This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson objectives/outcomes Activity: Memory Test - War of The Ghosts Replication Bartlett’s War of The Ghosts Study Aim, Method, Findings and Conclusions Example Reproduction by Bartlett’s Participant Exam Practice with Mark Scheme: Short Answer Question Evaluation worksheet Evaluation points Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com.

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key questions Classical conditioning: flavour-flavour learning Operant conditioning Social influences Family influences Peer influences Media influences Cultural influences Cultural norms Meat-eating Culture and learning Check your knowledge Evaluation worksheet Evaluation points Exam practice: 16 Mark Essay with Application Application practice Mark scheme Activity: Key term check Plenary: Discussion prompt

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key questions What is Anorexia Nervosa? About Anorexia Nervosa Video: Causes, effects and on the brain, and recovery Genetic Explanations for Anorexia Twin Studies and Anorexia Candidate genes Genome-wide association studies (GWAS) Neural explanation for Anorexia Serotonin Dopamine Evaluation worksheet Evaluation points Exam practice: 16 Mark Essay Question Mark Scheme Student response with commenary Plenary: Applying issues and debates to biological explanations for Anorexia Nervosa

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key questions The Cognitive Theory of Anorexia Nervosa Distrubed Perception of Body Overestimation of Body Size Key Study: Don Williamson et al. (1993) Irrational Beliefs Perfectionism Cognitive Inflexibility Exam practice: Short answer question with Mark Scheme Evaluation worksheet Evaluation points Exam practice: Evaluation question Video: Eating and Body Dysmorphic Disorders (Crash course psychology) Plenary: Discussion prompt

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on **jb_resources@outlook.com **(responses are usually very prompt). Key content included: Key questions Cognitive Theory: Restraint Theory Cognitive Control Paradoxical outcome Disinhibition The Boundary Model Zone of Biological Difference (ZBD) Normal eaters vs. Restrained eaters Exam practice: Short answer question with Mark Scheme Evaluation worksheet Evaluation points Exam practice: Evaluation questions with Mark Scheme Plenary: Application question

This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key Questions The Multi-Store Model of Memory (Atkinson & Shiffrin (1968, 1971) Diagram Key Components of the Model The Sensory Register Short-Term Memory Long-Term Memory Activity: Label the Diagram Exam Practice Questions: Short answer question with Mark Scheme Video: The Case of HM - The Hippocampus and Memory Evaluation worksheet Evaluation points Exam Practice Questions: Evaluation Questions with Mark Scheme Plenary: Consolidation Task To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key Questions The Cognitive Interview Report Everything Reinstate the Context Reverse the Order Change Perspective Activity: Concepts - Try it yourself The Enhanced Cognitive Interview (ECI) Activity: Concepts - Write Your Own (with answers) Video: Example of a Cognitive Interview Evaluation worksheet Evaluation points Exam Practice: Short answer, Evaluation Questions with Mark Scheme Plenary: Consolidation Question Activity: Whole Topic Recap To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Key Concepts: Defining Sex and Gender Sex and Gender Diagram Gender Identity Disorder Sex-role Stereotypes Activity: Sex-role Stereotypes Research into Sex-role Stereotyping: Ingalhalikar et al.'s MRI Study (2014) Video: The Guevedoces The Unusual Case of the Batista Boys Exam Practice Question with Mark Scheme: Sex and Gender Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Video: Social Learning Theory in 4 Minutes Class discussion: How can SLT Explain this trend? Applying SLT to Gender Development Direct Reinforcement Differential Reinforcement Indirect Reinforcement Identification and Modelling Mediational Processes Concepts: Lily and Millie Exam Practice Questions with Mark Scheme: Social Learning Explanation of Gender Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Video: Klinefelter’s Syndrome About Klinefelter’s Syndrome Effects of an Extra X Chromosome Psychological Characteristics of Klinefelter’s Syndrome Video: Turner’s Syndrome About Turner’s Syndrome Physical Characteristics of Turner’s Syndrome Psychological Characteristics of Turner’s Syndrome Exam Practice Question with Mark Scheme: Atypical Sex Chromosome Patterns Evaluation worksheet Evaluation points Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Dispositional Explanations for Institutional Aggression in Prisons The Importation Model (Irwin and Cressey, 1962) Research: DeLisi et al. (2011) Situational Explanations for Institutional Aggression in Prisons The Deprivation Model (Clemmer, 1958) Research: Steiner (2009) Activity: Apply it Task Video: A Day in Jail Exam Practice with Mark Scheme: Short Answer Question Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Short Answer Question, Planning 16 Mark Questions Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Selman’s work on Perspective-taking Perspective-taking Research (1971; 1976) - Procedure and Findings Selman’s Stages of Development (1976) Level 0 - Socially Egocentric Level 1 - Social Information role-taking Level 2 - Self-reflective role-taking Level 3 - Mutual role-taking Level 4 - Societal and conventional role-taking Summary Table of Selman’s Levels of Perspective-taking Activity: Spenny and Lauren’s Computer time Later Developments to Selman’s Theory Evaluation worksheet Evaluation points Exam practice with Mark Scheme: Planning 8 Mark with Application Questions Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: What are Daily Hassles? Primary and Secondary Appraisal Life Changes, Daily Hassles and Illness Research into Daily Hassles: Kanner et al. (1981) Exam Question with Mark Scheme: Application Question Evaluation worksheet Evaluation points Exam Question with Mark Scheme: Evaluation question Activity: Quick Quiz Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Research into Workplace Stress The Job-Demands Control Model (Karasek, 1979) Research into the Effects of Control The Whitehall Studies by Sir Micheal Marmot Video: The Whitehall Studies Bosma et al.'s research Research into Workload and Control (Johansson et al., 1978) Exam Practice Questions with Mark Scheme: Short answer, Application questions Evaluation worksheet Evaluation points Exam Practice Questions with Mark Scheme: Evaluation worksheet Plenary: Consolidation Question If you would like to support my shop and enjoyed using JB Resources today, a review would be greatly appreciated.

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Self-Report Measures of Stress The Social Readjustment Rating Scale (SRRS) by Holmes & Rahe (1967) Creating the SRRS Scale Exam Practice with Mark Scheme: Short answer question Hassles and Uplifts Scale by Kanner et al. (1981) Creating the Hassles and Uplifts Scale Exam Practice with Mark Scheme: Short answer question Physiological Measures of Stress Skin Conductance Responses (SCR) How SCR works Tonic Conductance and Phasic Conductance Exam Practice with Mark Scheme: Short answer question Evaluation worksheet Evaluation points Activity: Concepts - Measuring Stress at Work Plenary: Consolidation question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Social Support Video: Understanding Biofeedback Types of Social Support (Schaefer et al., 1981) Instrumental Social Support Emotional Social Support Esteem Social Support Research into Social Support (Cohen et al., 2015) Evaluation worksheet Evaluation point Exam Practice with Mark Scheme: 16 Mark Essay with Application Using and quoting the STEM Activity: Essay scaffold Plenary: Consolidation question Activity: Topic reflection

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Short-Term Memory vs. Long-Term Memory Episodic Memory Semantic Memory Procedural Memory Declarative vs. Non-Declarative Memories Activity: Key Term Match 4 Episodic, Semantic or Procedural? Video: The Case Study of Clive Wearing Activity: Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question Exam Practice with Mark Scheme: Research Methods Question (Case Studies) with Model Answer Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.