Topic A: Social psychology

1.1.1 Theories of obedience, including agency theory and social power theory.

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

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

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

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

1.1.2 Research into obedience, including Milgram’s (1963) research into obedience and three of his variation studies: rundown office block (Experiment 10), telephonic instructions (Experiment 7), ordinary man gives orders (Experiment 13) as they demonstrate situational factors that encourage dissent.

Use - milgram’s obedience research to connect the rule to the data and decision in the question.

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

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

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

1.1.3 Factors affecting obedience and dissent/resistance to obedience, including individual differences (personality and gender), situation and culture.; Conformity.

Use - factors affecting obedience and dissent to connect the rule to the data and decision in the question.

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

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

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

1.1.4 Types and explanations of conformity.

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

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

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

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

1.1.5 Research into conformity including Asch (1951) and his variation studies (1952, 1956).

Use - asch’s conformity research to connect the rule to the data and decision in the question.

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

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

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

1.1.6 Minority influence (Moscovici, 1976).

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

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

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

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

1.1.7 Factors affecting conformity and minority influence, including individual differences (personality), situation and culture.

Use - factors affecting conformity and minority influence to connect the rule to the data and decision in the question.

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

Example: apply - factors affecting conformity and minority influence to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Factors affecting conformity and minority influence is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

1.2.1 Designing and conducting questionnaires and interviews, considering researcher effects.

Use - questionnaire and interview design to connect the rule to the data and decision in the question.

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

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

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

1.2.2 Primary and secondary data.

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

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

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

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

1.2.3 Unstructured, semi-structured and structured interviews, open, closed (including ranked scale) questions.

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

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

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

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

1.2.4 Alternative hypotheses.; Sample selection and sampling techniques.

Use - alternative hypotheses. sample selection and sampling techniques to connect the rule to the data and decision in the question.

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

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

Boundary: - Alternative hypotheses. Sample selection and sampling techniques is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

1.2.5 Random, stratified, volunteer, and opportunity sampling techniques.; Quantitative data.

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.

1.2.6 (List A) Analysis of quantitative data: calculating measures of central tendency (mean, median, mode), data tables (frequency tables and summary tables), graphical presentation (bar chart, histogram), measures of dispersion (range and standard deviation), percentages, ratios, fractions.

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

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

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

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

1.2.7 Normal and skewed distribution.

Use - normal and skewed distribution to connect the rule to the data and decision in the question.

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

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

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

1.2.8 Analysis of qualitative data using thematic analysis.; Ethical guidelines.

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.

1.2.9 British Psychological Society (BPS) code of ethics and conduct (2009), including risk management when carrying out research in psychology.

Use - bps ethics and risk management to connect the rule to the data and decision in the question.

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

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

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

1.3.1 Moscovici et al. (1969) Influence of a Consistent Minority on the Responses of a Majority in a Color Perception Task.; Contemporary study.

Use - moscovici et al. (1969) minority influence to connect the rule to the data and decision in the question.

This matters because - moscovici et al. (1969) minority influence determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - moscovici et al. (1969) minority influence to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Moscovici et al. (1969) minority influence is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

1.3.2 Burger (2009) Replicating Milgram: Would people still obey today? One contemporary study from the following two choices:.

Use - burger (2009) milgram replication to connect the rule to the data and decision in the question.

This matters because - burger (2009) milgram replication determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - burger (2009) milgram replication to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Burger (2009) Milgram replication is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

1.3.3 Yi Huang et al. (2014) Conformity to the opinions of other people lasts for no more than 3 days.

Use - yi huang et al. (2014) conformity duration to connect the rule to the data and decision in the question.

This matters because - yi huang et al. (2014) conformity duration determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - yi huang et al. (2014) conformity duration to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Yi Huang et al. (2014) conformity duration is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

1.3.4 Haun et al. (2014) Children Conform to the Behavior of Peers; Other Great Apes Stick With What They Know.

Use - haun et al. (2014) peer conformity to connect the rule to the data and decision in the question.

This matters because - haun et al. (2014) peer conformity determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - haun et al. (2014) peer conformity to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Haun et al. (2014) peer conformity is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

1.4.1 One practical research exercise to gather data relevant to topics covered in social psychology.; This practical research exercise must adhere to ethical principles in both content and intention.; In conducting the practical research exercise, learners must:; design and conduct a questionnaire to gather both qualitative and quantitative data to look for a difference in the data; consider questionnaire construction, sampling decisions and ethical issues; collect and present an analysis of quantitative data using measures of central tendency (mean, median, mode as appropriate), measures of dispersion, (including range and standard deviation as appropriate), table and graphical representations (summary table, frequency table, bar graph, histogram as appropriate); collect and present an analysis of qualitative data using thematic analysis; consider strengths and weaknesses of the questionnaire; write up the procedure, results and discussion section of a report.; ; A questionnaire to see if males perceive themselves to be more obedient than females.; ; A questionnaire into self-reported levels of conformity based on scenarios.

Use - social psychology practical investigation to connect the rule to the data and decision in the question.

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

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

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