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Posted in: Approaches to psychology Psychology AS

Wundt

Wilhelm Wundt features in the new draft A Level psychology specification from AQA where students, as part of their introduction to approaches in psychology, will learn about the ‘Origins of Psychology: Wundt, introspection and the emergence of Psychology as a science’.

The following three video clips provide some background information about Wilhelm Wundt’s methods, origins, personality and importance to psychology. The first one is fast-paced and fun and the second two provide depth and detail, although the level of these is pitched more for undergraduates than for 17 year olds.

It is interesting to note that the author and narrator of the second two clips, Peter Smith, says of Wundt ‘His name is now largely forgotten, except by scholars. There are many people outside of psychology who can easily identify people like Freud and Pavlov, or even Piaget and Maslow, but even many psychology undergrads have little idea who Wundt was’ – a situation that is shortly to improve dramatically!

Posted in: Textbook updates

We have made the following corrections to the A2 Exam Companion:

On page64 the top right hand answer plan should read ‘after gender labelling but before gender constancy’ and not the other way around.

On page 84 the Division title at the top of the page should be ‘Development of thinking’ and not ‘Biological rhythms’.

Corrected pages are attached to this post.

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Posted in: Memory Miscellaneous Psychology AS

Our new draft AQA A Level psychology spec includes Explanations for forgetting in the Memory topic, which means we’ve decided to make a note of this recent research on forgetting (as reported in the BPS Research Digest) before it slips our mind.

In the first part of this research, conducted at Regensburg University, Germany, participants were presented with particular German words and trained, over several trials, to respond to some with a right-handed key press and others with a left-handed key press.

In the second part of the research, the same participants had to categorise the same German words by gender but this time half the words had a key-press requirement that was the opposite of the one the participants had learned in the first half of the study. It makes your brain hurt just to think about it.

As you’d expect, this caused some problems. The participants who went straight on to complete the second part of the experiment got the new commands mixed up with the old ones fairly often – they still remembered what they’d been trained to do when they saw the words the first time, and it was hard to do the opposite.

However, the researchers treated one group of participants a little differently. After they had completed the first part of the experiment, the participants in this group were told that, unfortunately, a computer crash had occurred and they should now just forget everything they’d learned about which key to press when they saw each word; now they’d learn something new. This group then went on to complete the second part of the experiment with no problems at all – any interference from what they’d learned in the first part was completely eliminated.

This research therefore suggests that it is possible to forget recently-formed memories very quickly, with a conscious decision. But you can forget that if you want to.

 

Posted in: News Psychology AS Research Methods

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At the start of this July (2014), Facebook hit the news worldwide, all because of research methods. If ever proof were needed that research methods are super-exciting, here it was!

A study conducted over one week in 2012 had altered the extent to which 689,000 Facebook users were exposed to emotional content in their News Feeds. The study found evidence of what it described as  ’emotional contagion’: when users were more likely to see more positive content in their News Feeds, they used very slightly more positive words in their posts. When the content they saw on their News Feeds was less likely to be positive, the number of positive words was very slightly reduced.

The News Feed feature was the only part of users’ Facebook pages that was modified, and this is a feature of Facebook that is constantly modified anyway – the content from friends that is shared on News Feed is selected by a Facebook algorithm which is designed to show content that users are most likely to find interesting. All shared content was viewable as usual on users’ wall and timeline. Users’ posts (300 million of them) were monitored, but no researcher read any posts – all the processing of emotional word use was done by computers via Facebook’s own News Feed filtering system. The experiment did not alter in any way the messages that users sent to each other. And all those who were involved in the study were selected randomly, by username and pattern of use (the study made sure they were people who used Facebook regularly). So why was there such a huge reaction to news of the study?

The main problem people had with the study, it seemed, was that they hadn’t been asked if they wanted to take part. As all psychology students know, this is an ethical issue known as informed consent. Participants must be given comprehensive information concerning the nature and purpose of a study and their role in it. Participants can then make an informed decision about whether to participate in the study or not.

The difficulty for researchers is that providing comprehensive information of this kind may reduce the meaningfulness of their research because once participants know what the study is doing, it may then affect their behaviour. That would certainly seem to be an obvious problem for this Facebook-based research into emotional contagion. However, concerns over manipulation of personal information by ‘big data’ are deeply felt by large numbers of people worldwide, suggesting that the ethical issues of this study should have been much more carefully considered.

 

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ATP 2014

Posted in: Psychology AS

Many thanks to the organisers of this year’s ATP conference for an exceptionally informative and inspiring three days. And many thanks from all at the OUP stand to all the teachers who spared the time to fill out questionnaires, give us feedback on our publishing and tell us what they needed from us for the challenges of 2015 and beyond.

Two ATP winners from our popular 'unlock the box' game

Two ATP winners from our popular ‘unlock the box’ game

For publishers, ATP is a great opportunity to hear from the experts – you – about what we need to do better, and what you like about what we have done, too. A highlight for us at this year’s ATP was a note from two students of Debora D’Auria, who wrote to Cara to say thank you for one of the Complete Companions titles, describing it as ‘a godsend for AS psychology students everywhere’. After all those sessions describing the changes and challenges that next year brings, it was wonderful to have this reminder of what it’s all about!

