Preview and Preparation Pack. AS & A2 Resources for the new specification

Transcription

1 Preview and Preparation Pack AS & A2 Resorces for the new specification For first teaching in September 2008

2 ...working together to provide better spport for yo. As part of crriclm change, OCR is developing a site of exciting new AS and A2 level specifications for first teaching in September At Heinemann, we are prod that OCR has chosen to work with s as official partners to prodce new materials to spport yo throgh these changes. How has the OCR GCE specification changed? The main changes to the specification inclde: The redction from six to for nits. Corsework is no longer a reqirement. The introdction of Stretch and Challenge in A2 nits. Updated and modernised content. Alan Bainbridge Priya Bradshaw Fiona Lintern Series Editor: Fiona Lintern Psychological Investigations at AS level will focs on qestions arising from stdent investigations with portfolios of work no longer being allowed into the exam. Research Report at A2 level will now be incorporated into an examined nit, rather than corsework. Find ot more abot the specification change at 5 reasons to be confident that the new Heinemann materials will spport yo throgh these changes: 1. Or materials are tailored to the new specification We are working closely with OCR s team to give yo the best spport we can. 2. The materials are written by experienced examiners Or athors are experienced examiners. 3. Whatever options yo choose, we ll spport yo We are spporting every single option becase we know how frstrating it is if yo re teaching an nder-resorced option. 4. Heinemann s resorces complement OCR s teacher spport 5. All the new resorces will be tried and tested by ttors and stdents Alan Bainbridge Sandra Latham Fiona Lintern Sarah Middleton Bryan Sanders Series Editor: Fiona Lintern What OCR resorces will be available from Heinemann? OCR Stdent Resorces AS Stdent Book with Exam Café CD-Rom Spring 2008 A2 Stdent Book with Exam Café CD-Rom Atmn 2008 OCR Teacher Resorces AS Planning and Delivery Resorce File and CD-Rom Spring 2008 A2 Planning and Delivery Resorce File and CD-Rom Atmn 2008 Trn over for yor preview The following pages show a range of sample materials from the new OCR resorces from Heinemann. Please note that this sample material remains sbject to OCR Qality Assrance Review Accessible, engaging stdent resorces tailored to the new specification. Comprehensive spport for core stdies, inclding all new stdies, with in-depth analysis and evalation. Spport for all abilities incldes A2 activities which Stretch and Challenge stdents aspiring to A*. Lots of inspiring activities for se in class, or for homework, help yo to add variety to yor lessons. Or niqe Exam Café gives stdents a motivating way to prepare thoroghly for their exams. Helping yo to plan and deliver the new OCR specification with resorces that complement OCR s own teacher spport materials. A wealth of resorces and spport on CD-Rom, inclding facsimiles of stdent book pages that can be annotated and maniplated, pls videos, web links and mch more. 2 3

