Psychology A2 Unit 1

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 Subject    Teacher    Unit    Duration  out of

Week Details & links Assessed work / further work
1
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w/c

03/09
L1) Intro to Human Relationships:

Starter - Thought shower on the different types of relationship available to us. 

Task - Consider the importance of physical attraction in the formation of relationships by writing a description of your ‘ideal’ partner and a ‘lonely hearts’ style advertisement for yourself.

Plenary - Compare thought showers and add an types of relatinship missing from yours.

(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

Outline and evaluate research into the Matching Hypothesis. Research sheet for Walster et al.

Plenary: Terminology bingo

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

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

Research sheet for Walster et al

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10/09
 

Continue editing from here


(L3) (the other four factors which influence formation........)

(L4) 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. AFR section.

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

(L5) Economic Theories of Love: 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?  Social Exchange and Equity Theory in AFR.  Research sheets for Hatfield et al and Clark.

(L6) Filter Theory: Complete AFR section explaining how relationships are formed and continue.

Debate: Couple relationships can be explained in “economic” terms of costs and benefits; Speakers prepare a short argument for/against, use theory and research.  Audience prepare to challenge and add points.  Relationships in the news, books, film and soaps may be used as examples.

 H/W Create a poster for one of the five factors in relationships formation


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15/09
 


 

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(L3) Factors influencing relationship formation (demographic similarity, geographical proximity, attitude similarity, physical attraction). Research e.g.Werner & Parmalee,and  Rubin.  Complete AFR sections

(L4) 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. AFR section.

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

(L5) Economic Theories of Love: 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?  Social Exchange and Equity Theory in AFR.  Research sheets for Hatfield et al and Clark.

(L6) Filter Theory: Complete AFR section explaining how relationships are formed and continue.

Debate: Couple relationships can be explained in “economic” terms of costs and benefits; Speakers prepare a short argument for/against, use theory and research.  Audience prepare to challenge and add points.  Relationships in the news, books, film and soaps may be used as examples.

 

C/W  AFR

C/W Theories of Love Booklet (TOL)

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

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

H/W Review AS notes on classical conditioning and behaviourism

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

H/W: Outline and evaluate two explanations relating to the breakdown of relationships.  (24 marks)


5

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01/10
(L7) Giving and Taking Presentations.
Theories of Love: Wynch and Sternberg: Read TOL and summarise key research by Wynch, Walster et al, Sternberg, Schachter, and Dutton & Aron.  Use textbooks to increase notes on these studies and theories. Copy and learn Sternberg’s triangular theory of love diagram.


(L8) Maintenance of Relationships & repair strategies: MDR questions on Dindia and Baxter’s Maintenance strategies, complete diagram on Rusbult, Zembradt  et al dealing with conflict in relationships, Strengths and weaknesses table on Levinger’s stage theory of maintenance.

(L9) 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.

(L10)Risk factors that increase likelihood a relationship will break up:  Thought-shower 

MDR section on Duck and risk factors.


(L11) Quality Marked Assessment

Starter: Guidence on A01 and A02 essay points in A2 essays (PEE).

Main: Timed essay  (24 marks) (QMA)
a. Outline two theories relating to the formation and/or maintenance of relationships (e.g. social exchange theory, reward and/or need satisfaction) (12 marks.)

b. Evaluate one of the theories of the formation and/or maintenance of relationships you have outlined in part a. (12 marks)

Plenary: Hangman Play code yta8eapt


C/W MDR

H/W: PYA4 January 2006 Q2a and sb

C/W Cultural and Subcultural Differences Booklet

H/W Test your knowledge of cultural differences in relationships

6
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08/10

(L12) 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.

