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24:[["$","$L33",null,{"feature":"flashcards"}],"$L34",["$","$L35",null,{"href":"/as-level/psychology/ocr/as-practical-applications/flashcards","label":"Practical applications","subjectCode":"as_level_psychology__ocr","surface":"flashcards"}],["$","$L36",null,{"runner":["$","div",null,{"className":"min-h-0 flex-1 overflow-hidden bg-background","children":["$","$L37",null,{"decks":[{"id":"91b188cd-fb0a-47e1-a236-bc14aea99a07","title":"Practical applications Flashcards","topicId":"c019aa54-ad1e-5c62-bcbc-5a149c693b82","topicSlug":"as-practical-applications","cards":[{"id":"cf680d7c-3810-4a97-8efd-1f9f2df90def","cardType":"cloze","points":null,"front":"A practical application uses psychological knowledge to [ ] a real-world situation.","back":"A practical application uses psychological knowledge to understand, improve or manage a real-world situation.","mcqOptions":[{"text":"understand, improve or manage","correct":true,"explanation":"Practical applications use findings and theories to make sense of real-world situations, improve outcomes or manage problems through informed actions and recommendations."},{"text":"observe, measure or record","correct":false,"explanation":"Observing, measuring and recording are activities used to collect research data. The correct definition focuses on using psychological knowledge to understand, improve or manage a real-world situation."},{"text":"design, conduct or replicate","correct":false,"explanation":"Designing, conducting and replicating describe how psychological research is carried out. Practical application instead uses existing psychological knowledge to understand, improve or manage a real-world situation."},{"text":"summarise, cite or evaluate","correct":false,"explanation":"Summarising, citing and evaluating research may support an academic discussion, but application means using psychological knowledge to understand, improve or manage a real-world situation."}]},{"id":"9bdaf43c-2af1-46e8-8eea-337e8cb19213","cardType":"cloze","points":null,"front":"Practical application moves from [ ] to a [ ].","back":"Practical application moves from research evidence to a useful suggestion.","mcqOptions":[{"text":"Practical application moves from research evidence to a useful suggestion.","correct":true,"explanation":"A practical application begins with relevant evidence from psychological research and converts that evidence into a useful suggestion for addressing the particular real-world situation."},{"text":"Practical application moves from personal opinion to a useful suggestion.","correct":false,"explanation":"A suggestion based on personal opinion is not securely supported by psychology. Practical application must move from research evidence to a useful suggestion."},{"text":"Practical application moves from research evidence to a general conclusion.","correct":false,"explanation":"A general conclusion summarises what evidence shows but does not necessarily address the source. Practical application turns research evidence into a useful suggestion."},{"text":"Practical application moves from ethical guidelines to a research hypothesis.","correct":false,"explanation":"Ethical guidelines and hypotheses belong to planning and conducting research. Practical application instead moves from research evidence to a useful suggestion for the real-world situation."}]},{"id":"56682c44-3210-495d-b6c6-4a994d04b49b","cardType":"cloze","points":null,"front":"AO1 shows [ ]; AO2 shows [ ].","back":"AO1 shows accurate knowledge; AO2 shows source-specific application.","mcqOptions":[{"text":"AO1 shows accurate knowledge; AO2 shows source-specific application.","correct":true,"explanation":"AO1 rewards accurate knowledge and understanding of psychology, while AO2 rewards using that knowledge in a way that directly addresses details from the source."},{"text":"AO1 shows source-specific application; AO2 shows accurate knowledge.","correct":false,"explanation":"This reverses the assessment objectives. AO1 demonstrates accurate knowledge, whereas AO2 applies that knowledge specifically to the information given in the source."},{"text":"AO1 shows accurate knowledge; AO2 shows critical evaluation.","correct":false,"explanation":"Critical evaluation is primarily AO3 rather than AO2. AO1 demonstrates accurate knowledge, while AO2 demonstrates source-specific application of that knowledge."