... | 6 | | 7 | | TOTAL | | General Certificate of Education Advanced Subsidiary Examination January 2013 Psychology (Specification A) PSYA1 Unit 1 Cognitive Psychology, Developmental Psychology and Research Methods Thursday 10 January 2013 1.30 pm to 3.00 pm You will need no other materials. Time allowed 1 hour 30 minutes Instructions Use black ink or black ball-point pen. Fill in the boxes at the top of this page. Answer all questions. You must answer the questions in the spaces provided. Do not write outside the box around each page or on blank pages. Do all rough work in this book. Cross through any work you do not want to be marked. Information The marks for questions are shown in brackets. The maximum mark for this paper is 72. Question 7 should be answered in continuous prose. You may use the space provided to plan your answer. In Question 7, you will be assessed on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. (JAn13psyA101) G/T87042 6/6/6/ PSYA1 Section A Cognitive Psychology and Research Methods Answer all questions in the spaces provided. Total for this question: 4 marks 1 Research has suggested that the encoding and capacity of short-term memory are different from the encoding and capacity of long-term memory. 1 (a) Explain what is meant by encoding. The way in which information is stored...
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...Developmental Psychology (Attachment) Exam Questions 1. Outline individual differences in attachment. Attachment has been shown to be different to each human being. It is possible to generalise characteristics but no one has the exact same qualities. Schaffer and Emerson (1964) found out that some babies enjoyed cuddling while others preferred not to be touched. They also found that some children were only securely attached to one person whereas others had multiple attachments. There are two forms of attachment; Secure and Insecure. What determines the type of attachment is how the infant is brought up by their parents/caregivers. Secure attachments are formed when there is a positive bond between the child and caregiver, such as comfort and feeding. Insecure attachments are formed when there is a negative bond between the child and caregiver. They occur when there is neglect, lack of comfort or malnutrition. 2. Outline two behaviours that are characteristics of a securely attached child. When a child is securely attached, they will show certain characteristics and behaviour. In the company of a caregiver, a child is happy and content. They will feel safe in their presence. However, if they are separated then the infant will be distressed. Upon reunification with the caregiver, they will return to their former behaviour of happiness. The infant will also prefer their parents to strangers. 3. Identify two cultural variations in attachment. Individualist cultures emphasise...
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...Outline and evaluate research into privation Privation is the failure to develop an attachment bond in early childhood. This can result from losing a parent at child birth. Bowlby does not differentiate between deprivation and privation. Hodges and Tizard’s study was conducted as a longitudinal study in order to collect reliable information linking to early experiences to later outcomes for the same individuals. It was also a natural experiment. The independent variable was how the attachment experience varied naturally. The study consisted of 65 children who had been placed in an institution, where there was an explicit policy against caregivers forming attachments with the children since before they were less than 4 months old, suggesting early privation. By the age of 4, 24 of the children were adopted, 15 returned to their natural homes and the rest remained at the institution. At the ages of 8 and 16, the children who were adopted and those that returned home were interview including their families and friends. Hodges and Tizard found out that the adopted children generally had close attachments to their parents and good family relationships whereas the percentage of children with close attachment with their parent in the children that returned home was much less. However both groups of children were more likely to seek adult attention and approval than the controlled children, and both groups were less successful in peer relationships. This evidence does not support...
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...Outline and evaluate research into cross cultural variations in attachment. There are three main experiments that deal with the hypothesis of cross cultural variations in attachment by using the basis of the Strange Situation test. Van Ijzendoorn & Kroonenberg (1988) these two men created a meta-analysis which is where they collect already completed experiments and compare them too each other on a specific topic. This allows researchers to get a better look at overall trends and identify possible relationships that might exist, by doing this they may be able to identify trends that could not be seen in smaller-scale studies. They used 32 studies from 8 different countries that all used the strange situation procedure to study attachment. Using a meta analysis (statistical technique) they calculated the average percentage for the different attachment styles (e.g. secure, avoidant and ambivalent) in each country. The found that secure attachment was the most common type of attachment in all cultures. The lowest percentage of secure attachments was shown in china and the highest in Great Britain. Takahasi (1990) their aim is to prove if the Strange Situation is a valid procedure for cultures other than American middle class, white children and their mothers. They used 0 middle class Japanese mothers and their children and they were all observed under the strange situation directions. By doing this they found that they had very similar securely attached percentage to Ainsworth...
