iTeachPsych/tumbr/com is a AQA Psychology blog ran by a teacher. Could you share this with your followers pls? :)
Sure! Check out @iteachpsych everyone! :)
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@acepsychology
iTeachPsych/tumbr/com is a AQA Psychology blog ran by a teacher. Could you share this with your followers pls? :)
Sure! Check out @iteachpsych everyone! :)
Hi, I'm also an A2 Psychology student. I wanted to say thank you. Your blog is incredibly helpful and I owe it to you for helping me during my AS. I wanted to ask, if you were going to create a blog, similar to this one, for AQA A2 Psychology?
Hi! I’m afraid I won’t be creating an A2 blog because 1) university commitments and 2) I don’t have my A2 notes with me anymore! I’m not too sure about the new specification change that comes with the exam overhaul but if it contains similar material to this one (AQA A) then I’d recommend the textbook Psychology A2 The Complete Companion (for AQA 'A') by Mike Cardwell and Cara Flannagan. Hope that helps!
this link about “saying no to depression” has been going round on twitter and tonight i got really mad about it
You don't seem to have anything up regarding the effects of age on eye witness testimony, or am I mistaken? Superb blog by the way, you've essentially allowed me the possibility of passing :3
Hey! Check out the link here and look at the posts under ‘The effect of age on eye witness testimony’ :) Thank you, but I’m sure you could pass even without my help! Good luck!
Depression is a major health problem for which most patients are not effectively treated. In particular, depression is an increasing problem in children and teenagers. The most commonly prescribed antidepressants are selective serotonin reuptake inhibitors (SSRIs), only two of which are FDA approved to treat depression in children and adolescents.
However, the therapeutic benefit afforded by SSRIs in kids is very limited. Nathan Mitchell, a graduate student at the University of Texas Health Science Center in San Antonio wanted to know why the therapeutic benefit afforded by SSRIs was so limited in children and teenagers. If researchers can uncover the biological mechanisms preventing available treatments from producing antidepressant effects, scientists can then target those mechanisms to develop new antidepressants that will treat childhood and adolescent depression more effectively.
SSRIs are thought to relieve depressive symptoms by increasing levels of serotonin, a common brain chemical. SSRIs do so by blocking the serotonin transporter, which acts like a vacuum cleaner to clear serotonin from the space around neurons in the brain. However, Mitchell and colleagues have recently found that there is more than one kind of “vacuum cleaner” for serotonin in the brain. They reasoned that the action of these auxiliary transporters may serve to undermine the therapeutic utility of blocking the serotonin transporter. To test this hypothesis, Mitchell investigated the expression and function of these auxiliary transporters in the hippocampus, a brain region critical in regulating mood.
The research will be presented at the American Society for Pharmacology and Experimental Therapeutics (ASPET) Annual Meeting during Experimental Biology 2015.
Their research found that in juvenile mice there was much greater expression of one auxiliary “vacuum cleaner for serotonin” in particular, called the plasma membrane monoamine transporter, than in adult mice. Moreover, the serotonin transporter was less functional in juvenile mice than in adults. Like children and adolescents, the research team also found juvenile mice to be less sensitive to the effects of SSRIs in behavioral tests that provide measures of antidepressant-like activity. These results suggested that increased activity of the plasma membrane monoamine “auxiliary vacuum cleaner” during childhood may help to explain their poor therapeutic response to SSRIs. Another interesting outcome indicated that blocking this transporter produced antidepressant-like effects in juvenile mice, but not in adults.
Together these results uncover a putative new target, the plasma membrane monoamine transporter, for the development of novel antidepressants with improved therapeutic benefit in children and teenagers and Mitchell and colleagues are continuing research to achieve this goal.
Reference: Federation of American Societies for Experimental Biology (FASEB). “Age matters: Discovering why antidepressants don’t work well for kids.” ScienceDaily. ScienceDaily, 31 March 2015. <www.sciencedaily.com/releases/2015/03/150331130812.htm>.
How I revise (for psychology A-level)
I am currently taking my psychology A2, having got an A in AS. I am aiming for an A* and having got that grade in my official mocks, I’ve been asked to make a post about how I study for this subject! Some of the information here is subject specific but most of it can be applied to other subjects).
