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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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(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.

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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)

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(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.

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

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(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)

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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.

C/W: Development of Thinking Booklet (DOT)

(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?

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

(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.

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

(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?

H/W:
PYA4 January 2006 Q.10: