A Level Psychology CAIE
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473 topics in 11 modules
☑️ Core Studies (AS) 136 topics
- Biological Approach: Assumptions
- Biological Approach: Canli et al- psychology being studied
- Biological Approach: Canli et al- background
- Biological Approach: Canli et al- aims of the study
- Biological Approach: Canli et al- procedure
- Biological Approach: Canli et al- ethical issues
- Biological Approach: Canli et al- results
- Biological Approach: Canli et al- conclusions
- Biological Approach: Canli et al- strengths and weaknesses
- Biological Approach: Canli et al- describe and evaluate research methods
- Biological Approach: Canli et al- relate to psychological debates
- Biological Approach: Canli et al- apply findings to the real world
- Biological Approach: Dement and Kleitman- psychology being studied
- Biological Approach: Dement and Kleitman- background
- Biological Approach: Dement and Kleitman- aims of the study
- Biological Approach: Dement and Kleitman- procedure
- Biological Approach: Dement and Kleitman- ethical issues
- Biological Approach: Dement and Kleitman- results
- Biological Approach: Dement and Kleitman- conclusions
- Biological Approach: Dement and Kleitman- strengths and weaknesses
- Biological Approach: Dement and Kleitman- describe and evaluate research methods
- Biological Approach: Dement and Kleitman- relate to psychological debates
- Biological Approach: Dement and Kleitman- apply findings to the real world
- Biological Approach: Schachter and Singer- psychology being studied
- Biological Approach: Schachter and Singer- background
- Biological Approach: Schachter and Singer- aims of the study
- Biological Approach: Schachter and Singer- procedure
- Biological Approach: Schachter and Singer- ethical issues
- Biological Approach: Schachter and Singer- results
- Biological Approach: Schachter and Singer- conclusions
- Biological Approach: Schachter and Singer- strengths and weaknesses
- Biological Approach: Schachter and Singer- describe and evaluate research methods
- Biological Approach: Schachter and Singer- relate to psychological debates
- Biological Approach: Schachter and Singer- apply findings to the real world
- Cognitive Approach: Assumptions
- Cognitive Approach: Andrade- psychology being studied
- Cognitive Approach: Andrade- background
- Cognitive Approach: Andrade- aims of the study
- Cognitive Approach: Andrade- procedure
- Cognitive Approach: Andrade- ethical issues
- Cognitive Approach: Andrade- results
- Cognitive Approach: Andrade- conclusions
- Cognitive Approach: Andrade- strengths and weaknesses
- Cognitive Approach: Andrade- describe and evaluate research methods
- Cognitive Approach: Andrade- relate to psychological debates
- Cognitive Approach: Andrade- apply findings to the real world
- Cognitive Approach: Baron-Cohen et al- psychology being studied
- Cognitive Approach: Baron-Cohen et al- background
- Cognitive Approach: Baron-Cohen et al- aims of the study
- Cognitive Approach: Baron-Cohen et al- procedure
- Cognitive Approach: Baron-Cohen et al- ethical issues
- Cognitive Approach: Baron-Cohen et al- results
- Cognitive Approach: Baron-Cohen et al- conclusions
- Cognitive Approach: Baron-Cohen et al- strengths and weaknesses
- Cognitive Approach: Baron-Cohen et al- describe and evaluate research methods
- Cognitive Approach: Baron-Cohen et al- relate to psychological debates
- Cognitive Approach: Baron-Cohen et al- apply findings to the real world
- Cognitive Approach: Laney et al- psychology being studied
- Cognitive Approach: Laney et al- background
- Cognitive Approach: Laney et al- aims of the study
- Cognitive Approach: Laney et al- procedure
- Cognitive Approach: Laney et al- ethical issues
- Cognitive Approach: Laney et al- results
- Cognitive Approach: Laney et al- conclusions
- Cognitive Approach: Laney et al- strengths and weaknesses
- Cognitive Approach: Laney et al- describe and evaluate research methods
- Cognitive Approach: Laney et al- relate to psychological debates
