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For Paper 3 – Issues and Options in Psychology – there are questions and walkthroughs for ALL of the optional topics. We’ve not limited it to just a selection or the most popular like some revision resources do. WHICHEVER 3 topics you have prepared for and been taught, there will be questions and support for you!  

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Our A-Level Psychology Masterclasses are designed to give students the ultimate exam preparation experience. With twice-weekly live sessions, we focus on exam-style questions, key theories, and high-level evaluation skills to help students maximise their marks. Each session is tailored to the demands of AQA Psychology, covering everything from research methods and biopsychology to key debates and approaches. We break down past paper questions, examiner expectations, and top-mark responses, so students can develop confidence, accuracy, and speed in their answers. Whether you need help structuring 16-mark essays or tackling tricky application questions, our masterclasses provide expert guidance, interactive learning, and real-time feedback to ensure you walk into your exams fully prepared.

This year we’re back with our predicted AQA A Level Psychology papers and video walkthroughs!

Laura, my Head of Psychology has looked at the trends and patterns that have come up in the past. She’s done an analysis of the topics and questions that have appeared in previous exam seasons and has used this to write Psychology predicted papers for this year.

Table of Contents

• AQA A-Level Psychology – Paper 1

• AQA A-Level Psychology – Paper 2

• AQA A-Level Psychology – Paper 3

• AQA AS Level Psychology – Paper 1

• AQA AS Level Psychology – Paper 2

AQA A-Level Psychology – Paper 1

Please remember to revise everything as these are just predictions. We don’t have any additional information or know anything in advance of the exams - we have not seen the real papers!

We know for Paper 1 – Introductory Topics in Psychology – there are four sections in the paper – Social Influence, Memory, Attachment and Psychopathology and we’ll go through each of these topics in this video.

Social Influence

• Resistance to Social Influence – Locus of Control:

• Understand the concept of locus of control, which relates to whether individuals believe they have control over their lives. Those with an internal locus of control believe their actions influence outcomes, while those with an external locus attribute outcomes to external factors like luck or fate.

• Be prepared to explain how individuals with an internal locus of control are more likely to resist social pressures to conform or obey, as they feel more responsible for their actions.

• Evaluate the concept by considering research support and limitations, such as the oversimplification of individual differences and other factors that might affect resistance.

• Social Influence Processes in Social Change:

• Focus on how minority influence, conformity, and obedience contribute to social change. Minority influence occurs when a smaller group convinces the majority to adopt their views through consistency and commitment.

• Explore examples of social change, like the civil rights movement, showing how minorities can lead to significant societal shifts. Understand how conformity to social norms and disobedience can also drive social change.

• Evaluate these processes by discussing the effectiveness of minority influence and the complex social dynamics that impact conformity and obedience.

Memory

• Multi-Store Model and Working Memory Model of Memory:

• Understand the multi-store model (MSM), which includes the sensory register, short-term memory (STM), and long-term memory (LTM). Know the characteristics of each store, including capacity, duration, and encoding, and how information flows between them.

• Learn about the working memory model (WMM) by Baddeley and Hitch, which views STM as more complex, consisting of the central executive, phonological loop, visuospatial sketchpad, and episodic buffer.

• Evaluate both models by discussing strengths, such as empirical support and practical applications, while acknowledging limitations like the MSM’s oversimplified view of LTM and the challenges in testing the WMM’s central executive.

• Cognitive Interview for Eyewitness Testimony:

• Understand the cognitive interview (CI) technique, which improves the accuracy of eyewitness testimony. The key elements include context reinstatement, reporting everything, recalling from different perspectives, and recalling in reverse order. The enhanced cognitive interview (ECI) adds features like reducing anxiety and building rapport.

• Evaluate the CI and ECI by considering research showing improved recall accuracy but also acknowledging practical limitations, such as the time required and the variability in outcomes based on the interviewer’s skill.

Attachment

• Cultural Variations in Attachment:

• Focus on research into cultural differences in attachment, especially Van Ijzendoorn’s meta-analysis of the Strange Situation procedure across countries. Their findings showed secure attachment as the most common type globally, but also revealed cross-cultural differences in attachment styles.

