PSYCHOLOGY Advanced Higher

Transcription

1 PSYCHOLOGY Advanced Higher Sixth edition published June 2002

2 NOTE OF CHANGES TO ADVANCED HIGHER ARRANGEMENTS SIXTH EDITION PUBLISHED JUNE 2002 COURSE TITLE: Psychology (Advanced Higher) COURSE NUMBER: C National Course Specification Details of External Course Assessment: New question paper format. Question paper now has six sections (A, B, C, D, E, F) where Section A is mandatory and Sections B, C, D, E, F reflect the five optional units. National Unit Specification: All Units: No changes. Psychology: Advanced Higher Course 1

3 National Course Specification PSYCHOLOGY (ADVANCED HIGHER) COURSE NUMBER C COURSE STRUCTURE The course comprises three 40-hour units: two mandatory units and one optional unit. Mandatory units D Perspectives in Psychology (AH) 1 credit (40 hours) D Psychology: Research (AH) 1 credit (40 hours) Optional units D70F 13 Cognitive Psychology (AH) 1 credit (40 hours) D70G 13 Social Psychology (AH) 1 credit (40 hours) D70H 13 Biological Psychology (AH) 1 credit (40 hours) D70J 13 Developmental Psychology (AH) 1 credit (40 hours) D70K 13 The Psychology of Individual Differences (AH) 1 credit (40 hours) In common with all courses, this course includes 40 hours over and above the 120 hours for the component units. This is for induction, extending the range of learning and teaching approaches, remediation, consolidation, integration of learning and preparation for external assessment. This time is an important element of the course and advice on its use is included in the course details. The units may be taught concurrently or sequentially. It is recommended, however, that Perspectives in Psychology be offered first, to establish the psychological perspective. RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attained a course or units in Higher Psychology and Higher English or Communication. Administrative Information Publication date: June 2002 Source: Scottish Qualifications Authority Version: 06 Scottish Qualifications Authority 2002 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this course specification (including unit specifications) can be purchased from the Scottish Qualifications Authority for Note: Unit specifications can be purchased individually for 2.50 (minimum order 5). 2

4 National Course Specification: general information (cont) COURSE Psychology (Advanced Higher) CORE SKILLS This course gives automatic certification of the following: Complete core skills for the course Problem Solving H Additional core skills components for the course None For information about the automatic certification of core skills for any individual unit in this course, please refer to the general information section at the beginning of the unit. Additional information about core skills is published in Automatic Certification of Core Skills in National Qualifications (SQA, 1999). Psychology: Advanced Higher Course 3

5 National Course Specification: course details COURSE Psychology (Advanced Higher) RATIONALE A general rationale for the study of psychology by candidates over the age of 16 is given in the introduction to the Course Arrangements document and applies to all levels of psychology. The aims of Advanced Higher Psychology are to develop critical evaluation and analytical skills in the discipline of psychology and to develop in-depth knowledge and understanding of the discipline and practice of psychology and the theoretical perspectives, debates and issues which characterise it. The synthesis of these skills may be demonstrated in the mandatory unit Psychology: Research (AH), which requires design, implementation and evaluation of a piece of independent psychological research conducted by the candidate. COURSE CONTENT The course comprises two mandatory units and a choice of one unit from five optional units. The first mandatory unit introduces candidates to the main theoretical perspectives in psychology, the key debates associated with psychology and the relationships which exist between them. It also examines the use of qualitative research methods in psychology. A further mandatory unit gives candidates the opportunity to design, and evaluate a piece of independent psychological research and also provides an opportunity to apply the principles of inferential statistics as used in psychology. The remaining five optional units give candidates the opportunity to study further substantive topics in psychology. The content and contexts within the units are described below. Although the units may be attempted separately, they should be seen as complementary. The order in which the units are tackled is at the discretion of the centre, although it is recommended that the mandatory unit Perspectives in Psychology be undertaken first. Perspectives in Psychology (AH) Psychology is characterised by a variety of theoretical perspectives and key debates. This unit seeks to examine these and to consider some of the challenges to the discipline theoretical and methodological. The unit should be approached in the following way: 1. The study of Psychology The Perspectives in Psychology unit is designed to develop candidates breadth and depth of knowledge and understanding of psychology as a discipline and to encourage analytical and evaluative skills, which will be applied to some of the major theoretical perspectives and debates which characterise psychology. It is intended to deepen understanding of psychology by considering the contributions and limitations of the main theoretical perspectives and how the central debates in psychology relate to them. This unit also develops a detailed and critical understanding of qualitative research methods. Their role as complementary to quantitative methods is explored. Psychology: Advanced Higher Course 4

