...questions for the Debates section of your PSYB4 examination. The specimen paper below is representative of what your actual paper will look like (2 x 4 mark questions and 1 x 12 mark essay question. Older papers (June 2006-June 2009) used to have Psychology and Science as a separate section so there are a lot of past paper questions on this particular debate. Now they are combined and you would be asked a mixture of questions from across different debates. Print off the copy of this document without the answers and use this to mark them and give yourselves targets for improvement. Specimen Paper Outline what is meant by hypothesis testing and explain the role of hypothesis testing in scientific research. (4 marks) [AO3 = 4] Up to 2 marks for definition/outline of what is meant by hypothesis testing, eg a hypothesis is a testable, predictive statement/proposition specifying the relationships between events or variables. Two further marks for explanation of the role of hypothesis testing in research, eg theories need to be tested by empirical studies, hypothesis testing allows researchers to refute or support a theory, the degree of support determines confidence in a theory. Credit references to the null hypothesis and falsification of a theory 0 8 Explain what is meant by the nature-nurture debate in psychology. (4 marks) [AOl = 2, AO2 = 2] AOl One mark for outlining the term nature; genes, innate or inherited factors. One mark for outlining the term nurture; environment...
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... abc General Certificate of Education Psychology 5186 Specification B Unit 1 (PYB1) Introducing Psychology Mark Scheme 2007 examination - January series Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation meeting attended by all examiners and is the scheme which was used by them in this examination. The standardisation meeting ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for the standardisation meeting each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed at the meeting and legislated for. If, after this meeting, examiners encounter unusual answers which have not been discussed at the meeting they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available to download from the...
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...HRPYC81/103/0/2013 Tutorial Letter 103/0/2013 Research Report HRPYC81 Year module Department of Psychology This tutorial letter contains Projects 4808 to 4813 Bar code CONTENTS READ ME FIRST .......................................................................................................................................... 3 PROJECT 4808 ............................................................................................................................................ 4 PROJECT 4809 ............................................................................................................................................ 5 PROJECT 4810 .......................................................................................................................................... 14 PROJECT 4811 .......................................................................................................................................... 36 PROJECT 4812 .......................................................................................................................................... 42 PROJECT 4813 .......................................................................................................................................... 55 2 HRPYC81/103 READ ME FIRST Tutorial Letter 102 Tutorial Letter contains Assignment 01as well as the following projects: Project 4802 Project 4803 Project 4804 Project 4805 Project 4807 Tutorial Letter 103 Tutorial Letter 103...
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...Introducing Psychology Psychology is the scientific study of mind and behavior. The word “psychology” comes from the Greek words “psyche,” meaning life, and “logos,” meaning explanation. Psychology is a popular major for students, a popular topic in the public media, and a part of our everyday lives. Television shows such as Dr. Phil feature psychologists who provide personal advice to those with personal or family difficulties. Crime dramas such as CSI, Lie to Me, and others feature the work of forensic psychologists who use psychological principles to help solve crimes. And many people have direct knowledge about psychology because they have visited psychologists, for instance, school counselors, family therapists, and religious, marriage, or bereavement counselors. Because we are frequently exposed to the work of psychologists in our everyday lives, we all have an idea about what psychology is and what psychologists do. In many ways I am sure that your conceptions are correct. Psychologists do work in forensic fields, and they do provide counseling and therapy for people in distress. But there are hundreds of thousands of psychologists in the world, and most of them work in other places, doing work that you are probably not aware of. Most psychologists work in research laboratories, hospitals, and other field settings where they study the behavior of humans and animals. For instance, my colleagues in the Psychology Department at the University of Maryland study such diverse topics as anxiety...
