Easter revision sessions

Easter revision sessions
Paper 1 and Paper 2

STRUCTURE OF PAPERS PAPER 1: 7TH June (2 hours)
Social Influence Memory Attachment Psychopathology 24 marks for each section Mix of multiple choice, short and long answer questions Approaches (24) Biopsychology (24) Research Methods (48) RM is double-weighted plus can occur in ALL other sections on Paper 1 and 3 STRUCTURE OF PAPERS

Today’s sessions Focus on 3 topics linked to exam skills:
Paper 1: Social Influence Paper 1: Attachment Paper 2: Research Methods Please ask questions if you are unsure Today’s sessions

Types of conformity, internalisation, identification and compliance
Types of conformity, internalisation, identification and compliance. Explanations for conformity: informational and normative social influence and variables affecting conformity including group size, unanimity and task difficulty, as investigated by Asch Conformity to group roles, as investigated by Zimbardo Explanations for obedience: agentic state and legitimacy of authority and situational variables affecting obedience including proximity, location and uniform, as investigated by Milgram. Dispositional explanation for obedience: the Authoritarian personality Explanations of resistance to social influence, including social support and locus of control Minority influence including reference to consistency, commitment and flexibility The role of social influence processes in social change SOCIAL INFLUENCE

1. D 2. C 3. B 4. A QUESTION 1

QUESTION 2 Answer the question: ONE STUDY ONLY
Include findings only for description Clear and accurate; 2 points Asch, Milgram, Zimbardo: obvious choices A03: One point, evidence and elaborated BRIEFLY QUESTION 2

Question 2 Exemplar Response
Asch found in his simple perception task judging the length of lines in relation to a comparison line that on the 12 critical trials 37% of the responses made by the naïve participants were incorrect in line with the confederate’s responses. He found that 75% conformed at least once to an incorrect response and that they conformed on every one of the critical trials. This was compared to 0.7% error rate in the control group who completed the task alone. However, as the findings from this study are laboratory based involving a task lacking in mundane realism eg judging the length of lines, they may have little or no relevance to real life conformity and are therefore looking in ecological validity. Question 2

Question 3 Marked according to 4 levels A01 – 6, A02 – 4, A03 - 6
13-16: 2 explanations - accurate and well detailed Clear links between scenario and explanations Specialist terminology Coherent, organised and focused on the Q Locus of control Social support Question 3

QUESTION 3 – A01 LOC (Rotter 1966) Social support
Internal LOC more likely to resist Believe they control own circumstances Take responsibility for behaviour, less reliant on others Active seekers of information Less concerned with social approval Resistance more likely if others don’t conform or obey Gives observer confidence to resist Breaking unanimity of majority Presence of an ally Presence of defiant role models means disobedient behaviour stands out less than if the individual acted alone, providing alternative, if small, ‘group’. This challenges the legitimacy of the authority figure. QUESTION 3 – A01

Question 3 – A02 Jack: dispositional factors
Sarah: situational factors ‘Strong personality’ – links to LOC ‘What other people are doing’ – social support Question 3 – A02

Question 3 – A03 Evaluate 2 explanations
Supporting research (variation of Asch, Milgram) Practical applications (Rosa Parks?) Compare/contrast 2 different explanations Other explanations (minority influence, non-conformist personality) Question 3 – A03

Caregiver-infant interactions in humans: reciprocity and interactional synchrony. Stages of attachment identified by Schaffer. Multiple attachments and the role of the father Animal studies of attachment: Lorenz and Harlow Explanations of attachment: learning theory, and Bowlby’s monotropic theory. The concepts of a critical period and an internal working model Ainsworth’s Strange Situation. Types of attachment: secure attachment, insecure-avoidant and insecure-resistant. Cultural variations in attachment, including van Ijzendoorn Bowlby’s theory of maternal deprivation. Romanian orphan studies: effects of institutionalisation The influence of early attachment on childhood and adult relationships, including the role of an internal working model ATTACHMENT

Asocial Indiscriminate Specific Multiple QUESTION 6

QUESTION 7 Max: securely attached Jessica: insecure resistant
William: insecure avoidant QUESTION 7

