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Summary AQA Psychology A-Level Approaches and Biopsychology Essay Plans

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Module
Biopsychology

Institution
AQA

An amalgam of notes and exam technique. Essay plans using previous/possible exam questions and what information (sampled from notes also on site) would be best to answer the question. A* standard. Neatly summarises the topic by using the information to answer the question.

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AQA Psychology A-Level Super Bundle

£ 41.78 £ 2.99 13 items

1. Other - Aqa psychology as and a-level approaches notes
2. Other - Approaches essay plans
3. Summary - Aqa psychology research methods
4. Other - Memory and forgetting
5. Summary - Aqa psychology psychopathology notes
6. Other - Aqa psychology social influence notes
7. Summary - Aqa psychology attachment notes
8. Summary - Aqa a2 psychology gender notes
9. Summary - Introduction and biological approaches to schizophrenia
10. Summary - Aqa psychology forensic psychology
11. Other - Aqa psychology memory and forgetting essay plans
12. Summary - Flashcard-style topic summary questions for issues and debates - aqa psychology
13. Summary - Aqa psychology a-level approaches and biopsychology essay plans
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Approaches Essay Plans

Reminder of use:

Essay plans are not for simply looking over. They are, for me, the most invaluable tool for learning content. Once you
have a good grasp of the content and the finer details and understand. Use active recall and spaced repetition to
commit the plan to memory. (See Ali Abdaal Essay Memorization on Youtube). Basically, read the plan for the
question, turn it over and in a quick mind map recite what you can remember, key words, AO3 etc. That you could
use to write the essay. Then, check what you knew and didn’t know and leave it for 10-15 mins, repeat after an hour,
a day and a week and you will cut down the forgetting curve.

Discuss the emergence of Psychology as a science/Discuss Wundt’s contribution to Psychology as a science

AO1 AO3
 German doctor Wilhelm Wundt opened the first  Founding Father-Often known as the father of
experimental laboratory at the university of Leipzig in experimental psychology and paved the way for later
1879. scientifically controlled research into psychology
 Moved psychology from philosophical roots to  Lack of control and subjectivity-Criticised by later
controlled experimental research. behaviourist learning theorists who thought that
 Promoted the use of introspection as a way of studying internal processes could not be scientifically controlled.
mental processes. Introspection was highly subjective as it relied on the
 Introspection is a systematic analysis of one’s own participant expressing exactly what they felt, something
conscious experiences of a standard stimulus (sensation which could be very different to others.
and perception). Often used a metronome.  Cognitive build-Study of mental processes later built on
 Systematic research as the same stimulus with the by cognitive psychologists but who used
same surroundings and instructions were given to each experimentation not introspection.
participant, and participants were highly trained.
 Structuralist approach-separate elements
 Wrote the first textbook of psychology [Principles of
Physiological Psychology 1873-74]

Discuss Learning theories in Psychology/Discuss the behaviourist approach/SLT

AO1 AO3
Behaviourism Behaviourist
 Assumes all behaviour is learnt; animals and humans  Scientific credit; idiographic approach-brought the
learn in the same ways (universality); the mind is language and methods of the natural sciences into the
irrelevant area of psychology by focusing on measurable
 Only interested in the way’s behaviour can be observed behaviour in lab settings. Replicable giving greater
and measured. As such, it rejected introspection as it credibility.
involved too many concepts that were vague and  Dominant influence-approach became a dominant
difficult to measure. influence in psychology for the following 50 years. [Pre-
 Leading figures John B. Watson (1913) who used a 9 paradigm shift]
month old baby ‘Little Albert’ showing the importance  Real-life application-principles of conditioning have
of the environmental factors in learning as he managed been applied to a broad range of real-world behaviours
to ‘learn’ a fear response, in this case rats then white and problems. E.g. Token economy in institutions and
things generally based on a metal bar every time he classical conditioning of phobias.
saw it. This is one example of classical conditioning.  Mechanistic view of behaviour-from a behaviourist
 Pavlov (1927) showed dogs could be conditioned to perspective, animals and humans are seen as passive
salivate at the sound of a bell. Through the process of and machine like with little to no conscious insight. SLT
association however, has expressed human influence on behaviour,
UCS→ UCR| food → salivation suggesting we have some impact on what we seek to
UCS + CS → UCR |food + bell → salivation observe.
CS→CR | bell→ salivation  Ethics of animal experiments
 Principles of classical conditioning; generalisation,  Environmental determinism/reductionism-Skinner
discrimination [same response], extinction [CS suggested free will is an illusion and we impose a sense
presented with no UCS t/f no action], spontaneous of control on ourselves but our past conditioning
recovery [same after long time], higher order history also determines the outcome. It also sees all
conditioning [new CS] behaviour therefore as determined by the environment

