This print and digital coursebook has been developed from extensive research through lesson observations, interviews and work with our research community (the Cambridge Panel) to meet your specific needs. Activities and questions develop your essential science skills, with a focus on practical work. Exam-style questions give you valuable practice. Projects provide opportunities for assessment for learning, cross-curricular learning and developing skills for life. There are multiple opportunities to engage in active learning, such as role-play activities, discussions and debates. Activities build in complexity to support your learning. The resource is written in accessible language with features to support English as a second language learners.
✓ S upports the full Cambridge IGCSE and
IGCSE (9-1) Biology syllabuses (0610/0970) for examination from 2023
✓ H as passed Cambridge International’s rigorous quality-assurance process
✓ Developed by subject experts ✓ For Cambridge schools worldwide
for Cambridge International AS & A Level WORKBOOK Julia Russell, Lizzie Gauntlett & Amy Papaconstantinou
WORKBOOK
This resource is endorsed by Cambridge Assessment International Education
Psychology
Psychology
• Endorsed by Cambridge Assessment International Education for full syllabus coverage • Develops your scientific enquiry skills, such as making predictions, recording observations, handling data, interpreting data and evaluating methods • The project feature at the end of each chapter provides opportunities for assessment for learning, cross-curricular learning and skills for life development • Answers to all questions are accessible to teachers online at www.cambridge.org/go • For more information on how to access and use your digital resource, please see inside the front cover
Cambridge International AS & A Level
Psychology
Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge Teachers and encourage Cambridge Learners worldwide. To find out more visit cambridge.org/cambridge-international
Second edition
Digital Access
Chapter 1
Research methods LEARNING INTENTIONS In this chapter you will practise how to: describe and use the concepts and terminology relating to research methods
•
describe, evaluate and apply the six main research methods
•
explain and use other concepts relevant to planning and conducting studies and analysing their results
•
apply research methods concepts to novel situations
•
consider the debate surrounding ethics in psychology.
Experiments Exercise 1
Harjit is conducting a laboratory study to investigate whether shy people and outgoing people differ in their cognition. She is using a maths test as a measure of cognitive processing. a b
What is the independent variable in Harjit’s study? What is the dependent variable in Harjit’s study? i ii
c
How could Harjit use the maths test as a measure of cognitive processing? Why is this a good way to measure the dependent variable?
Which experimental design should Harjit use?
Paul is planning a field experiment to investigate whether people are more likely to enjoy sport in the summer or the winter.
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2
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PL E
•
a b
How could Paul measure the variable of ‘enjoyment of sport’? Paul knows he must control variables that could be important in his study. i ii
c
What variables should Paul control? How could one of these variables be controlled?
Paul cannot decide which experimental design to use. What experimental design should Paul use and why?
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CAMBRIDGE INTERNATIONAL AS & A LEVEL PSYCHOLOGY: WORKBOOK
Self-reports Exercise 2 Lisa wants to conduct an interview to find out which revision technique students believe leads to the best exam performance. She intends to interview students at different schools, each of which use at least two different revision techniques. Lisa wants to be able to ask the students questions that are relevant to them. However, not all of the schools use the same ways to revise. i ii b c
Which interview format should Lisa choose? Suggest an open question and a closed question that Lisa could ask about students’ beliefs about revision techniques.
Lisa’s study could create ethical issues if the students’ responses relate to certain members of staff at their school. How could Lisa reduce potential harm to school staff ?
Lisa intends to use the students’ exam result percentages to check their beliefs about the effectiveness of different techniques. She will analyse her results using only exam results for students preferring the three most common techniques and expects these to be watching videos, discussions and playing games. Lisa will then summarise her data by calculating a measure of central tendency and the range of the students’ exam results for each of the three chosen techniques. i ii
2
PL E
a
Which measure of central tendency should Lisa use and why? Draw a table that Lisa could use to display her summary data, based on her expectations.
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Igor has conducted a study using a questionnaire to investigate how mothers and fathers differ in the way that they interact with their children. Igor measured several variables. Two of these variables were: • play • helping.
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a
i ii
b
Another of the variables that Igor measured was ‘praise’. He measured this on a scale of 0 (no praise) to 10 (lots of praise) and calculated the average score for mothers and fathers. i
ii
2
How could Igor have operationalised one of these variables? Why would it be good to operationalise the variable in this way?