Generic criticism of learning theory with no link to attachment: limited credit (1 mark)
Research evidence: Schaffer, Harlow, Ainsworth Reductionist Compare with Bowlby’s monotropic theory Choice: one point in lots of detail, 2 in slightly less detail Question 8

Question 8 – exemplar answer
One weakness of the learning theory of attachment is that it is a reductionist explanation. For example, it ‘reduces’ (breaks down) the complex behaviour of attachment to very simple components such as stimulus-response or reinforcement. Reducing attachment to a single component means that learning theory largely ignores all the other influences on our attachments such as innate drives (Bowlby) and a child’s temperament. Another problem with learning theory is that research suggests that infants don’t always attach through the provision of food and may prefer comfort. For example, Harlow found that infant rhesus monkeys separated from their mother preferred to spend time with a cloth mother which provided comfort than a wire mother which dispensed food. This suggests that it is not the provision of food that forms the basis of attachment but those who are sensitive and rewarding to the baby. Question 8 – exemplar answer

Question 9 1 mark for each point made
No requirement to link to the scenario in this question but do it out of habit Researcher records behaviour every time it happens E.g. every time a child talks to another child, it is recorded Question 9

Question 10 Discuss: evaluation Control of EVs
Can more easily infer cause and effect Easy to replicate to establish reliability Question 10

Question 10: exemplar answer
One improvement could be that a controlled environment can allow researchers to control extraneous variables in the study as there is a standardised procedure that is followed. A further advantage of this is that in a controlled environment with a standardised procedure the researchers could easily replicate the study (i.e. as in the Strange Situation) to see if the results are reliable. Question 10: exemplar answer

The investigation into children’s friendship patterns in free time at school will have a hypothesis to test. The hope is that a cause/effect relationship can be identified between an independent variable and some aspect of friendship behaviour, perhaps the way that different sexes behave. Naturalistic observations take place in their normal setting, in this case, the school. Features of this environment cannot be controlled, for example whether it is raining or fine at break times. The consequence of this is that there are other extraneous and potentially confounding variables that may affect the children’s behaviour. This makes it more difficult to establish reliable cause/effect relationships. However, using a more controlled environment, for example, just studying the children on ‘fine Mondays’ may limit what is observed. An advantage of a naturalistic observation is that the children presumably do not know they are being studied and are in their normal setting so their behaviour is likely to be ‘real-life’, giving the observations more validity. Question 10: exemplar answer

A01 Bowlby’s internal working model – early attachment provides blueprint/prototype for later (adult) attachment; formation of mental representation/schema of first attachment relationship; affects later relationships and own success as a parent adult attachment interview (Main et al) continuity between early attachment type and adult classification/behaviours – credit knowledge of procedure and coding system (insecure-dismissing, autonomous-secure, insecure- preoccupied, unresolved) knowledge of studies that support or refute the relationship, e.g. Hazan and Shaver; Quinton; Harlow; Koluchova. A03 discussion of theory, e.g. Bowlby’s IWM and issue of determinism; negative implications of assumption that the relationship is cause and effect discussion of underpinning evidence re measuring adult attachment type and/or methodological evaluation of studies that demonstrate a relationship and how this affects the conclusions to be drawn, e.g. difficulty of establishing cause and effect between early attachment history and adult relationships counter-evidence, e.g. to suggest that children can recover from deprivation/privation and form effective adult relationships ethical issues, e.g. associated with use of adult attachment interview use of evidence to support or refute the relationship. Question 11

Bowlby claimed that the first or primary attachment is qualitatively different from other relationships and produces infants with an internal working model or prototype to all relationships. He claimed that the early attachments we form determine our later relationships in adulthood. He therefore claimed that infant patterns of attachment are related to adults – that there is a continuity or link between early and later attachments. Therefore infants who experience a secure attachment in childhood will be able to, according to this hypothesis, experience this type of relationship in their adult relationships including romantic relationships, friendships and relationships with work colleagues. There is evidence to support Bowlby’s claims about the influence early attachments have on adult relationships. Hazen and Shaver in their love quiz study found that individuals who were securely attached as infants tended to have happy and lasting relationships as adults. In contrast, secure types were more likely to repeat this pattern in their adult relationships, were more likely to divorce and were more likely to doubt the true emotions of love. These findings demonstrate the continuity between early attachment style and later styles of loving/attachments. However, there is research to suggest that early attachment style does not necessarily equate to adult relationships. Question 11: exemplar answer

