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What is it lacking?","back":"Validity.","mcqOptions":[{"text":"Validity.","correct":true,"explanation":"Validity concerns whether a measure assesses what it claims to assess. Measuring academic stress instead of depression means the questionnaire lacks validity despite producing consistent scores."},{"text":"Reliability.","correct":false,"explanation":"Reliability concerns consistency, which the questionnaire already demonstrates through consistent scores. The missing quality is validity because it measures academic stress rather than the intended construct, depression."},{"text":"Objectivity.","correct":false,"explanation":"Objectivity concerns freedom from researcher judgement or bias, not whether the intended construct is measured. The questionnaire lacks validity because it assesses academic stress rather than depression."},{"text":"Generalisability.","correct":false,"explanation":"Generalisability concerns whether findings apply beyond the studied sample or setting. Here, the problem is validity because the questionnaire fails to measure its intended construct of depression."}]},{"id":"704bbd21-1d2a-4098-9286-7d011b3d0fd2","cardType":"cloze","points":null,"front":"[ ] concerns accuracy; [ ] concerns consistency.","back":"Validity concerns accuracy; reliability concerns consistency.","mcqOptions":[{"text":"Validity concerns accuracy; reliability concerns consistency.","correct":true,"explanation":"Validity is the accuracy of a measure or conclusion, whereas reliability is its consistency. A method can therefore produce reliable results without accurately measuring the intended construct."},{"text":"Reliability concerns accuracy; validity concerns consistency.","correct":false,"explanation":"The two concepts have been reversed. Reliability concerns whether results are consistent, while validity concerns whether a measure or conclusion is accurate."},{"text":"Objectivity concerns accuracy; reliability concerns consistency.","correct":false,"explanation":"Objectivity concerns minimising personal judgement, so it is not the general term for accuracy. Validity concerns accuracy, while reliability concerns consistency."},{"text":"Validity concerns accuracy; replicability concerns consistency.","correct":false,"explanation":"Validity correctly refers to accuracy, but replicability means a study can be repeated using the documented procedure. Reliability is the term for consistency of results or measurements."}]},{"id":"efa5296b-b97a-41c9-9a0f-44736e4ad20f","cardType":"basic","points":1,"front":"What conclusion does high internal validity support?","back":"The IV caused the DV, not uncontrolled factors.","mcqOptions":[{"text":"The IV caused the DV, not uncontrolled factors.","correct":true,"explanation":"High internal validity means plausible alternative explanations have been controlled, supporting the conclusion that manipulation or variation in the IV caused the observed change in the DV."},{"text":"The DV caused the IV, not uncontrolled factors.","correct":false,"explanation":"This reverses the proposed causal direction. High internal validity supports the conclusion that the IV caused the DV, rather than the DV causing the IV."},{"text":"The uncontrolled factors caused the DV, not the IV.","correct":false,"explanation":"This attributes the result to confounding influences, which would indicate low internal validity. High internal validity supports the IV as the cause of the DV."},{"text":"The findings apply to all populations, not only the sample.","correct":false,"explanation":"Generalisation to other populations concerns external, particularly population, validity. High internal validity instead supports the causal conclusion that the IV produced the change in the DV."}]},{"id":"072aedfd-6a6a-4107-95fa-f47e062e4095","cardType":"cloze","points":null,"front":"The [ ] is manipulated or compared; the [ ] is measured.","back":"The independent variable is manipulated or compared; the dependent variable is measured.","mcqOptions":[{"text":"The independent variable is manipulated or compared; the dependent variable is measured.","correct":true,"explanation":"The independent variable is the factor manipulated by the researcher or used to form comparison conditions. The dependent variable is the outcome that is measured."},{"text":"The dependent variable is manipulated or compared; the independent variable is measured.","correct":false,"explanation":"This reverses the roles of the variables. The independent variable is manipulated or used for comparison, while the dependent variable is the measured outcome."},{"text":"The confounding variable is manipulated or compared; the dependent variable is measured.","correct":false,"explanation":"A confounding variable changes systematically with the IV but is not the intended factor manipulated or compared. The independent variable fills that role, while the dependent variable is measured."