(L13)Powerpoint presentation - Understudied Relationships: Explanation of what an ‘understudied’ relationship is. Focus on homosexuality and electronic relationships (relationships formed or maintained over the internet or by other electronic means). Consideration of reasons why a type of relationship might be ‘understudied’.  Recognition of the problems facing researchers studying ‘understudied’ relationship types. Brief look at psychological and biological explanations for homosexuality (evaluate theoretically, methodologically and against the background of a lack of research into explanations for heterosexuality).

(L14) Electronic Relationships
Starter - Class discussion on how computer mediated communication (CMC) has made students relationships different to those of their parents.

Main - Read ERB, complete written tasks on cyber affairs and the major drawbacks of electronic affairs.

Plenary - Groups presentations on ads/dis of cmc

C/W  Understudied Relationships Booklet (URB)

Electronic Relationships Booklet (ERB)

H/W Leaflet: How to make friends using the internet (include ways that relationships can be formed, the advantages of using such ways and the possible problems a user might encounter)

H/W Complete ‘Emile’s question’: ’There are many types of relationships that psychology has yet to fully explore.  Indeed we might justifiably argue that our understanding of human relationships is limited to a narrow range of possible types, and that we know very little about variations on this theme.’ 

Discuss what psychologists have discovered about ‘understudied relationships’ (e.g. gay and lesbian, and Internet relationships). (24 marks)

H/W: Create revision notes for this topic.
7
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15/10
(L15) QMA review:  Common mistakes, how to turn AO1 marks into AO2 marks.
Catch up any incomplete work from previous lessons

(L1) Introduction to Comparative Psychology
Starter - Explanation of course content. 

Main -Research evidence for evolution (Selective Breeding, Geographical Variation, Fossil Record).
Evaluation of the fossil record

Plenary - Heritable Variations activity -  Identify phylogenetic (traits/behaviours typical in a whole species and which are inherited biologically) and ontogenetic (the growth and development of the individual) differences between species of dog. Identify 3 differences between you and a partner which are heritable genetically, 3 which are not and any differences which are a combination of both.

(L2) Evolution
Starter -Darwin's five major theoretical assumptions: Variation , Heritability, Competition, Natural Selection, Adaptation. Read EEAB section.

Main -Watch 'The Trials of Life' video to find suitable animal examples for each assumption, e.g Variation in egg laying practices of frogs (some lay eggs in water, African Tree Frogs lay eggs on the leaves above water and the tadpoles drop into water once developed, Amazon rain frogs lay their eggs on land but they are filled with water in which the tadpoles can swim and develop).

Plenary -
Research task: Q: What evidence is there that species evolve over time? SAQ3
Outline Darwin's five assumptions regarding the processes involved in change
Evaluate Darwin's assumption that evolution is a slow process.
Research Grier & Burk giving an example for each category of rapid evolutionary change.
How does selective breeding reveal the existance of evolution?

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22/10
Half term break

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29/10


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04/11
(L3) Evaluation of Darwin's Theory
Starter - Gould's notion of punctuated equilibrium, he disagreed that evolutionary change happens slowly.

Main - Consider Grier and Burk's four main reasons why evolutionary change might be rapid for some categories of behaviour.  Complete section in EEAB p. 4
Explain Maynard Smith's evolutionary stable strategy (ESS) EEAB p. 5
Natural selection - 'Survival of the fittest', Why is Ms Nash the fittest person in the room? SAQ1&2

Plenary - Group selection - The fallacy of group selection activity
H/W  Plan and revise for QMA

H/W  Create a poster plotting the selective breeding of an animal such as a Liger

C/W  Evolutionary Explanations of Animal Behaviour Booklet (EEAB) p. 1-3

C/W  Watch 'The Trials of Life' vide

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12/11

CONTINUE EDITING FROM HERE......
(L4) Evidence for Darwin's theory of evolution - Moths, Kittiwakes and Empid flies.  Complete p.6 of EEAB.  Create a piece of display work on the Peppered Moth.
Evaluation of Darwin's Theory of Evolution.  Complete p. 7 of EEAB.
(L5) The paradox of altruism (this can be used in evaluating Darwin).  Complete p. 8 of EEAB explaining what altruism is.
Assess each of the Biological explanations of apparent altruism - Group selection theory, kin selection, reciprocity, mutualism, manipulation - EEAB p 9-11
(L6) Watch Life of Mammals section on Howler monkey predatior calls.
Plan for homework powerpoint presentation on Biological explanations of apparent altruism.
C/W  EEAB p. 4-7