Research methods Paper 2: Final section of 3 Double-weighted: 48 marks
Need everything from Year 12 AND Year 13

Question 12 2 marks: fully operationalised
1 mark: vague, not operationalised Number of verbal errors Question 12

Question 13 Which type of hypothesis? Why?
Variables must be fully operationalised: IV and DV There will be a difference in the number of verbal errors made by participants who think there are 5 listeners compared to participants who think there are 100 listeners. Question 13

Question 14 1 mark for identifying EV
2 marks for explaining why the variable should have been controlled One EV that would need to be controlled would be the article given to Pts to read. The same article should be given to both conditions so that the level of difficulty is the same and this does not act as a confounding variable to affect the number of errors made. Question 14

This ensures that the sample is representative of the target population; for example, in this study it will ensure that the proportion of males and females working in this company are represented, i.e. 60% male and 40% female. Question 15

Question 16 1 mark for each point: Put all 60 male names in the hat
Work out the proportion of males needed to represent the target population – 60% Calculate 60% OF 20: 12 Draw out 12 names Question 16

Question 17 Give each man a number from 1-12 Put 12 numbers in a hat
Draw out first 6 numbers and assign these to Condition A; the remaining 6 numbers will be in Condition B This process will be repeated for the 8 women; the first 4 numbers drawn will be in Condition A and the second 4 numbers in Condition B Question 17

Mean Conclusion: when people believe there is a larger audience they are less fluent in spoken communication than when they think audience is small Justification: mean shows on average 6 more errors when audience is believed to be large Standard deviation Conclusion: less spread of number of errors made from the mean when audience is believed to be small Justification: lower SD when audience is believed to be smaller; suggests that performances for believed small audience were more similar to each other and close to the mean of 11.1 Question 18

Question 19 3 marks: make 3 points
SD is less easily distorted by an extreme score Takes into account the distance (deviation) of all scores from the mean It is not just the distance from the highest to lowest number of verbal errors Question 19

Mann Whitney Ordinal data (errors may not be equal in size, not standard unit of measurement) Independent groups Test of difference Question 20

Less than a 5% likelihood that the results are due to chance
Researcher can be 95% confident that there is a significant difference between the two conditions Question 21

Question 22 Choose face or concurrent
Face: are verbal errors a good measure of verbal fluency? Concurrent: give Pts an established/standardised measure of verbal fluency and compare scores; 2 measures should be positively correlated Question 22

Ensures published work is taken seriously as it is checked before it is in public domain; prevents unsubstantiated claims being made Improves quality of research; authors/researchers less likely to spot mistakes/errors and be objective about own work Question 23

Question 24 Long answer question 15 minutes Can be: Designing a study
Writing a section of a report Evaluating a study and suggesting modifications Question 24

Question 24 Use the question to structure your answer
Address the 4 requirements in separate paragraphs Write enough to achieve top band: well detailed, practical, specialist terminology Engage with the stimulus material throughout your answer Enough detail to enable the study to be conducted Question 24

Task Behavioural categories Reliability Ethical issues Question 24

Task: give example of task for presentation, specify length of time, standardised instructions
Behavioural categories: give examples (smiling, hesitation, pointing, shrugging), operationalisation, event/time sampling, recording grid (draw it?) Reliability: inter-observer reliability, training Spearman's Rho, correlation Ethical issues: consent, R2W, protection, confidentiality, debriefing Question 24

QUESTION 24 Exemplar Response
The task that the male and female p’s would be asked to do is to give a presentation to an audience about ‘self’ as this is something all p’s would be able to do. All the p’s would be given the same instructions in which the task would be outlined including the time they have to give the presentation and that there would be an audience of people watching. They would also be informed of their right to withdraw from the study at anytime. P’s would also be informed that 2 observers would be in the audience and would be rating their non verbal behaviour – this would avoid the ethical issue of deception. The observers would be trained before the observation so they would know what the non verbal behaviour was. QUESTION 24

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