6 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) 2. Theoretical perspectives and key debates in Psychology The idea that psychology advocates a variety of theoretical perspectives should not be viewed as a weakness. It should be shown that it is one of its greatest strengths. The competing theoretical perspectives have stimulated productive research, and the act of converging on a question from a number of perspectives can produce increased understanding of psychological phenomena. This unit also allows candidates to appreciate that psychology is characterised by key debates. An attempt should be made to interrelate these with the theoretical perspectives. Psychology is an empirical discipline, which enhances the candidates appreciation of the scientific nature of psychology and the advantages of empiricism over common-sense explanations. Psychology is also a theoretically diverse discipline. This diversification of theoretical perspectives on behaviour indicates that behaviour is determined by multiple causes. This should be used to encourage candidates to disregard simplistic, single-cause thinking, to encourage more critical reasoning and to think reflexively about the research process. Candidates should study two of the following main theoretical perspectives in depth: a) Biological perspective: definition of biological perspective nervous system and hormonal system interactions heredity and environment in the development of psychological characteristics evaluation of the biological perspective b) Behaviourist perspective: definition of behaviourist perspective patterns of reinforcement and punishment social determinism evaluation of the behaviourist perspective c) Cognitive perspective definition of cognitive perspective mediational processes mind as a machine evaluation of cognitive perspective d) Psychoanalytic perspective: definition of the psychoanalytic perspective unconscious mental processes defence mechanisms evaluation of the psychoanalytic perspective Psychology: Advanced Higher Course 5

7 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) e) Humanistic perspective: definition of the humanistic perspective conscious, subjective experience self-actualisation and freedom of choice evaluation of the humanistic perspective Candidates should study two of the following key debates: Free will/determinism Nature/nurture Reductionism/holism Idiographic/nomothetic. Candidates should be able to understand the essential arguments contained in these key debates and compare biological, behavioural, cognitive, psychoanalytic and humanistic perspectives in the context of these key debates. 3. Qualitative research methods Candidates should develop a detailed critical understanding of qualitative research methods and the assumptions underlying such methods. The advantages and disadvantages of moving away from the more conventional quantitative research methods should be considered. Candidates should at the outset be introduced to the background, history, advantages and disadvantages and philosophy of qualitative methods. Specific qualitative research methods can then be approached. Each method should be considered in relation to relevant and current research. Qualitative research methods should be considered in terms of their validity and reliability. The main qualitative research methods to be examined are: a) Case study the purpose of case study the main features of case study problems associated with case study assessment of case study as a method b) Observation the purpose of the observation the main features of observation problems associated observation assessment of observation as a method c) Interview the purpose of interview the main features of interview problems associated with interview assessment of interview as a method Psychology: Advanced Higher Course 6

8 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) Psychology: Research (AH) The function of the wide range of research methods used in psychological investigations is to provide techniques which can help psychologists to gather and interpret their data. The content of this unit allows candidates to experience the research process first hand by designing an investigation in an area of their choice and to reflect on and fully evaluate their research endeavours. The study should be drawn from any part of the Higher or Advanced Higher courses. Emphasis will be upon the quality of the research design and the evaluation of it rather than the quantity or type of data collected. Inferential statistics represent one of the most powerful sets of tools at the disposal of psychologists. They allow a greater potential to draw conclusions about wider populations and make statements of probability about the likelihood of obtaining a particular set of results by chance. Null hypothesis usage allows far greater power to seek and find the causes of events rather than other methods of research. This unit is designed to allow candidates to become familiar with techniques used in inferential statistics, when and how to apply these techniques, and the principles behind their application. The emphasis should be on practical exercises and worked examples. This unit should be approached in the following way: 1. The study of research Research in psychology is characterised by a particularly rigorous and scientific approach and this unit is designed to develop breadth and depth of knowledge and understanding of the research process and to encourage analytical and evaluative skills which will be applied to an investigation of the candidate s own choice. It is intended to deepen understanding of research as a process of enquiry by considering the need for effective planning, formulation of aims and selection of appropriate research methods. The unit should also encourage evaluation of quantitative versus qualitative approaches to psychological research and consider reliability and validity issues. 2. Key principles in research a) Inferential statistics: concept of statistical significance probability, levels of significance, type one and type two errors, one- and two-tailed tests, generalisation, degrees of freedom statistical tests levels of measurement, types of design, conditions for parametric tests, tests of difference, tests of association interpreting inferential statistical tests specimen calculations b) Research design: planning research development of research questions, formulation of aims, formulating hypotheses, choosing appropriate research methods, sampling considerations methods of investigation experimental designs, survey methods, observational studies, case studies, psychometric testing, correlation studies design procedures standardised procedures, ethical considerations, safety Psychology: Advanced Higher Course 7

