3 Work - Info Booklet

APPROACHES IN PSYCHOLOGY
AS Year 1/ Paper 2
Information & Work Booklet
This work booklet belongs to:
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Contents Table
S. No. Date Content Page No. Progress check
Green Amber Red
1. Origins of Psychology 3
2. Learning Approach: 7
Behaviourism
3. Potential Exam Questions 12
4. Worksheet 1 13
5. Learning Approach: SLT 16
7. Worksheet 2 21
8. Cognitive Approach 26
10. Worksheet 3 32
11. Biological Approach 34
13. Worksheet 4 39
14. Biopsychology Approach 41
16. Worksheet 5 50
17. Glossary 60
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Origins of Psychology
What is Psychology?
The scientific study of human mind and its functions especially those functions affecting
behaviour in a given context.
Can you name at least 10 behaviours that are studied in Psychology?
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Is Psychology a science? Or a humanities subject? Or what is also called a soft science?

Choose ONE and justify your answer.
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Rene Descarte's Dualism

• Mind and the body are independent
• Mind is an independent object of study
• i think therfore i am.
John Locke's Empiricism

• All experiences are gained through senses
• Human beings inherit neither knowledge nor instinct.
• Basis for Behaviourism
Charles Darwin's Evolutionary theory

• Humans and animals have evolved over generations
• survival of the fittest
• Basis for Biological approach.
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Who is Wilhelm Wundt and why is he important for
Psychology?
Wilhelm Wundt opened the Institute for Experimental
Psychology at the University of Leipzig in Germany in
1879. This was the first laboratory dedicated to psychology,
Father of Psychology
and its opening is usually thought of as the beginning of

modern psychology.
Wundt was important because he separated psychology

from philosophy by analyzing the workings of the mind in a
more structured way, with the emphasis being on objective
measurement and control.
Wundt believed in reductionism. That is he believed consciousness could be broken down (or
reduced) to its basic elements without sacrificing any of the properties of the whole.
He studied the mind scientifically using introspection.
What is introspection?
Introspection is derived from a Latin meaning called- ‘looking into’.
It is the first systematic experimental attempt to study the mind by
breaking up conscious awareness into basic structures of thought,
images, and sensations.
Wundt claimed that with sufficient training, mental processes such

as memory and perception can be observed systematically using
introspection. For example, in an experimental set up, under
controlled conditions, participants will be presented with a stimulus
such as a visual image or an auditory tone. They would then be
asked to provide a description of the inner processes they
experiences as they looked at the image or heard the tone.
Can you introspect about your experience of being in the class of psychology for the first
time?
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But do you think that the method of introspection devised is scientific? Answer the following
hint questions that will help you derive at a critical evaluation for the method of
introspection. Explain your answer in about 50 words.
a) Do you think introspection will yield information that is subjective or objective in its
nature?
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b) If Psychology is a science, should the data be subjective or objective?
c) Science believes in standard procedures and set response. – T/F
d) Do you think introspection will lead to a same standard response/ data from all
human beings who undertake this exercise? Is this method a reliable one?
e) If the data differs from person to person, can general principles or a one global
theory about mind can be derived from it?
f) Science is about establishing cause- effect relationship study. Do you think
introspection will yield to a clear difference between whether the given behaviour is
a cause or an effect?
g) Introspection is about mental thoughts. Science is about studying phenomenon that
can be objectively observed or measured. So is the method of introspection scientific
enough?
Write your complete answer in about 100 words: is introspection a scientific process?
Ensure you justify your points with reasonable elaboration.
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Emergence of Psychology as a Science.
17th-19th Century Psychology still considered a part of philosophy.
1879 First experimental lab of Psychology opened by Wundt in Leipzig,
Germany. Focus on scientific methods to understand the mind.
1900s Emergence of Psychoanalysis. Sigmund Freud proposed the
psychodynamic school of thought that focussed on the unconscious
mind, study of dreams, and conflict within the mind.
1913 Emergence of Behaviourism led by John B Watson. Focus on outward
behaviour that is observable and measurable.
1950s Emergence of Humanistic school of thought led by Carl Rogers and
Abraham Maslow. Focus on inner self, free will, self determination.
1960s Cognitive revolution. Human mind compared to the workings of a
computer.
1960s Learning approach. Albert Bandura tried to bridge the gap between
traditional Behaviourism and new age Cognitive approach through
his Social Learning Theory.
1980s Emergence of Biological approach as a way to study human brain
with the help of science & technology.
Eve of 21st century Focus on Cognitive Neuroscience- bringing together cognitive and
biological sciences.
Also remember that the scientific method in psychology refers to:
✓ Using methods that are objective, systematic, and replicable.

✓ Measurement and recording of data is done as accurately as possible
✓ Aims to produce results that are replicable by other researchers in order to
maintain its reliability.
✓ Theory is developed/ modified/ falsified based on above.
✓ The constant testing and development of theories completes the scientific
process.
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Learning Approach: Behaviourism
AO1
✓ As the name suggests Behaviourist approach focussed on human behaviour that is

observable, measurable and objective.
✓ It studied behaviour in the form of stimulus-response form.
✓ Focussed on conditions under which learning will take place.
✓ John b Watson is considered as the founder of this school of thought. Ian Pavlov and
BF Skinner are other two pioneers of this field.
✓ Behaviourists aimed to study behaviour under controlled lab conditions.
✓ Behaviourists also believed that basic processes that govern learning are same in
humans and animals. They therefore conducted many of their experiments on

animals in order to understand how human beings learn.
John B Watson Ivan Pavlov B.F Skinner
Classical conditioning by Ivan Pavlov: the famous dog experiment
Basic Assumption: Operates on the principle of ASSOCIATION. Human beings and

animals are born with reflexes. These reflexes are made of stimulus,
example food, and a response such as salivation. In the context of
conditioning when a 2nd stimulus, example- sound of a bell, is
consistently associated with the 1st stimulus (food) and predicts its
arrival (food), then the 2nd stimulus (bell) also tends to generate the
same response of salivation. This process is called classical
conditioning.
Pavlov’s research In his lab experiment, Pavlov accidently discovered that dogs salivate
not only in the presence of food but also salivated to a stimulus (bell)
that coincided with the presentation of food if that stimulus (bell) was
repeatedly presented/associated with food. Gradually, the dogs
learned to associate the sound of the bell with food and produce a
salivation response every time they heard the bell.
Neutral Stimulus= Bell = elicit a salivation response = conditioned
response. This happened through the process of association.
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Using your understanding and the diagram above can you define what classical
conditioning is? Fill in the blanks with appropriate terms to derive the definition.
Classical conditioning is learning by __________________________. It occurs when two stimuli

are repeatedly paired together. One of the stimulus is called __________________________ and
the other stimulus is called ____________________________. The second stimulus which is the
__________________________ eventually produces the same response that was first produced
by the unconditioned stimulus. This response is called ______________________________. And
initially a neutral stimulus, it is now called as ______________________________.
Operant conditioning by B.F Skinner: the Skinner box experiment
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Basic Assumption According to Skinner, behaviour is learnt through CONSEQUENCES. He
proposed that behaviour are shaped and maintained by
REINFORCEMENTS- positive, negative, and punishment.
Skinners’ Skinner conducted his experiments with rats and pigeons in specially
Research designed cages called- Skinner Boxes in order to investigate operant
conditioning. The rats move around the cage and when it accidently
presses the lever a food pellet (reinforcer) is dropped. In no time,
Skinner observed that the hungry rat begins to press the lever in order
to obtain food.
Skinner also observed that rats could be conditioned to perform the
same behaviour (lever pressing) to avoid an unpleasant stimulus such
as an electric shock.
Positive Is receiving a reward when a certain desirable behaviour is
Reinforcement performed. Example: being rewarded by your mother for babysitting
your young brother.
Negative Occurs when a certain undesired consequence is to be avoided by
Reinforcement performing a particular behaviour. Example: submitting the essay on
time in order to avoid staying back for detention. Therefore, negative
reinforcements increase/strengthen a given behaviour.
Punishment Is an unpleasant consequence of behaviour. Example: Being
punished by the head teacher for defying school rules. In this case,
the punishment aids is decreasing behaviour that is considered
unpleasant.
Application of Learning Theory: Behaviourism

AO2
Can you identify if the following images represent positive or

negative reinforcement & punishment
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10
Critical evaluation of Learning Theory: Behaviourism
AO3
Classical conditioning
Strength Weakness
POINT: There is real life application of POINT: one of the weakness of CC is that it
classical conditioning. doesn’t take into consideration individual
EVIDENCE & ELABORATION: One of the differences in human beings and across
applications is systematic desensitization to species.
treat anxiety. Based on the principles of CC, EVIDENCE & ELABORATION: the relationship
it aims to eliminate fear response between conditioned response and
associated with an object (spider). The unconditioned stimulus varies from species
therapist tries to replaces the learnt to species depending upon survival instinct.
response with a relaxation technique which A dog will be easily conditioned to the sight
is consistently presented when the patient of food rather than a sound of bell.
faces the feared object. Thus, through the Similarly, in case of human beings,
process of association the patient learns to behaviour is governed by more factors
respond positively (conditioned response) in rather than only reflexes such as emotions,
the face of the feared object. situation etc.
LINK BACK: This strengthens the application LINK BACK: this implies that CC cannot be
of CC to real life situations. generalised across species and human
beings and thus questions it’s validity.
Operant conditioning
Strength Weakness
POINT: one of the main strengths of operant POINT: one of the major drawbacks of
conditioning is that Skinner conducted his operant conditioning experiment is that the
experiment under controlled conditions in a study was conducted on animals.
lab setting. EVIDENCE & ELABORATION: relying on non-
EVIDENCE & ELABORATION: using skinner human species implies that human
boxes to establish the cause-effect relation behaviour is more complicated to be
of learnt behaviour put forth scientific understood. The concept of free-will has
objectivity and rigour in the finding. been undermined and the role of
LINK BACK: thus, using a well controlled reinforcement has been overemphasised.
experimental set up increases the reliability LINK BACK: this undermines the potential of
and validity of the findings. non-observable mental processes that
guide human behaviour. That is to say that
this approach is a reductionist approach to
understand human mind.
Overall evaluation of behaviourism:

✓ Follows a strict scientific rigour in explaining the cause and effect of human
behaviour.
✓ Follows the principle of objectivity and replication in its experiments.
✓ Focusses on behaviour that is observable and measurable.
✓ Views human behaviour in a rather mechanistic view and ignores the role of
emotions, situational factors, and personality.
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Potential exam questions
1. Explain what is meant by positive and negative reinforcement in operant
conditioning. ( 2+2 )
2. Outline one positive and one limitation of behaviourist approach. (6)
3. Outline and evaluate the behaviourist approach. (12)
How to answer the above questions

Question 1
✓ Define positive reinforcement + elaborate with one example = 1+1
✓ Define negative reinforcement + elaborate with one example = 1+1
Question 2
✓ Since the question is only asking about critical evaluation – one positive and one
limitation you will receive no marks for outlining what is behaviourism. DELVE STRAIGHT
INTO WHAT IS BEING ASKED. This is an AO3 question only.
✓ As mentioned above try to use the PEEL FORMAT. Highlight a strength of
behaviourism. Explain that point. Lastly highlight why is it a strength. Similarly for
limitation.
✓ Word limit approx. 120-130 words.
Question 3
✓ This is an essay question testing you on QUALITY OF WRITTEN COMMUNICATION.

Spellings, grammar, coherence, use of key terms, use of PEELS.
✓ 6 marks for outlining the approach. AO1
o Approx. 150 words
o Basic assumptions of behaviourism – 50 words
o Basic assumptions of CC + Pavlov’s research – 50 words Exam
o Basic assumption of OC+ Skinners’ research- 50 words tip
✓ 6 marks for evaluating the approach AO3
o Approx. 150 words
o 2 strengths and 2 limitations in the PEEL format.
o Length and breadth balance: ensure that you explain a range of evaluation
points (breadth) in reasonable details (length). Not too lengthy and not too
brief as well.
o Each point should be approx. 35-40 words.
IT is always a good idea to plan out

your essay before diving straight into
writing it. Like shown above, it
ensures that you don’t miss out any
important point.
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Worksheet 1 Date:
Outline and evaluate the behaviourist approach in Psychology. 12 marks
Essay Plan
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Self Evaluation
Use the level grid descriptors to identify WWW and EBI in your answer and write those
comments below. Also as per your fair judgement at what level will you place your
essay? Don’t worry- I will double check your assessment and provide my comments.
Level Grid
Level 12 mark Description Evaluation Organisation Specialist
Q terminology
4 10-12 Accurate & well Thorough & Clear & Used effectively
detailed effective coherent
3 7-9 Evident with Mostly effective Mostly clear and Mostly used
occasional coherent effectively
inaccuracies
2 4-6 Mostly descriptive Limited Lacks clarity and Used
but lacks effectiveness organisation inappropriately
accuracy in on occasion
places
1 1-3 Limited and many Limited, poorly Poorly organised Either absent or
accuracies focussed or absent used
inappropriately
0 0 No relevant No relevant content No relevant No relevant
content content content
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WWW
EBI
Level
achieved
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a level
higher?
Use green ink to write your comment.
Teachers’ comments
15
Learning Approach: Social Learning Theory
Imitation, identification,
modelling, vicarious
reinforcement, role of
mediational process
Key concepts
Application &
Social Learning Evaluation of
Theory by Albert theory
Bandura
Bandura et al
Key study (1961)
Social Learning Theory by Albert Bandura proposes

that human beings are information processors and think
about the relationship between their behaviour and its
consequences. According to Bandura, behaviour can
be explained through the process of modelling/
imitation and direct & indirect reinforcement.
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What does this theory mean? KEY CONCEPTS
✓ For social learning to take place a model should carry out the
behaviour/attitude to be learnt.
✓ Individuals who carry out this behaviour are called models. Example our role
models whom we like to emulate- observe, learn, and imitate behaviour that
they exhibit.
✓ Before social learning actually takes place, a learner should be able to
identify with model- is that model similar to who I am? Will I also experience
the same outcome if I am in the same situation as him/her? Research by shuts
et al (2010) suggests that children are more likely to identify with and
preferentially learn from models who are similar to them, preferably the same
sex model. Identification with a model facilitates the social learning.
✓ Imitation of behaviour is dependent upon various factors such as-
o Characteristics of the model
o Learners perceived ability to perform that behaviour. A football
enthusiast will look up to the greatest footballer and try out/ model/
imitate his techniques to improve his own.
o The observed consequences of the behaviour i.e. will imitating that
football technique help him get a place in the school team or make
him look like a fool.
✓ For imitation to take place- vicarious reinforcement plays an important role.
This type of reinforcement is not directly experienced but occurs through
observing someone else being reinforced for a behaviour. This is also called
indirect reinforcement.
✓ Role of mediational process: social learning theory is considered to a bridge
between learning approach and cognitive approach. There are mental
processes that mediate social learning. According to Bandura there are 4
such mental processes:
o Attention: the extent to which a behaviour is noticed.
o Retention: how well do we remember the behaviour
o Motor reproduction: the ability of the learner to perform the behaviour.
o Motivation: the will to perform the learnt behaviour is dependent upon
whether it will yield positive or negative consequences. That is the
expectation of positive consequences is greater than expectation of
negative consequence.
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GET TO KNOW YOURSELF MORE!!!
Identify a behaviour/skill in you that you think you have learnt through
modelling/imitating a role model. A footballer, singer, fashion icon, musician, writer,
could be anything and anybody. Even your mum .. they too tend to make a good
role model.
Who is your role model? _________________________________.

Why did you identify with that role model? List down at least 2 reasons as to why do
you choose them to be your role model.
1.
2.
What action of theirs did you model?

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What was your motivation to model that given behaviour? What did you expect
after you modelled that behaviour? Was there any positive reinforcement?
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Social Learning Theory: Bandura et al (1961) KEY STUDY
Bandura, Ross and Ross (1961) tested 36 boys and 36 girls from the Stanford University Nursery
School aged between 3 to 6 years old.
A lab experiment was used, in which the independent variable (type of model) was
manipulated in three conditions:
• Aggressive model shown to 24 children

• Non-aggressive model shown to 24 children
• No model shown (control condition) - 24 children
The aggressive model displayed distinctive physical aggressive act towards the bobo doll.
Example- striking it with a mallet, accompanied with verbal aggression such as POW.
Following the experiment, children were deliberately frustrated by showing them attractive
toys which they were not allowed to play with. They were then taken to a room where
among other toys was a bobo doll.
Findings: children who observed the aggressive model reproduced physical and verbal
aggressive responses.
Children in non aggressive model group made no physical or verbal aggressive responses.
In a follow up study, Bandura and Walters concluded that the model being awarded for
aggressive acts were more likely to show high levels of aggression in their own play.
Critical evaluation of Social Learning Theory

AO3
Strengths Weakness
POINT: social learning theory has useful real POINT: studies conducted to support SLT
lire applications suffer from demand characteristics.
EVIDENCE & ELABORATION: it has been EVIDENCE & ELABORATION: Bandura’s ideas
suggested by a research finding by Akers developed through observation of young
(1998) that the probability of engaging in children in a lab setting. As a consequence,
criminal behaviour increases when one is participants may respond to demand
exposed models who commit crimes, characteristics such as they might have
identify with those models, and expect picked up the cue that they have to hit the
positive consequences. bobo doll. Therefore they behaved in a way
LINK BACK: this implies that SLT has real life that was expected out of them.
application and supports the credibility of Subsequently, this may not be the case in
the theory. real life.
LINK BACK: as a result these aspects
undermine the validity and mundane
realism of the study.
POINT: SLT explain cultural differences in POINT: SLT underestimates the influence of
human behaviour. biological factors.
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EVIDENCE & ELABORATION: the theory EVIDENCE & ELABORATION: one of the
accounts for the role of media and role consistent findings of the bobo doll
models in shaping behaviour. This explains experiment was that boys were often more
the differences in behaviour as different aggressive than girls regardless of the
societies have different cultural norms. As a situation. This can alternatively be explained
result, SLT has proved useful in through the biological/hormonal
understanding a range of behaviour such differences in boys and girls. Since boys
as gender roles across different cultures. have a greater level of testosterone which is
LINK BACK: this further strengthens the related to increased aggressive behaviour.
validity of the application of theory across However Bandura failed to recognise this.
different cultures. LINK BACK: this shows that SLT is not a
comprehensive explanation of human
behaviour as it hasn’t accounted for
biological factors effecting human
behaviour.
POINT: the SLT theory takes into POINT: does social learning determine
consideration a more comprehensive set of deviant behaviour or deviant attitudes that
factors to explain human behaviour. determine deviant behaviour through social
EVIDENCE & ELABORATION: as learning?
demonstrated in the research study, EVIDENCE & EXPLANATION: Siegel &
children behaved more aggressively when McCormick (2006) suggest that young
they saw the model being rewarded for people who possess deviant attitudes and
being aggressive. This highlights the role of values would seek out peers with similar
cognitive processes such as expectation of attitudes and behaviours, as they are more
consequences. fun ( expectation of positive outcome) than
LINK BACK: this implies that SLT is less less reckless counterparts.
deterministic than the traditional OC and LINK BACK: this implies that SLT fails to
CC theories. explain the actual causality of behaviour.
Potential Exam Questions
1. Explain what is meant by imitation, identification, modelling, vicarious

reinforcement and the role of meditational process? ( 2 marks each)
2. Outline and evaluate the social learning theory. (12)
3. You can also get application questions as mentioned in the worksheet on the
next page.
✓ Whilst answering such questions, remember the question is trying to test
your knowledge and your ability to apply that knowledge in the
situation provided.
✓ Therefore it is imperative that you outline the theory being asked
(AO1), how it is being applied in the given situation (contextualisation)
(AO2), and ensure you use the correct terminology.
Exam
tip
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Worksheet 2 Date:
Sample exam question with mark scheme
Question 1
Read the item and then answer the questions that follow.
A psychologist carried out a study of social learning. As part of the procedure, he showed
children aged 4-5 years a film of a 4 year-old boy stroking a puppy. Whilst the children
watched the film, the psychologist commented on how kind the boy was. After the children
had watched the film, the psychologist brought a puppy into the room and watched to see
how the children behaved with the puppy.
Outline what is meant by social learning theory and explain how social learning might have
occurred in the procedure described above. [6 marks]
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Question 2
Discuss two limitations of social learning theory. [6 marks]
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Mark Scheme
Question 1
Marks for this question: AO1 = 2 and AO2 = 4
Level Marks Description

3 5-6 Outline of social learning is generally detailed, clear and coherent.
Explanation of how social learning might have occurred in the
procedure is thorough with aspects of social learning applied
appropriately to the context. There is effective use of terminology
2 3-4 Outline of social learning is mostly clear but some detail is missing.
Explanation of how social learning might have occurred in the
procedure is mostly sound and appropriate. There is some effective use
of terminology
1 1-2 Outline of social learning lacks detail and clarity. Explanation of how
social learning might have occurred in the procedure is limited.
Terminology is either minimal, absent or inappropriately used.
0 0 No relevant content.
Content – outline:
• learning that involves observation, imitation/copying/modelling, identification and

vicarious reinforcement
• acknowledges role of cognition in learning, eg attention, motivation etc.
Possible applications:
• In the procedure children observed the actions of the boy in the film
• The psychologist exposed the children to a role model, the boy
• Using role model/boy of the same age encouraged identification
• After exposure the children would model/imitate the boy’s behaviour, stroking the puppy
• The psychologist’s comments acted as vicarious reinforcement making learning more likely
• The learning might not be outwardly demonstrated but could still have been internalised
(because this is social learning and therefore need not be overtly demonstrated at the time).
Credit other relevant applications.
Question 2
Marks for this question: AO3 = 6

3 5-6 Discussion of two limitations is clear and effective. The answer is coherent
and well organised with effective use of specialist terminology.
2 3-4 Discussion of two limitations is mostly effective although one or both lack
explanation. The answer is mostly clear and organised, with appropriate
use of specialist terminology. OR One limitation is discussed at top of
Level 3.
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1 1-2 At least one limitation is presented. Discussion lacks detail/explanation.
Specialist terminology is either absent or inappropriately used. OR One
limitation is discussed at Level 2.
0 0 No relevant content.
Limitations – possible content:
• Difficulty demonstrating cause and effect – although Bandura research controlled

variables and demonstrated behaviour was imitated it is difficult to show cause and
effect in real life
• sees behaviour as environmentally determined whereas some behaviours may be innate
• Mediating cognitive factors have to be inferred so cannot measure extent of their

influence
• SLT does not explain cognitive processes, leaving this to cognitive psychologists
• can explain learning of outward behaviours, SLT is not so able to explain the learning of
abstract notions, eg fairness, justice etc which cannot be observed directly
• Credit comparison with other theories where presented in terms of a limitation.
Self/ Peer Evaluation
WWW
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Teachers’ Comments
24
Cognitive Approach
Cognitive means mental

processes. According to this
approach our mental
processes effect our
behaviour.
This approach focusses on

aspects that were rejected by
behaviourist – mental
processes that are
unobservable such as
reasoning, attention,
analysing, remembering,
decision making etc.
Using this approach, psychologists study mental processes indirectly by making inferences
about what’s going on inside people’s mind on the basis of their outward behaviour.
The internal processes are studies using two theoretical models:
✓ Information processing model

✓ Computer model
Information processing model
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According to the information processing model the information flows through the
cognitive system in a sequence of stages that include an input, storage, retrieval of
information. One of the classic examples that exhibits this model is the MULTISTORE
MODEL OF MEMORY
Computer model
According to this model, the mind works like a computer. Using the concept of CPU (brain)
the information is coded into a more usable format, stored in designated storage devices.
Artificial Intelligence is a good example that exhibits this model of mind well.
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Role of Schemas
✓ Schemas are cognitive frameworks that help organise and interpret information in the
brain. They guide our expectations from a given situation/event/person and
subsequently our behaviour in order to meet those expectations.
✓ Schemas a short cut to interpret a situation and alter our behaviour accordingly.
✓ They also help us to fill in the gaps in the absence of full information.
✓ Schemas become more complicated with time and age as the person’s brain
develops cognitively. Babies are born with motor schemas such as grasping and
sucking. As adults, schemas become more detailed mental representations for any
and everything.
✓ However schemas also have a Bugelski & Alampay (1962) conducted an
tendency to propagate
experiment called rat-man. Two groups of
participants were shown a sequence of pictures
stereotypical thinking and can
either a number of different faces or a number
also distort perceptual of different animals. They were then shown an
processing. ambiguous figure the rat-man.
Participants who saw a sequence of faces were

more likely to perceive the figure as man,
whereas participants who saw a sequence of
animals were more likely to perceive the figure
as a rat.
Can you explain how the influence of schema

may account for this?
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With your learning partner, discuss & describe the schema/ your mental
representation of the following place/ event/ person.
1. A teenager’s bedroom
2. A office conference room
3. Football match stadium
4. Trip to the grocery store
5. Meeting up with friends for a party
27
Emergence of cognitive neuroscience
It is the scientific study of the influence

of brain structure on mental processes. It
addresses the questions of how
psychological/cognitive functions are
produced by neural circuits in the brain.
Cognitive neuroscience can look at the
effects of damage to the brain and
subsequent changes in the thought
processes due to changes in neural
circuitry resulting from the ensued damage. Also, cognitive abilities based on brain
development is studied and examined under the subfield of developmental
cognitive neuroscience.
The field started to emerge as early
as 1860s when PAUL BROCA
identified how damage to an area
in the frontal lobe, came to be
known as Broca’s area could impair
speech production.
Cognitive neuroscience relies heavily on the use of technology in order to study and
map the brain. Below is a PET Scan ( POSITRON EMISSION TOMOGRAPHY) to
differentiate between the brain activity of normal brain and an effected brain.
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A f MRI scan (Functional magnetic resonance imaging)
Cognitive neuroscientists study different aspects of human cognition including

neural processes underlying memory, perception, attention, and awareness. They
also study social cognition to understand the brain regions involved when we
interact with others and impairment in these regions may characterise different
psychological conditions.
PET scans and f. MRI scans have been used to identify regions of brain related to
episodic & semantic memory, central executive unit of the working memory.
Critical evaluation of Cognitive Approach

AO3
Strengths Weaknesses
POINT: cognitive approach to POINT: most studies are conducted
understand human behaviour is under strict lab conditions. This questions
scientific & objective. the ecological validity of the results.
EVIDENCE & ELABORATION: this EVIDENCE& ELABORATION: experiments
approach focusses on use of to study memory use artificial test
experimental methods to obtain material that are meaningless in real life
evidence to understand how the mind situations- random words list. They fail to
works. It ensures rigorous controls to consider how memory is used in
ensure objectivity & scientific standards. everyday life such forgetting and
LINK BACK: this strengthens the repressing traumatic experiences.
argument that cognitive approach to LINK BACK: as result, this conveys the
study the mind is based on sound argument that cognitive approach
scientific ground. lacks real life application and has low
external validity.
POINT: cognitive approach has real life POINT: this approach can be
application. considered reductionist.
EVIDENCE & ELABORATION: cognitive EVIDENCE & ELABORATION: this
approach can be applied to various approach has over emphasised the
other areas in psychology such as social computer model analogy to study
cognition to understand how we form human mind. As a result it ignores the
impressions of other people; or in role of emotions and motivations that
29
psychopathology to understand govern a human mind but not a central
dysfunctional behaviour and tracing it processing unit of a computer.
back to faulty thinking process. This has As a result it cannot explain the exact
led to successful treatment of people causality of human behaviour.
suffering from OCD/ depression. LINK BACK: this casts a question on how
LINK BACK: this provides support for comprehensive is the approach to
versatility of cognitive approach to understand human behaviour if it only
understand different aspects of human compares computers to human brain.
behaviour.
Potential exam questions for this topic

1. Explain what is meant by internal mental processes, schema, computer
models, and cognitive neuroscience. (2 marks each)
2. Outline how theoretical models of information processing approach and
computer models explain mental processes (3 marks each)
3. Outline the emergence of cognitive neuroscience (4marks)
4. Outline and evaluate the cognitive approach in psychology (12)
5. Describe the cognitive approach in psychology. Evaluate the research
methods used by cognitive psychologists (12 marks)
Some of the key words to form your argument & link backs
for evaluation
Conjunctions - write Implications: use these to Comparative Phrases use
these at the beginning of fully explain your these for comparing
paragraphs and to link evaluative points and to (obviously!) different
points of your argument gain extra critical therapies, explanations,
together commentary marks! theories, results of studies,
approaches, etc.
Therefore This demonstrates that Similarly
As a result This suggest that In contrast
This appears to This shows that This reflects
Although This provides support for Contrary to this
Furthermore Leading to Whereas
In relation to This raises the possibility Others would argue
of
Additionally This contradicts Conversely
An example of this This provides Equally
reinforcement for
Where as This agrees/does not This is weaker/stronger
agree with because
While This shows support for
As such It can be concluded that Exam
It is clear that This is good/bad because tip
30
Worksheet 3 Date:
Sample exam question with answer
Question 1
A research report claimed that people who believe in aliens are 17 times more liely
to claim that they have seen a UFO compared to people who do not.
Explain what cognitive psychologists mean by the term schema. Refer to the
information above. (4 marks)
Answer A
Schemas are packages of ideas that generate expectations. They are part of
the way we think. Cognitive psychologists use them to explain thinking.
People see UFOs because they believe in aliens are therefore more likely to
report them.
Answer B
Schemas are used by cognitive psychologists to describe how people think
about the world and their expectations. This would explain UFOs because if
you don’t believe in them you wouldn’t see them. This is an example of
schemas because it shows how people are thinking and it is effected by their
schemas.
Answer C
In the example the schemas would be the belief that some people have that
aliens do exist. Such schema are a mental framework for thinking about
certain type of things such as UFOs as well as aliens. Having this belief
leads to expectations & makes such people more likely to actually interpret
something they see as UFO. Schemas speed up information processing or
may make our cognitive systems prone to error as the UFO may not be there
in the first place.
Pair up with your partner and analyse the above three answers.
Read the answers and discuss if:

✓ There is an accurate definition of the term schema
✓ Have the key terms been used in the definition?
✓ Has the definition of schema been applied/contextualised to the stem
(situation provided in the question)
✓ Is the overall answer a coherent, well organised answer, with correct
spellings?
✓ Write WWW and EBI comments in green ink for each of the answers in the
space below.
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Answer A Answer B Answer C
WWW
EBI
Question 2
Outline and evaluate the cognitive approach to psychology (6 marks)
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Teachers comment:
WWW
EBI
Level
achieved
What can
you do
more to
achieve
a level
higher?
33
Biological Approach
This perspective focusses on the role of genetic inheritance and neural functioning in
understanding the basis of human behaviour.
Biological building blocks- key concepts
Evolution, Genes, inheritance, genotype,

Level 1 Biological approach
phenotype
Nervous system- CNS & PNS, endocrine
Level 2 system, glands & hormones, fight & flight
response, role of adrenaline
Bio-psychology
Structure of sensory, relay, & motor
Level 3 neurons; process of synaptic transmission;
role of transmitters
Basic assumptions
✓ Biological structures, genes, neurochemistry, nervous system are the basis of

any psychological process and/or behaviour.
✓ The mind is distinct from brain and also forms the physical basis of thoughts,
emotions, and feelings.
✓ The biological approach is intricately related to the evolutionary perspective
of behaviour.
Evolution and behaviour

_________________________________ proposed the theory of natural selection.
The principle of the theory is that any genetically/ psychologically (tick the
appropriate one) determined behaviour that enhances ______________________ &
_______________________________, will continue in future generations.
This selection of behaviour takes place
______________________ and is not pre-determined
or selected by anyone else. If some traits give the
possessor an advantage, it is likely to survive and
be passed on to through reproduction.
According to evolutionary theory, individuals must
_______________________ for basic resources (
mates, food etc) and those who survive the
competition go on to reproduce and will tend to
have behaviour that are more likely to lead to
survival and reproductive success.
According to a study by Buss (1989) across 37 cultures found universal similarities in
human mate preference. Women desired mates with resources to provide for the
offspring whilst men preferred women who are attractive as an indication of fertility
and reproductive value.
34
Influence of genes of behaviour
Role of genes: heredity is passing of characteristics from one generation to the other
through Genes. Genes are a part of the chromosome that carry information in the
form of DNA.
Genes carry the instructions for a particular characteristic such as temperament or

intelligence. However, the way the gene is expressed in an individual is dependent
upon environmental forces. This also form the crux of nature-nurture debate.
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Genotype & Phenotype
Genotype is the actual genetic make-up or genetic code of the person. Phenotype
is the way that genes express through physical, behavioural, & psychological
characteristics.
The expression of the genotype is influences by environmental forces.
In this picture, the color of the

eye is determined by the
genetic code called genotype
and its expression as a physical
characteristic is called
phenotype.
Studies of identical twins illustrate how

different factors like smoking, sun
exposure, depression and weight
gain can influence aging. Age 52.
The twin on the left smokes and has a
history of more sun exposure, resulting
in an older appearance than her twin
of the same age. Photo: Dr. Bahman
Guyuron
Nature- nurture debate

According to biological approach, genetic similarities in identical, non-identical,
and family members govern the way one looks or behaves. However, there traits are
also influences by the way environmental conditions affect them.
36
How do we study genetics/ heredity?
To understand the influence of genetic make-up and the environmental forces in
determining human characteristics, the concordance rate between fraternal and
identical twins and/ or biological and adoptive parents is determined.
Concordance rate is the extent to which twins/ parents share the same
characteristics.
Application & Research task
Phenylketonuria (PKU) is a rare genetic disorder. It can be

detected early in life. However if left unchecked it causes
severe learning difficulties.
TASK:
Research further on PKU.
Identify its genetic causality and physical manifestation of

the disorder.
What are some of the precautions that should be taken to

keep its effect under control.
37
Critical evaluation of Biological Approach
AO3
Strengths Weakness
POINT: the biological approach follows POINT: biological view offers a
a strict scientific method of research. deterministic view of human behaviour.
EVIDENCE & ELBORATION: this approach EVIDENCE & ELBORATION: according to
uses the experimental method for this approach human behaviour is
investigations. These studies take place viewed as controlled by internal,
in highly controlled environments which mechanical causes and processes and
facilitates replication. This also increases dismisses the role of human motivation,
the validity of the studies if same results personality, attitudes, and cultural
can be found. Use of sophisticated influences in understanding behaviour.
technology, imaging, and recording LINK BACK: as result, it fails to provide a
adds to the objectivity and precision. comprehensive view of human
LINK BACK: as a result, it can be argues behaviour and therefore weakens its
that biological approach is the most stance as credible source explaining
scientific way to understand human behaviour.
behaviour.
POINT: biological approach has real life POINT: biological approach claims
application to explain human causal conclusions which may not be
behaviour. true.
EVIDENCE & ELBORATION: research into EVIDENCE & ELBORATION: the approach
the neurochemical imbalance in explains mental illness through the
depression has led to development of actions of neurotransmitters. This is
drugs which minimise the imbalance evident how a particular drug reduces
and reduce the depressive symptoms. its symptoms and thus, is assumed that
LINK BACK: this backs the biological the neurochemical in the drug causes
approach as it supports the claim of its that illness. Discovering associations
real life application. between two factors doesn’t establish
causality of behaviour or illness.
LINK BACK: this is a limitation of the
approach as it claims causality where
only associations exist between 2
factors.
Other points that can be considered: Other points that can be considered:
Empirical support to back up its claim of ethical issues as this approach uses non-
brain functioning. human species to conduct
neuroanatomical surgeries to
understand the workings of the brain.

1. Explain what is meant by genotype and phenotype (2+2)
2. Outline the relationship between evolution and behaviour (4)
3. Outline two strengths and two limitations of biological approach (3 marks
each)
4. Discuss the contribution of biological approach to our understanding of
human behaviour. (12)
38
Worksheet 4 Date:
Sample exam question
Application question AO2
Rita and Holly are identical twins who were separated at birth. When they finally met
each other at the age of 35, they were surprised at how different their personalities
were. Rita is much more social and out-going than Holly. Use your knowledge of
genotype and phenotype to explain this difference in their personalities. [4 marks]
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Mark scheme
2 3-4 Knowledge of genotype and phenotype is clear. Explanation of how
these affect personality is clear. The answer is generally coherent with
effective use of terminology
1 1-2 There is limited/partial knowledge and explanation. Knowledge is clear
but the explanation is missing or inaccurate. The answer lacks accuracy
and detail. Use of terminology is either absent or inappropriate
0 No relevant content.
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Question 2. Using the planning diagram below, elaborate on the key terms
mentioned in it and explain how do they evaluate the biological approach.
• _____________________ • _________________________
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_____________________ _________________________
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_____________________ _________________________
_____________________ Deterministic causality _________________________
_____________________ _________________________
_________________ _________________________
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Real life
objectivity
application
•_____________________________ • ___________________________
_____________________________ ___________________________
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Biopsychology
Central Nervous System

Spinal cord
✓ The main function of the spinal cord is to relay information between the
brain and the rest of the body.
✓ This regulates body processes such as digestion & breathing, co-
ordination of voluntary movements.
✓ Certain nerve circuits in the spinal cord are also responsible for reflex
movements that do not involve the brain- removing our hand when we
touch a hot plate.
✓ If the spinal cord is damaged, areas supplied by spinal nerves below
the damages site will be cut off from the brain and stop functioning.
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The human brain
The brain is the centre of all conscious awareness. Its outer layer- CEREBRAL CORTEX
is highly developed in humans and is responsible for higher mental functions.
It is divided into 4 lobes:
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The peripheral nervous system
The PNS transmits messages through NEURONS to and from the CNS.
It is divided into SOMATIC NERVOUS SYSTEM which controls the muscle movement
and receives information from sensory receptors.
It consists of SENSORY NEURONS that are relay messages to the CNS and the MOTOR
NEURONS relay information from the CNS to the rest of the body.
The AUTONOMIC NERVOUS SYSTEM is further divided into
✓ Sympathetic nervous system

✓ Parasympathetic nervous system
• In emergencies sympathetic nervous system cause stress and require us

to "fight" or take "flight"(run away)
• In non-emergencies the parasympathetic nervous system allows us
to "rest" and "digest."
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Endocrine system
The endocrine system is made up of glands that produce and secrete hormones,
chemical substances produced in the body that regulate the activity of cells or
target organs. These hormones regulate the body's growth, metabolism (the physical
and chemical processes of the body), and sexual development and function.
Using the statement

above, derive the
definition of Hormones.
Mini task
Given below is a mix of hormones and their effect on human body functioning Use
your independent research to identify the right glands they belong to.
Endocrine gland Hormone produced Effect

