IAL Psychology Resource Mapping

Resources covering Pearson Edexcel
International Advanced Level Psychology

content
IAL Psychology Learning Description of content References in Additional sources
Unit 1: Social content Edexcel AS/A level
and cognitive Psychology, 1st
psychology edition, by Karren
content Smith (ISBN:
9781447982463)
Topic A: Obedience Theories of obedience, Unit 1.1, http://www.psychlotron.
including agency theory and pages 17 to 32 org.uk

Social 1.1.1
social power theory.
psychology
1.1 1.1.2 Research into obedience, Unit 1.1,

Content including Milgram’s research pages 17 to 32
into obedience and three of
his variation studies: rundown
office block (Experiment
10), telephonic instructions
(Experiment 7), ordinary man
gives orders (Experiment 13)
as they demonstrate situational
factors that encourage dissent.
1.1.3 Factors affecting obedience Unit 1.1,
and dissent/resistance to pages 17 to 32
obedience, including individual
differences (personality and
gender), situation and culture.
Conformity Types and explanations of www.psychteacher.co.uk
conformity.
1.1.4
1.1.5 Research into conformity https://www.youtube.com/
including Asch (1951) and his watch?v=NyDDyT1lDhA
variation studies (1952, 1956).

1.1.6 Minority influence (Moscovici, http://www.
1976). simplypsychology.org/
minority-influence.html
1.1.7 Factors affecting conformity http://www.mccc.
and minority influence, edu/~jenningh/Courses/
including individual differences documents/Rotter-
(personality), situation and locusofcontrolhandout.pdf
culture.
Pearson Edexcel International Advanced Level in Psychology – Issue 2 – March 2016 1

© Pearson Education Limited 2016
Resources covering Pearson Edexcel International Advanced Level
Psychology content
1.2 Self-reporting Designing and conducting Unit 1.2, http://www.gerardkeegan.
data questionnaires and interviews, pages 42 to 55 co.uk/resource/surveymeth1.

Methods
considering researcher effects. htm
1.2.1
http://www.
simplypsychology.org
1.2.2 Primary and secondary data. Unit 1.2,

pages 42 to 55
1.2.3 Unstructured, semi-structured Unit 1.2, http://www.psychlotron.
and structured interviews, pages 42 to 55 org.uk
open, closed (including ranked

scale) questions.
1.2.4 Alternative hypotheses. Unit 1.2,
pages 42 to 55
Sample Random, stratified, volunteer, Unit 1.2,
selection and and opportunity sampling pages 42 to 55
sampling techniques.
techniques
1.2.5
Quantitative (List A) Analysis of quantitative Unit 1.2,
data data: calculating measures pages 42 to 55
of central tendency (mean,
1.2.6
median, mode), data tables
(frequency tables and summary
tables), graphical presentation
(bar chart, histogram),
measures of dispersion (range
and standard deviation),
percentages, ratios, fractions.
1.2.7 Normal and skewed Unit 1.2,
distribution. pages 42 to 55
1.2.8 Analysis of qualitative data Unit 1.2,
using thematic analysis. pages 42 to 55
Ethical British Psychological Society Unit 1.2, http://www.bps.org.uk
guidelines (BPS) code of ethics and pages 42 to 55

conduct (2009), including risk
1.2.9
management when carrying
out research in psychology.
2 Pearson Edexcel International Advanced Level in Psychology – Issue 2 – March 2016

Resources covering Pearson Edexcel International
Advanced Level Psychology content
1.3 Classic study Moscovici et al. (1969) http://www.
Influence of a Consistent simplypsychology.org/

Studies 1.3.1
Minority on the Responses of a minority-influence.html
Majority in a Color Perception

Task.
Contemporary Burger (2009) Replicating Unit 1.3,
study Milgram: Would people still pages 60 to 63
obey today?
1.3.2
One Yi Huang et al. (2014) Yi Huang et al Abstract
contemporary Conformity to the opinions of at: http://www.
study from the other people lasts for no more researchgate.net/
following two than 3 days. publication/262577706 _
choices: Conformity _ to _ the _

Opinions _ of _ Other _
1.3.3
Haun et al. (2014) Children People _ Lasts _ for _ No _
1.3.4 Conform to the Behavior of More _ Than _ 3 _ Days
Peers; Other Great Apes Stick
With What They Know.
Haun et al: http://www.
psy.miami.edu/faculty/
dmessinger/c _ c/rsrcs/
rdgs/emot/tomasello.
Psychological%20Science-
2014-Haun-2160-7.pdf
1.4 1.4.1 One practical research exercise Unit 1.5,

to gather data relevant pages 73 to 79
Practical
to topics covered in social
investigation
psychology. This practical
research exercise must adhere
to ethical principles in both
content and intention.
Topic B: Models of The multi-store model of Unit 2.1, https://www.youtube.com/
memory memory (Atkinson and Shiffrin, pages 89 to 108 watch?v=I2BK8JAn1LA

Cognitive
1968), including short- and
psychology 2.1.1
long-term memory and ideas
about information processing, https://www.youtube.com/
encoding, storage and retrieval, watch?v=egzvLaP3498.