},{"text":"The independent variable is manipulated or compared; the extraneous variable is measured.","correct":false,"explanation":"The first term is correct, but the measured outcome is the dependent variable. An extraneous variable is an unintended factor that might influence the results."}]},{"id":"ef9c58b3-50f5-4387-92f6-d03d44f4c2b9","cardType":"basic","points":2,"front":"What makes an extraneous variable a confounding variable?","back":"It varies systematically with the IV and may affect the DV.","mcqOptions":[{"text":"It varies systematically with the IV and may affect the DV.","correct":true,"explanation":"A confounding variable is linked systematically to the IV, so its effects cannot be separated from those of the IV. It may therefore provide an alternative explanation for changes in the DV."},{"text":"It affects the DV in any way, even if unrelated to the IV.","correct":false,"explanation":"Merely having a possible effect on the DV makes a factor extraneous, not necessarily confounding. It becomes confounding when it also varies systematically with the IV."},{"text":"It varies randomly across IV conditions and may affect the DV.","correct":false,"explanation":"Random variation across conditions may add noise but does not consistently favour one IV condition. Confounding occurs when the variable varies systematically with the IV and may affect the DV."},{"text":"It varies systematically with the DV but is unrelated to the IV.","correct":false,"explanation":"Association with the DV alone does not make a factor confounding. It must vary systematically with the IV and potentially influence the DV, creating an alternative explanation."}]},{"id":"988ccce7-c35c-4934-a63d-a7384f5733a1","cardType":"basic","points":2,"front":"In the caffeine-memory example, why is time of day a confounding variable?","back":"It changes with caffeine condition and could affect memory.","mcqOptions":[{"text":"It changes with caffeine condition and could affect memory.","correct":true,"explanation":"If caffeine conditions are tested at different times, time of day covaries with the IV. Alertness or fatigue could also influence memory, creating an alternative explanation."},{"text":"It changes with memory performance and could affect caffeine intake.","correct":false,"explanation":"Changing with memory performance describes an association with the DV, not confounding with the IV. Time is confounding because it changes with caffeine condition and could influence memory."},{"text":"It changes randomly between participants and could affect memory.","correct":false,"explanation":"Random variation in testing times may increase unexplained variability, but it is not a systematic confound. Time becomes confounding when it changes consistently with caffeine condition and may affect memory."},{"text":"It stays constant across caffeine conditions and could affect memory.","correct":false,"explanation":"Being held constant would control time of day rather than make it confounding. It is a confound when different caffeine conditions occur at systematically different times that could affect memory."}]},{"id":"78b38ea7-d1d8-4e28-9670-02d947e6b155","cardType":"cloze","points":null,"front":"[ ] asks whether findings generalise beyond the exact study.","back":"External validity asks whether findings generalise beyond the exact study.","mcqOptions":[{"text":"External validity","correct":true,"explanation":"External validity concerns whether a study’s findings generalise beyond its particular participants, setting, procedures or historical period to other relevant contexts."},{"text":"Internal validity","correct":false,"explanation":"Internal validity concerns whether the IV caused the DV without confounding influences. External validity is the broader concept concerning generalisation beyond the exact study."},{"text":"Population validity","correct":false,"explanation":"Population validity specifically concerns generalisation from the sample to other people or populations. External validity more broadly covers generalisation beyond all features of the exact study."},{"text":"Ecological validity","correct":false,"explanation":"Ecological validity specifically concerns generalisation to other settings or everyday life. External validity is the broader term for generalising beyond the exact study overall."}]},{"id":"175fccec-4da2-4db6-9ea9-798ad1c3f1d9","cardType":"basic","points":1,"front":"A study uses only psychology students. Which external validity type is most threatened?","back":"Population validity.","mcqOptions":[{"text":"Population validity.","correct":true,"explanation":"Population validity concerns whether findings generalise from the sample to the wider target population. Psychology students may differ systematically from people with other backgrounds or experiences."