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1. A Level Psychology Strongfoundations Revision Workshop Student Name: Note the resource download link for this workshop: More Psychology revision and support at: Follow tutor2u Psychology on Twitter: www.tutor2u.net/psychology @tutor2uPsych Flying Start Strong Foundations Grade Booster 2. 2 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 3 A LEVEL PSYCHOLOGY YEAR 2 (A LEVEL) STRONG FOUNDATIONS WORKSHOP 2016 Welcome to our Strong Foundations workshop where our aim is to focus on linear A Level Psychology exam technique in order to boost student confidence & performance as well as recap some key Year 1 content. Topic areas have been carefully chosen with all exam boards in mind (AQA, OCR and Edexcel) and there are also exam board specific sections within this booklet. Today’s sessions are as follows: Session 1 Research Methods LIVE! Session 2 Explore Inferential Statistics Session 3 Using your Year 1 stuff to NAIL issues and debates Session 4 Let’s get ready for Year 2 Biopsychology Session 5 Raising your game in Year 2 All of these sessions sre designed to help you improve your marks in year 2. The sessions are interactive and will give you plenty of opportunities to practice your exam technique. Skills at A LEVEL Exam Advice – A03 Exam Advice – A02 A01 Demonstrate knowledge and understanding (of theory/ research/process/ technique/ procedure) A02 Apply knowledge and understanding A03 Analyse, interpret and evaluate The command words DISCUSS or EVALUATE require that you produce some evaluation of the theory or research in the question. You should develop your point and remember to provide evidence for what you say if you can. One way you can do this is by using the ‘burger’ or ‘double Whopper’ techniques we will be using today. You can also use words and phrases like: ‘on the other hand’,‘conversely’,‘however’, ‘whereas’,‘it can be argued that...’, to connect your AO3 paragraphs together and make your answers more coherent. The key skill needed here is to be able to apply what you have learned to a scenario. It is vital that you engage with the material in the ‘stem’ of the question by making clear and explicit links throughout your answer. Session 1 Research Methods LIVE! We will begin this session with a knowledge blast of key concepts from the research methods area. The main focus of this session, however, is to allow you to be participants in a piece of psychological research, where data will be collected and analysed. Finally there will be some follow-up questions so that you can apply your knowledge of research methods to the experiment you have just taken part in. Activity 1: Music Quiz Activity 2: 5,4,3,2,1 1 2 3 4 1 2 3 4 5 5 3. 4 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 5 Activity 3: Research Methods Live You are now going to have the opportunity to be participants in an experiment. It is not possible to give you full information before you take part as this would influence the results. However, you will be given full information afterwards and we can assure you that it will not cause psychological harm. If anyone does not consent to take part then we are happy for you to leave the room now. It is very important that you follow the instructions given by the presenters. Group 1 – Watch video 1 Group 2 – Watch video 2 Now you have 3 minutes to discuss what you saw on the video with the person sitting next to you and produce a flow chart showing what happened in the video in 10 key steps. Please answer the questions that are shown to you on the screen: 1 2 3 4 5 6 7 8 Activity 4: Data collection and analysis Table 1 Table 2 Video 1 Video 1 Video 2 Video 2 4. 6 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 7 Sketch a bar chart to represent the data in either Table 1 or table 2. What conclusions can be drawn from the findings of this experiment? Table 3 Video 1 Video 2 Activity 5: Follow-up questions 1 What is the independent variable? 2 What are the dependent variables? 3 Suggest a directional hypothesis for the confidence ratings 4 What experimental design was used? 5 Give one strength of using this design in this experiment 7 What sampling technique was used for this experiment? 8 Give one limitation of using this sampling technique in this experiment 6 Give one limitation of using this design in this experiment 9 What controls do you think were used in the experiment today? 10 What further controls do you think were needed and why? 11 How were ethical issues dealt with in this experiment 5. 