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Which explanation type is this?","back":"Individual (dispositional).","mcqOptions":[{"text":"Individual (dispositional).","correct":true,"explanation":"Confidence is a personal psychological characteristic that can remain relatively stable across situations, so explaining behaviour through confidence is an individual, or dispositional, explanation."},{"text":"Situational (environmental).","correct":false,"explanation":"A situational explanation would attribute behaviour to features of the external environment. Confidence is located within the person, so this is an individual, or dispositional, explanation."},{"text":"Biological (physiological).","correct":false,"explanation":"Biological explanations focus on factors such as genes, brain structures or hormones. Confidence is a psychological personal characteristic, making the explanation individual rather than specifically biological."},{"text":"Interactionist (combined).","correct":false,"explanation":"An interactionist explanation combines personal and environmental influences. Only a stable personal characteristic is identified here, so the explanation is individual, or dispositional."}]},{"id":"18cc27ca-f9be-4301-bcd5-1fff064e7c14","cardType":"basic","points":2,"front":"If many students in the same classroom stay silent, which explanation becomes stronger?","back":"Situational, because the shared context is powerful.","mcqOptions":[{"text":"Situational, because the shared context is powerful.","correct":true,"explanation":"When many different students behave similarly in the same classroom, the common environment provides the strongest explanation. Their shared context is more convincing than separate personal characteristics."},{"text":"Individual, because stable personality is powerful.","correct":false,"explanation":"An individual explanation would be stronger if only certain students stayed silent across different settings. Similar behaviour throughout one classroom instead points to a powerful shared situation."},{"text":"Biological, because inherited characteristics are powerful.","correct":false,"explanation":"It is unlikely that many students share the same biological predisposition to silence specifically in one classroom. Their common context instead strengthens a situational explanation."},{"text":"Interactionist, because personal differences are powerful.","correct":false,"explanation":"An interactionist explanation requires evidence that personal factors and the environment work together. The widespread silence mainly demonstrates the influence of the shared situation."}]},{"id":"aea8714d-39f0-4e20-98a8-c63a2773925e","cardType":"cloze","points":null,"front":"The individual/situational debate is best seen as a [ ], not two separate boxes.","back":"The individual/situational debate is best seen as a continuum, not two separate boxes.","mcqOptions":[{"text":"continuum","correct":true,"explanation":"Explanations can place different amounts of emphasis on individual and situational influences. They therefore lie along a continuum rather than belonging to two completely separate categories."},{"text":"dichotomy","correct":false,"explanation":"A dichotomy treats individual and situational explanations as two sharply separated alternatives. The debate is better understood as a continuum because explanations can combine both influences."},{"text":"category","correct":false,"explanation":"A category suggests a fixed box into which an explanation must fit. Individual and situational influences can overlap in varying proportions, so continuum is the correct term."},{"text":"division","correct":false,"explanation":"A division implies a firm separation between the two approaches. In practice, explanations may emphasise both personal and environmental factors, making the debate a continuum."}]},{"id":"0fd3f552-ad61-49cd-aa39-1da83903ae34","cardType":"cloze","points":null,"front":"An [ ] explanation combines personal factors with environmental pressures.","back":"An interactionist explanation combines personal factors with environmental pressures.","mcqOptions":[{"text":"interactionist","correct":true,"explanation":"An interactionist explanation argues that behaviour results from personal characteristics interacting with features or pressures in the environment, rather than from either influence alone."},{"text":"individual","correct":false,"explanation":"An individual explanation focuses primarily on factors within the person, such as personality or cognition. Combining these with environmental pressures instead creates an interactionist explanation."},{"text":"environmental","correct":false,"explanation":"An environmental explanation emphasises external circumstances and pressures, not their combination with personal characteristics. A combined account is described as interactionist."},{"text":"evolutionary","correct":false,"explanation":"An evolutionary explanation attributes behaviour to adaptations shaped by natural selection. The combination of personal factors and current environmental pressures is instead an interactionist explanation."