Unit 2: Biological psychology, learning theories and development

3.1.1 The role of the central nervous system (CNS) and neurotransmitters in human behaviour, including the structure and role of the neuron, the function of neurotransmitters and synaptic transmission.

Use - cns, neurotransmitters and behaviour to connect the rule to the data and decision in the question.

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

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

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

3.1.2 The structure of the brain, different brain areas including the pre-frontal cortex and limbic system and brain functioning as an explanation of aggression as a human behaviour.

Use - brain structure and aggression to connect the rule to the data and decision in the question.

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

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

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

3.1.3 The role of, and research into hormones and genes in aggression.; Body rhythms.

Use - hormones, genes and aggression to connect the rule to the data and decision in the question.

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

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

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

3.1.4 The role of internal pacemakers (body clock) and external zeitgebers in the regulation of the circadian sleep-wake cycle.

Use - internal pacemakers and external zeitgebers to connect the rule to the data and decision in the question.

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

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

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

3.1.5 Infradian rhythms including the menstrual cycle and seasonal affective disorder and therapies, including light therapy.

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

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

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

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

3.1.6 Research into the circadian sleep-wake cycle and infradian rhythms.

Use - sleep-wake and infradian rhythm research to connect the rule to the data and decision in the question.

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

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

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

3.2.1 The use of the correlational research method in psychology, including co-variables.

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

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

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

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

3.2.2 Types of correlation: positive, negative and including the use of scatter diagrams.

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

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

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

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

3.2.3 Issues surrounding the use of correlations in psychology; issues with cause and effect, other variables.

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

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

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

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

3.2.4 List B from Topic B, focusing on the Spearman rank test.; Scanning techniques.

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

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

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

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

3.2.5 Brain-scanning techniques (CAT, PET, and fMRI).; The use of brain-scanning techniques to investigate human behaviour, including aggression.; Twin studies.

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

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

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

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

3.2.6 The use of twin studies to investigate genetic relatedness and aggression.

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

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

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

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

3.2.7 List A from Topic A.

Use - list a quantitative and qualitative data to connect the rule to the data and decision in the question.

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

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

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

3.3.1 Raine et al. (1997) Brain abnormalities in murderers indicated by positron emission tomography.; Contemporary study.

Use - raine et al. (1997) brain abnormalities to connect the rule to the data and decision in the question.

This matters because - raine et al. (1997) brain abnormalities determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - raine et al. (1997) brain abnormalities to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Raine et al. (1997) brain abnormalities is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.3.2 Brendgen et al. (2005) Examining genetic and environmental effects on social aggression: A study of 6-year-old twins.; One contemporary study from the following two choices:.

Use - brendgen et al. (2005) social aggression twins to connect the rule to the data and decision in the question.

This matters because - brendgen et al. (2005) social aggression twins determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - brendgen et al. (2005) social aggression twins to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Brendgen et al. (2005) social aggression twins is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.3.3 McDermott (2008) Monoamine oxidase A gene (MAOA) predicts behavioural aggression following provocation.

Use - mcdermott (2008) maoa and aggression to connect the rule to the data and decision in the question.

This matters because - mcdermott (2008) maoa and aggression determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - mcdermott (2008) maoa and aggression to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - McDermott (2008) MAOA and aggression is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.3.4 Hoefelmann et al. (2006) Behaviors associated to sleep among high school learners: cross-sectional and prospective analysis.

Use - hoefelmann et al. (2006) sleep behaviours to connect the rule to the data and decision in the question.

This matters because - hoefelmann et al. (2006) sleep behaviours determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - hoefelmann et al. (2006) sleep behaviours to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Hoefelmann et al. (2006) sleep behaviours is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Conduct one ethical biological-psychology practical: design a correlational study into aggression or body rhythms, specifying co-variables, operationalisation, sampling, controls and hypotheses. Gather quantitative data; present descriptive statistics and a scatter graph; use Spearman's rank to test the relationship and explain significance, strength and direction; evaluate strengths, weaknesses and improvements; and write the procedure, results and discussion. Suitable contexts include social-media use and sleep, or height and self-rated aggression.

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

This matters because - biological 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 - biological psychology practical investigation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

4.1.1 The main features of classical conditioning (Pavlovian), including unconditioned stimulus (UCS); unconditioned response (UCR); conditioned stimulus (CS); neutral stimulus (NS); conditioned response (CR); extinction, spontaneous recovery and stimulus generalisation and distribution.; Operant conditioning.

