Exam 2: Core studies exam practice

booklet

PSYCHOLOGY - FINAL EXAM CHECKLIST & EXAM QUESTIONS Please use the following as a check-list to aid your revisionEXAM 2: PSYCHOLOGICAL THEMES THROUGH CORE STUDIES (35% OF A-LEVEL) In this section you will be asked a series of questions, whereby you must know the following for each study:

Individual Studies Background Design (this includes hypothesis, variables, experimental design

and experimental method) Sample Materials Procedure Results Conclusion

Core studies in their pairs How the two studies are similar How the two studies are different To what extent the contemporary study changes our understanding

of the key theme To what extent the contemporary study changes our understanding

of individual, social and cultural diversity

Methodological issues Strengths and weaknesses of the different research methods and

techniques Strengths and weaknesses of different types of data Ethical considerations Validity Reliability Sampling bias Ethnocentrism

Key themes and areas of psychology How each core study relates to its theme How each core study relates to the area of psychology it is placed

within

EXAM 2: SECTION A: CORE STUDIES – YEAR 1Social Area Key theme: Responses to people in

Authority

Classic Study: Milgram (1963)

Key theme: Responses to people in Authority

Contemporary study: Bocchiaro et al. (2012)

Cognitive Area Key theme: Memory Classic Study: Loftus and Palmer

(1974)

Key theme: Memory Contemporary study: Grant et al.

(1998)

Developmental Area

Key theme: External Influences on Children’s behaviour

Classic Study: Bandura et al. (1961)

Key theme: External Influences on Children’s behaviour

Contemporary study: Chaney et al (2004)

Biological Area Key theme: Regions of the Brain Classical Study: Sperry (1968)

Key theme: Regions of the Brain Contemporary Study: Casey et al

(2011)

Individual Differences Area

Key theme: Understanding Disorders Classical Study: Freud (1909)

Key theme: Understanding Disorders Contemporary study: Baron-Cohen et

al (1997)

EXAM 2: SECTION A: CORE STUDIES – YEAR 2Social Area Key theme: Responses to people in need

Classic Study: Piliavin et al. (1969)

Key theme: Responses to people in need Contemporary study: Levine et al.

(2001)

Cognitive Area Key theme: Attention Classic Study: Moray (1959)

Key theme: Attention Contemporary study: Simons &

Chabris (1999)

Developmental Area

Key theme: Moral Development Classic Study: Kohlberg (1968)

Key theme: Moral Development Contemporary study: Lee et al. (1997)

Biological Area Key theme: Brain plasticity Classical Study: Blakemore & Cooper

(1970)

Key theme: Brain plasticity Contemporary Study: Maguire et al.

(2000)

Individual Differences Area

Key theme: Measuring differences Classical Study: Gould (1982)

Key theme: Measuring differences Contemporary study: Hancock et al.

(2011)

EXAM QUESTIONS:

Milgram: (social)

1. From Milgram’s study on obedience:Describe two ways in which participants in this study were deceived. [4]

2. Explain why many participants displayed signs of severe stress and emotional strain. (4)

3. Outline two qualitative findings from this study. [4]4. Outline two features of Milgram’s study of obedience which made it

seem real to participants. (4)5. Outline two ways in which Milgram’s study of obedience can be said

to be low in ecological validity. [4]6. Identify two findings from this study. [2]7. Outline one explanation Milgram gave for his findings. [2]8. Describe how obedience was measured. [2]9. Suggest one problem with measuring obedience in this way. [2]

10. From the study of Milgram on obedience: Describe the sample [2]

11. Suggest one problem with generalising from this sample [2]12. Milgram claimed that his study of obedience produced two

‘surprising findings’. Outline both of these findings [4]13. Milgram’s study has been strongly criticised. Outline one

reason why Milgram should have conducted his study [2]14. Outline one difference between Milgram’s study of obedience

and Bocchiaro’s study of disobedience and whistle blowing [3]15. Outline one similarity between Milgram’s study of obedience

and Bocchiaro’s study of disobedience and whistle blowing [3]

Bocchiaro: (social)