• Evaluate this research by considering how it highlights both universal and culturally specific patterns of attachment. Discuss limitations such as potential ethnocentrism in the methods and the influence of cultural child-rearing practices.

• Animal Research on Attachment:

• Learn about key animal studies, especially Harlow’s research with rhesus monkeys, which demonstrated the importance of comfort and security in attachment formation, over just feeding.

• Evaluate Harlow’s findings by discussing their contributions to understanding human attachment, as well as ethical concerns about the treatment of animals and the extent to which findings from animal studies can be generalised to human behaviour. 

Psychopathology

• Characteristics of Phobias:

• Be able to describe the emotional, behavioural, and cognitive characteristics of phobias. Emotionally, phobias involve extreme fear and anxiety; behaviourally, they result in avoidance and sometimes panic; cognitively, they involve irrational beliefs or distortions related to the phobic stimulus.

• Apply this understanding to specific phobias (e.g., arachnophobia) or social phobia, demonstrating how these characteristics interfere with daily life.

• Biological Approach to Explaining OCD:

• Focus on the biological explanations of OCD, including genetic and neural factors. Genetic research suggests OCD has a hereditary component, with higher concordance rates in identical twins. Neural explanations point to abnormalities in brain structures such as the orbitofrontal cortex and neurotransmitter imbalances, particularly involving serotonin.

• Evaluate these explanations by considering research evidence, such as genetic studies and brain imaging, while discussing limitations like the reductionist view of mental disorders and the role of environmental factors in OCD development.

• Drug Therapy for Treating OCD:

• Learn about the use of drug therapies, particularly selective serotonin reuptake inhibitors (SSRIs), which increase serotonin levels in the brain and are commonly used to treat OCD. Understand how these drugs alleviate symptoms.

Evaluate the effectiveness of drug therapies by discussing their success in reducing symptoms and improving quality of life. However, consider the limitations, such as side effects, the risk of relapse when treatment ends, and the importance of combining medication with psychological therapies for a more holistic approach.

Research Methods:

· Embrace Research Methods Across All The Papers: Recognise that Research Methods content appears in all three exam papers, not just Paper 2. While Paper 2 is where you'll find the main section on Research Methods, it's crucial to understand that research methods knowledge can, and is!, examined across the entire course. Familiarise yourself with examples of research and identify key elements such as aims, hypotheses, variables, control measures, samples used, and data collected. Exposure to different research scenarios will better prepare you for the new piece of research you'll face in this section. Use resources such as our predicted papers and walkthroughs to strengthen your understanding and application of research methods!

AQA A-Level Psychology – Paper 2

We know for Paper 2 – Psychology in Context – there are three sections in the paper – Approaches in Psychology, Biopsychology and Research Methods and we’ll go through each of these topics.

Approaches in Psychology

· Psychodynamic Approach:

• Ensure you understand the foundational concepts of the psychodynamic approach, such as the structure of the personality (id, ego, superego), the role of unconscious processes, and the significance of early childhood experiences. Be familiar with Freud's theory of psychosexual development, where unresolved conflicts at any stage can lead to fixation and influence adult personality and behaviour.

• Be prepared to discuss Freud’s case studies, such as Little Hans, which illustrate how unconscious conflicts manifest in behaviour. Understand the Oedipus complex and its relevance to the development of the superego. Additionally, explore defence mechanisms like repression, denial, and projection, which are strategies used by the ego to manage conflict between the id and superego.

• Evaluate the psychodynamic approach by considering its strengths, such as its influence on psychotherapy and the emphasis on the importance of early experiences. Discuss limitations like the lack of scientific rigour due to the reliance on case studies and the untestable nature of many of Freud’s concepts.

• Be ready to apply the psychodynamic approach to real-life scenarios, such as understanding the roots of anxiety disorders or relationship issues. For example, how repressed childhood trauma might manifest in adult behaviour or psychological symptoms.

· Humanistic Approach:

• Focus on the key ideas of the humanistic approach, particularly the concepts of self-actualization, free will, and the importance of subjective experience. Understand Carl Rogers’ theory of the self, including the concepts of self-concept, ideal self, and conditions of worth, as well as Maslow’s hierarchy of needs, which outlines the stages through which individuals must progress to achieve self-actualization.