2.1
capacity and duration.
Content
2.1.2 The working memory model Unit 2.1,

(Baddeley and Hitch, 1974). pages 89 to 108
2.1.3 Reconstructive memory Unit 2.1, https://www.youtube.com/
(Bartlett, 1932), including pages 89 to 108 watch?v=o4HHCgFmkcI
schema theory.

Psychology content
2.2 Experiments Designing and conducting Unit 2.2, http://www.psychlotron.
and experiments, including field pages 109 to 125 org.uk

Methods
experimental and laboratory experiments.
design
2.2.1
2.2.2 Independent and dependent Unit 2.2,
variables. pages 109 to 125
2.2.3 Experimental and null Unit 2.2,

hypotheses. pages 109 to 125
2.2.4 Directional (one-tailed) and Unit 2.2,

non-directional (two-tailed) pages 109 to 125
tests and hypotheses.
2.2.5 Experimental and research Unit 2.2,
designs: repeated measures, pages 109 to 125
independent groups and
matched pairs, the issues with
each and possible controls.
2.2.6 Operationalisation of variables, Unit 2.2,
extraneous variables and pages 109 to 125
confounding variables.
2.2.7 The use of control Unit 2.2,
groups, counterbalancing, pages 109 to 125
randomisation and order
effects.
2.2.8 Situational and participant Unit 2.2,
variables. pages 109 to 125
2.2.9 Objectivity, reliability and Unit 2.2,

validity (internal, predictive pages 109 to 125
and ecological).
2.2.10 Experimenter effects, demand Unit 2.2,
characteristics and control pages 109 to 125
issues.
2.2.11 List A from Topic A. Unit 1.2,
pages 42 to 55

2.2.12 (List B) Decision making and Unit 2.2, https://www.youtube.com/
interpretation of inferential pages 109 to 125 watch?v=Qg5hYXAP1QY
statistics
• Levels of measurement.
• Wilcoxon non-parametric
test of difference (also
covering Spearman’s test and
Chi-squared once Unit 2 has
been covered).
• Probability and levels of
significance (p≤.10, p≤.05.
p≤.01).
• Observed and critical values,
and sense checking of data.
• One- or two-tailed regarding
inferential testing.
• Type I and type II errors.
2.2.13 Case studies of brain-damaged Unit 2.2,
patients related to research into pages 123 to 125
memory, including the case of
Henry Molaison (HM).
2.3 Classic study Bartlett (1932) War of the Unit 2.1, https://mechanism.ucsd.edu/
Ghosts. pages 103 to 106 teaching/philpsych.w03/

Studies 2.3.1 memory4class.pdf
Contemporary Schmolck et al. (2002) Unit 2.3,

study Semantic knowledge in patient pages 126 to 136
HM and other patients with
2.3.2
bilateral medial and lateral
temporal lobe lesions.
One Darling et al. (2007) Unit 2.1, page 99
contemporary Behavioural evidence for
study from the separating components within
following two visuo-spatial working memory.
choices:
2.3.3
Sacchi et al. (2007) Changing
2.3.4 history: doctored photographs
affect memory for past public
events.
to gather data relevant to pages 139 to 148
Practical
topics covered in cognitive
investigation

Psychology content
IAL Psychology Learning Description of content References in Additional sources

Unit 2: content Edexcel AS/A
Biological level Psychology,
psychology, 1st edition,
learning by Karren
theories and Smith (ISBN:
development 9781447982463)
content
Topic C: Structure and The role of the central Unit 3.1,
function of nervous system (CNS) and pages 156 to 171
Biological
brain regions neurotransmitters in human
psychology
focusing on behaviour, including the
aggression structure and role of the
neuron, the function of
3.1 3.1.1
neurotransmitters and synaptic
Content transmission.
3.1.2 The structure of the brain,
different brain areas including
the pre-frontal cortex and limbic
system and brain functioning as
an explanation of aggression as
a human behaviour.
3.1.3 The role of hormones and genes Unit 3.1,
in aggression. pages 156 to 171
Body rhythms The role of internal pacemakers Unit 3.1, http://www.psychlotron.
3.1.4 (body clock) and external pages 156 to 171 org.uk
zietgebers in the regulation of

the circadian sleep-wake cycle.
3.1.5 Infradian rhythms including the http://www.psychlotron.
menstrual cycle and seasonal org.uk
affective disorder and therapies, http://www.psychology4a.

including light therapy. com/biological-rhytms-and-
sleep.html
https://www.youtube.com/
watch?v=FodtMhRnkRo

3.1.6 Research into the circadian http://www.psychlotron.
sleep-wake cycle and infradian org.uk
rhythms. http://www.
cabinetmagazine.org/
issues/30/foer.php
https://www.youtube.com/
watch?v= _ 7DziUN7kts
https://vimeo.com/7409930
3.2 Correlational The use of the correlational Unit 3.2,

research research method in psychology, pages 172 to 182
Methods
including co-variables.
3.2.1
3.2.2 Types of correlation: positive, Unit 3.2,
negative and including the use pages 172 to 182
of scatter diagrams.
3.2.3 Issues surrounding the use of Unit 3.2,
correlations in psychology; pages 172 to 182
issues with cause and effect,
other variables.
3.2.4 List B from Topic B, focusing on Unit 3.2,
the Spearman Rank test. pages 172 to 182
Scanning Brain-scanning techniques (CAT, Unit 3.2, https://faculty.washington.
techniques PET, and fMRI). The use of pages 172 to 182 edu/chudler/image.html
brain-scanning techniques to
3.2.5
investigate human behaviour,
including aggression.
Twin studies The use of twin studies to Unit 3.2,
investigate genetic relatedness pages 172 to 182
3.2.6
and aggression.