- Cognitive Approach: Laney et al- apply findings to the real world
- Learning Approach: Assumptions
- Learning Approach: Bandura et al- psychology being studied
- Learning Approach: Bandura et al- background
- Learning Approach: Bandura et al- aims of the study
- Learning Approach: Bandura et al- procedure
- Learning Approach: Bandura et al- ethical issues
- Learning Approach: Bandura et al- results
- Learning Approach: Bandura et al- conclusions
- Learning Approach: Bandura et al- strengths and weaknesses
- Learning Approach: Bandura et al- describe and evaluate research methods
- Learning Approach: Bandura et al- relate to psychological debates
- Learning Approach: Bandura et al- apply findings to the real world
- Learning Approach: Saavedra and Silverman- psychology being studied
- Learning Approach: Saavedra and Silverman- background
- Learning Approach: Saavedra and Silverman- aims of the study
- Learning Approach: Saavedra and Silverman- procedure
- Learning Approach: Saavedra and Silverman- ethical issues
- Learning Approach: Saavedra and Silverman- results
- Learning Approach: Saavedra and Silverman- conclusions
- Learning Approach: Saavedra and Silverman- strengths and weaknesses
- Learning Approach: Saavedra and Silverman- describe and evaluate research methods
- Learning Approach: Saavedra and Silverman- relate to psychological debates
- Learning Approach: Saavedra and Silverman- apply findings to the real world
- Learning Approach: Pepperberg- psychology being studied
- Learning Approach: Pepperberg- background
- Learning Approach: Pepperberg- aims of the study
- Learning Approach: Pepperberg- procedure
- Learning Approach: Pepperberg- ethical issues
- Learning Approach: Pepperberg- results
- Learning Approach: Pepperberg- conclusions
- Learning Approach: Pepperberg- strengths and weaknesses
- Learning Approach: Pepperberg- describe and evaluate research methods
- Learning Approach: Pepperberg- relate to psychological debates
- Learning Approach: Pepperberg- apply findings to the real world
- Social Approach: Assumptions
- Social Approach: Milgram- psychology being studied
- Social Approach: Milgram- background
- Social Approach: Milgram- aims of the study
- Social Approach: Milgram- procedure
- Social Approach: Milgram- ethical issues
- Social Approach: Milgram- results
- Social Approach: Milgram- conclusions
- Social Approach: Milgram- strengths and weaknesses
- Social Approach: Milgram- describe and evaluate research methods
- Social Approach: Milgram- relate to psychological debates
- Social Approach: Milgram- apply findings to the real world
- Social Approach: Piliavin et al- psychology being studied
- Social Approach: Piliavin et al- background
- Social Approach: Piliavin et al- aims of the study
- Social Approach: Piliavin et al- procedure
- Social Approach: Piliavin et al- ethical issues
- Social Approach: Piliavin et al- results
- Social Approach: Piliavin et al- conclusions
- Social Approach: Piliavin et al- strengths and weaknesses
- Social Approach: Piliavin et al- describe and evaluate research methods
- Social Approach: Piliavin et al- relate to psychological debates
- Social Approach: Piliavin et al- apply findings to the real world
- Social Approach: Yamamoto et al- psychology being studied
- Social Approach: Yamamoto et al- background
- Social Approach: Yamamoto et al- aims of the study
- Social Approach: Yamamoto et al- procedure
- Social Approach: Yamamoto et al- ethical issues
- Social Approach: Yamamoto et al- results
- Social Approach: Yamamoto et al- conclusions
- Social Approach: Yamamoto et al- strengths and weaknesses
- Social Approach: Yamamoto et al- describe and evaluate research methods
- Social Approach: Yamamoto et al- relate to psychological debates
- Social Approach: Yamamoto et al- apply findings to the real world
☑️ Core Studies: Fagen et al. (elephant learning) 12 topics
- Introduction to Fagen et al's research on elephant learning
- Background and context of Fagen et al's study
- The aim and hypotheses developed by Fagen et al.