9 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) c) Research implementation: data collection collection of results data analysis interpretation of results representing data tabular and graphical displays, bar charts, histograms, frequency diagrams, graphs, scattergrams, tables d) Research evaluation: research conclusions variability, errors, limitations according to purpose, background research research effectiveness strengths and weaknesses of research, areas for improvement research modifications design changes, further research strategies Cognitive Psychology (AH) Cognitive psychology is characterised by a variety of theories and key areas of research. This unit seeks to examine these. Candidates are also challenged to examine one particular issue in cognitive psychology theoretical, methodological or ethical and investigate this issue in an independent and detailed manner. This unit should be approached in the following way: 1. The study of cognitive psychology Candidates should develop breadth and depth of knowledge and understanding of psychology as a discipline. Analytical and evaluative skills should be applied to some of the major theoretical explanations and research evidence which characterise cognitive psychology. It is intended in this unit to deepen critical awareness of psychology by considering the contributions and limitations of the main theories and their associated research evidence. This unit also develops a detailed and critical understanding of one main issue in cognitive psychology. The contribution of this issue to cognitive psychology generally is also explored. 2. Theoretical explanations and research evidence in cognitive psychology This unit should allow candidates to appreciate that cognitive psychology is a theoretically diverse discipline and that this diversity is necessary and indeed critical to the pursuit of multiple causes of behaviour. The productive and rigorous research stimulated by competing theoretical viewpoints should be examined in detail and the theories themselves compared and analysed. This process should be used to encourage candidates to disregard simplistic, single-cause thinking, to encourage more critical reasoning, and to think reflexively about the research process in cognitive psychology. Candidates should explore two of the following in depth: a) Perception: perceptual processing theories and research of visual perception constructivist, direct, interactive computer models of visual processing cultural, social and developmental aspects of perception Psychology: Advanced Higher Course 8

10 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) b) Attention: information processing approach in attention models of focused and divided attention theories and research of focused auditory and visual attention visual search, schemas performance deficits in everyday attention c) Memory: memory processes structural and working models of memory theories and research of long-term memory encoding and level of processing, retrieval, episodic and semantic practical aspects of memory d) Language and thinking: the nature of language language in thinking language comprehension relationship between thought and language theories and research of Whorf, Piaget, Vygotsky 3. Exploring an issue in cognitive psychology There are many issues in psychology and often theses are controversial in nature, eg relationship between race and IQ, genetic basis of homosexuality, etc. Candidates should be offered much guidance and support, not only with regard to their choice of issue and the organisation of their research of this issue (literature searches, Internet use, etc), but also in terms of progressing their knowledge, understanding and evaluation of this issue and its implications for cognitive psychology. There is no set rule about what makes one issue more suitable than any other for study in this unit. The choice of issue should be dealt with very much on an individualised basis and be the subject of careful negotiation and consultation between candidate and teacher/lecturer. Some issues may be purely theoretical in nature, while others will have significant ethical components. Also, some applications are more controversial than others in that they have the potential for greater impact on those who experience them than others. The candidate should be guided by the teacher/lecturer in choosing an issue which is reasonable and practical to pursue given time constraints and resource availability. It is also important to establish that the reasons for choosing a particular issue are sound and that the choice made will sustain motivation and encourage investigation. The following issues may be studied in cognitive psychology: science in cognition animals in research representations computer modelling in cognitive psychology false memory Psychology: Advanced Higher Course 9