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...Psychology and Research Methods 1.30 pm to 3.00 pm Thursday 8 January 2009 You will need no other materials. Time allowed 1 hour 30 minutes Instructions Use black ink or black ball-point pen. Fill in the boxes at the top of this page. Answer all questions. You must answer the questions in the spaces provided. Answers written in margins or on blank pages will not be marked. Do all rough work in this book. Cross through any work you do not want to be marked. If you need extra paper, use the Supplementary Answer Sheets. Information The marks for questions are shown in brackets. The maximum mark for this paper is 72. Question 10 should be answered in continuous prose. You may use the space provided to plan your answer. In Question 10, you will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. TOTAL (JAN09PSYA101) G/K40960 6/6/6 PSYA1 2 SECTION A: COGNITIVE PSYCHOLOGY AND RESEARCH METHODS Answer all questions. Areas outside the box will not be scanned for marking Total for this question: 12 marks 1 The following are all concepts relating to memory: A B C D 1 Duration Capacity Encoding Retrieval. (a) In the table below, write which one of the concepts listed above (A, B, C or D) matches each definition. Definition The length of time the memory store holds information Transforming incoming information into a form that can be stored in memory (2 marks) Concept 1 (b) Outline the main...
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...COMPOSITION AND COMMUNICATION II SC11FSU07 MARCH 8, 2012 APRIL 5, 2012 JOSEPH SAN JUAN, M.A. Group Number: Course Start Date: Course End Date: Facilitator: Please print a copy or keep a digital file of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. SYLLABUS COM/172 Version 3 2 Course Description This course builds upon the foundations established in COM/170. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: UNIVERSITY POLICIES: You must be logged into the student website to view this document. INSTRUCTOR POLICIES: This document is posted in the Course Materials forum. Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials: McLean, S. (2011)...
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...connected with students through social media. You can find me on: LinkedIn (www.linkedin.com/in/kevinmaevers); Twitter (http://twitter.com/KevinMaevers); Facebook (https://www.facebook.com/kevin.maevers); and Google+ (http://google.com/+KevinLMaevers); In addition, if you like any of the videos that I use in class, you can find them on my YouTube channel at http://www.youtube.com/user/klmaevers. Enjoy! Course Description This course builds upon the foundations established in COM/170. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to...
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... | | |COM/156 Version 7 | | |University Composition and Communication II | Copyright © 2013, 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course builds upon the foundations established in COM/155. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Arlov,...
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...SYLLABUS ENG/102 Research Writing Copyright ©2014 by University of Phoenix. All rights reserved. Course Description Students focus on gathering research, evaluating and documenting sources, and developing a major research paper. Selected readings prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity. Course Dates Aug 18, 2014 - Oct 19, 2014 Faculty Information Name : Email Address : Alternate Email Address Phone Number : BERNICE PARROTT (PRIMARY) baparrott@email.phoenix.edu (770) 886-9389 Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents (both located on your student website): • Academic Policies • Instructor Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Get Ready for Class • Familiarize yourself with the textbooks used in this course. Course Materials All electronic materials are available on your student website. Week1 Identifying Components of Argumentation Tasks • Course Preparation Aug, 18 - Aug, 24 Objectives/Competencies ...
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...|Assignment brief –BTEC (QCF) | |Assignment front sheet | |Qualification |Unit number and title | |BTEC National Business |Unit 4 Business Communications. | |Learner name | Assessor name | Department | | |All Business & Enterprise team |Y- CSI | |Date issued | Hand in deadline |Actual date submitted on | |Thursday 22nd October 2015 |Friday 13th November 2015 | | | | | |Assignment title |Google IT! ...