8 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 9 Session 2 Explore Inferential Statistics We will begin this session with an activity to identify some of the main statistical tests. The main focus of the session will be to look at the different decisions that have to be made when selecting which statistical test to use. This information will allow you to have a go at selecting the correct test for yourself. Finally we will look at how you decide whether the result of a statistical test is significant or not, and again you will be given the opportunity to practice. Name the statistical test: Activity 1: Dingbats + + = = + = + = Debriefing information Your final task for this section is to write a suitable debrief to be read out to participants taking part in this experiment. 6. 10 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 11 + + = = Refine the theoryCollect Data Decide on a suitable level of significance Compare the observed value to the critical value Accept or reject the alternative hypothesis Form a testable alternative and null hypothesis Calculate the statistical test The same dependent variable can be nominal data, ordinal data or interval/ratio data depending on how it is measured. Complete the gaps in this table: Activity 2: Another level Put the correct labels into the flow chart to illustrate the research process. Activity 3: Are you able to label? Variable Height Running speed Driving ability Performance in a psychology test Reaction time Nominal data (data in categories) Fast or slow Pass or fail Ordinal data (data ordered in some way) Rating of between 1 and 10 given by an observer Interval/ratio data (continuous scale with equal intervals) Measurement in metres Time taken to run 100 metres 1 Propose a theory, e.g. discussing a crime affects the accuracy of EWT 6 7 12 Replicate the study 2 5 PDecide on an appropriate statistical test e.g. Mann-Whitney 8 11 3 Design and conduct a study 4 9 10 Draw conclusions 7. 12 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 13 statisticaltest selectinga Can you use a parametric test? Yes NO Was an independent groups design used? Is the Data Nominal? Is the data correlational? Is the data correlational? test of difference was an independent groups design used? test of difference was an independent groups design used? spearman’s rho Pearson’s r Yes Yes NO NO Yes NO Yes NO Chi- squared Repeated measures Sign test Yes NO mann- whitney Repeated measures wilcoxon Yes NO unrelated t-test Repeated measures relatedt-test decision tree Parametric Criteria In order to use a parametric test the following assumptions must be met: 1 The levels of measurement must be interval or better 2 The data must be drawn from a population with a normal distribution 3 The variance of the samples must not be significantly different 8. 14 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 15 Activity 4: Decisions Decisions Appropriate test JustificationStudy Correct Test Justification The EWT study conducted in session 1. An investigation to see whether there is an association between being an extrovert or an introvert and being a smoker or a non-smoker. An experiment to investigate the effect of word length on recall in STM. In one condition the participants are asked to recall short words and in another the same participants are asked to recall long words. There is skewed data in the long word condition as two participants have done very badly. A study to investigate the relationship between students’ ratings of their own memory ability (out of 10) and their scores on a memory test. An experiment to see whether room temperature affects learning. Students were given a page to learn and then given a test (marked out of 10). Half of the students learned the passage in a hot room, the other half learned it in a cool room. The scores for both conditions are similarly spread out around the mean and there are no extreme scores in either condition. Once you have conducted your statistical test you need to be able to interpret the findings to know whether the results are significant or not. In order to do this you need to be able to answer the following questions: Are you making a one-tailed or a two-tailed test? This depends on whether the hypothesis is directional (one-tailed) or non- directional (two-tailed). This affects which column you look at in the appropriate statistical table. What is the critical value? This is the value that you look up on the statistical table. It will usually involve you knowing the sample size (N) and the chosen probability level. Also whether you are making a one-tailed or a two-tailed test. For some tests df (degrees of freedom) has to be calculated. How do you compare the critical value to the observed value and decide whether you can accept or reject your research hypothesis? This depends on the test you are using. The observed value is the test statistic – i.e. the results of the test. For Chi-square, Spearman Rho, Pearson’s R and t tests the observed value has to be greater than or equal to the critical value for you to be able to accept your research hypothesis (and reject the null). For Mann Whitney and Wilcoxon the observed value has to be less than or equal to the critical value for you to be able to accept your research hypothesis (and reject the null). It will always tell you this at the bottom of the table. Activity 5: Accept or Reject 9. 