ocr.org.uk/gcsepsychology

GCSE (9-1)Specification

PSYCHOLOGYJ203For first assessment in 2019

GCSE (9-1) Psychology

Registered office: 1 Hills Road Cambridge CB1 2EU

OCR is an exempt charity.

We will inform centres about any changes to the specifications. We will also publish changes on our website. The latest version of our specifications will always be those on our website (ocr.org.uk) and these may differ from printed versions.

Copyright © 2016 OCR. All rights reserved.

Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use.

Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in England. Registered company number 3484466.

1© OCR 2017 GCSE (9–1) in Psychology

Contents

1 Why choose an OCR GCSE (9–1) in Psychology? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCRGCSE(9–1)inPsychology? 31c. Whatarethekeyfeaturesofthisspecification? 41d. HowdoIfindoutmoreinformation? 5

2 Thespecificationoverview 62a. OCR’s GCSE (9–1) in Psychology (J203) 62b. Content of GCSE (9–1) in Psychology (J203) 72c. ContentofStudiesandapplicationsinpsychology1 92c. ContentofStudiesandapplicationsinpsychology2 142c. ContentofResearchMethods(Components01and02) 182d. Prior knowledge, learning and progression 21

3 Assessment of GCSE (9–1) in Psychology (J203) 223a. Formsofassessment 223b. Assessmentobjectives(AO) 243c. Assessmentavailability 243d. Retakingthequalification 253e. Assessmentofextendedresponse 253f. Synopticassessment 253g. Calculatingqualificationresults 25

4 Admin:whatyouneedtoknow 264a. Pre-assessment 264b. Specialconsideration 264c. Externalassessmentarrangements 274d. Resultsandcertificates 284e. Post-resultsservices 284f. Malpractice 28

5 Appendices 295a. Overlapwithotherqualifications 295b. Accessibility 295c. Mathematicalskillsrequirement 295d. TextList 315e. Acknowledgements 32

2© OCR 2017

GCSE (9–1) in Psychology

1

1a. WhychooseanOCRqualification?

ChooseOCRandyou’vegotthereassurancethatyou’reworkingwithoneoftheUK’sleadingexamboards. Our new OCR GCSE (9–1) in Psychology coursehasbeendevelopedinconsultationwithteachers,employersandHigherEducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.

We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,including schools, colleges, workplaces and other institutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEsandvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourstudentstoachievemore.

We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaim

toencouragestudentstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.

Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• Awiderangeofhigh-qualitycreativeresourcesincluding:

• DeliveryGuides• TransitionGuides• TopicExplorationPacks• LessonElements• …andmuchmore.

• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecifications.

• CPD/Trainingforteachersincludingeventstointroducethequalificationsandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividuallearnersorwholeschools.

AllGCSE(9–1)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’sGCSE(9–1)inPsychologyisQN603/1109/5.

1 Why choose an OCR GCSE (9–1) in Psychology?

3© OCR 2017 GCSE (9–1) in Psychology

1

1b. Why choose an OCR GCSE (9–1) in Psychology?

OCR’sGCSE(9–1)specificationinPsychologyisdesignedtoinspireandengagelearnersbyprovidingabroad,coherent,satisfyingandworthwhilecourseofstudywhichdevelopsanunderstandingoftheideasandvaluesthatcharacterise‘self’andothers.Learnerswillbeequippedwithapsychologicalliteracythatenablesthemtoapplytheirknowledgeandskillsintheireverydaylives,includingmakinginformeddecisionsaboutfurtherstudyandcareerchoices.

OCRareenrichingandsupportingourqualificationbyworkingwithTimetoChange,England’sbiggestprogrammetochallengementalhealthstigmaanddiscrimination,runbythecharitiesMindandRethinkMental Illness.

TimetoChangeexplain:

“Time to Change is pleased to be working with OCR to update their GCSE (9–1) Psychology qualification. One in ten young people experience a mental health problem; that’s three in an average classroom - so striving to improve young people’s mental health knowledge is crucial. Improved knowledge helps to reduce stigma and discrimination, which we know have a profound impact on the lives of young people affected by mental health problems; preventing them from fulfilling their potential or seeking help, and leading to loneliness, worse recovery outcomes and loss of confidence.

50% of all adult mental illness starts before the age of 15, and 75% by age 18. We hope this GCSE (9–1) Psychology qualification will inspire this generation to know more about mental health and find out what they can do to support their own mental health and that of their peers and help to create a future free from stigma and discrimination.”

Aimsandlearningoutcomes

OCR’s GCSE (9–1) in Psychology will encourage learnersto:

• usespecialistvocabulary,psychologicalconcepts,terminologyandconventionstoengage in the process of psychological enquiry

• acquireknowledgeandunderstandingofpsychology,developinganunderstandingofself and others, and how psychological understandingcanhelptoexplaineverydaysocialphenomena

• understandhowpsychologicalresearchisconducted,includingtheroleofscientificmethodanddataanalysis

• presentinformation,developargumentsanddrawconclusionsthroughacriticalapproachtopsychologicalevidence,developingasreflectivethinkers

• developanunderstandingoftherelationshipbetweenpsychologyandpersonal,moral,socialandculturalissues,anddevelopanunderstanding of ethical issues in psychology

• developanunderstandingofpsychologicalissues,thecontributionofpsychologytoindividual,socialandculturaldiversity,andhowpsychology contributes to society.

4© OCR 2017

GCSE (9–1) in Psychology

1

1c. Whatarethekeyfeaturesofthisspecification?