- Detailed examination of the research method used by Fagen et al.: observational study
- In-depth exploration of the procedure Fagen et al. used to study elephant learning
- Discussion of the ethical considerations related to Fagen et al.'s research
- Understanding data obtained in Fagen et al. study: what were the findings?
- Analysis and interpretation of Fagen et al.'s results
- Strengths and weaknesses of Fagen et al.'s research method, findings and conclusions
- Implications of Fagen et al.'s study for our understanding of animal learning and cognition
- Critiques and contrasting viewpoints on Fagen et al.'s research
- Applying Fagen et al's findings to real-world conservation efforts
☑️ Core Studies: Hassett et al (monkey toy preferences) 13 topics
- Introduction to Hassett et al's research on monkey toy preferences
- Background and context of Hassett et al's study on toy preferences in monkeys
- Objectives and hypotheses formulated by Hassett et al.
- Understanding of the research method used by Hassett et al.: Observational Study
- In-depth explanation of the procedure Hassett et al. followed for their study
- Ethical considerations pertinent in Hassett et al.'s research
- Detailed assessment of data obtained in Hassett et al. research: What did the findings reveal?
- Analysis, interpretation, and discussion of Hassett et al.'s results
- Strengths, limitations, and critiques of Hassett et al.'s research method, findings, and conclusions
- Implications of Hassett et al.'s study for our understanding of gender roles, cognitive development, and socialization
- Real-world applications and relevance of Hassett et al.'s findings, specifically to toy manufacturers, educators and parents.
- Debates and controversies surrounding monkey preference studies and their extrapolation to human behaviours.
- Understanding the complexities of innate and learned behaviours distilled from Hassett et al. study.
☑️ Core Studies: Hölzel et al. 11 topics
- Overview of Hölzel et al's study on mindfulness meditation
- Background and theoretical context of the study
- Aims and objectives of the study
- Research methods used: procedures and setup
- The concept and history of mindfulness meditation
- Ethical considerations in conducting the study
- Analysis and interpretation of results
- The impact of mindfulness meditation on the structural development of the brain
- Strengths and limitations of the study
- Real world applications and implications of the study's findings
- Debates and controversies around mindfulness meditation.
☑️ Core Studies: Piliavin et al. (1969) 11 topics
- Overview of Piliavin et al's study on the 'Subway Samaritan'
- Background and social context of the study
- Aims and hypotheses of the study
- Research methods used: procedures and sample group
- Theoretical perspectives drawn upon such as diffusion of responsibility and the arousal-cost-reward model
- Ethical implications and considerations in conducting the research
- The detailed analysis and interpretation of results
- The impact of situational variables on prosocial behavior
- Strengths and weaknesses of Piliavin et al's study
- The real world applications and societal implications of the study's findings
- Evaluate how this study contributes to debates in psychology such as nature vs nurture and freewill vs determinism.
☑️ Core Studies: Pozzulo et al. (Line-ups) 12 topics
- Introduction to Pozzulo et al's research on eyewitness identification
- Background and context of Pozzulo et al's study on line-ups
- The aim and hypotheses put forward by Pozzulo et al.
- Understanding of the research method used by Pozzulo et al.: experimental
- Detailed exploration of the procedure Pozzulo et al. used for their study
- Examination of the ethical considerations related to Pozzulo et al.'s research
- Understanding data derived from Pozzulo et al. research: what were the findings?