}]},{"id":"dc77d4c8-49ec-4dd8-8902-b7c3ff9b00b0","cardType":"basic","points":2,"front":"Why is “individual” broader than “biological”?","back":"Individual includes non-biological personal factors, e.g. cognition.","mcqOptions":[{"text":"Individual includes non-biological personal factors, e.g. cognition.","correct":true,"explanation":"Individual explanations cover any factor located within the person, including cognitive processes and personality. Biological explanations are narrower because they focus on physiological or genetic factors."},{"text":"Individual includes only inherited personal factors, e.g. genes.","correct":false,"explanation":"Restricting individual explanations to inherited factors confuses them with genetic biological explanations. Individual explanations also include non-biological characteristics such as cognition and personality."},{"text":"Individual includes shared environmental factors, e.g. culture.","correct":false,"explanation":"Shared cultural and environmental influences are generally situational rather than individual. Individual is broader than biological because it also includes personal psychological factors such as cognition."},{"text":"Individual excludes psychological factors and focuses on physiology.","correct":false,"explanation":"Focusing solely on physiology describes a biological approach, not the broader individual category. Individual explanations can also involve psychological factors such as beliefs, cognition and personality."}]},{"id":"4f94c261-6006-4cab-a1c2-ebd3a62c0637","cardType":"basic","points":2,"front":"Why is Sperry (1968) classed as an individual explanation?","back":"Behaviour was explained by the participants’ neurological condition.","mcqOptions":[{"text":"Behaviour was explained by the participants’ neurological condition.","correct":true,"explanation":"Sperry explained the participants’ behaviour using their split-brain condition, a neurological characteristic located within each person. This makes the study an individual explanation."},{"text":"Behaviour was explained by the experiment’s task instructions.","correct":false,"explanation":"Task instructions are a situational feature, but Sperry’s explanation centred on the effects of split-brain surgery. The participants’ neurological condition makes the account individual."},{"text":"Behaviour was explained by the participants’ social environment.","correct":false,"explanation":"A social-environment explanation would be situational and was not Sperry’s focus. Performance was explained through the participants’ neurological condition following split-brain surgery."},{"text":"Behaviour was explained by the participants’ learned expectations.","correct":false,"explanation":"Learned expectations are cognitive personal factors, but they were not Sperry’s proposed cause. He linked behaviour specifically to the participants’ neurological split-brain condition."}]},{"id":"2683a539-f95d-428f-aa2c-69b0b9469e84","cardType":"basic","points":1,"front":"What situational factor shaped memory in Loftus and Palmer (1974)?","back":"The wording of the question.","mcqOptions":[{"text":"The wording of the question.","correct":true,"explanation":"Changing the critical verb in the question altered participants’ speed estimates and later reports. The wording was therefore the situational factor that shaped memory."},{"text":"The lighting of the laboratory.","correct":false,"explanation":"Laboratory lighting was not the manipulated factor in Loftus and Palmer’s study. Memory reports changed according to the wording of the critical question."},{"text":"The presence of a weapon.","correct":false,"explanation":"Weapon presence belongs to research on weapon focus and eyewitness attention, not Loftus and Palmer’s manipulation. Their relevant situational factor was the question’s wording."},{"text":"The gender of the participants.","correct":false,"explanation":"Participant gender is an individual variable and was not used to produce the key memory effect. Loftus and Palmer manipulated the wording of the question."}]},{"id":"92b53dc8-7a67-4104-b2a1-be493994bc53","cardType":"basic","points":2,"front":"Why is Kohlberg (1968) largely an individual explanation?","back":"It focuses on the person’s moral development.","mcqOptions":[{"text":"It focuses on the person’s moral development.","correct":true,"explanation":"Kohlberg explained moral reasoning through the individual’s progression across stages of moral development. The main cause is therefore located within the developing person."},{"text":"It focuses on the group’s social pressure.","correct":false,"explanation":"Social pressure would provide a situational explanation, as in conformity research. Kohlberg instead explained responses through each person’s stage of moral development."},{"text":"It focuses on the culture’s shared norms.","correct":false,"explanation":"Shared cultural norms would make the explanation primarily situational. Kohlberg’s account is largely individual because it focuses on the person’s developing level of moral reasoning."},{"text":"It focuses on the experimenter’s task instructions.","correct":false,"explanation":"Task instructions are features of the research situation, not Kohlberg’s explanation for differences in reasoning. He focused on each person’s moral development."