Look inside the OCR A-Level Psychology guide (H567)

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Look inside the OCR A-Level Psychology guide

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OCR · A-Level · H567
Psychology
Active Recall Guide
3,537 questions
PsychologyContents
Contents
21 topics, 321 subtopics
  1. Research Methods and Techniques85
  2. Planning and Conducting Research124
  3. Data Recording, Analysis and Presentation155
  4. Report Writing and Scientific Communication49
  5. Practical Activities and the Nature of Science72
  6. Mathematical Requirements for Research Methods177
  7. Studying and Evaluating the Core Studies: the Common Framework104
  8. Core Studies: Social Area182
  9. Core Studies: Cognitive Area144
  10. Core Studies: Developmental Area146
  11. Core Studies: Biological Area137
  12. Core Studies: Individual Differences Area141
  13. and 9 more
ii
Planning and Conducting ResearchQuestions
Planning and Conducting Research
Aims, research questions and hypotheses
  1. What is a research aim?
  2. How does a research question differ from an aim?
  3. Define the term hypothesis.
  4. What is the null hypothesis?
  5. What is the alternative hypothesis?
  6. Which hypothesis does an inferential statistical test actually test?
  7. What does it mean to operationalise a hypothesis?
  8. What is a one-tailed hypothesis?
  9. What is a two-tailed hypothesis?
12
Planning and Conducting ResearchAnswers
Answers
Aims, research questions and hypotheses
  1. A general statement of the purpose of a study, setting out what the researcher intends to investigate.
  2. A research question turns the general aim into a specific question that the study is designed to answer.
  3. A precise, testable statement predicting the difference or relationship that the study expects to find.
  4. A statement predicting that there will be no difference or relationship between the variables, and that any effect observed is due to chance.
  5. A statement predicting that there will be a difference or relationship between the variables that is not due to chance alone.
  6. The null hypothesis, since the test decides whether there is enough evidence to reject it.
  7. To state its variables in precise, measurable terms so that the prediction can actually be tested.
  8. A directional prediction that states which way the difference or relationship is expected to go.
  9. A non-directional prediction that a difference or relationship will occur without stating its direction.
13
Core Studies: Cognitive AreaQuestions
Core Studies: Cognitive Area
Loftus and Palmer (1974) eyewitness testimony: the second experiment, conclusions and evaluation
  1. Why was a second experiment necessary?
  2. Who took part in the second experiment, and how were they allocated?
  3. What film was used in the second experiment?
  4. How did the three groups in the second experiment differ?
  5. What happened when participants returned a week later?
  6. Why was the broken glass question the critical one?
  7. How many participants in each group reported seeing broken glass?
  8. What were the mean speed estimates given in the second experiment?
  9. What did Loftus and Palmer conclude about how a memory of an event is formed?
34
Core Studies: Cognitive AreaAnswers
Answers
Loftus and Palmer (1974) eyewitness testimony: the second experiment, conclusions and evaluation
  1. The first experiment could not separate response bias from a real change in memory, so a second study was needed to look for a lasting distortion.
  2. One hundred and fifty students were divided into three independent groups of fifty.
  3. A film lasting about a minute showing a multiple-car accident, in which the crash itself lasted about four seconds.
  4. One group's critical question used the verb smashed, one used the verb hit, and a control group was asked nothing at all about speed.
  5. They answered further questions about the accident, including the critical question of whether they had seen any broken glass.
  6. There was no broken glass in the film, so any participant answering yes must have had a memory that had been distorted.
  7. Sixteen of the fifty in the smashed group said yes, compared with seven of fifty in the hit group and six of fifty in the control group.
  8. About 10.46 mph in the smashed condition and about 8.00 mph in the hit condition.
  9. Information from the original perception and information supplied afterwards are integrated into a single memory, so later information can permanently alter what is recalled.
35
Issues in Mental HealthQuestions
Issues in Mental Health
Historical views of mental illness
  1. What did prehistoric trephination involve, and what was it believed to achieve?
  2. How did Hippocrates break with the supernatural view of madness?
  3. An excess of which humour was thought to produce melancholia?
  4. Why is humoural theory regarded as an ancestor of the modern medical model?
  5. What happened to explanations of mental illness in medieval Europe?
  6. Describe the conditions found in early asylums such as Bethlem.
  7. What was moral treatment, and who introduced it?
  8. What was Kraepelin's contribution to the understanding of mental illness?
  9. What change did the arrival of chlorpromazine in the 1950s bring about?
56
Issues in Mental HealthAnswers
Answers
Historical views of mental illness
  1. It involved cutting or drilling a hole through the skull of a living person, apparently to release the evil spirit thought to be causing their disturbed behaviour.
  2. He argued that disturbed behaviour came from an imbalance of the four bodily humours of blood, phlegm, yellow bile and black bile, locating the cause inside the body rather than with the gods.
  3. An excess of black bile was believed to produce melancholia.
  4. Because it treated madness as a physical disturbance of the body that could be corrected by physical means, which is the same reasoning the medical model uses today.
  5. Supernatural explanations returned to dominance, so disturbed people were frequently treated as possessed or as witches and were punished or exorcised rather than cared for.
  6. Inmates were confined, often chained and neglected, given no real treatment, and members of the public could pay to come and stare at them as a form of entertainment.
  7. Moral treatment meant caring for patients humanely with kindness, dignity and useful occupation instead of restraint, and it is associated with Pinel in France and with Tuke at the York Retreat.
  8. He produced the first systematic classification of mental disorders, grouping symptoms into distinct syndromes and separating dementia praecox from manic depression, which became the foundation of modern diagnostic manuals.
  9. It made symptoms manageable for many patients outside hospital, which encouraged the shift away from long-stay institutions towards treatment in the community.
57
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3,537 questions
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How the guide is worked

Answering a question from memory stores it far better than reading the answer again. The guide runs that as a fixed procedure on one subtopic at a time, about twenty minutes a session.

  1. Step 1 · Closed book

    Cover the answers. Work through one subtopic and write down what you can. Leave blanks where you have nothing.

  2. Step 2 · Open book

    Go back to the top. Read each printed answer and write it out in full, including the ones you had right.

  3. Step 3 · Closed book again

    Same questions, same order, from memory. The gap between pass one and pass three is the session result.

Read the full method, the return schedule and the research behind it.

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