Unit 2: Biological psychology, learning theories and development
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Topic C: Biological psychology
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.
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.
3.1.3 The role of, and research into hormones and genes in aggression.; Body rhythms.
3.1.4 The role of internal pacemakers (body clock) and external zeitgebers in the regulation of the circadian sleep-wake cycle.
3.1.5 Infradian rhythms including the menstrual cycle and seasonal affective disorder and therapies, including light therapy.
3.1.6 Research into the circadian sleep-wake cycle and infradian rhythms.
3.2.1 The use of the correlational research method in psychology, including co-variables.
3.2.2 Types of correlation: positive, negative and including the use of scatter diagrams.
3.2.3 Issues surrounding the use of correlations in psychology; issues with cause and effect, other variables.
3.2.4 List B from Topic B, focusing on the Spearman rank test.; Scanning techniques.
3.2.5 Brain-scanning techniques (CAT, PET, and fMRI).; The use of brain-scanning techniques to investigate human behaviour, including aggression.; Twin studies.
3.2.6 The use of twin studies to investigate genetic relatedness and aggression.
3.2.7 List A from Topic A.
3.3.1 Raine et al. (1997) Brain abnormalities in murderers indicated by positron emission tomography.; Contemporary study.
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:.
3.3.3 McDermott (2008) Monoamine oxidase A gene (MAOA) predicts behavioural aggression following provocation.
3.3.4 Hoefelmann et al. (2006) Behaviors associated to sleep among high school learners: cross-sectional and prospective analysis.
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.
Topic D: Learning theories and development
4.1.1Classical conditioning
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.
4.1.2Operant conditioning
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.
4.1.3Social learning theory
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.
4.1.4Psychodynamic personality development
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.
4.1.5Systematic desensitisation
4.1.5 Systematic desensitisation.
4.1.6Psychoanalysis
4.1.6 Psychoanalysis, including free association and dream analysis, transference and counter transference, and the object relations school of thought.
4.2.1Observational research method
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).
4.2.2Types of observation
4.2.2 Types of observation: participant, non-participant, structured, naturalistic, overt and covert.; Content analysis.
4.2.3Content analysis
4.2.3 Use of content analysis as a research method.; Case studies.
4.2.4Freud’s case study method
4.2.4 Freud's use of the case study as a research method.; Quantitative data and qualitative data.
4.2.5List A quantitative and qualitative data
4.2.5 List A from Topic A.
4.2.6Analysis of qualitative data using thematic analysis
4.2.6 Analysis of qualitative data using thematic analysis.
4.2.7List B inferential statistics
4.2.7 List B from Topic B, focusing on the chi-squared test.
4.2.8Animal research and ethics
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.
4.3.1Watson and Rayner (1920) Little Albert
4.3.1 Watson and Rayner (1920) Little Albert: Conditioned emotional reactions.; Contemporary.
4.3.2Capafóns et al. (1998) fear of flying
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:.
4.3.3Prot (2014) prosocial media
4.3.3 Prot (2014) Long-Term Relations Among Prosocial-Media Use, Empathy, and Prosocial Behavior.
4.3.4Bastian et al. (2011) cyber-dehumanization
4.3.4 Bastian et al. (2011) Cyber-dehumanization: Violent video game play diminishes our humanity.
4.4.1Learning theories practical investigation
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.