The key features of OCR’s GCSE (9–1) in Psychology foryouandyourlearnersare:

• aspecificationwithafocusonmentalhealth,which encourages greater awareness in young peopleandthereforereducingstigmaanddiscrimination–developedinpartnershipwithTimetoChange

• aclearandstraightforwardstructure,whichretainsthepopularelementsofkeyconcepts,theories,researchandapplication

• anallowancefortheteachingofresearchmethodstobeembeddedwithintopicsaswellasstandalonesections

• brainandneuropsychologycontentembeddedwithin topics

• anemphasisontheimportanceofpracticalworkand‘doingpsychology’,includingresearchstudiesonthespecificationthatcanbereplicated

• aspecificationthatwasdevelopedinconsultationwithteachersandothersubjectstakeholders

• excitingsubjectcontentwithabalanceofclassicandmodernpsychologicaltheoryandresearchwhichisrelevanttoyoungpeople

• contentthatprovidesapplicationstotherealworld, increasing learners’ psychological understanding

• accesstoourSubjectTeamandteacherguidancetosupportintheplanning,deliveryandassessmentofthequalification

• awiderangeofteachingandlearningresourcestosupportthedeliveryofthespecification,including:

• deliveryguides• core studies guides• lessonelements• curriculumplans• flippedlearningguide• quantitativeskillsguides• student topic workbooks• podcasts• bespokeresourcesproducedwithTimeto

Changeon‘psychologicalproblems’content.

5© OCR 2017 GCSE (9–1) in Psychology

1

1d. HowdoIfindoutmoreinformation?

IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk

If you are not already a registered OCR centre then youcanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk

Ifyouarenotyetanapprovedcentreandwouldliketobecomeonegoto:www.ocr.org.uk

Wanttofindoutmore?

AskourSubjectTeam:

Email:psychology@ocr.org.uk

Telephone:01223553998

Teachersupport:http://www.ocr.org.uk/psychology

News:twitter.com/OCR_psychology

6© OCR 2017

GCSE (9–1) in Psychology

2

2a. OCR’s GCSE (9–1) in Psychology (J203)

Learnerstakebothcomponents01and02tobeawardedtheOCRGCSE(9–1)inPsychology.

ContentOverview AssessmentOverview

• CriminalPsychology

• Development

• PsychologicalProblems

• ResearchMethods

Studiesandapplicationsin

psychology 1* (01)

90marks

Writtenpaper

1hour30minutes

50%of totalGCSE

• SocialInfluence

• Memory

• SleepandDreaming

• ResearchMethods

Studiesandapplicationsin

psychology 2* (02)

90marks

Writtenpaper

1hour30minutes

50%of totalGCSE

*Indicatesinclusionofsynopticassessment.

2 Thespecificationoverview

7© OCR 2017 GCSE (9–1) in Psychology

2

2b. Content of GCSE (9–1) in Psychology (J203)

Learnerswillberequiredtostudypsychologicalideas,processes, techniques and procedures, through the followingtopics:

• development

• memory

• psychologicalproblems

• socialinfluence

• thebrainandneuropsychology*

• criminalpsychology

• sleepanddreaming

• researchmethods.

Eachcomponentwillconsistofthreetopics,withresearchmethodsincludedinboth.Foreachofthetopics,contentwillrelateto:

• keyconcepts

• theories/explanations

• researchstudies

• applications.

For each topic, learners will be required to study two core studies** to support the content of related theories.Foreachcorestudy,learnersshould‘tellthestory’ofthestudybyconsideringthefollowing:

• background

• method• design• sample• materials/apparatus• procedure

• results

• conclusions

• criticisms.

As part of their study, learners will be required todevelopknowledgeandunderstandingofthe fivecoreareasofpsychologyidentifiedas:

• biological–anunderstandingofbiologicalconcepts within psychology, including neuroscienceandgeneticsascontributors tobehaviour

• cognitive–anunderstandingofthought,informationandmentalprocessingascontributorstobehaviour

• social–anunderstandingofthesocialarea ofpsychology,theimpactofsocialandenvironmentalfactorsonbehaviourandtheinfluenceofgroups

• developmental–anunderstandingofhowindividualschangethroughouttheirlives,withaparticularfocusonchildhoodandhowbothnatureandnurturecanaffectindividuals

• individualdifferences–anunderstandingof thecomplexnatureofhumanbehaviourandexperiencesandwhyandhowpeoplearedifferent.

Learnerswillalsobe requiredtodemonstratetheirknowledgeandunderstandingof:

• debateswithinpsychology,including‘reductionism/holism’,‘nature/nurture’and‘freewill/determinism’

• howpsychologicalknowledgeandideas changeovertimeandhowtheseinformourunderstandingofbehaviour

8© OCR 2017

GCSE (9–1) in Psychology

2

• thecontributionofpsychologytoanunderstandingofindividual,socialandculturaldiversity

• theinterrelationshipsbetweenthecoreareasof psychology

• howthestudiesfortopicsrelatetotheassociated theory

• researchmethodsasoutlinedinthecontentbelow.

Therewillalsobearesearchmethodssectionwithineachcomponent.Forcomponent01,thefocuswillbeondesigninganinvestigationandforcomponent02,theassessmentwillrelatetoanovelsource.Specificresearchmethodscontentmayalsobeassessedwithin the topic areas.

Itisrecommendedthatlearnerscarryoutethical,investigativepracticalactivitiesinordertosupporttheirunderstandingofresearchmethods.

Thefollowingresearchmethodscontentwillbeassessedthroughoutthewholequalification.

• PlanningResearch:• hypotheses• variables• experimentalDesigns• populationsandSampling• ethical Guidelines.

• DoingResearch:• experiments• interviews• questionnaires• observations• case studies• correlations.

• AnalysingResearch:

• types of data• descriptivedata• tables, charts and graphs• reliabilityandvalidity• sources of bias.

Fulldetailsofresearchmethodscontentappears insection2cofthespecification.

Fully referenced details of research studies used withinthisqualificationcanbefoundinsection 5dofthespecification.

Inordertobeabletodeveloptheirskills,knowledgeand understanding in psychology, learners need to havebeentaught,anddemonstratecompetence,toselectandapplyareasofmathematicsrelevanttoresearchmethodsinpsychology(seesection5c).

* content of brain and neuropsychology has been embeddedwithintheothertopicsandcanbeassessed as either part of that topic, or as an isolated questionwithinthegivensection.Brainandneuropsychology content has been underlined within the topics. Students should know and understand key conceptsinthebrainincludingitsdivisionintothreemainparts(Cerebrum,CerebellumandBrainstem)and associated sub-parts.