H/W  Create a poster either showing evidence for Darwin's Theory of Evolution or Evaluating the Theory of Evolution (teacher to decide who does which poster).  Use a wide variety of different species as supporting evidence for your points.

H/W Create a powerpoint presentation on Biological explanations of apparent altruism

9

(5)
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19/11
(L7) Classical Conditioning - recap of the processes of classical conditioning learned during AS.
Extension to include concepts such as extinction and generalisation
Evaluation of Classical Conditioning
(L8) Operant Conditioning - recap of the processes of operant conditioning learned during AS
Extension to include schedules of reinforcement
Evaluation of Operant Conditioning


(L9) Social Learning in Non-human animals - Define key terms, e.g. conspecific, stimulus enhancement, imitation, tutoring etc.
Social contagion exercize (yawn!)
Role play key studies including learned helplessness in dogs, tutoring in chimpanzees(Boesch) and imitation in japanese snow monkeys (Kawai).
Write up outline of key studies, including Kawai's observation of Japanese Snow Monkeys

(L10) Social Learning in Non-Human Animals Booklet  p. 1-6
(L11) Social Learning in Non-Human Animals Fill-in-the-blanks starter
Continue Social Learning in Non-Human Animals Booklet (From Boesch's chimpanzees)
Plenary 'decorate the Christmas Tree Quiz'

H/W   Altruism essay  Added here

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(L12) Complete Social Learning in Non-Human Animals Booklet
Mindmap 'Do Animals have a Theory of Mind?'  Include relevant research and evaluations

(L1) Intro to Developmental Psychology: Sections in DOT on Piaget’s key processes of thinking; accommodation, assimilation, schemas and disequilibration.  Does cognitive development involve a quantitative or a qualitative change in thinking? Look at Piaget’s four stages of cognitive development.

(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.

(L3) Video: Child of our Time (The Thinker).  Watch and make notes, how does Piaget inform our knowledge of this stage of development?  How has Piaget’s theory and research been used by the programme makers?

C/W: Development of Thinking Booklet (DOT)

H/W: Modify each of Piaget’s conservation experiments to use
contemporary material.


(L4) Continue pre-operational stage in DOT, focus on egocentricism, Piaget’s mountain experiment, supporting evidence and evaluations. Consider how realism, animism and artificialism influence children’s thinking.  Consider how the language used by Piaget could have influenced his findings? Use Samuel and Bryant to criticise.


H/W: Create a poster portraying Piaget’s four stages of cognitive development.
H/W:
Describe and evaluate Piaget’s theory of cognitive development (24 marks)


(L5) 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 

(L6)Vygotsky’s social constructionist theory: complete relevant sections in DOT.

Discuss different teaching styles, scaffolding and Zone of Proximal Development (ZPD).  Does school culture influence learning?  What came first, thought or language? Clip on importance of play and explanation of ZPD

(L7) Practical Application of cognitive development theory: Considering all that has been learned so far, how have Piaget and Vygotsky’s theories influenced teaching and learning? 

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?

(L8) Evaluation of Piaget and Vygotsky as applied to education. Can teachers use these theorists effectively? Criticise each; Piaget’s over reliance on logic, underestimation of children and overestimation of adults, Vygotsky’s reliance on co-operative students and a responsive tutor.

C/W: DOT

Links for revison:

Revision 1
Revision 2


H/W: 

PYA4 June 2005 Q10:

C/W: Practical Applications to Education Booklet (PAE)


(L9) 30 mins plan plus timed essay PYA4 June 2004 Q10.


