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Comment ça va ?
Some of you may be wondering quite why I’ve made a poster with synonyms for ‘suggests’. Well, in my experience, it’s one of the words I most often struggle to replace in my essays. How interesting is it to read two pages of essay with the word 'suggests’ written over a dozen times? Right, not very.
Ergo, here is a list I have compiled of words to replace 'suggests’. “Shakespeare’s use of animal imagery implies an untameable nature to Katherina…” Whilst that is an appealingly written example, it does work to illustrate the underestimated use of synonyms for 'suggests’.
ACADEMIC PHRASE BANK MASTERPOST: CONNECTING WORDS
Addition
To begin with,
In the first place,
Firstly,
The first reason
Additionally
Furthermore,
Another reason why
Secondly, Thirdly,
Next,
Pursuing this further,
Also
Lastly, Finally
In the same way,
Comparison
Similarly,
In the same way,
Likewise,
As with,
Equally,
Contrasting
However,
Nevertheless,
On the other hand,
Even so
Alternatively
At the same time
Otherwise
Instead
Conversely
Result
Hence
Therefore
Accordingly
Consequently
Thus
As a result
In consequence
For this reason
For this purpose
Time
Meanwhile
Presently
At last
Finally
Immediately
Thereafter
At that time
Eventually
Currently
Subsequently
In the meantime
Importance
Importantly
Especially
Above all
With attention to
Example
For example
For instance
That is
Such as
As revealed by
Illustrated by
Specifically
In particular
For one thing
This can be seen by
An instance of this
Literary
Clarifies
Conveys
Depicts
Demonstrates
Determines
Displays
Emphasizes
Establishes
Explains
Exemplifies
Highlights
Illustrates
Indicates
Potrays
Represents
Shows
Signifies
Suggests
Beginnings/Causes/Effects
Affects
Generates
Ignites
Impacts
Imposes
Influences
Initiates
Introduces
Involves
Launches
Leads to
Presents
Promotes
Prompts
Results in
Summary
In conclusion,
To sum it all up,
To summarize,
In the final analysis
You can see why …
Finally,
Therefore,
In summary,
In short,
In brief,
15 - 9 - 17
very basic psychology mind map on memory in preparation for my essay on monday! ♡
How To Get An A* In A-Level Psychology
Hi All!
So I feel like this is something a lot of people doing Psychology will ask me when I tell them I got an A*. Some people have told me “You’re so smart, of course you got an A*”, but really I did so much revision for Psychology, and so I’m going to give you guys some tips on how to do the same. So, to give you guys some background I studied AQA A-Level Psychology on the new reformed A-Level. At AS I got a B, and at A2 I got an A*. So while this blog will mainly be for people on the AQA specification the advice I give can help people on other exam boards too! So the specification is split into three papers in A2, each each paper as a different set of topics that are examined on.
Paper One: Social Influence, Memory, Attachment and Psychopathology.
Paper Two: Biopsychology, Research Methods and Approaches.
Paper Three: Issues and Debates, (Three options which will be chosen by your school mine were: Gender, Schizophrenia, Aggression).
No matter what topics your teachers choose the advice I give you will be relevant to all. So let’s get started
Pick the right text book
The CGP revision guides are a no go for an A*. They are far too basic, and barely have any evaluation. The text book I mainly used was the Oxford text book with the cat on the AS and dog on the A2. These text books are incredible, they have so much information, and lots of practice questions. Alongside that the Illuminate Publishing ‘green haired girl’ and ‘pink haired girl’ revision guides were good for some areas. For example, the green haired girl book had AO3 for the ‘role of the father’ which were not in the Oxford text book. However, with the Illuminate books their AO1 and AO3 are in nowhere near enough detail to be able to achieve an A*, and therefore should be added to when you do your revision from the Oxford text book. The links for these text books will be below:
Oxford - AS and Year 1 Textbook
Oxford - A2 and Year 2 Textbook
Illuminate - Year 1 Green Haired Girl Book
Illuminate - Year 2 Pink Haired Girl Book
2. Exam Technique
Firstly, within exam technique I will share what I did in each exam in terms of timings and order of answering questions. In every paper I did all the shorter marks first, and when I encountered any question with eight + marks I would do a quick bullet pointed plan on it and then move onto the next shorter mark question. Then at the end I would go back and do the essay questions. This is a clever technique for a number of reasons, most people usually do the shorter mark questions in a very quick time and therefore by doing all of those first you can see how long you have left to write the essays. For example, in one paper you may have two sixteen mark essays and an eight mark essay, and you may have thirty forty five minutes left in the exam, that way you can allocate fifteen minutes for each question, which even that may be excessive. Having as much time as possible for essays is extremely important as these are the biggest chunk of your marks, and you get more marks for quality over quantity.
Make sure when you answer essays you follow this structure:
A small AO1 section - do not go over the top with the amount of AO1 as this is only six of sixteen marks in a big essay.
For AO3 always signpost with statements such as ‘A strength of…’, ‘A weakness of…’ and ‘A limitation of…’.
For AO3, follow the same structure of each paragraph
Signpost: Introduce the point and clearly state whether it is a strength, weakness or discussion point.
Make relevant evidence or explanation: use a study or explanation to evidence your point.
Explain in relevance to the question focus: link the evidence back by explaining how it shows a strength or weakness of the theory.
You should aim for each essay to have around four paragraphs of AO3, however if you do not have the time to do this DO NOT try and squeeze a small paragraph in that is unexplained properly. The mark scheme emphasises the quality of evaluation and therefore having two very well written and relevant AO3 is much better than having four tiny and generic evaluation points.
