Hurtwood House School

Psychology is the scientific investigation of human behaviour on the level of the individual. For example, how did Hitler manage to coerce so many ‘normal’ family men to cooperate in the murder of millions of people? The questions we ask in Psychology are not just theoretical, psychologists are interested in helping to improve the quality of like for individuals and for society in general. From helping those who suffer from eating disorders to trying to understand the causes of the life-threatening behaviour so that creative and effective treatments can be developed and understanding the actions of violent individuals by helping us to comprehend the dynamics and development of the criminal mind.

As you might imagine, studying psychology is actually about studying people. Underlying this is the realisation that we are all different and this makes psychology different from all other science subjects. In Biology, when you put a cell beneath the microscope the cell does not change its appearance. When research psychologists put the person ‘under the microscope’ their behaviour changes and this presents a great challenge to the researcher. We have to devise imaginative and creative ways of investigating human behaviour while still respecting the other’s right to privacy, working in ways that are ethically acceptable.

The prize is great – the possibility of helping those who are mentally ill, the opportunity to understand the criminal mind and prevent cycles of violence and abuse, the development of skills to help people to control stress.

A-level Psychology offers students the chance to get to grips with these issues among others. It is a fascinating and intriguing subject that has the potential to really change the way you think and look at the world and the people in it.

The study of this subject should engender an awareness of the variety and complexity of the human mind, human behaviour and human relationships. It will promote understanding of self, other people, moral actions and thoughts as well as cultural differences/similarities. The specification we have adopted at Hurtwood House provides ample opportunities for the study of moral and ethical issues which form important learning outcomes.

Psychology is taught in a newly-built, dedicated study area which has access to a wide range of multi-media resources. Although carefully structured, lessons are interactive and wherever possible students are given the opportunity to design and carry out experimental and non-experimental research – one of the many benefits that come from the generous amount of contact time we have with our students.

In order to be successful in A-level Psychology, a student would be expected to have a reasonable level of competency in the use of English and in data handling. In the current academic year Psychology has been re-classified as a Science subject and as a result of this there is a greater emphasis on scientific methodology than was previously the case.
 
At Hurtwood House we teach A-level Psychology following the AQA-A Specification. You can download your own copy of the Specification by clicking here. 

At AS Level we study six units, all of which are compulsory.  Three units are examined in each of the two 1½ hour examinations.  In the specification there is a significant emphasis placed on the application of psychological theories to everyday life.
 
Psychopathology, Psychology in Action and Research Methods (2 hours)

Section A: Psychopathology
Detailed study of one of the following disorders:

• schizophrenia
• depression
• anxiety disorders

The application of knowledge and understanding of models, classification and diagnosis to their chosen disorder.

Section B: Psychology in Action

Candidates choose one contemporary application of psychology to investigate in detail.
Detailed study of one of the following contemporary applications of psychology:

• media psychology
• the psychology of addictive behaviour
• anomalistic psychology

The application of knowledge and understanding of research methods, approaches, issues and debates

The development of an appreciation of the relationship between research, policy and practices in applying psychology in everyday life.

Unit 3 - PSYA3: Topics in Psychology (1 hour 30 minutes)
In PSYA3 we select three topics to study in greater detail.  All of the topics are relevant to current human issues. The final choice of topics may vary from year to year and will usually depend on the particular teacher’s area of specialisation.

Four of the most popular topics are as follows:

1.         Eating behaviour

• Factors influencing attitudes to food and eating behaviour, for example cultural influences, mood, health concerns
• Explanations for the success or failure of dieting

(a)       Biological explanations of eating behaviour

• The role of neural mechanisms involved in controlling eating and satiation
• Evolutionary explanations of food preference

(b)        Eating disorders

• Psychological explanations of one eating disorder: for example, anorexia nervosa, bulimia nervosa, obesity
• Biological explanations, including neural and evolutionary explanations, for one eating disorder: for example, anorexia nervosa, bulimia nervosa, obesity

2.         Perception

(a)       Theories of perceptual organisation

• Gregory’s top-down/indirect theory of perception
• Gibson’s bottom-up/direct theory of perception

(b)       Development of perception

• The development of perceptual abilities, for example depth/distance, visual constancies. Infant and cross-cultural studies of the development of perceptual abilities
• The nature-nurture debate in relation to explanations of perceptual development

(c)        Face recognition and visual agnosias

• Bruce and Young’s theory of face recognition, including case studies and explanations of prosopagnosia

3.         Aggression

(a)       Social psychological approaches to explaining aggression

• Social psychological theories of aggression, for example, social learning theory, deindividuation
• Explanations of institutional aggression

(b)       Biological explanations of aggression

• The role of neural and hormonal mechanisms in aggression
• The role of genetic factors in aggressive behaviour

(c)        Aggression as an adaptive response

• Evolutionary explanations of human aggression, including infidelity and jealousy
• Explanations of group display in humans,

4.         Gender

(a)       Psychological explanations of gender development

• Cognitive developmental theory, including Kohlberg, and gender schema theory
• Explanations for psychological androgyny and gender dysphoria including relevant research

(b)       Biological influences on gender

• The role of hormones and genes in gender development
• Evolutionary explanations of gender roles, the biosocial approach to gender development

(c)        Social contexts of gender role

• Social influences on gender role: for example, the influence of parents, peers and schools, media
• Cross-cultural studies of gender role

Unit 4 - PSYA4:
 
Psychopathology, Psychology in Action and Research Methods (2 hours)
Section A: Psychopathology

• Detailed study of one of the following disorders:
• schizophrenia
• depression
• anxiety disorders
• The application of knowledge and understanding of models, classification and diagnosis to their chosen disorder

Section B: Psychology in Action
Candidates choose one contemporary application of psychology to investigate in detail.