** owing to the brain and neuropsychology being embeddedwithinothertopics,thefollowingareusedas‘dualpurpose’studies,coveringmorethanonetopic:Wilson,KoplemanandKapur(2008)(Brainandneuropsychology,memory)andDaniel,Weinberger,Jonesetal.(1991)(Brainandneuropsychology,psychologicalproblems).

9© OCR 2017 GCSE (9–1) in Psychology

2

2c. ContentofStudiesandapplicationsinpsychology1

Thiscomponentintroduceslearnerstothefollowingtopics:CriminalPsychology,DevelopmentandPsychologicalProblems.

Learnersmustdemonstrateknowledgeandunderstandingofthekeyconcepts,theories/explanations,relatedresearchstudiesandapplicationslisted.

Fortheresearchstudiesthefollowingmustbestudied:background,method(design,sample,materials/apparatus,procedure),results,conclusionsandcriticisms.

Learnersarealsorequiredtohavestudiedallcontentrelatingtoplanningresearch,doingresearchandanalysingresearch(seesection2cContentofResearchMethods(Components01and02)).

Learnersareencouragedtocarryoutethical,investigativepracticalactivitiesappropriateforthestudyofpsychologyatthislevel,butlearnerswillnotbedirectlyassessedonthesespecificactivities.

CriminalPsychology Content

Key Concepts • Differenttypesofcrimeincluding:violent;drugrelated;acquisitive;sexual;andanti-socialoffences

• Criminalbehaviourasasocialconstructincludingdeviationfromnormsandtheroleofcultureindefiningcriminal/anti-socialbehaviour

• Howcrimeismeasured:officialstatisticsandself-report.

Theories/Explanationsofwhycriminal/anti-socialbehaviouroccurs

TheSocialLearningTheory

Eysenck’sCriminalPersonalityTheory

• TheSocialLearningTheoryofCriminality:

• identificationwithrolemodels• theroleofobservationandimitation• theprocessofvicariousreinforcement• theroleofdirectreinforcementandinternalisation• criticismsofthetheoryincludingthenature/nurturedebate.

SocialLearningTheoryResearchStudy–CooperandMackie(1986): Studyintovideogamesandaggressioninchildren.• Eysenck’sCriminalPersonalityTheories(1964and1992)andthe

BiologicalBasisofPersonality(1967)• extraversion;neuroticism;andpsychoticism;inrelationtocriminal

behaviour• howthecentralnervoussystemrelatestocognitionsandbehaviour,

withspecificreferencetoarousallevelsandthecriminalpersonality• howfunctionsofthebrainrelatetocognitionsandbehaviourwith

specificreferencetosynapsesanddopaminergicneuronsandhow theyinteractinanoveractivedopaminesysteminpsychoticism

• theroleofdopaminerewardsystems;thereticularactivationsystem andthecerebralcortexinextroversion

• theroleoftheautonomicnervousandthelimbicsystemin neuroticism

10© OCR 2017

GCSE (9–1) in Psychology

2

CriminalPsychology Content

• theroleofearlysocialisationanddifficultiesinconditioningchildren• criticismsofthetheoryincludingtheissueofindividualdifferences.

CriminalPersonalityTheoryResearchStudy–Heaven(1996):Study intodelinquency,extroversion,psychoticismandself-esteem.

Application

The changing nature of punishment

• Theroleofrehabilitationinreducingcriminal/anti-socialbehaviour;andincreasingpro-socialbehaviour;includingrestorativejustice;andtheuseofpositiverolemodels

• Theeffectsofpunishmentanddeterrentsinreducingcriminal/anti-socialbehaviour;includingtheuseofprisons;communitysentences;andfines.

11© OCR 2017 GCSE (9–1) in Psychology

2

Development Content

Key Concepts • Stagesofdevelopment;pre-natal;childhood;adolescence;andadulthood

• Thedevelopmentofbrainstructuresandfunctions;thenervoussystem;neurons;synapses;andtheirinteractionindevelopmentof the brain

• IQtestsasameasureofintelligence.

Theories/Explanations

Piaget’sTheoryofCognitiveDevelopment

TheRoleofLearningonDevelopment–

Dweck’s Mindset Theory

Willingham’sLearningTheory

• Piaget’sTheoryofCognitiveDevelopment:

• Thefourinvariantstagesofdevelopment:sensori-motor;pre-operational;concrete-operational;formaloperational

• assimilationandaccommodation• theconceptsofobjectpermanence;animism;andegocentrism• theprocessesofdecentration;reversibility;andconservation• criticismsofthetheoryincludingthereductionism/holism

debate.

CognitiveDevelopmentResearchStudy–Piaget(1952):Studyintotheconservationofnumber.

• Learningtheoriesofdevelopment:

• Dweck’sideasonfixedandgrowthmindsets• Dweck’sideasonpraiseforeffort• Willingham’sideasonthemythoflearningstyles• Willingham’sideasontheimportanceofmeaningforlearning• criticismsoflearningtheoriesincludingthenature/nurture

debate.

LearningResearchStudy–Blackwelletal.(2007):studyintofixedandgrowthmindsets.

Application

Thechangingroleofeducation

• HowPiaget’sideashavebeenappliedtoeducationthroughtheuseofkeystages,readiness,activelearningandtheconceptofintelligence

• Howlearningtheoriesapplytothedevelopmentofeducationandintelligencethroughgrowthmindsetsandteachingthroughmeaningnot learning styles.

12© OCR 2017

GCSE (9–1) in Psychology

2

PsychologicalProblems Content

Key Concepts • Anintroductiontomentalhealth:• waysofdefiningmentalhealth,includingthementalhealth

continuum• thecurrentprevalenceofmentalhealthproblems,including

currentstatisticsanddifferencesbetweenage;gender;andsexualorientation

• theincidenceofsignificantmentalhealthproblemsovertime,includingchangingclassification;similaritiesanddifferences;andhowattitudeshavechangedtowardsmentalhealthintheUK since the 1959 Mental Health Act.

