with Exam Café

CD-ROM

AS Student Book



PsychologyAS

AS Planning and Delivery Resource File and Teacher

CD-ROM

AS Planning and

PsychologyAS

PsychologyPlanning and Delivery Resource

Consultant: Sandra Latham

Authors: Tracey Ellis Trish Gregory Jeremy Hopper Sandra Latham Jaki Singleton Janet Thornley

AS

Official Publisher PartnershipCD-ROMINSIDE

A2 Student Book with Exam Café

CD-ROM

A2 Student Book



PsychologyA2

A2 Planning and Delivery Resource File and Teacher

CD-ROM

A2 Planning and


PsychologyA2



A2


A2

222

● The resources are tailored to the 2008 specifi cation because we are working in partnership with the OCR Psychology team.

● A course that offers comprehensive support for all the Core Studies, Psychological Investigations at AS, and all four options at A2 so you have the freedom to teach any of them.

● Resources that equip your students with a motivating way to prepare for exams, each Student Book comes with a FREE interactive Exam Café CD-ROM.

● Interactive, engaging activities and weblinks that will really get your students thinking.

● The resources are tailored to the 2008 specifi cation because we are working in partnership with the OCR

What you can expect from Heinemann’s OCR AS and A2 Psychology?

3

AS Student Book and Exam Café CD-ROM

Alan BainbridgePriya BradshawSandra LathamFiona Lintern

Series Editor

Fiona Lintern

A2 Student Book and Exam Café CD-ROM

Alan BainbridgeSandra LathamSarah MiddletonBryan Saunders

Planning and Delivery Resource File and Teacher CD-ROM

Tracey EllisTrish GregoryJeremy HopperSandra LathamJaki SingletonJanet Thornley

Consultant

Sandra Latham

Authors

Our author team has been specially selected for their expertise and experience as examiners and practising teachers, and they are dedicated to providing you with a course that meets your needs in the classroom.

See page 8

for more on

Exam Café

Mag

uire

et

al. (

2000

)

U1

3

70

Student Books

The AS Student Book offers in-depth coverage of all fi fteen Core Studies and a separate section of Psychological Investigations so you have everything you need in one place.

UNIT 1

Loftus and Palmer (1974)

Pause for thought

◆

◆

◆

◆ ◆ ◆ ◆

4



PsychologyAS

We listen to teachers’ needs...

A ‘Pause for thought’ starter activity focuses students’ attention at the beginning of each section.

Sample pages from OCR AS Psychology Student Book.

Activities help students check their understanding and encourage them to engage with new ideas.

Mini biographies of key psychologists give students extra information about the authors of the studies.

What is ‘the Knowledge’?Potential black-cab drivers have to be aged 21 or over and must apply to the Public Carriage Office before beginning their training. The licence for the whole of London requires drivers to have a detailed knowledge of the 25,000 streets within a six-mile radius of Charing Cross, as well as a more general knowledge of the major routes throughout the rest of London. Candidates are given ‘the blue book’, which contains 320 different routes through London. Whilst training, candidates often follow licensed cab drivers on mopeds with map holders attached to their handlebars, trying to learn all the routes. They have a written test on the first 80 routes and then an interview-style examination on the other 240.When they have got through the 320 central London routes they start learning the suburban ones, and after that they take a cab-driving test in London. Finally they take another written and map test. It can take several years to become fully licensed.

Cab drivers are an ideal sample for a study looking at structural brain changes from spatial navigation. The researchers scanned cab drivers and non-cab drivers (the control group), and were able to compare the scan results of the two groups to see if there are any differences. Having a sample of people with a range of years of navigating experience also allows the researchers to examine the effect of spatial experience on brain structure over time.

71

What was the aim of the study?This study attempts to determine whether changes could be detected in the brains of humans who have extreme experiences of spatial navigation. The researchers predicted that if there were any differences in the brains of those who rely heavily on spatial navigational skills in their working life, then these differences would be found in the hippocampus. The assumption being made here is that the hippocampus has ‘plasticity’, that is that the volume of grey matter here can change in response to learning and experience.

Who were the participants?The researchers decided that a suitable sample for this study would be London black-cab drivers, who have to pass a series of tough tests before being licensed to drive one of the famous black cabs. The training is referred to as ‘the Knowledge’ and takes at least two years to complete.