• Be prepared to explain Rogers' client-centered therapy and the role of unconditional positive regard in personal growth. Understand the application of Maslow’s hierarchy in various contexts, such as workplace motivation or personal development.

• Evaluate the humanistic approach by considering its strengths, such as its positive view of human nature and its application in therapeutic settings. Discuss limitations, including its lack of empirical evidence and potential cultural bias towards individualism.

• Be ready to apply the humanistic approach to scenarios like personal growth, education, or therapy. For example, how an individual’s struggle to achieve self-actualization might influence their motivation or how conditions of worth can impact self-esteem and mental health.

· Biological Approach:

• Ensure you understand the biological approach’s focus on genetics, neurochemistry, and the brain's structure as the basis for behaviour and mental processes. Be familiar with concepts like genetic inheritance, the role of neurotransmitters, and brain localization, which refers to how different areas of the brain are responsible for specific functions.

• Be prepared to discuss key studies, such as research on the genetic basis of mental disorders (e.g., twin studies on schizophrenia) and the role of neurotransmitters like serotonin in depression. Understand the implications of brain imaging studies that show the relationship between brain structure and behaviour, such as the work of Broca and Wernicke on language production and comprehension.

• Evaluate the biological approach by considering its strengths, such as its scientific basis and the development of effective biological treatments like medication for mental disorders. Discuss limitations, including its reductionism, which may overlook the role of environment and cognition, and ethical concerns related to genetic research.

• Be ready to apply the biological approach to scenarios like explaining the development of mental disorders or the impact of brain injury on behaviour. For example, how a genetic predisposition combined with environmental stressors might contribute to the onset of schizophrenia, or how neurotransmitter imbalances can explain symptoms of depression.

Biopsychology

· Divisions of the Nervous System: Central and Peripheral

o Ensure you understand the structure and function of the central nervous system (CNS), which consists of the brain and spinal cord, and the peripheral nervous system (PNS), which includes all the nerves outside the CNS.

o Be prepared to discuss the importance of these divisions in understanding how the body and brain interact to control behaviour. Evaluate the complexity of the nervous system, noting how disruptions in different parts of the system can lead to various neurological and psychological conditions.

· The Role of Adrenaline in the Fight or Flight Response

• Understand how adrenaline, released by the adrenal medulla during a stressful situation, prepares the body for the fight or flight response. This includes physiological changes such as increased heart rate, dilation of pupils, and the redirection of blood flow to essential organs and muscles.

• Be ready to apply this knowledge to scenarios such as explaining how the body reacts during emergencies or high-stress situations. For example, how adrenaline might enhance physical performance in a dangerous situation but also lead to longer-term stress-related health issues if the response is activated too frequently.

· Role of Neurotransmitters in Synaptic Transmission

• Focus on the process of synaptic transmission, where neurotransmitters are released from the presynaptic neuron, cross the synaptic cleft, and bind to receptors on the postsynaptic neuron. Key neurotransmitters to understand include serotonin, dopamine, and acetylcholine, each playing crucial roles in mood regulation, reward, and muscle activation, respectively.

· Split Brain Research and Evaluation

• Ensure familiarity with Roger Sperry’s split-brain research, which studied patients who had undergone corpus callosotomy to treat severe epilepsy. Understand how this research provided insights into lateralization of brain function, revealing that the left hemisphere is typically responsible for language and the right for visual-spatial tasks.

• Evaluate Sperry’s research by discussing its strengths, such as providing clear evidence for the lateralization of brain functions, and limitations, such as the small sample size and the fact that split-brain patients may not be representative of the general population. Consider the ethical implications of the research as well.

· fMRIs as a Method of Studying the Brain

• Understand how functional Magnetic Resonance Imaging (fMRI) works by measuring brain activity through changes in blood flow. This technique allows researchers to see which areas of the brain are active during specific tasks, providing a non-invasive way to study brain function in real-time.

• Be prepared to discuss the strengths of fMRI, such as its high spatial resolution and ability to provide dynamic images of brain activity. Also, consider the limitations, including its high cost, the need for participants to remain still, and the fact that it only shows correlations between brain activity and behaviour, not causation. Evaluate the ecological validity of findings from fMRI studies, given the artificial environment in which data is collected.