- Analysis and interpretation of Pozzulo et al.'s results
- Strengths and weaknesses of Pozzulo et al.'s research method, findings and conclusions
- Implications of Pozzulo et al.'s study for our understanding of eyewitness identification
- Critiques and contrasting viewpoints on Pozzulo et al.'s research, in particular focusing on line-ups
- Applying Pozzulo et al's findings to real-world courtroom scenarios and police procedures
☑️ Research Methods (AS) 77 topics
- Main features of laboratory experiments
- Main features of field experiments
- Main features of natural experiments
- Reliability of laboratory experiments
- Reliability of field experiments
- Reliability of natural experiments
- Validity of laboratory experiments
- Validity of field experiments
- Validity of natural experiments
- Ethics of laboratory experiments
- Ethics of field experiments
- Ethics of natural experiments
- Use of experiments in psychological research
- Use of experimental conditions
- Use of control conditions
- Main features of a questionnaire
- Open and closed questions
- Main features of a interview (structured/unstructured/semi-structured)
- Use of self-reports in psychological research
- Main features of a case study
- Use of case studies in psychological research
- Main features of an observation
- Overt/covert observations
- Participant/non-participant observations
- Structured/unstructured observations
- Naturalistic/controlled observations
- Use of observations in psychological research
- Positive and negative correlations
- Use of correlations in psychological research
- Causality
- Directional (one-tailed) hypothesis
- Non-directional (two-tailed) hypothesis
- Null hypothesis
- Independent variables
- Dependent variables
- Operationalisation
- Experimental design
- Controlling variables in a study
- Standardisation of a procedure
- Extraneous variables
- Uncontrolled variables
- Participant variables
- Situational variables
- Quantitative data
- Qualitative data
- Sample and population
- Opportunity sampling
- Random sampling
- Volunteer (self-selecting sampling)
- Human Ethics: Informed consent
- Human Ethics: Protection (physical and psychological)
- Human Ethics: Right to withdraw
- Human Ethics: Deception
- Human Ethics: Confidentiality
- Human Ethics: Privacy
- Human Ethics: Debriefing
- Animal Ethics: Replacement
- Animal Ethics: SpeCAIEs and Strain
- Animal Ethics: Numbers
- Animal Ethics: Procedures
- Animal Ethics: Pain and distress
- Animal Ethics: Housing
- Animal Ethics: Reward
- Animal Ethics: Deprivation and aversive stimuli
- Animal Ethics: Anaesthesia
- Animal Ethics: Analgesia
- Animal Ethics: Euthanasia
- Types of Validity
- Ecological Validity
- Types of Reliability
- Inter-rater/observer reliability
- Test/re-test reliability
- Measure of central tendency
- Measure of spread
- Mean, Median, Mode and Range
- Bar Chart, Histogram, Scatter Graph
- Standard Deviation vs Normal Distribution
☑️ Psychology and Abnormality (A2) 58 topics
- Schizophrenic/ psychotic disorders: definitions
- Schizophrenic/ psychotic disorders: types
- Schizophrenic/ psychotic disorders: examples
- Schizophrenic/ psychotic disorders: case studies
- Schizophrenic/ psychotic disorders: delusional disorder
- Schizophrenic/ psychotic disorders: Freeman (2008) symptom assessment
- Schizophrenic/ psychotic disorders: Genetic explanation (Gottesman/Shields)
- Schizophrenic/ psychotic disorders: Biochemical explanation (dopamine hypothesis)
- Schizophrenic/ psychotic disorders: Cognitive explanation (Frith, 1992)
- Schizophrenic/ psychotic disorders: Biochemical treatment (antipsychotics)
- Schizophrenic/ psychotic disorders: Electro-convulsive therapy
- Schizophrenic/ psychotic disorders: Token economy (Paul and Lentz)
- Schizophrenic/ psychotic disorders: Cognitive-behavioural therapy (Sensky)
- Bipolar and related disorders: Abnormal affect
- Bipolar and related disorders: depression (unipolar)
- Bipolar and related disorders: mania (bipolar)
- Bipolar and related disorders: Beck depression inventory
- Bipolar and related disorders: biological explantion (Oruc et al)
- Bipolar and related disorders: Cognitive explanation (Beck)
- Bipolar and related disorders: Learned helplessness (Seligman)
- Bipolar and related disorders: Biological treatment (MAO, SSRIs)
- Bipolar and related disorders: electro-convulsive therapy
