OCR A-Level Psychology Active Recall Guide (H567)

OCR · A-Level

OCR A-Level Psychology Active Recall Guide

A question-and-answer revision guide for OCR A-Level Psychology, built to be worked in three passes rather than read.

OCR
A-Level
Specification H567
21 topics

See what is inside or try the sample questions.

OCR A-Level Psychology Active Recall Guide cover

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The 3-step active recall method

Re-reading notes is a futile process when your aim is to remember the information and successfully apply it in exam settings. Active recall is the method you use to ensure the information sticks for a long period of time. But even active recall can be futile unless you have a structured way of implementing it. This is where the 3-step active recall method comes in, a structured method that is signature to the Levo Learning guides.

Step 1
Answer up to 10 questions cold, closed book, even if you are unsure on the topic.
Step 2
Answer the same questions again, but open book. Write the correct answer down even if it seems pointless.
Step 3
Repeat as step 1 and answer the questions closed book again.

Worked across the OCR A-Level Psychology specification, one subtopic at a time.

The subject, and what is assessed

OCR A-Level Psychology (specification H567) is assessed by three written components. Component 01 covers research methods, lasting 2 hours and carrying 90 marks. Component 02 covers psychological themes through core studies, lasting 2 hours and carrying 105 marks. Component 03 covers applied psychology, lasting 2 hours and carrying 105 marks. Each key theme in Component 02 pairs a classic study with a contemporary one, and both are examinable.

Paper	Covers	Length	Marks	Weighting
Component 01	Research methods	2 hours	90 marks	30%
Component 02	Psychological themes through core studies	2 hours	105 marks	35%
Component 03	Applied psychology	2 hours	105 marks	35%

Memorisation, then application

Marks are given for applying content to the question that has been set, which cannot happen while the content is still being looked up. Step 1 shows what is actually held. Step 2 puts the correct wording in front of you while the gap is still fresh. Step 3 repeats the cold test, and the difference between the first and third attempt is the part that has moved.

Every question in the guide is paired with its answer in the same document, so step 2 is done from the guide itself rather than from a separate set of notes.

What is inside the guide

Questions are grouped by topic and then by subtopic, following the OCR specification. Open a topic to see its subtopics.

Research Methods and Techniques (1.1)4 subtopics

Experimental Methods: Laboratory, Field and Quasi Experiments, with Strengths and Weaknesses22
Observation Techniques: Structured/Unstructured, Naturalistic/Controlled, Participant/Non-participant, Overt/Covert25
Self-Report Techniques: Questionnaires and Structured, Semi-structured and Unstructured Interviews20
Correlational Research: Obtaining Data for Correlational Analysis, Positive, Negative and No Correlation18

Planning and Conducting Research (1.2)6 subtopics

Aims, Research Questions and Hypotheses: Null, Alternative, One-tailed (Directional) and Two-tailed (Non-directional)21
Populations, Samples and Sampling Techniques: Target Population, Random, Snowball, Opportunity, Self-selected and Stratified Sampling23
Experimental Designs: Repeated Measures, Independent Measures and Matched Participants20
Variables and Operationalisation: IV, DV and Control of Extraneous Variables20
Designing Observations: Behavioural Categories, Coding Frames, Time Sampling and Event Sampling20
Designing Self-Reports: Open and Closed Questions, Likert and Semantic Differential Rating Scales20

Data Recording, Analysis and Presentation (1.3)5 subtopics

Raw Data Handling: Designing and Using Raw Data Tables, Standard and Decimal Form, Significant Figures and Estimation21
Levels and Types of Data: Nominal, Ordinal and Interval; Quantitative/Qualitative; Primary/Secondary22
Descriptive Statistics: Central Tendency (Mode, Median, Mean), Dispersion (Variance, Range, Standard Deviation), Ratio/Percentage/Fraction and Graphical Presentation (Frequency Tables, Line, Pie, Bar, Histogram, Scatter)33
Inferential Statistics: Distributions, Probability, Significance Levels, Critical Value Tables, Parametric Criteria, the Five Non-parametric Tests, Type 1/Type 2 Errors and Symbols39
Methodological Issues in Research: Representativeness, Generalisability, Reliability Types, Validity Types, Demand Characteristics, Social Desirability, Researcher/Observer Bias and Effects, and BPS Code of Ethics40