3. Revision
In terms of revision for Psychology I did mind maps from the Oxford books, and I did these once in lots of detail in different colours. I then wrote the essay for that topic. For example, if I had just done the mind map for ‘Types of Long Term Memory’ I would then write the essay for that, with AO1 written in one colour, AO3 strengths in another, weaknesses in another and discussion in another. Then I would condense these down into essay plans with bullet points to summarise each paragraph. I did this for every single topic.
I also made posters for the studies, on these I would very simply state the participants, the procedure, and the findings of the study. This made it so much easier to memorise the exact statistics for the studies.
4. Past Papers/ Specimen Papers
Now once the learning has finished this is when you start doing past papers or specimen papers. It is vital to do ALL of them as similar questions can come up each year. And to make it less daunting having done all the essays already you can just test that you know the info by making an essay plan for it but then not writing the essay if you don’t want to. However do have at least one attempt of each paper in timed conditions, as timing is what most people struggle with.
You should aim to mark your own work as well and try and work out what the mark scheme asks of you. And be a harsh marker. Don’t do the “Yeah, I was gonna put that” be harsh and be honest.
5. Learn Research Methods
Research Methods is 40% of your marks. This means that even though it has its own section in Paper 2, it comes up on every paper… In my Paper 1 that I did in 2017, the entire Social Influence section bar two shorter marks were research methods! And one that I would definitely revise loads is statistical tests, make sure you learn when to use them, I did this through posters and flashcards.
6. Videos
On the day of my exams I went onto YouTube. I never do intense revision on the day of exams, I try to chill out, I might test myself a little bit and discuss things with my friends but I very rarely did any note taking or anything intense. Instead I watched videos on Tutor2U, their videos on last years AS papers examiners reports were so informative as were their revision videos. I’ll link them here but watch them at any stage of your revision because they are a good way vary how you revise. I’ll also link some other channels which are good for watching if you want to revise in a different way, but make sure you don’t just watch the videos, take notes or repeat what they say. Make sure it sinks in.
Tutor2U
CrashCourse
So, the most important thing to remember is that as long as you put in the work you will get the grade you deserve. Whether that’s an A* or a C, if you worked hard then well done!
I hope this helps everyone and if you have any questions that I haven’t answered please don’t hesitate to send me a message!
Whoosh,
Rosie :)
Milgram (1963) Journal of abnormal and social psyhology
Area
Social
Sample
40 men from the New Haven area (obtained through a news paper advert)
Aged between 20 and 50 years
Held a range of jobs
Paid $4.50 for turning up
Research method
IV
The study had no independent variable
Laboratory experiment but also observation as it occurred in a lab at Yale University and had the researchers watching the PP
This study is sometimes seen as a base-line or control experiment to compare further studies of different variables
Does not satisfy all scientific criteria but was highly controlled
Procedure
Prior to the study 14 Yale Seniors estimated that 1.2% of people would go to the full 450V shock.
The 40 PPs took the test the test separately, they were always given the role of a teacher (through a fixed lottery) and saw the learner (a confederate) strapped into the chair with (non-active) electrodes attached to his arm. PPs were then given a trial shock of 40V to simulate genuineness. The ‘teacher’ then sat in front of an electric shock generator (shown below) in an adjacent room from the ‘learner’. He conduct a paired word test on the learner and gives him an electric shock of increasing intensity for every wrong answer. The machine had 30 switches ranging from 15-450V, in 15V increments. The ‘learner’ produced a set of predetermined responses giving approximately 3 wrong answers for every right one. At 300V the ‘learner’ kicked the wall and then gave no more responses. If the PP showed an unwillingness to continued a series of standarised prods were used (Prod 1: ‘Please continue’ or ‘Please go on’, prod 2: ‘The experiment requires you to continue’, prod 3: ‘It is absolutely essential that you continue’ and prod 4: ‘You have no other choice, you must go on’). The study finished when the PP refused to continue or reached 450V. The PP was then fully debriefed.
Findings
Break off points
Voltage No. of PPs to quit
300 5
315 4
330 2
345 1
360 1
375 1
450 the end point 26
26 PPs were obedient, 14 disobedient
Many PPs showed signs of extreme stress ie sweating, trembling, stuttering, laughing nervously, nervously fumbling cigarettes and 3 had full blown seizures
Conclusions
Inhumane acts can be done by ordinary people, people will obey people they see as legitimate authority figures even if what they do is against their morals, individual differences influence the extent to which people will be obedient, and people obey because of certain situational features.
Data Type
Quantitative data was collected with a little qualitative data
Allowed for comparison to different variations of the study
Allowed for reason for obedience to be recorded
Allowed for stress factors to be recorded
Ethics
84% of PPs reported to be glad to have taken part in the study one year after it
Consent given but deception used
Could withdraw but were seemingly discouraged to be experimenter
Could have caused the PPs lasting psychological harm
Was carried out in the 60s when there was very little in the way of ethical guidelines and it is arguable the value to society was enough that the end justifies the means
Reliability
Highly replicable
Same results (voltage break off point) would have been recorded by any observer
Sample large enough to establish consistent effect
Validity
Has high level of face validity as it measures what it says it measures
Low ecological validity as its not an every day setting
hi. I’m currently in year 13 and UCAS applications are due next month. My biggest worry is that I’m not good enough compared to other applicants but medicine is something I’m so determined to do. I guess my GCSEs aren’t amazing 4A*s 6As and a B and my alevel predictions are A*AA. My ukcat is in 3 weeks and I haven’t done a whole lot of experience but I loved volunteering at a care home, charity shop and class. But i have done GP shadowing. It’s something I don’t want to give up on..