},{"text":"AO1 shows methodological evaluation; AO2 shows source-specific application.","correct":false,"explanation":"Methodological evaluation belongs to AO3, not AO1. AO1 shows accurate knowledge, while AO2 shows how appropriately that knowledge is applied to the source."}]},{"id":"f373c2a0-10c4-446a-9b47-6a836dfa50f3","cardType":"basic","points":1,"front":"In practical applications, what should AO3 judge?","back":"The strengths and weaknesses of your suggestion, not just the study.","mcqOptions":[{"text":"The strengths and weaknesses of your suggestion, not just the study.","correct":true,"explanation":"AO3 should evaluate whether the proposed application is effective, realistic, ethical and supported by evidence, rather than merely repeating an evaluation of the original study."},{"text":"The strengths and weaknesses of the study, not your suggestion.","correct":false,"explanation":"Evaluating only the study misses the focus of a practical application. AO3 should judge the strengths and weaknesses of your suggestion and how well it may work."},{"text":"The accuracy and detail of your knowledge, not the suggestion.","correct":false,"explanation":"Accuracy and detail of psychological knowledge are assessed mainly through AO1. AO3 should judge the strengths and weaknesses of the practical suggestion you have proposed."},{"text":"The links between the source and your knowledge, not the study.","correct":false,"explanation":"Linking psychological knowledge to source details demonstrates AO2. AO3 goes further by judging the strengths and weaknesses of the resulting practical suggestion."}]},{"id":"a28c753f-a7d5-4231-bf88-697b1ea410c6","cardType":"basic","points":1,"front":"A source mentions authority, orders and pressure. Which core studies fit?","back":"Milgram (1963) and Bocchiaro et al. (2012).","mcqOptions":[{"text":"Milgram (1963) and Bocchiaro et al. (2012).","correct":true,"explanation":"Both studies investigated obedience to authority: Milgram examined responses to an experimenter’s orders, while Bocchiaro et al. studied obedience and whistleblowing under institutional pressure."},{"text":"Piliavin et al. (1969) and Levine et al. (2001).","correct":false,"explanation":"These studies concern helping behaviour and cultural differences in helping, rather than obedience. Authority, orders and pressure are best linked to Milgram and Bocchiaro et al."},{"text":"Haney, Banks and Zimbardo (1973) and Bandura, Ross and Ross (1961).","correct":false,"explanation":"These studies focus on prison roles and imitation of aggression. Direct obedience to authority and pressure is examined by Milgram and Bocchiaro et al."},{"text":"Loftus and Palmer (1974) and Grant et al. (1998).","correct":false,"explanation":"These are memory studies involving leading questions and context-dependent recall. Authority, orders and pressure instead point to the obedience studies by Milgram and Bocchiaro et al."}]},{"id":"9333af71-044f-4cca-8ce7-8b7d6642c598","cardType":"basic","points":1,"front":"A source mentions eyewitnesses, questioning and memory errors. Which core studies fit?","back":"Loftus and Palmer (1974) and Grant et al. (1998).","mcqOptions":[{"text":"Loftus and Palmer (1974) and Grant et al. (1998).","correct":true,"explanation":"Loftus and Palmer demonstrated how questioning can distort eyewitness memory, while Grant et al. showed that differences between learning and recall contexts can reduce memory accuracy."},{"text":"Milgram (1963) and Bocchiaro et al. (2012).","correct":false,"explanation":"These studies investigate obedience, disobedience and whistleblowing under authority pressure. Eyewitness questioning and memory errors are linked to Loftus and Palmer and Grant et al."},{"text":"Bandura, Ross and Ross (1961) and Lee et al. (1997).","correct":false,"explanation":"These developmental studies examine imitation of aggression and cultural views of lying. Questioning and memory errors are better explained using Loftus and Palmer and Grant et al."},{"text":"Sperry (1968) and Casey et al. (2011).","correct":false,"explanation":"These biological studies concern split-brain functioning and delayed gratification. Eyewitness questioning and memory errors instead fit Loftus and Palmer and Grant et al."