Technology Achievement Standard s6

of 10 2010 Assessment Resource - Internal

Level 1 Psychology

27255, Describe approaches to psychology

Credits: 6

Teacher guidelines: The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Context/setting: In this activity students will study psychological approaches to behaviour, key figures and their contribution to psychology.

References may be oral, visual and/ or written and may be selected from one or several text types. At least one text must be student selected. Texts should be appropriate to Level 6 of the New Zealand Curriculum (NZC), or have characteristics that enable students to meet the expected level of understanding.

Conditions: Assessment for this standard will be a written, oral or audio-visual presentation. Students can read texts, collect information and develop ideas for the assessed presentation both in and out of class time. Teachers will need to schedule frequent checkpoints to ensure authenticity.

Teachers should not ‘teach to the assessment’ as they discuss psychological behaviour in class. It is essential that, as part of the assessment, students make their own descriptions and understandings independently.

It is expected that teachers would pre-teach at least five of the approaches prior to the assessment.

Where student work is to be presented for assessment, constructive feedback should not compromise authenticity but can validly include suggestions about areas where further developments are needed. Students should have the opportunity to receive feedback, and edit and revise before assessment judgements are made.

Approaches to psychology refer to various underlying principles for understanding different perspectives used to investigate mental processes and behaviour. These approaches may include but are not limited to, three of - behavioural, biological, cognitive, evolutionary, humanistic, psychodynamic, and socio-cultural.

Key figures refer to people who have made a significant contribution to approaches in the study of psychology.

Contribution to the development of psychology includes biography of the key figure relevant to their contribution to psychology.

© New Zealand Qualifications Authority 2011 Page 2 of 10 Resource requirements: References may be oral, visual and/ or written and may be selected from one or several text types. Texts should be appropriate to Level 6 of the NZC, or have characteristics that enable students to meet the expected level of understanding. Assessment of this standard also provides opportunities for students to develop aspects of the key competencies of the NZC.

Students need to keep a record of all the source material they use. A suggested reference record for source material has been provided. To encourage students into the habit of using citation styles as used by psychologists across the world, teachers can teach them how to cite references using the American Psychological Association (APA) citation style. Guidance on APA citation style can be found through http://www.apastyle.org/ or through the referencing functions provided by various software programmes.

Additional information: Teaching and learning guidelines that inform psychology as it is taught in New Zealand can be found at http://www.tki.org.nz/ncea/.

Information on psychology as it is practiced in New Zealand is available from the New Zealand Psychological Society, http://www.psychology.org.nz.

Credit: 6

Student Instructions Sheet

During your Psychology programme in class, your teacher will work with you on a variety of written, oral and visual texts. You will do a wide range of activities in class which will help you.

Your teacher will also give you opportunities to identify distinctive features, describe approaches to the study of behaviour, summarise biographical data, summarise contextual details and the contribution to psychology by key figures.

Your teacher will pre-teach at least five of the approaches prior to assessment.

You will choose three psychological approaches that interest you, and convey aspects of the approaches in a written, oral or audio-visual presentation.

Your presentation should:  focus on the core ideas of each approach  summarise key figures’ contribution to each approach.  contain detailed points that relate to each other.

For merit or excellence your presentation may also include:  examples to support the core ideas  your own ideas and references  comparisons between the approaches  a comprehensive understanding of the approaches

Your teacher will guide you in your choice of approaches and key figures.

Choosing approaches Your teacher will discuss with the class a wide range of ideas and possibilities for a choice of approaches for this activity.

Suggestions for the approaches may arise from books that class members may have read, films that have been viewed, television programmes or other class work that has been done.

You will be given two weeks of class time to gather relevant information for your presentation. Work can also be done out of class time. As you will be able to undertake research outside of class time, you will be required to complete a declaration of authenticity.

Exploring approaches As part of your Psychology programme your teacher will work with you to source reference texts or other materials.

For achieved For merit For excellence The candidate must The candidate must The candidate must describe three approaches describe in detail different describe in depth different used in psychology, identify approaches used in approaches used in a key figure for each psychology. psychology. approach, and describe each key figure's contribution to the development of psychology.