LOOOOLLL TUMBLR IS SUCH A RIDICULOUSLY SKEWED SAMPLE, BY ANY OTHER STRETCH OF THE IMAGINATION THOSE GCSEs AND PREDICTIONS ARE GREAT.
Those, along with a killer personal statement should be more than enough to get an interview, and hopefully your interest and experience will have a chance to shine through and get you an offer.
DEFINITELY APPLY FOR MEDICINE. Pick universities wisely- they’re usually very open about what they value (with regards to GCSE requirements, A-Level prediction requirements, UKCAT score cut-offs, personal statement styles etc.) and you should be in with a genuinely solid chance.
I wish you all the best with your applications!
‘i guess my gcse grades arent amazing’ *gets more than 2 a* and more than 2As w one b* i actually hate everyone.
Some words to use when writing things:
winking
clenching
pulsing
fluttering
contracting
twitching
sucking
quivering
pulsating
throbbing
beating
thumping
thudding
pounding
humming
palpitate
vibrate
grinding
crushing
hammering
lashing
knocking
driving
thrusting
pushing
force
injecting
filling
dilate
stretching
lingering
expanding
bouncing
reaming
elongate
enlarge
unfolding
yielding
sternly
firmly
tightly
harshly
thoroughly
consistently
precision
accuracy
carefully
demanding
strictly
restriction
meticulously
scrupulously
rigorously
rim
edge
lip
circle
band
encircling
enclosing
surrounding
piercing
curl
lock
twist
coil
spiral
whorl
dip
wet
soak
madly
wildly
noisily
rowdily
rambunctiously
decadent
degenerate
immoral
indulgent
accept
take
invite
nook
indentation
niche
depression
indent
depress
delay
tossing
writhing
flailing
squirming
rolling
wriggling
wiggling
thrashing
struggling
grappling
striving
straining
Appetite - craving, demand, gluttony, greed, hunger, inclination, insatiable, longing, lust, passion, ravenousness, relish, taste, thirst, urge, voracity, weakness, willingness, yearning, ardor, dedication, desire, devotion, enthusiasm, excitement, fervor, horny, intensity, keenness, wholeheartedness, zeal
Arouse - agitate, awaken, electrify, enliven, excite, entice, foment, goad, incite, inflame, instigate, kindle, provoke, rally, rouse, spark, stimulate, stir, thrill, waken, warm, whet, attract, charm, coax, fire up, fuel, heat up, lure, produce, stir up, tantalize, tease, tempt, thrum, torment, wind up, work up
Assault - attack, advancing, aggressive, assailing, charging, incursion, inundated, invasion, offensive, onset, onslaught, overwhelmed, ruinous, tempestuous, strike, violation, ambush, assail, barrage, bombard, bombardment, crackdown, wound Beautiful - admirable, alluring, angelic, appealing, bewitching, charming, dazzling, delicate, delightful, divine, elegant, enticing, exquisite, fascinating, gorgeous, graceful, grand, magnificent, marvelous, pleasing, radiant, ravishing, resplendent, splendid, stunning, sublime, attractive, beguiling, captivating, enchanting, engaging, enthralling, eye-catching, fetching, fine, fine-looking, good-looking, handsome, inviting, lovely, mesmeric, mesmerizing, pretty, rakish, refined, striking, tantalizing, tempting Brutal - atrocious, barbarous, bloodthirsty, callous, cruel, feral, ferocious, hard, harsh, heartless, inhuman, merciless, murderous, pitiless, remorseless, rough, rude, ruthless, savage, severe, terrible, unmerciful, vicious, bestial, brute, brutish, cold-blooded, fierce, gory, nasty, rancorous, sadistic, uncompromising, unfeeling, unforgiving, unpitying, violent, wild Burly – able-bodied, athletic, beefy, big, brawny, broad-shouldered, bulky, dense, enormous, great, hard, hardy, hearty, heavily built, heavy, hefty, huge, husky, immense, large, massive, muscular, mighty, outsized, oversized, powerful, powerfully built, prodigious, robust, solid, stalwart, stocky, stout, strapping, strong, strongly built, sturdy, thick, thickset, tough, well-built, well-developed Carnal - animalistic, bodily, impure, lascivious, lecherous, lewd, libidinous, licentious, lustful, physical, prurient, salacious, sensuous, voluptuous, vulgar, wanton, , coarse, crude, dirty, raunchy, rough, unclean Dangerous - alarming, critical, fatal, formidable, impending, malignant, menacing, mortal, nasty, perilous, precarious, pressing, serious, terrible, threatening, treacherous, urgent, vulnerable, wicked, acute, damaging, deadly, death-defying, deathly, destructive, detrimental, explosive, grave, harmful, hazardous, injurious, lethal, life-threatening, noxious, poisonous, risky, severe, terrifying, toxic, unsafe, unstable, venomous Dark - atrocious, corrupt, forbidding, foul, infernal, midnight, morbid, ominous, sinful, sinister, somber, threatening, twilight, vile, wicked, abject, alarming, appalling, baleful, bizarre, bleak, bloodcurdling, boding evil, chilling, cold, condemned, creepy, damned, daunting, demented, desolate, dire, dismal, disturbing, doomed, dour, dread, dreary, dusk, eerie, fear, fearsome, frightening, ghastly, ghostly, ghoulish, gloom, gloomy, grave, grim, grisly, gruesome, hair-raising, haunted, hideous, hopeless, horrendous, horrible, horrid, horrific, horrifying, horror, ill-fated, ill-omened, ill-starred, inauspicious, inhospitable, looming, lost, macabre, malice, malignant, menacing, murky, mysterious, night, panic, pessimistic, petrifying, scary, shadows, shadowy, shade, shady, shocking, soul-destroying, sour, spine-chilling, spine-tingling, strange, terrifying, uncanny, unearthly, unlucky, unnatural, unnerving, weird, wretched