16 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 17 Question 1 A psychologist has conducted observational research to test the alternative hypothesis ‘there is a difference between men and women in terms of digit ratio (the ratio between the index and ring fingers)’. The following data was collected: A Is the psychologist making a one-tailed test or a two-tailed test and why? B What is the critical value where p=0.05 and df = 1? C Should the alternative hypothesis be accepted or rejected and why? Digit ratio equal to or greater than 1.00 Digit ratio less than 1.00 5 10 12 9 Male Female A chi-square test was conducted and the observed value of X2 = 1.982 The degrees of freedom (df) are calculated by multiplying (rows-1)x(columns-1) =1 Critical values for chi-squared distribution Level of significance for a one-tailed test 0.10 0.05 0.025 0.01 0.005 0.0005 Level of significance for a two-tailed test df 0.20 0.10 0.05 0.025 0.01 0.001 1 1.64 2.71 3.84 5.02 6.64 10.83 2 3.22 4.61 5.99 7.38 9.21 13.82 3 4.64 6.25 7.82 9.35 11.35 16.27 The observed value has to be greater than or equal to the critical value for you to be able to accept your research hypothesis. Question 2 A psychology teacher conducted a study to see if there is a relationship between study time and test performance. The alternative hypothesis is ‘there will be a positive correlation between the number of hours revision completed and marks received in a psychology test’. There are 15 students in the class and the teacher has calculated Pearson’s R and found a correlation coefficient of 0.57. The degrees of freedom (df) are calculated by N-2 = 13 A Is the teacher making a one-tailed test or a two-tailed test and why? B What is the critical value where p=0.01 C Should the alternative hypothesis be accepted or rejected and why? The observed value has to be greater than or equal to the critical value for you to be able to accept your research hypothesis. Table of Critical values for Pearson’s r Level of significance for a one-tailed test .10 .05 .025 .01 .005 .0005 Level of significance for a two-tailed test df .20 .10 .05 .02 .01 .001 1 0.951 0.988 0.997 0.9995 0.9999 0.99999 2 0.800 0.900 0.950 0.980 0.990 0.999 3 0.687 0.805 0.878 0.934 0.959 0.991 4 0.608 0.729 0.811 0.882 0.917 0.974 5 0.551 0.669 0.755 0.833 0.875 0.951 6 0.507 0.621 0.707 0.789 0.834 0.925 7 0.472 0.582 0.666 0.750 0.798 0.898 8 0.443 0.549 0.632 0.715 0.785 0.872 9 0.419 0.521 0.602 0.685 0.735 0.847 10 0.398 0.497 0.576 0.658 0.708 0.823 11 0.380 0.476 0.553 0.634 0.684 0.801 12 0.365 0.457 0.532 0.612 0.661 0.780 13 0.351 0.441 0.514 0.592 0.641 0.760 14 0.338 0.426 0.497 0.558 0.623 0.742 15 0.327 0.412 0.482 0.658 0.606 0.725 10. 18 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 19 Question 3 A psychologist wanted to see whether participants would remember more short words (one syllable) than long words (3 syllables). A repeated measures design was used and the alternative hypothesis was ‘Participants will correctly recall more one syllable words than three syllable words’. 20 participants were tested. Some of the data was skewed so a Wilcoxon test was used and the observed value was T= 18.5 A Is the teacher making a one-tailed test or a two-tailed test and why? B What is the critical value where p=0.05 C Should the alternative hypothesis be accepted or rejected and why? The observed value has to be less than or equal to the critical value for you to be able to accept your research hypothesis. NOTES N 0.025 0.005 6 0 - 7 2 - 8 3 0 9 5 1 10 8 3 11 10 5 12 13 7 13 17 9 14 21 12 15 25 15 16 29 19 17 34 23 18 40 27 19 46 32 20 52 37 21 58 42 22 65 48 23 73 54 0.05 0.01 Significance level: one-tailed/drectional Significance level: two-tailed/non-drectional 11. 20 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 21 AQA extension activites As well as having research methods questions within the different topics on your exam papers, there is also a Research Methods Section worth 48 Marks! That’s the single largest section! Here are some questions for you to practice with. The answers can be found on the tutor2u website. Do boys play on the road more than girls? A psychologist decided to conduct an observation study to see whether boys aged 7-11 play differently outside in the street than girls of the same age group. He devised a category system to classify ‘use of the street’ with two categories: • Playing on the road – child playing and at least one foot on the road • Playing on the pavement – child playing with both feet on pavement or grass verge He carried out his observations over a period of 2 weeks for a total of 10 hours. The observations took place on dry afternoons after the children had finished school and were carried out at different locations around his local