},{"text":"Ecological validity.","correct":false,"explanation":"Ecological validity concerns whether findings generalise to other settings, especially everyday life. Restricting the sample to psychology students primarily threatens population validity."},{"text":"Temporal validity.","correct":false,"explanation":"Temporal validity concerns whether findings generalise across different historical periods. Using only psychology students instead threatens population validity because the sample may not represent the target population."},{"text":"Internal validity.","correct":false,"explanation":"Internal validity concerns whether the IV caused the DV without confounding influences. An unrepresentative student sample instead threatens population validity, a form of external validity."}]},{"id":"dc190905-2bb8-4ab1-892f-69ae8240fd54","cardType":"basic","points":1,"front":"Watching a filmed crash rather than witnessing a real crash most threatens which validity?","back":"Ecological validity.","mcqOptions":[{"text":"Ecological validity.","correct":true,"explanation":"A filmed crash is less like a real-world experience than witnessing an actual crash, so the study’s realism and generalisability to everyday situations are threatened."},{"text":"Internal validity.","correct":false,"explanation":"The crash film mainly reduces realism rather than weakening control over cause and effect. The correct answer is ecological validity because this concerns how well findings reflect real-life behaviour."},{"text":"Population validity.","correct":false,"explanation":"Using a film instead of a real crash does not primarily concern whether the sample represents a wider population. The correct answer is ecological validity, which focuses on realism."},{"text":"Temporal validity.","correct":false,"explanation":"The issue is not whether findings remain accurate over time, but whether the situation resembles real life. The correct answer is ecological validity because filmed events may lack realism."}]},{"id":"0c726f91-4cda-46a6-ad05-a22f350baf2d","cardType":"cloze","points":null,"front":"[ ] concerns whether findings remain true [ ].","back":"Temporal validity concerns whether findings remain true over time.","mcqOptions":[{"text":"Temporal validity concerns whether findings remain true over time.","correct":true,"explanation":"Temporal validity asks whether research findings continue to apply at different points in time, rather than becoming outdated as behaviour or society changes."},{"text":"Ecological validity concerns whether findings remain true over time.","correct":false,"explanation":"Ecological validity concerns realism and application to everyday settings, not stability across different periods. The correct term is temporal validity because it addresses change over time."},{"text":"Temporal validity concerns whether findings remain true across different situations.","correct":false,"explanation":"Whether findings apply in different settings is ecological validity. The correct completion is ‘over time’ because temporal validity tests whether results remain accurate across historical periods."},{"text":"Population validity concerns whether findings remain true over time.","correct":false,"explanation":"Population validity concerns generalising findings to different groups of people, not their stability across time. The correct term here is temporal validity."}]},{"id":"fb22f209-480a-4fc2-adac-764373bf12e9","cardType":"basic","points":3,"front":"Why can a lab study have high internal but lower ecological validity?","back":"

Control helps isolate cause and effect.
Artificial settings may not reflect real life.

","mcqOptions":[{"text":"

Control helps isolate cause and effect.
Artificial settings may not reflect real life.

","correct":true,"explanation":"Laboratory control reduces extraneous variables and strengthens conclusions about cause and effect, while artificial tasks or settings can make the findings less representative of everyday behaviour."},{"text":"

Control makes findings apply to all situations.
Natural settings may reduce realism.

","correct":false,"explanation":"Control improves internal validity but cannot guarantee that findings generalise everywhere, and natural settings usually improve realism. Artificial settings may instead lower ecological validity."},{"text":"

Artificial settings isolate cause and effect.
Control may not reflect real life.

","correct":false,"explanation":"The roles have been reversed: control helps isolate cause and effect, whereas artificial settings can reduce realism. Therefore, control raises internal validity while artificiality may lower ecological validity."},{"text":"

Participant expectations isolate cause and effect.
Realistic settings may not reflect real life.