1. From the study by Bocchiaro into disobedience and whistle blowing, explain what is meant by whistle-blowing [2]

2. Answer the following: What is a pilot study [2]3. Give two reasons why Bocchiaro conducted a pilot study [2]4. Explain what Bocchiaro found about the effect between dispositional

factors and whistle-blowing [2]5. Outline 2 findings from the Bocchiaro study [2]6. Describe the procedure in Bocchiaro [5]7. In Bocchiaro into disobedience and whistle blowing, identify two

groups of participants used in this study [2]8. Explain why this study is not considered an experiment [2]9. Describe how the sample was obtained in Bocchirao [2]10. Outline one limitation of the sample used in Bocchiaro [2]11. Suggest one weakness of the way that data was collected in

Bocchiaro [2]12. Outline one conclusion that could be drawn from the Bocchiaro

study [2]13. Give examples of quantitative data that was collected in

Bocchiaro [2]14. Describe one control used in the study and explain the purpose

of this control [3]15. Outline one ethical issue raised in this study [2]16. Explain how contemporary study has changed our

understanding of classical study findings [3}

Piliavin: (social)

1. Outline how data was recorded in this study. [2]2. Suggest one weakness of the way data was recorded in this study.

[2]3. Describe the different roles played by the victim. (4)

4. In the subway Samaritan study by Piliavin, Rodin and Piliavin the victims were dressed identically as a control. Explain how one other control was used in this study. [4]

5. Identify the four independent variables (IVs) in the subway Samaritan study by Piliavin, Rodin and Piliavin. [4]

6. Outline two practical problems that may have occurred in the subway study by Piliavin, Rodin and Piliavin (4)

7. What is meant by the term ‘diffusion of responsibility’? [2]8. Outline one reason why diffusion of responsibility was not found in

this study. [2]9. Identify one of the model conditions. [2]10. Outline one finding from the model conditions. [2]11. The study by Piliavin (subway Samaritans) was a field

experiment:12. Explain why a field experiment was used [2]13. Give one disadvantage of a field experiment for this

investigation [2]14. Outline one ethical issue raised by the Piliavin study [2]15. Answer the following: Explain what is meant by diffusion of

responsibility [2]16. Suggest why the study by Piliavin did not provide evidence for

the diffusion of responsibility [2]17. Outline one difference between the study by Piliavin (subway

Samaritans) and the study by Levine into cross-cultural altruism [3]

Levine: (social)

1. From the study by Levine into cross-cultural altruism: Outline one way in which helping behaviour was measured [2]

2. Levine was particularly interested in three factors that might influence the helpfulness of people in cities. Identify and describe two of these factors [2]

3. Outline the results for one of the factors [2]4. Levine’s study is cross-cultural. Outline two problems that might be

encountered when conducting cross-cultural research [4]5. Outline one conclusion that can be drawn from Levine’s study into

cross-cultural altruism [2]6. Outline 2 correlational findings from the Levine study [4]7. Outline one way in which the study can be said to have high

ecological validity [2]8. Outline why Levine is considered an experiment [2]9. Describe the purpose of two controls used in this study [4]10. Outline one way in which the sample may be considered

representative in Levine [2]11. Outline one way in which the sample may be considered

unrepresentative in Levine [2]12. Describe how data was collected in Levine [3]

13. Explain why the data recorded could be considered reliable in Levine [2]

14. Explain how contemporary study has changed our understanding of classical study findings [3}

Loftus and Palmer: (cognitive)

1. Describe the procedure followed in Loftus and Palmer’s first experiment into eyewitness testimony. [4]

2. From the study by Loftus and Palmer on eyewitness testimony. Describe the sample in the first experiment. (2)

3. Outline one limitation of this sample. (2)4. Describe the procedure in the second experiment conducted by

Loftus and Palmer on eyewitness testimony. (4)5. Outline one control used in experiment 1. (2)6. Explain why it was important to use controls in experiment 1. (2)7. Outline two findings from the second experiment. [4]8. Identify the independent variable (IV) in the first experiment

conducted by Loftus and Palmer on eyewitness testimony. [2]9. Outline how the independent variable (IV) was manipulated in this

study. [2]10. Identify the two experimental groups in Experiment 2. [2]11. Outline one difference between the responses given by the two

experimental groups in Experiment 2. [2]12. From Loftus and Palmer’s study into eyewitness testimony:

Identify the independent variable and the dependent variable in study 1 [2]

13. From Loftus and Palmer’s study into eyewitness testimony: Describe the two kinds of information that go into an individual’s memory for a complex occurrence [4]

14. From Loftus and Palmer’s study into eyewitness testimony. Explain how this study was ecologically valid [2]

15. Outline one way in which Loftus and Palmer’s study lacks ecological validity [2]

16. Outline one difference between Loftus and Palmer’s study into eyewitness testimony and Grant et al’s study into context dependent memory [3]

Grant: (cognitive)

1. Describe the aim of the study into context-dependent memory conducted by Grant et al. [2]

2. Identify the two types of test undertaken by the participants in Grant et al’s study into context-dependent memory [2]

3. From Grant et al’s study into context-dependent memory:4. Describe how the sample was obtained in this study [2]5. Suggest one way in which this sample may be biased [2]6. Outline two conclusions that can be drawn from the study into

context-dependent memory by Grant et al [4]7. Describe the procedure followed into the Grant study into context-

dependent memory [4]8. Identify two findings from the Grant study [2]9. Outline one advantage of using an experiment in Grant [2]10. Outline one disadvantage of using an experiment in Grant [2]11. Outline why the Grant study may be considered an experiment

[2]12. Describe one weakness of the reliability in Grant [3]13. Describe one strength of the reliability in Grant [3]14. Describe one strength and one weakness of the experimental

design used in Grant [4]15. Explain how contemporary study has changed our

understanding of classical study findings [3}

Moray: (cognitive)

1. From the study by Moray into dichotic listening explain what a shadowing task is [2]

2. Outline one control that was used in the study into dichotic listening conducted by Moray [2]

3. Outline two conclusions that can be drawn from the study into dichotic listening conducted by Moray [4]

4. Suggest one improvement that could be made to the Moray study [3]

5. Outline one similarity between Moray into Dichotic listening and Simon and Chabris into visual inattention [3]

6. Describe the sample used in experiment 2 and 3 in Moray [4]7. Define selective attention [2]8. Outline one limitation of the sample in Moray [2]9. Describe one strength and one weakness of the research method

used in Moray [6]10. Give two examples of quantitative data collected in Moray [4]11. Describe the purpose of any two controls used in the study [4]12. Outline two ways that the study can be considered ethical [4]13. Outline one difference between Moray into Dichotic listening

and Simon and Chabris into visual inattention [3]14. Outline one useful application that could be applied from the

findings in Moray [3]

Simon & Chabris: (cognitive)

1. Describe the sample used in Simon and Chabris’ study into visual attention [2]

2. Outline one conclusion that can be drawn in relation to visual inattention from Simon and Chabris’study [2]

3. Suggest one weakness of the way that the study by Simon and Chabris into visual inattention was conducted [3]

4. Outline two ways the participants were tested in Simon and Chabris [4]

5. Identify one of the IV’s and DV’s in Simon and Chabris [2]6. Describe the procedure followed in Simon and Chabris [5]7. Describe how the sample was obtained in the Simon and Chabris’

study [2]8. Outline one limitation of the sample in Simon and Chabris [2]9. Evaluate the research method in Simon and Chabris [6]10. Explain why Simon and Chabris can be seen as ecologically

valid [3]11. What is the new understanding that has been discovered in

Simon and Chabris [3]12. Outline one strength in collecting both quantitative and

qualitative data in Simon and Chabris [4]13. Give one example of qualitative data and one quantitative data

collected in Simon and Chabris [4]14. Explain how contemporary study has changed our

understanding of classical study findings [3}

Baron-Cohen: (Individual Differences)

1. Describe the Basic Emotion Recognition Task used in this study. [4]2. Identify two groups of participants used in this study. [2]3. Explain why one of the groups of participants was used in this study.

[2]4. Identify the independent variable (IV) and the dependent variable.

