PSYCHOLOGY PSYCHOLOGY COURSEWORKCOURSEWORK

Presentation of reportsPresentation of reports

There is no need for a separated sheet of There is no need for a separated sheet of paper before each sectionpaper before each section

Font size >12 should be usedFont size >12 should be used

Inclusion of more than one example of a Inclusion of more than one example of a questionnaire is penalized in 5bquestionnaire is penalized in 5b

IIntroduction ntroduction (18)(18)

1a Background research (10)1a Background research (10)

Describe studies in terms of method and Describe studies in terms of method and resultsresults

Refer to studies that are directly relevantRefer to studies that are directly relevant Studies that are too general are usually not Studies that are too general are usually not

relevantrelevant The introduction should focus on studies The introduction should focus on studies

that address the same research question as that address the same research question as your own studyyour own study

E.g. If gender is an IV there should be some E.g. If gender is an IV there should be some research on gender differencesresearch on gender differences

E.g. If the topic is categorization of E.g. If the topic is categorization of information, the introduction should not be information, the introduction should not be about levels of processing. There is no need about levels of processing. There is no need to describe several theories of memoryto describe several theories of memory

1a Background research (10)1a Background research (10)

1b Rationale (4)1b Rationale (4)

Many studies are justified as being replications of Many studies are justified as being replications of being studies described in the introduction this being studies described in the introduction this gains one mark.gains one mark.

You must explain You must explain WHYWHY the study is being carried the study is being carried outout

To do this you can explain differences in design, To do this you can explain differences in design, procedure, samplingprocedure, sampling

You must also include the effect it is thought You must also include the effect it is thought these differences will have on resultsthese differences will have on results

To see if memory has changed in 40 years is To see if memory has changed in 40 years is not a good rationalenot a good rationale

E.g. a Powerpoint presentation was used to E.g. a Powerpoint presentation was used to time the words instead of a tachistoscopetime the words instead of a tachistoscope

1b Rationale (4)1b Rationale (4)

1c Aims (2)1c Aims (2)

Should agree with the rationale Should agree with the rationale and hypothesisand hypothesis

Well stated and snappyWell stated and snappy

1d Hypotheses (2)1d Hypotheses (2)

Write one clear hypothesisWrite one clear hypothesis

Do not attempt to test several IV’s in one Do not attempt to test several IV’s in one hypothesishypothesis

The hypothesis should be reflected in the IV The hypothesis should be reflected in the IV and the DV and the DV

Include a null hypothesisInclude a null hypothesis

Method (14)Method (14)

2a Method and Design (2)2a Method and Design (2) Naming method and design only gets one Naming method and design only gets one

markmark

Justify in relation to your study to get two Justify in relation to your study to get two marksmarks

A controlled investigation carried out in A controlled investigation carried out in laboratory conditions in school is a laboratory conditions in school is a laboratory experiment not a field experimentlaboratory experiment not a field experiment

2b Variables (2)2b Variables (2)

To gain two marks IV and DV need to be To gain two marks IV and DV need to be fully operationalised and identifiedfully operationalised and identified

E.g. Interference or organization needs to E.g. Interference or organization needs to be explained and describedbe explained and described

2c Sampling (2)2c Sampling (2)

State accurate number of participantsState accurate number of participants

For two marks the sampling method must be For two marks the sampling method must be justifiedjustified

E.g. How did you opportunity sample?E.g. How did you opportunity sample?

E.g. It is not enough to state ‘opportunity E.g. It is not enough to state ‘opportunity sampling was used as it was easy’sampling was used as it was easy’

Nor is it enough to say there is not enough Nor is it enough to say there is not enough time for another method, insufficient time to time for another method, insufficient time to gather data is an unacceptable “justification” gather data is an unacceptable “justification” which gains no creditwhich gains no credit

2c Sampling (2)2c Sampling (2)

2d Apparatus (2)2d Apparatus (2)

List of apparatus gains one only markList of apparatus gains one only mark

Explain why you have chosen your materialsExplain why you have chosen your materials

Eg. Why Eg. Why thatthat number of questions, why number of questions, why those those words, why words, why thatthat time ……. time …….

Failure to include a copy of a questionnaire, or Failure to include a copy of a questionnaire, or how it was scored, a tally chart, or to identify a film how it was scored, a tally chart, or to identify a film clip or music used, limits the reliability of a study clip or music used, limits the reliability of a study and impacts on 2e marks as well as gaining no and impacts on 2e marks as well as gaining no marks for 2dmarks for 2d

You need to mention how you intend to ‘score’ the You need to mention how you intend to ‘score’ the results.results.

