Transcript Essay Writing in Psychology

Essay Writing in Psychology
R.Pernetta
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The 18 mark question
• Total of 18 out of 30 marks on the paper
• Question a) and b) and one third of c)
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• Knowledge and understanding of
psychological theories terminology,
concepts, studies and methods and
communication of these in a clear and
effective manner.
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AO1
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• Describe: give a detailed account of the
study/theory in clear and concise English
• Outline: give a less detailed account of
the study/theory in clear and concise
English
• Explain/Define: give a clear and concise
meaning of the term specified
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AO1 terms
5-4
3-2
1-0
Accurate and reasonable description that
demonstrates relevant knowledge and
understanding.
Less detailed but generally accurate
description that demonstrates relevant
knowledge and/or understanding
Basic description that demonstrates some
relevant knowledge and/or
understanding
Very brief/flawed or inappropriate
description that demonstrates little
knowledge or understanding
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AO1: Mark Scheme
• Total of 12 out of 30 marks
• Two thirds of question c)
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• Analysis and evaluation of psychological
theories, concepts, studies and methods
and communication of these in a clear and
effective manner
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AO2
Evaluate
Assess
Analyse
To what extent
• Discuss and critically consider are AO1
and AO2 terms
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AO2 terms
Outline and evaluate…
Give a brief account of and evaluate…
To what extent does research support…
Consider the view that…
• Always involves describing and evaluating
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18 marks essay
6 marks AO1
12 marks AO2
AO1 is assessed on accuracy and detail
AO2 is assessed on
– commentary
– Effective use of material
– Analysis and evaluation
– Range of issues used
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18 Mark Essay
AO2: what does it mean?
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– Methodological
– Participants
– Ethical issues
– Validity- internal and external
– Application to real life
– Supporting/refuting research
– Historical bias
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• Both positive and negative
AO2 Mark Scheme
effective use of material
informed commentary.
Effective analysis and evaluation.
Broad range of issues and/or evidence in reasonable depth, or a narrower
.
9-7
appropriate selection of material but this is not always used effectively to
produce a reasonable commentary.
Reasonable analysis and evaluation of material.
A range of issues and/or evidence in limited depth, or a narrower
range in greater depth.
6-4
The selection and use of material provides only a basic commentary.
Basic analysis and evaluation of material.
Superficial consideration of a restricted range of issues and/or
evidence.
3-0
The selection and use of material provides only a rudimentary
commentary, or commentary is absent or wholly irrelevant.
Analysis and evaluation just discernible or absent.
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range in greater depth. The structure is generally clear and coherent
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• COMMENT: present an interpretation of a
theory or finding
• CRITICISE: draw attention to the strengths
or weaknesses of a study/theory
• EVALUATE: present an overall conclusion
about the value of a study/theory
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AO2: how is it marked?
This suggests that…
However, …
Therefore, …
On the other hand…
In contrast…
One advantage of this view is…
This study was flawed because…
Support is shown by…
A useful application of this is…
Not everyone reacts in the same way, for
example…
• There may be cultural variations…
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FLAGS
AO2: boost those marks
a) It is relevant
b) It is a justified point
c) It is explained (elaborated upon)
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Make it effective by ensuring:
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The golden rules:
1. Identify your evaluation point (This study
lacks ecological validity…)
2. Justify your point (… because it was a lab
experiment and attempts to replicate it in other
situations have been unsuccessful)
3. Elaborate upon it (Therefore, the results of
this study cannot be generalised beyond the
research situation)
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How do I do this?
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• Mark a minute
• Don’t write an introduction or conclusion unless
it will get you extra marks
• It can be useful to work backwards with some
essays- know how you want to conclude and
structure your answer from there
• Your essay does not have to be balanced (its
just good practice!)
• Beware of your own opinion!! It must be backed
with psychology
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Planning your answer
Work in 3s
AO1
AO2
AO2
AO2
AO1
AO2
AO2
AO2
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AO1
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• AO1: 6 mins; AO2: 6 mins; AO2: 6 mins
• Plan in boxes:
Describe and evaluate research
into stress and the immune system
*Conclusion of key study
*Supported by Kiecolt-Glaser who found that T-cell activity
were higher in students before exam and lower during them,
suggesting that stress reduces the immune system functioning.
*In turn supported by Riley and Cohen
* Such research has important implications
AO2 *However, K-C studies had biased sample.
neg *K-C study also didn't match pps accurately
study suggests it is more complex- sigA increase
ative *Evan’s
during acute stress and decreased during chronic stress.
Actually support GAS
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AO2
posit
ive
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AO1 Aims Procedure and Findings or key study:
Kiecolt-Glaser
Trace decay theory
AO2 +
*supported by Lashley because…
AO2 -
•Refuted by Jenkins and Dallenbach because…However,
study is flawed by major confounding variable of…
•Also refuted by Baddeley and Hitch because…
•Fact we have VLTMs
•Impossible to distinguish between trace decay and
interference
AO1
Interference theory
AO1 + •Supported by both J&D and B&H above because…
•Also supported by Tulving and Pstoka because…
AO2 -
•Many studies lab studies so… T&P particularly artificial
because…
•T&P actually found that effects would disappear with cued
recall so interference may just mask memory. Supports theory
of retrieval failure and cue-dependent forgetting
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AO1
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Critically consider explanations of forgetting
in LTM
•Supported by research- Holland et al; Fichter and Park. Scientific
research increasingly suggests a biological element
•If biological then explains why resistant to treatment
•Beneficial to be biological as can lead to treatments
AO
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*However, research flawed- Holland could be due to enviro
suggesting not just biological cause. CR not 100% so must be
other factors involved. Samples small so fail to take individual
diffs into account- bio doesn’t apply to all
*bio cant explain aspects such as increase, mainly females,
mainly western- not adequate explanation on own
* cause or effect- if not causal then must be another explanation
* Doesn’t take any psychological factor into account (learning,
childhood, thought process etc) which have all been found to
have an role to play. Bio on own does not explain anorexia, best
to take diathesis-stress approach
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AO
2+
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To what extent can anorexia nervosa be explained by biological factors.
AO Description of biological causes of anorexia: Genetics,
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biochemistry, neuroanatomy