Easy ways to order! 1: Online You can save up to 15% on all orders through our website. Visit www.edexcelgcse.co.uk/psych 2: Phone Call our friendly customer services team on 0845 630 33 33 or email [email protected]O922 Pearson Education is committed to reducing its impact on the environment by using responsibly sourced and recycled paper. Great Support: Better results Your next step Resources Guide Edexcel GCSE Psychology Our Student Book to support the brand new specification Cert no. SA-COC-001812 50% Edexcel GCSE Psychology is distributed by Heinemann on behalf of Edexcel. 09SRM0308 Ordering details Edexcel GCSE Psychology Student Book 978 1 846904 83 7 £17.99* Teacher Support Edexcel teacher support for this course via our website, including: ▲ Schemes of work matched to the Student Book ▲ Teachers guide ▲ Sample assessment materials Find out more by visiting: www.edexcel.com/gcse09_pyschresources ISBN 978-0-997-83943-2 9 780997 839432 *Price is provisional unti publication. O922 Ed Pyschology A5CG.indd 1-2 13/3/09 11:14:03
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Easy ways to order!1: OnlineYou can save up to 15% on all orders through our website. Visit www.edexcelgcse.co.uk/psych
2: PhoneCall our friendly customer services team on 0845 630 33 33 or email [email protected]
O92
2
Pearson Education is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.
Great Support: Better results
Your next step Resources Guide
Edexcel GCSE PsychologyOur Student Book to support the brand new specifi cation
Cert no. SA-COC-001812
50%
Edexcel GCSE Psychology is distributed by Heinemann on behalf of Edexcel.
Teacher SupportEdexcel teacher support for this course via our website, including:▲
Schemes of work matched to the Student Book▲
Teachers guide▲
Sample assessment materials
Find out more by visiting: www.edexcel.com/gcse09_pyschresources
I S B N 978-0-997-83943-2
9 7 8 0 9 9 7 8 3 9 4 3 2
*Price is provisional unti publication.
O922 Ed Pyschology A5CG.indd 1-2 13/3/09 11:14:03
Stretch activity Use what you have learned about the biological and social explanations of criminality and put the main points from each explanation into a table. To understand the explanations in relation to the nature-nurture debate, colour code each main point as either nature or nurture. Now answer the question:
Compare the biological and social explanations of criminal behaviour and explain how they relate to the nature-nurture debate.
Know Know Know Know Know Know Know Know Know Know Know Know Know Know Know Know Know Know Zone - Topic EZone - Topic EZone - Topic EAre criminals born or made?Are criminals born or made?Are criminals born or made?
Support activitySummarise the purpose and process of offender profi ling as a poster for your classroom. You might wish to use the case of John Duffy as an example of how a profi le is drawn up. You can compare David Canter’s profi le with the characteristics of John Duffy to examine the effectiveness of profi ling.
You should know…ANSWERING THE QUESTION■ The causes of criminal behaviour, including
biological and social explanations – evaluate and compare them.
■ The nature-nurture debate in relation to biological and social explanations of criminal behaviour.
■ A description of the psychological studies by Theilgaard (1984), Madon (2004) and Sigall and Ostove (1975), including evaluation points for each.
■ The practical and ethical problems that are found when researching criminal behaviour, particularly with convicted offenders.
■ The purpose of offender profi ling as a method to catch criminals such as John Duffy – how it is done and whether or not it is effective.
■ The role of a forensic psychologist – what they do, what skills and qualifi cations they need, and how they might help to treat an offender.
■ How defendant characteristics such as appearance might infl uence decisions made by a jury.
EVALUATING THE ANSWER ■ Genetic research suggests a potential link between
genes and criminal behaviour, although only really in property crime. A general link to a criminal gene has not been found.
■ People with the XYY chromosome abnormality might be more likely to turn to crime if they have lower intelligence – frustrated at school and have fewer chances for good careers.