The participants were 16 male licensed cab drivers who had passed ‘the Knowledge’. All were right handed and were between 32 and 62 years of age with a mean age of 44. They had all been licensed for at least 18 months, although the range was from 18 months to 42 years with

Maguire, E. et al. (2000) ‘Navigation-related structural changes in the hippocampi of taxi drivers’, Proceedings of the National Academy of Science, USA, 97, 4398–403

Figure 3.3 A small part of the area that London cab drivers know

a mean of 14.3 years. The average time spent training before passing ‘the Knowledge’ was 2 years (range 10 months to 3.5 years). Some had trained continuously and some had trained on a part-time basis. They were all described as having healthy medical, neurological and psychiatric profiles.The researchers also needed a control group to compare with the cab drivers. As the data were collected through brain-scanning technology, the researchers simply selected 50 scans from the structural MRI scan database at the same centre where the cab drivers were scanned. All these scans were from healthy, right-handed males aged between 32 and 62, to match the general profile of the cab drivers. The mean age and the spread of ages were similar in both groups. None of the control scans were from cab drivers.

What was the method?The method is best described as a quasi-experiment. The researchers did not manipulate the independent variable in this study and they simply used two existing groups of participants – cab drivers and non-cab drivers. The data was collected through two different techniques of analysing MRI scans. These were Voxel-Based Morphology (VBM) and pixel counting. This data was also correlated with the length of time the cab drivers had been licensed.

What is an MRI scan?MRI stands for magnetic resonance imaging. An MRI scan works by aligning atomic particles in the body tissues by magnetism and then bombarding them with radio waves. This causes the particles to give off radio signals that differ according to what type of tissue is present. A computer software program then converts this information into a 3D picture. A brain scan taken like this looks like a greyish X-ray, which shows clearly where the different types of tissue are. The analysis of the scan in this study was able to calculate the volume of grey matter in the hippocampus.

Key termMRI (magnetic resonance imaging) scan method that uses radio waves to obtain 3D images of brain and body tissue

What are voxel-based morphology and pixel-counting?Voxel-based morphology (VBM) and pixel-counting are ways of analysing scan information to give a measure of brain volume. A pixel represents the image in two dimensions and a voxel in three dimensions. VBM has been used to identify changes in a variety of neurological disorders, including schizophrenia and temporal lobe epilepsy. It has also been used to identify structural abnormalities such as those found in patients suffering from multiple sclerosis and Alzheimer’s disease. It has also been used in studies that have attempted to identify the impact of learning on brain structure. Studies have shown that learning to read music, learning a second language and even learning a complex motor skill such as juggling corresponds to changes in the grey and white matter. This study looks at the changes corresponding to navigational skills and experience.

Figure 3.4 An MRI scanp24679-AS_Psychology-03_Unit01_Sec03.indd 70-71

What is ‘the Knowledge’?Potential black-cab drivers have to be aged 21 or over and must apply to the Public Carriage Office before beginning their training. The licence for the whole of London requires drivers to have a detailed knowledge of the 25,000 streets within a six-mile radius of Charing Cross, as well as a more general knowledge of the major routes throughout the rest of London. Candidates are given ‘the blue book’, which contains 320 different routes through London. Whilst training, candidates often follow licensed cab drivers on mopeds with map holders attached to their handlebars, trying to learn all the routes. They have a written test on the first 80 routes and then an interview-style examination on the other 240.When they have got through the 320 central London routes they start learning the suburban ones, and after that they take a cab-driving test in London. Finally they take another written and map test. It can take several years to become fully licensed.

Cab drivers are an ideal sample for a study looking at structural brain changes from spatial navigation. The researchers scanned cab drivers and non-cab drivers (the control group), and were able to compare the scan results of the two groups to see if there are any differences. Having a sample of people with a range of years of navigating experience also allows the researchers to examine the effect of spatial experience on brain structure over time.

changes could be detected in the brains of humans who have extreme experiences of spatial navigation. The researchers predicted that if there were any differences in the brains of those who rely heavily on spatial navigational skills in their working life, then these differences would be found in the hippocampus. The assumption being made here is that the hippocampus has ‘plasticity’, that is that the volume of grey matter here can change in response to learning and experience.

5

Sample pages from OCR AS Psychology Student Book

Key terms are described in feature boxes to help students remember and use the correct terminology.

Each core study is covered using the same rigorous structure: aims, methodology participants, fi ndings and conclusions.

Thought-provoking photographs and illustrations get students thinking about the studies.