2d Apparatus (2)2d Apparatus (2)

2e Procedure (4)2e Procedure (4)

Failure to identify Failure to identify where, when or howwhere, when or how the the procedure was carried out stopped many procedure was carried out stopped many candidates gaining full markscandidates gaining full marks

You must indicate how participants are You must indicate how participants are allocated to conditions, and whether they allocated to conditions, and whether they were tested as a group or individuallywere tested as a group or individually

All details must be included for full marksAll details must be included for full marks Maximum 1 mark if materials for replication Maximum 1 mark if materials for replication

were not included in 2d or appendiceswere not included in 2d or appendices

Maximum 2 marks if co-workers Maximum 2 marks if co-workers details do not appear (give details do not appear (give candidate number not name)candidate number not name)

2e Procedure (4)2e Procedure (4)

2f Controls (2)2f Controls (2)

You must identify extraneous variablesYou must identify extraneous variables

Do not include participants’ names Do not include participants’ names anywhere, including appendicesanywhere, including appendices

Results (11)Results (11)

3a Summary Table (2)3a Summary Table (2)

You must give units of measurement and You must give units of measurement and explain conditions A or Bexplain conditions A or B

Include raw data in appendicesInclude raw data in appendices Calculations should be accurate to gain Calculations should be accurate to gain

creditcredit Appropriate measure of central Appropriate measure of central

tendency/dispersion should be used where tendency/dispersion should be used where appropriateappropriate

3b Summary table commentary (2)3b Summary table commentary (2)

Trends means explaining the tableTrends means explaining the table

E.g. what it means if the means/median are E.g. what it means if the means/median are very differentvery different

3c Additional graphical 3c Additional graphical descriptions of results (2)descriptions of results (2)

Graphs have to be fully labeled and titled as Graphs have to be fully labeled and titled as well as clear and neatwell as clear and neat

Computer generated graphs need to be Computer generated graphs need to be appropriately scaled and easy to readappropriately scaled and easy to read

Data shown graphically should not normally Data shown graphically should not normally be raw data except where nominal data has be raw data except where nominal data has been collectedbeen collected

The use of pie charts is discouraged by the The use of pie charts is discouraged by the board as they feel many students do not board as they feel many students do not understand how to create them or comment understand how to create them or comment on themon them

The analysis of variables other than those The analysis of variables other than those which are stated in the aim/hypotheses which are stated in the aim/hypotheses gains no credit i.e. primacy/recency effects gains no credit i.e. primacy/recency effects or gender differences were often displayed or gender differences were often displayed with no link to the topic under investigationwith no link to the topic under investigation

3c Additional graphical 3c Additional graphical descriptions of results (2)descriptions of results (2)

3d Descriptive statistics 3d Descriptive statistics commentary (2)commentary (2)

Some students choose to comment on Some students choose to comment on aspects of their findings which had nothing aspects of their findings which had nothing to do with their aim/hypothesis (often gender to do with their aim/hypothesis (often gender differences) this gains no creditdifferences) this gains no credit

3e Relationship of results to 3e Relationship of results to hypothesis (3)hypothesis (3)

Acceptance/rejection of hypothesis gains Acceptance/rejection of hypothesis gains one markone mark

To gain the other marks you should refer to To gain the other marks you should refer to the level of support using the results the level of support using the results obtainedobtained

Discussion (24)Discussion (24)

4a Validity (4)4a Validity (4)

Explanation of what is meant by validity Explanation of what is meant by validity gains no marks and leads to overlong gains no marks and leads to overlong reportsreports

You must mention operationalisation of You must mention operationalisation of variablesvariables

Ecological validity tends to gain marksEcological validity tends to gain marks Stronger candidates focus on internal Stronger candidates focus on internal

validity i.e. the actual measure used eg no. validity i.e. the actual measure used eg no. of wordsof words

E.g. questionnaire to measure average number of E.g. questionnaire to measure average number of hours spent sleeping nightly; is this an sensible hours spent sleeping nightly; is this an sensible measure when looking at the hypothesis on effects measure when looking at the hypothesis on effects of age on sleep? – this relates to the IV being validof age on sleep? – this relates to the IV being valid

Or - How good is counting the number of words Or - How good is counting the number of words remembered a measure of categorisation and remembered a measure of categorisation and memory – this relates to the DV being validmemory – this relates to the DV being valid

Do your findings match up with those of previous Do your findings match up with those of previous experiments but perhaps done in different ways experiments but perhaps done in different ways e.g. if looking at eyewitness testimony do your e.g. if looking at eyewitness testimony do your answers relate to Allport’s regarding witness answers relate to Allport’s regarding witness factors?factors?