}]},{"id":"f15697c4-9b9e-4d01-bc71-3397db3a1724","cardType":"cloze","points":null,"front":"In Milgram (1963), [ ] of participants went to the maximum [ ].","back":"In Milgram (1963), 65% of participants went to the maximum 450 volts.","mcqOptions":[{"text":"In Milgram (1963), 65% of participants went to the maximum 450 volts.","correct":true,"explanation":"Milgram reported that 65% continued to the highest shock level, 450 volts, despite the apparent distress of the learner."},{"text":"In Milgram (1963), 100% of participants went to the maximum 450 volts.","correct":false,"explanation":"The proportion was not 100%; some participants defied the experimenter before the final level. Milgram’s actual figure was 65% reaching 450 volts."},{"text":"In Milgram (1963), 65% of participants went to the maximum 150 volts.","correct":false,"explanation":"The maximum shock was 450 volts, not 150 volts. Confusing the initial shock level with the final level produces this answer; 65% reached the maximum."},{"text":"In Milgram (1963), 35% of participants went to the maximum 300 volts.","correct":false,"explanation":"Both details are altered here: Milgram found 65% reached the maximum, which was 450 volts, rather than 35% and 300 volts."}]},{"id":"a57a0a3e-291a-49f4-9f5c-138618806b39","cardType":"basic","points":1,"front":"What main situational force explains obedience in Milgram (1963)?","back":"The experimenter’s authority.","mcqOptions":[{"text":"The experimenter’s authority.","correct":true,"explanation":"The experimenter represented legitimate authority in the prestigious university setting, encouraging participants to continue even when the learner appeared distressed."},{"text":"The learner’s distress.","correct":false,"explanation":"The learner’s presence made the consequences more vivid, but the key situational force was the experimenter’s authority and perceived legitimacy."},{"text":"The participant’s desire for approval.","correct":false,"explanation":"Participants were not mainly obeying because of friendship; the experimenter’s authority and the laboratory context exerted the strongest situational pressure."},{"text":"The participant’s financial motivation.","correct":false,"explanation":"Financial payment was not the principal explanation for continuing. Milgram’s findings emphasise the experimenter’s authority within the institutional setting."}]},{"id":"9033bd74-f6bf-414e-9f71-23be22222133","cardType":"basic","points":2,"front":"What did Milgram’s variations show about obedience?","back":"Obedience changed with situational variables.","mcqOptions":[{"text":"Obedience changed with situational variables.","correct":true,"explanation":"Changing features such as proximity, location and the experimenter’s legitimacy altered obedience, demonstrating that situational conditions influenced participants’ behaviour."},{"text":"Obedience remained stable despite situational variables.","correct":false,"explanation":"Obedience did not remain fixed across the studies. The variations showed that situational conditions, rather than only personality, changed obedience levels."},{"text":"Obedience changed with personality traits.","correct":false,"explanation":"The variations did not show that obedience changed with personality alone; altering the social context produced different levels of compliance."},{"text":"Obedience was unaffected by situational variables.","correct":false,"explanation":"Milgram’s variations did not demonstrate that obedience was unaffected by the setting. They showed that situational factors significantly influenced participants’ decisions."}]},{"id":"6b384a17-64d0-49b8-82b4-68c4e8f1f483","cardType":"basic","points":2,"front":"Why does Bandura et al. (1961) support a situational explanation?","back":"Children imitated an aggressive adult model.","mcqOptions":[{"text":"Children imitated an aggressive adult model.","correct":true,"explanation":"Children copied the aggressive actions of an adult model, showing that behaviour can be learned from social surroundings rather than arising only from individual traits."},{"text":"Children imitated a passive adult model.","correct":false,"explanation":"The children did not simply imitate a passive adult. Bandura found greater aggression after observing an adult model behave aggressively."},{"text":"Children imitated a cooperative adult model.","correct":false,"explanation":"The adult model’s behaviour was deliberately aggressive, not cooperative. Observing that model provided the social example children reproduced."},{"text":"Children displayed aggression without an adult model.","correct":false,"explanation":"Bandura’s study showed imitation of an adult model, not that children’s aggression arose without observation. The model’s aggressive behaviour was central."}]},{"id":"ed91c66c-316b-40b2-a59e-be29223d1858","cardType":"basic","points":1,"front":"What Bandura finding supports an interactionist view?","back":"Aggression varied with the sex of the child and model.","mcqOptions":[{"text":"Aggression varied with the sex of the child and model.","correct":true,"explanation":"Aggression differed according to the combination of the child’s sex and the model’s sex, supporting interaction between personal and situational factors."