• Theeffectsofsignificantmentalhealthproblemsontheindividualandsociety:• theeffectsofstigmaonindividualsbeforeandafterdiagnosis• theeffectsofdiscriminationonindividualsbeforeandafter

diagnosis• theeffectsofsignificantmentalhealthproblemsonthewider

society,includingcareinthecommunity.

Theories/Explanations

BiologicalExplanationofSchizophrenia

PsychologicalExplanationofSchizophrenia

Schizophrenia

• TheclinicalcharacteristicsofschizophreniaasoutlinedintheInternationalClassificationofDiseases(ICD)1

• Keystatisticsofschizophreniaincludingreferencetoprevalence;age;sex;ethnicity;andrecoveryrates

• Thebiologicaltheoryofschizophrenia:• thedopaminehypothesis–theroleofdopaminergicneurons

andsynaptictransmissioninanoveractivedopaminesystem causinghighdopaminelevelsinthebrain

• howthestructureandfunctionsofthebrainrelatesto cognitionsandbehaviour;braindysfunctioninrelationtobrainvolumeandbrainactivity–therolesofthefrontallobes;hippocampus;andtemporallobes;andtheimpactofneurologicaldamageinschizophrenia

• criticismsofthistheoryincludingthenature/nurturedebate.

• Thepsychologicaltheory-thesocialdrifttheoryofschizophrenia:• rejectionbysociety• disengagementofindividuals• criticismsofthistheoryincludingproblemsestablishingcause

andeffect.

Schizophrenia Research Study– theroleofmonoaminesoncerebralfunctionduringspecificprefrontal cognitiveactivation–Daniel,Weinberger,Jonesetal.(1991):Theeffectof amphetamineonregionalcerebralbloodflowduringcognitiveactivationin schizophrenia.

1 TeachersshouldusethemostrecentversionofICDwhenstartingtoteachatwoyearcourse.

13© OCR 2017 GCSE (9–1) in Psychology

2

PsychologicalProblems Content

Theories/Explanations

BiologicalExplanationofClinical Depression

PsychologicalExplanationofClinical Depression

Clinical Depression• Theclinicalcharacteristicsofclinicaldepressionasoutlinedinthe

InternationalClassificationofDiseases(ICD)2

• Keystatisticsofclinicaldepressionincludingreferencetoprevalence;age;sex;ethnicity;andrecoveryrates

• Thebiologicaltheory–thesocialranktheoryofclinicaldepression:• theevolutionaryfunctionofdepression• theroleofalowerrankinreducingconflict• criticismsofthetheoryincludingthereductionism/holism

debate.

• Thepsychologicaltheory-theABCModelofclinicaldepression:• rationalversusirrationalbeliefs• therolesofactivatingevents,beliefsandconsequences• criticismsofthetheoryincludingthefreewill/determinism

debate.

ClinicalDepressionResearchStudy–Tandocetal.(2015):StudyintoFacebookuse,envy,anddepressionamongcollegestudents:IsFacebookingdepressing?

Application

Thedevelopmentoftreatments

• Theuseofanti-psychoticsandanti-depressantstotreatschizophreniaand clinical depression and howtheyimprovementalhealththrough changingtheactionsofthebrainandinteractionsbetweenneurons and synapses

• Theuseofpsychotherapyfortreatingschizophreniaandclinicaldepressionandhowitimprovesmentalhealth

• Thedevelopmentofneuropsychologyforstudyingschizophreniaand clinical depression, including neuropsychological tests and brain imagingtechniques.

2 TeachersshouldusethemostrecentversionofICDwhenstartingtoteachatwoyearcourse.

14© OCR 2017

GCSE (9–1) in Psychology

2

2c. ContentofStudiesandapplicationsinpsychology2

Thiscomponentintroduceslearnerstothefollowingtopics:SocialInfluence,MemoryandSleepandDreaming.

Learnersmustdemonstrateknowledgeandunderstandingofthekeyconcepts,theories/explanations,relatedresearchstudiesandapplicationlisted.

Fortheresearchstudiesthefollowingmustbestudied:background,method(design,sample,materials/apparatus,procedure),results,conclusionsandcriticisms.

Learnersarealsorequiredtohavestudiedallcontentrelatingtoplanningresearch,doingresearchandanalysingresearch(seesection2cContentofResearchMethods(Components01and02)).

Learnersareencouragedtocarryoutethical,investigativepracticalactivitiesappropriateforthestudyofpsychologyatthislevel,butlearnerswillnotbedirectlyassessedonthesespecificactivities.

SocialInfluence Content:

Key Concepts • Conformityincludingmajorityinfluence.• Collectiveandcrowdbehaviourincludingpro-socialandanti-social

behaviour.• Obedienceincludingobeyingtheordersofauthorityfigures.

Theories/Explanations

SituationalFactors

DispositionalFactors

• Theeffectofsituationalfactors(otherpeopleandsocial)onbehaviours:• majorityinfluenceonconformity• collectiveandcrowdbehaviour,includingdeindividuation• cultureonpro-socialandanti-socialbehaviour• authorityfiguresonobedience• criticismsoftheeffectofsituationalfactors,includingthe

freewill/determinismdebate.

SituationalFactorsResearchStudy-Bickman(1974):studyintoobedienceandthesocialpowerofauniform.

• Theeffectofdispositionalfactors(personality)onbehaviours:• self-esteemonconformity• locus of control in crowds• moralityonpro-socialandanti-socialbehaviour• the authoritarian personality on obedience• theinfluenceofthebrainindispositionalfactors,including;

hippocampalvolumeinself-esteem;andregionsofthe pre-frontalcortexinmorality

• criticismsoftheeffectofdispositionalfactorsincludingissues of generalisability.

DispositionalFactorsResearchStudy-NatCen(2011):studyintotheAugustriotsinEnglandwithreferencetoanti-socialcollectivebehaviouranddispositionalfactors.(Note: candidates only need to be familiar with the events in Tottenham.)

15© OCR 2017 GCSE (9–1) in Psychology

2

SocialInfluence Content:

Application

Changingattitudes

• Howminorityinfluenceaffectssocialchangeinrelationtochangingattitudesandbehaviourtowards,increasingawarenessof,andreducingmentalhealthstigmaanddiscrimination.