town. For each child who was playing and appeared to be the correct age, the psychologist recorded their gender and whether they were playing on the road or on the pavement. Each child was placed in only one category. The data is shown below: 5 Explain one way the psychologist could have improved the reliability of his observations in this study (3 marks) 7 When the chi-square test was used, the calculated value of chi-square was 8.76 and df= 1 Using Table 2, explain whether or not the result is significant at p<0.05 (3 marks) 8 The psychologist decided that the results suggested that boys aged 7-11 are more likely to take risks when playing than girls of the same age. He wanted to investigate this in a laboratory experiment. He decided to offer a choice of activities for each child to take part in (one risky and one non-risky) and then see which activity each child chose. 6 A chi-square test was used to analyse the data in Table 1. Explain why this is a suitable test to use in this study (3 marks) Chi-square must be equal to or more than the stated value to be significant Table 1 - The number of girls and boys aged 7-11 playing ‘on the road’ and ‘on the pavement’ Number playing on the pavement 73 45 Number playing on the road 125 35 Boys Girls 1 Outline what the data in Table 1 shows (2 marks) 2 This was a naturalistic observation. Explain one advantage of using a naturalistic observation in this study (2 marks) 3 What sampling technique has been used in this study to select the participants (1 marks) 4 Explain one disadvantage of using this sampling technique in this study (2 marks) Table 1 - Critical values for chi-squared distribution Level of significance for a one-tailed test 0.10 0.05 0.025 0.01 0.005 0.0005 Level of significance for a two-tailed test df 0.20 0.10 0.05 0.025 0.01 0.001 1 1.64 2.71 3.84 5.02 6.64 10.83 2 3.22 4.61 5.99 7.38 9.21 13.82 3 4.64 6.25 7.82 9.35 11.35 16.27 In your answer you should: • Suggest a risky activity and a non-risky activity the child could be offered • Fully operationalise the IV and DV • Provide details of how you would deal with ethical issues • Describe the procedure that you would use. You should provide sufficient detail for the study to be carried out. (12 marks) 12. 22 A LEVEL PSYCHOLOGY STRONG FOUNDATIONS Revision Workshop www.tutor2u.net 23 OCR extension activites For OCR you have a separate 2 hour exam paper for research methods, which includes a mixture of multiple choice, design and response and data analysis and interpretation questions. Here are some questions to practice with. The answers can be found on the tutor2u website. Relationship between age and recall of medical advice A psychologist wanted to see if there is a relationship between age and recall of medical advice. She carried out the study in a doctor’s surgery and used a sample of 10 patients aged between 25 and 83. They all saw the same doctor, who recorded the advice he gave each patient, which was later typed up. The psychologist then interviewed each of the patients individually, immediately after they had seen the doctor and asked a set of questions about what the doctor had said. The patient’s answers were recorded and later typed up. The psychologist then asked an independent judge to compare the typed up advice given by the doctor to the typed up responses of the patient and then give an accuracy rating for each patient on a scale of 1-10, where 10 was extremely accurate and 1 was extremely inaccurate. The results were as follows: Participant number Age Memory rating 1 55 6 2 25 8 3 33 7 4 68 5 5 83 4 6 50 6 7 40 10 8 48 6 9 29 7 10 35 7 1 Write a suitable alternative hypothesis for this study (3 marks) 2 Explain why it was important to ask an independent judge to give the accuracy ratings, rather than the psychologist do it herself (3 marks) 3 Qualitative and quantitative data has been collected in this study. What is the quantitative data and what is the qualitative data (2 marks) 6 Name an appropriate statistical test that could be used to analyse the data collected. Give two reasons why this would be a suitable test to use with reference to the study? (5 marks) 6 Read the item and then answer the question that follows? The psychologist finds a significant relationship between age and recall of medical advice but we cannot be sure that it is the age that is responsible for the poorer recall. In order to be sure it is necessary to carry out an experiment. Design an experiment to be conducted in a laboratory to investigate whether people of 60 or older are poorer at recalling medical information that people who are younger than 60. Justify your decisions as part of your explanation. 4 The psychologist used a volunteer sample for this study. Explain one strength and one weakness of using a volunteer sample for this study (6 marks) 5 Sketch an appropriate graphic display for the above table (4 marks) In your answer, you