(DV) in the Eyes Task [2]5. Explain why this study is considered a quasi-experiment. [2]6. Outline two ways the participants were tested. (4)7. Identify the two control groups used. (2)8. Explain why one of these control groups was used. (2)9. Describe the eyes test used in this study. (4)10. Identify one difference between the performance of the autistic

adults and the Tourette Syndrome adults. [2]11. Outline what this study tells us about advanced theory of mind.

[2]12. Explain one strength of gathering quantitative data in this

study [2]

13. Describe one difference between Baron-Cohen et al’s study of autism and Freud’s study of Little Hans [3]

Freud: (Individual Differences)

1. Outline Hans’giraffe fantasy. [2]2. Outline Freud’s explanation for Hans’giraffe fantasy [2]3. Freud claimed that Little Hans was experiencing the Oedipus

complex. Describe the Oedipus complex in relation to this study. [4]4. Outline one strength of the case study research method used by

Freud. [2]5. Outline one weakness of the case study research method used by

Freud. [2]6. From Freud’s study of Little Hans. Briefly describe one of Little Hans’

dreams or fantasies. [2]7. Outline Freud’s interpretation of this dream or fantasy. [2]8. Describe how the data was collected. [2]9. Suggest one problem with the way Freud interpreted the data. [2]

(June 2012)10. Describe why Freud suggested that Hans’fear of horses

symbolized his fear of his father. [4]11. Describe one of Hans’plumber fantasies. [2]12. Outline how Freud explained one of Hans’plumber fantasies. [2]

(June 2013)13. Explain how contemporary study has changed our

understanding of classical study findings [3}

Hancock: (Individual Differences)

1. What was the aim of the study by Hancock et al [2]2. Describe the research method used by Hancock et al [4]3. Evaluate the research method used in Hancock [6]4. From the study by Hancock et al, describe what s meant by the term

psychopath [2]5. Describe the sample used in Hancock at el [3]6. Identify two findings from Hancock [2]7. Outline one explanation Hancock gave for one of these findings [2]8. Suggest one problem with the way the data was interpreted in

Hancock [2]9. Outline one conclusion from the Hancock study [2]10. Describe the purpose of one control used in Hancock [2]11. Describe how the level of psychopathy was measured prior to

the collection of data in Hancock [3]12. Outline one way Hancock can be considered to be high in

validity [2]

13. Outline one way Hancock can be considered to be low in validity [2]

14. Outline one way in which the Hancock study could be considered ethical [2]

Gould: (Individual Differences)

1. Gould conducted a review of IQ testing. Explain what a review is [2]2. Outline one strength of a review [2]3. Outline two problems with the way IQ tests used by Yerkes were

administered [4]4. Describe one piece of quantitative data and one piece of qualitative

data from Gould’s review [4]5. Outline one conclusion that can be drawn from the review by Gould

of intelligence testing [2]6. Describe one difference between Hancock’s study in to the language

of psychopaths and Gould’s review on IQ testing [3]7. Describe one difference between Hancock’s study in to the language

of psychopaths and Gould’s review on IQ testing [3]8. Explain how contemporary study has changed our understanding of

classical study findings [3}

Sperry: (biological)

1. Describe one finding from the visual tests used in this study. [2]2. Describe one finding from the tactile tests used in this study. [2]3. Outline how information was presented to the patient’s left visual

field. (LVF). [2]4. Explain why patients could not identify in words material presented

to their LVF. [2]5. Describe two ways having a split brain affected the patients

performance on the tasks in this study. (4)6. Describe what is meant by the term “hemispheric deconnection”. (2)7. Explain why a split bran patient could not describe in speech,

material presented to their left visual field. (2)8. Describe how visual stimuli were presented to participants in this

study. [4]9. Sperry’s ‘split brain’ study investigated the psychological effects of

hemisphere deconnection. Give one reason why the participants had previously undergone an operation to deconnect the two hemispheres of the brain. [2]

10. Outline one problem with generalising from the sample used in this study. [2]

11. Describe how split brain patients responded to visual material presented to their right visual field. (2)

12. Explain why a patient in this study was able to point with his left hand to pictures of images flashed to his left visual field. (2)