Report Writing and Scientific Communication (1.4)2 subtopics

Sections and Sub-sections of a Practical Report: Abstract, Introduction, Method (Design, Sample, Materials/Apparatus, Procedure), Results, Discussion, References, Appendices27
Harvard Referencing of Academic Sources and the Role of Peer Review in Validating Knowledge22

Practical Activities and the Nature of Science (1.5-1.6)3 subtopics

Conducting and Analysing Small-Scale Practicals in Self-Report, Observation, Experiment and Correlation, Including Risk Assessment and Management26
How Science Works: Cause-and-Effect, Falsification, Replicability, Objectivity, Induction, Deduction, Hypothesis Testing, Manipulation of Variables, Control and Standardisation, Quantifiable Measurements28
How Society Makes Decisions About Scientific Issues, and Psychology's Contribution to the Success of the Economy and Society18

Mathematical Requirements for Research Methods (Appendix 5C)7 subtopics

Arithmetic and Numerical Computation: Decimal and Standard Form, Ratios, Fractions, Percentages and Estimating Results21
Calculating Descriptive Statistics: Significant Figures, Arithmetic Means, Mean/Median/Mode Selection and Measures of Dispersion Including Standard Deviation and Range27
Constructing and Interpreting Data Displays: Frequency Tables, Bar Charts, Histograms, Scatter Diagrams and Translating Between Graphical, Numerical and Algebraic Forms23
Probability, Principles of Sampling and the Characteristics of Normal and Skewed Distributions27
Selecting, Calculating and Interpreting Statistical Tests Using Tables of Critical Values28
Distinguishing Levels of Measurement, Qualitative vs Quantitative Data and Primary vs Secondary Data24
Order of Magnitude Calculations and Algebra: Statistical Symbols, Substituting Values into Formulae and Solving Simple Equations27

Studying and Evaluating the Core Studies: The Common Framework (Section A)4 subtopics

Telling the Story of a Core Study: Background, Method (Design, Sample, Materials/Apparatus, Procedure), Results and Conclusions24
Comparing Core Studies in Their Pairs: Similarities, Differences, and How Far the Contemporary Study Changes Understanding of the Key Theme and of Individual, Social and Cultural Diversity21
Methodological Issues Across the Core Studies: Research Methods and Techniques, Types of Data, Ethical Considerations, Validity, Reliability, Sampling Bias and Ethnocentrism36
Relating Each Core Study to Its Key Theme and to Its Area of Psychology23

Core Studies: Social Area (Section A)6 subtopics

Classic Study - Milgram (1963) Obedience (Key Theme: Responses to people in authority)36
Contemporary Study - Bocchiaro et al. (2012) Disobedience and whistle-blowing (Key Theme: Responses to people in authority)32
Key Theme: Responses to people in authority - Milgram (1963) and Bocchiaro et al. (2012) Compared as a Pair20
Classic Study - Piliavin et al. (1969) Subway Samaritan (Key Theme: Responses to people in need)37
Contemporary Study - Levine et al. (2001) Cross-cultural altruism (Key Theme: Responses to people in need)34
Key Theme: Responses to people in need - Piliavin et al. (1969) and Levine et al. (2001) Compared as a Pair20

