Cambridge OCR Level 3 Advanced GCE in Psychology
Official qualification regulated by Ofqual, awarded by Cambridge OCR. Classified as a GCE A Level. Total guided learning hours: 360 hours.
Course Syllabus & Study Modules
Complete breakdown of verified curriculum topics and learning objectives.
2c. Content of Applied psychology (Component 03)
Application: Learners should be able to relate the application to a novel situation.
- Apply psychological principles to novel scenarios by detailing specific, usable procedures that include who, what, when, and with what materials.
- Explain the underlying psychological mechanisms behind a proposed application to ensure the theoretical basis is clearly visible.
- Evaluate the proposed application by identifying its limitations, including what it would not fix or who it would not suit in the given scenario.
2c. Content of Applied psychology (Component 03)
Background: With reference to psychology, learners should be able to explain and exemplify the background and consider relevant issues and debates in relation to the topic area.
- Explain the theoretical background and context of specific psychological topic areas.
- Exemplify background concepts using concrete instances, cases, or realistic situations.
- Consider and apply relevant psychological issues and debates to the background of a topic area.
2c. Content of Applied psychology (Component 03)
Key research: Learners should be able to describe the key research and appreciate how it relates to the topic area.
- Describe the method, sample, procedure, findings and conclusion of key research studies.
- Explain how specific key research relates to its broader topic area.
- Distinguish between the specific findings of a study and the broader conclusions drawn from it.
2c. Content of Applied psychology (Component 03)
Methodological issues and debates: Nature/nurture; Freewill/determinism; Reductionism/holism; Individual/situational explanations; Usefulness of research; Ethical considerations; Conducting socially sensitive research; Psychology as a science; Ethnocentrism; Validity; Reliability; Sampling bias. – Description of concepts, theories and studies specified by the indicative content. Application of methodological issues and debates in psychology. Recognition of the contribution the key research has made to the topic. Application of the background, key research and application to novel situations with which psychologists might be concerned. Consideration of ways in which different areas of psychology can inform our understanding of applied psychology. Exploration of social, moral, cultural and spiritual issues where applicable. Recognition of how the key research contributes to an understanding of individual, social and cultural diversity. Recognition of how society makes decisions about scientific issues and how psychology contributes to the success of the economy and society.
- Apply methodological issues and debates to specific concepts, theories and studies.
- Evaluate how different areas of psychology inform applied psychology and contribute to society and the economy.
- Analyse novel situations using background theory, key research and practical applications.
D.0 – arithmetic and numerical computation
Estimate results (to include: commenting on the spread of scores for a set of data, which would require estimating the range)
- Calculate an estimated range for a set of data by rounding extreme scores before subtracting the lowest from the highest value.
- Evaluate the use of the range as a measure of dispersion compared to the standard deviation.
- Analyse the spread of scores in a dataset to interpret the consistency of participant behaviour and the representativeness of the mean.
D.0 – arithmetic and numerical computation
Recognise and use expressions in decimal and standard form (to include: converting data in standard form from a results table into decimal form in order to construct a pie chart)
- Explain the purpose of using standard form in psychological research to represent very small probability values.
- Calculate decimal values from data presented in standard form within a results table.
- Apply converted decimal frequencies to calculate sector angles and construct an accurate pie chart.
D.0 – arithmetic and numerical computation
Use ratios, fractions and percentages (to include: calculating the percentages of cases that fall into different categories in an observation study)
- Calculate the percentages of cases that fall into different categories in an observation study.
- Convert raw data into fractions and simplify them.
- Express relationships between behavioural categories using part-to-part ratios.
D.1 – handling data
Calculate standard deviation.
- Calculate the standard deviation for a given set of data using the correct formula.
- Explain the steps involved in calculating standard deviation.
- Interpret standard deviation values to compare the dispersion of different datasets.
D.1 – handling data
Construct and interpret frequency tables and diagrams, bar charts and histograms (to include: selecting and sketching an appropriate form of data display for a given set of data)
- Select and justify an appropriate form of data display based on whether data is categorical, continuous, or correlational.
- Construct accurate frequency tables, bar charts, and histograms with appropriate titles, axis labels, and scaling.
- Interpret frequency diagrams by extracting specific values and describing the overall shape of the data distribution.
D.1 – handling data
Distinguish between levels of measurement (to include: stating the level of measurement (nominal, ordinal or interval) that has been used in a study)
- Distinguish between nominal, ordinal and interval levels of measurement.
- State the level of measurement that has been used in a specific study.
- Explain why a particular level of measurement applies to a given set of data.
D.1 – handling data
Find arithmetic means (to include: calculating the means for two conditions using raw data from a class experiment)
- Calculate arithmetic means separately for two conditions using raw data from a class experiment.
- Justify the selection of the mean as a measure of central tendency for interval data without extreme outliers.
- Interpret the difference between two calculated means to draw conclusions about an independent variable.
D.1 – handling data
Know the characteristics of normal and skewed distributions (to include: being presented with a set of scores from an experiment and being asked to indicate the position of the mean (or median, or mode))
- Explain the characteristics of normal, positively skewed, and negatively skewed distributions, including how floor and ceiling effects can cause skewed data.
- Identify the relative positions of the mean, median, and mode on a given distribution curve, recognising that they cluster at the peak in a normal distribution and separate along the tail in a skewed distribution.
- Evaluate the appropriateness of different measures of central tendency for skewed distributions, justifying why the median is a more representative summary than the mean.
D.1 – handling data
Make order of magnitude calculations (to include: estimating the mean test score for a large number of participants on the basis of the total overall score)
- Calculate an estimated mean test score for a large sample by rounding figures to one significant figure and dividing the total overall score by the number of participants.
- Apply order of magnitude calculations to check the plausibility of reported data, ensuring the estimated average falls within the possible range of scores.
- Explain the direction of an estimate based on the rounding method used and state the limitations of using approximated figures in psychological research.
D.1 – handling data
Select an appropriate statistical test (to include: selecting a suitable inferential test for a given practical investigation and explaining why the chosen test is appropriate)
- Select a suitable inferential test for a given practical investigation.
- Explain why the chosen test is appropriate using design, hypothesis, and data level.
- Distinguish between the criteria required for tests of difference and tests of correlation.