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...psychology C H A P T E R 1 Psychology and the Challenges of Life ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ OUTLINE Did you know that… Module 1.1: Psychology and Adjustment Module 1.2: Human Diversity and Adjustment Module 1.3: Critical Thinking and Adjustment Module 1.4: How Psychologists Study Adjustment Module 1.5: Psychology in Daily Life: Becoming a Successful Student CHAPTER REVIEW RECITE! RECITE! RECITE! REFLECT REFLECT REFLECT YOUR PERSONAL JOURNAL Copyright © 2010 John Wiley & Sons, Inc. Did you know that… ❚ Multitasking while studying can damage your grades? (p. 6) ❚ Genetics influences many psychological traits and even our preferences for different types of occupations? (p. 8) ❚ White, Euro-Americans are now a minority in the nation’s most populous state? (p. 12) ❚ Women were once not permitted to attend college in the United States? (p. 13) ❚ You could survey a million voters and still not predict the outcome of a presidential election accurately? (p. 23) ❚ You are more likely to eventually get a divorce if you live together with your future spouse before getting married? (p. 27) ❚ Cramming for a test is not more likely to earn you a good grade than spacing your study sessions? (p. 33) Oleg Prikhodko/iStockphoto ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ ❚ B eth, 22, a fourth-year chemistry major, has been accepted into medical school in Boston. She wants to do cancer research, but this goal means another seven or eight years at...
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...PYC4802/101/0/2015 Tutorial letter 101/0/2015 Psychopathology PYC4802 Year module Department of Psychology IMPORTANT INFORMATION: This tutorial letter contains important information about your module. CONTENTS Page 1. INTRODUCTION ..................................................................................................... 3 1.1 Turorial material ....................................................................................................... 4 2. PURPOSE OF AND OUTCOMES FOR THE MODULE ......................................... 4 2.1 Purpose ................................................................................................................... 4 2.2 Outcomes ................................................................................................................ 4 3. LECTURER(S) AND CONTACT DETAILS ............................................................ 6 3.1 Lecturer(s) ............................................................................................................... 6 3.2 Department .............................................................................................................. 7 3.3 University ................................................................................................................. 7 4. MODULE-RELATED RESOURCES ....................................................................... 7 4.1 Prescribed book.....
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...MNUALLL/301/0/2013 Tutorial Letter 101/0/2013 General tutorial letter for proposal, dissertation and thesis writing MNUALLL Year module Department of Health Studies IMPORTANT INFORMATION: This tutorial letter contains important information about your module. Note: Copyright pertaining to Mouton (2006) has been ceded to Unisa CONTENTS Page 1 2 2.1 2.2 2.3 2.3.1 2.4 2.5 2.6 2.7 2.8 3 3.1 3.2 3.3 3.4 3.5 4 4.1 4.2 4.3 4.4 4.5 4.6 5 5.1 5.2 5.2.1 5.2.2 2 WELCOME ................................................................................................................................... 6 SECTION 1: BEING REGISTERED FOR THE RESEARCH PROPOSAL MODULE (RPM) .... 7 Introduction ................................................................................................................................... 7 Application .................................................................................................................................... 7 Registration for Research Proposal Module (RPM) ...................................................................... 7 Registration................................................................................................................................... 8 Appointment of supervisor ............................................................................................................ 8 Guidelines for writing a proposal ...............................................................................................
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...Health & Clinical Psychology Healthy Living Stress Dysfunctional Behaviour Disorders [pic] [pic] [pic] Contents • Objectives for the Health and Clinical Psychology module 6 • What is Health Psychology? Careers in Health Psychology 7 • Unit G543: Health and Clinical Psychology 8 • Exemplar exam paper 9 PART A – INFORMATION TO HELP EVALUATE STUDIES • Evaluation sheet for the theories/studies of Health Psychology 10 • Guide for answering part A & part B exam questions 11 PART B – HEALTHY LIVING • Introduction to Healthy Living 14 • Theories of Health Belief 17 • Compliance with a Medical Regime for Asthma (Becker 1978) 18 • Internal versus External Locus of Control (Rotter 1966) 21 • Analysis of Self-Efficacy Theory of Behavioural Change (Bandura and Adams 1977) 23 • Summary of the health belief theories 26 • Comprehension questions for theories of health belief 27 • Part A exam question 28 • Part B exam question 29 • Evaluation sheet of health belief theories/studies 30 Introduction to Health Promotion 31 • Theories of Health Promotion • Chip pan fire prevention (Cowpe 1983) 32 • Legislation-Bicycle helmet laws and educational campaigns (Dannenberg et al. 1993) 34 • Effects of Fear arousal (Janis & Feshbeck 1953) 37 • Summary of the health...