","correct":false,"explanation":"Participant expectations can create bias rather than isolate causation, and realistic settings should reflect real life. The correct explanation links control with internal validity and artificiality with lower ecological validity."}]},{"id":"af0635fa-b95c-4586-afd5-c5566dd67564","cardType":"basic","points":2,"front":"How can researcher bias reduce observational validity?","back":"Expectations may influence recording, interpretation or procedure.","mcqOptions":[{"text":"Expectations may influence recording, interpretation or procedure.","correct":true,"explanation":"Researchers may notice, record or interpret behaviour in ways that fit their expectations, or unintentionally alter the procedure. This can make observational findings less valid."},{"text":"Expectations may influence sampling, consent or debriefing.","correct":false,"explanation":"These processes can raise ethical or sampling issues, but observational validity is most directly threatened when expectations affect recording, interpretation or procedure."},{"text":"Expectations may influence participants’ memory, motivation or intelligence.","correct":false,"explanation":"Researcher bias concerns the observer’s recording, interpretation or procedure, not stable participant characteristics. The correct answer identifies the stages where observer expectations can distort data."},{"text":"Expectations may influence reliability, representativeness or population validity.","correct":false,"explanation":"These are broad research qualities rather than the specific processes affected by observer expectations. The correct answer is recording, interpretation or procedure, where bias enters observation."}]},{"id":"fd880d44-7153-486f-b3a6-5d4cac631f6c","cardType":"cloze","points":null,"front":"[ ] are cues that let participants guess the aim and [ ].","back":"Demand characteristics are cues that let participants guess the aim and change their behaviour.","mcqOptions":[{"text":"Demand characteristics are cues that let participants guess the aim and change their behaviour.","correct":true,"explanation":"Demand characteristics are clues about a study’s purpose that can lead participants to alter their behaviour, reducing validity because responses may reflect the guessed aim rather than natural behaviour."},{"text":"Participant variables are cues that let participants guess the aim and change their behaviour.","correct":false,"explanation":"Participant variables are individual differences such as personality or intelligence, not cues about the study’s purpose. The correct term is demand characteristics, which can change behaviour."},{"text":"Demand characteristics are cues that let participants guess the aim and report their true behaviour.","correct":false,"explanation":"Guessing the aim may cause participants to modify their responses, rather than simply report naturally. The correct completion is ‘change their behaviour’, which describes the validity threat."},{"text":"Investigator effects are cues that let participants guess the aim and change their behaviour.","correct":false,"explanation":"Investigator effects arise when the researcher influences participants or data, whereas cues allowing participants to infer the aim are demand characteristics."}]},{"id":"646956c4-a174-4c02-b837-326274036192","cardType":"basic","points":1,"front":"On sensitive topics, what validity threat makes participants answer to look good?","back":"Social desirability.","mcqOptions":[{"text":"Social desirability.","correct":true,"explanation":"Social desirability occurs when participants give answers that present themselves favourably, especially on sensitive topics, instead of reporting their genuine attitudes or behaviour."},{"text":"Demand characteristics.","correct":false,"explanation":"Demand characteristics involve guessing the study’s aim and changing behaviour in response to it. The specific pressure to give socially acceptable answers is social desirability."},{"text":"Acquiescence bias.","correct":false,"explanation":"Acquiescence bias is the tendency to agree with statements regardless of their content. Wanting to appear respectable or acceptable is social desirability."},{"text":"Investigator effects.","correct":false,"explanation":"Investigator effects result from the researcher influencing participants or the research process. Giving flattering answers on sensitive topics is the social desirability bias."}]},{"id":"53e96d81-1725-4fa2-8b57-4d1e320e86c7","cardType":"basic","points":2,"front":"How does anonymity improve validity in a sensitive questionnaire?","back":"It reduces fear of judgement, encouraging honest answers.","mcqOptions":[{"text":"It reduces fear of judgement, encouraging honest answers.","correct":true,"explanation":"When answers cannot be linked to an individual, participants are less worried about criticism or negative consequences. This makes honest responses more likely and improves validity."},{"text":"It reduces fear of punishment, encouraging conforming answers.","correct":false,"explanation":"Anonymity can reduce concerns about consequences, but it should encourage honest rather than conforming answers. The key mechanism is reduced fear of judgement."},{"text":"It increases pressure to disclose, encouraging honest answers.","correct":false,"explanation":"Anonymity generally reduces social pressure rather than increasing pressure to disclose. It improves validity by reducing fear of judgement, allowing participants to answer honestly."},{"text":"It reduces participant motivation, encouraging honest answers.","correct":false,"explanation":"Lower motivation could lead to careless or incomplete responses, not necessarily honesty. Anonymity improves validity because it reduces fear of judgement."