Materials and resources are a combination of my own, Psychology websites and AQA recommended resources. Thank you internet users for freely sharing your resources for the purpose of education
Well, we’ve come to the end of this part of the journey. Time to bid each other a fond farewell.
I am assuming there won’t be many students present in lesson 1 – so all you period 1 lot…come and join the period 3 lot for a farewell gathering.
Bring along a nibble to share – bring yourself a drink (non alcoholic of course) and we will cheer with water and eat sugary confectionary – what could be better than that 🙂
Well here we are the final week – you are all continuing to revise …….. it will be over soon enough ……. but for the time being just keep going. I am genuinely so impressed with all of you. When I ask about your revision you all seem to be well organised and working in many different creative ways. This week I am allowing you to use my lessons for your own revision. I am here for support, direction, inspiration, advice and resources if you need anything. Do come and speak to me if you have any areas of confusion.
BTW…have you seen the Simply psych website? It has been revamped for the new Linear A level …see below the section on attachment 🙂
We used this session for independent study. For those of you who wanted more info on Biorhythms, here is the helpful YouTube clip.
Next lesson will be our last lesson together. We will be looking at the impact of psychological research. See you on Wednesday!
Lesson 2 (Ms Rose) – Revision and goodbye
‘What are the impacts of studying psychology’
We completed a worksheet on the social and ethical impact of Psychology, looking at studies from across the whole course. See pink haired girl worksheet 4.13
You then had two post it notes which you answered the following questions:
What have I learned about myself, life and the universe from studying psychology?
Where will I be when I finish studying psychology A level and how has psychology informed this? We shared these on our tree of life.
Good luck with everything dear Ladybirds. I shall miss you.
Lesson 1 – We considered how to reference using the Harvard system. We then looked at the 2017 paper 2 RM question that required you to look up a T test on a table . Hopefully you are all now feeling confident about looking up critical values. 🙂
Lesson 2 – What do we mean by socially sensitive research ?
Socially Sensitive Research (from tutor2U notes)
Sieber and Stanley (1988)used the term social sensitivity to describe studies where there are potential social consequences for the participants or the group of people represented by the research. Sieber and Stanley (1988) identified four aspects in the scientific research process that raise ethical implications in socially sensitive research:
The Research Question: The researcher must consider their research question carefully. Asking questions like ‘Are there racial differences in IQ?’ or ‘Is intelligence inherited?’ may be damaging to members of a particular group.
The Methodology Used: The researcher needs to consider the treatment of the participant’s and their right to confidentiality and For example, if someone admits to committing a crime, or to having unprotected sex if they are HIV positive, should the researcher maintain confidentiality?
The Institutional Context: The researcher should be mindful of how the data is going to be used and consider who is funding the research. If the research is funded by a private institution or organisation, why are they funding the research and how do they intend to use the findings?
Interpretation and Application of Findings: Finally, the researcher needs to consider how their findings might be interpreted and applied in the real-world. Could their data or results be used to inform policy?
Also, any research linking intelligence to genetic factors can be seen as socially sensitive. For example, Cyril Burt used studies of identical twins to support his view that intelligence is largely genetic. His views greatly influenced the Hadow Report (1926) which led to the creation of the 11+ which was used from 1944-1976. This meant that generations of children were affected by the 11+ exam, even though there has been huge controversy regarding whether Burt had falsified his research data.
Revise smart for this topic – think about how you can demonstrate the weaknesses of the multi-store model – because you can use these arguments as the strengths of the working model. The cognitive approach uses Lab based researchto support or refute theories of memory and forgetting. There are loads of strengths and weaknesses of lab research you could tie in to the different studies in this area. Also consider how useful case studiesare. Shallice and Warrington’s KF is so important for challenging Multi-store and supporting WMM. Consider knowing the strengths and weaknesses of using case studies in this section. Which issues and debates can you tie into the cognitive approach?
When considering EWT – think about what the research is telling us, why it is useful. With the Cognitive Interview revise not just the 4 elements but also WHY they are effective at helping the person recall information they thought they had forgotten.
Keep linking your revision back to the specification – ensure you know the difference between ‘memory’ and ‘forgetting’
Lesson 4 – Revision. What about Social Influence? In what ways are we influenced by the majority? Why do we obey legitimate authority? Why are some people more able to resist social influence? How to minorities bring about social change?
You really need to think about ethics and socially sensitive research in this area, also ethnocentrism and gender bias. A great deal of the research lacked ecological validity but demonstrated that you could research social psychology in a scientific way.
There are loads of quizzes and games to play to check your understanding on the tutor2U website.
Lesson Two – Ms Rose -End of Unit Assessment Feedback
Starter – We played an issues and debates revision game using 4.15a PHG worksheet
I gave you 1:1 feedback on your Schizophrenia end of unit assessment.
Meanwhile, the rest of the group went through the specification with a fine tooth comb, pulling out any items that they might still need to revise. Use the blog, your PHG / GHG and notes to ensure you are confident with all aspects of the course.
Lesson 2 – Can you identify which test to use from a stem? We practised picking out key information. Then we examined how you would answer a design a piece of research 12 mark question using a tutor2U video.
Lesson 3 – Timed Research methods questions – oh how we laughed 🙂
top tip: Annotate the stem as you go …it makes life easier as you fully process the information you are given.
Reminder: Dig out your ‘How Science Works packs’ from year 1 – there is so much great information in that little booklet – look at the latter half of the booklet ….how cool is that for revision ??????
Remember: To look up a critical value you need to know:
If the hypothesis being tested is one or two tailed.
You need to know the level of significance you are testing at 0.05 etc.
You need to know the number of ppts or number of sets of data (N).
If you are doing a chi square or a parametric test you need to know the degrees of freedom instead of the number of ppts. So in other words ‘N’ becomes ‘df’.
For a related t test the df is N-1 (number of ppts minus 1)
For Pearson’s r and unrelated t test the df is N-2 (number of ppts minus 2)
Lesson 1 – We started to examine research methods again – you were asked to design a correlation study that aimed to find out if there was a relationship between recidivism and drug taking.
I found this useful source of information for recidivism rates in the UK
Lesson 2 – Choosing a statistical test. We re-visited levels of measurement by playing with little doggies – once we had recapped NOIR we discussed the conditions of using a PARAMETRIC test. Remember you have to have INTERVAL level data to use this test.
Unrelated = independent groups related = repeated measures
Lesson 3 – What is a chi square test of association? When would this test be used, and how would you calculate one? See this power point >>> How to do a chi square Here is the work sheet we worked on in class. chi square worksheet Have you calculated your own Chi Square yet? Here are the Chi Sq critical value table
Lesson 4 – We consolidated our understanding of how to choose an appropriate statistical test >>>> which stats test and when and why
You were all given the 2017 papers 1, 2 and 3. Hopefully you are now ALL able to answer the statistics question in the research methods section of paper 2