Casey: (biological)

1. What was the aim of Casey et al’s study of neural correlates of delay of gratification [2]

2. Describe what a longitudinal study is [2]3. Suggest one weakness of using a longitudinal study in Casey [2]4. Briefly describe the procedure of Casey et al’s study or neural

correlates of delay of gratification [4]5. Describe the quantitative data collected in Casey [2]6. Suggest one strength of quantitative data in Casey [2]7. Describe one difference between Sperry’s split brain study and

Casey’s neural correlates of delay of gratification8. Describe one similarity between Sperry’s split brain study and

Casey’s neural correlates of delay of gratification9. Explain how contemporary study has changed our understanding of

classical study findings [3}

Blakemore & Cooper: (biological)

1. What was the aim of the study in Blakemore and Cooper [2]2. What is a lab experiment [2]3. Explain why Blakemore and Cooper is a lab experiment [2]4. Describe two controls used in the Blakemore and Cooper study [2]5. Outline one reason why Blakemore and Cooper can be considered

unethical [2]

Maguire: (biological)

1. Outline the function of the hippocampus as described in this study. [2]

2. Explain why taxi drivers and non-taxi drivers were used. [2]3. Identify the two techniques used to analyse the MRI scans. [2]4. Outline one difference between the MRI scans of the taxi drivers and

non-taxi drivers. [2]5. Outline one strength of using a correlation in this study. [2]6. Outline one weakness of using a correlation in this study. [2]7. Identify two criteria used to select the taxi drivers in this study. [2]8. Explain why Maguire et al could not manipulate the independent

variable (IV). [2]9. Identify two controls used in this study. [2]10. Explain why it was important to use controls in this study. [2]11. The Maguire et al study on taxi drivers used MRI scans

(magnetic resonance Imaging).

12. Explain what the MRI scan measured in this study. [2]13. Outline one piece of evidence that suggests that the brains of

taxi drivers are different from the brains of non-taxi drivers. [2]14. Maguire et al investigated structural changes in the hippocampi

of taxi drivers.15. Identify the independent variable (IV) and the dependent

variable (DV) in this experiment. [2]16. Describe one effect the independent variable (IV) had on the

dependent variable (DV). [2]

Bandura: (Developmental)

1. Describe how individual differences in levels of aggression were controlled for in this study. [4]

2. Describe two ways this study can be considered unethical. (4)3. One of the independent variables (IVs) in the study of aggression by

Bandura, Ross and Ross was the behaviour of the model (aggressive or non-aggressive).

4. Identify the other two independent variables. (IVs). [2]5. Outline how the behaviour of the model was manipulated. [2] (June

2011)6. In the first stage of the experiment by Bandura, Ross and Ross

children were exposed to either an aggressive or non-aggressive model.Explain what happened in the second stage. [4]

7. Identify two experimental groups. [2]8. Outline one finding from this study. [2]9. Outline two findings from the study of aggression by Bandura, Ross

and Ross. [4]10. Describe two ways in which the sex of the model influenced the

childrens behaviour. (4)

Chaney: (Developmental)

1. Describe the sample used by Chaney et al in their Funhaler study [3]2. Outline two conclusions given by Chaney et al in their Funhaler

study [4]3. Outline one similarity between the study by Bandura into the

transmission of aggression and the study by Chaney et al into the use of the Funhaler [3]

4. Outline one difference between the study by Bandura into the transmission of aggression and the study by Chaney et al into the use of the Funhaler [3]

Kohlberg: (Developmental)

1. Describe the sample used in Kohlberg [3]2. Discuss two weaknesses with the sample used in Kohlberg [4]

3. Explain why Kohlberg’s study can be described as a longitudinal study [2]

4. Describe what is meant by a moral dilemma [2]

Lee et al: (Developmental)

1. Explain why Lee et al’s study into lying and telling the truth can be described as a cross-sectional study [2]

2. Describe the sample used in Lee [3]3. In Lee, the experimenter varied the presentation of the words ‘good’

and ‘naughty’ in the questions. Give one reason why this would have been done [3]

4. Outline one difference between the study of Kohlberg of moral development and the study by Lee into lying and telling the truth [3]

EXAM 2: SECTION B: AREAS, PERSPECTIVES AND DEBATESAreas For each area you should know:

Defining principles and concepts of each area

Research to illustrate each area Strengths and weaknesses of each

area Applications of each area How each area is different from and

similar to other areas

The areas are as follows: Social Cognitive Developmental Biological Individual differences

Perspectives For each perspective you must know: The defining principles and concepts

of each perspective Research to illustrate each

perspective Strengths and weaknesses of each

perspective Applications of each perspective How each perspective is different

from and similar to the other perspective?