11 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) Social Psychology (AH) Social psychology is characterised by a variety of theories and key areas of research. This unit seeks to examine these. Candidates are also challenged to examine one particular issue in social psychology theoretical, methodological or ethical and investigate this issue in an independent and detailed manner. This unit should be approached in the following way: 1. The study of social psychology Candidates should develop breadth and depth of knowledge and understanding of social psychology as a discipline. Analytical and evaluative skills should be applied to some of the major theoretical explanations and research evidence which characterise social psychology. It is intended in this unit to deepen critical awareness of social psychology by considering the contributions and limitations of the main theories and their associated research evidence. This unit also develops a detailed and critical understanding of one main issue in social psychology. The contribution of this issue to social psychology generally is also explored. 2. Theoretical explanations and research evidence in social psychology This unit should allow candidates to appreciate that social psychology is a theoretically diverse discipline and that this diversity is necessary and indeed critical to the pursuit of multiple causes of behaviour. The productive and rigorous research stimulated by competing theoretical viewpoints should be examined in detail and the theories themselves compared and analysed. This process should be used to encourage candidates to disregard simplistic, single-cause thinking, to encourage more critical reasoning, and to think reflexively about the research process in social psychology. Candidates should explore two of the following in depth: a) Prejudice: origins and maintenance of prejudice and discrimination theories of prejudice personality, social identity, social representations cultural factors in prejudice reducing prejudice b) Social relationships: components of relationships stages of relationships theories of relationships socio-biological, reinforcement, social needs, economic effects of relationships c) Altruism: traditional explanations of pro-social behaviour natural selection, learning theories of pro-social behaviour social/personal norms, arousal and empathy cognitive explanations/models of pro-social behaviour characteristics of victims and helpers as determinants of pro-social behaviour Psychology: Advanced Higher Course 10

12 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) d) Obedience: conformity, obedience and independent behaviour studies of obedience Milgram s studies and associated issues theories and research into the basis of social power roles of leaders, followers theories and research into collective behaviour crowds and mobs e) Anti-social behaviour: aggression theories of aggression and associated research reducing and controlling aggressive behaviour media influences on anti-social behaviour 3. Exploring an issue in social psychology There are many issues in social psychology and often these are controversial in nature. Candidates should be offered much guidance and support, not only with regard to their choice of issue and the organisation of their research of this issue (literature searches, Internet use, etc), but also in terms of progressing their knowledge, understanding and evaluation of this issue and its implications for social psychology. There is no set rule about what makes one issue more suitable than any other for study in this unit. The choice of issue should be dealt with very much on an individualised basis and be the subject of careful negotiation and consultation between candidate and teacher/lecturer. Some issues may be purely theoretical in nature, while others will have significant ethical components. Also, some applications are more controversial than others in that they have the potential for greater impact on those who experience them than others. The candidate should be guided by the teacher/lecturer in choosing an issue which is reasonable and practical to pursue given time constraints and resource availability. It is also important to establish that the reasons for choosing a particular issue are sound and that the choice made will sustain motivation and encourage investigation. The following issues may be studied in social psychology: psychology of advertising propaganda gender bias in psychological theory and research ethics of socially sensitive research research with human participants Biological Psychology (AH) Biological psychology is characterised by a variety of theories and key areas of research. This unit seeks to examine these. Candidates are also challenged to examine one particular issue in biological psychology theoretical, methodological or ethical and investigate this issue in an independent and detailed manner. This unit should be approached in the following way: Psychology: Advanced Higher Course 11

13 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) 1. The study of biological psychology Candidates should develop breadth and depth of knowledge and understanding of biological psychology as a discipline. Analytical and evaluative skills should be applied to some of the major theoretical explanations and research evidence which characterise biological psychology. It is intended in this unit to deepen critical awareness of biological psychology by considering the contributions and limitations of the main theories and their associated research evidence. This unit also develops a detailed and critical understanding of one main issue in biological psychology. The contribution of this issue to biological psychology generally is also explored. 2. Theoretical explanations and research evidence in biological psychology This unit should allow candidates to appreciate that biological psychology is a theoretically diverse discipline and that this diversity is necessary and indeed critical to the pursuit of multiple causes of behaviour. The productive and rigorous research stimulated by competing theoretical viewpoints should be examined in detail and the theories themselves compared and analysed. This process should be used to encourage candidates to disregard simplistic, single-cause thinking, to encourage more critical reasoning, and to think reflexively about the research process in biological psychology. Candidates should explore two of the following in depth: a) Neural and hormonal systems and behaviour: neurochemicals organisation and function of the endocrine system interaction of hormonal system and nervous system theories and research of hormonal influences on behaviour b) Cortical functions: organisation of sensory and motor functions in the brain localisation of cognitive abilities in the brain different specialisations of the two hemispheres theories and research of visual perception innate, acquired c) Awareness: levels of consciousness bodily rhythms theories and research of sleep and dreaming neurochemical, evolutionary, restoration, psychoanalytic hypnosis d) Motivation: homeostatic and non-homeostatic motivation physiological factors in motivation theory and research of motivation motivation, aggression and emotion Psychology: Advanced Higher Course 12