,  Operant conditioning shown by Skinners Rats. and, to some extent, by our past experiences.
Positive/Negative reinforcement, punishment.
 Application to variable ratios and gambling addiction-
Skinner’s research SLT
SLT  Scientific methodology to study learning
 Suggests theory of observational learning  Explores many areas including gender and aggression
 Learning will only take place if the reward, for example,  Less mechanical view of learning-neither classical nor
is seen to be worthy. operant conditioning can explain how people learn on
 Role of mediational processes Attention; Retention; their own. Humans/animals may store information of
Motor reproduction; Motivation. The first two relate to others and use this to make a decision.
learning the second two relate to performance-  Explains cultural differences in behaviour-SLT explains
something else which dictates whether behaviour will how media and other influences can impact behaviour
be imitated. and also how cultural norms are transmitted through
 Imitation-copying behaviour of others societies-ranges of behaviours.
 Modelling-the precise demonstration of a specific  Over-reliance on lab study evidence-demand
behaviour that may be imitated by an observer. characteristics and social desirability bias-little about
 Vicarious reinforcement children in everyday life.
 Bandura and the Bobo Dolls 36 boys 36 girls of mean  Underestimates the influence of biology-males more
age 52 months matched by matched pairs on aggressive than females in the Bandura study
aggression rating. Three conditions; no adult model; regardless of condition, SLT ignores this but the role of
aggressive/non-aggressive behaviour adult actor. 20 hormones could be useful to explain aggression in boys
minutes. Aggressive model was imitated, non and girls.
aggressive imitated no model more aggressive than  Ignores differences in people-e.g. how a criminal
non-aggressive. becomes a criminal despite never observing a criminal.

Discuss the Cognitive approach

AO1 AO3
 Influenced by the emergence of the computer age.  Theoretical models such as the computer model can
 Assumptions: I-P-O; internal mental processes cannot simplify an intangible and seemingly complex idea to
be directly observed but inferences can be made e.g. Layman’s terms and present a physical thing to observe
problem solving and measure.
 Schemas; first used by Piaget; assimilation-new added;  Oversimplicity and machine reductionism the obvious
accommodation old schema adapted. Can lead to issue of such models is that they do perhaps over
distortion or prejudices. simplify the complex process of behaviour, creating a C-
 Theoretical models, computer and multi store B situation whereby it must be carefully considered.
 Emergence of Cognitive Neuroscience in the 1970s as This oversimplicity is manifest in the analogy to
the latest paradigm shift into a scientific revolution computers whereby humans are perceived to be
from pre-science merging Bio and Cog e.g. through machine like and have no emotion or feelings, which we
using fMRI scans and PET scans. do.
 As internal mental processes cannot be directly
observed, an inference is going beyond immediate
evidence to make assumptions about the underlying
structure of the mind.
 Scientific uses Lab experiments, controlled and
replicable but lack ecological validity e.g. Palmer Car
Crash Study in Memory. But also adopts interactionist
approach in terms of nomothetic and idiographic
debate e.g. HM study-case study though small sample
and generalisability issues but usually only used in
unique cases.
 Schemas create prejudice and rigid reinforcement of
stereotypes
 Cognitive Neuroscience as the most recent and
dominant influence in psychology

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