AS SUBJECT NAME Psychology
EXAMINATION BOARD : AQA
Unit 1: Cognitive Psychology, Developmental Psychology and Research Methods
Summary of content:
Unit 1 focuses essentially on the topics of Memory, Human Attachments and Research
Methods. More precisely,
Models of memory
• The multi-store model, including the concepts of encoding, capacity and duration. Strengths and
weaknesses of the model
• The working memory model, including its strengths and weaknesses
Memory in everyday life
• Eyewitness testimony (EWT) and factors affecting the accuracy of EWT, including anxiety, age of
witness
• Misleading information and the use of the cognitive interview
• Strategies for memory improvement
Attachment
Attachment in everyday life
• Explanations of attachment, including learning theory, and Evolutionary perspective, including Bowlby
• Types of attachment, including insecure and secure attachment and studies by Ainsworth
• Cultural variations in attachment
• Disruption of attachment, failure to form attachment (privation) and the effects of institutionalisation
• The impact of different forms of day care on children’s social development, including the effects on
aggression and peer relations
• Implications of research into attachment and day care for child care practices
Research Methods methods & techniques – investigation design – data analysis and presentation
Unit 2: Biological Psychology, Social Psychology and Individual Differences
Summary of content:
Unit 2 focuses essentially on the topics of Stress, Social Influence [eg the nature of conformity and obedience] and Abnormal Behaviour.
Stress as a bodily response
• The body’s response to stress, including the pituitary-adrenal system and the sympathomedullary
pathway in outline
• Stress-related illness and the immune system
Stress in everyday
life
• Life changes and daily hassles
• Workplace stress
• Personality factors, including Type A behaviour
• Distinction between emotion-focused and problem-focused approaches to coping with stress
• Psychological and physiological methods of stress management, including Cognitive Behavioural Therapy and
drugs
Social influence
• Types of conformity, including internalisation and compliance
• Explanations of why people conform, including informational social Influence and normative social influence
• Obedience, including Milgram’s work and explanations of why people obey
Social influence in everyday life
• Explanations of independent behaviour, including how people resist pressures to conform and pressures to
obey authority
• The influence of individual differences on independent behaviour, including locus of control
• Implications for social change of research into social influence
Defining and explaining psychological abnormality
Treating abnormality
• Defi nitions of abnormality, including deviation from social norms, failure to function
adequately and deviation from ideal mental health, and limitations associated with these defi nitions of
psychological abnormality
• Key features of the biological approach to psychopathology
• Key features of psychological approaches to psychopathology including the psychodynamic, behavioural and
cognitive approaches
• Biological therapies, including drugs and ECT
• Psychological therapies, including psychoanalysis, systematic de-sensitisation and Cognitive Behavioural
Therapy

Knowledge and understanding of theories / models of human behaviour put forward by psychologists
Ability to evaluate theories / models put forward by psychologists [assess the validity, reliability and credibility of information and psychological theories]
Practical skills of investigation [ research methods of the psychologist ]
Practical skills of investigation [ research methods of the
Psychologist] cont
Communication skills
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Students
Classwork and homework demonstrate the aims, within the programme of study procedures, results eg attachments topic: and conclusions of a individual differences in
Research Study
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Application attachment – students develop knowledge and understanding terms and concepts of Mary Ainswoth’s ‘Strange that arise from a
Situation’ research study particular research
[Baltimore 978]. Key terms study
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Assessment
1 work undertaken could include ‘secure attachment’ / ‘insecure attachment’ during the course
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Student can identify and explain the strengths and
Eg the strengths and weaknesses of a weaknesses of the Holmes research study.
Rahe SRRS scale [sources of
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Assessment stress, Unit 2]
2 work undertaken during the course
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Describe ethical, safe and skilful practical
Eg class focus on sample techniques and processes - know paper questions – unit: memory - memory in everyday how to make, record and communicate life: eyewitness testimony / misleading information / strategies valid observations – analyse, interpret, for memory improvement. core focus is
. The methodology . explain and evaluate the methodology and investigative activities in a [pto] variety of
There are opportunities for peer group assessment too: Exam
– style questions (one example, unit: Addiction) ways
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Assessment
3 work undertaken
The nature – nurture
debate within the unit during the course
‘Depression)
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Arrange ideas into a coherent and well structured written
piece. can articulate psychological explanations in class discussions
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Extended written
Class discussion / fun quiz:
‘what is abnormality?’
Delivery of power-point presentations [unit:
Schizophrenia]

Independent study responses submitted within the programme of study and the ’12 mark question’ in the
Unit 1 exam
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Investigate a line of enquiry independently eg using a range of resources to achieve
effective outcomes and learning approaches which are effective for the individual
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Students can evaluate their own learning
Essay: ‘what is abnormality?
Eg task: individual research: ‘A
Shocking Challenge’ [student project : the research studies of Stanley Milgram: Social influence unit]