},{"text":"Aggression varied with the sex of the child only.","correct":false,"explanation":"The finding was not determined only by the child’s sex. The model’s sex also mattered, so both personal and situational influences interacted."},{"text":"Aggression varied with the sex of the model only.","correct":false,"explanation":"The model’s sex alone does not capture the finding. Bandura reported an interaction involving both the child’s sex and the model’s sex."},{"text":"Aggression was unrelated to the sex of the child and model.","correct":false,"explanation":"Aggression did not vary independently of sex-related factors. Differences reflected the combination of the child’s sex and the model’s sex."}]},{"id":"72cbfe1d-5c41-4bf7-bdcd-f6fc36a55bee","cardType":"basic","points":2,"front":"What Piliavin finding showed victim appearance affected helping?","back":"The cane victim received more help than the "drunk" victim.","mcqOptions":[{"text":"The cane victim received more help than the "drunk" victim.","correct":true,"explanation":"The victim carrying a cane appeared more genuinely disabled or deserving of assistance, so this victim received more help than the person perceived as drunk."},{"text":"The drunk victim received more help than the "cane" victim.","correct":false,"explanation":"Piliavin found the apparently ill or injured victim received more help. The cane victim was helped more often than the person seen as drunk."},{"text":"The cane victim received the same amount of help as the "drunk" victim.","correct":false,"explanation":"The study did not find equal helping for both appearances. The cane signalled greater need, whereas the drunk appearance reduced perceived deservingness."},{"text":"Victim appearance made no difference to helping.","correct":false,"explanation":"Victim appearance did affect helping in Piliavin’s study. The cane victim received more assistance, making this claim of no difference incorrect."}]},{"id":"7d45a2c1-5ee1-4f00-abbe-375c9a793f85","cardType":"cloze","points":null,"front":"In Bocchiaro et al. (2012), the institutional setting created [ ], but not everyone behaved [ ].","back":"In Bocchiaro et al. (2012), the institutional setting created pressure, but not everyone behaved the same way.","mcqOptions":[{"text":"In Bocchiaro et al. (2012), the institutional setting created pressure, but not everyone behaved the same way.","correct":true,"explanation":"The institutional context created pressure to follow the requested behaviour, yet individual differences remained because participants did not all respond identically."},{"text":"In Bocchiaro et al. (2012), the institutional setting created freedom, but not everyone behaved the same way.","correct":false,"explanation":"The setting created pressure rather than freedom from influence. Although responses differed between people, the study did not show identical behaviour."},{"text":"In Bocchiaro et al. (2012), the institutional setting created pressure, but everyone behaved the same way.","correct":false,"explanation":"Participants did not all behave identically. The institutional setting created pressure, while differences in responses showed that behaviour was not entirely uniform."},{"text":"In Bocchiaro et al. (2012), the institutional setting created indifference, but everyone behaved the same way.","correct":false,"explanation":"The institutional context created pressure, not indifference. Moreover, participants varied in their responses, so the study did not support uniform behaviour."}]},{"id":"f394db2a-0cfb-43b6-98ce-9e82da4f3a76","cardType":"basic","points":1,"front":"What did personality measures predict in Bocchiaro et al. (2012)?","back":"They did not strongly predict whistleblowing.","mcqOptions":[{"text":"They did not strongly predict whistleblowing.","correct":true,"explanation":"Personality scores were poor predictors of who would blow the whistle, suggesting that situational pressure was more influential than measured personality differences."},{"text":"They did strongly predict whistleblowing.","correct":false,"explanation":"Personality measures did not strongly predict this behaviour. The findings instead emphasised situational pressure and individual unpredictability."},{"text":"They did not strongly predict obedience.","correct":false,"explanation":"The measures were not shown to strongly predict obedience rather than whistleblowing. Bocchiaro et al. found weak prediction of whistleblowing."},{"text":"They did perfectly predict whistleblowing.","correct":false,"explanation":"Personality measures were not completely unrelated to every response, but they were weak predictors of whistleblowing rather than perfect predictors."}]},{"id":"a1f16728-92a1-4340-9945-34d9adca0ec6","cardType":"basic","points":1,"front":"Which ethical issue did Bandura raise by exposing children to aggressive models?","back":"Protection from harm.","mcqOptions":[{"text":"Protection from harm.","correct":true,"explanation":"Observing and imitating aggressive adult models could have increased children’s aggressive behaviour or caused distress, so Bandura’s procedure raised the ethical issue of protection from harm."},{"text":"Avoidance of deception.","correct":false,"explanation":"Deception concerns misleading participants about a study’s purpose, but the central issue here was the possible psychological and behavioural harm caused by exposure to aggression."