Core Studies: Cognitive Area (Section A)6 subtopics

Classic Study - Loftus and Palmer (1974) Eyewitness testimony (Key Theme: Memory)27
Contemporary Study - Grant et al. (1998) Context-dependent memory (Key Theme: Memory)27
Key Theme: Memory - Loftus and Palmer (1974) and Grant et al. (1998) Compared as a Pair18
Classic Study - Moray (1959) Auditory attention (Key Theme: Attention)27
Contemporary Study - Simons and Chabris (1999) Visual inattention (Key Theme: Attention)27
Key Theme: Attention - Moray (1959) and Simons and Chabris (1999) Compared as a Pair18

Core Studies: Developmental Area (Section A)6 subtopics

Classic Study - Bandura et al. (1961) Transmission of aggression (Key Theme: External influences on children's behaviour)30
Contemporary Study - Chaney et al. (2004) Funhaler study (Key Theme: External influences on children's behaviour)24
Key Theme: External influences on children's behaviour - Bandura et al. (1961) and Chaney et al. (2004) Compared as a Pair18
Classic Study - Kohlberg (1968) Stages of moral development (Key Theme: Moral development)29
Contemporary Study - Lee et al. (1997) Evaluations of lying and truth-telling (Key Theme: Moral development)27
Key Theme: Moral development - Kohlberg (1968) and Lee et al. (1997) Compared as a Pair18

Core Studies: Biological Area (Section A)6 subtopics

Classic Study - Sperry (1968) Split brain study (Key Theme: Regions of the brain)26
Contemporary Study - Casey et al. (2011) Neural correlates of delay of gratification (Key Theme: Regions of the brain)25
Key Theme: Regions of the brain - Sperry (1968) and Casey et al. (2011) Compared as a Pair18
Classic Study - Blakemore and Cooper (1970) Impact of early visual experience (Key Theme: Brain plasticity)25
Contemporary Study - Maguire et al. (2000) Taxi drivers (Key Theme: Brain plasticity)25
Key Theme: Brain plasticity - Blakemore and Cooper (1970) and Maguire et al. (2000) Compared as a Pair18

Core Studies: Individual Differences Area (Section A)6 subtopics

Classic Study - Freud (1909) Little Hans (Key Theme: Understanding disorders)26
Contemporary Study - Baron-Cohen et al. (1997) Autism in adults (Key Theme: Understanding disorders)25
Key Theme: Understanding disorders - Freud (1909) and Baron-Cohen et al. (1997) Compared as a Pair18
Classic Study - Gould (1982) A Nation of Morons: Bias in IQ Testing (Key Theme: Measuring differences)28
Contemporary Study - Hancock et al. (2011) Language of psychopaths (Key Theme: Measuring differences)26
Key Theme: Measuring differences - Gould (1982) and Hancock et al. (2011) Compared as a Pair18

Areas and Perspectives in Psychology (Section B)7 subtopics

The Social Area: Defining Principles, Illustrative Research, Strengths, Weaknesses, Applications and Comparison with Other Areas30
The Cognitive Area: Defining Principles, Illustrative Research, Strengths, Weaknesses, Applications and Comparison with Other Areas30
The Developmental Area: Defining Principles, Illustrative Research, Strengths, Weaknesses, Applications and Comparison with Other Areas30
The Biological Area: Defining Principles, Illustrative Research, Strengths, Weaknesses, Applications and Comparison with Other Areas30
The Individual Differences Area: Defining Principles, Illustrative Research, Strengths, Weaknesses, Applications and Comparison with Other Areas30
The Behaviourist Perspective: Defining Principles, Illustrative Research (Bandura, Chaney), Strengths, Weaknesses, Applications and Comparison with the Psychodynamic Perspective30
The Psychodynamic Perspective: Defining Principles, Illustrative Research (Freud, Kohlberg, Hancock), Strengths, Weaknesses, Applications and Comparison with the Behaviourist Perspective30