• Howmajorityinfluenceaffectssocialchangeinrelationtochangingattitudesandbehaviourtowards,increasingawarenessof,andreducingmentalhealthstigmaanddiscrimination.

16© OCR 2017

GCSE (9–1) in Psychology

2

Memory Content

Key Concepts • Thestagesofinformationprocessing:input;encoding;storage;retrieval;andoutput

• Typesofforgetting:decay;displacement;retrievalfailure(lackofcues).

• Thestructureandfunctionsofthebrainandhowthebrainworksintheformationofmemories;–howneurologicaldamagecanaffectmemory;theroleofthehippocampusonanterogradeamnesia;thefrontallobeonretrogradeamnesia;andthecerebellumonproceduralmemory.

Theories/Explanations

TheMulti-storeModelofMemory

TheTheoryofReconstructiveMemory

• ThestructureandprocessoftheMulti-storeModelofmemory:• sensorystore,short-termmemoryandlong-termmemory• differencesbetweenstoresintermsofduration• differencesbetweenstoresintermsofcapacity• differencesbetweenstoresintermsoftypesofencoding• criticismsofthemodelincludingrehearsalversusmeaning

inmemory.

TheMulti-storeModelofMemoryResearchStudy–anexampleofthe impact,onbehaviour,ofneurologicaldamage-Wilson,Kopelmanand Kapur(2008):Prominentandpersistentlossofpastawarenessin amnesia:delusion,impairedconsciousnessorcopingstrategy(theClive Wearing study).

• Thestructureandprocessofthetheoryofreconstructivememory:• theconceptofschemas• theroleofexperienceandexpectationonmemory• theprocessofconfabulation• distortionandtheeffectofleadingquestions• criticismsofthetheoryincludingthereductionism/holism

debate.

ReconstructiveMemoryResearchStudy–Braun,EllisandLoftus(2002):studyintoHowAdvertisingCanChangeOurMemoriesofthePast.

Application

Techniques used for recall

• Theuseofcues,repetitionandavoidingoverloadinadvertisementsandtheuseofautobiographicaladvertising

• Thedevelopmentofneuropsychologyformeasuringdifferent memoryfunctions,includingtheWechslerMemoryScale.

17© OCR 2017 GCSE (9–1) in Psychology

2

SleepandDreaming Content

Key Concepts • Thefunctions,featuresandbenefitsofsleep:healthybrain;physicalrepair;emotionalstability;stages of the sleep cycle and whendreamingoccurs;theroleofthepinealglandandmelatonin

• Thecausesofsleepdisorders:sleeponsetandsleepmaintenanceinsomnia

• Endogenouspacemakers;andexogenouszeitgebers;andtheirrolein sleep.

Theories/Explanations: TheNatureofDreaming

The Freudian Theory of Dreaming

TheActivationSynthesis TheoryofDreaming

• TheFreudianTheoryofDreaming:• theunconsciousmind• the role of repression• theconceptofwishfulfilment• manifestandlatentcontentofdreams• criticismsofthetheoryincludingtheissueofsubjectivity.

TheFreudianTheoryofDreamingResearchStudy–Freud(1918):dreamanalysisstudyof‘TheWolfman’.

• TheActivationSynthesisTheoryofDreaming:• the role of REM sleep• thefunctionandactionsofthebrainduringsleep,including

thelimbicsystem• activityofneuronsinthepons during sleep• theprocessofsynthesisasafunctionofthecerebralcortex• criticismsofthetheoryincludingthereductionism/holism

debate.

TheActivationSynthesisTheoryofDreamingResearchStudyDifferencesinactionsandfunctionsofthebrainwhendreamingand when awake–Williamsetal.(1992):studyintoBizarrenessinDreamsandFantasies:ImplicationsfortheActivationSynthesisHypothesis.

Application

Developmentoftreatments forinsomnia

• Featuresofinsomnia,theroleofthenervoussystemandits managementthroughrelaxationtechniques and the role of the physicalenvironmentininsomniaanditstreatmentthroughimprovedsleephygiene

• Theimpactofneurologicaldamagetothehypothalamusonsleep.

18© OCR 2017

GCSE (9–1) in Psychology

2

2c. ContentofResearchMethods(Components01and02)

Therewillbearesearchmethodssectionwithineachcomponent.Forcomponent01,thefocuswillbeondesigninganinvestigationandforcomponent02,theassessmentwillrelatetoanovelsource.Specificresearchmethodscontentmayalsobeassessedwithin the topic areas.

Learnersareencouragedtocarryoutethical,investigativepracticalactivitiesappropriateforthestudyofpsychologyatthislevel,butlearnerswillnotbedirectlyassessedonthesespecificactivities.

Aminimumof20%oftheoverallmarksinbothcomponentsarefortheassessmentofResearchMethods.

Aminimumof10%oftheoverallmarksacrossthetwocomponentsaretargetedattheassessmentofmathematicsrelevanttoresearchmethodsinpsychology(pleaseseeSection5c).

Planning Research Learnersshouldhaveknowledgeandunderstandingofthefollowingfeatures of planning research and their associated strengths and weaknesses,includingreliabilityandvalidity.

Hypotheses • Nullandalternativehypotheses• Hypothesestopredictdifferences,correlations,ornopatterns.

Variables • Independentvariablesandhowtheycanbemanipulated• Dependentvariablesandhowtheycanbemeasured• Co-variablesandhowtheycanbemeasured• Extraneousvariablesandhowtheycanbecontrolled,includingthe

useofstandardisation.

ExperimentalDesigns • Repeatedmeasuresdesign• Independentmeasuresdesign.

PopulationsandSampling • Targetpopulations,samplingandsamplesizewithreferencetorepresentativenessandgeneralisability

• Samplingmethods;random,opportunity,self-selected• Principlesofsamplingasappliedtoscientificdata.

Ethical Guidelines • Ethicalissues:• lackofinformedconsent• protectionofparticipants/psychologicalharm• deception.

• Waysofdealingwithethicalissues:• useofdebriefing• right to withdraw • confidentiality.

• TheBritishPsychologicalSociety’sCodeofEthicsandConduct.