3 AS Stdent Book AS Stdent Book 2 SECTION 1 COGNITIVE PSYCHOLOGY Lofts and Palmer (1974) Pase for thoght Have yo got a good memory? What sorts of things do yo find easy to remember and what sorts of things do yo find difficlt to remember? Do yo think yo wold make a good witness? What is this stdy abot? Elizabeth Lofts and John Palmer have condcted research into eye witness testimony. This is or memory for real life events and this research has obvios practical applications for police interviews, cortroom practices and so on. Psychologists have identified many factors that inflence the accracy of or memory and this stdy considers jst one of these factors. Find a video clip showing an event sch as a robbery or an accident. Show this clip to two grops of people. Ask the first grop to simply write down everything they can remember. Ask the other grop some specific qestions abot the event. 1 Which grop remembered the most information? 2 Which grop remembered the most accrate information? 3 Did anyone remember anything that wasn t there or something that didn t happen? 4 Do yo think that people might have been inflenced by the qestions that yo asked? Yo cold repeat this the next day or a week later. How have people s memories changed? This factor is the way that we are asked abot an event and how the information we receive after the event might affect or memory. Links to other stdies The stdy by McGire et al. considers memory from a very different perspective. What factors inflence the accracy of memory? Try this Now think abot the kind of factors that may have inflenced their answers. Time of day Hnger Backgrond noise Leading qestions What other factors can yo think of? A Pase for thoght starter activity gets stdents thinking at the beginning of each section. This activity might demonstrate a difference between the two grops and may sggest that the way that people are qestioned abot an event can significantly affect their responses. Even if yo did not find a difference between the grops yo may have fond that people s memories for events like these are not very accrate. Finally, this exercise shold have demonstrated the importance of control in psychological experiments ensring that as many factors as possible are kept constant. How does information received after the event affect memory? Althogh the memory of an event is stored at the time of the event, research sggests that what has been stored can still change. The types of after the event information that have been stdied inclde the way witnesses are asked qestions. Lofts and Zanni (1975) showed that people were more likely to recall seeing a broken headlight if the qestion was Did yo see the broken headlight? rather than Did yo see a broken headlight? However, it is possible that this simply reflects participants giving the answers they think they shold give rather than spporting the notion that their memory has actally changed. This has obvios applications for eye witness testimony. Why are psychologists interested in eye witness testimony? Jries are very convinced by eye witness acconts and will tend to retrn gilty verdicts when there has been an eye witness accont presented by the prosection. Even when the eye witness has been discredited in some way, jries will still tend to be convinced by this information. Psychological research into memory strongly sggests that there are many factors which wold make eye witnesses nreliable and the Devlin Committee (1973) recommended that jries shold be instrcted that it is not safe to convict on the basis of eye witness testimony alone. The Devlin Committee was established in 1973 to investigate the se of eye witness testimony in cort. The committee stdied a nmber of cases where the only evidence against the defendant was an eye witness accont and discovered that the defendant was fond gilty in 74% of these cases, despite there being no corroborating evidence. Mini biographies of key psychologists give stdents extra information abot the athors of the stdies. Try this Imagine that someone tells yo that they saw two cars smash into each other. 1 What sort of mental image might this information conjre p? 2 How fast do yo think that the cars might have been going? Now imagine that someone tells yo that they saw two cars bmp each other and do the same thing again. 1 What sort of mental image does this information conjre p? 2 How fast do yo think the cars might have going? Yo cold try this exercise ot on a few other people, perhaps other stdents who do not do psychology or people in yor family. What problems might yo enconter if yo sed other psychology stdents for a stdy? Practical investigation idea Yo cold carry ot an experiment based on Lofts and Palmer s work on eye witness testimony. Perhaps yo cold investigate individal differences sch as driving experience, age or gender to see if they inflence the extent to which leading qestions abot speed have an effect. Elizabeth Lofts Elizabeth Lofts is Professor of and Adjnct Professor of Law at the University of Washington in Seattle. She is considered to be an athority on eye witness testimony and false memories and is often called as an expert witness in trials. Web link Figre 1.1 Elizabeth Lofts For more information abot Elizabeth Lofts and her work, have a look at her web site (Hotlinks, page i). Activities help stdents to check their nderstanding. Lofts and Palmer (1974) U

4 AS Stdent Book AS Stdent Book Important terms and phrases are clearly defined in Key Terms boxes, helping stdents to become familiar with correct terms and vocablary. U1 4 1 Cognitive Lofts, E. F. and Palmer, J. C. (1974) Reconstrction of atomobile destrction: an example of the interaction between langage and memory, Jornal of Verbal Learning and Verbal Behavior 13, What was the aim of the stdy? The aim of the stdy was to see the effect of leading qestions on memory of an event. Specifically the researchers wanted to find ot if changing the verb sed in a qestion abot speed wold have any effect on the speed estimates given by the participants. Lofts and Palmer sed two laboratory experiments to investigate the effect of leading qestions on recall. In this stdy the verb sed in the leading qestion is the independent variable and the estimate of speed given by the participant is the dependent variable. Key terms In an experiment, the researchers maniplate one variable (the independent variable) and measre its effect on another variable (the dependent variable). Experiment 1 What was the methodology? Forty-five stdent participants were shown seven clips of traffic accidents (these were segments taken from road safety films prodced by the Evergreen Safety Concil and the Seattle Police Department). The segments shown were between 5 and 30 seconds long. After viewing each clip the stdents were given a qestionnaire that first asked them to give an accont of the accident yo have jst seen and then to answer some specific qestions. One of these qestions, referred to as the critical qestion, asked abot the speed of the vehicles. The stdents were divided into five grops of nine participants and each grop was asked a different critical qestion. Grop 1 Grop 2 Grop 3 Grop 4 Grop 5 when they smashed into each other? when they collided with each other? when they bmped each other? when they hit each other? when they contacted with each other? What were the findings? Average ratings of speeds for each condition were: smashed collided bmped hit contacted 40.8 mph 39.3 mph 38.1 mph 34.0 mph 31.8 mph Figre 1.2 Is this a smash or a bmp? 6 7