The perspectives are as follows:

Behaviourist perspective Defining principles of perspective Link to Bandura et al. and Chaney et

al

Psychodynamic perspective Defining principles of perspective Link to Freud

Debates For each debate you must know: The defining principles and concepts

of each debate Different positions within each debate

Research to illustrate different positions within each debate

Applications of different positions within each debate

How each debate is different from and similar to other debates

The debates are as follows: Nature/nurture Free will/determinism Reductionism/holism Individual/situational Usefulness of research Ethical considerations Socially sensitive research Psychology as a science

EXAM QUESTIONS:Areas:

1. Outline the __________________ area.2. Explain how one core study can be located in the ___________ area.3. Suggest one strength/weakness of the __________ area.4. Explain how the _________area is similar/different to the _________

area.Social:

1. Outline the social area of psychology. (2/4)2. Explain how any one core study can be considered to be located

within the area of social psychology. (5)3. Suggest one weakness of the social area of psychology. (3)4. Suggest one strength of the social area of psychology. (3)5. Explain how the social area of psychology is different to the

developmental area. (12)6. Discuss how the social approach provides a situational explanation

of behaviour. (15)Cognitive:

1. Outline the cognitive area of psychology. (2/4)2. Explain how any one core study can be considered to be located

within the area of cognitive psychology. (5)3. Suggest one weakness of the cognitive area of psychology. (3)4. Suggest one strength of the cognitive area of psychology. (3)

5. Explain how the cognitive area of psychology is different to the biological area of psychology. (12)

Developmental:1. Outline the developmental area of psychology. (2/4)2. Explain how any one core study can be considered to be located

within the area of developmental psychology. (5)3. Suggest one weakness of the developmental area of psychology. (3)4. Suggest one strength of the developmental area of psychology. (3)5. Explain how the developmental area of psychology is different to the

biological area of psychology. (12)Biological:

1. Outline the biological area of psychology. (2/4)2. Explain how any one core study can be considered to be located

within the area of biological psychology. (5)3. Suggest one weakness of the biological area of psychology. (3)4. Suggest one strength of the biological area of psychology. (3)5. Explain how the biological area of psychology is different to the

developmental area of psychology. (12)Individual Differences:

1. Outline the individual differences area of psychology. (2/4)2. Explain how any one core study can be considered to be located

within the area of individual differences. (5)3. Suggest one weakness of the individual differences area of

psychology (3)4. Suggest one strength of the individual differences area of

psychology. (3)5. Explain how the individual differences area of psychology is different

to the social area of psychology. (12)Perspectives Behaviourist:

1. Outline the behaviourist perspective of psychology. (2/4)2. Explain how any one core study can be considered to be located

within the behaviourist perspective. (5)3. Suggest one weakness of the behaviourist perspective of

psychology. (3)4. Suggest one strength of the behaviourist perspective of psychology.

(3)5. Explain how the behaviourist perspective is different to the

developmental area of psychology. (12)

Psychodynamic:1. Outline the psychodynamic perspective of psychology. (2/4)2. Explain how any one core study can be considered to be located

within the psychodynamic perspective. (5)3. Suggest one weakness of the psychodynamic perspective of

psychology. (3)4. Suggest one strength of the psychodynamic perspective of

psychology. (3)5. Explain how the psychodynamic perspective is different to the

behaviourist perspective of psychology. (12)

Debates:1. Outline the_________debate.2. Explain how (one side of the debate) is different to (the other side of

any debate).3. Explain how one core study supports the _________debate.4. Discuss the extent to which psychology supports the

