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(L2) Consider if preferences regarding ‘attractiveness’ are universal, if they are, how is it that even those considered less attractive generally find a partner?

Starter: List ten most physically attractive men and women – compare list with peers.

Tasks: Complete AFR section on physical attraction

H/W Learn the terms on the Glossary for Human Relationships

C/W Attraction and the Formation of Relationships Booklet (AFR)

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(L6) Starter: Theories of attraction and relationship formation presentation

Complete sections in Theories of attraction booklet

(L7) Theories of attraction continued

Continue with Theories of attraction booklet.

Sociobiological theory, sexy sons theory and born to breed?: Evaluate different types of relationships in terms of sociobiological idea that humans’ function is to reproduce. .

Needs/Reinforcements theory: A behaviourist approach to relationships formation – read Foa study in text book and create a Research sheet for Veitch and Griffit.

(L8) Economic Theories: Do  people form and remain in relationships for ‘what they can get’? Are there winners and losers in all relationships or does the ‘give and take’ balance out?
Recap lesson.

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(L9) Social Exchange and Equity Theory in AFR.  Research sheets for Hatfield et al and Clark.

Filter Theory: Complete AFR section explaining how relationships are formed and continue.

(L10) Social Exchange theory and Equity Theory

Starter - Activity 2: Giving and Taking

Main - Plan an answer to:
a. Outline two theories relating to the formation and/or maintenance of relationships (e.g. social exchange theory, reward and/or need satisfaction) (10 marks.)
b. Evaluate one of the theories of the formation and/or maintenance of relationships you have outlined in part a. (15 marks)

C/W  AFR

C/W Theories of Love Booklet (TOL)

C/W Maintenance and Dissolution of Relationships Booklet (MDR)

H/W Complete the two part essay question planned in class.

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(L11) Theories of Love

Starter - Thoughtshower different 'types/styles' of love, e.g companions, romance.

Main - Read the article: All you need is love
Complete theories of love booklet

Plenary - Test learning of Sternberg’s love types with fill in the blanks task.

(L12) Relationship rules and explanations of the dissolution of relationships: Complete MDR, concentrate on Argyle’s relationship rules, reasons why relationships end, focus on Lee and Duck’s models of dissolution, their similarities and their differences.

H/W: Check out this link on Theories of Love

H/W: PYA4 January 2006 Q2a and sb

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(L13)Risk factors that increase likelihood a relationship will break up:  Thought-shower 

MDR section on Duck and risk factors.

Plenary: Hangman Play code yta8eapt

(L14) Sexual selection and human reproductive behaviour

Starter - Evolution presentation 1
Sexual Selection and Dimorphism presentation

Main - Read pp48-49 of the Relationships Chapter and answer the 'Can you...? No 3.4' questions 1,2,3 and 4 on p.49

Plenary - Complete Evolution and Mate Choice Sheet

(L15) Sexual selection and human reproductive behaviour 2

Starter - Use the Physical Appearance & Mate Choice sheet to identify and label Angelina and Brad's Sexy features on the Sexual Selection & Physical Attractiveness sheet.  Include comments on the evolutionary significance of these features.
Complete the Physical Attractiveness and Fashion sheet.

Main - Sexual Selection & Investment presentation
Complete the Dating Adverts worksheet (n.b leave Dunbar, 1995 for homework)

Extension - Use available textbooks and the Internet to complete the Sexual selection and human reproductive behaviour workbook.

Plenary - Activity 2 - Human intrasexual competition

Main - Cultural and Subcultural differences in relationships: CSD sections on individualist and collectivist relationships. Highlight article on interpersonal attraction. Research arranged marriages and how the notion of ‘love’ differs between cultures.

Plenary - Identify three synoptic issues/debates that could contribute to an essay on relationships in different cultures.

(L19) Relationships in different cultures.

Starter - Write a quick list of the advantages and disadvantages of having an arranged marriage.

Main - Read the article: Is love culturally relative? and complete the student activities on the back page.

Plenary - p.55 of the photocopied Relationships Chapter 'Can You...? No. 3.7' Question 1: Describe (in about 200-300 words) the nature of relationships in non-Western cultures. Be prepared to read your description to the class.

(L20) End of unit test.

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(L2) Continue Piaget section in DOT, focussing on key achievements made during the sensori-motor stage including object permanence and imitation.  Evaluate the sensori-motor stage based on the underestimation of children’s abilities.  Consider the developments made in the pre-operational stage, particularly seriation tasks and syncretic thought.  Carry out conservation of volume, area, number, substance and length experiments.

Read Piaget's stages of cognitive development 1 (through diagrams) sheet

Read 'Asking only one Question in the conservation experiment' Samuel & Bryant (1994) (through diagrams) sheet.