D.1 – handling data
Understand measures of dispersion, including standard deviation and range (to include: explaining why the standard deviation might be a more useful measure of dispersion for a given set of scores e.g. where there is an outlying score)
- Calculate the range for a given set of scores.
- Explain why the standard deviation might be a more useful measure of dispersion than the range when a dataset contains an outlying score.
- Interpret the meaning of large and small standard deviations in relation to how well the mean represents the dataset.
D.1 – handling data
Understand simple probability (to include: explaining the difference between the 0.05 and 0.01 levels of significance)
- Define simple probability and distinguish the significance level from the p-value.
- Explain the difference between the 0.05 and 0.01 levels of significance.
- Evaluate the impact of significance levels on Type I and Type II errors.
D.1 – handling data
Understand the difference between primary and secondary data (to include: stating whether data collected by a researcher dealing directly with participants is primary or secondary data)
- Define primary and secondary data, stating whether data collected by a researcher dealing directly with participants is primary or secondary.
- Identify examples of primary and secondary data from research scenarios.
- Evaluate the strengths and weaknesses of using primary versus secondary data in psychological research.
D.1 – handling data
Understand the differences between qualitative and quantitative data (to include: explaining how a given qualitative measure (for example, an interview transcript) might be converted into quantitative data)
- Distinguish between qualitative and quantitative data using appropriate examples.
- Explain the process of converting a given qualitative measure, such as an interview transcript, into quantitative data.
- Evaluate the strengths and weaknesses of converting qualitative data into quantitative data.
D.1 – handling data
Understand the principles of sampling as applied to scientific data (to include: explaining how a random or stratified sample could be obtained from a target population)
- Explain the procedures required to obtain a random sample and a stratified sample from a target population.
- Calculate the correct proportions of subgroups required to construct a representative stratified sample.
- Evaluate the strengths and limitations of random and stratified sampling methods in relation to researcher bias and generalisability.
D.1 – handling data
Understand the terms mean, median and mode (to include: explaining the differences between the mean, median and mode and selecting which measure of central tendency is most appropriate for a given set of data)
- Explain the differences between the mean, median and mode, including how each is calculated.
- Select and justify the most appropriate measure of central tendency for a given dataset based on the level of measurement and the presence of outliers.
- Evaluate the advantages and disadvantages of using the mean, median and mode to represent a set of psychological data.
D.1 – handling data
Use a scatter diagram to identify a correlation between two variables (to include: plotting two variables from an investigation on a scatter diagram and identifying the pattern as a positive correlation, a negative correlation or no correlation)
- Construct a scatter diagram from investigation data, ensuring both variables are plotted on evenly scaled axes and each participant contributes a single point.
- Analyse the pattern of a scatter diagram to identify the relationship as a positive correlation, a negative correlation, or no correlation.
- Evaluate the limitations of scatter diagrams, explaining why they cannot establish cause and effect or rule out the influence of unmeasured third variables.
D.1 – handling data
Use a statistical test (to include: calculating a non-parametric test of differences using data from a given experiment)
- Calculate a binomial sign test using data from a given experiment by assigning signs, discarding zero differences, and determining the less frequent sign.
- Calculate a Wilcoxon signed ranks test by discarding zero differences, ranking absolute differences, summing the positive and negative ranks separately, and identifying the smaller sum.
- Calculate a Mann-Whitney test by ranking pooled data, summing ranks per group, and computing the final U value.
D.1 – handling data
Use an appropriate number of significant figures (to include: expressing a correlation coefficient to two or three significant figures)
- Round a calculated correlation coefficient to two or three significant figures accurately.
- Distinguish between significant figures and decimal places when formatting statistical results.
- Evaluate statistical significance by comparing unrounded observed values against critical values.
D.1 – handling data
Use statistical tables to determine significance (to include: using an extract from statistical tables to say whether or not a given observed value is significant at the 0.05 level of significance for a one-tailed test)
- Use statistical tables to determine significance for a given observed value.
- Identify the correct critical value at the 0.05 level of significance for a one-tailed test using an extract from statistical tables.
- Compare an observed value to a critical value to decide whether to reject the null hypothesis.
D.2 – algebra
Solve simple algebraic equations (to include: calculating the degrees of freedom for a Chi Square test)
- Rearrange simple algebraic equations to solve for an unknown variable.
- Calculate the degrees of freedom for a Chi-square test of association and a goodness-of-fit test.
- Use calculated degrees of freedom to identify the correct critical value from a statistical table.
D.2 – algebra
Substitute numerical values into algebraic equations using appropriate units for physical quantities (to include: inserting the appropriate values from a given set of data into the formula for a statistical test e.g. inserting the N value (for the number of scores) into the Chi Square formula)
- Substitute numerical values accurately into algebraic equations, including statistical formulae like Chi Square.
- Maintain and apply appropriate units for physical quantities throughout a calculation.
- Identify and insert the correct N value (number of scores) and frequencies into a statistical test formula.
D.2 – algebra
Understand and use the symbols: =, <, <<, >>, >, ∝, ~ (to include: expressing the outcome of an inferential test in the conventional form by stating the level of significance at the 0.05 level or 0.01 level by using symbols appropriately)
- Identify and define the symbols $=$, $<$, $\ll$, $\gg$, $>$, $\propto$, and $\sim$.
- Express the outcome of an inferential test using conventional symbolic notation (e.g., $p < 0.05$).
- Justify the selection of the $0.05$ or $0.01$ level of significance in psychological research.
D.3 – graphs
Plot two variables from experimental or other data (to include: sketching a scatter diagram using two sets of data from a correlational investigation)
- Plot two variables from experimental data with the independent variable on the horizontal axis.
- Sketch a scatter diagram using two sets of data from a correlational investigation.
- Interpret the direction and strength of an association from a plotted scatter diagram.
D.3 – graphs
Translate information between graphical, numerical and algebraic forms (to include: using a set of numerical data (a set of scores) from a record sheet to construct a bar graph)
- Translate raw numerical data from a record sheet into summary statistics and algebraic forms.
- Construct an accurately labelled bar graph from numerical data.
- Translate graphical information back into numerical data and interpret algebraic symbols.
Data recording, analysis and presentation
Descriptive statistics: measures of central tendency: mode, median, mean; measures of dispersion: variance, range, standard deviation; ratio; percentages; fractions; frequency tables (tally chart); line graph; pie charts; bar charts; histograms; scatter diagram.