Debates in Psychology (Section B)8 subtopics

The Nature/nurture Debate: Defining Principles and Concepts, Different Positions, Research Illustrating Each Position, Applications and Comparison with Other Debates26
The Freewill/determinism Debate: Defining Principles and Concepts, Different Positions, Research Illustrating Each Position, Applications and Comparison with Other Debates25
The Reductionism/holism Debate: Defining Principles and Concepts, Different Positions, Research Illustrating Each Position, Applications and Comparison with Other Debates25
The Individual/situational explanations Debate: Defining Principles and Concepts, Different Positions, Research Illustrating Each Position, Applications and Comparison with Other Debates25
The Usefulness of research Debate: Defining Principles and Concepts, Different Positions, Research Illustrating Each Position, Applications and Comparison with Other Debates24
The Ethical considerations Debate: Defining Principles and Concepts, Different Positions, Research Illustrating Each Position, Applications and Comparison with Other Debates26
The Conducting socially sensitive research Debate: Defining Principles and Concepts, Different Positions, Research Illustrating Each Position, Applications and Comparison with Other Debates24
The Psychology as a science Debate: Defining Principles and Concepts, Different Positions, Research Illustrating Each Position, Applications and Comparison with Other Debates25

Practical Applications of Psychology (Section C)1 subtopic

Applying Psychology to a Novel Source: Recognising Psychological Content, Making Evidence-Based Suggestions and Evaluating the Strengths and Weaknesses of Your Own Suggestions26

Issues in Mental Health (Section A, Compulsory)9 subtopics

The historical context of mental health - Background: Historical Views of Mental Illness, Defining Abnormality and Categorising Mental Disorders23
The historical context of mental health - Key Research: Rosenhan (1973) On Being Sane in Insane Places24
The historical context of mental health - Application: Characteristics of an Affective Disorder, a Psychotic Disorder and an Anxiety Disorder18
The medical model - Background: The Biochemical, Genetic and Brain Abnormality Explanations of Mental Illness22
The medical model - Key Research: Gottesman et al. (2010) Severe Mental Disorders in Offspring with Two Psychiatrically Ill Parents19
The medical model - Application: Biological Treatment of One Specific Disorder18
Alternatives to the medical model - Background: The Behaviourist and Cognitive Explanations of Mental Illness, Plus One of the Humanistic, Psychodynamic or Cognitive Neuroscience Explanations28
Alternatives to the medical model - Key Research: Szasz (2011) The Myth of Mental Illness: 50 Years Later19
Alternatives to the medical model - Application: Non-biological Treatment of One Specific Disorder18

Child Psychology (Section B, Option 1)18 subtopics

Intelligence (Biological) - Background: What Psychologists Mean by Intelligence and What Biological Factors Could Affect Intelligence18
Intelligence (Biological) - Key Research: Van Leeuwen et al. (2008) A Twin-Family Study of General IQ17
Intelligence (Biological) - Application: At Least One Method of Assessing Intelligence16
Pre-adult brain development (Biological) - Background: Brain Development and Its Impact on Risk-Taking Behaviour17
Pre-adult brain development (Biological) - Key Research: Barkley-Levenson and Galvan (2014) Neural Representation of Expected Value in the Adolescent Brain18
Pre-adult brain development (Biological) - Application: At Least One Strategy to Reduce Risk-Taking Behaviours Using Knowledge of Brain Development15
Perceptual development (Cognitive) - Background: Perceptual Development in Children and How It Can Be Studied in Babies and Animals17
Perceptual development (Cognitive) - Key Research: Gibson and Walk (1960) The Visual Cliff17
Perceptual development (Cognitive) - Application: At Least One Play Strategy to Develop Perception in Young Children14
Cognitive development and education (Cognitive) - Background: Cognitive Development in Children and Its Impact on Education18
Cognitive development and education (Cognitive) - Key Research: Wood et al. (1976) The Role of Tutoring in Problem-Solving18
Cognitive development and education (Cognitive) - Application: At Least One Cognitive Strategy to Improve Revision or Learning16
Development of attachment (Social) - Background: The Development of Attachment in Babies and the Impact of Failure to Develop Attachments18
Development of attachment (Social) - Key Research: Ainsworth and Bell (1970) Attachment, Exploration and Separation: The Strange Situation18
Development of attachment (Social) - Application: At Least One Strategy to Develop an Attachment-Friendly Environment15
Impact of advertising on children (Social) - Background: The Influence of Television Advertising on Children and the Stereotyping in Such Advertising18
Impact of advertising on children (Social) - Key Research: Johnson and Young (2002) Gendered Voices in Children's Advertising16
Impact of advertising on children (Social) - Application: At Least One Strategy to Reduce the Impact of Advertising Aimed at Children15