I can’t say this post will be as pretty as some of the other posts I see in the studyblr community, but I’ll do my best to be helpful…
Tip 1- Make detailed notes that make sense to you
Remember that your notes do not need to act as a textbook. They are there to help you understand everything. I think that in the studyblr community, it sometimes feels that notes need to be neatly written and completely coherent to other people. They don’t. If that is the form of note-taking that works for you, then that’s great. But understanding the concepts, studies and research methods has to be the priority: YOU DO NOT NEED TO MEMORISE ANYTHING AT THIS STAGE. That’s a job for after class…
Tip 2- Make your revision materials as soon after class as possible
This is a lesson I learned the hard way in AS. I didn’t make my revision materials as I went along and by the time it got to April, I was panicking. After a lesson, I like to make colour-coded flashcards to record the important information and studies.
As soon as I’ve learned all of the information required for an essay, I like to make flashcards summarising each of the paragraphs. I try to use as few words as possible- I like to keep these in my visual memory so that I can spend as little time planning as possible in the exam itself.
Also- smell code your flashcards. Scent is the most evocative sense, so make the most of it! I use a different scent for each exam and then wear that scent on the day of the exam. Just do it. Trust me.
Once you have made the flashcards, remember to use them!
Tip 3- Read around the subject while you have time
Of course, this helps a lot to just gain a general understanding. I understand that once school is going on, it can be difficult to find the time for these things. So this is a job for weekends or the holidays so far as I’m concerned. Borrow books from libraries or friends. Buy them second-hand at justbooks., or just new if you have the money for that sort of things (unfortunately I do not). Also, I find that psychologytoday is an excellent resource for reading around the subject online.
Even if you read about things that aren’t strictly relevant to your exam topics, it’s an excellent way to gain understanding of the way that psychologists write, think and investigate new theories. It also wins you brownie points with your teachers.
Equally, I would recommend the magazine ‘Psychology review’, especially if you are studying with the exam board AQA, because it contains lots of relevant information for this specification.
Pictured are a few of my favourite psychology-related books (plus my textbook). I also love love love the book ‘What is madness’ by Darian Leader, (not pictured because I recently lent it to a friend) which is great for the AS topic of ‘abnormality’ and any of the mental disorders discussed at A2.
~side note, ‘What is Madness’ is also interesting if you’re studying ‘psychology of religion’ as a module in philosophy and ethics~
Tip 4- Surround yourself with the knowledge you want to absorb
Of course- like most of my tips, this is geared towards visual learners. I am a big believer in revision posters. It turns my room into a positive studying environment, adds colour to my walls and really helps to keep me motivated! It also does wonders for my recall because I can visualise my walls if I’m ever stuck.
This is my study corner at the moment (featuring quotes I need to know for English and poor lighting). I haven’t finished learning all of the material for this year yet but I am sure my study corner will expand before my exams in June…
Tip 5- Make the most of what is available to you
I don’t know what the psychology departments are like elsewhere, but the teachers at my school are great. They make booklets summarising information from each of our modules and these act as alternative revision guides (which is especially great when I can’t deal with lugging my massive text book around all day).
Print out and colour code the specification if you can- know your strengths, weaknesses and the mark scheme (these will be available on the website of your exam board). It’s also a good idea to have a look at the examiner’s reports for each year and use other available information such as…
Tip 6- Doing past papers under timed conditions
This tip is fairly self explanatory. Do the essays under the time stress. Practice your balancing of analysis and evaluation, practice remembering your essay plans without any prompts.
If you can get your teacher to mark them, that’s awesome, but if not, call up the mark scheme and assess yourself. Work out your strengths, the areas you need to improve and then formulate some measurable and attainable targets.
Bonus tip: do not go overboard on this one. I did this as AS and got repetitive strain injury in my wrist from writing too much. I then had to do all of my AS exams on a laptop in a room alone, which I hated.
Tip 7- Before the exam…
Teach your material to other people. I am blessed to have a very patient mum and we take the dog out for ‘revision walks’. I like to do this the evening before an exam because it reassures me that I know the material, whilst making sure I get out of the house and do not spend too much time alone with my own anxiety.
Relax. Face masks, hair masks, skype a friend, whatever you need. (Fun fact: my mum went to university at Cambridge and had a tutor that would send her and others on her course out punting the day before a big exam. He said that any cramming would be detrimental at this stage and I’m inclined to agree.)