- Calculate measures of central tendency and dispersion from a dataset.
- Construct appropriate graphical displays, including frequency tables, histograms, and scatter diagrams.
- Convert descriptive statistics between ratios, fractions, and percentages.
Data recording, analysis and presentation
Inferential statistics: normal distribution curves; skewed distribution curves; probability; significance levels; using statistical tables of critical values; criteria for using a parametric test; criteria for using a specific non-parametric inferential test (Mann-Whitney U test, Wilcoxon Signed Ranks test, Chi-square, Binomial Sign test and Spearman’s Rho); understand the use of specific non-parametric inferential tests (Mann-Whitney U test, Wilcoxon Signed Ranks test, Chi-square, Binomial Sign test and Spearman’s Rho); type 1 errors; type 2 errors; symbols: =, <, <<, >>, >, ∝, ~.
- Identify the criteria for selecting specific parametric and non-parametric inferential tests.
- Interpret statistical tables of critical values to determine significance levels and avoid Type 1 and Type 2 errors.
- Apply mathematical symbols (=, <, <<, >>, >, ∝, ~) correctly when reporting statistical results.
Data recording, analysis and presentation
Learners should be able to demonstrate knowledge and understanding of the process and procedures involved in the collection, analysis and presentation of data. This will necessitate the ability to perform some calculations (please see Appendix 5b for examples of mathematical requirements).
- Describe procedures for the collection of data, including sampling and measurement design.
- Calculate descriptive statistics, percentages, and convert between standard and decimal forms.
- Present data accurately using appropriate graphs with fully labelled axes and titles.
- Interpret the results of data analysis in the context of the original research hypothesis.
Data recording, analysis and presentation
Levels and types of data: nominal level data; ordinal level data; interval level data; quantitative data; qualitative data; primary data; secondary data.
- Differentiate between nominal, ordinal, and interval levels of data.
- Compare the strengths and limitations of primary and secondary data.
- Identify whether a given dataset represents quantitative or qualitative data.
Data recording, analysis and presentation
Methodological issues: representativeness; generalisability; reliability: Internal, External, Inter-rater, Test-retest, Split-half; validity: Internal, Face, Construct, Concurrent, Criterion, External, Population, Ecological; demand characteristics; social desirability; researcher/observer bias; researcher/observer effect(s); ethical considerations, including the British Psychological Society’s Code of Ethics and Conduct: Respect – informed consent, right to withdraw, confidentiality; Competence; Responsibility – protection of participant, debrief; Integrity – deception.
- Distinguish between internal and external reliability, and internal and external validity, applying specific types to research scenarios.
- Define and evaluate face, construct, concurrent, criterion, population, and ecological validity.
- Evaluate the impact of demand characteristics, social desirability, and researcher/observer bias and effects (due to presence) on research findings.
- Apply the British Psychological Society’s Code of Ethics and Conduct to assess the ethical implications of psychological studies.
Data recording, analysis and presentation
Raw data: design of raw data recording tables; use of raw data recording tables; standard and decimal form; significant figures; make estimations from data collected.
- Design a raw data recording table with appropriate rows, columns, and units.
- Convert numerical data between standard form and decimal form.
- Round collected data to a specified number of significant figures to make estimations.
How science works
Learners should be aware of the nature and principles of scientific enquiry through knowledge and understanding of the following concepts: the study of cause-and-effect; falsification; replicability; objectivity; induction; deduction; hypothesis testing; manipulation of variables; control and standardisation; quantifiable measurements.
- Define and provide examples for key scientific principles including falsification, replicability, and objectivity.
- Differentiate between induction and deduction in the context of theory development and hypothesis testing.
- Explain how the manipulation of variables, control, standardisation, and quantifiable measurements enable the study of cause-and-effect.
How science works
Learners should understand how society makes decisions about scientific issues and how psychology contributes to the success of the economy and society.
- Explain how society makes decisions about scientific issues using specific mechanisms like ethics committees and funding councils.
- Describe how psychological research contributes to the success of the economy and society using concrete examples.
- Evaluate the application of psychological findings, considering ethical implications and socially sensitive research.
Planning and conducting research
Aims and hypotheses and how to formulate: research aim; research question; null hypotheses; alternative hypotheses; one-tailed (directional) hypotheses; two-tailed (non-directional) hypotheses.
- Distinguish between a research aim and a research question.
- Formulate operationalised one-tailed and two-tailed alternative hypotheses.
- Define the null hypothesis as the position that there is no population difference and any observed difference is due to chance.
Planning and conducting research
Designing observations: behavioural categories; coding frames; time sampling; event sampling.
- Construct observable and mutually exclusive behavioural categories and coding frames to reliably record target behaviours.
- Compare time sampling and event sampling techniques, explaining which method is most appropriate for continuous versus rare behaviours.
- Evaluate the reliability of observational designs by explaining how inter-rater reliability provides evidence that a coding frame is usable.
Planning and conducting research
Designing self-reports: open questions; closed questions; rating scales: Likert rating scale, Semantic differential rating scale.
- Design appropriate open and closed questions for a given research scenario.
- Differentiate between Likert and semantic differential rating scales.
- Evaluate the strengths and weaknesses of different self-report designs, including issues of bias.
Planning and conducting research
Experimental designs: repeated measures design; independent measures design; matched participants design.
- Identify repeated measures, independent measures, and matched participants designs from a research scenario.
- Explain the strengths and weaknesses of each experimental design, including order effects and participant variables.
- Describe how to control for participant variables using random allocation or matching, and order effects using counterbalancing.
Planning and conducting research
Learners should be familiar with the following features of planning and conducting research and their associated strengths and weaknesses.
- Apply principles of research design to novel scenarios by operationalising variables, selecting appropriate samples, and justifying specific experimental controls.
- Explain the purpose of a pilot study in planning research, detailing how it can be used to test procedures and implement necessary modifications.
- Evaluate proposed research procedures by identifying potential ethical or methodological weaknesses and suggesting workable safeguards or improvements.
Planning and conducting research
Populations, samples and sampling techniques: target population and sample; random sampling; snowball sampling; opportunity sampling; self-selected sampling.
- Differentiate between a target population and a sample.
- Identify and evaluate random, snowball, opportunity, and self-selected sampling techniques.