C/W: Development of Thinking Booklet (DOT)

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(L6) Piaget's theory continued

Starter - Play mastermind

Main - Continue Piaget looking at characteristics of concrete and formal thought and completing DOT.  Evaluate due to too much focus on logic and maths. Play mastermind

Read Piaget's stages of cognitive development 2 (through diagrams) sheet

Read Evaluating Piaget's Theory of Cognitive Development (through diagrams) sheet.

(L7)Vygotsky’s social constructionist theory: complete relevant sections in DOT.

C/W: DOT

Links for revison:

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(L10) Practical Application of cognitive development theory: Considering all that has been learned so far, how have Piaget, Vygotsky and Bruner's theories influenced teaching and learning? 

Starter - Complete Exercise 42 – Putting it Over.  How difficult is it to learn without effective communication?  Can adequate learning take place without questions or feedback on performance?

Main - Read Piaget and Education (through diagrams) sheet and Bruner's Theory of Cognitive Development 2 (through Diagrams) sheets.  Using these sheets and pp.146-147 of Psychology A2: The complete companion, complete 'Can you...? No. 8.4 Q.1 and 2.

(L11) Group work task

Starter - Check all tasks have been completed and rehearse presentation.

Main - Give presentation and watch/make notes on the presentations from the other groups

Plenary - Complete the assessment tasks set by the other groups.

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(L13) 30 mins plan plus timed essay PYA4 June 2004 Q10.

(L14) Moral Development – discussion re what it means to be morally developed and when a person can be said to have achieved moral developmet.

Consideration of Shaffer’s 3 components of morality (emotional, cognitive, behavioural)

Introduction to the three theories: Psychodynamic, Piaget and Kohlberg.

Basic concepts in Freud’s theory of the mind (Id, ego, superego, Oedipus complex, electra complex, thantos, penis envy and castration fear)
Read Moral Development - The Psychoanalytical approach (through diagrams) sheet.

Extension task: Read Moral Development - the learning theory approach (through diagrams) sheet.

Begin going through Piaget’s stages of moral development - Heteronomous stage, the moral realism of young children as they observe the letter of the law above the purpose of the law.  Concept of ‘immanent justice’ – Autonomous stage, the selective application of rules coupled with the ability to take the perspective of others.
Read Moral Development - The Cognitive Development Approach (through diagrams) sheet.

(L16) Continue work on Piaget, summarise MDB sections on moral development stages.

(L18) Gilligan as a feminist critique of Kohlberg – Research Gilligan’s theory of justice and care, is there such a distinct difference between male and female moral development?  Consider the validity of Gilligan’s criticisms of Kohlberg (e.g. only used male research participants but extrapolated findings to females).  How does Gilligan’s methodology differ to the other researchers that we look at? (use of women facing the real decision to terminate a pregnancy).  Evaluate Gilligan’s theory.

(L19) Pro-social moral reasoning – Research by Eisenberg.  How does this theory of pro-social moral reasoning differ from theories of moral development?

(L20) Catch up lesson

H/W:
PYA4 January 2006 Q.10:

H/W:
Using notes from text books and the sheet 'Theories on the development of the self concept':

• Frustration-aggression hypothesis (p.156-157 of the red A2 Level Psychology textbook

(L6) Evaluation of research on institutional aggression

Starter - Read p. 65 and mindmap the problems of investigating institutional aggression and the real world applications of such research (use red pen for the problems and green pen for the real world applications.

Main - Can you...? No.4.3 question 2

Plenary - Summarise the lesson in 50 words

(L7a) The role of neural and hormonal mechanisms in aggression (neurotransmitters)

• Read the Case Study on p.17.
  
• Identify any symptoms of depression that Paul may have
• Suggest two factors that could hace caused Paul's depression.

1. What did Greenberg et al (1980) discover about the balance of pro- and anti- social behaviour in children's TV programmes in the US?
2. According to the basic mechanisms of social learning theory, why might we expect exposure to pro-social content on television to be at least as influential as exposure to anti-social content?
3. Why are younger children least likely to be affected by pro-social portrayals in the media?
4. Outline Poulos et al's (1975) study on the effects of television on altruistic behaviour in children.
5. Outline  Mares' (1996)  study on the effects of television on self-control in children.
6. What did Friedrich and Stein  discover about the effects of television on positive interaction in children?
7. Outline  Johnston and Ettema's (1982)  study on the effects of television on anti-stereotyping in children.
8. Do children actually watch pro-social programming?  Consider the findings of Woodard (1999) in your response.
9. Under what circumstances are pro-social norms most likely to be learned and with what type of adolescent is this least effective?
10. Why might the behaviourist expectation that the media may have an effect on the development of pro-social reasoning be unrealistic?
11. Write a 500 word evaluation on the research studies on the pro-social effects of television.
12. What has research on media other than television shown about the pro-social effects of media?