Criminal Psychology (Section B, Option 2)18 subtopics

What makes a criminal? (Biological) - Background: Physiological and Non-physiological Explanations of Criminal Behaviour18
What makes a criminal? (Biological) - Key Research: Raine et al. (1997) Brain Abnormalities in Murderers Indicated by Positron Emission Tomography18
What makes a criminal? (Biological) - Application: At Least One Biological Strategy for Preventing Criminal Behaviour15
The collection and processing of forensic evidence (Biological) - Background: Motivating Factors and Bias in the Collection and Processing of Forensic Evidence18
The collection and processing of forensic evidence (Biological) - Key Research: Hall and Player (2008) Will the Introduction of an Emotional Context Affect Fingerprint Analysis and Decision-Making?18
The collection and processing of forensic evidence (Biological) - Application: At Least One Strategy for Reducing Bias in the Collection and Processing of Forensic Evidence15
Collection of evidence (Cognitive) - Background: Collection and Use of Evidence from Witnesses and Suspects18
Collection of evidence (Cognitive) - Key Research: Memon and Higham (1999) A Review of the Cognitive Interview18
Collection of evidence (Cognitive) - Application: At Least One Strategy for Police Interviews15
Psychology and the courtroom (Cognitive) - Background: How Juries Can Be Persuaded by the Characteristics of Witnesses and Defendants18
Psychology and the courtroom (Cognitive) - Key Research: Dixon et al. (2002) The Role of Accent and Context in Perceptions of Guilt18
Psychology and the courtroom (Cognitive) - Application: At Least One Strategy to Influence Jury Decision Making15
Crime prevention (Social) - Background: How the Features of Neighbourhoods and a Zero Tolerance Policy Can Influence Crime17
Crime prevention (Social) - Key Research: Wilson and Kelling (1982) The Police and Neighbourhood Safety: Broken Windows18
Crime prevention (Social) - Application: At Least One Strategy for Crime Prevention15
Effect of imprisonment (Social) - Background: Punishment and Reform as Responses to Criminal Behaviour18
Effect of imprisonment (Social) - Key Research: Haney et al. (1973) Study of Prisoners and Guards in a Simulated Prison18
Effect of imprisonment (Social) - Application: At Least One Strategy for Reducing Reoffending15