- Apply knowledge of sampling techniques to assess the generalisability of research findings.
Planning and conducting research
Variables and how they are operationalised: independent variable (IV); dependent variable (DV); control of extraneous variables.
- Identify and operationalise independent and dependent variables in a given research scenario.
- Distinguish between extraneous and confounding variables.
- Explain appropriate methods for controlling extraneous variables, such as standardisation and counterbalancing.
Practical activities
Learners are expected to conduct and analyse their own small-scale research practicals, including appropriate risk assessment and management, (please see appendix 5d).
- Conduct a risk assessment for a small-scale psychological practical, identifying hazards and appropriate management strategies.
- Apply ethical guidelines to the design and execution of a student-led research project.
- Select and justify appropriate methods to analyse data gathered from a small-scale practical.
Practical activities
Learners should have experience of the following practical activities: self-report; observation; experiment; correlation.
- Apply appropriate design features to self-report, observation, experiment and correlation methods, including operationalised categories, pilot studies and scattergrams.
- Compare the strengths and weaknesses of the four practical methods, contrasting access to internal states or real conduct with risks of social desirability or observer bias.
- Analyse the types of conclusions drawn from different methods, distinguishing between cause and effect in experiments and strength and direction in correlations, and select appropriate statistical tests for the data.
Report writing
Citing academic references: a familiarity with citing academic research using the Harvard system of referencing, e.g. Milgram, S. (1963) Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, (4), 371–378.
- Apply the Harvard system of referencing to format in-text citations correctly using only the author's surname and the year of publication.
- Construct accurate full academic references for journal articles, books, and edited book chapters using the correct order of elements.
- Explain the purpose of citing academic references, including ensuring retrievability, crediting original researchers, and protecting against plagiarism.
Report writing
Learners should have knowledge of the conventions of reporting research in a practical report and demonstrate understanding of the role and purpose of each of the main sections and sub-sections.
- Identify the main sections and sub-sections of a practical report, including the abstract, introduction, method, results, discussion, references, and appendices.
- Explain the specific role and purpose of each section in communicating psychological research.
- Evaluate the placement of specific research details (e.g., raw data, sampling techniques) within the appropriate sections of a report.
Report writing
Peer review: appreciate the role of the psychological community in validating new knowledge and ensuring integrity through the process of peer review.
- Describe the sequence of the peer review process, from submission and anonymous assessment to the final recommendation of acceptance, revision or rejection.
- Explain the functions of peer review in validating the quality of research, allocating funding and suggesting improvements prior to publication.
- Evaluate the peer review process by analysing weaknesses such as publication bias and the dual nature of reviewer anonymity.
Report writing
Sections and sub-sections of a practical report: abstract; introduction; method (design, sample, materials/apparatus, procedure); results; discussion; references; appendices.
- Identify and sequence the standard sections and sub-sections of a practical report.
- Distinguish between the contents of the introduction, method, results, and discussion sections.
- Explain the purpose of the abstract, references, and appendices in a psychological report.
Research methods and techniques
Correlation: obtaining data for correlational analysis; positive correlation; negative correlation; no correlation.
- Explain how data for correlational analysis is obtained and plotted on a scattergram with appropriately labelled axes and one point per participant.
- Analyse the strength and direction of relationships between co-variables to identify positive, negative, and zero correlations.
- Evaluate correlational research by explaining why causal conclusions cannot be drawn, referencing the third variable problem and bidirectional ambiguity.
Research methods and techniques
Experiment: laboratory experiment; field experiment; quasi experiment.
- Apply knowledge of experimental designs to identify independent and dependent variables within a scenario, explaining how the dependent variable is operationalised.
- Analyse the differences between laboratory, field, and quasi-experiments in terms of setting, allocation of participants, and the ability to establish causal relationships.
- Evaluate the use of different experimental methods by weighing the reduction of demand characteristics against the loss of control and ethical issues surrounding informed consent.
Research methods and techniques
Learners should have knowledge and understanding of the following research methods and techniques and their associated strengths and weaknesses.
- Apply appropriate research methods and techniques to novel scenarios by identifying manipulated variables, settings, or measures.
- Compare the strengths and weaknesses of different research methods, focusing on the trade-off between control over extraneous variables and ecological validity.
- Evaluate research methods by using evidence from named core studies to assess issues such as demand characteristics and ethical considerations.
Research methods and techniques
Observation: structured; unstructured; naturalistic; controlled; participant; non-participant; overt; covert.
- Explain the different types of observational methods by categorising them according to structure, setting, observer participation, and participant awareness.
- Apply principles of structured observation to design observable, non-overlapping behavioural categories and select appropriate time or event sampling rules.
- Evaluate observational designs by assessing inter-rater reliability and weighing the internal validity gained from covert observation against ethical costs such as lack of informed consent.
Research methods and techniques
Self-report: questionnaire; Interviews: structured, semi-structured, unstructured.
- Compare structured, semi-structured, and unstructured interviews in terms of researcher control and the type of qualitative or quantitative data they produce.
- Apply principles of self-report design to construct clear, non-leading questions and appropriate response formats, such as rating scales.
- Evaluate the validity of self-report measures by analysing the impact of social desirability bias on participant responses in specific research contexts.
Section A: Core studies
Biological – Brain plasticity: Blakemore and Cooper (1970) Impact of early visual experience; Maguire et al. (2000) Taxi drivers
- Explain the critical period argument in Blakemore and Cooper's study by distinguishing between the behavioural and neurophysiological evidence of visual plasticity in kittens.
- Analyse the structural brain changes in Maguire et al.'s study, detailing both the automated whole-brain comparison and direct hippocampal measurements in relation to years of taxi driving.
- Evaluate the problem of causal direction in Maguire et al.'s quasi-experiment, applying findings from subsequent longitudinal research to address this limitation.
Section A: Core studies
Biological – Regions of the brain: Sperry (1968) Split brain study; Casey et al. (2011) Neural correlates of delay of gratification
- Explain the methodological importance of the fixation point and brief exposure time in Sperry's split-brain study for isolating visual information to a single hemisphere.
- Analyse the findings of Sperry's research as evidence for the lateralisation of language to the left hemisphere and the dissociation of right hemisphere functions.
- Compare the behavioural and neural responses to 'hot' and 'cool' tasks in Casey et al.'s longitudinal study, evaluating the scan results as neural correlates rather than direct causes of delayed gratification.
