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1 462 U2 AOS1: Interpersonal behaviour Research methods and ethics Case study 1 Emotional and behavioural responses to racism Kawakami and colleagues (2009) predicted that one reason why racism and prejudice persist is that many people do not perceive themselves as being prejudiced and believe that they would respond strongly to condemn and prevent acts of racism. In reality, however, these same people respond with indifference when witnessing racism in action. The researchers proposed that one reason for this inconsistency is that people misunderstand how they would actually feel and behave if they witnessed racism. The study used 120 non-black, volunteer, university student participants. The first group watched a black man posing as a fellow participant (in reality a confederate of the researchers) slightly bump a white confederate (also pretending to be a participant). After the black man left the room, the white confederate made racist comments about him. In the second group, the white confederate said nothing when the black confederate left the room. When the black confederate returned to the room, the actual participants were asked to choose a partner to work with on a subsequent exercise. The other experimental group did not witness the event, but instead either read about it or watched it on video and were asked to predict how they might respond to the event. The research found that participants who did not witness the racism in person were more likely to be upset by the racism than those who did witness it. It was found that participants were more likely to choose the white confederate as a partner (63 per cent), despite his racist comments. The results of this research suggest that racism might persist because people who expect to feel disturbed when they witness racist acts, and believe that they will take action, might in reality respond with indifference, or actually tolerate the racism. The researchers suggested that participants might have been less willing to pay the emotional cost of confronting a racist than they thought they would be. Therefore, the racist pays very little social cost for anti-social behaviour. Questions 1 How were participants selected for the study? 2 How many participants were involved in the study? 3 What were the independent variables in this research? 4 What were the dependent variables in this research? 5 What experimental design was used (for example, matched participants, independent groups or repeated measures)? 6 How were the dependent variables operationalised in this study? 7 State the experimental hypothesis for this study. 8 What is the population to which these conclusions can be generalised? 9 What ethical considerations might have been breached in this study? What must the researchers have done to ensure that this study satisfied ethical guidelines? 10 How would you feel if you were a participant in this study?

2 research methods and ethics 463 Case study 2 Persuasion, emotional arousal and changing your mind Every day we are confronted with decisions to make, and often we rely on quick mental shortcuts to assist us in rapid decision-making (using the peripheral route). One example of this is the tendency for people to rely on conformity by following the crowd in their decision-making. Advertisers often aim to take advantage of this mental shortcut. In a recent study by Griskevicius and colleagues (2009), it was found that the effectiveness of this type of persuasion by advertisers can be dramatically changed by the basic human emotions of fear and romantic desire. The research suggested that the emotion we are currently feeling has a strong effect on the likelihood of us either conforming to or going against a persuasive message. When we are feeling afraid, we are more likely to follow the crowd and opt for safety in numbers; but when we are in love or feeling lustful we are more likely to act as an individual. The experiment involved 311 male and female university students who participated in return for course credit. Participants watched a short video from either a frightening or a romantic film. They were then shown advertisements for Las Vegas that were either conformity-based ( more than one million sold ) or individual ( stand out from the crowd ). The results indicated that participants in the group who watched the frightening film were more likely to be persuaded by the conformity-based advertisements, while the participants in the romantic film group were more likely to be persuaded by the individual-based advertisement. Questions 1 What was the aim of this experiment? 2 How were the participants selected? 3 What were the independent variables in this research? 4 What were the dependent variables in this research? 5 What experimental design was used (for example, matched participants, independent groups or repeated measures)? 6 How were the dependent variables operationalised in this study? 7 State the experimental hypothesis for this study. 8 What is the population to which these conclusions can be generalised? 9 What ethical considerations might have been breached in this study? What must the researchers have done to ensure that this study satisfied ethical guidelines? 10 How would you feel if you were a participant in this study? 11 Does this experiment make a contribution to psychological research? Explain your answer.