Delicious - enticing, exquisite, luscious, lush, rich, savory, sweet, tasty, tempting, appetizing, delectable, flavorsome, full of flavor, juicy, lip-smacking, mouth-watering, piquant, relish, ripe, salty, spicy, scrummy, scrumptious, succulent, tangy, tart, tasty, yummy, zesty Ecstasy - delectation, delirium, elation, euphoria, fervor, frenzy, joy, rapture, transport, bliss, excitement, happiness, heaven, high, paradise, rhapsody, thrill, blissful, delighted, elated, extremely happy, in raptures (of delight), in seventh heaven, jubilant, on cloud nine, overexcited, overjoyed, rapturous, thrilled Ecstatic - delirious, enraptured, euphoric, fervent, frenzied, joyous, transported, wild Erotic - amatory, amorous, aphrodisiac, carnal, earthy, erogenous, fervid, filthy, hot, impassioned, lascivious, lecherous, lewd, raw, romantic, rousing, salacious, seductive, sensual, sexual, spicy, steamy, stimulating, suggestive, titillating, voluptuous, tantalizing Gasp - catch of breath, choke, gulp, heave, inhale, pant, puff, snort, wheeze, huff, rasp, sharp intake of air, short of breath, struggle for breath, swallow, winded Heated - ardent, avid, excited, fervent, fervid, fierce, fiery, frenzied, furious, impassioned, intense, passionate, raging, scalding, scorched, stormy, tempestuous, vehement, violent, ablaze, aflame, all-consuming, blazing, blistering, burning, crazed, explosive, febrile, feverish, fired up, flaming, flushed, frantic, hot, hot-blooded, impatient, incensed, maddening, obsessed, possessed, randy, searing, sizzling, smoldering, sweltering, torrid, turbulent, volatile, worked up, zealous Hunger - appetite, ache, craving, gluttony, greed, longing, lust, mania, mouth-watering, ravenous, voracious, want, yearning, thirst Hungry - avid, carnivorous, covetous, craving, eager, greedy, hungered, rapacious, ravenous, starved, unsatisfied, voracious, avaricious, desirous, famished, grasping, insatiable, keen, longing, predatory, ravening, starving, thirsty, wanting Intense - forceful, severe, passionate, acute, agonizing, ardent, anxious, biting, bitter, burning, close, consuming, cutting, deep, eager, earnest, excessive, exquisite, extreme, fervent, fervid, fierce, forcible, great, harsh, impassioned, keen, marked, piercing, powerful, profound, severe, sharp, strong, vehement, violent, vivid, vigorous Liquid - damp, cream, creamy, dripping, ichorous, juicy, moist, luscious, melted, moist, pulpy, sappy, soaking, solvent, sopping, succulent, viscous, wet / aqueous, broth, elixir, extract, flux, juice, liquor, nectar, sap, sauce, secretion, solution, vitae, awash, moisture, boggy, dewy, drenched, drip, drop, droplet, drowning, flood, flooded, flowing, fountain, jewel, leaky, milky, overflowing, saturated, slick, slippery, soaked, sodden, soggy, stream, swamp, tear, teardrop, torrent, waterlogged, watery, weeping Lithe - agile, lean, pliant, slight, spare, sinewy, slender, supple, deft, fit, flexible, lanky, leggy, limber, lissom, lissome, nimble, sinuous, skinny, sleek, slender, slim, svelte, trim, thin, willowy, wiry Moan - beef, cry, gripe, grouse, grumble, lament, lamentation, plaint, sob, wail, whine, bemoan, bewail, carp, deplore, grieve, gripe, grouse, grumble, keen, lament, sigh, sob, wail, whine, mewl Moving - (exciting,) affecting, effective arousing, awakening, breathless, dynamic, eloquent, emotional, emotive, expressive, fecund, far-out, felt in gut, grabbed by, gripping, heartbreaking, heartrending, impelling, impressive, inspirational, meaningful, mind-bending, mind-blowing, motivating, persuasive, poignant, propelling, provoking, quickening, rallying, rousing, significant, stimulating, simulative, stirring, stunning, touching, awe-inspiring, energizing, exhilarating, fascinating, heart pounding, heart stopping, inspiring, riveting, thrilling Need - compulsion, demand, desperate, devoir, extremity, impatient longing, must, urge, urgency / desire, appetite, avid, burn, craving, eagerness, fascination, greed, hunger, insatiable, longing, lust, taste, thirst, voracious, want, yearning, ache, addiction, aspiration, desire, fever, fixation, hankering, hope, impulse, inclination, infatuation, itch, obsession, passion, pining, wish, yen Pain - ache, afflict, affliction, agony, agonize, anguish, bite, burn, chafe, distress, fever, grief, hurt, inflame, laceration, misery, pang, punish, sting, suffering, tenderness, throb, throe, torment, torture, smart Painful - aching, agonizing, arduous, awful, biting, burning, caustic, dire, distressing, dreadful, excruciating, extreme, grievous, inflamed, piercing, raw, sensitive, severe, sharp, tender, terrible, throbbing, tormenting, angry, bleeding, bloody, bruised, cutting, hurting, injured, irritated, prickly, skinned, smarting, sore, stinging, unbearable, uncomfortable, upsetting, wounded Perverted - aberrant, abnormal, corrupt, debased, debauched, defiling, depraved, deviant, monstrous, tainted, twisted, vicious, warped, wicked, abhorrent, base, decadent, degenerate, degrading, dirty, disgusting, dissipated, dissolute, distasteful, hedonistic, immodest, immoral, indecent, indulgent, licentious, nasty, profligate, repellent, repugnant, repulsive, revolting, shameful, shameless, sickening, sinful, smutty, sordid, unscrupulous, vile