Section A: Core studies
Cognitive – Attention: Moray (1959) Auditory attention; Simons and Chabris (1999) Visual inattention
- Describe the methodology and results of Moray's dichotic listening experiments and Simons and Chabris's visual inattention study.
- Explain the theoretical implications of the studies, distinguishing between auditory filter models and visual inattentional blindness.
- Evaluate the ecological validity and practical applications of research into selective attention.
Section A: Core studies
Cognitive – Memory: Loftus and Palmer (1974) Eyewitness testimony; Grant et al. (1998) Context-dependent memory
- Describe the procedures and findings of Loftus and Palmer (1974) regarding eyewitness testimony and Grant et al. (1998) regarding context-dependent memory.
- Evaluate the core studies in terms of ecological validity, sample bias, and usefulness.
- Compare the two studies regarding their specific focus on reconstructive memory versus context-dependent memory.
Section A: Core studies
Core studies in their pairs: How the two studies are similar. How the two studies are different. To what extent the contemporary study changes our understanding of the key theme. To what extent the contemporary study changes our understanding of individual, social and cultural diversity.
- Compare classic and contemporary core studies to identify specific similarities and differences.
- Evaluate the extent to which contemporary studies change our understanding of key psychological themes.
- Assess how contemporary research informs our understanding of individual, social and cultural diversity.
Section A: Core studies
Developmental – External influences on children’s behaviour: Bandura et al. (1961) Transmission of aggression; Chaney et al. (2004) Funhaler study
- Describe the methodology and findings of Bandura et al. (1961) regarding the transmission of aggression.
- Explain how Chaney et al. (2004) applied operant conditioning to improve treatment adherence in children.
- Compare the two studies in terms of their approach to external influences on children's behaviour.
Section A: Core studies
Developmental – Moral development: Kohlberg (1968) Stages of moral development; Lee et al. (1997) Evaluations of lying and truth-telling
- Outline Kohlberg's (1968) stages of moral development and the longitudinal methodology used to establish them.
- Explain how Lee et al. (1997) demonstrated cultural differences in children's evaluations of lying and truth-telling.
- Evaluate the methodologies of both studies, comparing their approaches to universality and cultural bias.
Section A: Core studies
Individual differences – Measuring differences: Gould (1982) A nation of morons Bias in IQ testing; Hancock et al. (2011) Language of psychopaths
- Evaluate the validity of Yerkes's intelligence testing as reviewed by Gould, explaining how culturally biased items and poor administration conditions measured cultural familiarity rather than innate ability.
- Analyse the linguistic patterns identified by Hancock et al. in the homicide narratives of psychopathic offenders, specifically the use of subordinating conjunctions and lower emotional intensity.
- Apply the concept of socially sensitive research to both studies by examining the real-world consequences of their findings, such as immigration restrictions and risk assessment practices.
Section A: Core studies
Individual differences – Understanding disorders: Freud (1909) Little Hans; Baron-Cohen et al. (1997) Autism in adults
- Explain how Freud interpreted Little Hans's phobia and fantasies, such as the giraffe and plumber, as evidence of unconscious rivalry and displacement rather than focusing solely on the diagnostic label.
- Compare the performance of the autism group with the control groups on the Eyes Task, gender recognition, and basic emotion tasks to identify a specific theory of mind deficit.
- Analyse how these two contrasting studies contribute to the understanding of disorders, contrasting Freud's interpretation of a single life with Baron-Cohen et al.'s measurement of a subtle deficit across groups of adults with normal intelligence.
Section A: Core studies
Individual studies: ‘Tell the story’ of each core study in terms of: background; method: design, sample, materials/apparatus, procedure; results; conclusions.
- Explain the methodological features of each core study, detailing the experimental design, sample characteristics, materials, and procedure.
- Analyse the results of each core study by comparing specific figures and directional findings between named conditions.
- Evaluate how the conclusions of each core study address its original background aims, using specific examples such as Loftus and Palmer's research on leading questions.
Section A: Core studies
Key themes and areas of psychology: How each core study relates to its key theme. How each core study relates to the area of psychology it is placed within.
- Explain how the assumptions and methodological choices of a core study place it within a specific area of psychology, such as the biological or cognitive area.
- Analyse how the specific findings of a core study illustrate its designated key theme, using examples such as brain plasticity or responses to people in need.
- Evaluate studies that can be placed in multiple areas of psychology by identifying the distinct principles and findings that connect them to each respective area and key theme.
Section A: Core studies
Methodological issues: The strengths and weaknesses of the different research methods and techniques. The strengths and weaknesses of different types of data. Ethical considerations. Validity. Reliability. Sampling bias. Ethnocentrism.
- Evaluate the strengths and weaknesses of different research methods and data types by applying them to specific core studies, such as the ecological validity of field experiments versus the control of laboratory settings.
- Analyse methodological issues including internal and external reliability, validity, sampling bias, and ethnocentrism within the context of specific psychological research.
- Apply ethical considerations to core studies by linking specific ethical guidelines, such as deception and the right to withdraw, to the procedural details of the research.
Section A: Core studies
Social – Responses to people in authority: Milgram (1963) Obedience; Bocchiaro et al. (2012) Disobedience and whistle-blowing
- Describe the procedures and headline findings of Milgram and Bocchiaro et al., including the rates of obedience, disobedience and whistle-blowing compared to initial predictions.
- Explain how both studies demonstrate situational factors in responses to authority and show that principled refusal is rarer than people expect.
- Evaluate the core studies by weighing the ethical costs of deception and psychological distress against the thoroughness of debriefing and challenges to internal validity.
Section A: Core studies
Social – Responses to people in need: Piliavin et al. (1969) Subway Samaritan; Levine et al. (2001) Cross-cultural altruism
- Describe the manipulated variables and recorded measures in the field studies by Piliavin et al. and Levine et al., including the impact of victim type and economic productivity on helping rates.
- Apply the arousal cost-reward model and cultural values such as simpatia to explain the varying rates of helping behaviour observed in the two studies.
- Analyse the findings of Piliavin et al. in contrast to other research on bystander behaviour, explaining why visibility and inescapability affect the likelihood of help.
