Key term
Eduqas A-Level Psychology A290QS
Biological Approach
Topic overviewAssumptions and evaluation of the approach: Evolutionary influences and Localisation of brain functionAssumptions and evaluation of the approach: Neurotransmitters and Weaknesses of the approachTherapy derived from the approach: Drug therapyTherapy derived from the approach: PsychosurgeryClassic research: the methodology and proceduresClassic research: the findings, conclusions and evaluationContemporary debate
Psychodynamic Approach
Topic overviewAssumptions and evaluation of the approach: Influence of childhood experiences and Unconscious mindAssumptions and evaluation of the approach: Tripartite personality and Weaknesses of the approachTherapy derived from the approach: Dream analysisTherapy derived from the approach: PsychodramaClassic research: Methodology and ProceduresClassic research: Findings and ConclusionsClassic research: Ethical issues and social implicationsContemporary debate: the mother as primary care-giver — the argumentsContemporary debate: the mother as primary care-giver — the evidence and conclusion
Behaviourist Approach
Topic overviewAssumptions and evaluation of the approach: Blank slate and Behaviour learnt through conditioningAssumptions and evaluation of the approach: Humans and animals learn in similar waysTherapy derived from the approach: Aversion therapyTherapy derived from the approach: Systematic desensitisationClassic research: Methodology and ProceduresClassic research: Findings and ConclusionsClassic research: Ethical issues and social implicationsContemporary debate: using conditioning to control children — the argumentsContemporary debate: using conditioning to control children — the evidence and conclusion
Cognitive Approach
Topic overviewAssumptions and evaluation of the approach: Computer analogy, Internal mental processes and SchemasAssumptions and evaluation of the approach: Strengths of the approach and Weaknesses of the approachTherapy derived from the approach: Cognitive behavioural therapyTherapy derived from the approach: Rational emotive behaviour therapyClassic research: Methodology and ProceduresClassic research: Findings and ConclusionsClassic research: Ethical issues and social implicationsContemporary debate: the reliability of eye-witness testimony — the argumentsContemporary debate: the reliability of eye-witness testimony — the evidence and conclusion
Positive Approach
Topic overviewAssumptions and evaluation of the approach: Acknowledgement of free will and Focus on 'the good life'Assumptions and evaluation of the approach: Strengths of the approach and Weaknesses of the approachTherapy derived from the approach: MindfulnessTherapy derived from the approach: Quality of life therapyClassic research: Methodology and ProceduresClassic research: Findings and ConclusionsClassic research: Ethical issues and social implicationsContemporary debate: the relevance of positive psychology today — the argumentsContemporary debate: the relevance of positive psychology today — the evidence and conclusion
Comparing the Five Approaches
Core Studies in Social and Developmental Psychology
Topic overviewSocial psychology core study: Milgram (1963) — Method and procedure, ResultsSocial psychology core study: Milgram (1963) — Conclusions and Evaluation of the studyDevelopmental psychology core study: Kohlberg (1968) — Method and procedure, ResultsDevelopmental psychology core study: Kohlberg (1968) — Conclusions and Evaluation of the study
Planning Psychological Research
Topic overviewDeciding on a research question: Aim of the research and Independent variablesDeciding on a research question: Co-variables, Operationalisation of variables and Extraneous variablesMethodologies: Experiments, Participant observations and Non-participant observationsMethodologies: Content analysis, Structured interviews / questionnaires and Correlational studiesMethodologies: Case studies, Cross-sectional studies and Self-reportsLocation of researchParticipants and sampling: Target populations, Sampling frames and Opportunity samplingParticipants and sampling: Systematic sampling, Stratified sampling and Quota samplingParticipants and sampling: Self-selected samplingExperimental design
Data Handling, Statistics and Mathematical Skills
Topic overviewLevels of measurementGraphical representation: Frequency tables and Graphical representation (including line graphsGraphical representation: Distribution curves (including normal, positive and negative skewedDescriptive statistics: Measures of central tendencyDescriptive statistics: Measures of dispersion and Calculating from a set of resultsInferential statistics: Chi Square testInferential statistics: Mann Whitney U test and Critical values from tablesMathematical requirements (Appendix A): Standard form and unit conversionMathematical requirements (Appendix A): Calculations for statistical tests
Evaluating and Validating Research
Topic overviewReliabilityValidity: Internal validity, External validity and Specific validity issues (including researcher biasValidity: Ways of dealing with issues of validityEthics: Confidentiality and Risk to the participants’ valuesEthics: Valid consent and Managing the risk posed by ethical issues (including the use of ethicsThe role of the scientific community: Peer review and its purposes, Criticisms of peer reviewThe role of the scientific community: Sections of a psychological report
Personal Investigations and Novel Research Scenarios
Topic overviewPersonal investigations: applying — Hypotheses and variables, Methodology and experimental designPersonal investigations: applying research methods to first-hand investigations — SamplingPersonal investigations: applying research methods to first-hand investigations — Inferential statisticsApplication of research methods to a novel scenario