Psychology content
3.3 Classic study Raine et al. (1997) Brain

abnormalities in murderers
Studies 3.3.1
indicated by positron emission
tomography.
Contemporary Brendgen et al. (2005)
study Examining genetic and
environmental effects on social
3.3.2
aggression: A study of 6-year-
old twins.
One McDermott et al. (2008) Hoefelmann et al: http://
contemporary Monoamine oxidase www.scielo.br/pdf/rbcdh/
study from the v16s1/1980-0037-rbcdh-

A gene (MAOA) predicts
following two 16-s1-00068.pdf
behavioral aggression following
choices:
provocation.
3.3.3
3.3.4
Hoefelmann et al. (2006)
Behaviors associated to sleep
among high school students:
cross-sectional and prospective
analysis.
to gather data relevant to pages 195 to 202
Practical
topics covered in biological
investigation
Topic D: Classical The main features of classical Unit 4.1, http://www.nobelprize.org
conditioning conditioning (Pavlovian), pages 212 to 238

Learning
including unconditioned
theories and 4.1.1
stimulus (UCS); unconditioned
development
response (UCR); conditioned
stimulus (CS); neutral stimulus
(NS); conditioned response
4.1
(CR); extinction, spontaneous
Content recovery and stimulus
generalisation.

Operant The main features of operant Unit 4.1,

conditioning conditioning, including types pages 212 to 238
of reinforcement (primary
4.1.2
and secondary, positive and
negative) and punishment
(positive and negative).
Social learning The main features of social Unit 4.1,
theory learning theory, including pages 212 to 238
observation, imitation,
4.1.3
modelling and vicarious
reinforcement, attention,
retention, motivation and
reproduction.
Freud’s Freud’s psychosexual stages http://www.psychlotron.
psychosexual (oral, anal, phallic, latent and org.uk
stage of genital) and the role of the

development unconscious in the development
of personality. http://freud.org.uk/
4.1.4 education/topics/
Therapies/ Systematic desensitisation. Unit 4.1,

treatment pages 212 to 238
4.1.5
4.1.6 Psychoanalysis, including free http://www.psychlotron.
association and dream analysis, org.uk
transference and counter

transference, and the object
relations school of thought. http://freud.org.uk/
education/topics/

Psychology content
4.2 Observations The use of the observational Unit 4.2,

research method in psychology, pages 237 to 245
Methods 4.2.1
including the gathering of both
qualitative and quantitative
data (including tallying, event
and time sampling).
4.2.2 Types of observation: Unit 4.2,
participant, non-participant, pages 237 to 245
structured, naturalistic, overt
and covert.
Content Use of content analysis as a Unit 4.2,
analysis research method. pages 237 to 245
4.2.3
Case studies Freud’s use of the case study as http://www.psychlotron.
a research method. org.uk

4.2.4
Quantitative List A from Topic A. Unit 1.2,
data and pages 42 to 55
qualitative
data
4.2.5
4.2.6 Analysis of qualitative data Unit 4.2,
using thematic analysis. pages 237 to 245
4.2.7 List B from Topic B, focusing on Unit 4.2,
the chi-squared test.
pages 237 to 245
4.3 Classic study Watson and Rayner (1920) Unit 4.3, https://www.youtube.com/
Little Albert: Conditioned pages 246 to 255 watch?v=9hBfnXACsOI

Studies 4.3.1
emotional reactions.
Contemporary Capafóns et al. (1998) Unit 4.3,
study Systematic desensitisation in the pages 246 to 255
treatment of the fear of flying.
4.3.2
One Prot (2014) Long-Term Relations http://www.researchgate.
contemporary Among Prosocial-Media net/publication/259319998_
study from the Use, Empathy, and Prosocial Long-Term_Relations_
following two Behavior. Among_Prosocial-Media_
choices: Use_Empathy_and_
Bastian et al. (2011) Cyber- Prosocial_Behavior
4.3.3 dehumanization: Violent video
game play diminishes our
4.3.4
humanity.
4.4 4.4.1 Two observations (one Unit 4.5,
observation can be carried pages 259 to 266
Practical
out if both qualitative and
investigation
quantitative data are gathered
in the same observation).

IAL Psychology Learning Description of content References Additional sources

Unit 3: content in Edexcel
Applications AS/A level
of psychology Psychology,
content 1st edition,
by Karren
Smith (ISBN:
9781447982463)
Topic E: Attachment, Theories of attachment Unit 7.1,

deprivation pages 438 to 464
Developmental • Learning theories including
and privation
psychology O’Connor et al.’s (2013) study
5.1.1 on social learning, parenting
and attachment.
5.1
• Bowlby’s maternal
Content deprivation hypothesis
and theory of attachment,
including the 44 Juvenile
Thieves study (1944).
5.1.2 Ainsworth’s work on Unit 7.1,
attachment pages 438 to 464
• Cross-cultural research into
attachment types.
• Strange situation procedure
and Ainsworth’s work.
5.1.3 Theories of cognitive http://www.simplypsychology.
development org/vygotsky.html
• Piaget’s stages of cognitive http://www.simplypsychology.
and language development. org/language.html
• Vygotsky’s zone of proximal https://www.boundless.
development (ZPD). com/psychology/textbooks/

boundless-psychology-
• Stages of language textbook/language-10/human-
development. language-408/human-language-
• Theories of language: development-235-12770/
learning including Skinner; http://www.
nativist including Chomsky’s learningandteaching.info/
language acquisition device learning/piaget.htm
• (LAD); interactionist
including Vygotsky