}]},{"id":"cd2a5673-2d19-4808-a83f-de55b1a627fd","cardType":"cloze","points":null,"front":"[ ] variables means defining them in [ ] terms.","back":"Operationalising variables means defining them in observable and measurable terms.","mcqOptions":[{"text":"Operationalising variables means defining them in observable and measurable terms.","correct":true,"explanation":"Operationalising translates an abstract variable into specific features that can be observed and measured, making it possible to test consistently and replicate the research."},{"text":"Conceptualising variables means defining them in theoretical and abstract terms.","correct":false,"explanation":"Conceptualising clarifies the meaning of an idea at a theoretical level, but the question describes operationalising. This means defining variables in observable and measurable terms."},{"text":"Standardising variables means defining them in identical and controlled terms.","correct":false,"explanation":"Standardisation keeps procedures or conditions consistent across participants. Defining a variable through observable and measurable indicators is operationalising."},{"text":"Quantifying variables means defining them in statistical and numerical terms.","correct":false,"explanation":"Quantifying involves expressing data numerically, but it is not the specific process of deciding how an abstract variable will be observed and measured. That process is operationalising."}]},{"id":"4f7da1d6-0530-4f21-b356-3ce6686ac632","cardType":"basic","points":2,"front":"How do standardised procedures reduce researcher bias?","back":"Each participant receives the same instructions and conditions.","mcqOptions":[{"text":"Each participant receives the same instructions and conditions.","correct":true,"explanation":"Standardisation prevents researchers from treating participants differently, so variations in instructions or conditions cannot systematically influence responses and introduce researcher bias."},{"text":"Each participant is placed in the same experimental condition.","correct":false,"explanation":"Standardisation does not mean placing everyone in one experimental condition. The correct principle is that each participant receives the same instructions and conditions within their assigned condition."},{"text":"Each researcher records only the results supporting the hypothesis.","correct":false,"explanation":"Selecting supportive results is researcher bias rather than a way of reducing it. Bias is reduced by giving every participant the same instructions and conditions."},{"text":"Each participant chooses their preferred instructions and conditions.","correct":false,"explanation":"Allowing personal choices would create uncontrolled differences between participants. Standardised procedures instead ensure that each participant receives the same instructions and conditions."}]},{"id":"44ae6b5f-1cee-441f-a32e-eb986bb390e2","cardType":"basic","points":1,"front":"In a double-blind procedure, who does not know the participant's condition?","back":"Neither the participant nor the data-collecting researcher.","mcqOptions":[{"text":"Neither the participant nor the data-collecting researcher.","correct":true,"explanation":"A double-blind procedure keeps both participants and the researchers collecting their data unaware of condition, reducing participant expectations and researcher expectancy effects."},{"text":"Only the participant.","correct":false,"explanation":"When only the participant is unaware of condition, the procedure is single-blind. Double-blind means neither the participant nor the data-collecting researcher knows."},{"text":"Only the data-collecting researcher.","correct":false,"explanation":"Keeping only the researcher unaware does not control participant expectations. In a double-blind procedure, neither the participant nor the data-collecting researcher knows the condition."},{"text":"Neither the participant nor the peer reviewer.","correct":false,"explanation":"A peer reviewer is not the relevant researcher during data collection. Double-blind procedures conceal condition from both the participant and the data-collecting researcher."}]},{"id":"8793b52e-4c2b-4c01-bf34-c496840a7993","cardType":"cloze","points":null,"front":"[ ] means a measure appears relevant; [ ] means it covers the full topic.","back":"Face validity means a measure appears relevant; content validity means it covers the full topic.","mcqOptions":[{"text":"Face validity means a measure appears relevant; content validity means it covers the full topic.","correct":true,"explanation":"Face validity concerns whether a measure appears appropriate at first sight, while content validity concerns whether it adequately represents every important aspect of the topic."},{"text":"Construct validity means a measure appears relevant; content validity means it covers the full topic.","correct":false,"explanation":"Construct validity assesses whether a measure genuinely represents a theoretical construct, not whether it merely appears relevant. The correct first term is face validity; content validity covers the full topic."},{"text":"Face validity means a measure appears relevant; concurrent validity means it covers the full topic.","correct":false,"explanation":"Concurrent validity involves agreement with an established measure administered at the same time; it does not assess topic coverage. Face validity concerns appearance, while content validity concerns full coverage."},{"text":"Predictive validity means a measure appears relevant; construct validity means it covers the full topic.","correct":false,"explanation":"Predictive validity concerns forecasting a later outcome, while construct validity concerns representing a theoretical concept. Face validity assesses apparent relevance, and content validity assesses full topic coverage."