Addictive BehavioursAddictive
Topic overviewCharacteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedCharacteristics of the behaviour: How common it is, Effects on the individual and on societyBiological explanations: Addiction genes and Disease of the brainBiological explanations: DopamineIndividual differences explanations: Cognitive biases and Field dependenceIndividual differences explanations: Lang's addictive personality traitsSocial psychological explanations: Co-morbidity with mental and Peer pressureSocial psychological explanations: Role of the mediaMethods of modifying the behaviour: Agonist and antagonist substitutionMethods of modifying the behaviour: Aversion therapy
Autistic Spectrum BehavioursAutistic spectrum
Topic overviewCharacteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedCharacteristics of the behaviour: How common it is, Effects on the individual and on societyBiological explanations: Amygdala dysfunction and Chloride ions at birthBiological explanations: Genetic predispositionIndividual differences explanations: Gender differences and Theory of mindIndividual differences explanations: Weak central coherence theoryExtreme male brain and empathising-systemising theoriesThe refrigerator mother theory, and evaluationMethods of modifying the behaviour: Picture Exchange Communication SystemMethods of modifying the behaviour: Relationship Development InterventionMethods of modifying the behaviour
Bullying BehavioursBullying
Topic overviewCharacteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedCharacteristics of the behaviour: How common it is, Effects on the individual and on societyBiological explanations: Bullying genes and Evolved gender differencesBiological explanations: HormonesIndividual differences explanations: Cognitive biases and Narcissistic personalityIndividual differences explanations: Threatened egotism, narcissism and theory of mindSocial psychological explanations: Cultural differences and In-group / out-groupSocial psychological explanations: Moral disengagementMethods of modifying the behaviour: Creating A Peaceful School Learning EnvironmentMethods of modifying the behaviour: Olweus Bullying Prevention ProgrammeMethods of modifying the behaviour
Criminal BehavioursCriminal
Topic overviewCharacteristics of the behaviour: What the behaviour isCharacteristics of the behaviour: How it is recognised and diagnosedBiological explanations: Disinhibition hypothesis and Inherited criminality personality theoryBiological explanations: Role of the amygdalaIndividual differences explanations: Eysenck's criminal personalityIndividual differences explanations: Intelligence factors and Psychopathic personalitySocial psychological explanations: Differential associationSocial psychological explanations: Gender socialisation and Normalisation theoryMethods of modifying the behaviour: Anger managementMethods of modifying the behaviour: Restorative justice
SchizophreniaSchizophrenia
Topic overviewCharacteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedCharacteristics of the behaviour: How common it is, Effects on the individual and on societyBiological explanations: Dopamine hypothesis and Enlarged ventriclesBiological explanations: Cannabis, genetics and the diathesis-stress modelIndividual differences explanations: Thought disorderIndividual differences explanations: Schizophrenogenic mother and Sex differencesSocial psychological explanations: Cultural normsSocial psychological explanations: Dysfunctional familiesSocial psychological explanations: Expressed emotionMethods of modifying the behaviour: Antipsychotic drugsMethods of modifying the behaviour: Cognitive behavioral therapy
StressStress
Topic overviewCharacteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedCharacteristics of the behaviour: How common it is, Effects on the individual and on societyBiological explanations: Adrenaline and Evolutionary adaptationBiological explanations: Stress genesIndividual differences explanations: Type A behaviour and hardinessIndividual differences explanations: Self-efficacySocial psychological explanations: Daily hassles and Life eventsSocial psychological explanations: Locus of control and control at workMethods of modifying the behaviour: Beta blockersMethods of modifying the behaviour: Stress inoculation training
Controversies in Psychology
Topic overviewCultural bias: Cross cultural studies and Difference or biasCultural bias: Ethnocentrism, Historical and social contextEthical costs of conducting research: Benefits to society and the economy, Individual participantsEthical costs of conducting research: Potentially negative consequences for societyThe use of non-human animals: Why animals are used, comparative psychology and ethologyThe use of non-human animals: Therapy, speciesism and the BPS GuidelinesScientific status of psychology: Features of science, Popper and KuhnScientific status of psychology: Methods, benefits and costs of being a scienceSexism: Gender difference or gender biasSexism: Heterosexism, Historical and social context, 'invisibility' of women in psychology
Stress
- 10 subtopics
- 28 things to know
- Component 3 Applications
- Stress, three of six studied
What Stress covers
Stress is one of six nominated behaviours on Component 3 of Eduqas Psychology, Psychology: Implications in the Real World, and learners study three of the six. 130 recall questions across 10 subtopics.
Where it is assessed
Component 3 Applications
Psychology: Implications in the Real World, three behaviours studied of six.
Check the Eduqas specification ↗The 10 subtopics
Each one has its own page.