Psychology content
Social Erikson’s stages of psychosocial http://www.learning-theories.
emotional development com/eriksons-stages-of-
development development.html
• Vygotsky’s theory of social
5.1.4 development.
• Mindfulness enhancing http://www.ncbi.nlm.nih.gov/
social, emotional and pmc/articles/PMC4323355/
cognitive development.
5.2 Classic study Van IJzendoorn and Unit 7.3,
Kroonenberg (1988) Cross- pages 470 to 477
Studies 5.2.1
cultural patterns of attachment:
A Meta-Analysis of the Strange
Situation.
Contemporary Cassibba et al. (2013) Unit 7.3, http://www.researchgate.
study Attachment the Italian way pages 470 to 477 net/publication/263917326_
(Italy). Attachment_the_ Italian_ Way

5.2.2
One Ashdown and Bernard (2012) http://link.springer.com
contemporary Can explicit instruction in social

study from the and emotional learning skills
following two benefit the social and emotional https://sellitreview.wordpress.
choices: development, well-being and com/2012/06/28/ashdown-
academic achievement of young d-bernard-m-e-2012_-can-

5.2.3
children? explicit-instruction-in-social-
5.2.4 and-emotional-learning-skills-
benefit-the-social-emotional-
Ding et al. (2014) The relation development-well-being-and-
of early infant attachment academic-achievement-of-
to attachment and cognitive young-child/
development outcomes in early

childhood.

5.3 5.3.1 The use of methods in Unit 7.2,

psychology when carrying pages 465 to 469
Methods
out research in developmental
psychology
• Methods from Units 1 and
2, as appropriate, related to
developmental psychology.
• Clinical interviewing in
developmental psychology to
understand the world of the
child.
• Ethnographic field work
including Punch in
Bolivia (2002) related to
developmental psychology
and longitudinal/cross-
sectional research in
developmental psychology.
5.3.3 Cross-cultural research Unit 7.2,
• The use of the cross-cultural pages 465 to 469
research method, including
the Strange Situation, in
developmental psychology,
including nature-nurture
issues.
• The use of meta-analysis
using cross-cultural research
to draw conclusions
about the universality of
attachment types.
5.3.4 Ethics and the UNCRC (1989) Unit 7.2, http://www.unicef.org.uk
• Participation versus pages 465 to 469

protection rights and
research.
• Getting data from children.
• Ethical issues when children
are the participants.
5.3.5 Decision making and Unit 7.6,
interpretation of data: pages 488 to 491
• List A from Topic A, as
appropriate
• List B from Topic B, as
appropriate.

Psychology content
5.3.6 Evaluation of research in Unit 7.6,

developmental psychology pages 488 to 491
• Issues of reliability, validity,
generalisability, credibility,
objectivity, subjectivity,
ethics and practical
application of findings as
appropriate.
5.4 5.4.1 The extent to which Unit 7.6,
psychological research in pages 488 to 491
Issues
developmental psychology is
scientific, drawing on material
from Units 1 and 2.
5.4.2 The strength and weaknesses Unit 7.6,
of psychological research in pages 488 to 491
developmental psychology,
drawing on material from Units
1 and 2.
5.4.3 Ethical issues in psychological Unit 7.6,
research as an issue in pages 488 to 491
developmental psychology and
drawing on material from Units
1 and 2.

Topic F: Explanations Social and personality Unit 6.1, https://natmooo.wordpress.
for crime and explanations for crime and anti- pages 364 to 404 com/2011/11/18/are-criminals-
Criminal
anti-social social behaviour born-or-made/
psychology
behaviour
• Self-fulfilling prophecy.
6.1.1
• Social learning from the
6.1
media.
Content
• Antisocial personality
disorder (ASPD).
Understanding Cognitive interview techniques http://www.simplypsychology.
the offender with witnesses. org/cognitive-interview.html
6.1.2
http://www.open.edu/
openlearn/body-mind/
psychology/becky-milne-
explains-the-cognitive-interview
6.1.3 The use of psychological (case) Unit 6.1,

formulation to understand the pages 364 to 404
function of offending behaviour
in the individual.
Factors Factors influencing the reliability Unit 6.1,
influencing the of eye-witness memory pages 364 to 404
identification
• Post-event information.
of offenders
• Weapons focus.
6.1.4
• ‘Other race’ effect.
• Stress and trauma.
6.1.5 Factors influencing jury Unit 6.1, http://link.springer.com
decision-making pages 364 to 404

• Characteristics of the
defendant, including
attractiveness and race.
• Pre-trial publicity.
• Penrod and Cutler (1989) and
eyewitness expert testimony.
Treatment Cognitive Behavioural Therapy Unit 6.1, http://www.nij.gov/
(CBT) as a therapy for offenders pages 364 to 404 journals/265/pages/therapy.