Environmental Psychology (Section B, Option 3)18 subtopics

Stressors in the environment (Biological) - Background: Environmental Stressors and Their Impact on Our Biological Responses18
Stressors in the environment (Biological) - Key Research: Black and Black (2007) Aircraft Noise Exposure and Residents' Stress and Hypertension18
Stressors in the environment (Biological) - Application: At Least One Strategy for Managing Environmental Stress16
Biological rhythms (Biological) - Background: Biological Rhythms and the Impact of Their Disruption on Our Behaviour18
Biological rhythms (Biological) - Key Research: Czeisler et al. (1982) Rotating Shift Work Schedules That Disrupt Sleep Are Improved by Applying Circadian Principles18
Biological rhythms (Biological) - Application: At Least One Strategy for Reducing the Effects of Jetlag or Shift Work16
Recycling and other conservation behaviours (Cognitive) - Background: Conservation Behaviours and the Factors Which Influence the Tendency to Conserve or Recycle18
Recycling and other conservation behaviours (Cognitive) - Key Research: Lord (1994) Motivating Recycling Behaviour: Message and Source Strategies18
Recycling and other conservation behaviours (Cognitive) - Application: At Least One Technique Used to Increase Recycling or Other Conservation Behaviour16
Ergonomics - human factors (Cognitive) - Background: Cognitive Overload and the Impact of Observation in the Workplace Environment18
Ergonomics - human factors (Cognitive) - Key Research: Drews and Doig (2014) Evaluation of a Configural Vital Sign Display for Intensive Care Unit Nurses18
Ergonomics - human factors (Cognitive) - Application: At Least One Workplace Design Based on Ergonomic Research16
Psychological effects of built environment (Social) - Background: The Impact of the Built Environment and Urban Renewal on Our Wellbeing18
Psychological effects of built environment (Social) - Key Research: Ulrich (1984) View Through a Window May Influence Recovery from Surgery18
Psychological effects of built environment (Social) - Application: At Least One Example of Environmental Design Used to Improve Health/Wellbeing16
Territory and personal space (Social) - Background: Territory and Personal Space in the Workplace18
Territory and personal space (Social) - Key Research: Wells (2000) Office Clutter or Meaningful Personal Displays: Office Personalisation and Wellbeing18
Territory and personal space (Social) - Application: At Least One Office Design Strategy Based on Research into Territory or Personal Space16

Sport and Exercise Psychology (Section B, Option 4)18 subtopics

Arousal and anxiety (Biological) - Background: Optimising Arousal, Controlling Anxiety and Measuring Anxiety in Sport18
Arousal and anxiety (Biological) - Key Research: Fazey and Hardy (1988) The Inverted-U Hypothesis: A Catastrophe for Sport Psychology18
Arousal and anxiety (Biological) - Application: At Least One Technique for Managing Arousal and Anxiety in Sport16
Exercise and mental health (Biological) - Background: Benefits of Exercise to Mental Health18
Exercise and mental health (Biological) - Key Research: Lewis et al. (2014) Mood Changes Following Social Dance Sessions in People with Parkinson's Disease18
Exercise and mental health (Biological) - Application: At Least One Exercise Strategy to Improve Mental Health15
Motivation (Cognitive) - Background: Self-Efficacy and Sports Confidence, Including Imagery and Sports Orientation18
Motivation (Cognitive) - Key Research: Munroe-Chandler et al. (2008) Playing with Confidence: Imagery Use, Self-Confidence and Self-Efficacy in Youth Soccer Players18
Motivation (Cognitive) - Application: At Least One Strategy for Motivating Athletes16
Personality (Cognitive) - Background: Personality, Its Measurement and Its Relationship to Sport18
Personality (Cognitive) - Key Research: Kroll and Crenshaw (1970) Multivariate Personality Profile Analysis of Four Athletic Groups18
Personality (Cognitive) - Application: At Least One Strategy for Using Knowledge of Personality to Improve Sports Performance15
Performing with others (Social) - Background: Teams, Coaching and Leadership18
Performing with others (Social) - Key Research: Smith et al. (1979) Coach Effectiveness Training: A Cognitive-Behavioural Approach to Enhancing Relationship Skills in Youth Sports Coaches18
Performing with others (Social) - Application: At Least One Strategy for Improving Team Performance16
Audience effects (Social) - Background: How an Audience Can Facilitate or Inhibit Sports Performance, and Home Advantage18
Audience effects (Social) - Key Research: Zajonc et al. (1969) Social Enhancement and Impairment of Performance in the Cockroach18
Audience effects (Social) - Application: At Least One Strategy for Training for and Playing Spectator Sports15

Methodological Issues and Debates Running through Applied Psychology6 subtopics

Nature/Nurture, Freewill/Determinism and Reductionism/Holism Applied Across the Component30
Individual/Situational Explanations, Usefulness of Research and Psychology as a Science Applied Across the Component30
Ethical Considerations, Conducting Socially Sensitive Research and Ethnocentrism Applied Across the Component27
Validity, Reliability and Sampling Bias in the Key Research of Applied Psychology31
How Different Areas of Psychology Inform Our Understanding of Applied Psychology, and the Social, Moral, Cultural and Spiritual Issues Raised by the Topics25
How the Key Research Contributes to an Understanding of Individual, Social and Cultural Diversity, and How Society Decides About Scientific Issues and Psychology Contributes to the Economy26

Sample questions

Taken from the OCR A-Level Psychology guide. Answer each one closed book first, then open the answer.