5 A2 Stdent Book A2 Stdent Book Section 1 FORENSIC PSYCHOLOGY Trning to crime 4 Pase for thoght The word forensic has an nsal history. It comes from the Latin word forensis pertaining to a form. to condct all kinds of bsiness, inclding that of pblic affairs and legal disptes. The meaning of forensic later came to be restricted to refer to the corts of law. The word entered English sage in Forensic psychology is one of the fastest developing and attempts to explain some of the most problematic behaviors sffered by modern society, namely crime. The word Forensic indicates the application of a particlar area of scientific knowledge to legal problems and legal proceedings. For example, in forensic anthropology, in which anthropology is applied to legal processes, perhaps to identify bones or bone strctres, forensic dentistry, forensic medicine, forensic pathology, forensic acconting, forensic compting etc. The Forensic Pathology option is designed to follow a rational progression throgh the criminal jstice system, applying psychological nderstanding to for parts of the criminal experience: Trning to crime, Making a case, In considering how a person might trn to a life of crime we will look at three inflences: Upbringing Biology. Upbringing When we talk abot pbringing, we mean inflences from families, friends, teachers, and general life experiences, sch as where a person has been broght p. Three key stdies are sggested below as an evidence base for this inflence; they are not the only stdies available bt they provide a starting point for discssion. In considering these stdies, we mst always be aware that it is not possible to separate ot inflences, which may act simltaneosly. For example, biology will always nderlie hman behavior, leading to individal differences that cannot be attribted to other inflences. Try this Follow the weblinks below and read the three topical acconts of street crime. In grops consider to what extent pbringing is the most credible explanation of the apparent increase in street crime Key terms Intergenerational transmission: the occrrence of behavior (criminal) throgh sccessive generations of the same family. Risk factors: those factors that make it more likely that criminal behavior will occr. Protective factors: those factors which will prevent criminal behavior. Engaging text is at jst the right level for A2 stdents, ensring progression from AS. The A2 nits inclde lots of key stdies to ensre that stdents have plenty to draw on in the exam. Key stdy: The Cambridge Stdy in Delinqent Development by Professor David Farrington, University of Cambridge In the stdy Professor David Farrington offers s a complex pictre of the development of a grop of boys throgh their lives into adlthood and parenthood in order to investigate the inflence of the family on tendency to become involved in crime. He does not try to say that there is jst one case for criminal behavior, bt he does believe in its transmission throgh generations, which may be throgh biology (natre) or throgh social learning (nrtre). Aims: To docment the start, dration and end of offending behavior from childhood to adlthood in families. To investigate the inflence of life events; the risk and protective factors predicting offending and anti-social behavior; the intergenerational transmission of offending and anti-social behavior, and the inflence of family backgrond. Design: A prospective longitdinal srvey. Sample: 411, 8- and 9-year-old boys on the registers of six state schools in East London born in 1953/4. The boys were predominantly white working class. 397 different families were involved and there were 14 pairs of brothers and 5 pairs of twins in the sample. To avoid sing the same family twice, one of each pair was randomly exclded. At age 48, the following applied to the 394 males still alive. Selected reslts: 20% had acqired convictions by age 17 33% had acqired convictions by age 25 50% of the total convictions had been acqired by 6% of the sample, i.e. 23 males Most of these chronic offenders shared common childhood characteristics: Thoght-provoking photographs and qestions get stdents thinking abot the stdies and how they relate to the society we live in. Figre 1.1 How do teenagers in a social grop inflence each other s vales? school. age 20, 48% with criminal fathers had convictions compared with 19% withot criminal fathers; 54% with criminal mothers had convictions compared with 23% withot). Trning to crime U