6.1.6 aspx
• Using CBT as a therapy for
offenders.
• Effectiveness of CBT as a
therapy for offenders.

Psychology content
6.2 Classic study Loftus and Palmer (1974) Unit 6.3,

Reconstruction of auto mobile pages 412 to 420
Studies 6.2.1
destruction: An example of the
interaction between language
and memory.
Contemporary Bradbury M D and Williams M Unit 6.3,
study R (2013) Diversity and Citizen pages 412 to 420
Participation: The Effects of
6.2.2
Race on Juror Decision Making.
One Ruva, McEvoy and Bryant Unit 6.3,
contemporary (2007) Effects of pre-trial pages 412 to 420
study from the publicity and jury deliberation
following two on jury bias and source memory
choices: errors.
6.2.3
6.2.4 Valentine T and Mesout J (2009)
Eyewitness identification under
stress in the London Dungeon.
psychology when carrying pages 405 to 411
Methods
out research in criminological
psychology
criminological psychology.
• Experiments as used in
the study of eye witness
memory.
• Mock jury research as a
method for studying jury
decision-making.
6.3.2 Ethical guidelines Unit 6.2,
• British Psychological Society pages 405 to 411
(BPS) Code of Ethics and
Conduct (2009).
• Risk management when
carrying out research in
psychology.
appropriate
appropriate.

6.3.4 Evaluation of research in Unit 6.2,

criminological psychology pages 405 to 411
appropriate.
Topic G: Physiology of Hypothalamic-Pituitary-Adrenal http://www.simplypsychology.
stress (HPA) Axis. org/stress-biology.html

Health
psychology 7.1.1
7.1.2 Cortisol — the stress hormone. https://www.psychologytoday.
com/blog/the-athletes-
7.1
way/201301/cortisol-why-the-
Content stress-hormone-is-public-enemy-
no-1
https://www.adrenalfatigue.
org/cortisol-adrenal-function
7.1.3 Brain regions associated with https://www.google.co.uk/se
stress, including hippocampus, arch?q=brain+regions+for+stre
amygdala, prefrontal cortex. ss&biw=1440&bih=718&tbm=

isch&tbo=u&source=univ&sa=
X&ved=0CEUQsARqFQoTCKj
Ok_ac1scCFcKu2wodx8wB1Q
7.1.4 Selye’s General Adaptation https://explorable.com/general-
Syndrome (GAS), including the adaptation-syndrome
alarm reaction.
Factors Life events and daily hassles http://www.slideshare.net/
affecting stress including the Holmes and Rahe JanetBrennan/stress-life-
stress scale. changes-daily-hassles

7.1.5
http://www.mindtools.com/
pages/article/newTCS_82.htm
7.1.6 Individual differences, including http://www.simplypsychology.
Type A personality and links to org/personality-a.html
stress.
7.1.7 Social support. http://psychcentral.com/lib/
strategies-to-reduce-anxiety-
and-stress/32/
Coping Appraisal focusing, problem https://chicagobehavioralhealth.
strategies focusing, emotion-focusing. wordpress.com/tag/appraisal-

focused-coping/
7.1.8
7.1.9 Positive and negative http://novella.mhhe.com/
techniques. sites/0079876543/student_
view0/junior_year-999/
living13/coping_skills.html

Psychology content
Treatment Selective serotonin reuptake http://www.anxieties.com
and therapy inhibitors (SSRIs).

for anxiety
(biological and
psychological)
7.1.10
7.1.11 Serotonin and norepinephrine http://www.anxieties.com
reuptake inhibitors (SNRIs).

7.1.12 CBT for anxiety disorders and http://www.rcpsych.ac.uk/
effectiveness of such treatment. mentalhealthinformation/

therapies/
cognitivebehaviouraltherapy.
aspx
7.2 Classic study Brady (1958) Ulcers in executive https://fc.deltasd.
monkeys. bc.ca/~dmatthews/FOV2-
Studies 7.2.1 00074762/S02DB0598.42/
Executive%20Monkey%20
Experiment.pdf
Contemporary Nakonz and Shik (2009) And

study all your problems are gone:
religious coping strategies
7.2.2
among Phillipine migrant
workers in Hong Kong.
One Avdagic et al. (2014) A Russell et al: http://search.
contemporary randomised controlled trial of proquest.com/openview/99812
study from the acceptance and commitment 05f0417bf85a303f2c8c1fbc2d5/1
following two therapy (ACT) and cognitive ?pq-origsite=gscholar
choices: behavioural therapy (CBT) for

generalised anxiety disorder.
7.2.3
7.2.4
Russell et al. (2015) Adaptation
of an adolescence coping
assessment for therapeutic
recreation and outdoor
adventure settings.


psychology when carrying out pages 523 to 528
Methods
research in health psychology
health psychology.
• Use of standardised
questionnaires, including
Adolescent Lifestyle
Questionnaire (ALQ) related
to health psychology.
• Use of focus groups.
7.3.2 Use of non-human animals in Unit 8.2, http://www.legislation.gov.uk/
experiments in psychology pages 523 to 528 ukpga/1986/14/contents
practical and ethical issues

and the Animals (Scientific
Procedures) Act 1986.
appropriate
appropriate.
7.3.4 Evaluation of research in health Unit 8.2,
psychology pages 523 to 528
objectivity, subjectivity, ethics
and practical application of
findings as appropriate.