Section A: Issues in mental health
Alternatives to the medical model – The behaviourist explanation of mental illness; The cognitive explanation of mental illness; One from: the humanistic explanation of mental illness, the psychodynamic explanation of mental illness, the cognitive neuroscience explanation of mental illness. Szasz (2011) The myth of mental illness: 50 years later. Non-biological treatment of one specific disorder.
- Outline the behaviourist, cognitive, and one optional alternative explanation of mental illness.
- Discuss Szasz's (2011) arguments regarding the myth of mental illness and the medicalisation of behaviour.
- Describe the procedure and rationale of one non-biological treatment for a specific mental disorder.
Section A: Issues in mental health
The historical context of mental health – Historical views of mental illness; Defining abnormality; Categorising mental disorders. Rosenhan (1973) On being sane in insane places. Characteristics of an affective disorder, a psychotic disorder and an anxiety disorder.
- Describe historical views of mental illness and evaluate definitions of abnormality.
- Explain the process of categorising mental disorders and describe the characteristics of affective, psychotic and anxiety disorders.
- Analyse Rosenhan's (1973) study on the validity of psychiatric diagnosis.
Section A: Issues in mental health
The medical model – The biochemical explanation of mental illness; The genetic explanation of mental illness; Brain abnormality as an explanation of mental illness. Gottesman et al. (2010) Disorders in offspring with two psychiatrically ill parents. Biological treatment of one specific disorder.
- Describe the biochemical, genetic, and brain abnormality explanations of mental illness.
- Evaluate Gottesman et al. (2010) in terms of its register-based design and findings on diagnostic risk.
- Explain the mechanism and application of one biological treatment for a specific mental disorder.
Section B: Areas, perspectives and debates
Areas: Social; Cognitive; Developmental; Biological; Individual Differences – The defining principles and concepts of each area. Research to illustrate each area. Strengths and weaknesses of each area. Applications of each area. How each area is different from and similar to other areas.
- Define the principles and concepts of the five psychological areas.
- Evaluate each area by identifying specific strengths, weaknesses, and practical applications.
- Compare and contrast the areas using illustrative core studies.
Section B: Areas, perspectives and debates
Debates: Nature/nurture; Freewill/determinism; Reductionism/holism; Individual/situational explanations; Usefulness of research; Ethical considerations; Conducting socially sensitive research; Psychology as a science – The defining principles and concepts of each debate. Different positions within each debate. Research to illustrate different positions within each debate. Applications of different positions within each debate. How each debate is different from and similar to other debates.
- Define the defining principles and concepts of each debate and the different positions within each debate for all eight debates.
- Use research to illustrate different positions within each debate and identify applications of different positions within each debate.
- Analyse how each debate is different from and similar to other debates, comparing their underlying assumptions and methodologies.
Section B: Areas, perspectives and debates
Perspectives: Behaviourist; Psychodynamic – The defining principles and concepts of each perspective. Research to illustrate each perspective. Strengths and weaknesses of each perspective. Applications of each perspective. How each perspective is different from and similar to the other perspective.
- Articulate the defining principles and concepts of the behaviourist and psychodynamic perspectives.
- Evaluate both perspectives by analysing their strengths, weaknesses, and real-world applications.
- Compare the perspectives by identifying similarities and differences.
Section B: Areas, perspectives and debates
Studies that come from a behaviourist perspective include Bandura’s research into transmission of aggression and Chaney’s Funhaler study, while psychodynamic ideas are referred to in the research by Freud (Little Hans), Kohlberg (stages of moral development) and Hancock (language of psychopaths); however, learners may refer to other studies.
- Explain how specific studies, such as those by Bandura and Chaney, illustrate the behaviourist perspective through mechanisms like positive reinforcement and imitation of observed models.
- Analyse how research by Freud, Kohlberg, and Hancock reflects the psychodynamic perspective by interpreting data as evidence of unconscious conflicts or internalised processes.
- Evaluate the assumptions of the behaviourist and psychodynamic perspectives by examining how studies either strictly adhere to or extend these views, such as the inclusion of mental processes in social learning.
Section B: Option 1 Child psychology
Cognitive development and education (Cognitive) – Cognitive development in children and the impact of this on education. Wood et al. (1976) The role of tutoring in problem-solving. At least one cognitive strategy to improve revision or learning.
- Describe Piaget's and Vygotsky's theories of cognitive development.
- Outline the procedure and findings of Wood et al. (1976) on tutoring.
- Suggest a cognitive strategy to improve revision or learning with theoretical justification.
Section B: Option 1 Child psychology
Development of attachment (Social) – The development of attachment in babies and the impact of failure to develop attachments. Ainsworth and Bell (1970) Attachment, Exploration and Separation: Illustrated by the Behavior of One-year-olds in a Strange Situation. At least one strategy to develop an attachment friendly environment.
- Describe the development of attachment in babies and the impact of failure to develop attachments.
- Explain the procedure and findings of Ainsworth and Bell's (1970) Strange Situation study.
- Suggest at least one strategy to develop an attachment friendly environment in a childcare setting.
Section B: Option 1 Child psychology
Impact of advertising on children (Social) – The influence of television advertising on children and the stereotyping in such advertising. Johnson and Young (2002) Gendered voices in children’s advertising. At least one strategy to reduce impact of advertising which is aimed at children.
- Explain the theoretical influence of television advertising on children and the stereotyping present in such advertising.
- Describe the procedure and findings of Johnson and Young's (2002) content analysis of children's advertising.
- Suggest and evaluate at least one strategy to reduce the impact of advertising aimed at children.
Section B: Option 1 Child psychology
Intelligence (Biological) – What psychologists mean by intelligence and what biological factors could affect intelligence. Van Leeuwen et al. (2008) A twin-family study of general IQ. At least one method of assessing intelligence.
- Explain what psychologists mean by intelligence and identify biological factors that could affect it.
- Describe the design and findings of Van Leeuwen et al. (2008) regarding the heritability of general IQ.
- Evaluate at least one method of assessing intelligence, including its scoring and limitations.
Section B: Option 1 Child psychology
Perceptual development (Cognitive) – Perceptual development in children and how this can be studied in babies and animals. Gibson and Walk (1960) The visual cliff. At least one play strategy to develop perception in young children.
- Explain how perceptual development can be studied in babies and animals.
- Describe the procedure and findings of Gibson and Walk (1960).