6 Stdent Exam Café Stdent Exam Café Stdents share handy revision tips and experiences to help others feel spported in their new corse. 4 Exam Café Exam Café Relax, Refresh, Reslt! Relax and prepare What I wish I had known at the start of the year Linda Get a set of index cards from a stationer and smmarise the research on one side and pt evalation isses on the back. When yo have a set, pair p with a friend and test each other or get yor parents involved then they can really see yo are working! Refresh yor memory Revision checklist: trning to crime Anya I need to practise changing my answers for different qestions. This will help me focs on exactly what the qestion is asking in the exam. First I need three qestions on the same topic from my teacher. If I have pt my research onto cards I can move them arond on the table in front of me to sit the different qestions and I can see at a glance what wold work. Becase I have the evalation isses on the back I can also create a discssion section with ease. A simple revision aid is to make a checklist smmarising the key points of a stdy and taking for isses which yo will prepare to evalate it. Below is a partially completed example. Try copying and completing this. Explanation/ stdy Farrington Key findings: Stherland Peterborogh stdy Or niqe Exam Café is where stdents will find lots of ideas to help them prepare for their exams. They can Relax, becase there s handy advice from fellow stdents, Refresh their memories with smmaries of the key ideas, and Get That Reslt with lots of hints and tips on writing high-scoring answers. Isse redctionist? Takes a holistic view looking at many factors inflencing crime. Main one is transmission throgh families Isse methodology? Longitdinal Interviews advantages and disadvantages Crime data advantages and disadvantages Sbject attrition Isse natre/nrtre? Gidance abot being examined at a new level helps stdents to relax and prepare for their exam. Isse perspective? The first paragraph is really strong and jst what we are looking for. We can clearly see how this stdy was carried ot and the scene is set for the reslts. The third paragraph concisely describes the main point of Stherland s work; it adds to the argment begn in the first paragraph and spports it. Good strctre developing. Get the reslt! Detailed examiner feedback on a stdent answer helps stdents to nderstand the qestions, see examiners comments and what makes a strong answer a real help in exam preparation! Exam-style qestion Stdent answer Two inflences which explain why a person trns to crime are pbringing and biology. Within the inflence of pbringing, there are several strands. First, there is family transmission, as described by David Farrington who condcted a longitdinal stdy of 411 East End boys all born in the year He followed them throgh their lives into the second and third generation becase he wanted to see if criminal behavior was passed on from parent to child or whether other inflences were as important. He fond that the boys who became involved with crime early committed the most offences and had the longest convictions. As he expected, he fond that the most important childhood risk factors at age 8 10 for later offending were that the family was involved in crime and they were daring or risk-taking, with low school attainment, poverty and poor parenting. A second strand of pbringing wold be the relationships yong people have with each other. This was investigated by Edwin Stherland, who believed that criminality was learned from peers. He thoght that if a child had more reasons to be criminal than non-criminal then it wold follow that they wold become criminal. How the reasons were defined was affected by the child s cltre and what rles they thoght were worthwhile sticking to. Another inflence which explains criminal behavior is biology. Adrian Raine has done mch work in this area by sing PET scan technology to look for differences in the brains of violent mrderers and also for other biological measres sch as a low resting heart rate and birth problems. He believes that this combination of factors increases the risk of becoming criminal by explaining the likelihood of risk taking and lack of control over implsive behavior. However all the inflences mst interact in some way to explain criminal behavior. Sample answers We are going to look at a stdent response written nder exam conditions to the following qestion: Describe, sing evidence, any two inflences which explain why a person trns to crime. The second paragraph concisely draws attention to the most important findings, althogh more detail wold improve the answer. The forth paragraph sms p Raine s work bt this time it does not qite do the job. We are left wondering how the low heart rate and birth problems explain criminal behavior. The final paragraph needs one more sentence explaining the evoltionary link to risk taking. Overall a strong answer. Exam Café Revision checklists remind stdents of the key concepts, topics and skills they need to revise for the exam (12 marks) 5

7 Coming soon from OCR Alan Bainbridge Sandra Latham Fiona Lintern Sarah Middleton Bryan Sanders Series Editor: Fiona Lintern How to find ot more Yo can evalate the OCR resorces from Heinemann absoltely free for 60 days. To order the resorces listed below: Alan Bainbridge Priya Bradshaw Fiona Lintern Series Editor: Fiona Lintern Tel: Fax: Resorces will be sent to yo as soon as they are ready, and can be retrned free of charge if yo decide yo do not want to keep them. AS for OCR Evalation Pack Price 17.99* Spring 2008 A2 for OCR Evalation Pack Price 20.99* Atmn 2008 *Prices are provisional ntil pblication. Keep p to date on the latest Heinemann-OCR partnership news! To receive reglar pdates inclding advance previews of forthcoming material, sign p for or Heinemann-OCR ealerts at From Harcort T F orders@harcort.co.k 07SLC0262