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Archive for October, 2011

WB 31st Oct

Lesson1 : All groups recieved the new Social Psychology pack as well as the ecological validity/expt question work sheet. If you missed this lesson come and collect the packs from me as soon as you can.

HW: Read the introduction to social psychology in your text book and answer the questions on p4 of the social psy pack.

Group A: Were handed back the cognitive psychology pack and the science pack. We went through each pack looking at common errors and omissions. It was sad to see that so many of you had handed in incomplete packs and work that was below the expected standard!  We worked through the sheet on ecological validity and you were asked to complete the experiment questions for additional HW.

Group C: Were handed back the cognitive psychology pack not the science pack. We went through the cognitive pack looking at common errors and omissions. Please ensure that any extra sheets are included next time so I have a proper record of your work. We worked through the sheet on ecological validity. We started to consider what we mean by social psychology and I mentioned the Poland trip…more details to follow.

Group E: Were handed back the cognitive psychology pack and the science pack. We went through each pack looking at common errors and omissions. Because you never did the Lab vs field experiment exam question as part of the mock you did it this lesson. I handed out the ecological validity sheet which we will look at next lesson.

Lesson 2: Group A and E went straight into Milgram’s obedience research. Group C went through the science pack and then into obedience. All classes watched the original Milgram footage in order to get a better understanding of what the research was and why it was undertaken. All students should read the Milgram section of the text book. You can also google search to find replications by Derron Brown and others. look for Milgram or obedience to authority.

Lesson 3: We organised next weeks review appts and I set work for you to do during the sessions in which we were having the reviews.  We also went through a rather harrowing Milgram power point which you can find in the social approach section of I Learn.  

Remember to bring your folder and a print out of the ‘organisation sheet’ with you to your review. If you missed the lesson please email me directly for a review time.

Work set for review sessions:

1. Go to I Learn target setting section and decide on 2 or 3 targets to be written into your target section of I Learn. These will be used as part of your review so you need to do this ahead of your appt.

2. Complete pages 6-17 in the social psychology pack – you can use additional resources on I Learn and your text book to help you. This section is all about Milgram’s baseline expt and the 1965 variation you need to know for the exam.

3. Read and complete pages 32-37 in your social psychology pack -it’s all about the Hoffling study. You can find additional information in your text book p20.



WB 17th Oct

Lesson 1: HW…handed back! We went through the HW and you wrote a reflection on what you need to do to improve the quality of your written responses to questions. We then checked we had completed the Cognitive pack and worked through the exam question at the end. If you missed the lesson this is what you need to do.  Mini mock on Friday so start revising 🙂 We spent the final part of lesson evaluating your research and we considered the meaning of reliability and validity.   summary sheet validity and reliability

On Thurs(E)/Friday I will take in both your cognitive pack and your science pack. Please ensure the science pack is completed up to page 22. The cognitive pack should be fully completed.

Lesson 2:  Eye Witness testimony – We used the text book (p58-61) to complete a very simple work sheet about Flashbulb memory, cognitive interview and the case for and against the reliability of eye witness testimony.

 If you missed the lesson please read and make notes on this section of the text book.  This task is set for Group E to do at home over half term as they had Monday’s lesson cancelled due to open evening.

During the 2nd part of the lesson we attempted all the multiple choice questions that have come up on previous papers to do with cognitive psychology and the experiment research method – see attached. We also looked at an exam paper.   (E haven’t done this yet)            SECTION A questions multiple choice

Jan 2009 Unit 1 Past Paper

Lesson 3:  Mini Cognitive mock.

WB 10th October 2011

Lesson 1 :  Today was a mop up session. Group A completed the Godden & Baddley gap fill activity. Then created a mind map poster of everything we’ve covered so far! 

HW: Due Monday 17th Oct – Replicate Craik and Tulving’s LoP experiment. You will need to find at least 5-10 ppts for each condition. All the materials/write up/everything you need can be found in your science pack p46-53. Remember to photocopy enough copies of each task and photocopy the recognition sheet too.