Research Methods

· Embrace Research Methods Across All The Papers: Recognise that Research Methods content appears in all three exam papers, not just Paper 2. While Paper 2 is where you'll find the main section on Research Methods, it's crucial to understand that research methods knowledge can, and is!, examined across the entire course. Familiarise yourself with examples of research and identify key elements such as aims, hypotheses, variables, control measures, samples used, and data collected. Exposure to different research scenarios will better prepare you for the new piece of research you'll face in this section.

· 12 Mark Design a Study Questions

o Be prepared to design a study that addresses a specific research question. This might include selecting an appropriate research method (e.g., experiment, observation, self-report), deciding on the type of data to collect (qualitative or quantitative), and considering how to operationalize variables. Ensure you can justify your choices, explaining why a particular method or design is suitable for the research question at hand.

o Review past paper questions and our predicted papers to help anticipate the types of study design questions that may come up. Practice writing out detailed study designs that incorporate all necessary elements—method, data collection, ethics, and design—within the context of different psychological research areas. This practice will help you structure your answers clearly and concisely during the exam

· Use resources such as our predicted papers and walkthroughs to strengthen your understanding and application of research methods!

AQA A-Level Psychology – Paper 3

Please remember to revise everything as these are just predictions. We don’t have any additional information or know anything in advance of the exams - we have not seen the real papers!

We know for Paper 3 – Issues and Options in Psychology – there are four sections in the paper that you need to complete – Issues and Debates (everyone will answer this section) and then the three optional topics that you have studied. DO NOT attempt to answer questions from a topic that you have not studied. We’ll go through each of these topics in this video.

You can use the timestamps in the description to jump to the section you’re interested in or you can just sit back and listen.

Section A: Issues and Debates in Psychology – Remember, everyone will answer the questions in this section!

• Determinism:

• Understand the debate between determinism, which argues that behaviour is controlled by internal or external forces, and free will.

• Evaluate determinism by discussing its strengths, such as its contribution to scientific psychology by allowing for predictions and control, as seen in drug therapies for mental disorders. However, also consider limitations, such as the ethical implications of denying personal responsibility and the reduction of complex behaviours to simple causes.

• Reductionism:

• Reductionism breaks down complex behaviour into its simplest parts. This can be seen in biological reductionism (e.g., reducing mental illness to neurotransmitter imbalances) and environmental reductionism (e.g., explaining phobias through classical conditioning).

• Be prepared to evaluate reductionism, noting its strength in producing effective treatments like SSRIs for OCD, but also criticise it for oversimplifying behaviour, neglecting the interaction between different influences, and reducing psychological phenomena to a purely biological or behavioural level.

• Nature vs Nurture:

• Understand the nature vs nurture debate, which examines whether genetics (nature) or environment (nurture) has a greater influence on behaviour. Twin studies are often used to support the genetic argument, while behaviourist theories, such as Bandura’s social learning theory, highlight the role of nurture.

• Evaluate this debate by considering the strengths of genetic research in understanding heritability but also acknowledging the complexity of interactions between genes and the environment (the diathesis-stress model).

• Socially Sensitive Research:

• Socially sensitive research refers to studies that could have social consequences, especially for participants or groups involved. Examples include research on intelligence and race or genetic predispositions to criminal behaviour.

• Nomothetic Approaches:

• Nomothetic approaches seek to establish general laws of behaviour by studying large groups, as seen in cognitive psychology and behaviourism.

• Evaluate this approach by discussing its strength in creating objective, scientific findings but also criticise it for lacking depth and failing to account for individual differences. Contrast it with idiographic approaches, which focus on in-depth case studies.

Section B: Relationships, Gender and Cognition and Development – remember, you just selection one of the options, and then answer ALL of the questions within that option. Do not attempt to answer questions on a topic that you have not studied – you will not have enough knowledge or detail to be successful!

Section B: Option 1: Relationships

• Absence of Gating in Virtual Relationships:

• Understand the concept of gating, where certain physical or social factors inhibit relationships forming in face-to-face interactions. In virtual relationships, these ‘gates’ are absent, allowing individuals to disclose more personal information and form connections more easily.