- Bipolar and related disorders: cognitive restructuring (Beck)
- Bipolar and related disorders: Rational emotive behaviour therapy (Ellis)
- Impulse control disorders: definitions (Griffiths)
- Impulse control disorders: Types (kleptomania, pyromania, gambling)
- Impulse control disorders: Kleptomania Symptom Assessment Scale
- Impulse control disorders: Biochemical causes (dopamine)
- Impulse control disorders: Behavioural causes (positive reinforcement)
- Impulse control disorders: Cognitive causes (feeling-state theory)
- Impulse control disorders: Biochemical treatment (Grant et al)
- Impulse control disorders: Cognitive-behavioural- covert sensitisation (Glover)
- Impulse control disorders: Imaginal desensitisation (Blaszczynski and Nower)
- Impulse control disorders: Impulse control therapy (Miller)
- Anxiety disorders: Characteristics of generalised anxiety
- Anxiety disorders: Case studies of phobias
- Anxiety disorders: Types (agoraphobia, specific phobias)
- Anxiety disorders: BIPI, GAD-7
- Anxiety disorders: Behavioural explanation (classical conditioning, Watson)
- Anxiety disorders: Psychoanalytic explanation (Freud)
- Anxiety disorders: Biomedical/genetic explanation (Ost)
- Anxiety disorders: Cognitive explanation (DiNardo et al)
- Anxiety disorders: systematic desensitisation (Wolpe)
- Anxiety disorders: Applied tension (Ost et al)
- Anxiety disorders: Cognitive-behavioural therapy (Ost and Westling)
- Obsessive-compulsive disorders: characteristics
- Obsessive-compulsive disorders: types of and common obsessions
- Obsessive-compulsive disorders: common compulsions
- Obsessive-compulsive disorders: hoarding
- Obsessive-compulsive disorders: body-dysmorphic disorder
- Obsessive-compulsive disorders: 'Charles' by Rappaport, 1989
- Obsessive-compulsive disorders: MOCI, Y-BOS
- Obsessive-compulsive disorders: Biomedical explanation
- Obsessive-compulsive disorders: Cognitive and behavioural explanation
- Obsessive-compulsive disorders: Psychodynamic explanation
- Obsessive-compulsive disorders: Biomedical treatment (SSRIs)
- Obsessive-compulsive disorders: Cognitive treatment (Lovell et al)
- Obsessive-compulsive disorders: Exposure and response prevention (Lehmkuhl et al)
☑️ Psychology and Consumer Behaviour (A2) 47 topics
- Physical environment: retail/leisure environment design
- Physical environment: retail store architecture (Turley and Milliman, 2000)
- Physical environment: leisure environments (Finlay et al., 2006)
- Physical environment: store interior layout (Vrechopoulos, 2004)
- Physical environment: music in restaurants (North et al., 2003)
- Physical environment: music in open air markets (Guéguen et al., 2007)
- Physical environment: background noise and food perception (Woods et al., 2010)
- Physical environment: models of effects of ambience: pleasure-arousal
- Physical environment: models of effects of ambience: cognition- emotion
- Physical environment: lighting and colour in retail stores (Kutlu et al)
- Physical environment: effects of odour on shopper emotion (Chebat and Michon)
- Psychological environment: cognitive maps of retail locations (Mackay and Olshavsky, 1975)
- Psychological environment: crowding in retail environments (Machleit et al., 2000)
- Psychological environment: shopper movement patterns (Gil et al., 2009)
- Psychological environment: eye movement patterns, framing and common menu mistakes (Pavesic, 2005)
- Psychological environment: primacy, recency and menu item position (Dayan and Bar-Hillel, 2011)
- Psychological environment: sensory perception and food name (Wansink et al., 2005)
- Psychological environment: theories of personal space: overload, arousal and behaviour constraint
- Psychological environment: space at restaurant tables (Robson et al., 2011)
- Psychological environment: defending place in a queue (Milgram et al., 1986)
- Consumer decision-making: models: utility theory, satisficing, prospect theory
- Consumer decision-making: strategies: compensatory, non-compensatory and partially compensatory
- Consumer decision-making: marketing theories: consideration and involvement (Richarme, 2005)
- Consumer decision-making: choice heuristics: availability, representativeness
- Consumer decision-making: choice heuristics: anchoring and purchase quantity decisions (Wansink et al., 1998)
- Consumer decision-making: choice heuristics: pre-cognitive decisions (Knutson et al., 2007).