Pituitary gland 1. Cortisol a. Regulates females
secondary sex
characteristics &
maintains growth of
uterine lining
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Hypothalamus 2. Testosterone b. It controls hormone
secretion in other
glands.
Thyroid 3. Epinephrine & c. Regulates male
norepinephrine secondary sex
characteristics
Pancreas 4. Estrogen/ d. Effects the heart rate
progesterone and the body
metabolic rate.
Adrenal cortex 5. Thyroxine e. Prepares the body for
fight or flight response
Adrenal medulla 6. Glucagon & insulin f. Regulates
cardiovascular and
anti-inflammatory
functions.
Ovaries 7. Controls the g. Stimulates release and
functioning of the absorption of glucose
master gland
Testes 8. Master gland h. It control the
functioning of the
pituitary gland
Write the correct combination for each of the glands below.
Hypothalamus
Pituitary gland
Thyroid
Pancreas
Adrenal cortex
Adrenal medulla
Ovaries
Testes
46
Fight- Flight response
ACUTE STRESS: This is stress resulting from specific events or
stress situations that involve novelty, unpredictability, a threat to the ego,

and leave us with a poor sense of control. This ‘on the spot’ type of
stress can be good for you because the stress hormones released help
ACUTE
your mind and body to deal with the situation.
CHRONIC
CHRONIC STRESS: This is stress resulting from repeated exposure to
situations that lead to the release of stress hormones. This type of
stress can cause wear and tear on your mind and body
CHRONIC STRESS
1. During a stressful situation the body moves from parasympathetic
mode to a sympathetic state through the command centre
Hypothalamus which sends a signal in the form of
CRH to the master gland- pituitary gland.
2. As a result the pituitary gland releases the
hormone called ACTH- Adreno-Cortico-Trophic-
Hormone.
3. This stimulates the Adrenal Gland to release
the hormone called Adrenaline into the blood
stream.
4. Adrenaline in turn
puts the body on an alert mode to deal with
stress- physiological changes such as
increased heart rate, rapid breathing,
contracted rectum, dilated pupils etc.
5. Once the stressful situation is dealt with- the
parasympathetic system brings the body back
to rest-&-digest state.
47
ACUTE STRESS
1. In the face of sudden threat the SNS sends alert signals to the ADRENAL
MEDULLA.
2. As a result the adrenal medulla sends
ADRENALINE to the entire body.
3. Along with the bodily readiness, the
adrenaline also increases the blood glucose
levels & fats to supply the body with high
energy levels.
4. Once the stressful situation is dealt with- the parasympathetic system
brings the body back to rest-&-digest state.
Given to you is a handout which critically analysis the

purpose of fight & flight response. Is fight and flight response
gender based? Can it promote co-operation amongst
human beings? Or is there an alternative explanation of
stress behaviour than fight or flight response.
Your task is to read that information- discuss the pros and
cons of the fight and flight approach with evidence to
support your stance.
48
Central nervous system
1. Name and briefly outline two divisions of the human nervous system. (4)
2. Identify two divisions of the autonomic nervous system (2)
3. Outline the role of sympathetic and parasympathetic nervous system. (4)
Endocrine system
1. Outline the functions of the endocrine system (6)
2. Explain the relationship between endocrine glands and hormones (4)
3. Outline the role on one endocrine gland and of one hormone that it
produces (4)
Fight or Flight response.

1. Explain what is meant by a Fight or Flight response? (2)
2. Outline the fight or flight response including the role of adrenaline (6)
3. Outline and evaluate the fight and flight response (12)
Exam
tip
Study tip: this part of the specification is loaded with new terms and
technical phrases. To ensure that you’re on top of your game for this-
memorise using cue cards, mnemonics, acronyms, mind maps,
doodling, multiple choice questions quiz, or /and glossary list
https://quizlet.com/79942178/flashcards follow the link for an online quiz on

the topics that have been covered in class. There may be a few questions
that are new to you .. go ahead and test your luck and learn more! ☺
49
Worksheet 5 Date:
Sample exam questions
Question 1
Complete the following sentence. Choose 1
The somatic nervous system

A comprises of two sub-systems.
B connects the central nervous system and the senses.
C consists of the brain and spinal cord.
D controls involuntary responses.
Which one of the following responses results from the action of the sympathetic
division of the autonomic nervous system?
A Decreased pupil size

B Increased digestion
C Increased heart rate
D Increased salivation
Which two of the following statements about the fight or flight response are correct?
Choose two responses only.
During the fight or flight response:

A there is a decrease in the release of adrenaline
B the flow of blood is diverted from the surface of the skin
C the process of digestion is inhibited
D the parasympathetic division is in control of functioning
E there is a reduction in the rate of respiration
Question 2
Bob was telling his friend his friend James about his recent frightening encounter.
‘I was walking home by myself in the dark. Suddenly I heard a shuffling noise
behind me and a faint smell of rotting flesh. I realised it was coming closer. I
saw a bus at the bus stop and decided to run. I could heard the footsteps
coming closer. I don’t think I have ever moved so quickly. I leapt onto the
bus- shaking, sweating and my heart was beating really fast. I turned to see
the empty as the bus pulled away from the stop. Had I imagined it?’
Outline the role of the central nervous system and the ANS in behaviour. Refer to
Bob’s experience in your answer (4)
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Question 3
Research has shown that people who get ill have often experienced major stressful
life events in the previous few months and years such as getting married, divorce,
death, etc. A researcher investigated this relationship between illness and life events.
She gave 150 participants a questionnaire in which they the number of major life
events from the list of 20 they had experienced over the past three years. This was
compared to the number of days off work through illness the participants had had
over the same period of time. The researcher found a positive co-relation between
the variables.
a. In the context of investigation above- what is meant by positive co-relation

between the two variables (2+2)
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b. Suggest a suitable graphical display that the researcher could have used to
show this relationship. (1)
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c. Explain one advantage of co-relation studies. Refer to the investigation

mentioned above. (2)
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d. Explain the difference between co-relation & experiments. (3)