19© OCR 2017 GCSE (9–1) in Psychology

2

Doing Research Learnersshouldhaveknowledgeandunderstandingofthefollowingfeatures of doing research and their associated strengths and weaknesses includingreliabilityandvalidityandthetypeofresearchobjectivesforwhichtheyaremostsuitable.

Experiments • Laboratory• Field• Natural.

Interviews • Structured• Unstructured.

Questionnaires(Surveys) • Openquestions• Closedquestions• Ratingscales.

Observations • Naturalistic• Controlled• Overt• Covert• Participant• Non-participant.

Case Studies • Useofqualitativedata• Useofsmallsamples.

Correlations • Useofquantitativedata• Positive,negativeandzerocorrelations.

20© OCR 2017

GCSE (9–1) in Psychology

2

Analysing Research Learnersshouldbeabletodemonstrateknowledgeandunderstandingoftheprocessandproceduresinvolvedinthecollection,construction,interpretation,analysisandrepresentationofdata.Thiswillnecessitatetheabilitytoperformsomecalculations.

Types of Data • Quantitativedata• Qualitativedata• Primarydata• Secondarydata• Strengthsofeachtypeofdata.

DescriptiveStatistics • MeasuresofCentralTendency:• Mode(includingmodalclass)• median• mean.

• Range• Ratios• Percentages• Fractions• Expressionsindecimalandstandardform• Decimalplacesandsignificantfigures• Normaldistributions• Estimationsfromdatacollected.

Tables, Charts and Graphs • Frequencytables(tallychart)• Barcharts• Piecharts• Histograms• Linegraphs• Scatterdiagrams.

Reliability and Validity • Reliability:• internal • external• inter-rater.

• Validity:• ecological • population• construct.

• Demandcharacteristics• Observereffect• Socialdesirability.

Sources of bias • Genderbias• Culturalbias• Agebias• Experimenterbias• Observerbias• Biasinquestioning.

21© OCR 2017 GCSE (9–1) in Psychology

2

2d. Priorknowledge,learningandprogression

Nopriorknowledgeorlearningofthesubjectisrequired.

GCSEsarequalificationsthatenablelearnerstoprogresstofurtherqualifications,eitherVocationalorGeneral.

ThisqualificationprovidestheidealfoundationforlearnerstoprogresstoOCR’sASLevelinPsychologyandALevelinPsychology.

Findoutmoreatwww.ocr.org.uk .

22© OCR 2017

GCSE (9–1) in Psychology

3

3 Assessment of GCSE (9–1) in Psychology (J203)

3a. Formsofassessment

OCR’s GCSE (9–1) in Psychology consists of two componentsthatareexternallyassessed.Learnersmusttakebothcomponents.

Aminimumof20%oftheoverallmarksinbothcomponentsarefortheassessmentofResearchMethods.

Aminimumof10%oftheoverallmarksacrossthetwocomponentsaretargetedattheassessmentofmathematicsrelevanttoresearchmethodsinpsychology(pleaseseesection5c).

Studiesandapplicationsinpsychology1(Component01)

Thiscomponentisexternallyassessedandisworth50%oftheoverallqualification.Itisworth90marksintotal.Learnerswillanswerquestionson:

• CriminalPsychology(worth24marks)

• Development(worth24marks)

• PsychologicalProblems(worth24marks)

• ResearchMethods(worth18marks).

Theexaminationwillbeawrittenpaperlasting1hourand30minutesandwillconsistofshortandmediumtariffquestions,aswellasoneextendedessayquestionworth13marks.

Differenttopicsareassessedindifferentsectionsacrosstheseriesofexaminations.

The13-markquestionwillalwaysappearinsectionCandwillrequirelearnerstomakeajudgementonasynopticitem.Therewillalsobethreemultiplechoicequestionspertopicarea(excludingsectionD). Thesewillappearatthebeginningofeachsection.

ForsectionD-researchmethods,learnerswill berequiredtodesignaninvestigation.Inaddition,researchmethodsarealsoembeddedwithin sectionsA-C.

The study of the brain and neuropsychology has been embeddedwithinthecontentbutcanbeassessedinisolationwithinsectionsA-C.

Pleasenote,contentseparatedbyasemicolon(;)canbeassesseddiscretelyorinanycombination.

Theuseofcalculatorsispermittedintheexamination.

23© OCR 2017 GCSE (9–1) in Psychology

3

Studiesandapplicationsinpsychology2(Component02)

Thiscomponentisexternallyassessedandisworth50%oftheoverallqualification.Itisworth90marksintotal.Learnerswillanswerquestionson:

• SocialInfluence(worth24marks)

• Memory(worth24marks)

• SleepandDreaming(worth24marks)

• ResearchMethods(worth18marks).

Theexaminationwillbeawrittenpaperlasting1hourand30minutesandwillconsistofshortandmediumtariffquestions,aswellasoneextendedessayquestionworth13marks.

Differenttopicsareassessedindifferentsectionsacrosstheseriesofexaminations.

The13-markquestionwillalwaysappearinsectionCandwillrequirelearnerstomakeajudgementonasynopticitem.Therewillalsobethreemultiplechoicequestionspertopicarea(excludingsectionD). Thesewillappearatthebeginningofeachsection.

ForsectionD-researchmethods,learnerswillberequiredtorespondtoanovelsource.Inaddition,researchmethodsarealsoembeddedwithin sectionsA-C.

The study of the brain and neuropsychology has been embeddedwithinthecontentbutcanbeassessedinisolationwithinsectionsA-C.

Pleasenote,contentseparatedbyasemicolon(;)canbeassesseddiscretelyorinanycombination.

Theuseofcalculatorsispermittedintheexamination.

24© OCR 2017

GCSE (9–1) in Psychology

3

3b. Assessmentobjectives(AO)

TherearethreeAssessmentObjectivesintheOCRGCSE(9–1)inPsychology.Thesearedetailedinthe table below.

