Topic I: Psychological skills

9.1.1 Types of data: qualitative and quantitative data; primary and secondary data.

Use - types of data to connect the rule to the data and decision in the question.

This matters because - types of data determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - types of data to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Types of data is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.2 Sampling techniques: random, stratified, volunteer and opportunity.

Use - sampling techniques to connect the rule to the data and decision in the question.

This matters because - sampling techniques determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - sampling techniques to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Sampling techniques is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.3 Experimental/research designs: independent groups, repeated measures and matched pairs.

Use - experimental and research designs to connect the rule to the data and decision in the question.

This matters because - experimental and research designs determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - experimental and research designs to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Experimental and research designs is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.4 Hypotheses: null, alternate, experimental; directional and non-directional.

Use - hypotheses to connect the rule to the data and decision in the question.

This matters because - hypotheses determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - hypotheses to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Hypotheses is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.5 Questionnaires and interviews: open, closed (including ranked scale questions); structured, semi-structured and unstructured interviews; self-report data.

Use - questionnaires and interviews to connect the rule to the data and decision in the question.

This matters because - questionnaires and interviews determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - questionnaires and interviews to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Questionnaires and interviews is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.6 Experiments: laboratory and field; independent and dependent variables.

Use - experiments to connect the rule to the data and decision in the question.

This matters because - experiments determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - experiments to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Experiments is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.7 Observations: tallying, event and time sampling, covert, overt, participant, non-participant, structured observations, naturalistic observations.; Gathering both qualitative and quantitative data.

Use - observations to connect the rule to the data and decision in the question.

This matters because - observations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - observations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Observations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.8 Correlation research: type of correlation: positive, negative and use of correlations including issues with cause and effect and other variables.

Use - correlational research to connect the rule to the data and decision in the question.

This matters because - correlational research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - correlational research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Correlational research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.9 Additional research methods and techniques: twin studies and aggression, animal experiments, case studies as used in different areas of psychology including case studies of brain-damaged patients in relation to memory, brain scanning/neuroimaging (CAT, PET, fMRI), randomised controlled trials (RCTs), content analysis, clinical interviewing, ethnographic fieldwork when getting data with children, longitudinal and cross-sectional research, cross-cultural and meta-analysis.

Use - additional research methods and techniques to connect the rule to the data and decision in the question.

This matters because - additional research methods and techniques determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - additional research methods and techniques to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Additional research methods and techniques is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.10 Control issues: counterbalancing, randomising, order effects, experimenter/researcher effects, social desirability, demand characteristics, participant variables, situational variables, extraneous variables, confounding variables, operationalisation of variables.

Use - control issues to connect the rule to the data and decision in the question.

This matters because - control issues determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - control issues to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Control issues is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.11 Descriptive statistics (List A):; measures of central tendency (mean, median, mode), frequency tables, summary tables, graphs (bar chart, histogram, scatter diagram), normal distribution, skewed distribution, sense checking data, measures of dispersion (range, standard deviation) and percentages; produce, handle, interpret data; draw comparisons including the mean of two sets of data.; Learners do not need to know formulae but are expected to be competent in mathematical steps.

Use - descriptive statistics to connect the rule to the data and decision in the question.

This matters because - descriptive statistics determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - descriptive statistics to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Descriptive statistics is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.12 Inferential statistics (List B):; levels of measurement, appropriate choice of statistical test; the criteria for and use of the Wilcoxon, Spearman’s, chi-squared (for difference) tests; directional and non-directional testing; use of critical value tables, one- and two-tailed testing.; levels of significance, including knowledge of standard statistical terminology such as p equal to or greater than (p≤.10 p≤.05 p≤.01); rejecting hypotheses, type I and type II errors, the relationship between significance levels and p values; observed and critical values.

Use - inferential statistics to connect the rule to the data and decision in the question.

This matters because - inferential statistics determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - inferential statistics to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Inferential statistics is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.13 Methodological issues: validity (internal, predictive, ecological), reliability, generalisability, objectivity, subjectivity, credibility.

Use - methodological issues to connect the rule to the data and decision in the question.

This matters because - methodological issues determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - methodological issues to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Methodological issues is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.14 Analysis of qualitative data — thematic analysis.