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...Syllabus NT1210 Introduction to Networking SYLLABUS Credit hours: 4.5 Contact/Instructional hours: 56 (34 Theory, 22 Lab) Prerequisite: NT1110 Computer Structure and Logic or equivalent © ITT Educational Services, Inc. All Rights Reserved. -1- 05/08/2013 Introduction to Networking SYLLABUS COURSE SUMMARY COURSE DESCRIPTION This course serves as a foundation for the study of computer networking technologies. Concepts in data communications, such as signaling, coding and decoding, multiplexing, circuit switching and packet switching, OSI and TCP/IP models, LAN/WAN protocols, network devices and their functions, topologies and capabilities are discussed. Industry standards and the development of networking technologies are surveyed in conjunction with a basic awareness of software and hardware components used in typical networking and internetworking environments. MAJOR INSTRUCTIONAL AREAS 1. Networking fundamentals 2. The OSI model and its use in networking 3. LANs, WANs, MANs and their implementation 4. Physical layer fundamentals 5. Basics of the data link layer 6. The functions of TCP/IP 7. IP addressing, subnetting, and supernetting 8. Diagramming the physical components that comprise a network 9. Logic created by the interconnectivity of network components 10. Applying network security 11. Future developments in networking COURSE OBJECTIVES 1. Explain key networking concepts and terminology. 2. Identify the advances...
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...|[pic] |Course Syllabus | | |College of Humanities | | |COM/220 Version 7 | | |Research Writing | Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description Students focus on gathering research, evaluating and documenting sources, and developing a major research paper. Selected readings prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class...
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...ASSESSMENT FEEDBACK FRONT SHEET | |STUDENTS NAME: | |Edexcel BTEC Level 3 |Unit no & Title: 10: Caring for Children and Young People | |Health and Social Care | | |[pic] | | | |Assignment no & title: 10: Know how care is provided for looked after children and young people | | |Date Brief IV’d: | | |Marking Tutor : | | |Handout Date : | | |Submission Date : | | |Feedback Date due: ...
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...| Syllabus College of Natural Science BIO/100 Version 2 Introduction to Life Science with Lab | Copyright © 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course applies a broad, conceptual understanding of biology. Students are introduced to scientific ideologies and concepts that not only shape the biological world, but also shape humans. Students examine the scientific method, evolution and biodiversity, the biology of cells, physiology, the dynamics of inheritance, and the effect humans have on the environment. The text emphasizes methods and the theoretical foundations of ideas, while minimizing isolated facts. It stresses the integration of ideas, making connections that form an understanding of the living world. The weekly online labs add a practical component to the class. The labs build upon the concepts in the text and offer a chance to interact with the material and further their understanding. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have...
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...CALIFORNIA STATE UNIVERSITY, FULLERTON International Law for Business (Mgmt 346) Section 20579 Course Syllabus for Fall 2016 MIHAYLO COLLEGE OF BUSINESS AND ECONOMICS Professor Carl Pentis DEPARTMENT OF MANAGEMENT Office: SGMH 5385 Law Office telephone: (714)385-9682 Cell (text or call me!): (310)594-0869 Office hours: Tuesday, Thursday 5:00-5:30 pm; and by appointment School Office e-mail: cpentis@fullerton.edu Law Firm e-mail:carlpentis@gmail.com Law Firm fax: (714) 385-9682 Class day, hours and location: Tuesday and Thursday 5:30 to 6:45 p.m.; SGMH 1109 Course Description From the CSUF Catalog Prerequisite: Management 246 or equivalent. Textbook and Other Course Materials The course text is International Business Law and its Environment, by Schaffer, Agusti, Dhooge, Cengagge Learning, (9th ed. 2015). This can be an expensive textbook so you should consider purchasing the eBook at the Titan Bookstore. Also, I will provide links to PowerPoint presentations and other select added course materials on the course website. Course Mechanics and Procedures Open-Door Policy. My policy has always been “open-door.” Therefore, you should not hesitate to contact me in person or by e-mail1 or telephone. Reading. We will cover many chapters from the text during the semester. Course readings will include chapters from the text plus the assigned cases cited below. Bring your text to all class sessions since we will refer to it frequently. 1 ...
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