14 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) e) Emotion: what is emotion? physiological functions of emotion theory and research of emotion James-Lange, cognitive labelling social theories of emotion f) Stress: stressors models and research of stress physiological, psychosocial, transactional individual differences involved in stress coping with stress 3. Exploring an issue in biological psychology There are many issues in biological psychology and often these are controversial in nature. Candidates should be offered much guidance and support, not only with regard to their choice of issue and the organisation of their research of this issue (literature searches, Internet use, etc), but also in terms of progressing their knowledge, understanding and evaluation of this issue and its implications for biological psychology. There is no set rule about what makes one issue more suitable than any other for study in this unit. The choice of issue should be dealt with very much on an individualised basis and be the subject of careful negotiation and consultation between candidate and teacher/lecturer. Some issues may be purely theoretical in nature, while others will have significant ethical components. Also, some applications are more controversial than others in that they have the potential for greater impact on those who experience them than others. The candidate should be guided by the teacher/lecturer in choosing an issue which is reasonable and practical to pursue given time constraints and resource availability. It is also important to establish that the reasons for choosing a particular issue are sound and that the choice made will sustain motivation and encourage investigation. The following issues may be studied in biological psychology: psychology as a science use of non-human animals in research heredity and environment biological determinism mind-brain relationships Developmental Psychology (AH) Developmental psychology is characterised by a variety of theories and key areas of research. This unit seeks to examine these. Candidates are also challenged to examine one particular issue in developmental psychology theoretical, methodological or ethical and investigate this issue in an independent and detailed manner. This unit should be approached in the following way: Psychology: Advanced Higher Course 13

15 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) 1. The study of developmental psychology Candidates should develop breadth and depth of knowledge and understanding of developmental psychology as a discipline. Analytical and evaluative skills should be applied to some of the major theoretical explanations and research evidence which characterise developmental psychology. It is intended in this unit to deepen critical awareness of developmental psychology by considering the contributions and limitations of the main theories and their associated research evidence. This unit also develops a detailed and critical understanding of one main issue in developmental psychology. The contribution of this issue to developmental psychology generally is also explored. 2. Theoretical explanations and research evidence in developmental psychology This unit should allow candidates to appreciate that developmental psychology is a theoretically diverse discipline and that this diversity is necessary and indeed critical to the pursuit of multiple causes of behaviour. The productive and rigorous research stimulated by competing theoretical viewpoints should be examined in detail and the theories themselves compared and analysed. This process should be used to encourage candidates to disregard simplistic, single-cause thinking, to encourage more critical reasoning, and to think reflexively about the research process in developmental psychology. Candidates should explore two of the following in depth: a) Early socialisation: sociability attachment; deprivation (separation) and privation theories and research into early socialisation Bowlby, Ainsworth social and cultural variations in child-rearing b) Cognitive development: theories and research of cognitive development Piaget, Vygotsky, Bruner, information processing practical applications of theory and research to education factors which affect language development Chomsky c) Social behaviour: definitions of gender development of gender constancy theories and research of gender development cognitive developmental theories, gender schema, social learning the development of self-understanding d) Adolescence and adulthood: identity in adolescence theories and research of adult personality development Erikson, Levinson, Gould the life events approach to adulthood unemployment, parenthood and divorce Psychology: Advanced Higher Course 14

16 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) e) Ageing: changes in physical and cognitive functions psychological ageing theories and research of successful ageing disengagement theory, activity theory social ageingnational Course Specification: course details (cont) 3. Exploring an issue in developmental psychology There are many issues in developmental psychology and often these are controversial in nature. Candidates should be offered much guidance and support, not only with regard to their choice of issue and the organisation of their research of this issue (literature searches, Internet use, etc), but also in terms of progressing their knowledge, understanding and evaluation of this issue and its implications for developmental psychology. There is no set rule about what makes one issue more suitable than any other for study in this unit. The choice of issue should be dealt with very much on an individualised basis and be the subject of careful negotiation and consultation between candidate and teacher/lecturer. Some issues may be purely theoretical in nature, while others will have significant ethical components. Also, some applications are more controversial than others in that they have the potential for greater impact on those who experience them than others. The candidate should be guided by the teacher/lecturer in choosing an issue which is reasonable and practical to pursue given time constraints and resource availability. It is also important to establish that the reasons for choosing a particular issue are sound and that the choice made will sustain motivation and encourage investigation. The following issues may be studied in developmental psychology: heredity and environment attachment and separation genetic research in developmental psychology developmental psychology as a science cultural/gender bias in developmental psychology use of non-human animals in research The Psychology of Individual Differences (AH) The psychology of individual differences is characterised by a variety of theories and key areas of research. This unit seeks to examine these. Candidates are also challenged to examine one particular issue in the psychology of individual differences theoretical, methodological or ethical and investigate this issue in an independent and detailed manner. This unit should be approached in the following way: Psychology: Advanced Higher Course 15