• Be ready to evaluate this concept with research, such as McKenna and Bargh’s findings on the strength of online relationships. Criticise it by discussing issues like deception and the potential lack of genuine interaction in virtual spaces.

• Attachment Theory Explanation of Parasocial Relationships:

• Apply Bowlby’s attachment theory to explain why individuals form parasocial relationships (one-sided relationships with celebrities or fictional characters). Those with insecure attachment types, particularly avoidant or anxious attachment styles, are more likely to form parasocial bonds as a way to avoid the rejection found in real-life relationships.

• Evaluate this explanation by considering research supporting the link between attachment styles and parasocial relationships but also discuss limitations, such as the over-reliance on attachment theory to explain all forms of parasocial behaviour.

• Equity Theory of Romantic Relationships:

• Equity theory suggests that individuals are happiest in relationships where there is a balance of contributions and rewards. Inequity, where one partner feels they give more than they receive, can lead to dissatisfaction.

• Be prepared to evaluate equity theory by discussing its practical application in relationship counselling but also criticise it for not accounting for cultural differences or individual variations in the perception of equity.

Section B: Option 2: Gender

• Turner’s Syndrome:

• Understand Turner’s syndrome, a chromosomal disorder where females have only one X chromosome. This condition can affect physical development and behaviour, including characteristics such as short stature and difficulty with spatial tasks.

• Psychodynamic Explanation of Gender Development:

• Be familiar with Freud’s psychodynamic explanation, particularly the Oedipus and Electra complexes, which suggest that gender identity is formed during the phallic stage (around ages 3-6) as a result of resolving unconscious conflicts with the same-sex parent.

• Evaluate this explanation by discussing its historical significance and the insights it provides into gender development. However, criticise it for its lack of empirical support, the overemphasis on unconscious processes, and the outdated focus on traditional family structures.

• Social Explanations for Gender Dysphoria:

• Social explanations for gender dysphoria focus on the role of societal and environmental factors, such as childhood experiences, in influencing feelings of gender incongruence. Examples include social reinforcement of gendered behaviours or childhood trauma.

• Be ready to evaluate these explanations by considering evidence from case studies and how social and cultural expectations of gender can contribute to dysphoria. Criticise these approaches for overlooking biological factors and failing to explain the experiences of all individuals with gender dysphoria.

Section B: Option 3: Cognition and Development

• Class Inclusion:

• Understand Piaget’s concept of class inclusion, which is the ability to understand that objects can belong to multiple categories simultaneously. This cognitive ability usually develops during the concrete operational stage (around age 7).

• Be prepared to evaluate Piaget’s research on class inclusion by considering studies that support his stages of development but also discuss alternative views, such as Vygotsky’s emphasis on social interaction in cognitive development.

• Theory of Mind:

• Theory of Mind (ToM) refers to the ability to understand that others have beliefs, desires, and perspectives that are different from one’s own. This concept is often studied in the context of autism, where individuals may struggle to develop ToM.

• Evaluate research into ToM, such as Baron-Cohen’s work with the Sally-Anne task, by discussing its significance in understanding social cognition but also criticise it for the difficulty in measuring ToM and the variability in development among children.

• Baillargeon’s Explanation of Early Infant Abilities:

• Baillargeon challenged Piaget’s view that infants lack object permanence before 8 months, using more sensitive measures such as the violation-of-expectation paradigm. Her research shows that even young infants understand object permanence, suggesting more advanced cognitive abilities than Piaget proposed.

• Evaluate Baillargeon’s work by considering its methodological strengths and how it challenges traditional developmental theories. However, discuss limitations such as the assumption that infants’ gaze reflects complex cognitive processes.

Section C: Schizophrenia, Eating Behaviour and Stress – remember, you just selection one of the options, and then answer ALL of the questions within that option. Do not attempt to answer questions on a topic that you have not studied – you will not have enough knowledge or detail to be successful!

Section C: Option 1: Schizophrenia:

• Interactionist Approach: Understand how both biological factors (e.g., genetics, dopamine hypothesis) and environmental influences (e.g., stress, family dysfunction) combine to explain schizophrenia. This model explains how genetic predisposition can be triggered by environmental stressors.