■ Theilgaard’s genetics study only found a weak link and cannot be trusted because of its small sample size.
■ Social research offers strong evidence for criminal behaviour developing from the way we are raised and how others treat us.
■ The social explanation offers many ideas, but it is more likely to be a combination of various bad experiences as we grow up that could contribute to following a criminal path.
■ Neither the biological or social explanations offer a complete explanation for criminal behaviour. Not all criminals show a genetic link and not all children raised under poor social circumstances turn to crime.
Key terms
Practice Exam Question1 Describe one biological explanation for criminality.
2 Describe one social explanation for criminality.
3 Outline the aim of one study you have learnt when discussing whether criminals are born or made.
4 Describe the purpose of offender profi ling.
5 Explain how one characteristic of a defendant may infl uence jury decision-making.
Examiner’s tipA good answer for the fi rst part of the question on the left hand page will include differences and similarities between the biological and social explanations of criminality. Use phrases such as ‘similar to’, ‘different from’ or ‘in contrast to’ to ensure you are comparing and not just describing.
The second part of the question asks you to relate each explanation to the nature-nurture debate. A good answer will make a point and then offer a theory which is backed up by evidence. The evidence can draw on research that you have studied during your course to show the examiner that you can support the point you are trying to make.
strategies
prophecy
profi ling
psychologist
characteristics
Explaining the question
Investigating the question
Why psychology matters
Exploring the question further
Offender profi ling and the case of John Duffy
The role of a forensic psychologist
Sigall and Ostrove (1975)
KEY QUESTION: Are criminals born or made?
Social explanations of criminality
Madon et al (2004)
Ethics of research into biological and social causes
Biological explanations of criminality
Nature-nurture debate in understanding criminality
The effects of defendant characteristics on jury decision making
Our own resources for the brand new 2009 GCSE Psychology specifi cation
Developed especially to complement this brand-new specifi cation, you’ll fi nd exam support for students of every ability at the forefront of this Student Book. Objectives from the specifi cation at the start of each spread give structure to learning, and examzone sections at the end of each unit guide students through the topics and give handy tips for revision.
Learn about
C1a2 The role of hormones and aggression
Male aggression and testosterone
Aggression in animals
Aggression in humans
Evaluating the role of testosterone on aggression
Women can be as violent and aggressive as men.
1 Outline the evidence that suggests testosterone produces aggression.
2 Explain two problems facing psychologists who want to study the link between aggression and testosterone.
Questions
Male tigers display aggression because of high levels of testosterone.
C Outline one way that psychologists have researched testosterone and aggression in humans and one way in animals.
Quick check
Key defi nitions
chemicals produced by the human body that send signals to organs around the body via the bloodstream
B What is the role of testosterone in the human body?
Quick check
A What is a hormone?
Quick check
P904837_U02_pp092_127.indd 96-97 30/1/09 10:42:53
1 What is meant by the term ‘culture’? 2 Outline one social norm from your own culture
and describe how it might affect your everyday behaviour.
3 Using Heinrichs’ study, explain how culture affects the development of fear.
Questions
Learn about
D4a1 Heinrichs et al (2005): cultural differences in fears
What is social anxiety?
The study by Heinrichs et alAim
Procedure
Results
Conclusion
The nature-nurture debate
Masaai boys have to herd cattle as soon as they can walk.
Quick check
A Using the example given, describe a high and a low social anxiety answer.
Key defi nitions
a longstanding practice of a particular group of people
a practice that has been handed down through generations
a behaviour or belief that is expected and accepted in a particular culture
describes a culture that encourages group dependence, cooperation and group identity, e.g. Japan. People rely on each other to achieve together.
describes a culture that encourages independence, personal achievement, competition and individuality, e.g. the USA.
Psychologists conduct experiments on human participants.
Examiner’s tips
To learn the names of the experimental designs, remember that in an independent groups design the groups of participants in each condition are independent – that is, they don’t do the same thing. In a repeated measures design, the participants repeat the task because they do two or more conditions.