Psychology content
IAL Psychology Learning Description of content References Additional sources

Unit 4: Clinical content in Edexcel
psychology AS/A level
and Psychology,
psychological 1st edition,
skills content by Karren
Smith (ISBN:
9781447982463)
Topic H: Definitions Definitions of abnormality Unit 5.1,

and debates in pages 282 to 328
Clinical • The history of abnormality
diagnosis
psychology
• Statistical infrequency
8.1.1
definition.
8.1 • Failure to function
adequately (including
Content
Rosehan and Seligman,
1989).
8.1.2 Classification systems Unit 5.1, ICD 10: http://apps.who.
int/classifications/icd10/
• ICD (ICD10 and ICD 11 when pages 282 to 328
browse/2015/en
revised – 2017).
• DSM (including DSM IVR
and DSM V). DSM: http://behavenet.com/
apa-diagnostic-classification-
dsm-iv-tr
8.1.3 Debates in diagnosis Unit 5.1, http://www.ncbi.nlm.nih.gov/

pmc/articles/PMC2755270/
• Cultural issues in diagnosis. pages 282 to 328
• Reliability in diagnosis.
• Validity in diagnosis.
Mental health Schizophrenia Unit 5.1,
disorders, pages 282 to 328
• Description of symptoms and
symptoms,
features, including thought
features,
insertion, hallucinations,
explanations
delusions, disordered
8.1.4 thinking.
• The function of
neurotransmitters as a
theory/explanation.
• One other biological theory/
explanation.

8.1.5 One other mental health Unit 5.1,

disorder, symptoms, features, pages 282 to 328
explanations: unipolar
depression OR anorexia nervosa
• Description of symptoms and
features.
• Two different explanations
for the disorder (one
biological, one non-
biological).
Therapy/ Therapy for schizophrenia Unit 5.1,
treatment pages 282 to 328
• Drug therapy.
8.1.6
• Family therapy.
8.1.7 Therapy for unipolar depression Unit 5.1,
OR anorexia nervosa pages 282 to 328
• Drug therapy.
• CBT.

Psychology content
8.2 Classic study Rosenhan (1973) On being sane Unit 5.3,

in insane places. pages 336 to 350
Studies 8.2.1
Contemporary Suzuki et al. (2014) High http://www.researchgate.net/
study prevalence of underweight publication/256329145_High_
relating to and undernutrition in Japanese prevalence_of _underweight_
schizophrenia inpatients with schizophrenia. and_undernutrition_in_

Japanese_inpatients_with_
8.2.2 schizophrenia
One from a Hans and Hiller (2013) Hans and Hiller: http://
choice of two Effectiveness of and drop out commonweb.unifr.ch/
contemporary from outpatient cognitive- artsdean/pub/gestens/f/as/
studies, behavioural therapy for adult files/4660/39160_122122.pdf
choosing one unipolar depression: A meta-

that suits the analysis of nonrandomised
chosen ‘other’ effectiveness studies. Ma, Quan and Liu (2014)
disorder: Abstract: https://www.sbp-

journal.com/index.php/sbp/
Ma, Quan and Liu (2014) article/view/3610
Depression Mediating effect of social

support on the relationship
8.2.3
between self-evaluation and Becker et al: http://corcom130-
8.2.4 depression. sp10-advertising.wikispaces.

umb.edu/file/view/Fiji.pdf
Anorexia Becker et al. (2002) Eating

nervosa behaviours and attitudes Reichel et al: http://
following prolonged exposure www.researchgate.net/

8.2.5
to television among ethnic Fijian publication/259723631_
8.2.6 adolescent girls. Glass_fairies_and_bone_
children_ Adolescents_and_
young_adults_with_anorexia_
Reichel et al. (2014) ‘Glass nervosa_show_positive_
fairies’ and ‘bone children’: reactions_towards_extremely_
Adolescents and young adults emaciated_body_pictures_
with anorexia nervosa show measured_by_the_startle_
positive reactions towards reflex_paradigm
extremely emaciated body

pictures measured by the body
startle reflex paradigm.


psychology when carrying out pages 329 to 335
Methods
research in clinical psychology
• Methods from Units 1 and 2,
as appropriate.
• Randomised controlled trials
(RCTs) related to clinical
psychology.
• Neuroimaging, including
structural and functional
brain scanning related to
clinical psychology.
8.3.2 Conventions of published Unit 5.2,
psychological research: pages 329 to 335
abstract, introduction, aims and
hypotheses, method, results,
discussion; the process of peer
review.
8.3.3 Awareness of Health and Unit 5.2, http://www.hpc-uk.org
Care Professions Council pages 329 to 335

(HCPC) guidelines for clinical
practitioners.

appropriate
appropriate.
8.3.5 Evaluation of research in clinical Unit 5.5,

psychology pages 353 to 356
appropriate.
to gather data relevant to topics pages 353 to 356
Practical
covered in clinical psychology.
investigation
This practical research exercise
must adhere to ethical principles
in both content and intention.
Content analysis that explores
attitudes to mental health.