• Reliability and Validity in Diagnosis and Classification: Be prepared to evaluate the reliability (consistency) and validity (accuracy) of diagnosing schizophrenia. Issues include inter-rater reliability, where clinicians may disagree on diagnoses, and validity concerns such as symptom overlap with other disorders, including bipolar disorder.

Section C: Option 2: Eating Behaviour:

• Genetic Explanations of Obesity: Focus on how genetic factors, such as the role of the FTO gene, contribute to obesity. Twin and adoption studies often demonstrate a heritable component, but it’s important to evaluate the role of environment, such as lifestyle and diet.

• Success and Failure of Dieting: Understand psychological factors that contribute to why some diets succeed and others fail. Theories like the restraint theory explain how attempting to restrict food can paradoxically lead to overeating. Success is often associated with factors like realistic goal-setting and long-term behavioural change.

Section C: Option 3: Stress

· Individual Differences: Recognise that stress responses vary significantly between individuals due to genetic, psychological, and social factors. For example, personality traits, such as Type A behaviour, are associated with higher stress levels and a greater risk of heart disease. In contrast, individuals with a Type B personality may be more relaxed and less prone to stress.

Section D: Aggression, Forensic Psychology, and Addiction – remember, you just selection one of the options, and then answer ALL of the questions within that option. Do not attempt to answer questions on a topic that you have not studied – you will not have enough knowledge or detail to be successful!

Section D: Option 1: Aggression:

• Impact of Media on Aggression: Study how media exposure, particularly violent video games and TV shows, can influence aggressive behaviour. Research, such as Bandura’s social learning theory, suggests that aggression can be learned through observation and imitation. However, this is contrasted by the catharsis theory, which argues that watching aggressive media might reduce the likelihood of aggressive behaviour by allowing a safe outlet for emotions. Evaluate the debate surrounding media violence, especially regarding its real-world impact versus experimental findings.

Section D: Option 2: Forensic Psychology:

• Top-Down Approach to Offender Profiling: Understand how the top-down approach is used in profiling serious offenders like serial killers. This approach involves categorising criminals into ‘organised’ or ‘disorganised’ based on crime scene analysis, as developed by the FBI. Be prepared to critique this method by considering its reliance on intuition rather than empirical evidence, as well as its limited application to non-violent crimes and varying crime types.

Section D: Option 3: Addiction:

• Cognitive Theory of Gambling Addiction: The cognitive theory explains gambling addiction as driven by cognitive distortions, such as the ‘gambler’s fallacy’—the belief that past losses will influence future wins. Be prepared to discuss research supporting this, such as Griffiths’ study on fruit machine gamblers. Evaluate the cognitive theory by considering its explanatory power, alongside critiques that it may overlook biological and social factors that contribute to gambling addiction.

  
  Research Methods:

· Embrace Research Methods Across All The Papers: Recognise that Research Methods content appears in all three exam papers, not just Paper 2. While Paper 2 is where you'll find the main section on Research Methods, it's crucial to understand that research methods knowledge can, and is!, examined across the entire course. Familiarise yourself with examples of research and identify key elements such as aims, hypotheses, variables, control measures, samples used, and data collected. Exposure to different research scenarios will better prepare you for the new piece of research you'll face in this section. Use resources such as our predicted papers and walkthroughs to strengthen your understanding and application of research methods!

AQA AS Level Psychology – Paper 1

Please remember to revise everything as these are just predictions. We don’t have any additional information or know anything in advance of the exams - we have not seen the real papers!

We know for Paper 1 – Introductory Topics in Psychology – there are three sections in the paper – Social Influence, Memory and Attachment and we’ll go through each of these topics in this video.

You can use the timestamps in the description to jump to the section you’re interested in or you can just sit back and listen.

Section A: Social Influence

Explanations of Obedience – Legitimacy of Authority: Understand that legitimacy of authority refers to the perception that certain individuals hold positions of social control or power, which gives them the right to expect obedience. This perception is influenced by factors like social roles, cultural norms, and situational contexts, such as the presence of a uniform or formal setting.

Be prepared to explain how legitimacy of authority can explain obedience in real-world situations, such as obedience to law enforcement or authority figures.