Use - thematic analysis to connect the rule to the data and decision in the question.

This matters because - thematic analysis determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - thematic analysis to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Thematic analysis is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.15 Conventions of published psychological research: abstract, introduction, aims and hypotheses, method, results, discussion, the process of peer review.

Use - published research conventions to connect the rule to the data and decision in the question.

This matters because - published research conventions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - published research conventions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Published research conventions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.16 Ethical issues in research using humans (BPS Code of Ethics and Conduct, 2009), including risk assessment when carrying out research in psychology.; The UNCRC and participation versus protection rights when researching with children and ethical issues when children are the participants.; Health and Care Professions Council (HCPC).

Use - ethical issues in human research to connect the rule to the data and decision in the question.

This matters because - ethical issues in human research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ethical issues in human research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ethical issues in human research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.1.17 Ethical issues in research using animals (Scientific Procedures Act 1986 and Home Office Regulations). 44 9.2 Key questions in society.

Use - ethical issues in animal research to connect the rule to the data and decision in the question.

This matters because - ethical issues in animal research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ethical issues in animal research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ethical issues in animal research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.2.1 Key questions for society using concepts, theories or research from one or more of topics A to H (except topics F and G).

Use - key questions for society to connect the rule to the data and decision in the question.

This matters because - key questions for society determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - key questions for society to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Key questions for society is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.1 Ethical issues in research (animal and human).

Use - ethical issues in research (animal and human) to connect the rule to the data and decision in the question.

This matters because - ethical issues in research (animal and human) determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ethical issues in research (animal and human) to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ethical issues in research (animal and human) is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.2 Practical issues in the design and implementation of research.

Use - practical issues in the design and implementation of research to connect the rule to the data and decision in the question.

This matters because - practical issues in the design and implementation of research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - practical issues in the design and implementation of research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Practical issues in the design and implementation of research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.3 Reductionism versus holism when researching human behaviour.

Use - reductionism versus holism when researching human behaviour to connect the rule to the data and decision in the question.

This matters because - reductionism versus holism when researching human behaviour determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - reductionism versus holism when researching human behaviour to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Reductionism versus holism when researching human behaviour is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.4 Ways of explaining behaviour using different approaches, models or theories.

Use - ways of explaining behaviour using different approaches, models to connect the rule to the data and decision in the question.

This matters because - ways of explaining behaviour using different approaches, models determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ways of explaining behaviour using different approaches, models to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ways of explaining behaviour using different approaches, models is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.5 The issue of psychology as a science.

Use - the issue of psychology as a science to connect the rule to the data and decision in the question.

This matters because - the issue of psychology as a science determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - the issue of psychology as a science to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - The issue of psychology as a science is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.6 Cultural and gender issues in psychological research.

Use - cultural and gender issues in psychological research to connect the rule to the data and decision in the question.

This matters because - cultural and gender issues in psychological research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - cultural and gender issues in psychological research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Cultural and gender issues in psychological research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.7 The role of both nature and nurture in psychology.

Use - role of both nature and nurture in psychology to connect the rule to the data and decision in the question.

This matters because - role of both nature and nurture in psychology determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - role of both nature and nurture in psychology to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Role of both nature and nurture in psychology is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.8 An understanding of how psychology has developed over time.

Use - an understanding of how psychology has developed over time to connect the rule to the data and decision in the question.

This matters because - an understanding of how psychology has developed over time determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - an understanding of how psychology has developed over time to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - An understanding of how psychology has developed over time is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.9 The use of psychology in social control.

Use - use of psychology in social control to connect the rule to the data and decision in the question.

This matters because - use of psychology in social control determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - use of psychology in social control to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Use of psychology in social control is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.10 The use of psychological knowledge in society.

Use - use of psychological knowledge in society to connect the rule to the data and decision in the question.

This matters because - use of psychological knowledge in society determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - use of psychological knowledge in society to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Use of psychological knowledge in society is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

9.3.11 Issues relating to socially sensitive research.

Use - issues relating to socially sensitive research to connect the rule to the data and decision in the question.

This matters because - issues relating to socially sensitive research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - issues relating to socially sensitive research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Issues relating to socially sensitive research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.