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Neurons and Synaptic Transmission
Key terms
1. Neurons
a. It is the basic building block of the nervous system. These cells are
responsible for transmitting electrical and chemical messages across
the nervous system.
2. Synapse
a. It refers to the conjunction of the end of axon of one neuron and the
dendrites of the next neuron.
3. Synaptic transmission
a. It refers to the process by which a nerve impulse passes across the
synaptic cleft from one neuron to another neuron.
4. Neurotransmitters
a. These are chemical substances that play a major role in the
functioning of the NS by transmitting nerve impulses across a synapse.
5. Sensory neurons
a. These carry messages from the PNS to the CNS. They therefore have a
longer dendrites (in order to carry messages across the body) and
shorter axons.
6. Relay neurons
a. As the name suggests, they relay messages between sensory neurons
and other motor neurons.
7. Motor neurons
a. These connect the CNS to effectors such as muscles and glands. They
have short dendrites and long axons.
53
The above diagram represents a simple version of a rather complicated network of
neurons. Notice the three types of neurons and direction of the flow of electric
impulse from sensory to motor via the relay neuron.
Structure of a neuron
Exam
tip
It is advisable that you practice drawing the structure of the neuron

for learning and memorising its components.
54
Structure of a neuron
Cell body: it includes the cell

nucleus containing the genetic
material of the cell.
Dendrites: protruding from the cell
body, they carry nerve impulses
from other neurons towards the
cell body.
Axon: this carries the impulses
away from the cell body towards
the end.
Myelin sheath: it protects the axon
and speeds up the electrical
transmission of the impulse. This
protective shield is made up of
proteins and lipids produced by
the shwan cells.
Nodes of Ranvier: this segments

the axon to speed up the
electrical impulse by forcing it to
jump across the gaps along the
axon.
Terminal buttons/ synaptic knob:
are responsible for communicating
with the next neuron across a gap
called synapse.
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Neuron firing: when in a resting state, the inside of the cell is negatively charged.
When a neuron is activated by a stimulus, the inside of the cell becomes positive for
a split second causing the ACTION POTENTIAL for a moment. This creates an electric
impulse that travels down the axon towards the end of the cell.
Synaptic transmission
Stages of transmission
1. Once the action potential is generated, the electrical impulse needs to
be transferred to another neuron via the SYNAPTIC GAP between the
two neurons.
2. The end of the pre-synaptic neuron, consists of SYNAPTIC VESICLES that
contain chemical messenger that assist in transmission of electric
impulse.
3. As the action potential reaches the end of the axon, it causes the
vesicles to open up.
4. Once the chemical is released into the gap, it binds to the receptors of
the post synaptic neuron (dendrites of the next neuron) and thus gets
activated.
5. In the post synaptic neuron the chemical messenger is converted into
an electrical charge and thus fires transmission in that neuron.
6. The whole process of synaptic transmission takes only a fraction of a
second.
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Excitatory and Inhibitory neurotransmitters
Inhibitory neurostransmitters are

Excitatory neurotrasnmitters are
considered to give 'switch off'
responsible for sending a 'switch
signals. it leads to more negative
on' signal to the post synaptic
charge inthe post synaptic
neuron. This ensures there is more
neuron thus reducing the
positive charge and the neuron
lielihood the neuron will fire &
will fire up and send an electric
pass on electrical signal. these
signal.
tend to calm the mind.
A nerve cell can receive both excitatory post synaptic potential (EPSP) and inhibitory
post synaptic potential (IPSP). The likelihood of firing is determined by adding up the
excitatory and inhibitory synaptic input.
Examples of excitatory neurotransmitter: acetylcholine & Noradrenaline

Examples of inhibitory neurotransmitter: GABA and Serotonin.
Mini task
Fill in the gaps using the terms provided below in the box.
The knee jerk reflex is an example of a reflex arc.

A stimulus, such as a hammer, hits the knee. It is detected by the sense
organs in the _________________________, which conveys a message along the
__________________________. The message reaches the _______________, where
it connects with an ____________________. This then transfers the message to a
___________________. This then carries the message to an ____________________,
such as a muscle, which causes the muscle to contract and hence, causes
the knee to jerk.
Effector, CNS, sensory neuron, PNS, motor neuron, relay neuron.
57
1. Briefly explain the process of synaptic transmission (4)
2. With the reference to the neurotransmitters explain what is meant by
excitation and inhibition. (4)
3. Distinguish between a sensory neuron and a relay neuron. (2)
Attempt the multiple choice questions on page number 130-131 of your

textbook.
Learning tips
1. Prepare Cue cards for each of the topic covered in class. Don’t
leave them for the last moment.
2. Listen, understand, analyse, learn, teach a buddy!
3. Attempt exam questions using key terms and phrases.
58
GLOSSARY of KEY TERMS learnt today
Topic Key Term Meaning
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APPROACHES IN PSYCHOLOGY

This work booklet belongs to:

Can you name at least 10 behaviours that are studied in Psychology?

Is Psychology a science? Or a humanities subject? Or what is also called a soft science?

Rene Descarte's Dualism

John Locke's Empiricism

Charles Darwin's Evolutionary theory

and its opening is usually thought of as the beginning of

Wundt was important because he separated psychology

He studied the mind scientifically using introspection.

Wundt claimed that with sufficient training, mental processes such

Also remember that the scientific method in psychology refers to:

✓ Using methods that are objective, systematic, and replicable.

✓ As the name suggests Behaviourist approach focussed on human behaviour that is

humans and animals. They therefore conducted many of their experiments on

Classical conditioning by Ivan Pavlov: the famous dog experiment

Basic Assumption: Operates on the principle of ASSOCIATION. Human beings and

Classical conditioning is learning by __________________________. It occurs when two stimuli

Operant conditioning by B.F Skinner: the Skinner box experiment

Application of Learning Theory: Behaviourism

Can you identify if the following images represent positive or

Overall evaluation of behaviourism:

How to answer the above questions

✓ This is an essay question testing you on QUALITY OF WRITTEN COMMUNICATION.

IT is always a good idea to plan out

Outline and evaluate the behaviourist approach in Psychology. 12 marks

Use green ink to write your comment.

Social Learning Theory by Albert Bandura proposes

Who is your role model? _________________________________.

What action of theirs did you model?

• Aggressive model shown to 24 children

Critical evaluation of Social Learning Theory

Potential Exam Questions

1. Explain what is meant by imitation, identification, modelling, vicarious

Discuss two limitations of social learning theory. [6 marks]

Marks for this question: AO1 = 2 and AO2 = 4

Level Marks Description

• learning that involves observation, imitation/copying/modelling, identification and

• acknowledges role of cognition in learning, eg attention, motivation etc.

• The psychologist exposed the children to a role model, the boy

• Using role model/boy of the same age encouraged identification

Credit other relevant applications.

Marks for this question: AO3 = 6

Level Marks Description

Limitations – possible content:

• Difficulty demonstrating cause and effect – although Bandura research controlled

• sees behaviour as environmentally determined whereas some behaviours may be innate

• Mediating cognitive factors have to be inferred so cannot measure extent of their

• Credit comparison with other theories where presented in terms of a limitation.

Self/ Peer Evaluation

Use green ink to write your comments above.

Cognitive means mental

This approach focusses on

The internal processes are studies using two theoretical models:

✓ Information processing model

Information processing model

Participants who saw a sequence of faces were

Can you explain how the influence of schema

It is the scientific study of the influence