3 464 U2 AOS1: Interpersonal behaviour Assessment activities The following assessment tasks cover a range of topics from Chapters 12 to 15 and are designed to assist you in gaining a deeper understanding of the information covered. The assessment rubric and the student investigation rubric that follow are designed to help guide your responses. Research investigation Investigate the amount of aggression in children s television programs. Bandura s Bobo doll research studies raised concern about the influence on children of violence and aggression in the media. Conduct your own investigation of the amount of aggression in two children s television programs. Select two children s television programs: one that is likely to contain acts of aggression and one that is likely to contain very few acts of aggression. Make sure that each program is similar in time length. Define (operationalise) what constitutes acts of physical and verbal aggression, and record the number of acts of aggression for each program. Collate the data for this research investigation. Formally write up this research investigation, following the criteria outlined on page 36. Annotated folio of practical activities Guided by your teacher, select a range of activities from Chapters 12 to 15 to present for assessment, for example: one Investigate item per chapter responses to the test items at the end of one or more chapters written responses to the Review items in one or more chapters. Media response Examine a range of sources, such as newspapers, the internet or magazines. Identify an article that contributes to your knowledge and understanding of how attitudes are formed and changed, and discuss the factors that affect the behaviour of individuals and groups. Use it to answer the following questions: What is the article about? (Provide a brief summary.) Is it about human or animal subjects? Is the information presented in a scientifically valid and accurate manner? Explain your answer making reference to the topic covered in the article. If the media piece is about research, what was the aim of this research? Suggest a research hypothesis. What did the researchers conclude? Explain how reliable the source was. How has this media piece contributed/not contributed to your knowledge and understanding of this area of study?

4 ASSESSment ACTIVITIES 465 Oral presentation Select one of the following topics and present your findings using a PowerPoint presentation or podcast: Discuss some recent examples of the bystander effect in Australia. Deconstruct a persuasive advertisement or campaign designed to change public opinion, using your knowledge and understanding of this area of study. Explain the processes that are likely to influence pro-social and anti-social behaviour. Visual presentation Create a concept map, graphic organiser or poster on: the different influences on group and individual behaviour OR the different theories used to explain pro-social and anti-social behaviour. Essay Write an 800-word essay on one of the following topics, referring to relevant theories and issues to support your statements: All group behaviour is predictable. All pro-social and anti-social behaviour is learned. Debate Choose one of the following topics for a debate. Obtain additional information through further reading and research for your presentation. Violent video games, television shows and movies have little effect on aggression in children. Human aggression and prejudice cannot be helped. The bystander effect is inevitable in any situation. Data analysis Choose one of the following: Using the data collected in the research investigation, calculate the mean, median and mode. Draw appropriate table(s) and graph(s) to show your results. Produce your own Likert Scale to measure attitudes towards a simple object or concept. Using your scale, conduct a survey of people s attitudes and collate the results of your survey. Present the data in both a table and graph format, and provide the mean, median and mode.

5 466 U2 AOS1: Interpersonal behaviour Assessment rubric Criterion 1 Communication writing to the needs of the audience persuading effectively reading independently listening and understanding. 4 marks All of the relevant aspects of this criterion have been fully and effectively addressed and expressed. 2 Planning and organisation collecting, analysing and organising information planning the use of resources time management. Effective planning, use of time, and use of resources to maximise completion of the 3 Presentation of task use of technology to organise data use of technology to present data speaking clearly and directly visual presentations are clear and explained written work follows the conventions of formal writing. 4 Research a range of resources have been identified and used resources are all cited using correct format within the text and in the reference list. 5 Understanding of attitude formation and change or the factors that affect the behaviour of individuals and groups. N.B. For all criteria, 0 marks are awarded for not shown. Your teacher will indicate which aspects of each criterion are applicable to the relevant assessment task that has been set. Appropriate and effective use of relevant format to present the Effective use of a comprehensive range of relevant and appropriate resources to address the requirements of the task, and correct citation of sources. Clear and complex understanding of the task and of the concepts that are relevant to the