The table shows Igor’s results. What should he write in the empty box?
Plot a bar chart of Igor’s results.
Mothers 9.0
Fathers 8.2
1 Research methods
Case studies Exercise 3 Colin is planning a case study about a company that makes wooden toys. The company has three workers, and their manager. Colin is interested in how they interact, cope with stress, motivate each other and make constructive criticisms of each other’s work. The main sample in Colin’s study will be the three workers and their manager. What other people or sources of information could Colin use to collect data? What techniques could Colin use in his case study and why? Colin is aware that his study may raise ethical issues. i ii 2
PL E
a b c
What ethical issues could arise in Colin’s study? How could these ethical issues be resolved or minimised?
Kalki has conducted a case study of a young boy who has a phobia of vehicles. She has collected a range of data about the types of vehicles that frighten him. a b c
What other pieces of information about the boy’s phobia could Kalki have collected in her case study? Kalki collected qualitative data. Why was it good to collect this type of data in Kalki’s study? Kalki also collected quantitative data. This included the number of different coloured bikes, cars and vans he was afraid of. i ii
Which level of central tendency Kalki should use on this data? What type of graph Kalki should use for this data?
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Observations
SA
Exercise 4 1
Dr Kirk is planning an observation of children in a park. She is investigating whether they prefer to play close to adults or away from adults, and is counting laughing and smiling to indicate preference. She has permission from her university and the park owners to hide cameras in trees in one part of a park. There is also a notice to parents at the park gate informing them that if they are willing for their children to participate in her study, they should go to one part of the park and if they are not willing, they should go a different part of the park (where there are no cameras). a
Review the below questions and provide your answers. i Is Dr Kirk’s observation overt or covert? ii Explain another feature of Dr Kirk’s observation. iii What is good about this feature of Dr Kirk’s observation?
b
Why it is necessary for Dr Kirk to put the notice on the park gate?
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CAMBRIDGE INTERNATIONAL AS & A LEVEL PSYCHOLOGY: WORKBOOK
2
When Gathii conducted his observation, he collected data by pretending to be studying in a library. This enabled him to count how many male and female students came in and how long they spent there.
Correlations Exercise 5
Dani is worried about the results of her correlational study. a
Explain to Dani what her results would show if the variables were: i ii
b c 2
positively correlated negatively correlated
Sketch two graphs to show Dani two different correlational relationships she could find. Dani has heard the expression ‘correlation does not mean causation’ but does not understand it. Explain to Dani what the expression means.
Kimi asks each of his participants to tell him their favourite piece of music. As they listen to this music, he measures their pulse rate and the ‘pace’ of the music, that is, the speed of the rhythm. Kimi’s aim is to find out whether there is a relationship between pulse rate and the pace of the music that is being listened to.
Identify the two co-variables in Kimi’s study. How could one of these variables be measured? What would Kimi find if his results showed a negative correlation? Kimi’s friend Dani says that Kimi will not know whether it is the pace of the music, or the individual differences between participants who choose different types of music that is affecting their pulse. Explain why this is true and what alternative research method Kimi would have to use to solve this problem.
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a b c d
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PL E
a What ethical issue does Gathii raise by pretending to be studying? b Why would it matter if the students realised what Gathii was doing? c Which measure of central tendency should Gathii use on his data about the time male students spent in the library? d Draw a table for Gathii to use for a summary of his data.
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1 Research methods
Longitudinal studies Exercise 6 Anthony is conducting a longitudinal study to investigate how prejudice changes with age. He collects yearly data from a self-report scale. This measures feelings of prejudice towards a named target on a scale of zero (not at all prejudiced) to 10 (very prejudiced). Is Anthony’s data from this scale qualitative or quantitative? After 15 years, Anthony realises that views about prejudice have changed. Although his scale still measures consistently, it is no longer relevant to prejudice today. i ii c
Is this a problem of validity or reliability? Why might there be a disadvantage to changing the question to update it?
Sketch a graph to show how Anthony could display his data.
Cleo is a teacher. She is planning an experiment with a longitudinal design. She is investigating which one of two new ways to learn during the second year of a psychology course is better for her students than her old way, which she used with her class during their first year. The two new learning methods are: • • a b c d
self-testing online aids.
What is Cleo’s independent variable? What controls could Cleo use in her study? When should Cleo test her students’ ability? How could Cleo test her students’ ability?
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2
PL E
a b
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5