Written by the same author team, Mike Cardwell and Cara Flangan, these essential companions provide a range of resources for every learning style. They can be used independently or together to support everyone teaching and studying the AQA A Psychology 2012 specification.

But, what about our new A2 Exam Companion out this March? It just so happens that the A2 Exam Companion is publishing in perfect time for us to make sure it also matches the 2012 specification as part of the Third Editions series, so you can rest assured that this book will help with preparation for the exams. Take a peek at some preview material here.

For more information about the new editions or to order inspection copies, please email me at claire.beatt@oup.com with your school or college address.

Feeling a bit concerned about the implications I wrote to AQA for clarification. They say that the biosocial approach in general does not refer to any specific theory but simply assumes an interaction between biological (e.g. genetic) and psychosocial factors.

“If a candidate describes genetic and psychosocial contributions to gender development and how they might interact, this would be an ideal approach to the question. Of course, it would be equally acceptable for a candidate to describe a specific theory of biosocial interactions in gender development.”

When it comes to gender dysphoria I think it might be difficult to make biosocial theories relevant (in our A2 book we have discussed two specific theories). Students should simply emphasise the biological + the psychosocial in their answers. In exam questions on the biosocial approach, the theories would provide a good basis for an answer.

1. Query: In the new specification the section on media has a changed entry. Previously it said ‘The effects of video games and computers on young people’. It now says ‘The positive and negative effects of computers and video games on behaviour’. I just want to double check that these are two separate things ‘computers’ and ‘video games’ and that it is not meant to be ‘computer games’ and ‘video games’?

As a further question, the term ‘computers’ has such a potentially wide meaning (e.g. use of word processors, use of chat rooms, Facebook, gaming’). Is all of that acceptable?

From AQA: The response from the Principal Examiner for PSYA4 to your enquiry is as follows:

As the section focuses on media psychology, questions on computers could focus on situations where computers are used as a medium (i.e. way of communicating an idea/message, e.g. through Facebook or Youtube). The personal use of computers  – for word processing does not fit into this definition of media and questions would not focus on this aspect of computer use .

2. Query: In PSYA3 Relationships, there was a change from ‘The influence of childhood and adolescent experiences on adult relationships’ which is now just ‘childhood’. On wikipedia childhood is defined as ‘the age span ranging from birth to adolescence’. Does this mean that there has actually been no change to the specification and adolescence will still be creditworthy? Basically it isn’t clear what is included in ‘childhood’.

Answer: Adolescent experiences have been removed from the specification as we would not wish to set questions which explicitly refer to this.  However, should candidates make reference to this type of experience in their responses and it is relevant to the question set, they would receive credit.

If a question on the influence of childhood experience on adult relationships was asked and a candidate focused the whole of their answer on adolescence, it would be unlikely to be deemed thorough and as a result would not be able to achieve maximum marks.

The specification does not cover changes to the exam – but the letter from AQA sent out last term did say that, from January 2012, questions on Units 3 and 4 (except research methods) will be marked out of 24 (8 marks AO1 and 16 marks AO2/3).

(Data taken from exam board websites (search ‘exam statistics’) and from JCQ website.)

]]> http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/comparing-specifications-1081/feed/ 2 http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/making-sense-of-ida-synopticity-and-ao3-1010/ http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/making-sense-of-ida-synopticity-and-ao3-1010/#comments Fri, 23 Jul 2010 08:22:50 +0000 Cara Flanagan http://www.oxfordschoolblogs.co.uk/psychcompanion/blog/?p=1010 I have received a few questions recently about the synoptic aspect of the A2 papers and thought I would pass on my views!

SYNOPTICITY

The synoptic criteria has been dropped from the mark scheme. It is essentially equivalent to IDA.

ISSUES, DEBATES AND APPROACHES (IDA)

• The AO2 mark scheme includes a criterion regarding IDA.
• IDA is not credited in Psychopathology, nor in AO1 (if a question is parted and a student puts IDA in the AO1 part there is no credit).
• The mark scheme indicates that a student who only presents superficial IDA should gain a maximum of 8 out of 16 marks … however
  • In January on Unit 3 the Grade A boundary was 43 out of 75 marks which means 14.3 was a Grade A, which further means that students were probably getting Grade As with only superficial IDA. This boundary may of course rise.
  • I gather from people marking this summer that they were instructed to give a maximum of 12 AO2 marks for essays lacking IDA, and that in essays with poor IDA they should move the mark to the bottom of the band otherwise appropriate.
  • I think what this means is that Grade C candiidates should forget about it!
• In the report on January’s exam it pointed out that IDA must be elaborated and relevant, sustained and effective to gain any credit. Candidates should focus on answering the question set. Just identifying a debate or issue gained no extra marks.
• I think that 1 good issue or debate or approach paragraph per essay will be plenty. Often approaches offer the best kind of commentary e.g. contrasting a theory with an alternative approach. In some areas e.g. relationships, cultural bias would make an excellent point – but look for the obvious IDA points.

HOW SCIENCE WORKS – HSW (AO3)

• There are no special AO3 marks for the essays. AO3 is incorporated in AO2 and now called AO2/AO3.
• If a student presents evaluation in terms of methodology, that will gain AO2/AO3 points (as it always has done).
• If a student provides no evaluation in terms of methodology, they will not lose marks. There is no mention of HSW in the mark schemes. It is good AO2 but not required.
• If methodological comments are included they must be sustained and relevant and effective in order to gain credit. Just saying ‘This study had a poor sample’ would attract little or no credit.

Any comments or further queries are welcome!

General point regarding exam papers – Unit 4 (PSYA4) January 2010 onwards

Questions that assess a combination of AO1 and AO2/AO3 skills will have the breakdown of assessment objectives indicated on the exam paper.For example:

1. Outline clinical characteristics of one anxiety disorder. (5 marks)
2. Explain issues associated with classification and diagnosis of anxiety disorders. (10 marks)
3. Outline and evaluate one or more explanations of the anxiety disorder outlined in your answer to question 1(a). Refer to research evidence in your answer. (4 marks + 6 marks)

Not sure what will happen on Unit 3??