6 ASSESSment ACTIVITIES marks 2 marks 1 mark Some of the relevant aspects of this criterion have been fully and effectively addressed and expressed. Some of the relevant aspects of this criterion have been addressed. Some of the relevant aspects of this criterion have been vaguely addressed. Some effective planning, use of time, and use of resources to complete the Partial evidence shown of planning, use of time, and use of resources. Insufficient evidence shown of planning, use of time, and use of resources. Appropriate and some effective use of the relevant format to present the Use of a range of relevant and appropriate resources to address the requirements of the task, and correct citation of sources. Clear understanding of the task and of the concepts that are relevant to the Appropriate use of the relevant format to present the Use of some relevant sources to address the requirements of the task, with some attempt to cite sources. Some understanding of the task and the concepts that are relevant to the An attempt has been made to use the relevant format to present the Limited use and citation of sources. Partial understanding of the task and limited understanding of the concepts that are relevant to the

7 468 U2 AOS1: Interpersonal behaviour Student investigation rubric Criterion 1 Psychological knowledge and understanding The work demonstrates an accurate and detailed knowledge and deep understanding of the psychological terms, concepts and practices. 6 7 marks Accurate and detailed knowledge and deep understanding of the psychological terms, concepts and practices to clearly meet the demands of the assessment 2 Evidence-based arguments Employs higher-order thinking (analysis, synthesis, evaluation and application) to complete Constructs evidence-based arguments that draw on psychological research findings and theoretical models to justify student s explanations, evaluations and applications. Able to analyse and evaluate psychological information to draw insightful, appropriate and meaningful conclusions. Constructs evidence-based arguments to explain, analyse and justify the student s point of view, including explanations, evaluations and applications 3 Locating and use of psychological information Locates and draws on a range of appropriate and legitimate (valid and reliable) psychological sources to complete the assessment 4 Strategies to complete the task Displays initiative, independence, critical reflection and cooperation while completing the Develops, monitors and executes effective strategies to successfully complete the 5 Communicating Communicates psychological ideas and information in a concise, focused and logical manner to meet the demands of the assessment Displays initiative, independence, critical reflection and cooperation throughout the process of completing the Develops, monitors and executes effective and efficient strategies to successfully complete the 6 Referencing Cites and references sources of information within body of text and reference list according to APA format (if relevant). N.B. For all criteria, 0 marks are awarded for not shown. Your teacher will indicate which aspects of each criterion are applicable to the relevant assessment task that has been set.

8 ASSESSment ACTIVITIES marks 2 3 marks 0 1 marks Correct and appropriate use and understanding of the psychological terms, concepts and practices in a manner that directly relates to meeting the demands of the assessment Able to differentiate the key elements of the task and psychological understandings, and draw logical conclusions. Uses evidence-based arguments to support student s point of view. Correct use of psychological terminology appropriate to the assessment Demonstrates understanding of the task and summarises information to state conclusion. Relies on source material rather than transforming psychological information to demonstrate higher-order thinking. Limited knowledge and correct use of psychological terminology, concepts and practices. Limited display of higher-order thinking and/or incorrect or inappropriate application of psychological knowledge to draw relevant conclusions. A comprehensive range of relevant and legitimate psychological sources have been located and used effectively to address the requirements of the Develops, monitors and executes strategies to successfully complete the Displays initiative, independence, critical reflection and cooperation while completing the Focused and logical structure is used to communicate psychological ideas and information in a clear and concise manner suitable for the intended audience. Legitimate psychological sources have been located and used to address the requirements of the Develops strategies to complete the Logical structure is used to communicate psychological ideas in an appropriate manner suitable for the intended audience. Limited or inappropriate use of legitimate psychology sources of information have been drawn upon to complete the Little or ineffective planning and monitoring of appropriate strategies to complete the Assignment lacks logical structure and/or relevant psychological information to communicate ideas. Sources of information are correctly referenced and cited using APA format. Sources of information are inaccurately referenced or not shown.

Cambridge Pre-U 9773 Psychology June 2013 Principal Examiner Report for Teachers

Cambridge Pre-U 9773 Psychology June 2013 Principal Examiner Report for Teachers PSYCHOLOGY Cambridge Pre-U Paper 9773/01 Key Studies and Theories Key messages Evaluation should always be explicitly linked to the material (theories and/or research) being evaluated rather than a broad