- Consumer decision-making: thinking fast and thinking slow/system 1 and system 2 (Shleifer, 2012)
- Consumer decision-making: choice blindness (Hall et al., 2010)
- Consumer decision-making: advertising and false memory (Braun-LaTour et al., 2004)
- The product: gift wrapping (Porublev et al., 2009)
- The product: product colour and associative learning (Grossman and Wisenblit, 1999)
- The product: attention and shelf position (Atalay et al., 2012)
- The product: sales techniques: customer/competitor/product focused
- The product: interpersonal influence techniques; disrupt-then-reframe (Kardes et al., 2007)
- The product: ways to close a sale
- The product: purchase decisions: theory of planned behavior (Ajzen, 1991)
- The product: black box (stimulus-response) model
- The product: consumer decision model
- Advertising: advertising media (e.g. television, etc.); persuasive techniques
- Advertising: marketing mix models: The 4 Ps (McCarthy), The 4 Cs (Lauterborn)
- Advertising: product placement in films (Auty and Lewis, 2004)
- Advertising: changing attitudes and models of communication (source, message, etc.)
- Advertising: AIDA model (and updates of it)
- Advertising: hierarchy of effects model
- Advertising: brand recognition in children (Fischer et al., 1991)
- Advertising: advertising and consumer personality (Snyder and DeBono, 1985)
- Advertising: effective slogans (Kohli et al., 2007)
☑️ Psychology and Health (A2) 50 topics
- The patient practitioner relationship: non-verbal communications (McKinstry and Wang, 1991)
- The patient practitioner relationship: verbal communications (McKinlay, 1975; Ley, 1988)
- The patient practitioner relationship: practitioner style: doctor and patient-centred (Byrne and Long, 1976, Savage and Armstrong, 1990)
- The patient practitioner relationship: practitioner diagnosis: type I and type II errors
- The patient practitioner relationship: disclosure of information (Robinson and West, 1992)
- The patient practitioner relationship: delay in seeking treatment (Safer, 1979)
- The patient practitioner relationship: misuse: hypochondriasis (Barlow and Durand, 1995)
- The patient practitioner relationship: Munchausen syndrome (Aleem and Ajarim, 1995)
- Adherence to medical advice: non-adherence: failure to follow treatment
- Adherence to medical advice: non-adherence: failure to attend appointment
- Adherence to medical advice: problems caused by non-adherence
- Adherence to medical advice: why patients don't adhere: rational non-adherence (Bulpitt, 1994)
- Adherence to medical advice: the health belief model (Becker and Rosenstock, 1974)
- Adherence to medical advice: measuring non-adherence: subjective: self-reports (Riekart and Droter, 1999)
- Adherence to medical advice: measuring non-adherence: objective: pill counting (Chung and Naya, 2000)
- Adherence to medical advice: measuring non-adherence: biochemical tests (Roth and Caron, 1978)
- Adherence to medical advice: measuring non-adherence: repeat prescriptions (Sherman et al., 2000)
- Adherence to medical advice: improving adherence: improve practitioner style (Ley, 1988)
- Adherence to medical advice: improving adherence: behavioural techniques (Yokley and Glenwick, 1984; Watt et al., 2003)
- Pain: definitions of pain
- Pain: acute and chronic organic pain
- Pain: psychogenic pain (phantom limb pain)
- Pain: specificity theory (Descartes, 1664
- Pain: gate control theory (Melzack, 1965)
- Pain: self-report measures (clinical interview)
- Pain: psychometric measures and visual rating scales (McGill pain questionnaire, visual analogue scale)
- Pain: behavioural/observational measures (UAB pain behavior scale)
- Pain: measures for children (paediatric pain questionnaire, Varni and Thompson, 1976; Wong-Baker scale, 1987)
- Pain: medical management techniques (biochemical)
- Pain: psychological management techniques