- Characteristics of the behaviour: What the behaviour is, How it is recognised and diagnosedRecall questions on What the behaviour is, How it is recognised and diagnosed.Open →
- Characteristics of the behaviour: How common it is, Effects on the individual and on societyRecall questions on How common it is, Effects on the individual and on society.Open →
- Biological explanations: Adrenaline and Evolutionary adaptationRecall questions on Adrenaline and Evolutionary adaptation.Open →
- Biological explanations: Stress genesRecall questions on Biological explanations: Stress genes.Open →
- Individual differences explanations: Type A behaviour and hardinessFriedman and Rosenman's Type A behaviour pattern and the evidence for and against its link with heart disease, then Kobasa's hardiness and its three Cs, Maddi's research, and criticisms of the concept.Open →
- Individual differences explanations: Self-efficacyRecall questions on Individual differences explanations: Self-efficacy.Open →
- Social psychological explanations: Daily hassles and Life eventsRecall questions on Daily hassles and Life events.Open →
- Social psychological explanations: Locus of control and control at workLocus of control and coping, learned helplessness in Weiss's rats, control at work in Johansson's sawmill study and Marmot's civil servants, and the demand-control model, with strengths and weaknesses.Open →
- Methods of modifying the behaviour: Beta blockersRecall questions on Methods of modifying the behaviour: Beta blockers.Open →
- Methods of modifying the behaviour: Stress inoculation trainingRecall questions on Methods of modifying the behaviour: Stress inoculation training.Open →
What you need to know
Answer each one before you reveal it.
Your recallNot started
Process
What happens at the exhaustion stage?
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How is chronic stress thought to damage the cardiovascular system?
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Distinguish acute from chronic stress.
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Where is adrenaline released from, and what triggers its release?
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How is blood flow redistributed during the adrenaline response?
Numbers
Why is Caspi's serotonin transporter finding now treated cautiously?
Numbers
Who identified the Type A behaviour pattern, and in what context?
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Name three characteristics of the Type A behaviour pattern.
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Name the four sources of self-efficacy.
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Which source of self-efficacy is the most powerful, and why?
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What is a life event in stress research?
Who and when
What did Holmes and Rahe (1967) develop?
Evaluation
Give one measurement criticism of hassles scales.
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Contrast an internal and an external locus of control.
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What are beta blockers?
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Which receptors matter most for the anti-stress effect of beta blockers?
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Who developed stress inoculation training, and on what analogy?
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Name the three phases of stress inoculation training.
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Distinguish a stressor from the stress response.
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What is eustress?
Who and when
What did Cannon (1932) call this response, and why?
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Describe the Type B behaviour pattern.
Evaluation
Give one sampling limitation of this research.
Evaluation
Give one criticism of scoring life events in this way.
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How does locus of control affect coping with a stressor?
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Name two beta blockers and state how they differ.
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What happens in the conceptualisation phase?
Take Stress further
The same content, four other ways.
Questions from this topic
Each one with the model answer underneath.
- 1
Define stress in psychological terms.
Model answer
Stress is the state that arises when a person perceives the demands placed on them to exceed their ability to cope with those demands.
- 2
Distinguish a stressor from the stress response.
Model answer
A stressor is the event or condition placing demands on the person, whereas the stress response is the physiological and psychological reaction to it.
- 3
What is the transactional model of stress?
Model answer
Lazarus and Folkman's (1984) view that stress arises from the relationship between person and situation, depending on how the person appraises it rather than on the event itself.
- 4
Name the two appraisals in the transactional model and state what each asks.
Model answer
Primary appraisal, which asks whether the situation is threatening, and secondary appraisal, which asks whether the person has the resources to cope with it.
- 5
Two students face the same exam and only one is stressed. How does the transactional model account for this?
Model answer
They appraise it differently: one judges the demands to exceed their resources while the other judges their resources sufficient, so the same event produces different responses.
- 6
Describe the sympathomedullary pathway.
Model answer
The sympathetic branch of the autonomic nervous system stimulates the adrenal medulla, which releases adrenaline and noradrenaline into the bloodstream, producing rapid arousal.
What is inside Levo
Six ways to work the same material.
Stress revision questions
- What does Stress cover in Eduqas A-Level Psychology?
- 10 subtopics: characteristics of the behaviour: what the behaviour is, how it is recognised and diagnosed, characteristics of the behaviour: how common it is, effects on the individual and on society, biological explanations: adrenaline and evolutionary adaptation, biological explanations: stress genes, individual differences explanations: type a behaviour and hardiness, individual differences explanations: self-efficacy, social psychological explanations: daily hassles and life events, social psychological explanations: locus of control and control at work, methods of modifying the behaviour: beta blockers and methods of modifying the behaviour: stress inoculation training. Each one has its own page with questions and model answers.
- How is Stress organised?
- By the Eduqas A290QS specification, subtopic by subtopic, so it matches the order you are taught it in.
Every question in Stress, on a schedule.
Attempt a question from memory, write the correct version, then attempt it again. Levo records the jump between your first attempt and your last, and brings each question back on the day you are due to forget it.
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