17 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) 1. The study of the psychology of individual differences Candidates should develop breadth and depth of knowledge and understanding of the psychology of individual differences. Analytical and evaluative skills should be applied to some of the major theoretical explanations and research evidence which characterise individual differences. It is intended in this unit to deepen critical awareness of the psychology of individual differences by considering the contributions and limitations of the main theories and their associated research evidence. This unit also develops a detailed and critical understanding of one main issue in the psychology of individual differences. The contribution of this issue to individual differences generally is also explored. 2. Theoretical explanations and research evidence in the psychology of individual differences This unit should allow candidates to appreciate that the psychology of individual differences is a theoretically diverse discipline and that this diversity is necessary and indeed critical to the pursuit of multiple causes of behaviour. The productive and rigorous research stimulated by competing theoretical viewpoints should be examined in detail and the theories themselves compared and analysed. This process should be used to encourage candidates to disregard simplistic, single-cause thinking, to encourage more critical reasoning, and to think reflexively about the research process in the psychology of individual differences. Candidates should explore two of the following in depth: a) Personality: personality defined individual, situational and interactionist approaches to personality personality as unique to the individual idiographic/nomthetic approaches theories and research of personality type, trait, psychoanalytic b) Intelligence: intelligence defined measuring intelligence theories and research of intelligence factor analysis and cognitive theories nature/nurture and intelligence c) Atypical behaviour: definitions of atypical behaviour diagnosis and classification models and research of atypical behaviour medical/biological, psychodynamic, behavioural, cognitive/phenomenological cultural, social and gender bias in mental health Psychology: Advanced Higher Course 16

18 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) 3. Exploring an issue in the psychology of individual differences There are many issues surrounding individual differences and often these are controversial in nature. Candidates should be offered much guidance and support, not only with regard to their choice of issue and the organisation of their research of this issue (literature searches, Internet use, etc), but also in terms of progressing their knowledge, understanding and evaluation of this issue and its implications for the psychology of individual differences. There is no set rule about what makes one issue more suitable than any other for study in this unit. The choice of issue should be dealt with very much on an individualised basis and be the subject of careful negotiation and consultation between candidate and teacher/lecturer. Some issues may be purely theoretical in nature, while others will have significant ethical components. Also, some applications are more controversial than others in that they have the potential for greater impact on those who experience them than others. The candidate should be guided by the teacher/lecturer in choosing an issue which is reasonable and practical to pursue given time constraints and resource availability. It is also important to establish that the reasons for choosing a particular issue are sound and that the choice made will sustain motivation and encourage investigation. The following issues may be studied in the psychology of individual differences: psychometric testing race and IQ psychology as a science gender and personality ethical issues in socially sensitive research labelling and stigma ASSESSMENT To gain the award, candidates must pass all unit assessments as well as the external course assessment. External assessment will provide the basis for grading attainment in the course award. When units are taken as component parts of a course, candidates will have the opportunity to achieve at levels beyond that required to attain each of the unit outcomes. This attainment may, where appropriate, be recorded and used to contribute towards course estimates and to provide evidence for appeals. Additional details are provided, where appropriate, with exemplar assessment materials. Further information on the key principles of assessment is provided in the paper Assessment, published by HSDU in May At Advanced Higher, the three key elements of knowledge and understanding, analysis and interpretation, and evaluation are assessed in the following ways: Knowledge and understanding Candidates should be able to make effective use of wide-ranging, detailed and in-depth knowledge of psychology its concepts, theories, methods, studies and literature. This sound and substantive knowledge should extend to the major theories, debates and issues which characterise Psychology today. References and descriptions should be detailed, extensive and relevant. Psychology: Advanced Higher Course 17