},{"text":"The right to withdraw.","correct":false,"explanation":"The right to withdraw concerns allowing participants to leave freely. Bandura’s main ethical issue was protection from harm because children could learn aggression or experience distress."},{"text":"Protection of privacy.","correct":false,"explanation":"Privacy concerns intrusion into participants’ personal lives or spaces. The aggressive modelling procedure instead raised protection from harm because it risked negatively affecting the children."}]},{"id":"ce09d894-3e2b-4d9f-8019-f50f18e287f0","cardType":"basic","points":1,"front":"If behaviour is explained as personality or moral weakness, what ethical risk follows?","back":"Labelling/stigma.","mcqOptions":[{"text":"Labelling/stigma.","correct":true,"explanation":"Attributing behaviour to personality defects or moral weakness can attach a negative identity to someone, leading others to stereotype, reject or discriminate against them."},{"text":"Privacy/confidentiality.","correct":false,"explanation":"Privacy and confidentiality concern the handling of personal information, not the negative social judgement produced by blaming behaviour on character. The relevant risk is labelling and stigma."},{"text":"Deception/consent.","correct":false,"explanation":"Deception and consent relate to how psychological research is conducted. Explaining behaviour as moral or personal weakness instead creates the ethical risk of labelling and stigma."},{"text":"Reliability/validity.","correct":false,"explanation":"Reliability and validity concern the quality of psychological evidence rather than harmful social judgements. Character-based explanations specifically risk producing labelling and stigma."}]},{"id":"db70a5cc-7d36-4354-8ead-d19c03eaeeeb","cardType":"basic","points":2,"front":"Why are individual explanations useful when people face the same situation?","back":"They explain differences between people.","mcqOptions":[{"text":"They explain differences between people.","correct":true,"explanation":"When people respond differently despite experiencing the same external conditions, individual explanations can account for this variation through factors such as personality, cognition or biology."},{"text":"They explain similarities between people.","correct":false,"explanation":"Similarities among people are more readily explained by shared situational pressures. Individual explanations are useful because they account for differences between people facing the same situation."},{"text":"They explain changes within situations.","correct":false,"explanation":"Changes within situations concern variation in external conditions, which is the focus of situational explanations. Individual explanations account for differences between people under equivalent conditions."},{"text":"They explain differences between cultures.","correct":false,"explanation":"Cultural differences primarily involve wider social norms and contexts. The specific strength of individual explanations is accounting for differences between people who face the same situation."}]},{"id":"c2e1a092-9c4d-4371-88c5-c3e3d065253e","cardType":"basic","points":2,"front":"What is reductionist about some individual explanations?","back":"They reduce behaviour to one internal cause.","mcqOptions":[{"text":"They reduce behaviour to one internal cause.","correct":true,"explanation":"Some individual explanations isolate a single internal factor, such as personality or biology, while overlooking the interaction of multiple personal and situational influences."},{"text":"They reduce behaviour to one external cause.","correct":false,"explanation":"An external cause belongs to a situational rather than an individual explanation. The reductionist criticism is that some individual accounts reduce behaviour to one internal cause."},{"text":"They reduce behaviour to several interacting causes.","correct":false,"explanation":"Considering several interacting causes is less reductionist because it acknowledges complexity. The criticism applies when behaviour is reduced to one internal cause."},{"text":"They reduce behaviour to personal and social causes.","correct":false,"explanation":"A broad combination of personal and social causes is interactionist rather than narrowly reductionist. Some individual explanations are criticised for isolating one internal cause."}]},{"id":"a01cc16d-fdd2-4833-9d82-bac3d94d9905","cardType":"basic","points":2,"front":"What practical strength do situational explanations have?","back":"Changing the environment can change behaviour.","mcqOptions":[{"text":"Changing the environment can change behaviour.","correct":true,"explanation":"Situational factors are often directly modifiable, so changing features such as social norms, authority structures or physical surroundings can produce practical improvements in behaviour."},{"text":"Changing the personality can change behaviour.","correct":false,"explanation":"Personality is an internal individual factor and may be difficult to alter directly. Situational explanations are practically useful because changing the environment can change behaviour."