Research Methods and Techniques (1.1)

Why does a field experiment tend to produce more natural behaviour than a laboratory one?

Show the answer
Participants are in their usual surroundings and are often unaware they are taking part, so they behave as they normally would.
Planning and Conducting Research (1.2)

How does a research question differ from an aim?

Show the answer
A research question turns the general aim into a specific question that the study is designed to answer.
Data Recording, Analysis and Presentation (1.3)

What should a well-designed raw data table contain?

Show the answer
An informative title, clearly labelled rows and columns including any units, and one entry for each participant score in each condition.
Report Writing and Scientific Communication (1.4)

In what order do the main sections of a practical report appear?

Show the answer
Abstract, introduction, method, results, discussion, references and then appendices.
Practical Activities and the Nature of Science (1.5-1.6)

What does a self-report practical involve?

Show the answer
Asking participants directly about their own thoughts, feelings or behaviour, using a questionnaire or an interview.
Mathematical Requirements for Research Methods (Appendix 5C)

Which is the larger value, 3.0 × 10⁻³ or 5.0 × 10⁻⁴, and how many times larger is it?

Show the answer
3.0 × 10⁻³ is the larger value and it is six times the size of 5.0 × 10⁻⁴.
Studying and Evaluating the Core Studies: The Common Framework (Section A)

What are the four main parts of the 'story' you should be able to tell about any core study?

Show the answer
The background, the method, the results and the conclusions, with the method itself comprising the design, the sample, the materials or apparatus and the procedure.
Core Studies: Social Area (Section A)

What historical question prompted Milgram's 1963 study of obedience?

Show the answer
He wanted to understand how the atrocities of the Holocaust could have been carried out by ordinary people simply following orders.

Questions about this guide

How do you use active recall for OCR A-Level Psychology?

Answer up to 10 questions cold and closed book. Answer the same questions again open book, writing the correct answer down. Then answer them closed book one more time. The difference between the first and third attempt is what has moved into recall.

How is OCR A-Level Psychology assessed?

OCR A-Level Psychology is assessed by 3 components: Component 01, research methods (2 hours, 90 marks, 30%); Component 02, psychological themes through core studies (2 hours, 105 marks, 35%); Component 03, applied psychology (2 hours, 105 marks, 35%).

What topics does the OCR A-Level Psychology active recall guide cover?

It covers Research Methods and Techniques (1.1), Planning and Conducting Research (1.2), Data Recording, Analysis and Presentation (1.3), Report Writing and Scientific Communication (1.4), Practical Activities and the Nature of Science (1.5-1.6), Mathematical Requirements for Research Methods (Appendix 5C), Studying and Evaluating the Core Studies: The Common Framework (Section A), Core Studies: Social Area (Section A), Core Studies: Cognitive Area (Section A), Core Studies: Developmental Area (Section A), Core Studies: Biological Area (Section A), Core Studies: Individual Differences Area (Section A), Areas and Perspectives in Psychology (Section B) and Debates in Psychology (Section B). The full list is set out on this page.

Is the OCR A-Level Psychology guide a PDF?

Yes. It is a digital PDF sent to the email address on your order after purchase. Check the address is correct at checkout, and check junk or spam if it has not arrived.

Does the guide include the answers?

Yes. Every question has its answer in the same document, grouped by topic, so step 2 of the method is done from the guide.