19 National Course Specification: course details (cont) COURSE Psychology (Advanced Higher) Analysis and interpretation Candidates should be able to offer critical analysis of psychological material, including concepts, theories, methods, debates, issues and psychological research. Candidates should offer an informed and balanced view which reflects a clear understanding of wider psychological themes. Analysis should be based upon sound understanding and synthesis of psychological knowledge. It should also reflect familiarity with, and confidence in dealing with, complex arguments. Evaluation Candidates should demonstrate an ability to make clear and balanced evaluations of relevant psychological material and should be able to base evaluations upon justified and sustained arguments. Candidates should be sufficiently confident in their psychological understanding to be both critical and innovative in their reasoning and to draw conclusions which are logical, coherent and focused. DETAILS OF EXTERNAL COURSE ASSESSMENT The Psychology Advanced Higher course assessment will consist of two externally marked components. Written Paper A question paper lasting three hours will be weighted as two-thirds of the final course marks. The paper will attract 70 marks and will be divided into six sections: Section A (35 marks) will consist of: One 25 mark essay on Perspectives in Psychology, and One 10 mark question on research methods. Sections B, C, D, E, F (35marks): Relating to the chosen option or unit, the candidate will be asked to produce: One 20 mark essay on the context and research issues, and One 15 mark essay on an issue in the option. Questions will sample from the range of outcomes in unit specifications; questions relating to methods will be included in all sections. Research Report A research report worth 35 marks: The research report ( words in length) will be worth one third (35 marks) of the final course assessment. All research reports should be submitted to SQA by 30 th April for marking. Evidence of attainment in the form of course work and/or internal unit assessment may be used in relation to course estimates and appeals. Psychology: Advanced Higher Course 18

20 National Course Specification: general information (cont) COURSE Psychology (Advanced Higher) GRADE DESCRIPTIONS Course assessments will require candidates to: demonstrate wide-ranging and in-depth knowledge and detailed understanding of psychology and the theoretical perspectives, debates, research methods and issues which characterise it use critical and analytical skills to analyse, interpret and evaluate theoretical perspectives, debates, research methods and issues which are covered in the units select, compare and evaluate the relevance of psychological evidence used to support arguments and form conclusions draw from, synthesise and apply a large volume of psychological information The following descriptions are of expected performances at grade C and grade A. They are intended to assist candidates, teachers and users of the certificate, and to help establish standards when question papers are being set. The grade of the award will be based on the total score obtained in the examination. To achieve a grade C in Advanced Higher Psychology, candidates should be able to use accurate knowledge and understanding of a variety of psychological concepts, theories, methods, debates and issues which characterise the discipline today. Analysis should be balanced and competent and should offer critical interpretation of the issues and topics. The ability to present clear and logical argument, backed with relevant references to psychological evidence, should be displayed. Candidates should be able to draw conclusions which are apposite and valid. Evaluation should be based upon clear insights and understanding of psychology. To achieve a grade A in Advanced Higher Psychology, candidates should demonstrate high-level and very detailed knowledge and in-depth understanding of psychology. Critical analysis and clarity of argument with reasoned, well-supported and developed conclusions are key features for this grade. Candidates should display a high and sophisticated level of competence in the subject and be able to draw widely from a variety of psychological sources, theoretical perspectives and studies. Key theoretical and empirical issues relating to topics should be evaluated. Answers should be well organised and logically and coherently expressed, and a sustained focus on the question should be maintained. Use of references will be relevant, varied and up-to-date. Critical abilities should be paramount, together with the confidence to use originality. Relationship of course to component units The course consists of three component units plus an additional 40 hours, study. The external assessment tests the candidates knowledge and understanding of the content covered in all three units and their ability to demonstrate and integrate skills acquired throughout the course. The criteria for a grade C in this course closely reflect the level of competence required for success in its component units. Psychology: Advanced Higher Course 19

21 National Course Specification: general information (cont) COURSE Psychology (Advanced Higher) APPROACHES TO LEARNING AND TEACHING Learning and teaching approaches should reflect the aims and rationale of the subject as outlined previously. The learning experience should be varied and interesting and should place due emphasis on independent study at an advanced level. The following learning experiences are essential to the course and the additional 40 hours allowed in the course should be used to develop the appropriate learning and teaching strategies. Candidates should: develop psychological understanding use key psychological concepts and perspectives to understand and interpret human behaviour develop investigative psychological skills understand and interpret key debates in psychology understand the interdependence of the theoretical perspectives, debates, issues and research methods display high-order evaluative skills take part in debate regarding the nature of psychology develop high-level transferable skills A variety of teaching approaches is critical and candidates should be given every opportunity to participate as whole-class members, in small groups or as individuals. The approach should be candidate-centred and activity-based, but whole-class teaching can play a part in a flexible programme as a means of establishing understanding. In this process, it is essential that there is a wide range of up-to-date, interesting stimulus materials and approaches; these should range from audio/visual materials, invited speakers, visits, IT, and paper-based resources. The latter should be interesting, manageable and appropriate for this level of psychology and should allow candidates to develop advanced psychological skills. Candidates should have a clear notion of targets and should experience ownership of the planned programme. Regular opportunities for remediation and review should be included in the programme. Opportunity should also be given to candidates to: set learning objectives review progress assess and develop existing knowledge seek and receive learning support Psychology: Advanced Higher Course 20

22 COURSE Psychology (Advanced Higher) SPECIAL NEEDS This course specification is intended to ensure that there are no artificial barriers to learning or assessment. Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering alternative outcomes for units. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification Arrangements for Candidates with Special Needs/Candidates whose First Language is not English (SQA, 1998). SUBJECT GUIDES A Subject Guide to accompany the Arrangements documents has been produced by the Higher Still Development Unit (HSDU) in partnership with the Scottish Consultative Council on the Curriculum (SCCC) and Scottish Further Education Unit (SFEU). The Guide provides further advice and information about: support materials for each course learning and teaching approaches in addition to the information provided in the Arrangements document assessment ensuring appropriate access for candidates with special educational needs The Subject Guide is intended to support the information contained in the Arrangements document. The SQA Arrangements documents contain the standards against which candidates are assessed. Psychology: Advanced Higher Course 21

23 National Unit Specification: general information Perspectives in Psychology (Advanced Higher) NUMBER D COURSE Psychology (Advanced Higher) SUMMARY This is a mandatory component unit of Advanced Higher Psychology. It can also be offered as a freestanding unit. This unit is designed to develop breadth and depth of knowledge and understanding of psychology as a discipline and to encourage analytical and evaluative skills which will be applied to some of the major theoretical perspectives and debates which characterise psychology. It is intended to deepen understanding of psychology by considering the contributions and limitations of the main theoretical perspectives and how the central debates in psychology relate to them. The unit is designed to meet the needs of: candidates undertaking an Advanced Higher course in Psychology candidates undertaking a Scottish Group Award at Advanced Higher candidates who seek a grounding in the main theoretical perspectives and central debates in Psychology. OUTCOMES 1 Evaluate theoretical perspectives in psychology. 2 Explain key debates in psychology. 3 Explain qualitative research methods in psychology. Administrative Information Superclass: PK Publication date: July 2001 Source: Scottish Qualifications Authority Version: 05 Scottish Qualifications Authority 2001 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is 2.50 (minimum order 5). 22

24 National Unit Specification: general information (cont) Perspectives in Psychology (Advanced Higher) RECOMMENDED ENTRY Entry is at the discretion of the centre; however it would be beneficial if candidates had achieved a course or units in Higher Psychology and Higher English or Communication at Higher. CREDIT VALUE 1 credit at Advanced Higher. CORE SKILLS This unit gives automatic certification of the following: Complete core skills for the unit None Core skills components for the unit Critical Thinking H Additional information about core skills is published in Automatic Certification of Core Skills in National Qualifications (SQA, 1999). Psychology: Unit Specification Perspectives in Psychology (AH) 23

25 National Unit Specification: statement of standards Perspectives in Psychology (Advanced Higher) Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to the Scottish Qualifications Authority. OUTCOME 1 Evaluate theoretical perspectives in psychology. Performance criteria (a) Theoretical perspectives in psychology are explained clearly and accurately. (b) Contributions of theoretical perspectives in psychology to an understanding of human behaviour are explained clearly and accurately. (c) Limitations of theoretical perspectives in psychology to an understanding of human behaviour are explained clearly and accurately. Evidence requirements To demonstrate satisfactory attainment of this outcome, candidates should produce written or oral responses to cover all performance criteria. They are required to do so for two theoretical perspectives chosen from the following: biological, behaviourist, cognitive, psychoanalytic, humanistic. Written/oral responses will typically be extended responses of between 1000 and 1500 words for each theoretical perspective and associated key debate (see Outcome 2) which integrate Outcome 1 and Outcome 2 (see below) OUTCOME 2 Explain key debates in psychology. Performance criteria (a) The main features of key debates in psychology are described accurately. (b) The essential arguments of key debates in psychology are explained accurately and comprehensively. (c) Key debates in psychology are explained accurately in the context of theoretical perspectives. Evidence requirements To demonstrate satisfactory attainment of this outcome, candidates should produce written or oral responses to cover all performance criteria. They are required to do so for two debates and two theoretical perspectives from those listed below. Key debates: choose two from free will/determinism, reductionism/holism, nature/nurture, idiographic/nomothetic. Theoretical perspectives: choose two from biological, behaviourist, cognitive, psychoanalytic, humanistic. Written/oral responses will typically be extended responses of between 1000 and 1500 words for each theoretical perspective and associated key debate which integrate Outcome 2 and Outcome 1 (see above). Psychology: Unit Specification Perspectives in Psychology (AH) 24