Keeping a record of reference or sourced material As you create your presentation you will need to keep a record of all the source material you will use. Your source material can include books, websites, podcasts, journals, newspapers, magazines, photographs. Draw up a record sheet so that you can record your sources in an ongoing way over the course of work. To get you into the habit of using citation styles as used by psychologists across the world, please cite your references using the American Psychological Association (APA) citation style. Guidance on APA citation style can be found through http://www.apastyle.org/ or through the referencing functions provided by various software programmes.

Example of reference record Source description APA Reference Book – Psychology in Weatherall, A., Wilson, M., Harper, D., McDowall, J., Aotearoa/New Zealand (2007) Psychology in Aotearoa/New Zealand. Pearson: Auckland.

Biography of B.F. Skinner

My approaches are:

Approach Title of Author, Director, Main Ideas reference web page material (traceable reference)

Written report, data show, audio-visual etc

1) For each approach you have chosen:  outline of the approach  features of the approach - three main ideas accurately stated  describe an example of how each approach can be or has been applied.

2) Contributions of one key figure for each of your three approaches by describing:  individual biography for the key figure  their contribution to psychology  the important ideas and/or thinking of their time.

3) Your presentation should also include:  an introduction which identifies your three chosen approaches  a description of the influence of each of your three approaches to our current understanding of behaviour  a reference list.

#1 Approaches 1 Evidence Statements: Describe biological approach to psychology and contributions of a key figure Achievement Achievement with Merit Achievement with Excellence Describe: Describe in detail: Describe in depth: Make some points relevant to the Make some coherent relevant points of Develop and integrate coherent and biological approach, and summarise a the biological approach, and summarise relevant points of the biological approach, key figures’ contribution to the a key figures’ contribution to the and summarise a key figures’ contribution development of psychology. development of psychology. to the development of psychology. Relevant points biological approach Coherent points biological approach Integrated points biological approach  Hormones/chemicals can  Hormones such as adrenaline  Thoughts, emotions and behaviour are affect/influence mood or behaviour stimulate the ANS/PNS/stress caused/influenced/explained by chemical  Some chemicals can make us more response, which makes us more or electrical patterns in the brain and alert alert. nervous system + developed with related  Drugs (Ritalin) can affect the (frontal)  Drugs such as Ritalin dampen down examples: Serotonin↓ →depression↑; l

a brain impulsive behaviour by stimulating Acetylcholine↑, caffeine↑ or adrenaline↑ c i the frontal brain. The frontal brain is → Arousal↑

g  Genes influence our personality o l  The left side of the brain controls the involved in planning and thinking  Different levels of biological organisation o i right side of the body (and vice versa). ahead. can affect behaviour: chemical B (hormone, neurotransmitter, gene); 1 . 1

cellular (neuron); tissue (hippocampus);

C system (endocrine, autonomic NS); brain P structure; and organ levels of organisation + developed with related e.g: Cortisol↑→ hippocampus ST to LT memory fn↓; Perceptual system (Ames illusion), child pedestrian stepping onto road appears further away cf adult.

© New Zealand Qualifications Authority 2011 PC 1.2 Biological the HPA axis Exhaustion F F Contributionpsychology to Source:Wikipedia (1975) the andCanadian of InstituteStresseight with (1979) Nobel Laureates. (Died 1982 Oct Montreal,Quebec,in Canada. worked 15,000with animals. lab Directorthe InstituteExperimentalof Medicineof Surgeryand the Université deMontréalat where 40assistantshe hadand FoundationScholarship 1931. (Then to university McGill whereMontreal hestarted researchingstress 1936.in(Professor and (BornVienna, becameMedicine a Doctor of Chemistry Prague& in to Hopkins1929. Johns(Went University ona Rockerfeller Biography GAS= Identified the general Adaption (GAS)Syndrome –a non-specific physiological responseoccurs to that a variety of stimuli. Alarm –Hans (1907-1982) Seyle (immune system, heart disorders, obesity, anger/frustration, depression/helplessness& anxiety) (physiological response),  Made a Made Companionthe Order of Canada (1968) the(FoundedHans Foundation Seyle Resistance (behavioural copingstyle/cognitive style/gender andfactors), cultural © New Zealand 2011Qualifications Authority F First to describe First to #2 Approaches 2 Evidence Statements: Describe behavioural approach to psychology and contribution of a key figure Achievement Achievement with Merit Achievement with Excellence Describe: Describe in detail:: Describe in depth: Make some points relevant to the Make some coherent relevant points of Develop and integrate coherent and behavioural approach, and summarise a the behavioural approach, and relevant points of the behavioural key figures’ contribution to the summarise a key figures’ contribution to approach, and summarise a key figures’ development of psychology. the development of psychology. contribution to the development of psychology. Relevant points behavioural approach Coherent points behavioural approach Integrated points behavioural approach  Concerned with how we learn from the  Pavlov conditioned dogs to salivate to Points are explicitly or implicitly environment or learning is based on the sound of a bell/tuning fork by first integrated around classical and/or experience pairing the presentation of meat operant conditioning.  Apart from inborn reflexes, all powder with the sound of the e.g. classical conditioning