1 The blind spot illustration (see page <A3>) can be used to measure the size of a blind spot. The more letters that disappear when you look at the Z, the bigger the blind spot. Peter tests people to see if their blind spot is the same size in the left and right eye.
a) The independent variable is whether Peter is testing the left or right eye. What is the dependent variable?
b) Is Peter’s experimental design independent groups or repeated measures?
Questions
a research method which measures participants’ performance in two or more conditions
the way that participants are used in different conditions in an experiment. They may all do all conditions or different participants may do each condition.
different participants are used in each condition in an experiment
the same participants are used in all the conditions in an experiment
Key defi nitions
B Sally is doing an experiment using the Rubin’s vase illusion (page <A13>). The independent variable is whether participants are fi rst shown fl owers or people. The dependent variable is what they see in the Rubin’s vase illusion (a vase or a face). Which experimental design should she choose?
A Jonathan is testing the duck/rabbit illusion (see page <A12>). He shows participants either duck ponds or fi elds of rabbits. Then he shows them the illusion and asks them what they can see. What is Jonathan’s independent variable and what is his dependent variable?
Quick check
Quick check
The glossary on this website might help you with any terms you are fi nding diffi cult:http://www.gerardkeegan.co.uk/glossary/gloss_repwrit.htm
Taking it further
P904837_U01_pp002_051.indd 36-37 30/1/09 10:31:59
Skills required to be a good psychoanalyst
A good listener
Having patience
Able to work with people with
emotional problems
Able to be non-judgemental
Learn about
B3a2 Becoming a psychoanalyst
Who a psychoanalyst might work for Skills required
Qualifi cations required and accreditation status
Training to be a psychoanalyst
Continuing Professional Development
Melanie Klein, who died in 1960, was a well-known psychoanalyst who worked with children. She built on Freud’s work and developed the object relations school.
Examiner’s tips
Don’t confuse psychoanalysis with psychotherapy. Psychotherapy is a general term for therapies that use listening and develop individual skills, and psychoanalysis is one form of psychotherapy; there are many others.
Like Freud, Carl Gustav Jung focused on the power of the unconscious and on dreams. However, his ideas on the subject were quite different.
1 Why would a psychoanalyst have to provide evidence of Continuing Professional Development? (You might want to refer to information on other psychologists to add detail to your answer – see pages <C14>, <D15>, <E14>)
2 Outline the qualifi cations required to be a psychoanalyst.
3 Explain what would make someone a good psychoanalyst.
Questions
Look up the British Psychoanalytical Society and the Institute of Psychoanalysis (www.psychoanalysis.org.uk) to fi nd out more about the work of a psychoanalyst.
Taking it further
A Explain three skills that a psychoanalyst would need.
Quick check
B What does it mean to say that anyone can call themselves a psychoanalyst?
Quick check
P904837_U01_pp052_091.indd 84-85 30/1/09 12:29:24
examzone sections can be found throughout,
offering a wealth of advice and guidance for the
exam. These eye-catching, magazine-feel pages offer
examiner advice, revision checklists, and a real range
of activities to appeal to students of all abilities.
Questions throughout the text are perfect for individual, group or whole-class work. Answers to all questions are provided.
Examiner’s tip sections highlight common errors and misconceptions so students know to avoid them.
Taking it Further boxes are included to encourage extra contextual learning with activities to push more able students.
Introduction
Topic C Do TV and video games affect people’s behaviour?
Many young people play video games. How much does this affect their behaviour?
P904837_U02_pp092_127.indd 92-93 30/1/09 10:42:44
Practice exam questions gain students a sense of familiarity with the terminology of the exam, and you’ll fi nd the answers to all questions provided.
Each topic in the book is broken into sections – clearly highlighted by colour – which mirror the new specifi cation.
Topics are introduced to students with colourful, eye-catching photographs and a topic summary to get them thinking.