Syllabus concepts to know

• The role of one or more cognitive biases in decision-making.
• Examples of classical and operant conditioning as a way of learning.
• operant) Application of operant conditioning to change behaviour.
• The value of the dual processing model for understanding thinking and decision-making.
• The role of schema in behaviour and/or cognition.
• The role of social learning theory in learning.
• Application of social learning theory to change behaviour.
• language.
• The role of one or more biological factors in one or more cognitive processes.
• The value of cognitive models to understand one or more cognitive processes.
• Compare two cognitive models used in understanding one cognitive process.
• The role of one or more cultural factors in one cognitive process.
• processes Psychology guide 33 Environmental influences on The potential influence of one or more environmental factors on one
• cognitive process.
• One or more strategies to improve one or more cognitive processes.
• cognitive process
• The class practical in this context is an experiment. Examples are provided as suggestions only and teachers are free to choose a class practical which suits their students as long as it relates to the context of “Learning
• and cognition”.
• Suggestions for class practicals for learning and cognition
• Experiments • Loftus and Palmer (1974) car crash
• This part of the course is intended to be active and engaging for students, providing an opportunity for them to be guided through a critical discussion of each approach to research.
• All students must engage in a class practical for each context. These can be teacher and/or student led.
• Furthermore, students can be encouraged to design and operate additional student-led class practicals.
• While these extra exercises are not compulsory they must always be conducted with explicit permission from the teacher, given on a class practical research form (provided in the teacher support materials) and
• according to ethical guidelines.
• All class practicals must follow ethical guidelines.
• Further guidance on best practice for this aspect of the course will be provided in the Psychology teacher support material.
• sample size for student-led practicals.
• Class practicals to be conducted within each context Context Type of class practical Minimum sample size