Evaluate by considering research support (e.g., Milgram’s study) and the role of situational factors that might challenge the idea that obedience is purely due to authority legitimacy.

Social Support as an Explanation of Resistance to Social Influence:

Social support refers to the presence of others who resist social pressure, making it easier for an individual to also resist. This can occur in the context of resisting both conformity and obedience, as having an ally strengthens confidence in one’s own decisions.

Understand how social support was demonstrated in Asch’s conformity studies, where the presence of a dissenting confederate reduced conformity rates.

Evaluate by discussing the strength of social support in promoting resistance and the limitations, such as situational dependency and the varying impact of allies in different scenarios.

Section B: Memory

Multi-Store Model of Memory: The multi-store model (MSM) proposes that memory consists of three separate stores: the sensory register, short-term memory (STM), and long-term memory (LTM). Information flows between these stores, with attention, rehearsal, and encoding playing crucial roles. Be prepared to describe the characteristics of each store, such as capacity, duration, and encoding.

Evaluate by discussing the simplicity of the model and its empirical support (e.g., studies on capacity), while addressing criticisms such as the oversimplification of LTM and the rigid linear process.

Types of Long-Term Memory: Know the three types of LTM: episodic (memory of events), semantic (knowledge of facts), and procedural (skills and actions). Each type is stored and retrieved differently.

Be prepared to apply these concepts to examples, such as distinguishing between recalling a personal experience (episodic) and knowing how to ride a bike (procedural).

Evaluate by discussing evidence from case studies (e.g., HM) and brain scans, which show different brain areas are involved in different types of LTM.

The Cognitive Interview: Understand the cognitive interview (CI), a method designed to enhance the accuracy of eyewitness testimony by using techniques such as context reinstatement, reporting everything, and changing perspectives.

Evaluate the effectiveness of CI by considering research showing improved recall, while discussing limitations such as the time-consuming nature of the process and the need for well-trained interviewers.

Leading Questions and Their Impact on Accuracy of EWT: Leading questions are questions that suggest a certain answer and can influence the accuracy of eyewitness testimony (EWT). Loftus and Palmer’s research showed that wording could distort memory recall, particularly in estimating speed in a car crash.

Evaluate by considering the practical implications for legal procedures, as well as the limitations of artificial laboratory settings in studying real-life memory recall.

Section C: Attachment

Reciprocity and Interactional Synchrony: Be prepared to explain these concepts with examples, such as a caregiver smiling in response to an infant’s smile, demonstrating emotional connection.

Lorenz’s Animal Study of Attachment: Lorenz’s research with goslings demonstrated the process of imprinting, where young animals form an attachment to the first moving object they see. He found that this attachment is formed during a critical period and is irreversible.

Evaluate the study by discussing its contributions to attachment theory while acknowledging the limitations of generalising findings from animal studies to human behaviour.

Impact of Internal Working Model on Adult Relationships: • The internal working model, developed from early attachment experiences, shapes expectations and behaviours in adult relationships. Securely attached individuals typically form healthy, trusting relationships, while insecure attachment can lead to difficulties in intimacy or trust.

Evaluate by considering supporting research (e.g., Hazan and Shaver’s "love quiz") and addressing criticisms, such as the reductionist nature of attributing adult relationships solely to early attachment experiences.

Research Methods:

· Embrace Research Methods Across All The Papers: Recognise that Research Methods content appears in both exam papers, not just Paper 2. While Paper 2 is where you'll find the main section on Research Methods, it's crucial to understand that research methods knowledge can, and is!, examined across the entire course. Familiarise yourself with examples of research and identify key elements such as aims, hypotheses, variables, control measures, samples used, and data collected. Exposure to different research scenarios will better prepare you for the new piece of research you'll face in this section. Use resources such as our predicted papers and walkthroughs to strengthen your understanding and application of research methods!

AQA AS Level Psychology – Paper 2

Please remember to revise everything as these are just predictions. We don’t have any additional information or know anything in advance of the exams - we have not seen the real papers!

We know for Paper 2 – Psychology in Context – there are three sections in the paper – Approaches in Psychology, Psychopathology and Research Methods and we’ll go through each of these topics in this video.

You can use the timestamps in the description to jump to the section you’re interested in or you can just sit back and listen.