Psychology content
Topic I: 9.1.1 Types of data: qualitative and Unit 9.1,

quantitative data; primary and pages 560 to 561
Psychological
secondary data.
skills
9.1.2 Sampling techniques: random, Unit 9.1,
stratified, volunteer and pages 560 to 561
9.1 opportunity.
Methods
9.1.3 Experimental/research designs: Unit 9.1,
independent groups, repeated pages 560 to 561
measures and matched pairs.
9.1.4 Hypotheses: null, alternate, Unit 9.1,

experimental; directional and pages 560 to 561
non-directional.
9.1.5 Questionnaires and interviews: Unit 9.1,

open, closed (including pages 560 to 561
ranked scale questions);
structured, semi-structured and
unstructured interviews; self-
report data.
9.1.6 Experiments: laboratory Unit 9.1,
and field; independent and pages 560 to 561
dependent variables.
9.1.7 Observations: tallying; Unit 9.1,

event and time sampling; pages 560 to 561
covert, overt, participant,
non-participant; structured
observations; naturalistic
observations. Gathering both
qualitative and quantitative
data.
9.1.8 Correlation research: type of Unit 9.1,
correlation: positive, negative pages 560 to 561
and use of correlations including
issues with cause and effect and
other variables.

9.1.9 Additional research methods Unit 9.1,

and techniques: twin studies pages 560 to 561
and aggression, animal
experiments, case studies
as used in different areas of
psychology including case
studies of
brain-damaged patients in
relation to memory, brain
scanning/neuroimaging (CAT,
PET, fMRI), randomised
controlled trials (RCTs), content
analysis, clinical interviewing,
ethnographic fieldwork when
getting data with children,
longitudinal and cross-sectional
research, cross-cultural and
meta-analysis.
9.1.10 Control issues: counterbalancing, Unit 9.1,

randomising, order effects, pages 560 to 561
experimenter/researcher
effects, social desirability,
demand characteristics,
participant variables, situational
variables, extraneous variables,
confounding variables,
operationalisation of variables.
9.1.11 Descriptive statistics (List A) Unit 9.1,
• Measures of central tendency pages 560 to 561
(mean, median, mode),
frequency tables, summary
tables, graphs (bar chart,
histogram, scatter diagram),
normal distribution, skewed
distribution, sense checking
data, measures of dispersion
(range, standard deviation)
and percentages.
• Produce, handle, interpret
data, drawing comparisons
including the mean of two
sets of data.

Psychology content
9.1.12 Inferential statistics (List B) Unit 9.1,

Decision making and pages 560 to 561
interpretation
• Levels of measurement.
Appropriate choice of
statistical test. The criteria
for and use of the Wilcoxon,
Spearman’s, chi-squared (for
difference) tests. Directional
and non-directional testing.
• Use of critical value tables,
one- and two-tailed testing.
• Levels of significance,
including knowledge
of standard statistical
terminology such as p equal
to or greater than (p≤.10
p≤.05 p≤.01). Rejecting
hypotheses. Type I and type
II errors. The relationship
between significance levels
and p values.
• Observed and critical values.
9.1.13 Methodological issues: validity Unit 9.1,
(internal, predictive, ecological), pages 560 to 561
reliability, generalisability,
objectivity, subjectivity
(researcher bias), credibility.
9.1.14 Analysis of qualitative data — Unit 9.1,

thematic analysis. pages 560 to 561
9.1.15 Conventions of published Unit 9.1,
psychological research:
pages 560 to 561
abstract, introduction, aims and
hypotheses, method, results,
discussion; the process of peer
review.
9.1.16 Ethical issues in research using Unit 9.1, http://www.bps.org.uk
humans (BPS Code of Ethics pages 560 to 561

and Conduct, 2009), including
risk assessment when carrying
out research in psychology.
The UNCRC and participation
versus protection rights when
researching with children and
ethical issues when children
are the participants. Health
and Care Professions Council
(HCPC).

9.1.17 Ethical issues in research using Unit 9.1,

animals (Scientific Procedures pages 560 to 561
Act 1986 and Home Office
Regulations).
9.2 9.2.1 Key questions for society using Unit 1.4,

concepts, theories or research pages 70 to 72
Key questions
from one or more of Topics A to
in society Unit 2.4
H (except Topics F and G).
pages 137 to 138
Unit 3.4
pages 193 to 194
Unit 4.4
pages 256 to 258
Unit 5.4
pages 351 to 352
Unit 7.4
pages 478 to 480
9.3 9.3.1 Ethical issues in research (animal Unit 9.3, http://www.bps.org.uk
and human). pages 564 to 565

Issues and
debates
Issues and
debates are
covered in the
introduction
pages 8 to 12,
throughout
each chapter in
focused boxes,
and at the end of
each chapter in
sections x.6
9.3.2 Practical issues in the design Issues and
and implementation of research. debates are
covered in the
introduction
pages 8 to 12,
throughout
each chapter in
focused boxes,
and at the end of
each chapter in
sections x.6