Pleasurable - charming, gratifying, luscious, satisfying, savory, agreeable, delicious, delightful, enjoyable, nice, pleasant, pleasing, soothing, succulent Pleasure - bliss, delight, gluttony, gratification, relish, satisfaction, thrill, adventure, amusement, buzz, contentment, delight, desire, ecstasy, enjoyment, excitement, fun, happiness, harmony, heaven, joy, kick, liking, paradise, seventh heaven Rapacious- avaricious, ferocious, furious, greedy, predatory, ravening, ravenous, savage, voracious, aggressive, gluttonous, grasping, insatiable, marauding, plundering Rapture - bliss, ecstasy, elation, exaltation, glory, gratification, passion, pleasure, floating, unbridled joy Rigid - adamant, austere, definite, determined, exact, firm, hard, rigorous, solid, stern, uncompromising, unrelenting, unyielding, concrete, fixed, harsh, immovable, inflexible, obstinate, resolute, resolved, severe, steadfast, steady, stiff, strong, strict, stubborn, taut, tense, tight, tough, unbending, unchangeable, unwavering Sudden - abrupt, accelerated, acute, fast, flashing, fleeting, hasty, headlong, hurried, immediate, impetuous, impulsive, quick, quickening, rapid, rash, rushing, swift, brash, brisk, brusque, instant, instantaneous, out of the blue, reckless, rushed, sharp, spontaneous, urgent, without warning Thrust - (forward) advance, drive, forge, impetus, impulsion, lunge, momentum, onslaught, poke, pressure, prod, propulsion, punch, push, shove, power, proceed, progress, propel (push hard) assail, assault, attack, bear down, buck, drive, force, heave, impale, impel, jab, lunge, plunge, press, pound, prod, ram, shove, stab, transfix, urge, bang, burrow, cram, gouge, jam, pierce, punch, slam, spear, spike, stick Thunder-struck - amazed, astonished, aghast, astounded, awestruck, confounded, dazed, dazed, dismayed, overwhelmed, shocked, staggered, startled, stunned, gob-smacked, bewildered, dumbfounded, flabbergasted, horrified, incredulous, surprised, taken aback Torment - agony, anguish, hurt, misery, pain, punishment, suffering, afflict, angst, conflict, distress, grief, heartache, misfortune, nightmare, persecute, plague, sorrow, strife, tease, test, trial, tribulation, torture, turmoil, vex, woe Touch - (physical) - blow, brush, caress, collide, come together, contact, converge, crash, cuddle, embrace, feel, feel up, finger, fondle, frisk, glance, glide, graze, grope, handle, hit, hug, impact, join, junction, kiss, lick, line, manipulate, march, massage, meet, nudge, palm, partake, pat, paw, peck, pet, pinch, probe, push, reach, rub, scratch, skim, slide, smooth, strike, stroke, suck, sweep, tag, tap, taste, thumb, tickle, tip, touching, toy, bite, bump, burrow, buss, bury, circle, claw, clean, clutch, cover, creep, crush, cup, curl, delve, dig, drag, draw, ease, edge, fiddle with, flick, flit, fumble, grind, grip, grub, hold, huddle, knead, lap, lave, lay a hand on, maneuver, manhandle, mash, mold, muzzle, neck, nestle, nibble, nip, nuzzle, outline, play, polish, press, pull, rasp, ravish, ream, rim, run, scoop, scrabble, scrape, scrub, shave, shift, shunt, skate, slip, slither, smack, snake, snuggle, soothe, spank, splay, spread, squeeze, stretch, swipe, tangle, tease, thump, tongue, trace, trail, tunnel twiddle, twirl, twist, tug, work, wrap (mental) - communicate, examine, inspect, perception, scrutinize Wet - bathe, bleed, burst, cascade, course, cover, cream, damp, dampen, deluge, dip, douse, drench, dribble, drip, drizzle, drool, drop, drown, dunk, erupt, flood, flow, gush, immerse, issue, jet, leach, leak, moisten, ooze, overflow, permeate, plunge, pour, rain, rinse, run, salivate, saturate, secrete, seep, shower, shoot, slaver, slobber, slop, slosh, sluice, spill, soak, souse, spew, spit, splash, splatter, spout, spray, sprinkle, spurt, squirt, steep, stream, submerge, surge, swab, swamp, swill, swim, trickle, wash, water Wicked - abominable, amoral, atrocious, awful, base, barbarous, dangerous, debased, depraved, distressing, dreadful, evil, fearful, fiendish, fierce, foul, heartless, hazardous, heinous, immoral, indecent, intense, mean, nasty, naughty, nefarious, offensive, profane, scandalous, severe, shameful, shameless, sinful, terrible, unholy, vicious, vile, villainous, wayward, bad, criminal, cruel, deplorable, despicable, devious, ill-intentioned, impious, impish, iniquitous, irreverent, loathsome, Machiavellian, mad, malevolent, malicious, merciless, mischievous, monstrous, perverse, ruthless, spiteful, uncaring, unkind, unscrupulous, vindictive, virulent, wretched Writhe - agonize, bend, jerk, recoil, lurch, plunge, slither, squirm, struggle, suffer, thrash, thresh, twist, wiggle, wriggle, angle, arc, bow, buck, coil, contort, convulse, curl, curve, fidget, fight, flex, go into spasm, grind, heave, jiggle, jolt, kick, rear, reel, ripple, resist, roll, lash, lash out, screw up, shake, shift, slide, spasm, stir, strain, stretch, surge, swell, swivel, thrust, turn violently, tussle, twitch, undulate, warp, worm, wrench, wrestle, yank
//MY BROTHERS AND SISTERS - HERE IS THE ANSWER TO THE PROBLEM OF FINDING THAT RIGHT WORD!!!!!
