Here is a document used to revision for the IB HL exams, it has a glossary (from ThinkIB) as well as key studies, definitions and evaluations for every point on the Paper 2 Specification

EXAMPLE: Explanations for obedience: agentic state and legitimacy of authority, and situational variables affecting obedience including proximity and location, as investigated by Milgram, and uniform. Dispositional explanation for obedience: the Authoritarian Personality Describe how situational variables have been found to affect obedience. Discuss what these situational variables tell us about why we obey. (16) • knowledge of procedure and/or findings of research into the effects of: • proximity – Milgram – teacher and the learner were in the same room, obedience decreased; touch proximity condition; experimenter leaves the room issues order over the phone, obedience decreased • location – Milgram – run-down office block vs Yale; Hofling hospital location • uniform – Bickman – more likely to obey a man dressed as a guard. In Milgram’s experiment the experimenter wore a grey lab coat. • analysis/discussion of factors in the context of explanations: eg uniform as a visible sign of authority, location/setting makes authority seem more/less genuine (legitimacy of authority) • decreased proximity to authority figure meant that participants returned to a more autonomous state (agentic state) • discussion of relative power of factors, eg in Hofling study, 21/22 obeyed even though orders were given over the phone (so legitimacy of setting more important than proximity) • discussion of alternative theories, eg authoritarian personality (Adorno) suggests that dispositional factors are more influential than situational variables • methodological evaluation of studies/evidence if made relevant to discussion of the factors/why we obey, eg field studies such as Bickman may have more relevance than lab studies in this context • Mandel’s (1998) analysis of the ecological validity of Milgram’s research • Orne and Holland (1968) Milgram variations were contrived and even more likely to trigger suspicion in participants.

Plans for: Explain the use of one research method in one study using the biological approach to understanding human behaviour. Explain the use of one research method in one study of hormones or pheromones and behaviour. Explain the use of one research method in one study of the brain and behaviour. Explain the use of one research method in one study of genetics and behaviour. Explain one ethical consideration relevant to studying the brain and behaviour Explain one ethical consideration relevant to one study using a biological approach to understanding human behaviour. Explain one ethical consideration relevant to one study of hormones or pheromones and behaviour. Explain one ethical consideration relevant to one study of genetics and behaviour. Explain one study of localization of function. Explain one study of neuroplasticity. Explain neuroplasticity, making use of one study. Explain one effect of neurotransmission in human behaviour, making use of one study. Explain the formation of neural networks using one study. Explain one technique used to study the brain in relation to behaviour. Explain the role of one agonist, making use of one study. Explain the role of one antagonist, making use of one study. Explain neural pruning, making use of one study. Explain how excitatory or inhibitory synapses play a role in one behaviour, making use of one study. Explain the role of one hormone in human behaviour, making use of one study. Explain one study of the role of pheromones in human behaviour. Explain the use of twin studies and/or kinship studies using one study. Explain one evolutionary explanation of one behaviour. Plans include: Intro/definitions. Key study

Plans including definitions, two studies, evaluation for: Discuss Schema theory. Discuss one model of memory. Contrast two models of memory. Discuss one model of thinking and decision making Discuss one or more studies of reconstructive memory. Discuss the reliability of one cognitive process. Discuss one or more studies of cognitive biases. Discuss one theory of how emotion may affect one cognitive process. Discuss one cognitive bias

Plans for: Explain the use of one research method in one study used in the study of the individual and the group. Explain one ethical consideration relevant to one study of cultural influences on attitudes, identity, or behaviour. Explain Social Identity Theory, making use of one study. Explain one study of Social Identity Theory. Explain Social Cognitive Theory, making use of one study. Explain one theory of stereotypes, making use of one study. Explain one study of stereotypes. Explain one study that shows one effect of stereotypes on behaviour. Explain one cultural dimension. Explain one study of one cultural dimension. Explain one study of one effect of culture on behaviour or cognition. Explain one study of enculturation. Explain one study of acculturation.

AQA A Level Psychology 2024 Predictions

Plans for : “Discuss neurotransmitters and their effect on behaviour” 22 marks and “Explain the role of one antagonist with reference to one study” 9 marks

Plans for: Explain the use of one research method in one study of cognitive processes. Explain one ethical consideration relevant to one study of the reliability of cognitive processes. Explain the use of one research method in one study of emotion and cognition. Explain one study related to schema theory. Explain one model of memory. Explain the working memory model with reference to one study. Explain the multi-store model with reference to one study. Explain one study that supports one model of memory. Explain one study of thinking and decision making. Explain one model of thinking and decision making. Explain one study of rational and/or intuitive thinking. Explain one study of reconstructive memory. Explain one study of one cognitive bias. Explain one cognitive bias, making use of one study. Explain one theory of how emotion may affect one cognitive process, using one study.

Plans for ALL SCLOA essays with two studies, definitions and evaluations Discuss the use of one research method in the sociocultural approach in the study of the role of culture in the origins of behaviour or cognition. Discuss ethical considerations relevant to the study of the individual and the group. Discuss one or more studies of Social Identity Theory. Discuss Social Identity Theory. Discuss one or more studies of Social Cognitive Theory. Discuss Social Cognitive Theory. Discuss one or more theories of stereotyping. Discuss one or more theories of the formation of stereotypes. Discuss one or more effects of stereotyping on behaviour. Discuss one or more cultural dimensions. Discuss one or more studies of one cultural dimension. Discuss one or more effects of culture on behaviour and/or cognition. Discuss one or more studies of enculturation. Discuss one or more studies of acculturation

AQA A Level Psychology ALL Content (AO1+AO3) Content for all of paper 1 A2 and AS content. Sample: AO1: CBT Cognitive behavioural therapy (CBT) is the main psychological treatment used to treat people suffering from depression and was first introduced by Ellis’ as REBT (rational emotive behavioural therapy). CBT assumes that maladaptive thoughts and beliefs cause and maintain depression in individuals. CBT focuses on helping patients identify and change these maladaptive thought processes with the belief that changing thinking will then change behaviour and emotions, as this is seen to be generated by thinking. Behavioural activation is based on the idea that being active will lead to more positive rewards that will help alleviate depressive symptoms. Many depressed people become withdrawn and do not engage in previously pleasurable activities and with the help of the therapist, the patient identifies enjoyable activities and encourages the patient to challenge any negative thoughts they may have in regards to them to help them become active again. AO3: CBT A major issue of whether CBT is appropriate for some patients is the time and cost factor. Another issue into the effectiveness of CBT is down to the skill level of the therapist themselves. A strength of CBT which makes it more appropriate and effective is that the therapy has no side effects, unlike drug therapies. Another strength of CBT is it seen to treat the root cause of depression which is psychological in nature, unlike drug therapies which may simply mask and treat the symptoms. A study by Rush et al showed CBT is just as effective as antidepressants in treating depression while by Keller et al found it is most effective when used in conjunction with antidepressants.

Here is a document used to revision for the IB HL exams, it has a glossary (from ThinkIB) as well as key studies, definitions and evaluations for every point on the Paper3 Specification

AQA Psychology 2024 Prediction Plans

Essay plan for Etiology questions (paper 2 SL/HL)

EXPLAIN THE ROLE OF ONE CULTURAL DIMENSION ON ONE BEHAVIOUR (8 MARKS) 9/9

Tests with answers for ALL core modules and some options