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BK

Příručka

First published

Harlow : Pearson Education Limited, 2009

vii, 228 stran : ilustrace (převážně barevné) ; 28 cm

ISBN 978-1-84690-483-7 (brožováno)

Terminologický slovník

Obsahuje rejstřík

001422847

Edexcel GCSE Psychology // Written by Christine Brain, Julia Russell and Karren Smith // The Edexcel GCSE Psychology student book has been written to build students’ psychology knowledge, understanding and skills, and to help them prepare for their GCSE assessment. // This book is packed with useful features: //  book structured by Topic and Section to fully support the specification //  engaging topic openers to spark interest and debate v’ content broken in to spreads so students can study the specification in manageable chunks  Packed with tips to improve your responses and avoid common pitfalls //  lots of questions for students to check and apply knowledge as they learn // J ‘Taking it Further’ boxes with suggestions for activities or further research. // Featuring Exam Zone - designed to provide topic summaries, exam support and preparation. // // \ // ’Jr> /0 // %  // % // // // «? // %y%Cs \ % * // •v // Annotated // exam sample student // answers and // revision support to help students prepare for the exams. // For more information about the support materials available for Edexcel GCSE Psychology go to www.edexcel.com/gcse // www.pearsonschools.co.uk I T 0845 630 33 33 myorders@pearson.com I F 0845 630 77 77 // Contents // How to use this book...iii // Unit 1: Perception and Dreaming // Topic A // Alai // Ala2 // Albi // Alb2 // Alb3 // Alb4 // Alb5 // Alci // Alc2 // Aldi // Ald2 // Alel // Ale2 // - How do we see our world?... // How do we see?...

// The optic nerve and the brain... // Seeing depth... // Depth and size... // Monocular depth cues 1... // Monocular depth cues 2... // Stereopsis: seeing in stereo... // Gestalt laws 1... // Gestalt laws 2... // What are illusions?... // More illusions... // The Gestalt theory of illusions... // Gregory’s perspective theory // of illusions... // Schemas and perception... // Bartlett (1932): schemas and // remembering stories... // Carmichael et al (1932): do words // affect recall?... // Designing and understanding // experiments... // vlore about experiments... // Dealing with results: descriptive // statistics... // Dealing with results: more descriptive // statistics... // Ethics in psychology experiments... // Evaluating experiments... // Schemas and eyewitness memory... // Know // L. // ..2 // ..4 // ..6 // ..8 // 10 // 12 // 14 // 16 // 18 // 20 // 22 // 24 // 26 // 28 // 30 // 32 // 34 // 36 // 38 // 40 // 42 // 44 // 46 // 48 // 50 // - Is dreaming meaningful?...52 // Freud’s (1900) dream theory...54 // Symbols in dreams...56 // Analysing dreams...58 // Evaluating Freud’s dream theory...60 // How the brain sends signals...62 // A biological theory of dreaming...64 // Evaluating activation-synthesis theory... 66 // Comparing dream theories...68 // Using case studies...70 // Weaknesses of case studies...72 // Designing case studies...74 // Ethics and case studies...76 // Freud’s case study of Little Hans...78 // Evaluating dream analysis...80 // The job of a psychoanalyst...82

// Becoming a psychoanalyst...84 // Psychological sleep disorders...86 // Sleep disorder clinics...88 // Topic ?...90 // Know Zone // Unit 2: Social and Biological Psychological Debates // - Do TV and video games affect young people’s behaviour?... // The role of the brain and aggression... The role of hormones and aggression. // Cla3 // Cibi // Cidi // // Social learning theory... // Comparing theories of aggression Ramirez et al (2001): culture and aggression... // Content analysis as a research // method... // The ethics of psychological research... Anderson and Dill (2000): video games and aggression... // ...92 // ..94 // ..96 // „98 // 100 // 102 // 104 // 106 // 108 // // Charlton et al (2000): St Helena study... 110 Williams et al (1981): does TV affect // children’s behaviour?...112 // Comparing Charlton et al (2000) and // Williams et al (1981)...114 // The job of the educational // psychologist...116 // Becoming an educational psychologist... 118 Educational psychology and anger // management...120 // itroducing censorship and the // 9 o’clock watershed...122 // For and against censorship and the // watershed...124 // • Topic C ...126 // Why do we have phobias?...128 // Classical conditioning and phobias...130 // Social learning theory and phobias...132 // Phobias and preparedness...134 // The nature-nurture debate...136 // Questionnaires...138 // Evaluating questionnaires...140 // Experiments using animals: ethical // issues...142 // Experiments using animals:

practical // issues...144 // nes (1924): curing a boy’s phobia...146 // Bennett-Levy and Marteau (1984): // fear of animals...148 // How to treat phobias...150 // The ethics of therapies used to treat // phobias...152 // The job of a clinical psychologist...154 // Becoming a clinical psychologist...156 // Clinical psychology and phobias...158 // Heinrichs et al (2005): cultural // differences in fears...160 // ’opic D ...162 // D3cl // D3c2 // D3c3 // D4al // Know Zone // Topic E // Are criminals bom or made?...164 // Biological explanations for criminality ...166 // Social explanations for criminality...168 // Childrearing as an explanation for // criminality...170 // Self-fulfilling prophecy as an // explanation for criminality...172 // Comparing theories of criminal // behaviour...174 // Theilgaard (1984): the criminal gene...176 // Sigall and Ostrove (1975): attractiveness // and jury decision-making...178 // Madon (2004): self-fulfilling prophecy // and drinking behaviour...180 // Is criminal research practical and // ethical?...182 // Gathering information from convicted // offenders...184 // Offender profiling...186 // The case of John Duffy...188 // The job of the forensic psychologist...190 // Becoming a forensic psychologist...192 // How a forensic psychologist might help // 2at offenders...194 // How defendant characteristics affect // jury decision-making...196 // - Topic E...198 // Answers Glossary. Index... // 200 // .206 // .218 // .225