Psychology content
9.3.3 Reductionism versus holism Issues and

when researching human debates are
behaviour. covered in the
introduction
pages 8 to 12,
throughout
each chapter in
focused boxes,
and at the end of
each chapter in
sections x.6
9.3.4 Ways of explaining behaviour Issues and
using different approaches, debates are
models or theories. covered in the
introduction
pages 8 to 12,
throughout
each chapter in
focused boxes,
and at the end of
each chapter in
sections x.6
9.3.5 The issue of psychology as a Issues and
science. debates are
covered in the
introduction
pages 8 to 12,
throughout
each chapter in
focused boxes,
and at the end of
each chapter in
sections x.6
9.3.6 Cultural and gender issues in Issues and
psychological research. debates are
covered in the
introduction
pages 8 to 12,
throughout
each chapter in
focused boxes,
and at the end of
each chapter in
sections x.6

9.3.7 The role of both nature and Issues and

nurture in psychology. debates are
covered in the
introduction
pages 8 to 12,
throughout
each chapter in
focused boxes,
and at the end of
each chapter in
sections x.6
9.3.8 An understanding of how Issues and
psychology has developed over debates are
time. covered in the
introduction
pages 8 to 12,
throughout
each chapter in
focused boxes,
and at the end of
each chapter in
sections x.6
9.3.9 The use of psychology in social Unit 9,
control. pages 557 to 559
9.3.10 The use of psychological Issues and
knowledge in society. debates are
covered in the
introduction
pages 8 to 12,
throughout
each chapter in
focused boxes,
and at the end of
each chapter in
sections x.6
9.3.11 Issues relating to socially Issues and
sensitive research. debates are
covered in the
introduction
pages 8 to 12,
throughout
each chapter in
focused boxes,
and at the end of
each chapter in
sections x.6


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Resources covering Pearson Edexcel

International Advanced Level Psychology

Topic A: Obedience Theories of obedience, Unit 1.1, http://www.psychlotron.

including agency theory and pages 17 to 32 org.uk

1.1 1.1.2 Research into obedience, Unit 1.1,

including Asch (1951) and his watch?v=NyDDyT1lDhA

variation studies (1952, 1956).

1.1.7 Factors affecting conformity http://www.mccc.

and minority influence, edu/~jenningh/Courses/

including individual differences documents/Rotter-

(personality), situation and locusofcontrolhandout.pdf

Pearson Edexcel International Advanced Level in Psychology – Issue 2 – March 2016 1

1.2 Self-reporting Designing and conducting Unit 1.2, http://www.gerardkeegan.

data questionnaires and interviews, pages 42 to 55 co.uk/resource/surveymeth1.

1.2.2 Primary and secondary data. Unit 1.2,

and structured interviews, pages 42 to 55 org.uk

open, closed (including ranked

guidelines (BPS) code of ethics and pages 42 to 55

2 Pearson Edexcel International Advanced Level in Psychology – Issue 2 – March 2016

1.3 Classic study Moscovici et al. (1969) http://www.

Influence of a Consistent simplypsychology.org/

Majority in a Color Perception

contemporary Conformity to the opinions of at: http://www.

study from the other people lasts for no more researchgate.net/

following two than 3 days. publication/262577706 _

choices: Conformity _ to _ the _

1.4 1.4.1 One practical research exercise Unit 1.5,

memory memory (Atkinson and Shiffrin, pages 89 to 108 watch?v=I2BK8JAn1LA

encoding, storage and retrieval, watch?v=egzvLaP3498.

2.1.2 The working memory model Unit 2.1,

(Bartlett, 1932), including pages 89 to 108 watch?v=o4HHCgFmkcI

Pearson Edexcel International Advanced Level in Psychology – Issue 2 – March 2016 3

2.2 Experiments Designing and conducting Unit 2.2, http://www.psychlotron.

and experiments, including field pages 109 to 125 org.uk

2.2.3 Experimental and null Unit 2.2,

2.2.4 Directional (one-tailed) and Unit 2.2,

2.2.9 Objectivity, reliability and Unit 2.2,

4 Pearson Edexcel International Advanced Level in Psychology – Issue 2 – March 2016

2.2.12 (List B) Decision making and Unit 2.2, https://www.youtube.com/

interpretation of inferential pages 109 to 125 watch?v=Qg5hYXAP1QY

Ghosts. pages 103 to 106 teaching/philpsych.w03/

Contemporary Schmolck et al. (2002) Unit 2.3,

Pearson Edexcel International Advanced Level in Psychology – Issue 2 – March 2016 5

IAL Psychology Learning Description of content References in Additional sources

3.1.4 (body clock) and external pages 156 to 171 org.uk

zietgebers in the regulation of

menstrual cycle and seasonal org.uk

affective disorder and therapies, http://www.psychology4a.

6 Pearson Edexcel International Advanced Level in Psychology – Issue 2 – March 2016

3.1.6 Research into the circadian http://www.psychlotron.

sleep-wake cycle and infradian org.uk

3.2 Correlational The use of the correlational Unit 3.2,

Pearson Edexcel International Advanced Level in Psychology – Issue 2 – March 2016 7

3.3 Classic study Raine et al. (1997) Brain

contemporary Monoamine oxidase www.scielo.br/pdf/rbcdh/

study from the v16s1/1980-0037-rbcdh-

conditioning conditioning (Pavlovian), pages 212 to 238

8 Pearson Edexcel International Advanced Level in Psychology – Issue 2 – March 2016

Operant The main features of operant Unit 4.1,

psychosexual (oral, anal, phallic, latent and org.uk

stage of genital) and the role of the

Therapies/ Systematic desensitisation. Unit 4.1,

association and dream analysis, org.uk