- Pain: cognitive management strategies (attention diversion, non-pain imagery and cognitive redefinition)
- Stress: physiology of stress and effects on health: the GAS Model (Selye, 1936)
- Stress: causes of stress: work (Chandola et al., 2008)
- Stress: causes of stress: life events (Holmes and Rahe, 1967)
- Stress: causes of stress: personality (Friedman and Rosenman, 1974)
- Stress: physiological measures: recording devices and sample tests (Wang et al., 2005, Evans and Wener, 2007)
- Stress: psychological measures: self-report questionnaires (Holmes and Rahe, 1967; Friedman and Rosenman, 1974)
- Stress: medical management techniques (biochemical)
- Stress: psychological techniques: biofeedback (Budzynski et al., 1969)
- Stress: psychological techniques: imagery (Bridge, 1988)
- Stress: preventing stress (Meichenbaum, 1985)
- Health promotion: fear arousal (Janis and Feshbach, 1953; Cowpe, 1989)
- Health promotion: Yale model of communication
- Health promotion: providing information (Lewin, 1992)
- Health promotion: schools (Tapper et al., 2003)
- Health promotion: worksites (Fox et al., 1987)
- Health promotion: communities (five city project, Farquhar et al., 1985)
- Health promotion: unrealistic optimism (Weinstein, 1980)
- Health promotion: transtheoretical model (Prochaska et al., 1997)
- Health promotion: health change in adolescents (Lau, 1990)
☑️ Psychology and Organisations (A2) 46 topics
- Motivation to work: hierarchy of needs (Maslow, 1970)
- Motivation to work: ERG theory (Alderfer, 1972)
- Motivation to work: achievement motivation (McClelland, 1965)
- Motivation to work: goal-setting theory (Latham and Locke, 1984)
- Motivation to work: VIE (expectancy) theory (Vroom, 1964)
- Motivation to work: intrinsic and extrinsic motivators at work
- Motivation to work: types of rewards systems: pay, bonuses, profit-sharing, performance- related pay
- Motivation to work: non-monetary rewards: praise, respect, recognition, empowerment and a sense of belonging
- Leadership and management: universalist and behavioural theories of leadership
- Leadership and management: adaptive leadership (Heifetz, 1997)
- Leadership and management: three levels of leadership (Scouller, 2011)
- Leadership and management: leadership style: effectiveness: contingency theory (Fiedler, 1967)
- Leadership and management: situational leadership (Hersey and Blanchard, 1988)
- Leadership and management: styles of leader behaviour (Muczyk and Reimann, 1987)
- Leadership and management: leader-member exchange model (Dansereau, 1994)
- Leadership and management: individualised leadership model (Dansereau, 1995)
- Leadership and management: followership: qualities of and types (Kelley, 1988)
- Leadership and management: Leadership Practices Inventory (Kouzes and Posner, 1987)
- Group behaviour in organisations: group development (Tuckman, 1965)
- Group behaviour in organisations: team roles (Belbin, 1981)
- Group behaviour in organisations: measuring team roles: Belbin team inventory
- Group behaviour in organisations: the decision-making process (Wedley and Field, 1984)
- Group behaviour in organisations: groupthink (Janis, 1971) and strategies to avoid groupthink
- Group behaviour in organisations: cognitive limitations and errors (Forsyth, 2006)
- Group behaviour in organisations: levels and causes of group conflict: organisational to interpersonal
- Group behaviour in organisations: positive and negative effects of conflict
- Group behaviour in organisations: managing group conflict (Thomas, 1976)
- Organisational work conditions: physical: The Hawthorne studies (Wikstrom and Bendix, 2000)
- Organisational work conditions: psychological: bullying at work (Einarsen, 1999)
- Organisational work conditions: open plan offices (Oldham and Brass, 1979)
- Organisational work conditions: shiftwork: rapid rotation theory (metropolitan rota and continental rota)