Section A: Approaches in Psychology

Fight or Flight Response:
Be prepared to explain the physiological process that occurs during the fight or flight response, which involves activation of the sympathetic nervous system. You should understand the role of adrenaline in increasing heart rate, blood pressure, and glucose availability for immediate energy.

Nervous System (Central and Peripheral):
Understand the structure and function of the central nervous system (CNS), which includes the brain and spinal cord, and the peripheral nervous system (PNS), which consists of the somatic and autonomic systems.

Be prepared to apply knowledge of these systems to explain how they interact to coordinate behaviour and physiological responses.

Endocrine System (Hormones and Glands):
You should be able to describe the role of the endocrine system, which consists of glands that release hormones into the bloodstream to regulate bodily functions. Focus on examples like the adrenal glands (producing cortisol and adrenaline), and the pituitary gland (the "master gland" controlling other glands). Discuss how hormones influence behaviours such as stress and aggression.

Emergence of Psychology as a Science:
Understand the historical development of psychology, including the influence of behaviourism, cognitive psychology, and biological psychology. Be prepared to explain how the use of scientific methods, such as controlled experiments and replication, helped establish psychology as a credible science.

Evaluate by considering the strengths of using scientific methods, such as objectivity and empirical support, alongside criticisms like the reductionist nature of certain approaches.

Section B: Psychopathology

Definitions of Abnormality – Deviation from Ideal Mental Health Definition:

Know the key criteria for deviation from ideal mental health as outlined by Jahoda (1958), including self-actualisation, autonomy, and resistance to stress. Be ready to explain how an individual who does not meet these criteria may be considered abnormal.

Evaluate by discussing the subjective nature of these criteria and the cultural bias that may affect the perception of mental health standards.

Characteristics of Phobias:
Understand the emotional, behavioural, and cognitive characteristics of phobias. Emotionally, phobias involve intense fear and anxiety. Behaviourally, they lead to avoidance of the phobic stimulus, and cognitively, individuals may experience irrational beliefs or distorted thinking related to the phobia.

Be prepared to apply these characteristics to specific examples of phobias.

Systematic Desensitisation as a Treatment for Phobias:
Systematic desensitisation involves gradual exposure to the phobic stimulus while using relaxation techniques to reduce anxiety. Understand how this treatment works through counterconditioning and the use of an anxiety hierarchy.

Evaluate its effectiveness by considering research supporting its success in treating specific phobias, while noting limitations such as its lessened effectiveness for complex phobias.

Cognitive Explanations for Depression – Beck’s Negative Triad:
Be familiar with Beck’s theory, which suggests that depression is maintained by negative views of the self, the world, and the future (the negative triad). These negative thoughts are often automatic and distort reality.

Evaluate Beck’s theory by considering its empirical support, such as the use of cognitive-behavioural therapy (CBT) to treat depression, while also noting criticisms, including the focus on cognition over environmental factors in the development of depression.

Section C: Research Methods

· Embrace Research Methods Across All The Papers: Recognise that Research Methods content appears in both exam papers, not just Paper 2. While Paper 2 is where you'll find the main section on Research Methods, it's crucial to understand that research methods knowledge can, and is!, examined across the entire course. Familiarise yourself with examples of research and identify key elements such as aims, hypotheses, variables, control measures, samples used, and data collected. Exposure to different research scenarios will better prepare you for the new piece of research you'll face in this section. Use resources such as our predicted papers and walkthroughs to strengthen your understanding and application of research methods!

· 6 Mark Design a Study Questions

o Be prepared to design a study that addresses a specific research question. This might include selecting an appropriate research method (e.g., experiment, observation, self-report), deciding on the type of data to collect (qualitative or quantitative), and considering how to operationalize variables. Ensure you can justify your choices, explaining why a particular method or design is suitable for the research question at hand.

o Review past paper questions and our predicted papers to help anticipate the types of study design questions that may come up. Practice writing out detailed study designs that incorporate all necessary elements—method, data collection, ethics, and design—within the context of different psychological research areas. This practice will help you structure your answers clearly and concisely during the exam

· Use resources such as our predicted papers and walkthroughs to strengthen your understanding and application of research methods!