1. Practical

2. Question time!
Social and Cog practical

3. Questions – examples Can you answer these?
State the aim of your practical (1)
Describe the procedure of your practical (4-6)
Explain which sampling method you used and why (2)
Strengths and weakness of using that sampling method in your practical (4 marks)
Explain which research design you decided to use in your cognitive practical and why (2)
Strength and weakness of using this design in your cognitive practical?
Explain how you designed your questionnaire in your social practical (4)
Describe the results from your practical (4)
Explain how you analysed your results in your practical (4-6)
Evaluate your practical (8)
Explain how you could improve your practical study (3)
Explain how you managed risk by considering ethical issues in your practical (4)

4. Key Question

5. Explain your key question using concepts/research and theories from __________ Psychology. (6)
What are the assessment objectives? What are the maximum amount of points you should make?

6. (Explain one reason 3 marks)
My key question is: Why did the atrocities at Abu Ghraib happen? In the Abu Ghraib prison, guards claimed to have been given orders by an authority figure in the US army to torture prisoners to gain intelligence about terrorism. As the guards viewed them as an authority figure, they were likely to shift from an autonomous state to an agentic state. This means the guards were able to displace the responsibility of abusing and torturing the prisoners onto the authority figure (senior official in the US army) and act as an agent where they no longer felt responsible for the harm they were causing.

7. Your Turn: Now do this for the Cognitive Key Question

8. Discuss your key question using concepts/research and theories from __________ Psychology. (8)
What are the assessment objectives? How will a question like this be marked? Banded or Not Banded? Let’s look at the mark scheme. After looking at the mark scheme what structure should our answer take?

10. A01 and A02 (8 marks)
Key question: How can knowledge of the Working Memory be used to help those with dyslexia?
One way the Working memory has been used to develop strategies to help those with dyslexia is through the use of classroom interventions. Those with dyslexia find it difficult to hold words and items in their Working memory this is down to limited capacity and problems with storing verbal information in their phonological loop. To avoid overloading their phonological loop, teachers are able to provide instructions and checklists on a board – this ensures the child doesn’t have to hold the information temporarily in their working memory and instead their capacity can be taken up by completing the task at hand, for example reading a passage and summarising it. The knowledge from the working memory allows us to support those that have dyslexia to ensure they are not at a disadvantage in the classroom due to their difficulties. This in turn will support a student with dyslexia to continue their progression through school and achieve academic success.
Another way….. x2

11. Your Turn: Now do this for the Social Key Question

12. Evaluate your key question using concepts/research and theories from __________ Psychology. (This can range from 8-12 marks on the AS paper)
How is this different from discuss? How will the structure be different from the ‘discuss’ question?

13. A01, A02 and A03
The working memory has assisted those with dyslexia as it has been used to design computerised training such as the N-back programme and there is supporting evidence to suggest this may help expand the capacity of the working memory. This works by asking the ‘player’ to perform a calculation, hold the answer, work out a second calculation and provide the answer from the first calculation. This means they have to hold the original answer in the phonological store whilst using the phonological loop to work out the new calculation. This may lead to changes of neural activity where working memory is thought to take place. Holmes and Gathercole (2012) found that after an intensive programme, capacity was thought to have expanded when using the computerised training and greater progress was found in children with low achievement in Maths aged Their academic performance was compared to national averages across the year of intervention. Therefore knowledge of the working memory and advances in technology may provide those with dyslexia with an opportunity to improve their verbal working memory. However…… + conclusion

14. Your Turn: Now do this for the Social Key Question