4

Contents of the AS Student Book

66

Acknowledgements v

Introduction 1

Core Studies 2

Approaches and perspectives 4

Unit 1: Core Studies

Section 1: Cognitive psychology

Introduction 14

Loftus and Palmer 16

Baron-Cohen et al. 24

Savage-Rumbaugh 32

Exam Café 40

Section 2: Developmental psychology

Introduction 42

Samuel and Bryant 44

Bandura, Ross and Ross 52

Freud 59

Exam Café 68

Section 3: Physiological psychology

Introduction 70

Maguire et al. 72

Dement and Kleitman 80

Sperry 88

Exam Café 96

Section 4: Social psychology

Introduction 98

Milgram 100

Reicher and Haslam 108

Pilavin, Rodin and Pilavin 116

Exam Café 124

Section 5: Individual differences

Introduction 126

Rosenhan 128

Thigpen and Cleckley 136

Griffi ths 144

Exam Café 152

Unit 2: Psychological investigations 154

Exam Café 174

Synoptic issues 180

Exam Café 19

References 200

Glossary 201

Index 205

Key study: The Cambridge Study in Delinquent Development by Professor David Farrington, University of Cambridge

In the study Professor David Farrington offers us a complex picture of the development of a group of boys through their lives into adulthood and parenthood in order to investigate the influence of the family on tendency to become involved in crime. He does not try to say that there is just one cause for criminal behaviour, but he does believe in its transmission through generations, which may be through biology (nature) or through social learning (nurture). Aims:

◆ To document the start, duration and end of offending behaviour from childhood to adulthood in families.◆ To investigate the influence of life events; the risk and protective factors predicting offending and anti-social behaviour; the intergenerational transmission of offending and anti-social behaviour, and the influence of family background.

Design: A prospective longitudinal survey.Sample: 411, 8- and 9-year-old boys on the registers of six state schools in East London born in 1953/4. The boys were predominantly white working class. 397 different families were involved and there were 14 pairs of brothers and 5 pairs of twins in the sample. To avoid using the same family twice, one of each pair was randomly excluded. At age 48, the following applied to the 394 males still alive.

Selected results:◆ 20% had acquired convictions by age 17◆ 33% had acquired convictions by age 25◆ 50% of the total convictions had been acquired by 6% of the sample, i.e. 23 males◆ Most of these chronic offenders shared common childhood characteristics:

school.

age 20, 48% with criminal fathers had convictions compared with 19% without criminal fathers; 54% with criminal mothers had convictions compared with 23% without).

Figure 1.1 How do teenagers in a social group influence each other’s values?

Section 1 FORENSIC PSYCHOLOGY

Turning to crime

Pause for thoughtThe word ‘forensic’ has an unusual history. It comes from the Latin word forensis pertaining to a forum. to conduct all kinds of business, including that of public affairs and legal disputes. The meaning of ‘forensic’ later came to be restricted to refer to the courts of law. The word entered English usage in 1659.

Forensic psychology is one of the fastest developing and attempts to explain some of the most problematic behaviours suffered by modern society, namely crime. The word ‘Forensic’ indicates the application of a particular area of scientific knowledge to legal problems and legal proceedings. For example, in forensic anthropology, in which anthropology is applied to legal processes, perhaps to identify bones or bone structures, forensic dentistry, forensic medicine, forensic pathology, forensic accounting, forensic computing etc.

The ‘Forensic Pathology’ option is designed to follow a rational progression through the criminal justice system, applying psychological understanding to four parts of the criminal experience: Turning to crime, Making a case,

In considering how a person might turn to a life of crime we will look at three influences:Upbringing

Biology.

UpbringingWhen we talk about upbringing, we mean influences from families, friends, teachers, and general life experiences, such as where a person has been brought up. Three key studies are

suggested below as an evidence base for this influence; they are not the only studies available but they provide a starting point for discussion. In considering these studies, we must always be aware that it is not possible to separate out influences, which may act simultaneously. For example, biology will always underlie human behaviour, leading to individual differences that cannot be attributed to other influences.

Try this …

Follow the weblinks below and read the three topical accounts of street crime. In groups consider to what extent upbringing is the most credible explanation of the apparent increase in street crime.http://www.blackinbritain.co.uk/p.htmhttp://www.thesun.co.ukhttp://www.thesun.co.uk

Key termsIntergenerational transmission: the occurrence of behaviour (criminal) through successive generations of the same family.Risk factors: those factors that make it more likely that criminal behaviour will occur.Protective factors: those factors which will prevent criminal behaviour.

7

Sample pages from OCR A2 Psychology Student Book

Psychology Alan Bainbridge | Sandra Latham | Fiona Lintern | Sarah Middleton | Bryan Saunders | Series Editor: Fiona Lintern


Activities and weblinks help students to check their understanding and look for further ideas.

Engaging text is written at just the right level for A2 students, helping progression from AS to A2.

The A2 units refer to key studies listed in the specifi cation, to ensure that students have plenty to draw on in the exam.