AssessmentObjective

AO1Demonstrateknowledgeandunderstandingofpsychologicalideas,processesandprocedures

AO2 Apply knowledge and understanding of psychological ideas, processes and procedures

AO3Analyseandevaluatepsychologicalinformation,ideas,processesandprocedurestomakejudgementsanddrawconclusions

AOweightingsinOCR’sGCSE(9–1)Psychology

TherelationshipbetweentheAssessmentObjectivesandthecomponentsisshowninthefollowingtable:

Component%ofoverallGCSE(9–1)inPsychology(J203)

AO1 AO2 AO3

Studiesandapplicationsinpsychology1(J203/01) 33–37% 33–37% 28–32%

Studiesandapplicationsinpsychology2(J203/02) 33–37% 33–37% 28–32%

Total 35% 35% 30%

3c. Assessmentavailability

TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoall learners.

Allexaminedcomponentsmustbetakeninthesameexaminationseriesattheendofthecourse.

ThisspecificationwillbecertificatedfromtheJune2019examinationseriesonwards.

25© OCR 2017 GCSE (9–1) in Psychology

3

3d. Retakingthequalification

Learnerscanretakethequalificationasmanytimesastheywish.Theyretakeallcomponentsofthequalification.

3e. Assessmentofextendedresponse

Theassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheirabilitytoconstructanddevelopasustainedand

coherentlineofreasoningandmarksforextendedresponsesareintegratedintothemarkingcriteria.

3f. Synopticassessment

Synopticassessmentisthelearners’understandingoftheconnectionsbetweendifferentelementsofthesubject.Itinvolvestheexplicitdrawingtogetherofknowledge,skillsandunderstandingwithindifferentparts of the GCSE (9–1) course.

Theemphasisofsynopticassessmentistoencouragethe understanding of psychology as a discipline. Synopticassessmentisembeddedwithinbothcomponentsofthisqualification.

Theextendedresponseitemineachserieswillfocusonsynopticassessment.Thiswillbea13markquestioninbothpaperoneandpapertwo.Theitemwill require learners to drawn upon a range of psychological knowledge in order to answer the set question.

ThestudyofResearchMethodsunderpinstheentirespecification.Questionsintopicareasmayrequirecandidates to draw upon their knowledge and understandingofresearchmethods.

3g. Calculatingqualificationresults

Alearner’soverallqualificationgradeforOCRGCSE(9–1) in Psychology will be calculated by adding togethertheirmarksfromthetwocomponentstakentogivetheirtotalweightedmark.Thismarkwillthen

becomparedtothequalificationlevelgradeboundariesfortheentryoptiontakenbythelearnerandfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.

26© OCR 2017

GCSE (9–1) in Psychology

4

Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.

OCR’s Admin overviewisavailableontheOCRwebsiteat www.ocr.org.uk/administration.

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionof thenumberoflearnerswhowillbeentered foraqualificationinaparticularseries.

EstimatedentriesshouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityour centre in any way.

Finalentries

FinalentriesprovideOCRwithdetaileddataforeachlearner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,consideringtherelevantentryrules.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

AlllearnerstakingaGCSE(9–1)inPsychologymustbeentered for J203.

4 Admin:whatyouneedtoknow

Entrycode

TitleComponent

codeComponenttitle Assessment type

J203 Psychology

01 Studiesandapplicationsinpsychology1External

Assessment

02 Studiesandapplicationsinpsychology2External

Assessment

4b. Specialconsideration

Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.

27© OCR 2017 GCSE (9–1) in Psychology

4

4c. Externalassessmentarrangements

RegulationsgoverningexaminationarrangementsarecontainedintheJCQpublicationInstructions for conducting examinations.

Learnersarepermittedtouseascientificorgraphicalcalculatorforbothcomponents.CalculatorsaresubjecttotherulesinthedocumentInstructions for Conducting Examinations published annually by JCQ (www.jcq.org.uk).

Headofcentreannualdeclaration

TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.

AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeing suspended and could lead to the withdrawal of ourapprovalforyoutooperateasacentre.

PrivateCandidates

PrivatecandidatesmayenterforOCRassessments.

Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.Theymustbebasedin the UK.

PrivatecandidatesneedtocontactOCRapprovedcentres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk

28© OCR 2017

GCSE (9–1) in Psychology

4

4e. Post-resultsservices

Anumberofpost-resultsservicesareavailable:

• Enquiriesaboutresults – If you are not happy withtheoutcomeofalearner’sresults,centresmaysubmitanenquiryaboutresults.

• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.

• Accesstoscripts – Centres can request access tomarkedscripts.

4f. Malpractice

Anybreachoftheregulationsfortheconductofexaminationsandnon-examassessmentmayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCRas

soonasitisdetected.DetailedinformationonmalpracticecanbefoundintheJCQpublicationSuspected Malpractice in Examinations and Assessments: Policies and Procedures.

4d. Resultsandcertificates

GradeScale

GCSE(9–1)qualificationsaregradedonthescale:9–1,where9isthehighest.Learnerswhofailtoreachtheminimumstandardof1willbeUnclassified

(U).Onlysubjectsinwhichgrades9to1areattainedwillberecordedoncertificates.

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centreswillhaveaccesstothefollowingresultsinformationforeachlearner:

• thegradeforthequalification

• therawmarkforeachcomponent

• thetotalweightedmarkforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• rawmarkgradeboundariesforeachcomponent

• weightedmarkgradeboundariesforthequalification.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel1/2GCSE(9–1)inPsychology’.

29© OCR 2017 GCSE (9–1) in Psychology

5

5a. Overlapwithotherqualifications

ThereisnosignificantoverlapbetweenthecontentofthisspecificationandthoseforotherGCSE(9–1)qualifications.

5b. Accessibility

Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.Detailedinformationabouteligibilityforaccessarrangementscanbefound in the JCQ Access Arrangements and Reasonable Adjustments.

TheGCSE(9–1)qualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcoulddisadvantagelearnerswhoshareaprotectedCharacteristicasdefinedbytheEqualityAct2010. Allreasonablestepshavebeentakentominimise anysuchdisadvantage.