I’ve reblogged it before, and I’ll reblog it again
today my prof said to my class “you don’t truly love someone until they’ve hurt you and you still think of them as the greatest person in the world. Love is the most violent act.” ok ok ok
5 is like an honorary even number
why does this make sense?
Excerpt from Kató Lomb’s “Polyglot: How I Learn Languages”
today my prof said to my class “you don’t truly love someone until they’ve hurt you and you still think of them as the greatest person in the world. Love is the most violent act.” ok ok ok
How To Get An A* In A-Level Psychology
Hi All!
So I feel like this is something a lot of people doing Psychology will ask me when I tell them I got an A*. Some people have told me “You’re so smart, of course you got an A*”, but really I did so much revision for Psychology, and so I’m going to give you guys some tips on how to do the same. So, to give you guys some background I studied AQA A-Level Psychology on the new reformed A-Level. At AS I got a B, and at A2 I got an A*. So while this blog will mainly be for people on the AQA specification the advice I give can help people on other exam boards too! So the specification is split into three papers in A2, each each paper as a different set of topics that are examined on.
Paper One: Social Influence, Memory, Attachment and Psychopathology.
Paper Two: Biopsychology, Research Methods and Approaches.
Paper Three: Issues and Debates, (Three options which will be chosen by your school mine were: Gender, Schizophrenia, Aggression).
No matter what topics your teachers choose the advice I give you will be relevant to all. So let’s get started
Pick the right text book
The CGP revision guides are a no go for an A*. They are far too basic, and barely have any evaluation. The text book I mainly used was the Oxford text book with the cat on the AS and dog on the A2. These text books are incredible, they have so much information, and lots of practice questions. Alongside that the Illuminate Publishing ‘green haired girl’ and ‘pink haired girl’ revision guides were good for some areas. For example, the green haired girl book had AO3 for the ‘role of the father’ which were not in the Oxford text book. However, with the Illuminate books their AO1 and AO3 are in nowhere near enough detail to be able to achieve an A*, and therefore should be added to when you do your revision from the Oxford text book. The links for these text books will be below:
Oxford - AS and Year 1 Textbook
Oxford - A2 and Year 2 Textbook
Illuminate - Year 1 Green Haired Girl Book
Illuminate - Year 2 Pink Haired Girl Book
2. Exam Technique
Firstly, within exam technique I will share what I did in each exam in terms of timings and order of answering questions. In every paper I did all the shorter marks first, and when I encountered any question with eight + marks I would do a quick bullet pointed plan on it and then move onto the next shorter mark question. Then at the end I would go back and do the essay questions. This is a clever technique for a number of reasons, most people usually do the shorter mark questions in a very quick time and therefore by doing all of those first you can see how long you have left to write the essays. For example, in one paper you may have two sixteen mark essays and an eight mark essay, and you may have thirty forty five minutes left in the exam, that way you can allocate fifteen minutes for each question, which even that may be excessive. Having as much time as possible for essays is extremely important as these are the biggest chunk of your marks, and you get more marks for quality over quantity.
Make sure when you answer essays you follow this structure:
A small AO1 section - do not go over the top with the amount of AO1 as this is only six of sixteen marks in a big essay.
For AO3 always signpost with statements such as ‘A strength of…’, ‘A weakness of…’ and ‘A limitation of…’.
For AO3, follow the same structure of each paragraph
Signpost: Introduce the point and clearly state whether it is a strength, weakness or discussion point.
Make relevant evidence or explanation: use a study or explanation to evidence your point.
Explain in relevance to the question focus: link the evidence back by explaining how it shows a strength or weakness of the theory.
You should aim for each essay to have around four paragraphs of AO3, however if you do not have the time to do this DO NOT try and squeeze a small paragraph in that is unexplained properly. The mark scheme emphasises the quality of evaluation and therefore having two very well written and relevant AO3 is much better than having four tiny and generic evaluation points.
3. Revision
In terms of revision for Psychology I did mind maps from the Oxford books, and I did these once in lots of detail in different colours. I then wrote the essay for that topic. For example, if I had just done the mind map for ‘Types of Long Term Memory’ I would then write the essay for that, with AO1 written in one colour, AO3 strengths in another, weaknesses in another and discussion in another. Then I would condense these down into essay plans with bullet points to summarise each paragraph. I did this for every single topic.
I also made posters for the studies, on these I would very simply state the participants, the procedure, and the findings of the study. This made it so much easier to memorise the exact statistics for the studies.
4. Past Papers/ Specimen Papers
Now once the learning has finished this is when you start doing past papers or specimen papers. It is vital to do ALL of them as similar questions can come up each year. And to make it less daunting having done all the essays already you can just test that you know the info by making an essay plan for it but then not writing the essay if you don’t want to. However do have at least one attempt of each paper in timed conditions, as timing is what most people struggle with.
You should aim to mark your own work as well and try and work out what the mark scheme asks of you. And be a harsh marker. Don’t do the “Yeah, I was gonna put that” be harsh and be honest.