- Organisational work conditions: shiftwork: slow rotation theory (Pheasant, 1991)
- Organisational work conditions: effects of shiftwork on health (Knutsson, 2003)
- Organisational work conditions: shiftwork and accidents (Gold et al.,1992)
- Organisational work conditions: accidents at work: errors and accidents in operator-machine systems
- Organisational work conditions: reducing accidents at work: token economy (Fox et al., 1987)
- Organisational work conditions: safety promotion campaigns (Cowpe, 1989)
- Satisfaction at work: two factor theory (Herzberg, 1959)
- Satisfaction at work: job characteristics theory (Hackman and Oldham, 1976)
- Satisfaction at work: techniques of job design: enrichment, rotation and enlargement
- Satisfaction at work: rating scales and questionnaires: job descriptive index (Smith et al., 1969)
- Satisfaction at work: Minnesota satisfaction questionnaire (Weiss et al., 1967)
- Satisfaction at work: quality of working life (QWL) questionnaire (Walton, 1974)
- Satisfaction at work: workplace sabotage (Giacalone and Rosenfeld, 1987)
- Satisfaction at work: absenteeism (Blau and Boal, 1987)
- Satisfaction at work: measuring organisational commitment (Mowday et al., 1979)
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A Level Psychology CAIE Revision Content
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A Level Psychology CAIE - Core Studies (AS) - Biological Approach: Assumptions Content Preview
Core Studies (AS)
Biological Approach: Assumptions
Background Information
- The Biological Approach to psychology believes that behaviour and mental processes are largely shaped by biological factors.
- The approach assumes that the brain and the nervous system, hormones, and genetics play significant roles in human behaviour.
- Central to this approach is the notion that psychological disorders can be treated medically, given their biological genesis.
Key Assumptions
- Genetics: The biological approach assumes that an individual's genetic makeup influences personality traits, intelligence, mental illness, and other psychological attributes.
- The Brain and Nervous System: This approach posits that the structure and function of the brain have a huge impact on behaviour.
- Hormones and Neurotransmitters: It also assumes that chemical imbalances within the brain, often related to hormones and neurotransmitters, can affect psychological processes and behaviour.
- Evolutionary Influence: The biological approach also gives weight to the idea that behaviours that were once advantageous for survival and reproduction have been passed down across generations.
Implications
- Biological Treatments: Given these assumptions, the biological approach often favails biological interventions such as drug therapies and surgical interventions to alter brain function or structure.
- Scientific Measurement: Due to the emphasis on biological systems, this approach utilizes precise scientific measurements, such as brain scans and genetics, to investigate behaviour.
- Deterministic View: The biological approach often adopts a deterministic view, suggesting that human behaviour is pre-set and follows a biological blueprint.
Evaluation
- Strengths of the biological approach include its scientific rigor and the practical applications that arise from understanding the biological underpinnings of behaviour.
- Weaknesses include the determinism it espouses, which undermines the role of free will and social influences on behaviour. It can also overlook individual differences as it often generalises findings from studies of the brain and behaviour.
- Ethical issues are a major concern in biological psychology, particularly regarding invasive methods and the use of animals in research.
Question: What is a key criticism of the deterministic view held within the biological approach to psychology?
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