5c. Mathematicalskillsrequirement

Inordertobeabletodeveloptheirskills,knowledgeand understanding in psychology, students need to havebeentaught,anddemonstratecompetence,to

useandapplythefollowingareasofmathematicsrelevanttoresearchmethodsinpsychology:

5 Appendices

30© OCR 2017

GCSE (9–1) in Psychology

5

Arithmeticandnumericalcomputation• recogniseanduseexpressionsindecimalandstandardform• useratios,fractionsandpercentages• estimateresults.

Handling data • useanappropriatenumberofsignificantfigures• findarithmeticmeans• constructandinterpretfrequencytablesanddiagrams,barchartsandhistograms• understandtheprinciplesofsamplingasappliedtoscientificdata• understandthetermsmean,medianandmode• useascatterdiagramtoidentifyacorrelationbetweentwovariables• knowthecharacteristicsofnormaldistributions• understandrangeasameasureofdispersion• understandthedifferencesbetweenqualitativeandquantitativedata• understandthedifferencebetweenprimaryandsecondarydata• translateinformationbetweengraphicalandnumericalforms• plottwovariablesfromexperimentalorotherdataandinterpretgraphs.

31© OCR 2017 GCSE (9–1) in Psychology

5

5d. Text List

Core Study References

CriminalPsychology

Cooper,J.andMackie,D.(1986),VideoGamesandAggressioninChildren.JournalofAppliedSocialPsychology,16:726–744.doi:10.1111/j.1559-1816.1986.tb01755.x

Heaven,P.C.L.(1996),PersonalityandSelf-ReportedDelinquency:ALongitudinalAnalysis.JournalofChildPsychologyandPsychiatry,37:747–751.doi:10.1111/j.1469-7610.1996.tb01467.x

Development

Piaget,J.(1952),TheChild'sConceptionofNumber.London:RoutledgeandKeganPaulLtd.Chapter4

Blackwell,L.S.,Trzesniewski,K.H.andDweck,C.S.(2007),ImplicitTheoriesofIntelligencePredictAchievementAcrossanAdolescentTransition:ALongitudinalStudyandanIntervention.ChildDevelopment,78:246–263.doi:10.1111/j.1467-8624.2007.00995.x

PsychologicalProblems

Daniel,D.G.,Weinberger,D.R.,Jones,D.W.,Zigun,J.R.,Coppola,R.,Handel,S.,etal.(1991),Theeffectofamphetamineonregionalcerebralbloodflowduringcognitiveactivationinschizophrenia.JNeurosci,11:1907–1917

Tandoc,E.C.,Ferrucci,P.andDuffy,M.(2015),Facebookuse,envy,anddepressionamongcollegestudents:Isfacebookingdepressing?ComputersinHumanBehavior,43:139–146.doi:10.1016/j.chb.2014.10.053

SocialInfluence

Bickman,L.(1974),TheSocialPowerofaUniform.JournalofAppliedSocialPsychology,4:47–61. doi:10.1111/j.1559-1816.1974.tb02599.x

Morrell,G.etal.(2011)TheNationalCentreforSocialResearch(NatCen):TheAugustRiotsinEngland–Understandingtheinvolvementofyoungpeople.

Memory

Wilson,B.A.,Kopelman,M.andKapur,N.(2008),Prominentandpersistentlossofpastawarenessinamnesia:Delusion,impairedconsciousnessorcopingstrategy? NeuropsychologicalRehabilitation,18(5-6):527–540. doi:10.1080/09602010802141889

Braun,K.A.,Ellis,R.andLoftus,E.F.(2002),Makemymemory:Howadvertisingcanchangeourmemoriesofthepast.Psychol.Mark.,19:1–23.doi:10.1002/mar.1000.

SleepandDreaming

Freud,S.(1918)HistoryofanInfantileNeurosis(TheWolfman)

Williams,J.,Merritt,J.,Rittenhouse,C.,andHobson,J.A.(1992),Bizarrenessindreamsandfantasies:implicationsfortheactivation-synthesishypothesis.Conscious.Cogn.1:172–185. doi:10.1016/1053-8100(92)90059-J.

32© OCR 2017

GCSE (9–1) in Psychology

5

5e. Acknowledgements

IndevelopingthisspecificationwehaveconsultedanddrawnontheresearchofTimetoChange,thementalhealthanti-stigmacampaignrunbythecharitiesMindandRethinkMentalIllness.

Formoreinformationabouttheirworkvisit: http://www.time-to-change.org.uk/

Our aim is to provide you with all the information and support you need to deliver our specifications.

¨ Bookmark ocr.org.uk/gcsepsychology for all the latest resources, information and news on GCSE (9-1) Psychology

¨ Be among the first to hear about support materials and resources as they become available – register for Psychology updates at ocr.org.uk/updates

¨ Find out about our professional development at cpdhub.ocr.org.uk

¨ View our range of skills guides for use across subjects and qualifications at ocr.org.uk/skillsguides

¨ Discover our new online past paper service at ocr.org.uk/examcreator

¨ Learn more about Active Results at ocr.org.uk/activeresults

¨ Join our Psychology social network community for teachers at social.ocr.org.uk

YOUR CHECKLIST

Download high-quality, exciting and innovative GCSE (9-1) Psychology resources from ocr.org.uk/gcsepsychology

Resources and support for our GCSE (9-1) Psychology qualification, developed through collaboration between our Psychology Subject Specialist, teachers and other subject experts, are available from our website. You can also contact our Psychology Subject Specialist who can give you specialist advice, guidance and support.

Meet the team at ocr.org.uk/psychologyteam and contact them at: 01223 553998 psychology@ocr.org.uk @OCR_Psychology

To stay up to date with all the relevant news about our qualifications, register for email updates at ocr.org.uk/updates

Psychology CommunityThe social network is a free platform where teachers can engage with each other – and with us – to find and offer guidance, discover and share ideas, best practice and a range of Psychology support materials. To sign up, go to social.ocr.org.uk

OCR is part of the Cambridge Assessment Group, a department of the University of Cambridge.

For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2016 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.

ocr.org.uk/gcsepsychology6220182070

follow us on

facebook.com/ocrexams

linkedin.com/company/ocr

@OCR_Psychology youtube.com/ocrexams