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...Management, Finance and the Social Sciences. Materials for these programmes are developed by academics at the London School of Economics and Political Science (LSE). For more information, see: www.londoninternational.ac.uk This guide was prepared for the University of London International Programmes by: J.N. Timms, BA, MSocSci, Researcher at the Centre for the Study of Global Governance, London School of Economics and Political Science. The 2006 and 2009 editions of this guide were amended and updated by A.E. Benjamin, BSc, MA, Dip Stats, previously at Imperial College Business School. This is one of a series of subject guides published by the University. We regret that due to pressure of work the author is unable to enter into any correspondence relating to, or arising from, the guide. If you have any comments on this subject guide, favourable or unfavourable, please use the form at the back of this guide. University of London International Programmes Publications Office Stewart House 32 Russell Square London WC1B 5DN United Kingdom Website: www.londoninternational.ac.uk Published by: University of London © University of London 2002, reprinted August 2005, October 2005, and 2006 and 2009 with amendments. Reprinted with minor revisions 2012. The University of London asserts copyright over all material in this subject guide except where otherwise indicated. All rights reserved. No part of this work may be reproduced in any form, or by any means, without...
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...of literature. The key to report writing is informing the reader simply and objectively about all relevant issues. There are three features that, together, characterise report writing at a very basic level: a pre-defined structure, independent sections, and reaching unbiased conclusions. Having a Pre-Defined Structure At a very basic level, a report can be distinguished from an essay by the creation of headings into which information is organised. Broadly, these headings may indicate sections within a report, such as an Introduction, Discussion, and Conclusion. Within the main section(s) making up the body of the report (the Discussion in the example just given), there is often an opportunity to create your own structure according to the literature you have sourced, your development of ideas, and the task assigned. An example of a report structure is presented below. Two versions are provided in which the first version indicates main sections and sub-sections through indenting, and the second does so through a numbering system. You may find that the headings provide a link between sections, without the necessity of a linking sentence, although including a linking sentence from time-to-time may assist the reader’s understanding. Introduction Discussion Technological benefits Efficiency Access to monitoring Technological weaknesses Disconnections Lack of face-to-face support Conclusion...
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...Fundamentals of Management General Introduction..........................................................................................................3 An Introduction to Management .......................................................................................4 Kinds of Managers ...........................................................................................................4 Levels of Management.............................................................................................................. 4 Areas of Management ......................................................................................................5 Basic Management Functions ..........................................................................................5 Planning and Decision Making ................................................................................................. 5 Organizing............................................................................................................................. 6 Leading ................................................................................................................................. 6 Controlling ............................................................................................................................. 6 Fundamental Management Skills .....................................................................................6 Technical Skills .............................
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...learning resources2 Online study resources6 Developing a glossary7 Hours of study and using this subject guide8 The structure of this course10 Examination advice.11 Section 1: The development of business and management13Chapter 1: Concepts, definitions and origins15Aims of the chapter15 Learning outcomes15 Essential reading15 Further reading16 Beginning your study16 The importance of key concepts16 A closer look at business and organisations17 A closer look at management19 The evolution of business and management studies21 Chapter review25 A reminder of your learning outcomes26 Sample examination questions26 Advice on answering a question26 Chapter 2: Understanding the business organisation – a multidisciplinary approach29Aims of the chapter29 Learning outcomes29 Essential reading29 Further reading30 Introduction30 A multidisciplinary view of business and management30 Sociological perspectives31 The anthropology of organisations33 The contributions of psychology34 Economic approaches to organisations36 The stakeholder model of the firm38 Chapter review39 A reminder of your learning outcomes40 Sample examination questions40 Advice on answering a question41 Section 2: Decision making43Chapter 3: The management role45Aims of the chapter45 Learning...