_________debate.5. Support your answer with evidence from core studies. Explain how

the ________debate is similar/different to the________debate.DEBATE 1: Nature/Nurture:

1. Outline the nature side of the nature/nurture debate. (2/4)2. Explain how nature is different to nurture. (6)3. Explain how one core study supports the nature debate. (5)4. Discuss the extent to which psychology supports the nature/nurture

debate. Support your answer with evidence from core studies. (12)5. Explain how the nature debate of psychology is similar to the

biological area. (12)6. Discuss how the developmental approach may provide evidence for

the nature/nurture debate. (12)7. Discuss the extent to which the behaviourist perspective supports

the nurture side of the nature – nurture debate in psychology. (12)DEBATE 2: Freewill/determinism:

1. Outline the determinism debate. (2/4)2. Explain how freewill is different to determinism. (6)3. Explain how one core study supports the determinism debate. (5)4. Discuss the extent to which psychology supports the

freewill/determinism debate. Support your answer with evidence from core studies. (12)

5. Explain how the determinism debate of psychology is similar to the biological area. (12)

DEBATE 3: Reductionism/holism:1. Outline the reductionism debate. (2/4)2. Explain how Holism is different to reductionism. (6)3. Explain how one core study supports the reductionist debate. (5)4. Discuss the extent to which psychology supports the reductionist

debate. Support your answer with evidence from core studies. (12)5. Explain how the Reductionism debate of psychology is similar to the

deterministic debate. (12)6. Discuss the usefulness of conducting research which is considered

reductionist. (12)

7. Discuss the extent to which the case study method is holistic. (12)DEBATE 4: Individual/situational explanations:

1. Outline the situational explanation of behaviour debate. (2/4)2. Explain how the individual explanation is different to situational

explanation of behaviour. (6)3. Explain how one core study supports the situational explanation

debate. (5)4. Discuss the extent to which psychology supports the situational

explanation debate. Support your answer with evidence from core studies. (12)

5. Explain how the situational explanation of behaviour is similar to the nurture debate. (12)

6. Discuss the usefulness of research that emphasises individual explanations of behaviour. (12)

DEBATE 5: ETHICAL CONSIDERATIONS

1. Outline two ethical issues in Psychological research (2/4)2. Explain how one core study rasies ethical issues in psychological

research (5)3. Discuss the strengths and limitations of conducting psychological

research which raises ethical issues. Use examples of psychological research to support your answer (12)

4. Discuss whether it is possible to conduct psychological research that is completely ethical (12)

DEBATE 6: PSYCHOLOGY AS A SCIENCE

1. Discuss the extent to which psychology can be considered a science. You should refer to psychological research in your answer (12)

2. Discuss the features of the _____ perspective that support the view that psychology is a science (12)

3. Discuss the features of the _____ area that support the view that psychology is a science (12)

DEBATE 7: SOCIALLY SENSITIVE RESEARCH

5. Outline the debate (2/4)6. Explain how one core study can be considered socially sensitive

research

7. Explain how one perspective can be considered socially sensitive research

8. To what extent can psychological research be considered socially sensitive (12)

DEBATE 8: USEFULNESS OF RESEARCH

1. Outline the debate (2/4)

2. Explain how one core study can be considered useful

3. Explain how one perspective can be considered useful

4. To what extent can psychological research be considered useful; (12)

EXAM 2: SECTION C: PRACTICAL APPLICATIONSFor this section you must be able to:

Recognise the psychological content in the source/article provided Make evidence based suggestions in relation to the source/article Consider the strengths and weaknesses of the suggestion(s) that

you have made

EXAM QUESTIONS:Read each of the scenarios below and answer the questions in full.Scenario 1:Frank works as a care assistant in an old people’s home. He is worried that Mark, one of his managers, is stealing cash from the residents. As part of Mark’s job he deals with the resident’s pocket money allowance. He keeps a record of the amount of money paid in from the resident’s family and is meant to pass this onto the residents when they are in need. However, Frank has heard from a few residents that over the past few months they seem to have less money in their accounts than expected. Whilst this has been occurring, Mark has purchased a brand new, very expensive car. Frank is concerned that Mark is stealing money from the residents but is unsure whether to report it or not because he fears he will get into trouble.

