PsychologyQ&A by dot point

Child psychology option: attachment and deprivation, intelligence and development, autism, and external influences such as advertising and day care, with background, key research and application.

Criminal psychology option: explanations of offending, collecting and processing evidence (eyewitness testimony, interviews), psychology in the courtroom, crime prevention and the effects of imprisonment, with background, key research and application.

Issues in mental health: the historical context of mental health, defining and diagnosing abnormality, and the characteristics, incidence, explanations and treatment of one specific disorder.

Sport and exercise psychology option: arousal and anxiety, motivation, personality, performing with an audience and others, and exercise and mental health, with background, key research and application.

The medical model of mental health and its alternatives: biological, behavioural, cognitive, psychodynamic and humanistic explanations and treatments, and their evaluation.

Contemporary study: Casey et al. (2011), Behavioral and neural correlates of delay of gratification. Aim, method, results and conclusions, evaluation, and links to the biological area and Sperry.

Classic study: Sperry (1968), Hemisphere deconnection and unity in conscious awareness. Aim, method, results and conclusions, evaluation, and links to the biological area and hemispheric lateralisation.

Contemporary study: Maguire et al. (2000), Navigation-related structural change in the hippocampi of taxi drivers. Aim, method, results and conclusions, evaluation, and links to the biological area and Blakemore and Cooper.

Classic study: Blakemore and Cooper (1970), Development of the brain depends on the visual environment. Aim, method, results and conclusions, evaluation, and links to the biological area and neuroplasticity.

Classic study: Moray (1959), Attention in dichotic listening. Aim, method, results and conclusions, evaluation, and links to the cognitive area and theories of attention.

Contemporary study: Grant et al. (1998), Context-dependent memory in the learning and retrieval of meaningful material. Aim, method, results and conclusions, evaluation, and links to the cognitive area and Loftus and Palmer.

Contemporary study: Simons and Chabris (1999), Gorillas in our midst: sustained inattentional blindness. Aim, method, results and conclusions, evaluation, and links to the cognitive area and Moray.

Classic study: Loftus and Palmer (1974), Reconstruction of automobile destruction. Aim, method, results and conclusions, evaluation, and links to the cognitive area and eyewitness memory.

Contemporary study: Chaney et al. (2004), A new asthma spacer device (the Funhaler) to improve compliance in children. Aim, method, results and conclusions, evaluation, and links to the developmental area and operant conditioning.

Classic study: Bandura, Ross and Ross (1961), Transmission of aggression through imitation of aggressive models. Aim, method, results and conclusions, evaluation, and links to the developmental area and social learning theory.

Classic study: Kohlberg (1968), The development of moral reasoning. Aim, method, results and conclusions, evaluation, and links to the developmental area and stages of moral reasoning.

Contemporary study: Lee et al. (1997), Cultural differences in children's moral evaluations of lying and truth-telling. Aim, method, results and conclusions, evaluation, and links to the developmental area and Kohlberg.

Classic study: Gould (1982), A nation of morons. Aim, method, results and conclusions, evaluation, and links to the individual differences area and the misuse of intelligence testing.

Contemporary study: Baron-Cohen et al. (1997), Another advanced test of theory of mind (the Eyes Task). Aim, method, results and conclusions, evaluation, and links to the individual differences area and Freud.

Contemporary study: Hancock et al. (2011), Hungry like the wolf: a word-pattern analysis of the language of psychopaths. Aim, method, results and conclusions, evaluation, and links to the individual differences area and Gould.

Classic study: Freud (1909), Analysis of a phobia in a five-year-old boy (Little Hans). Aim, method, results and conclusions, evaluation, and links to the individual differences area and the psychodynamic perspective.

Planning and conducting research, report writing and sections of a report, peer review, the features of science, and evaluating research for reliability, validity and ethics.

Descriptive statistics (central tendency, dispersion, graphs) and inferential statistics: choosing and interpreting the sign test, Mann-Whitney U, Wilcoxon, Spearman's rho and chi-square.

Research methods and techniques: experiments, self-report, observation and correlation; variables and operationalisation; experimental designs; hypotheses; and the strengths and weaknesses of each method.

Sampling methods, ethical considerations, reliability and validity, levels of measurement, and recording, analysing and presenting data.

Contemporary study: Levine et al. (2001), Cross-cultural differences in helping strangers. Aim, method, results and conclusions, evaluation, and links to the social area and Piliavin.

Contemporary study: Bocchiaro et al. (2012), Disobedience and whistle-blowing. Aim, method, results and conclusions, evaluation, and links to the social area and Milgram.

Classic study: Milgram (1963), Behavioral study of obedience. Aim, method, results and conclusions, evaluation, and links to the social area and debates.

Classic study: Piliavin et al. (1969), Good Samaritanism: an underground phenomenon? Aim, method, results and conclusions, evaluation, and links to the social area and bystander behaviour.