Learning Objectives To apply knowledge in preparation for the Unit 1 exam To understand the assessment requirements for the Unit 1 examination DO NOW: your marked essay is on the desk try to achieve the target you have been set

Starter: Key term anagrams – all are one word key terms which you need to know Sane Spy One Run Died Rent An Ox Uncle Us Which area of the topic do these key terms come from? Synapse, neuron, dendrite, axon, nucleus

Examination practise You sit your exam in 4 days from now You will now answer the short answer questions from the January 2011 paper You will have 10 mins to do this You will mark one another’s towards the end of the lesson

Main activity: draw this table rough in your notes Question Number C1 C2 1 a (i) 1 a (ii) 1 b 1 c

Main: looking at previous examples There are various answers around the room both ‘Candidate 1’ (C1) and ‘Candidate 2’ (C2) these are actual people and the marks awarded were by actual examiners in January 2011 You are going to decide what mark you give their answers and why, you will have the mark scheme and the examiner’s report to help you to complete this task You will have 15 minutes in total

Q1a(i) What do social learning theorists mean by ‘mediating cognitive factors’ (1) C1: Thought processes which intervene between stimulus and response in performing behaviour How many marks? Why? 1 mark

C2: This is to do with thinking before you copy a behaviour. Q1a(i) What do social learning theorists mean by ‘mediating cognitive factors’ (1) C2: This is to do with thinking before you copy a behaviour. How many marks? Why? 0 mark

Q1a (ii) Suggest one methodological problem which might arise when investigating mediating cognitive factors (1) C1: They cannot be visibly seen so are based on inference rather than fact How many marks? Why?

Q1a (ii) Suggest one methodological problem which might arise when investigating mediating cognitive factors (1) C2: They are not observable because they are internal mental processes. How many marks? Why? 1

1(b) Name one of Freud’s psychosexual stages of development 1(b) Name one of Freud’s psychosexual stages of development. Explain how an adult might demonstrate one behaviour associated with this stage of development (3 marks) C1: The first stage of psychosexual development is the oral stage. This occurs in the first year of a baby’s life and means they get satisfaction from the mouth. Children who do not resolve conflict at this stage and become fixated at it in adult life may smoke or chew their fingernails without noticing. How many marks? Why? 3

1(b) Name one of Freud’s psychosexual stages of development 1(b) Name one of Freud’s psychosexual stages of development. Explain how an adult might demonstrate one behaviour associated with this stage of development (3 marks) C2: One of the stages is the anal stage of development. This is when a child gains pleasure from expelling and retaining faeces. How many marks? Why? 1 – there was a further mark available for talking about fixation and the resultant adult behaviour

1 (c) Derek and David are identical twins 1 (c) Derek and David are identical twins. The twins were separated at birth and raised in very different families. Derek was given a healthy diet. David was raised in a poor environment where his family could not afford much food. When the twins were re-united at 40 years old, Derek was tall but David was much shorter. Distinguish between the terms genotype and phenotype. Refer to Derek and David in your answer. (5 marks)

1 (c) Derek and David are identical twins 1 (c) Derek and David are identical twins. The twins were separated at birth and raised in very different families. Derek was given a healthy diet. David was raised in a poor environment where his family could not afford much food. When the twins were re-united at 40 years old, Derek was tall but David was much shorter. Distinguish between the terms genotype and phenotype. Refer to Derek and David in your answer. (5 marks) C1: A genotype is a person’s genetic make-up. It refers to the genes that a person possesses. A phenotype is the actual expression of the genotype, how it has developed and is seen as part of someone’s characteristics. Therefore, the difference between them is that a genotype refers to the genes a person possesses but does not necessarily display whereas phenotype refers to the expression of their genes. In this example, they are monozygotic twins so they share 100% of their genes, therefore, they have the same genotype, however, Davids lack of healthy diet means that he does not express the gene which Derek does for being tall because Derek was raised with a healthy diet. How many marks? Why? 5

1 (c) Derek and David are identical twins 1 (c) Derek and David are identical twins. The twins were separated at birth and raised in very different families. Derek was given a healthy diet. David was raised in a poor environment where his family could not afford much food. When the twins were re-united at 40 years old, Derek was tall but David was much shorter. Distinguish between the terms genotype and phenotype. Refer to Derek and David in your answer. (5 marks) C2: A genotype is a person’s genetic make-up. A phenotype is the genotype plus the influence of the environment. In this example, they are monozygotic twins so they share 100% of their genes (same genotype) however, Davids lack of healthy diet means he has not developed in the same way as Derek, even though they are genetically identical their phenotype is different. How many marks? Why? 1 mark for genotype, no mark for phenotype (needed to get across idea of expression of genes or it being about a person’s characteristics), 2 marks for application to stem, 0 marks for distinguishing between the two terms. 3 in total

BE AWARE ON THE ESSAY QUESTION! 1 (d) Describe the behaviourist approach in psychology and evaluate the research methods used by behaviourist psychologists.(10 marks) BE AWARE ON THE ESSAY QUESTION! What is this question actually asking you to do? Think-Pair-Share

The majority of candidates scored in the ‘average to weak answer’ band The majority of candidates scored in the ‘average to weak answer’ band. In a number of responses, candidates seemed to produce rote-learned answers in relation to a general question on the behaviourist approach rather than reading the question carefully. In terms of description of the approach, better answers provided a range of features/assumptions. Weaker answers were limited to descriptions of Pavlov’s and Skinner’s experiments. For the second part of the question, candidates were required to evaluate the research methods used by the behaviourist approach not the approach as a whole. This was met with varying success. Most candidates raised the issue of the use of animals in experimental research and the fact that the behaviourist approach employs scientific methods in its research. However, few responses demonstrated any further knowledge of research methods beyond these two issues hence limiting overall marks. It was also common to observe candidates offering evaluations in the format of a list rather than qualifying their points as one would expect in a discussion based answer. General evaluations of the approach received no credit as this was not the focus of the question.

Behaviourism: Research Methods Controlled experimental methods: Strengths - establish cause and effect; manipulate IV; control for extraneous variables; scientific methods; objectivity, etc. Limitations – artificiality of controlled experiments; lacks ecological validity; representativeness, etc. Use of animals: Strengths – short gestation period; more ethical than using humans; generalisability to human behaviour, etc. Limitations – crude to extrapolate findings to explain human behaviour; lacks generalisability; representativeness, etc. Note: Candidates may also receive AO3 credit by comparing the research methods used in other approaches in psychology. The second component of this answer referred to your knowledge of research methods, it didn’t want any general evaluation points for the approach....

Reviewing our learning You have another person’s answers Mark them with the knowledge you now have about these particular questions GIVE THEM FEEDBACK – TELL THEM EXACTLY WHAT THEY NEED TO DO IN ORDER TO GAIN FULL MARKS We will be feeding back as a class on how we can improve our performance on each question