l behaviour is learned (mind starts as a bell/tuning fork, which caused the dogs  In classical conditioning behaviour a r

u tabula rasa) to salivate. Subsequently, the dogs (UCR) previously elicited by an o i  We associate or connect (S-R) events salivated to the sound of the bell/tuning environmental stimulus (UCS) comes v

a which occur in sequence fork alone. under the control of a previously h

e (=conditioning)  Some food phobias can be learnt by a neutral stimulus (NS) after the UCS B single association of two stimuli with and NS are temporally paired. The 1  Behaviour is understood as being .

1 the response of stomach aches or new stimulus (CS) alone, comes to linked to stimuli or ‘triggers’ in the

C environment. vomiting. The food that is initially elicit the behaviour. P  Observable behaviour, not minds are associated with the response of studied. stomach aches/vomiting caused by bacteria, is able to subsequently elicit nausea or avoidance behaviour by itself.

© New Zealand Qualifications Authority 2011 BehaviouralPC 1.2     Notes: terms. introspectionand psychoanalysis) and objectivelystudied =behaviourism. F Contributionpsychology to Source:Wikipedia heapplied behaviouristprinciples (Rayner died (Watson 1935 retired a farm c1945to (ResignedJHUni form 1920married & RosalieRayner 1921.(Wrote onchild book rearing 1928. (Workedin advertising where as the BehaviouristViews It teaching psychologyat HopkinsJohn University in aseminal 1908. lecture (Gave Colombia at University 1913 titled degree, he spent a year as a principalgrade for school.(Studiedthe universityChicago,at ofgaining Ph.D 1903.hisin(Began (Grew upin South Carolina. (Entered Furman universitythe ageat16and graduatingof after five years a later withmasters Biography Proposed that psychologists should confine tothemselves behaviourstudying (not life), mentalsince this can be measured E.g: onewithE.g: contradiction pointsor error four distinctive would be required. Threeapproaches are required, twoareonlyexemplified here. The three distinctive requiredpoints eachmust for perspectivebeover andany above contradictions or errors. Distinctive arepoints aperspectiveexclusive toand do not generally applyadifferent perspective.to Evidencestatements are indicative and not exclusive. F Leddeconditioning to other;studies. desensitisation,systematicOr aversion therapy. –John Watson (1878-1958) (=behaviouristmanifesto) (Carried out Little Albert experiment RosalieRaynerwith 1920. F Demonstrated how behaviour (phobias/fears) canbeexplained in(reductionist) simpler F Championed behaviourismscientific as the forwardway psychology for ( © New Zealand 2011Qualifications Authority cf

Psychology Judgement Statement

Achievement Achievement with Merit Achievement with Excellence Describe: Describe in detail: Describe in depth: Make relevant points for each Make coherent and relevant points for Develop and integrate coherent and relevant points approach, and summarise a key each approach. for each approach. figures’ contribution to the development of psychology. Three distinctive, relevant points Each of the distinctive, relevant points The distinctive, relevant points are logically accurately described for each of three are structured with linked ideas or developed towards an integrated accurate approaches. examples accurately described for each description for each of three approaches. of three approaches. AND Describe a key figure’s contribution to the development of psychology for each of the three approaches chosen by including:  a summary of relevant biographical data for each individual  a description of their contribution to the development of psychology