In our unique Exam Café, students will fi nd plenty of support to help them prepare for their exams. They can Relax, because there’s handy revision advice from fellow students, Refresh their memories with summaries of the key ideas and Get The Result through practising exam-style questions, accompanied by examiner hints on writing high scoring answers.

You’ll fi nd Exam Café at the end of each section of the Student Book and on a FREE Exam Café CD-ROM in the back of the book.

92 Exam Café

ExamCaféRelax, refresh, result!

Hot tipsRelax and prepare

Never use full sentences in revision notes.

Never use full sentences in revision notes.

I’ve wasted lots of time writing out sentences

I’ve wasted lots of time writing out sentences

when one or two key words is all that is

when one or two key words is all that is

required. Use a highlighter pen on your class

required. Use a highlighter pen on your class

notes and handouts and then make key word

notes and handouts and then make key word

summaries.summaries.

Make a poster for each of the studies. Flipchart



paper is excellent for this. Each group could

paper is excellent for this. Each group could

work on one study and when they have written

work on one study and when they have written

as much as they can remember they pass their

as much as they can remember they pass their

poster to another group, who try to add anything

poster to another group, who try to add anything

the first group missed out. You could make

the first group missed out. You could make

these really colourful and include images and

these really colourful and include images and

diagrams to help you remember.

diagrams to help you remember.

KenNever use full sentences in revision notes.

Rita

Exam Café

Refresh your memory

In Section B of the core studies paper you could be asked to consider changes to a study




and the effects that these changes may have. The model answer on page 00 looks at a

and the effects that these changes may have. The model answer on page 00 looks at a

question that could be asked, but you could prepare for this examination by completing

question that could be asked, but you could prepare for this examination by completing

the table below. Remember that there are a number of different answers you could give

the table below. Remember that there are a number of different answers you could give

for these questions – it’s up to you to justify what you have suggested.

for these questions – it’s up to you to justify what you have suggested.

Study Alternative

sample

Different

method

Different ways of

measuring

More

ethical

Improvements

Dement and

Kleitman

See model

answer

Sperry

Maguire et al.Longitudinal

approach

Scanning brains

while the participants

are engaged in a

navigation task

Exam Café 9393

Sample answers

Examiner says:

Good structure here.

The improvement is

outlined followed by

its effect and then the

second improvement

followed by its

effect. It would be

appropriate to outline

both improvements

and then discuss

their effects, but the

structure used here

is clear and easy to

follow.

Overall examiner’s comment

A well planned and clearly written response, which gives the examiner precisely what was asked for.

Exam-style question

We are going to look at a student response written under exam conditions to the following question:

Choose a study and suggest two improvements that could be made to it. Outline any effects these

improvements might have. (8 marks)

Sample answersGet the result!

Examiner says:

This is a clear

suggestion. It would

not have been

enough to simply say

‘use a larger sample’,

the examiner will be

looking for a more

specific answer.

The detail that this

candidate has given

is appropriate.

Examiner says:

This is a good

suggestion. It is

focused on the

procedure of

the study and

demonstrates that

the candidate

knows the study well.

Again a specific

improvement (‘for

one week’) is given.

Student answer

This answer refers to Dement and Kleitman.This answer refers to Dement and Kleitman.

One improvement that could be made to this study would be

One improvement that could be made to this study would be

to have a larger sample of participants. I would sug�est using

to have a larger sample of participants. I would sug�est using

a sample of about 30 people with equal numbers of male and

a sample of about 30 people with equal numbers of male and

female and of dif�erent age groups.female and of dif�erent age groups.

The ef�ect that this improvement would have would be

The ef�ect that this improvement would have would be

to al�ow the researchers to generalise their results to a

to al�ow the researchers to generalise their results to a

wider population and to investigate if there are age or sex

wider population and to investigate if there are age or sex

dif�erences in REM activity.dif�erences in REM activity.

Another improvement that I would sug�est would be ask

Another improvement that I would sug�est would be ask

people to abstain from caf�eine and alcohol for one we�k

people to abstain from caf�eine and alcohol for one we�k

before the study, rather than just one day.before the study, rather than just one day.

The ef�ect of this improvement would be that al� the

The ef�ect of this improvement would be that al� the

participants would be in the same physiological state when

participants would be in the same physiological state when

doing the study and this means that the researchers have

doing the study and this means that the researchers have

more control over this potential confounding variable.

more control over this potential confounding variable.