(L10) Measured intelligence: What is IQ? Discussion: What is intelligent?  What increases the likelihood of a person becoming intelligent and what reduces the likelihood?

Complete relevant MIB sections re IQ Calculation, limitations of IQ tests inc. motivation & cultural bias.

Carry out quick paper IQ test and carry out online test:

(L11) What factors influence intelligence (hereditary/environment):Complete relevant sections of MIB

Create research sheets for Bouchard and McGue (1981), Capron and Duyne (1989).

Evaluate IQ tests, Adoption Studies and Twin studies.

(L12) Social and Cultural influences (e.g. race) and intelligence: Consider why race is a socially sensitive issue, what harm could be done by researching race as an issue in intelligence? 

(L13) Research initiatives designed to improve intelligence, particularly among children from deprived backgrounds, e.g Operation Headstart.  Consider, if intelligence is inherited, should we educate those born stupid? What would be the social, economic, political and psychological consequences of taking such a stance?

Discussion of the most significant predictors of intelligence – provision of appropriate play materials, parental involvement with the child and opportunities for variety in daily stimulation.

C/W: Measured Intelligence Booklet (MIB)
H/W: Create a poster on ways to increase the intelligence of your child.
C/W:

PYA January 2004 Q.10

(L14) Use textbooks and notes to answer the following past exam question: 

Describe and evaluate research (theories and/or studies) into the role of genetics in the development of intelligence test performance. (24 marks)

(L15) 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)

Complete relevant sections in MDB – including diagram of Freud’s model of the mind

Evaluate Freud’s theory using research evidence and flaws identified in psychodynamic theory.

(L16) Piaget’s theory of moral development – Discussion of Piaget’s theory, paying attention to methodolology (observation of children at play and interviews). 

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.

(L17) Continue work on Piaget, summarise MDB sections on moral development stages.


C/W: Moral Development Booklet (MDB

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19/11

(L18) Kohlberg’s theory of Moral Development  - complete relevant sections in MDB.

Discuss Heinz Dilemma

(L19) Evaluation of Piaget and Kohlberg’s theories of moral development – SWOT analysis of each theorist.  Consider recent news stories re teenage crime in the light of moral development theories.

(L20) 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.

(L21) Pro-social moral reasoning – Research by Eisenberg.  How does this theory of pro-social moral reasoning differ from theories of moral development?

(L22) Catch up lesson/devise a revision plan and begin revision notes for Developmental Psychology

H/W:
PYA4 January 2006 Q.10:


H/W: Revise for multiple choice test
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26/11
(L23) Multiple choice test and timed (unseen) essay question




C/W Evolution of behaviour in non-human animals booklet

C/W Activities from Psychology in Focus A2 Level

H/W
Create a poster of Darwin's five assumptions regarding the processes involved in change

H/W Choose one species of animal that has been selectively bred and create a poster showing it's genetic background and selected characteristics.
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03/12
(L4) The paradox of altruism - evolutionary theory predicts that altruistic behaviour will not evolve - how does the concept of inclusive fitness resolve this paradox? SAQ4 &5
(L5)  Reciprocal altruism - situations where the altruist receives a benefit of equal value in return for their initial act of altruim.
The Prisoners Dilema - Psychology for A2 Level textbook
Psychology in Focus A2 Level - Activity 4: Kin altruism and Kin recognition.
Psychology in Focus A2 Level - Activity 5: Reciprocal altruism.
(L6) Plan H/W essay using textbooks available in class
(L7) Cultural transmission of behaviour CONTINUE FROM HERE

C/W Evolution of behaviour in non-human animals booklet

C/W Activities from Psychology in Focus A2 Level

H/W
PYA4 January 2004 Q13

C/W
Plan PYA4 January 2006 Q13


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10/12


H/W do PYA4 January 2006 Q13