},{"text":"Changing the genotype can change behaviour.","correct":false,"explanation":"Genotype is inherited and cannot normally be altered as a behavioural intervention. Situational explanations instead suggest that modifying the environment can change behaviour."},{"text":"Changing the unconscious can change behaviour.","correct":false,"explanation":"The unconscious is an internal concept associated with psychodynamic individual explanations, not situational accounts. Their practical strength is that environmental conditions can be changed."}]},{"id":"eb17047f-8f68-4ae4-b8c7-59ab41a03ab2","cardType":"cloze","points":null,"front":"Situational explanations can underplay [ ] and become [ ].","back":"Situational explanations can underplay personal responsibility and become deterministic.","mcqOptions":[{"text":"Situational explanations can underplay personal responsibility and become deterministic.","correct":true,"explanation":"Explaining behaviour through external pressures can minimise people’s accountability and imply that their actions are controlled by circumstances, making the explanation environmentally deterministic."},{"text":"Situational explanations can underplay personal responsibility and become interactionist.","correct":false,"explanation":"Interactionist explanations combine individual and situational influences rather than treating behaviour as controlled by circumstances. Situational accounts can underplay personal responsibility and become deterministic."},{"text":"Situational explanations can underplay social context and become deterministic.","correct":false,"explanation":"Situational explanations emphasise rather than underplay social context. Their limitation is that this emphasis may minimise personal responsibility and produce a deterministic account."},{"text":"Situational explanations can underplay personal responsibility and become idiographic.","correct":false,"explanation":"Idiographic explanations focus on unique individuals and are not an inevitable result of situational thinking. Situational accounts can instead underplay personal responsibility and become deterministic."}]},{"id":"de2f2e35-d8e3-40a5-ad4c-4a11768ad18e","cardType":"cloze","points":null,"front":"A learned personality trait is [ ] but may come from [ ].","back":"A learned personality trait is individual but may come from nurture.","mcqOptions":[{"text":"A learned personality trait is individual but may come from nurture.","correct":true,"explanation":"A personality trait belongs to the person, making it an individual factor, but if it is learned through experience its origin is environmental nurture."},{"text":"A learned personality trait is situational but may come from nurture.","correct":false,"explanation":"A personality trait is located within the individual rather than in the immediate situation. Because it is learned, however, it may originate through nurture."},{"text":"A learned personality trait is individual but may come from nature.","correct":false,"explanation":"Calling the trait learned indicates acquisition through experience, so it reflects nurture rather than genetic nature. It remains an individual characteristic once acquired."},{"text":"A learned personality trait is situational but may come from nature.","correct":false,"explanation":"A learned personality trait is neither situational nor a product of biological nature: it is an individual factor that may have developed through nurture."}]},{"id":"9c77a3df-5b30-45e9-90e6-2c7ad76ec7c2","cardType":"basic","points":2,"front":"Why can the individual/situational debate be culturally biased?","back":"Cultures differ in emphasis on individual responsibility versus social context.","mcqOptions":[{"text":"Cultures differ in emphasis on individual responsibility versus social context.","correct":true,"explanation":"Individualistic cultures often stress personal choice and responsibility, whereas collectivist cultures give greater weight to relationships and social context, biasing preferences for particular explanations."},{"text":"Cultures differ in emphasis on nature versus nurture.","correct":false,"explanation":"Nature versus nurture concerns whether behaviour originates biologically or environmentally. Cultural bias in this debate arises from differing emphasis on individual responsibility versus social context."},{"text":"Cultures differ in emphasis on free will versus determinism.","correct":false,"explanation":"Free will versus determinism concerns choice and causal control, but it does not directly capture the cultural contrast involved. Cultures vary in stressing individual responsibility versus social context."},{"text":"Cultures differ in emphasis on reliability versus validity.","correct":false,"explanation":"Reliability and validity are standards for evaluating research quality, not competing cultural explanations of behaviour. The bias concerns individual responsibility versus social context."}]}]}],"examCountdown":{"examDate":"2027-05-18","paperLabel":"Paper 1"},"heading":"Individual/situational explanations","title":"Individual/situational explanations Flashcards","topbar":{"backHref":"/a-level/psychology/ocr/flashcards"},"topicSidebar":"$L37"}]}],"topicId":"cdca5d89-3cd6-53e9-b077-ab68ba68bc89","walled":"$L38"}],"$L39","$L3a"]