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...of the completest possible presentment of facts with the least possible expenditure of thought. — Mach (Newman, WM, Vol. 3, p. 1792) 8.1 Historical Background In this chapter we will look at logical positivism, the most influential phi- Logical Analysis losophy of science in the twentieth century. In spite of the fact that logical positivism has been abandoned by most philosophers of science, its influence continues in many disciplines, including physics, linguistics and psychology. We will be especially concerned with logical positivism’s view of knowledge, which is, roughly: (1) the only real knowledge is scientific knowledge; (2) by a process of logical analysis scientific knowledge can be reduced to symbolic formulas constructed from “atomic facts.” Certainly assertion (1) is nothing new; Socrates said as much when he distinguished “scientific knowledge” 303 304 Empiricism Anglo-American Roots Continental Roots Auguste Comte: 1798–1857 CHAPTER 8. LOGICAL POSITIVISM (episteme) from a “practice” (empeiria); see Section 2.4.3. Furthermore, assertion (2) is implicit in Pythagorianism and is a continuous theme in most Western epistemology, from Plato and Aristotle, through Hobbes and Leibnitz, to Boole and Hilbert. In this sense logical positivism is just the continuation of this long tradition. The major innovation of logical positivism follows from a new understanding of scientific knowledge, and in the resulting view of...
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...Chapter 1 What is social psychology? LEARNING OUTCOMES When you have finished studying this chapter, you should be able to: 1 Outline the main differences between experimental and critical approaches to social psychology. 2 Describe the three main ‘metaphysical battles’ between them. 3 Trace the origins of social psychology through the work of William McDougall and William James, and the contributions made by Völkerpsychologie and crowd psychology. 4 Describe the two contrasting images of ‘the person’ in social psychology. 5 Identify the roots of and describe the historical development of both experimental and critical social psychology. 6 Describe the main elements of Modernism and Postmodernism, and how these relate to contemporary social psychology. 7 Explain how these two approaches are different, and why they cannot be integrated. Introduction On a March night in 1964, Kitty Genovese was attacked by a maniac as she came home from work at 3 A.M. Thirty-eight of her Kew Gardens neighbors came to their windows when she cried out in terror – but no one came to her assistance. Even though the attack, which resulted in her death, lasted more than half an hour, no one even so much as called the police. . . . The thirty-eight witnesses to Kitty 3 4 FOUNDATIONS AND PRINCIPLES Genovese’s murder did not merely look at the scene once and then ignore it. Instead they continued to stare out, fascinated, distressed, unwilling to act but unable...
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...Study Guide Essentials of Psychology By Robert G. Turner Jr., Ph.D. About the Author Robert G. Turner Jr., Ph.D. has more than 20 years of teaching and education-related experience. He has taught seventh-grade science, worked as a curriculum developer for the Upward Bound Program, and taught sociology, social psychology, anthropology, and honors seminars at the university level. As a professional writer, he has written nonfiction books, journal and magazine articles, novels, and stage plays. Contents Contents INSTRUCTIONS TO STUDENTS LESSON ASSIGNMENTS LESSON 1: PSYCHOLOGY: THE SCIENCE OF THE MIND LESSON 2: THE MIND AT WORK LESSON 3: MOTIVATION, EMOTION, DEVELOPMENT, AND PERSONALITY RESEARCH PROJECT LESSON 4: PSYCHOLOGICAL DISORDERS LESSON 5: PSYCHOLOGY FOR TWO OR MORE CASE STUDIES SELF-CHECK ANSWERS 1 7 9 43 75 117 127 147 167 171 iii YOUR COURSE Instructions Instructions Welcome to your course, Essentials of Psychology. You’re entering a course of study designed to help you better understand yourself and others. For that reason, you can think of this course as practical. It should be of use to you in living your life and reaching the goals you set for yourself. You’ll use two main resources for your course work: this study guide and your textbook, Psychology and Your Life, by Robert S. Feldman. OBJECTIVES When you complete this course, you’ll be able to ■ Describe the science and methodologies of psychology in the context of its historical...
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