• Detailed study of one of the following contemporary applications of psychology:
• media psychology
• the psychology of addictive behaviour
• anomalistic psychology
• The application of knowledge and understanding of research methods, approaches, issues and debates
• The development of an appreciation of the relationship between research, policy and practices in applying psychology in everyday life.

Section C:  Psychological Research and Scientific Method
In this section students will be expected to:

• extend their knowledge, understanding and skills of research design, data analysis, and data interpretation and reporting gained at AS
• develop an understanding of the nature of science and scientific method  

TOPIC ONE: RESEARCH METHODS

Alternative Hypothesis

The hypothesis that states there is a difference between two or more sets of data.

Central Tendency

A statistical measurement attempting to depict the average score in a distribution.

Control Group

The group of participants in an experiment that does not receive the independent variable.

Correlation

The degree to which two or more variables a related to each other.  A correlation refers to the direction that the variables move and does not necessarily represent cause and effect. (Example:  height and weight are correlated.  As one increases, the other tends to increase as well).

Double Blind Study

Research method in which both the participants and the experimenter are unaware or 'blind' to the anticipated results.

Ecological Validity

The extent to which the findings of a study can be generalized to real-world settings.

Experimental Method

Research method using random assignment of participants and the manipulation of variables in order to determine cause and effect.

Experimenter Bias

Errors in a research study due to the predisposed notions or beliefs of the experimenter.

External Validity

The extent to which the data collected from a sample can be generalised to the entire population.

Hypothesis 

A prediction about the relationship between two or more variables.

Independent Variable  

The variable in an experiment that is manipulated or compared.

Internal Validity

A measure of the trustworthiness of a sample of data. Internal validity looks at the subject, testing, and environment in which the data collection took place.

Longitudinal Study

A research design that assesses the effects of development (maturation) by using the same participants over an extended period of time

Meta Analysis

The statistical procedure used to combine numerous and independent research results into one study. Each research study becomes one subject in the meta-analysis.

Norm  

An expectation based on multiple observations.

Null Hypothesis

The hypothesis that states there is no difference between two or more sets of data.

Population   

The entire group to which research is hoping to generalise  (e.g., males, adults, U.K. citizens).

Random Sample   

A group of participants representing the population who are selected through chance.

Range  

the difference between the highest and lowest score in a set of scores.

Reconstruction  

Tendency to fill in the gaps in our memory and often believe these represent true memories.

Rehearsal   

Repeating information in order to improve our recall of this information.

Reliability   

A statistical measure of a test’s consistency, or ability to result in similar scores if given repeatedly.

Replication

A good study is one which can be copied by other researchers so that their findings can be checked.  This is important for the establishment of reliability.

Representative Sample

A sample or subgroup of the population that possesses the same characteristics of the population

Sample

Portion of the entire population used to estimate what is likely to be happening within a population.

Validity   

Statistical technique used to determine if a test is actually measuring what it is intended to measure.

Variable   

Any factor which has the potential to influence another factor in a research study.

TOPIC TWO: COGNITIVE PSYCHOLOGY

Amnesia

Loss of memory. 

Cognitive Psychology

The sub-field of psychology associated with the mind – memory, language, perception, etc.

Long Term Memory  

Relatively permanent memory.

TOPIC THREE: DEVELOPMENTAL PSYCHOLOGY

Attachment

The strong bond a child forms with his or her primary caregiver.

Behaviourism

The school of psychology founded on the premise that behaviour is measurable and can be changed through the application of various behavioural principles.

Critical Period

A time frame deemed highly important in developing in a healthy manner; can be physically, emotionally, behaviorally, or cognitively.

Innate  

Occurring without learning, inborn.

Schema   

The cognitive structure used to make sense of the world e.g. I have a schema for a restaurant – it contains tables, chairs, menus, etc.

Temperament    

A person’s typical way of responding to his or her environment.

Trait  

A relatively permanent internal characteristic (e.g., friendly, outgoing).

Unconscious     

According to Freud, the area of the mind where unknown wishes and needs are kept that play a significant role in our conscious behaviour.

TOPIC FOUR: PHYSIOLOGICAL PSYCHOLOGY

Anxiety

The physiological and psychological reaction to an expected danger, whether real or imagined.

Autonomic Nervous System

Part of the peripheral nervous system that regulates the involuntary actions of the body (e.g., breathing, heart rate, blood pressure, pupil dilation).  Also regulates the Fight or Flight response.

Drug Therapy

The use of medication to treat a mental illness.

Hypothalamus

A part of the brain that controls the autonomic nervous system, and therefore maintains the body’s temperature, weight, etc.