Theories of Anxiety

    OCR
    GCSE

    Candidates must critically analyse etiological theories of anxiety, specifically distinguishing between the Behavioural Two-Process Model for phobias and Biological explanations for OCD. Mastery requires evaluating the interaction between environmental conditioning (Mowrer) and neural/genetic substrates (GABA, SERT genes). Responses must assess the validity of these paradigms through empirical evidence and therapeutic application (Systematic Desensitisation vs SSRIs), demonstrating an understanding of the shift from behavioural determinism to interactionist perspectives.

    5
    Objectives
    4
    Exam Tips
    4
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    Learning Objectives

    What you need to know and understand

    • Yerkes-Dodson Law (1908)
    • Inverted-U Hypothesis
    • Optimal Arousal Point
    • Weapon Focus Effect
    • Deffenbacher (1983) Meta-analysis

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have identified the Inverted-U shape; now explain why performance drops after the optimal point"
    • "Link the presence of the weapon explicitly to the concept of 'attentional narrowing' to secure AO1 marks"
    • "Your evaluation relies on generic 'ecological validity' — specify why a lab setting fails to replicate the threat to life"
    • "Apply the theory to the specific witness in the scenario: was their arousal likely moderate or extreme?"

    Marking Points

    Key points examiners look for in your answers

    • Define the Inverted-U hypothesis: performance improves with arousal up to an optimal point, then declines
    • Credit explanation of the 'Weapon Focus Effect' as a mechanism of high anxiety reducing recall of peripheral details
    • Award marks for linking physiological arousal to specific cognitive deficits (e.g., tunnel vision, attentional narrowing)
    • Evaluate the theory using contradictory evidence (e.g., Yuille & Cutshall) regarding real-life vs. laboratory anxiety levels

    Examiner Tips

    Expert advice for maximising your marks

    • 💡When asked to describe the theory, explicitly mention the 'optimal point' of arousal for maximum accuracy
    • 💡Use the term 'Inverted-U hypothesis' rather than just describing the shape of the graph
    • 💡In 'Discuss' questions, contrast lab-based findings (Deffenbacher) with real-world case studies to show AO3 evaluation
    • 💡Always refer back to the scenario in the question stem to secure AO2 application marks

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Asserting a simple linear relationship (e.g., 'anxiety always reduces memory') rather than a curvilinear one
    • Confusing 'anxiety' with 'stress' generally, without reference to the specific arousal-performance curve
    • Failing to label axes correctly when drawing or describing the Inverted-U graph (Performance vs. Arousal)
    • Describing the Weapon Focus Effect without linking it back to the reduction of available attentional capacity

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Identify
    Define
    Explain
    Calculate
    Evaluate
    Discuss

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