Someone who had be�n drinking heavily two days before the

Someone who had be�n drinking heavily two days before the

study may stil� be af�ected by this but after a we�k these

study may stil� be af�ected by this but after a we�k these

ef�ects should have disap�eared.ef�ects should have disap�eared.

Examiner says:

A good discussion

of the effect of the

second improvement.

Good use of

terminology ‘potential

confounding

variable’.

What I wish I’d known at the start of the year…

8

Sample page from OCR AS Psychology Student Book

Sample answers annotated with examiner feedback show students what is expected of them.

Helpful hints on exam preparation support students as they get to grips with revision.

Revision checklists and activities remind students of the key questions they need to ask and consider about the studies for the exam.

93939393

of the effect of the

second improvement.

terminology ‘potential

9

Screenshot from OCR AS Psychology Exam Café CD-ROM

The Exam Café CD-ROM serves up a wealth of interactive exam preparation material, interactive multiple choice questions, revision fl ashcards, exam-style questions with model answers, examiner feedback and much more!

Relax with handy revision tips and advice from fellow students.

What do students think about Exam Café?

“A really great and original way of encouraging students to revise and study for exams.”Marie-Lise Tassoni, Student, Bexhill College.

“Three stages is a great idea – something you can work through.”Sophie Wilson, Student, Headington School.

“I think it’s an extremely positive idea to make students see their potential.”Sophie East, Student, Oxford.

Get the Result through practising exam-style questions and read examiner hints on writing high scoring answers.

Refresh your memory with summaries and revision checklists of the key concepts and skills.

Planning and Delivery Resource File and Teacher CD-ROM

Help bring Psychology to life in the classroom with this exciting Planning and Delivery Resource File and CD-ROM, which complements OCR’s Scheme of Work. This valuable resource includes PowerPoint presentations, multiple choice questions, customisable worksheets, video clips, web links and much more.

Teacher CD-ROMThis CD-ROM contains over 400 pages of resources to help you plan and deliver exciting Psychology lessons. It gives you visual aids, including video clips, quizzes and PowerPoint presentations to save you preparation time and bring Psychology to life in your classroom.

A range of resources for whole-class teaching:

● Settling in tasks

● PowerPoint presentations

● 20 - question quizzes

● Video and audio clips

Plenty of support for individual work

● Introductory tasks

● Worksheets

● Weblinks

Introductory tasks

10

PowerPoint presentations provide opportunities for whole-class teaching, engaging your students and saving you preparation time.

Each core study is resourced by several PowerPoint presentations, worksheets, quizzes and more!



PsychologyAS




AS





PsychologyA2



A2


11

Sample screen from OCR AS Psychology Planning and Delivery Resource File and CD-ROM


Alan Bainbridge | Priya Bradshaw | Fiona Lintern | Series Editor: Fiona Lintern

Alan Bainbridge Alan BainbridgeAlan Bainbridge Alan BainbridgeAlan Bainbridge Alan BainbridgeAlan Bainbridge Alan Bainbridge Alan BainbridgeAlan Bainbridge | Priya Bradshaw

Priya Bradshaw Priya Bradshaw Priya Bradshaw

Priya Bradshaw Priya Bradshaw

Priya Bradshaw Priya Bradshaw Priya Bradshaw

Priya Bradshaw | Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern Fiona Lintern

Fiona Lintern Fiona Lintern Fiona Lintern | Series Editor: Fiona Lintern

Series Editor: Fiona Lintern

Series Editor: Fiona Lintern Series Editor: Fiona Lintern






865 888118.heinemann.co.uk

Psychology

Psychology

AS












Psychology

Psychology

A2

Evaluation PacksEach OCR Psychology Evaluation Pack contains:

● Student Book and CD-ROM

● Free sample material from the Planning and Delivery Resource File and CD-ROM.

AS Psychology for OCR Evaluation Pack978 0 435806 4 39 | £17.99* | March 2008

A2 Psychology for OCR Evaluation Pack978 0 435806 4 91 | £20.99* | September 2008

Course componentsAS Psychology for OCR Student Book and CD-ROM 978 0 435806 9 96 | £17.99* | March 2008

A2 Psychology for OCR Student Book and CD-ROM978 0 435806 9 34 | £20.99* | September 2008

AS Psychology for OCR Planning and Delivery Resource File and Teacher CD-ROM978 0 435807 6 41 | £180.00* (+VAT) | March 2008

A2 Psychology for OCR Planning and Delivery Resource File and Teacher CD-ROM978 0 435807 4 43 | £180.00* (+VAT) | September 2008

*All prices are provisional until publication.

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as and a2 psychology - pearson schools and fe colleges · pdf filefor ocr as and a2 psychology...

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