- Suggest a play strategy to develop perception in young children.
Section B: Option 1 Child psychology
Pre-adult brain development (Biological) – Brain development and the impact of this on risk taking behaviour. Barkley-Levenson and Galván (2014) Neural representation of expected value in the adolescent brain. At least one strategy to reduce risk taking behaviours using knowledge of brain development.
- Describe the dual systems model of adolescent brain development.
- Outline the procedure and findings of Barkley-Levenson and Galván (2014).
- Suggest one strategy to reduce risk-taking behaviour based on brain development.
Section B: Option 2 Criminal psychology
Collection of evidence (Cognitive) – Collection and use of evidence from witnesses and suspects. Memon, A. and Higham, P. A. (1999) A review of the cognitive interview. Psychology, Crime and Law. 5, (1–2), 177–196. At least one strategy for police interviews.
- Explain the four components of the cognitive interview and their underlying memory principles, alongside at least one other strategy for police interviews.
- Analyse Memon and Higham's (1999) review by detailing the four methodological problems they raised regarding the evaluation of the cognitive interview.
- Evaluate the effectiveness and practical constraints of the cognitive interview, including issues of accuracy, training, and ethical considerations in police questioning.
Section B: Option 2 Criminal psychology
Crime prevention (Social) – How the features of neighbourhoods and a zero tolerance policy can influence crime. Wilson and Kelling (1982) The police and neighbourhood safety: Broken windows. At least one strategy for crime prevention.
- Explain the causal chain proposed by Wilson and Kelling (1982) in their broken windows theory, detailing how neighbourhood features and visible disorder influence serious crime.
- Apply psychological evidence to describe at least one strategy for crime prevention, such as defensible space, improved street lighting, or zero tolerance policing.
- Evaluate the effectiveness and social costs of zero tolerance policies and neighbourhood crime prevention strategies, considering alternative explanations for falling crime rates.
Section B: Option 2 Criminal psychology
Effect of imprisonment (Social) – Punishment and reform as responses to criminal behaviour. Haney et al. (1973) Study of prisoners and guards in a simulated prison. At least one strategy for reducing reoffending.
- Evaluate punishment and reform as responses to criminal behaviour, considering their effectiveness and conflicting aims.
- Describe the aims, procedure, and situational conclusions of Haney et al.'s (1973) simulated prison study.
- Explain and assess at least one strategy for reducing reoffending, such as restorative justice or cognitive behavioural anger management.
Section B: Option 2 Criminal psychology
Psychology and the courtroom (Cognitive) – How juries can be persuaded by the characteristics of witnesses and defendants. Dixon et al. (2002) The Role of Accent and Context in Perceptions of Guilt. At least one strategy to influence jury decision making.
- Explain how jury decision-making can be influenced by the characteristics of witnesses and defendants, including strategies used to persuade juries such as story order or expert witnesses.
- Analyse the methodology and findings of Dixon et al. (2002), focusing on the matched guise technique, the three manipulated variables, and the interaction effect on perceptions of guilt.
- Evaluate the validity of research into jury persuasion, considering factors such as the artificiality of mock jury audio tasks, sample bias, and the cultural specificity of stereotypes.
Section B: Option 2 Criminal psychology
The collection and processing of forensic evidence (Biological) – Motivating factors and bias in the collection and processing of forensic evidence. Hall and Player (2008) Will the introduction of an emotional context affect fingerprint analysis and decision-making? At least one strategy for reducing bias in the collection and processing of forensic evidence.
- Describe the procedure and findings of Hall and Player (2008) regarding emotional context and fingerprint analysis.
- Explain motivating factors and types of bias in the collection and processing of forensic evidence.
- Propose and evaluate at least one strategy for reducing bias in forensic evidence processing.
Section B: Option 2 Criminal psychology
What makes a criminal? (Biological) – Physiological and non-physiological explanations of criminal behaviour. Raine et al. (1997) Brain abnormalities in murderers indicated by positron emission tomography. At least one biological strategy for preventing criminal behaviour.
- Outline and compare physiological and non-physiological explanations of criminal behaviour.
- Describe the methodology, including the continuous performance task and matched controls, and findings of Raine et al.'s (1997) PET scan study on brain abnormalities in murderers.
- Suggest and evaluate at least one biological strategy for preventing criminal behaviour, using empirical evidence.
Section B: Option 3 Environmental psychology
Biological rhythms (Biological) – Biological rhythms and the impact of their disruption on our behaviour. Czeisler et al. (1982) Rotating shift work schedules that disrupt sleep are improved by applying circadian principles. At least one strategy for reducing effects of jetlag or shift work.
- Explain the role of the internal pacemaker and external time cues in biological rhythms, and analyse the behavioural and health impacts of their disruption.
- Evaluate Czeisler et al.'s (1982) field experiment on the application of circadian principles to improve rotating shift work schedules.
- Apply knowledge of circadian principles to propose at least one evidence-based strategy for reducing the negative effects of jetlag or shift work.
Section B: Option 3 Environmental psychology
Ergonomics – human factors (Cognitive) – Cognitive overload and the impact of observation in the workplace environment. Drews and Doig (2014) Evaluation of a configural vital sign display for intensive care unit nurses. At least one workplace design based on ergonomic research.
- Explain the mechanisms of cognitive overload in the workplace and analyse the impact of observation on worker performance.
- Evaluate Drews and Doig's (2014) research on the use of configural vital sign displays to reduce cognitive load for intensive care unit nurses, noting its independent measures design.
- Apply ergonomic research to recommend at least one workplace design strategy that mitigates cognitive overload, such as shape-coded controls.
Section B: Option 3 Environmental psychology
Psychological effects of built environment (Social) – The impact of the built environment and urban renewal on our wellbeing. Ulrich (1984) View through a window may influence recovery from surgery. At least one example of environmental design used to improve health/wellbeing.
- Describe the methodology and findings of Ulrich (1984) regarding the effect of window views on surgical recovery.
- Explain the psychological impact of the built environment and urban renewal on human wellbeing.
- Propose and evaluate at least one example of environmental design used to improve health and wellbeing.
Section B: Option 3 Environmental psychology
Recycling and other conservation behaviours (Cognitive) – Conservation behaviours and the factors which influence the tendency to conserve or recycle. Lord (1994) Motivating recycling behaviour: A quasi-experimental investigation of message and source strategies. At least one technique used to increase recycling or other conservation behaviour.