1. Outline the psychological issue raised in the above scenario [3]2. Link the psychological issue from the above scenario to a piece of

psychological research [3]3. Identify solution to issue [6]4. Evaluate solution [6]

Scenario 2:Ally works on a building site. From the top of the scaffolding, he witnesses a car crash. He tells a colleague that a red golf polo was reversing into a carpark space when a blue MWI tried to overtake and it the polo. From this, a white Audi then hit the BMW. About half an hour later, the police arrive. One officer says to another, “This is the third car accident I’ve been to this week where one car just stops in the middle of the road and causes a multi-car pile-up”. The officer turns to Ally and asks, “How did this happen? Who is at fault here?”. Ally responds, “I think the red polo just stopped in the road causing the BMW to hit, and the Audi hit the BMW”.

1. Outline the psychological issue raised in the above scenario [3]2. Link the psychological issue from the above scenario to a piece of

psychological research [3]3. Identify solution to issue [6]4. Evaluate solution [6]

Scenario 3:Mr Smith has just been appointed head of ‘Teaching and Learning’ at a local secondary school. It is his responsibility to ensure students are learning in the most efficient way possible. He is thinking of asking students to vote on how they would like to learn from the following options: 1) have ‘fun’, interactive lessons whereby students learn verbally but don’t write anything down 2) through interpretive dance 3) writing information down.

1. Outline the psychological issue raised in the above scenario [3]2. Link the psychological issue from the above scenario to a piece of

psychological research [3]3. Identify solution to issue [6]4. Evaluate solution [6]

Scenario 4:Learning the importance of wearing a seat belt starts with good parenting – and that’s you. As a parent or caregiver, you are the number one influence on your child’s seat belt safety. Research shows that children whose parents buckle up are much more likely to buckle up themselves.

1. Outline the psychological issue raised in the above scenario [3]2. Link the psychological issue from the above scenario to a piece of

psychological research [3]3. Identify solution to issue [6]4. Evaluate solution [6]

Scenario 5:Bryan was asked to sit down and pick a treat from a tray of sweets, biscuits, and corn sticks. Bryan chose the sweets. Although he’s now fifty-four, Bryan still loved those little multi-coloured sweets. “I know I shouldn’t like them,” he says. “But they’re just so tasty!” A researcher then made Bryan an offer: he could either eat one sweet right away or, if he was willing to wait while he stepped out for five minutes, he could have two sweets on his return. He said that if he pressed buzzer on the desk while he was away he would come back, and he could eat one marshmallow but would forfeit the second. The test started.

1. Outline the psychological issue raised in the above scenario [3]2. Link the psychological issue from the above scenario to a piece of

psychological research [3]3. Identify solution to issue [6]4. Evaluate solution [6]

Scenario 6:When Stacey went over to her new friend Chelsea’s house, she met Chelsea’s four year-old brother, Shawn. “Hi,” said Stacey, smiling. Shawn looked at her but didn’t say anything. Then he turned back to a toy he was holding. Later, in Chelsea’s room, Stacey said, “I don’t think your brother likes me.” “It’s not your fault,” said Chelsea. “It’s not that he doesn’t like you — Shawn has autism and it’s hard for him to talk sometimes. But I can show you how to play with him, if you want.”

1. Outline the psychological issue raised in the above scenario [3]2. Link the psychological issue from the above scenario to a piece of

psychological research [3]3. Identify solution to issue [6]4. Evaluate solution [6]

Scenario 7:Medication adherence is a critical issue in all patient populations. The factors that affect adherence in children, however, are unique. For one, providers are dealing with two distinct audiences -- children and their parents -- who may or may not be working together. As children develop, medication adherence becomes increasingly in their control. Providers must recognise a growing child’s role in adherence and address issues and concerns of both the child and the parents.

1. Outline the psychological issue raised in the above scenario [3]2. Link the psychological issue from the above scenario to a piece of

psychological research [3]3. Identify solution to issue [6]4. Evaluate solution [6]