Lesson 2: Repression is an ‘ego defense mechanism’. According to Freud uncomfortable or traumatic memories may be repressed into the unconscious mind and this could explain why some things are forgotton. See powerpoint on I Learn. We completed some worksheets about this theory of forgetting and you had to evaluate BOTH theories of forgetting. We used additional information from other text books as there was not enough info in your own text book.

Lesson 3: We watched a DVD about Eye Witness testimony. We demonstrated to ourselves how different each of our memories were for the same event! This led onto the research of Loftus and Palmer (1974). They were able to demonstrate that just one word in a question asked after an event can affect the recall of that event.

WB 3rd October

First the recap:        So far in the Cognitive approach

Theories of Memory

  • Ø Multi store model (back ground)
  • Ø Levels of processing framework
  • Ø Reconstructive memory theory

What is it?   Who formulated it?   What evidence can we use to support it?

Theories of forgetting  Is the problem with encoding, or storage or retrieval?

The Cue dependent theory of forgetting suggests there is an Accessibility problem.  Do cues aid recall?  Tulving and Pearlstone say ‘yes’

Skills we are developing……..

AO1 – an ability to know and describe psychological phenomena

AO2 – An ability to evaluate or weigh up the value of psychological research or theories.

 G R A V E 

 Is the study generalizable?  Meaning is the study ecologically valid? Is the sample representative?

Is the study reliable –can it be replicated and similar results found?

Can the study be applied? Is the study useful? Does it support or refute an existing theory? Does it add to our understanding of a psychological phenomena?

Is the study valid? Does it really measure/investigate what it intended to?

Is the study ethical? Does it adhere to the ethical guidelines laid down by the BPS? Does it demonstrate competence on the part of the research and does it show respect for the participant….. D R I P P ?

Then you had to write my blog for last week!

We learnt about evaluating theories – CASTLE.

Next lesson – it was all about the context in which you have to learn something and where you are when you have to recall it. Our study was by Godden & Baddley and we can use this study as evidence in support of the cue dependent theory of forgetting.

HW: Due Monday 10th Oct HW task Cue Dependent Theory of Forgetting worksheet

 We examined the original study by Godden & Baddeley and you filled in a study template. Only 4 students in group E turned up with their printed off copy! NOT GOOD ENOUGH.

Lesson 3 : This lesson was vastly different between groups. Group E completed the Godden and Baddley gap fill, the online multiple choice quiz and we started looking at hypotheses from the science pack. However, people were tired and the going was tough! Group C completed all the work I wanted to get through in the science pack and had a boys v girls quiz but didn’t complete the G & B gap fill. Group A completed the science pack stuff but didn’t get as far as the quiz or the gap fill.

WB 26th Sept 2011

Better late than never!  This week we continued learning about theories of memory. Having looked at the Muti-store model as background, and then the Levels of Processing frame work, we went on to examine Bartlett’s theory that memory is reconstructed. He believed that memory is made up of a lot of previous knowledge, and that we partially recall events and then fill in the gaps with our own understanding. (schemas). We watched the Brian Bushwood DVD who demonstrated how easy it was to create false memories by activating our own schemas for ‘sweet’ and ‘angry’.

We then started to examine why we forget. It could be that the information was never encoded in the first place, maybe it just wasn’t stored, or finally maybe the memory is there but we just cannot retrieve it easily. Tulving and Pearlstone demonstrated that accessability to the memory can be a problem. They showed that by providing ‘cues’ a ppt is better able to recall words from a list.   You were then required to replicate this experiment yourself. You had to create a consent and debrief form. Write standardised instructions, create two identical word lists, find some ppts and conduct the experiment. A bar chart of the results had to be created (not a histogram). The bar chart needed to display the ‘mean’ number of words recalled by each group.

The final lesson of the week was about understanding the way science works. We used the science packs for the first time. After revisiting IVs and DVs we learnt about the 3 types of experimental design. Independent measures, repeated measures and matched pairs design. Each has its own strengths and each has its own weaknesses. One way to overcome order effects is to counterbalance the conditions ‘there is something we can do’  ABBA.

HW: Complete science pack up to page 21 excluding p8 which we will do under exam conditions.

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