5. Learn Research Methods
Research Methods is 40% of your marks. This means that even though it has its own section in Paper 2, it comes up on every paper… In my Paper 1 that I did in 2017, the entire Social Influence section bar two shorter marks were research methods! And one that I would definitely revise loads is statistical tests, make sure you learn when to use them, I did this through posters and flashcards.
6. Videos
On the day of my exams I went onto YouTube. I never do intense revision on the day of exams, I try to chill out, I might test myself a little bit and discuss things with my friends but I very rarely did any note taking or anything intense. Instead I watched videos on Tutor2U, their videos on last years AS papers examiners reports were so informative as were their revision videos. I’ll link them here but watch them at any stage of your revision because they are a good way vary how you revise. I’ll also link some other channels which are good for watching if you want to revise in a different way, but make sure you don’t just watch the videos, take notes or repeat what they say. Make sure it sinks in.
Tutor2U
CrashCourse
So, the most important thing to remember is that as long as you put in the work you will get the grade you deserve. Whether that’s an A* or a C, if you worked hard then well done!
I hope this helps everyone and if you have any questions that I haven’t answered please don’t hesitate to send me a message!
Whoosh,
Rosie :)
Getting On Your Nerves: Neurones and Drug Mode of Action
The people: Avengers is the most ambitious crossover event in history
Me: *makes a post that covers biology and psychology at the same time*
Today I’m covering my biological psychology module which includes learning about neurones and how drugs work. This isn’t on my biology specification but it might be on yours – so I’m tagging it biology AND psychology. Aren’t I just wild?
Biological psychology assumes that behaviour comes from our biology – that is, our genes, hormones, brain structure etc – and one of the behaviours that it explains is how the body can become addicted. To learn about this, though, you must first learn about the Central Nervous System (CNS).
There are two types of nervous system (clusters of nerves), the other being the Peripheral Nervous System. The CNS consists of the brain and the spinal cord and is pretty much where all communication and decisions occur since messages are sent around the body from the CNS.
Nerves are made up of bundles of specialised cells called neurones. A neuron is pictured below:
Dendrites are short branches at the “top” end of the nerve cell. They receive impulses from the neuron before in a process called neurotransmission. The cell body contains a nucleus, which has the information for the cell. The length of a neuron is called an axon, made up of insulating myelin sheath. Gaps within it are called nodes of Ranvier – electrical impulses jump along these. At the end of the neuron there are axon terminals where neurotransmission takes place over a synapse.
So now you know about the structure of a neuron, the next thing to learn is how messages are passed between them.
Imagine a nerve made up of two neurons. The pre-synaptic neuron is stimulated and action potential is reached. This is kind of like an electrical impulse that travels down the axon towards the terminals.
Between two neurons, there is a gap called the synapse. Neurotransmission is sometimes referred to as synaptic transmission, so it kind of makes sense why the first neuron is called the pre-synaptic neuron.
At one end of the presynaptic neuron, where the terminals are, there are neurotransmitters (chemical messages) in vesicles, which essentially just contain them. When the action potential stimulates the vesicles, they then fuse with the terminal button and release neurotransmitters into the synaptic gap.
On the post-synaptic neuron, there are specific receptor sites on the dendrites that the neurotransmitters are attracted to. The lock and key model is important here; a certain neurotransmitter can only bind to a complementary receptor site. Once the transmitters reach them, they stimulate action potential and the process starts again. Neurotransmitters then detach and either get eaten by enzymes in the synaptic gap or are reabsorbed through the reuptake pump.
There are different types of neurons – sensory neurons carry information from the sense organs (e.g. eyes) to the brain, motor neurons carry information from the CNS down their long axons to muscles and interneurons only communicate within their region.
Since there’s different types of neurons, there’s different types of neurotransmitters too. Excitatory neurotransmitters (also known as neuromodulators or monoamines) pass on electrical impulses and increase the likelihood that a post synaptic neuron will be activated and pass on the message. Examples of this include dopamine, adrenaline and serotonin. On the other hand, there are inhibitory neurotransmitters (endorphins) that block impulses between neurons and therefore decrease the likelihood that the post synaptic neuron will be activated to pass on the impulse.
Here are some examples of each kind of neurotransmitter:
Acetylcholine – excitatory, related to voluntary muscles, inhibition and memory
Dopamine – inhibitory and excitatory, related to voluntary muscles, emotional arousal.
Serotonin – inhibitory and excitatory, related to sleep and temperature regulation.
GABA is an inhibitory neurotransmitter that is closely involved with nearly 40% of synapses in the brain, so most neurones have GABA receptors.
Mode of action describes the action of neurotransmitters at the synapse. Drugs can act through mechanisms like neurotransmitters do. Some drugs can bind to receptors and have the same effect as a neurotransmitter. Some can block the receptor so neurotransmitters cannot fit into them.
In addition to these methods, drugs can work by influencing the making, movement, release or inhibition of neurotransmitters, such as preventing their recycling so they reattach to receptor sites.
Types of drugs that exist include agonists and antagonists. An agonist drug is a drug which mimics a neurotransmitter and increases post-synaptic activity by stimulating post synaptic receptors. An antagonist drug limits the effect of a neurotransmitter therefore reducing post-synaptic activity, perhaps through block post-synaptic receptors or preventing the release of neurotransmitters.
These drugs can further be categorised into psychoactives; depressants and stimulants. Psychoactive stimulants increase post-synaptic activity to cause motor arousal and alertness whereas depressants reduce it, slowing down brain activity and relax muscles.
Cocaine, for example, acts on dopamine. It blocks the dopamine uptake pump in the presynaptic terminal so the dopamine remains active in the synapse, continuing to bind to postsynaptic receptors and cause excitement.