- Describe conservation behaviours and factors that influence the tendency to conserve or recycle.
- Outline Lord (1994), including message framing, source strategies, direct observations of recycling and the follow-up questionnaire.
- Explain how Lord's findings can inform a technique for increasing recycling or another conservation behaviour.
Section B: Option 3 Environmental psychology
Stressors in the environment (Biological) – Environmental stressors and their impact on our biological responses. Black and Black (2007) Aircraft noise exposure and resident’s stress and hypertension. At least one strategy for managing environmental stress.
- Explain the biological pathways (SAM and HPA axes) through which environmental stressors trigger sympathetic arousal and physiological responses.
- Evaluate the methodology and accurately report the findings of Black and Black's (2007) study on aircraft noise, stress, and hypertension.
- Apply psychological knowledge to suggest and justify at least one strategy for managing environmental stress, such as acoustic insulation or increasing perceived control.
Section B: Option 3 Environmental psychology
Territory and personal space (Social) – Territory and personal space in the workplace. Wells (2000) Office clutter or meaningful personal displays: The role of office personalization in employee and organisational well-being. At least one office design strategy based on research into territory or personal space.
- Compare the concepts of territory and personal space within the context of workplace environments and open-plan office designs.
- Evaluate the methodology and findings of Wells' (2000) survey on the role of office personalisation in employee and organisational wellbeing.
- Apply psychological research on territory and personal space to propose at least one effective office design strategy, such as zoning or guaranteed personal storage.
Section B: Option 4 Sport and exercise psychology
Arousal and anxiety (Biological) – Optimising arousal, controlling anxiety and measuring anxiety in sport. Fazey and Hardy (1988) The inverted-U hypothesis: A catastrophe for sport psychology. At least one technique for managing arousal and anxiety in sport.
- Distinguish between arousal, cognitive anxiety, and somatic anxiety.
- Explain the catastrophe model of arousal and performance, including hysteresis.
- Describe and evaluate methods for measuring anxiety and techniques for managing arousal in sport.
Section B: Option 4 Sport and exercise psychology
Audience effects (Social) – How an audience can facilitate or inhibit sports performance; home advantage. Zajonc et al. (1969) Social enhancement and impairment of performance in the cockroach. At least one strategy for training for and playing spectator sports.
- Explain how audience presence facilitates or inhibits performance using drive theory.
- Describe the procedure and findings of Zajonc et al. (1969) regarding social enhancement and impairment.
- Propose specific strategies for training for and playing spectator sports.
Section B: Option 4 Sport and exercise psychology
Exercise and mental health (Biological) – Benefits of exercise to mental health. Lewis et al. (2014) Mood changes following social dance sessions in people with Parkinson’s Disease. At least one exercise strategy to improve mental health.
- Explain the biological and psychological mechanisms through which exercise is proposed to benefit mental health.
- Evaluate the methodology and findings of Lewis et al. (2014) regarding mood changes following social dance sessions in people with Parkinson's disease.
- Apply knowledge of the benefits and limitations of exercise to design a structured strategy for improving mental health.
Section B: Option 4 Sport and exercise psychology
Motivation (Cognitive) – Self-efficacy and sports confidence, including imagery and sports orientation. Munroe-Chandler et al. (2008) Playing with confidence: the relationship between imagery use and self-confidence and self-efficacy in youth soccer players. At least one strategy for motivating athletes.
- Explain the cognitive constructs of self-efficacy, sports confidence, imagery, and sports orientation in the context of athletic motivation.
- Analyse the design, findings, and limitations of Munroe-Chandler et al. (2008) on the relationship between imagery use and confidence in youth football players.
- Apply cognitive theories and research findings to develop a practical strategy for motivating athletes, such as an imagery script or attribution retraining.
Section B: Option 4 Sport and exercise psychology
Performing with others (Social) – Teams, coaching and leadership. Smith et al. (1979) Coach effectiveness training: a cognitive-behavioural approach to enhancing relationship skills in youth sports coaches. At least one strategy for improving team performance.
- Explain the social psychological concepts of team productivity, cohesion, and leadership styles in sport.
- Analyse the field experiment by Smith et al. (1979) on coach effectiveness training, including its methodology, findings, and impact on youth athletes.
- Apply theories of group dynamics to design a strategy for improving team performance, such as reducing social loafing or enhancing task cohesion.
Section B: Option 4 Sport and exercise psychology
Personality (Cognitive) – Personality, its measurement and its relationship to sport. Kroll and Crenshaw (1970) Multivariate personality profile analysis of four athletic groups. At least one strategy for using knowledge of personality to improve sports performance.
- Compare trait and interactionist approaches to personality and explain the gravitation and socialisation accounts of sporting behaviour.
- Evaluate the methodology and findings of Kroll and Crenshaw (1970) regarding multivariate personality profiles across different athletic groups.
- Apply knowledge of personality measurement to formulate a defensible strategy for improving sports performance, such as tailoring coaching feedback or monitoring mood profiles.
Section C: Practical applications
In order to encourage awareness of practical applications of psychology, this section will require learners to apply their knowledge and understanding of psychology to a novel source as provided in the examination. The source could be a newspaper or magazine article, a blog, a diary entry, email exchange or equivalent written source.
- Identify psychological concepts embedded within a novel source such as a newspaper or magazine article, blog, diary entry, email exchange or equivalent written source.
- Apply knowledge and understanding of psychology to practical scenarios presented in these novel sources.
- Differentiate between paraphrasing source material and applying psychological terminology to encourage awareness of practical applications of psychology.
Section C: Practical applications
The practical applications of psychology: Recognise the psychological content in the source. Make evidence-based suggestions in relation to the source. Consider the strengths and weaknesses of the suggestion(s) they themselves are making.
- Recognise the psychological content in the source and extract relevant psychological principles.
- Formulate evidence-based suggestions in relation to the source to address identified issues.
- Consider the strengths and weaknesses of the suggestion(s) they themselves are making, providing a balanced evaluation.
Regulatory & Verification Details
- Qualification Number (QN)
- 601/5122/5
- Regulated Status
- Available to learners
- Awarding Body
- Cambridge OCR
- Qualification Type
- GCE A Level
- Operational Start
- Sept 2015