On the day, read your posters or any condensed notes you may have. Don’t go with the flashcards right before the exam- if you have a mind-block, this can definitely send you into a panicky downward spiral before you go in.
Good luck lovelies!
Hi. Im revising why people resist pressures to conform. I don't understand why Burger's study on people who don't like receiving help links in with conformity? please help me out! thanks
Hi, I’m not sure which study you’re referring to? If you have a little more info on it to point me in the right direction, that would be great!
Hi. Your blog is so helpful, thank you very much. Just to say, i noticed in "biological psychology" under "past questions related to stress pathways" the link to the pituitary adrenal system actually goes to the The sympathomedullary pathway. Just thought you make like to know. Thanks! x
Thank you for informing me, I’ve just updated the link!
hiya - i think your conformity of the asch's study has incorrect data in terms of the number of US male participants - textbooks say 123, not 50.
I looked at the original study (if anyone’s interested in that you can find it here) and it does say 123 participants, so I will edit the post. Thank you! (Apologies for the late reply: I thought this had posted but I accidently saved it as a draft instead!)
Please can you fix the 'Encoding for STM' link? It re-directs to LTM encoding?
Done! Thanks very much for alerting me to this - if anyone else spots any incorrect or broken links let me know!
Hi, this is a really great blog, thanks! When evaluating the working memory model in a 12 mark question, what would the best evaluation points be? Thanks :)
Hello!
If the question was simply ‘Evaluate the working memory model’ I would use these points and the study by Robbins. You might be able to find some more in textbooks or online as well. Hope that helps! :)
Just like to say thank you for taking the time to create this blog! I managed to get an A thanks to this information!
Hi! Again, I am so sorry for the late reply! I’m seriously happy that this blog helped even one person - I appreciate you telling me this :D Good luck in your further studies!
are you going to make one for a2?
Hi! My sincere apologies for such a late reply. I’m afraid I have no plans at the moment for an A2 blog - uni is hard work!But I will say that for AQA A, the best resource I found was the Complete Companion Student Book was really good for content and was easy to understand.
If you have any specific questions I’m happy to try and answer them!
The researchers randomly assigned the children to receive different types of praise. For some of the children, they praised the action: “It was good that you gave some of your marbles to those poor children. Yes, that was a nice and helpful thing to do.” For others, they praised the character behind the action: “I guess you’re the kind of person who likes to help others whenever you can. Yes, you are a very nice and helpful person.” A couple of weeks later, when faced with more opportunities to give and share, the children were much more generous after their character had been praised than after their actions had been. Praising their character helped them internalize it as part of their identities. The children learned who they were from observing their own actions: I am a helpful person. This dovetails with new research led by the psychologist Christopher J. Bryan, who finds that for moral behaviors, nouns work better than verbs. To get 3- to 6-year-olds to help with a task, rather than inviting them “to help,” it was 22 to 29 percent more effective to encourage them to “be a helper.” Cheating was cut in half when instead of, “Please don’t cheat,” participants were told, “Please don’t be a cheater.” When our actions become a reflection of our character, we lean more heavily toward the moral and generous choices. Over time it can become part of us.
Raising a Moral Child - NYTimes.com (via wileyjean)
Im going to go to a new college this year to do the ocr specification and I really wanted to continue revising off your stuff, but how different will the exam boards be? What should I watch out for? Will I get confused and not achieve the marks? :(
In my opinion, stick to what your OCR spec says and use the information on this blog to supplement. I understand that the content does overlap sometimes (for example with research methods) but OCR also have additional/different content e.g. at A2 in research methods when asking for justification of a statistical test the answers expected by AQA seem to be less 'advanced' than OCR.
I'm sure you won't get confused! Check out the specification now so you have a better understanding of what will be expected of you. Feel free to ask questions if you're still stuck and I'll try my best to help you! :)
for that anon theres a song on youtube about the pathways
Thanks! I didn't find the song but I did find this video which is a fun summary. Hope it helps!
Is there an easier way to remember the sympathomedullar and pituitary pathways?
Hmm I'm not sure :/ Our teacher would just make us repeatedly say it every lesson for a few weeks until it was drilled into our heads.
You could draw the pathways on A4/A3 and stick them up on your bedroom wall - whenever you enter you can look at the pathways and read them out loud and hopefully it'll stick. I'm sorry I can't be of more help!
Does anyone else have any suggestions?