OCR Core Studies Revision G542

Interactive Revision booklet for G542, covers all 15 Core Studies, Section A, B & C questions.

HideShow resource information
  • Created by: Deb Gajic
  • Created on: 15-11-11 08:03
Preview of OCR Core Studies Revision G542

First 341 words of the document:

542
REVISION
Hopefully, by now, revision is well under way. This booklet is meant to
supplement your own revision notes, not replace them. Obviously, if in
doubt, refer back to your class notes.
For this unit 542, you need to know 15 key studies in details, and the main
assumptions, strengths and weaknesses of the 5 approaches (Physiological,
Social, Cognitive, Developmental and Individual Differences.) and two
perspectives (Psychodynamic & Behaviourist).
The examination is on Tuesday January 17th and is two hours long.
Section A: - Consists of 15 questions each worth 4 marks, one on each key
study. (60 marks)
Section B: - You will need to pick one study from a choice of three. This
question requires detailed knowledge of your chosen study.
a) What was the aim of your chosen study (2)
b) Describe the sample and give one limitation (or strength) (6)
c) Describe how the data was collected (procedure) (6)
d) Give one advantage and one disadvantage (6)
e) Outline the results (or conclusions) (8)
f) Suggest two changes and their implications for results (8)
Section C: - You will have a choice of two questions. They will be about
approaches or perspectives (Social, Cognitive, Developmental, Physiological,
Individual Differences, Behaviourist and Psychodynamic). It will ask for
examples from a particular study within that approach or perspective. (24
marks)
a) Outline one assumption of the ________approach (2)
b) Describe how the _________approach explains_________(4)
c) Describe one similarity and one difference between______ and any
other study from this approach (6)
d) Discuss the strengths and limitations of the ______approach using
examples from ________(12)
Please familiarise yourself with the specimen exam papers you have been
given. Make sure you don't leave any blanks, attempt all questions. You
never know you could be right!!!
Developmental
Samuel & Bryant
AIM: - To look at the effects of asking one question rather than two in
Piaget's conservation task.
1

Other pages in this set

Page 2

Preview of page 2

Here's a taster:

PROCEDURE: - Lab Exp, Opportunity sample 252 children tested on
conservation tasks.3 I.Vs ­ age (5, 6, 7 & 8), conditions (standard, one question
& fixed array) and materials (mass, volume & number).
RESULTS: - younger children made more mistakes than older children. All
children did better on the one question condition. Children made fewer errors
on the number tasks.
CONCLUSION: - Piaget was wrong; children can do better if only asked one
question. Piaget was right; there are qualitative changes as children get older.…read more

Page 3

Preview of page 3

Here's a taster:

Bandura
AIM: - To see if children imitate modelled aggression in a new setting and to
investigate sex differences.
PARTICIPANTS: - Lab Exp, Opportunity sample 72 nursery children divided
into 3 groups (aggressive model/non-aggressive model/no model). Subdivided
into boys and girls with same sex model or not.
PROCEDURE: - model behaves aggressively or not. Taken to room with toys
then tested for delayed imitation in another room with aggressive and
non-aggressive toys. Children observed for imitative behaviour, partially
imitative behaviour and non-imitative behaviour.…read more

Page 4

Preview of page 4

Page 5

Preview of page 5

Here's a taster:

Freud
AIM: - To provide support for Freud's psychoanalytic theory of development
and his theory explaining phobias.
PROCEDURE: - Case study, Opportunity sample. Hans' father recorded
events and conversations and sent these to Freud. Case study and Action
Research.
PARTICIPANT: - Hans aged 3-5 years during case study.
DETAILS OF CASE STUDY: - Sources of anxiety came from his Mother
(repressed sexual desire for her) and Father (Jealousy, Oedipus Conflict). Had
a phobia of horses.…read more

Page 6

Preview of page 6

Page 7

Preview of page 7

Here's a taster:

Section C
Developmental
a) Key Assumptions: An approach
to understanding the human condition
that covers the whole lifespan.
Researchers use a wide range of
methods and techniques. The focus
is on how behaviours are initiated
and then develop. Typical areas of
study include; emotional and moral
development; how thinking develops
and how children learn to
communicate.…read more

Page 8

Preview of page 8

Here's a taster:

Describe a similarity and a
difference between the Bandura
study and any other which uses
the developmental approach.
Describe a similarity and a
difference between the Freud
study and any other which uses
the developmental approach.
d) Strengths Weaknesses
This approach considers the whole Often focuses on the development of
lifespan and therefore behaviours the child to the detriment of
are seen in context. There is a large adolescents or adults.…read more

Page 9

Preview of page 9

Here's a taster:

Individual Differences
Rosenhan
AIM: - To investigate the reliability of psychiatric diagnoses and consider
whether abnormality is due to personality or situation.
PROCEDURE: - Field exp, Self-selected Ps, Opportunity sample of
hospitals.8 pseudo patients sent to 12 hospitals in USA. Said they heard voices
saying `empty, thud and hollow'.
RESULTS: - Admitted and average stay 19 days. Patients were depersonalised.
Whilst in the hospital pseudo patients recorded their observations. Discharged
with `schizophrenia in remission'.…read more

Page 10

Preview of page 10

Here's a taster:

Results?
Conclusions?
Alternatives?
Thigpen & Cleckley
AIM: - To record the case history of a patient with multiple personalities.
PROCEDURE: - A case history, opportunity sample of a female who has two
distinct personalities Eve White and Eve Black. Eve White is demure and serious.
Has headaches and blackouts and is referred to Thigpen & Cleckley. Whilst
having therapy, Eve Black appears. She is flirtatious and adventurous. Thought
to embody Eve White's angry feelings.…read more

Comments

No comments have yet been made

Similar Psychology resources:

See all Psychology resources »See all resources »