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

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

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

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

4.1.2 The main features of operant conditioning, including types of reinforcement (positive and negative) and punishment (positive and negative) and properties of reinforcement (primary, secondary and schedules) including researching Skinner (1948) Superstition in the pigeon.; Social learning theory.

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

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

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

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

4.1.3 The main features of social learning theory, including observation, imitation, modelling and vicarious reinforcement, attention, retention, motivation and reproduction.; Psychodynamic approach to personality development.

Use - social learning theory to connect the rule to the data and decision in the question.

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

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

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

4.1.4 The psychodynamic approach to personality development, including either Freud's theory of personality development or the object relations school of thought.; Therapies/treatments.

Use - psychodynamic personality development to connect the rule to the data and decision in the question.

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

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

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

4.1.5 Systematic desensitisation.

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

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

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

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

4.1.6 Psychoanalysis, including free association and dream analysis, transference and counter transference, and the object relations school of thought.

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

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

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

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

4.2.1 The use of the observational research method in psychology, including the gathering of both qualitative and quantitative data (including tallying, event and time sampling).

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

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

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

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

4.2.2 Types of observation: participant, non-participant, structured, naturalistic, overt and covert.; Content analysis.

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

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

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

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

4.2.3 Use of content analysis as a research method.; Case studies.

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

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

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

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

4.2.4 Freud's use of the case study as a research method.; Quantitative data and qualitative data.

Use - freud’s case study method to connect the rule to the data and decision in the question.

This matters because - freud’s case study method determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

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

Boundary: - Freud’s case study method is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

4.2.5 List A from Topic A.

Use - list a quantitative and qualitative data to connect the rule to the data and decision in the question.

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

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

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

4.2.6 Analysis of qualitative data using thematic analysis.

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

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

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

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

4.2.7 List B from Topic B, focusing on the chi-squared test.

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

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

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

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

4.2.8 Animal research and ethics:; the use of animals in laboratory experiments where results can be related to humans; ethical issues regarding the use of animals in laboratory experiments, including the Scientific Procedures Act (1986) and Home Office Regulations.

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

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

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

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

4.3.1 Watson and Rayner (1920) Little Albert: Conditioned emotional reactions.; Contemporary.

Use - watson and rayner (1920) little albert to connect the rule to the data and decision in the question.

This matters because - watson and rayner (1920) little albert determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - watson and rayner (1920) little albert to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Watson and Rayner (1920) Little Albert is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

4.3.2 Capafóns et al. (1998) Systematic desensitisation in the treatment of the fear of flying.; One contemporary study from the following two choices:.

Use - capafóns et al. (1998) fear of flying to connect the rule to the data and decision in the question.

This matters because - capafóns et al. (1998) fear of flying determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - capafóns et al. (1998) fear of flying to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Capafóns et al. (1998) fear of flying is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

4.3.3 Prot (2014) Long-Term Relations Among Prosocial-Media Use, Empathy, and Prosocial Behavior.

Use - prot (2014) prosocial media to connect the rule to the data and decision in the question.

This matters because - prot (2014) prosocial media determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - prot (2014) prosocial media to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Prot (2014) prosocial media is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

4.3.4 Bastian et al. (2011) Cyber-dehumanization: Violent video game play diminishes our humanity.

Use - bastian et al. (2011) cyber-dehumanization to connect the rule to the data and decision in the question.

This matters because - bastian et al. (2011) cyber-dehumanization determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - bastian et al. (2011) cyber-dehumanization to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Bastian et al. (2011) cyber-dehumanization is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Conduct two observations, or one observation gathering both qualitative and quantitative data, on learned behaviour. Design behavioural categories, coding and tallying procedures, controls, hypotheses and ethical safeguards; address observer bias and effects. Present descriptive statistics, percentages, frequencies and suitable graphs; use chi-squared and explain significance; conduct thematic analysis of qualitative data; evaluate strengths, weaknesses and improvements; and write the procedure, results and discussion. Suitable contexts include driving speed by age/sex or helpful and polite behaviour by gender.

Use - learning theories practical investigation to connect the rule to the data and decision in the question.

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

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

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