}]},{"id":"d4b06733-2d28-4783-a314-fbc509e1f1cb","cardType":"basic","points":2,"front":"What does construct validity check for a measure of anxiety or intelligence?","back":"It genuinely represents the claimed psychological construct.","mcqOptions":[{"text":"It genuinely represents the claimed psychological construct.","correct":true,"explanation":"Construct validity asks whether a measure truly captures the theoretical psychological quality it claims to assess, such as anxiety or intelligence, rather than something else."},{"text":"It genuinely represents the claimed physiological response.","correct":false,"explanation":"A physiological response may be one indicator of anxiety, but it is not the complete construct. Construct validity checks whether the measure represents the claimed psychological construct."},{"text":"It accurately predicts the person’s future behaviour.","correct":false,"explanation":"Predicting a later outcome concerns predictive validity, not construct validity. Construct validity checks whether the measure genuinely represents the claimed psychological construct."},{"text":"It closely matches an established psychological measure.","correct":false,"explanation":"Agreement with an established measure taken at the same time assesses concurrent validity. Construct validity instead checks whether the measure genuinely represents the claimed psychological construct."}]},{"id":"20f7d95a-33ce-4200-93e2-725e55d26537","cardType":"basic","points":2,"front":"How would you check concurrent validity for a new anxiety scale?","back":"Compare it with an established anxiety scale taken at the same time.","mcqOptions":[{"text":"Compare it with an established anxiety scale taken at the same time.","correct":true,"explanation":"Concurrent validity is demonstrated when a new measure produces results consistent with an established measure of the same construct administered at approximately the same time."},{"text":"Compare it with an established anxiety scale taken several months later.","correct":false,"explanation":"The time delay means this is not a concurrent comparison and may instead reflect changes in anxiety. Concurrent validity requires an established anxiety scale taken at the same time."},{"text":"Compare it with an unrelated personality scale taken at the same time.","correct":false,"explanation":"Using an unrelated construct cannot show that the new anxiety scale measures anxiety accurately. It should be compared with an established anxiety scale taken at the same time."},{"text":"Compare it with the same anxiety scale taken by a different sample.","correct":false,"explanation":"A different sample does not provide a corresponding criterion score for each participant. Concurrent validity requires comparison with an established anxiety scale taken at the same time."}]},{"id":"135cda67-95e1-4031-a956-0efdd8278fb2","cardType":"basic","points":1,"front":"A stress scale predicts later absence from school or work. Which validity is shown?","back":"Predictive validity.","mcqOptions":[{"text":"Predictive validity.","correct":true,"explanation":"Predictive validity is shown when scores on a measure successfully forecast a relevant outcome recorded later, such as subsequent absence from school or work."},{"text":"Face validity.","correct":false,"explanation":"Face validity only concerns whether the stress scale appears suitable at first sight. Forecasting later absence demonstrates predictive validity because the criterion occurs in the future."},{"text":"Concurrent validity.","correct":false,"explanation":"Concurrent validity requires comparison with an established measure taken at the same time. Because the scale forecasts absence recorded later, it demonstrates predictive validity."},{"text":"Ecological validity.","correct":false,"explanation":"Ecological validity concerns whether findings reflect real-life settings or behaviour. The scale’s successful forecast of a later outcome specifically demonstrates predictive validity."}]},{"id":"bba37f3a-7ede-4eb2-b5b5-073f4dc077ce","cardType":"basic","points":2,"front":"Why can a significant result still have weak validity?","back":"The study may have a poor measure or confounding variable.","mcqOptions":[{"text":"The study may have a poor measure or confounding variable.","correct":true,"explanation":"Statistical significance shows that a result is unlikely under the null hypothesis, but poor measurement or confounding can prevent the result from supporting the intended conclusion."},{"text":"The study may have a large sample or high reliability.","correct":false,"explanation":"A large sample can make effects easier to detect, while high reliability indicates consistency; neither inherently weakens validity. Poor measures or confounding variables can make significant findings invalid."},{"text":"The study may have a small sample or low statistical power.","correct":false,"explanation":"A small sample and low power make statistical significance less likely, rather than explaining weak validity in a significant result. Poor measures or confounding variables directly threaten validity."},{"text":"The study may have random allocation or standardised procedures.","correct":false,"explanation":"Random allocation and standardisation generally strengthen internal validity by controlling systematic differences and procedural variation. Weak validity despite significance can result from poor measures or confounding variables."}]}]}],"examCountdown":{"examDate":"2027-05-18","paperLabel":"Component 1"},"heading":"Validity","title":"Validity Flashcards","topbar":{"backHref":"/a-level/psychology/eduqas/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"53d10c3c-0206-56ce-8183-ad4b0ded24c2","walled":"$L39"}],"$L3a","$L3b"]