4a Validity (4)4a Validity (4)

4b Improving validity (4)4b Improving validity (4)

To suggest a field study could be carried out To suggest a field study could be carried out is not sufficient to gain marks, particularly is not sufficient to gain marks, particularly when the study is on memorywhen the study is on memory

Better candidates suggested 2 changes and Better candidates suggested 2 changes and how these changes impacted on their how these changes impacted on their resultsresults

To get three or more marks you must predict To get three or more marks you must predict the effect on resultsthe effect on results

4c Reliability (4)4c Reliability (4)

No need to define reliabilityNo need to define reliability

Some students commented in their method Some students commented in their method section on how they controlled variables section on how they controlled variables only to deny this in the discussion, this is only to deny this in the discussion, this is unlikely to gain marksunlikely to gain marks

Loads to talk about : sampling, word lists, Loads to talk about : sampling, word lists, video’s, extraneous variables, ( minimum 3)video’s, extraneous variables, ( minimum 3)

4d Improving reliability (4)4d Improving reliability (4)

You can consider the design, the method You can consider the design, the method and the how the materials were used to and the how the materials were used to see what could be changed to improve see what could be changed to improve reliability don’t say new participants in a reliability don’t say new participants in a memory test would give different resultsmemory test would give different results

Suggestions should also include Suggestions should also include predications of how these will affect predications of how these will affect participants’ scoresparticipants’ scores

E.g. Would the change lead to a smaller or E.g. Would the change lead to a smaller or larger difference between the experimental larger difference between the experimental and control group and why?and control group and why?

4d Improving reliability (4)4d Improving reliability (4)

4e Implications (4)4e Implications (4)

Weak answers made brief links i.e. the results supported Weak answers made brief links i.e. the results supported those of Bowerthose of Bower

State the similarities and differences between your State the similarities and differences between your findings and those in the Introduction ( in terms of % )findings and those in the Introduction ( in terms of % )

Give possible reasons for why there may be differences Give possible reasons for why there may be differences

Stronger answers were able to link their findings and Stronger answers were able to link their findings and conclusions to the findings of the all the research in their conclusions to the findings of the all the research in their introductionintroduction

4f Generalisation of findings (2)4f Generalisation of findings (2)

Not well answered Not well answered

What is your target population?What is your target population?

Many students stated that their results cannot be Many students stated that their results cannot be generalized as their sample consisted of generalized as their sample consisted of international students, this is not enoughinternational students, this is not enough

You need to show a greater understanding of what You need to show a greater understanding of what generalisation meansgeneralisation means

4f Generalisation of findings (2)4f Generalisation of findings (2)

E.g. being aware that memory is a E.g. being aware that memory is a universal cognitive function and even universal cognitive function and even though you have a small sample it though you have a small sample it isis possible to generalisepossible to generalise

Think about how you can relate to Think about how you can relate to sampling methods from your target sampling methods from your target populationpopulation

4g Application of study (2)4g Application of study (2)What do I now know and how does that relate?What do I now know and how does that relate?

Some topics are easier to apply than others – Some topics are easier to apply than others – think where your IV is already being used and think where your IV is already being used and what effect it is having on society.what effect it is having on society.

Saying that the results could help revision is not Saying that the results could help revision is not going to get a mark unless some explanation of going to get a mark unless some explanation of how this will work is givenhow this will work is given

Telling police about questioning techniques is Telling police about questioning techniques is too simplistic ( don’t you think they might already too simplistic ( don’t you think they might already know ?)know ?)

Be creative – but not ridiculous – think Be creative – but not ridiculous – think technology, work-place, education, mediatechnology, work-place, education, media

References (5)References (5)

5a References and appendices5a References and appendices

References must be full, alphabetically References must be full, alphabetically organizedorganized

References means for each and every References means for each and every psychologist you have mentioned – there psychologist you have mentioned – there must be an entry in this section for the must be an entry in this section for the research they didresearch they did

Correct web referencing is also requiredCorrect web referencing is also required Referencing gains two marksReferencing gains two marks Full set of appendices gains another markFull set of appendices gains another mark

Psychologists name – surname first, initials follow

Graham, J.

Date which the article published – in brackets

(2005)

Title of the article

Writing up a report.

Name of publisher – in italics

KGV Press

ReferencesReferences

If you cannot find the reference – state in If you cannot find the reference – state in which book the study you are referring to which book the study you are referring to was found was found

Write the book’s name CORRECTLY tooWrite the book’s name CORRECTLY too

BibliographyBibliography

There must be a bibliography – which is the There must be a bibliography – which is the books, web sites you have used books, web sites you have used

In the same way as you wrote the In the same way as you wrote the references – write each and every book you references – write each and every book you used ( got something from )used ( got something from )

All web sites need to be mentioned tooAll web sites need to be mentioned too

5b Presentation5b Presentation

You must stick to the word length to gain full You must stick to the word length to gain full marks heremarks here

Finally….Finally….

Use treasury tag to ensure your pages stay Use treasury tag to ensure your pages stay in orderin order

Only include one copy of your questionnaireOnly include one copy of your questionnaire

Do not use red pen (it confuses the Do not use red pen (it confuses the examiners)examiners)

Co-workers must be identified on the front Co-workers must be identified on the front sheet by candidate numbersheet by candidate number

Co-workers contributions must be identified Co-workers contributions must be identified in the ‘Procedure’ sectionin the ‘Procedure’ section