Unfortunately, addiction comes at a cost. Withdrawal is a set of symptoms which occur when there is a sudden drop in blood levels of certain drugs, often the opposite to the initial effects of it. Withdrawal occurs when you are physically dependent on the drug.
However, if you continue to take the drug, you may develop a tolerance ( a decreased sensitivity due to exposure) so more drug is needed to produce the same effect. Tolerance to one drug may also cause tolerance to other drugs with similar mechanisms, and this is called cross tolerance.
Tolerance can essentially be metabolic or functional. Metabolic tolerance is when the amount of drug reaching the sits of action decreases and functional tolerance occurs when there is a reduction in the responsiveness of the receptors. Tolerance to psychoactive drugs is mainly functional. Two naturally occurring processes cause tolerance – down regulation and enzymes.
Down regulation is where the number of receptor sites or their sensitivity is reduced. Since there are less receptors, more drug is needed for the same effect.
Enzymes in the liver break down drugs, so increased exposure to drugs means more of these enzymes are produced, making the body more efficient at removing drug molecules so more drug is needed.
From these facts, you can easily see how addiction occurs. If the symptoms of withdrawal are too much, there is no other option than to continue using. In addition, what starts as a small problem can get quickly larger if the body develops tolerance to the drug.
SUMMARY
· Biological psychology assumes that behaviour comes from our biology – that is, our genes, hormones, brain structure etc.
· Central Nervous System (CNS) consists of the brain and the spinal cord and is pretty much where all communication and decisions occur.
· Nerves are made up of bundles of specialised cells called neurones.
· Dendrites are short branches at the “top” end of the nerve cell which receive impulses from the neuron before in a process called neurotransmission.
· The cell body contains a nucleus, which has the information for the cell.
· The length of a neuron is called an axon, made up of insulating myelin sheath.
· Gaps within it are called nodes of Ranvier – electrical impulses jump along these. At the end of the neuron there are axon terminals where neurotransmission takes place over a synapse.
· In neurotransmission, the pre-synaptic neuron is stimulated and action potential is reached. This is kind of like an electrical impulse that travels down the axon towards the terminals.
· Between two neurons, there is a gap called the synapse.
· At one end of the presynaptic neuron, where the terminals are, there are neurotransmitters (chemical messages) in vesicles. When the action potential stimulates the vesicles, they then fuse with the terminal button and release neurotransmitters into the synaptic gap.
· On the post-synaptic neuron, there are specific receptor sites on the dendrites that the neurotransmitters are attracted to - a certain neurotransmitter can only bind to a complementary receptor site.
· Once the transmitters reach them, they stimulate action potential and the process starts again. Neurotransmitters then detach and either get eaten by enzymes in the synaptic gap or are reabsorbed through the reuptake pump.
· Sensory neurons carry information from the sense organs (e.g. eyes) to the brain, motor neurons carry information from the CNS down their long axons to muscles and interneurons only communicate within their region.
· Excitatory neurotransmitters pass on electrical impulses and increase the likelihood that a post synaptic neuron will be activated and pass on the message e.g. dopamine, adrenaline and serotonin.
· On the other hand, there are inhibitory neurotransmitters that block impulses between neurons and therefore decrease the likelihood that the post synaptic neuron will be activated to pass on the impulse.
· GABA is an inhibitory neurotransmitter that is closely involved with nearly 40% of synapses in the brain, so most neurones have GABA receptors.
· Mode of action describes the action of neurotransmitters at the synapse.
· Some drugs can bind to receptors and have the same effect as a neurotransmitter. Some can block the receptor so neurotransmitters cannot fit into them.
· In addition to these methods, drugs can work by influencing the making, movement, release or inhibition of neurotransmitters, such as preventing their recycling so they reattach to receptor sites.
· An agonist drug is a drug which mimics a neurotransmitter and increases post-synaptic activity by stimulating post synaptic receptors. An antagonist drug limits the effect of a neurotransmitter therefore reducing post-synaptic activity, perhaps through block post-synaptic receptors.
· These drugs can further be categorised into psychoactives; depressants and stimulants. Psychoactive stimulants increase post-synaptic activity to cause motor arousal and alertness whereas depressants reduce it, slowing down brain activity and relax muscles.
· Withdrawal is a set of symptoms which occur when there is a sudden drop in blood levels of certain drugs, often the opposite to the initial effects of it. Withdrawal occurs when you are physically dependent on the drug.
· Drug users develop tolerances (decreased sensitivity due to exposure) so more drug is needed to produce the same effect. Tolerance to one drug may also cause tolerance to other drugs with similar mechanisms, and this is called cross tolerance.
· Tolerance can essentially be metabolic or functional. Metabolic tolerance is when the amount of drug reaching the sits of action decreases and functional tolerance occurs when there is a reduction in the responsiveness of the receptors
· Down regulation is where the number of receptor sites or their sensitivity is reduced. Since there are less receptors, more drug is needed for the same effect.
· Enzymes in the liver break down drugs, so increased exposure to drugs means more of these enzymes are produced, making the body more efficient at removing drug molecules so more drug is needed.
· Addiction occurs as a result of physical dependence, tolerance and the effects of withdrawal.
HAPPY STUDYING!
Still lowkey not over how i was predicted 1s and 3s for english literature and language then ended up getting a 7 in both lol
just a lil proof u shouldn’t ALWAYSSS trust ur teachers marking bc ik they were incredibly off bc i knew i wasnt stupid at all in those subjects.
Every time someone says “Sorry for the poor English” “English is my second language”, they then go on to write 5 paragraphs of College-level English.
Word😂