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Debora and Cara with a letter from two of Debora’s students

Posted in: Psychology AS

The draft new AS specification from AQA, for first teaching from September 2015, is available at the following link:

http://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181

Both the draft spec and accompanying specimen questions and mark schemes are accessible from this page.

We will be bringing you our thoughts on the draft specification shortly.

 

Posted in: Miscellaneous

Spain

On the evening when 2010 winners Spain tumbled out of the World Cup, the post –match analysis inevitably goes into overdrive. How could a team backed full of multi-millionaire superstars lose to relatively unfancied Chile? Perhaps psychology has the answer. Professor Roderick Swaab and his team in France studied World Cup qualification games from the 2010 and 2014 competitions.

The researchers found that teams such as Spain benefit from having more ‘elite’ footballers but only until they make up about three-quarters of the team. Go past that, they found, and performance starts to decline. The presence of too many ‘star’ players can undermine players’ willingness to play as a team, compromising effective overall team performance. The research suggests that the ‘too-much-talent effect’ only emerges in sports that require a high level of interdependence between players. For more individual sports, such as tennis and baseball, very high levels of individual talent do not seem to hurt performance.

So, as the superstars of Real Madrid and Barcelona pack their bags and head for Rio de Janeiro airport, we can only wonder whether Stevie G, Daniel Sturridge et al will suffer the same fate tomorrow. What we clearly need are a few players from the lower leagues to balance our superstars. I’ll give Roy a ring…

Posted in: News

SupermanCrazy as it sounds, psychologists have found that wearing a Superman t-shirt or a white coat can improve exam performance.  Professor Karen Pine, author of ‘Mind What You Wear’ suggests that what we wear can change the way we think and feel, a phenomenon known as ‘enclothed cognition’. If you have studied aggression, you may already be familiar with this idea through the concept of deindividuation, those changes in thinking and behaviour associated with the anonymity of uniform.

In the US, Hajo Adam and Adam Galinski, of Northwestern University, have demonstrated that a person’s performance on attention-related tasks increases when wearing a white coat. Subconsciously, the coat made participants feel more professional and more focused on the tasks because of the ‘medical’ association of the white coat. Their performance did not increase in the same way if they were told the coat was a painter’s coat, suggesting it is the symbolic association of the garment that is the mechanism for altered cognitions.

Pine’s team at the University of Hertfordshire put students through a range of mental ability tests and found that those wearing Superman t-shirts scored significantly higher than those in plain t-shirts (72 per cent versus 64 per cent).  Pine also found that when wearing a Superman t-shirt, students rated themselves as more likeable and superior to other students.

So, when you are happy that you have covered everything you need to revise for the forthcoming exams, the only thing left to do is to dig out that old superhero t-shirt to wear on the day itself (ask your dad, he’s bound to have one…)

Posted in: Psychology AS

AQA has released information about the release date for its new draft A level psychology specification as part of its Exam change essentials website.

That date is 26 June.

Some of you may have already had sight of the new spec via an AQA bus; AQA are continuing their road show from 23 June until 4 July. You can request a visit on this same Exam change essentials web site.

AQA say that they have listened carefully to those teachers who have already seen the draft specification, and it will be interesting to see what has changed as a result. We are looking forward to unpacking the new requirements here at the Oxford psychology blog, and sharing our views with you.

 

Posted in: Psychology AS

AS EssayWith Unit 2 now just a couple of days away, I thought it an opportune moment to remind readers of our blog that gaining ‘big’ marks in the relatively more challenging essay questions is not all that difficult, if you follow a few simple rules.

The four points below should help you to become a more efficient essay writer and get higher marks for your efforts. Of course, higher marks equal happier students and more grateful parents!

1) Any individual question that is worth more than 6 marks requires a combination of AO1 (description) and AO2 (evaluation) in equal parts. These are not always 12 marks, but may also be 8 or 10 marks. In the equivalent paper last summer, biological psychology had a 12 marker, social and individual differences each had 8 markers.

2) In order to make sure that you address both components (i.e. AO1 and AO2) equally, it is a good idea to divide the essay up into a number of discrete parts, each exclusively AO1 or AO2. Whatever the question (e.g. ‘Outline and evaluate two…’, ‘Discuss the… approach to…’), it can be divided into much smaller components. One easy way of doing this is to divide your material into four separate paragraphs, each about 75 or so words), almost as if you were answering four much smaller questions that together make up the requirements of the larger essay question. The first paragraph is entirely AO1, the second AO2, the third AO1 and the fourth AO2. Alternatively, you could go for six paragraphs of 50 words, each containing just one elaborated point.

3) You will get more marks for detailed AO1 and elaborated AO2, so don’t try to cram as many points as possible into your answer, be selective with what you include and give it some impact. There are many ways of elaborating an AO2 point – e.g. identify (what’s the critical point?), elaborate (flesh it out a bit),  evidence (give evidence to support the critical point you are making) and link back (make it clear how/why this supports or challenges the theory, study, explanation etc.

4) Don’t waste time doing things that you haven’t been asked to do (e.g. telling the examiner what you are about to do, defining terms you haven’t been asked to define and anything else that is not explicitly asked for in the question), i.e. use your time wisely and efficiently.

Good luck and be skilful on Tuesday