}]},{"id":"8bb016c3-d868-4dc0-aae7-959aa32f7f64","cardType":"basic","points":1,"front":"A source mentions children copying aggressive behaviour. Which core study fits best?","back":"Bandura, Ross and Ross (1961).","mcqOptions":[{"text":"Bandura, Ross and Ross (1961).","correct":true,"explanation":"Bandura, Ross and Ross found that children exposed to an aggressive adult model were more likely to imitate aggressive actions, supporting social learning theory."},{"text":"Chaney et al. (2004).","correct":false,"explanation":"Chaney et al. studied the use of operant conditioning to improve children’s asthma treatment compliance. Children copying aggressive models were investigated by Bandura, Ross and Ross."},{"text":"Lee et al. (1997).","correct":false,"explanation":"Lee et al. investigated cultural differences in children’s evaluations of truth-telling and lying. Imitation of aggressive behaviour was studied by Bandura, Ross and Ross."},{"text":"Piliavin et al. (1969).","correct":false,"explanation":"Piliavin et al. investigated bystander helping on a New York subway. Children learning aggressive behaviour through observation were studied by Bandura, Ross and Ross."}]},{"id":"7b3c6c27-aff9-4ee4-ad52-5c1e20f858b8","cardType":"basic","points":1,"front":"A source mentions cultural differences in children’s views of lying. Which study fits?","back":"Lee et al. (1997).","mcqOptions":[{"text":"Lee et al. (1997).","correct":true,"explanation":"Lee et al. compared Chinese and Canadian children’s evaluations of truth-telling and lie-telling, showing that cultural values influenced their moral judgements."},{"text":"Baron-Cohen et al. (1997).","correct":false,"explanation":"Baron-Cohen et al. examined theory of mind using the Eyes Test, particularly in adults with autism. Cultural differences in children’s views of lying were studied by Lee et al."},{"text":"Grant et al. (1998).","correct":false,"explanation":"Grant et al. investigated context-dependent memory using matching and mismatching study environments. Lee et al. examined cultural differences in children’s evaluations of lying."},{"text":"Bandura, Ross and Ross (1961).","correct":false,"explanation":"Bandura, Ross and Ross examined children’s imitation of aggressive adult models. Cultural differences in children’s moral evaluations of lying were investigated by Lee et al."}]},{"id":"0f0937f7-174c-46fe-b1d5-46eb8d4684d3","cardType":"cloze","points":null,"front":"Phobias can be linked to [ ]; autism/theory of mind can be linked to [ ].","back":"Phobias can be linked to Freud (1909); autism/theory of mind can be linked to Baron-Cohen et al. (1997).","mcqOptions":[{"text":"Phobias can be linked to Freud (1909); autism/theory of mind can be linked to Baron-Cohen et al. (1997).","correct":true,"explanation":"Freud’s Little Hans case study investigated the development of a phobia, while Baron-Cohen et al. examined theory of mind in adults with autism or Asperger syndrome."},{"text":"Phobias can be linked to Bandura et al. (1961); autism/theory of mind can be linked to Baron-Cohen et al. (1997).","correct":false,"explanation":"Bandura et al. studied imitation of aggressive behaviour, not phobias. Phobias link to Freud’s Little Hans study, while Baron-Cohen et al. investigated autism and theory of mind."},{"text":"Phobias can be linked to Freud (1909); autism/theory of mind can be linked to Loftus and Palmer (1974).","correct":false,"explanation":"Loftus and Palmer investigated leading questions and eyewitness memory, not theory of mind. The correct autism link is Baron-Cohen et al., while Freud studied Little Hans’s phobia."},{"text":"Phobias can be linked to Milgram (1963); autism/theory of mind can be linked to Sperry (1968).","correct":false,"explanation":"Milgram investigated obedience and Sperry investigated split-brain functioning. The relevant links are Freud for phobias and Baron-Cohen et al. for autism and theory of mind."}]},{"id":"40db4db6-73b2-4136-bb7d-1d5f348c72f3","cardType":"cloze","points":null,"front":"Brain functioning/split-brain research can be linked to [ ]; self-control/delay of gratification can be linked to [ ].","back":"Brain functioning/split-brain research can be linked to Sperry (1968); self-control/delay of gratification can be linked to Casey et al. (2011).","mcqOptions":[{"text":"Brain functioning/split-brain research can be linked to Sperry (1968); self-control/delay of gratification can be linked to Casey et al. (2011).","correct":true,"explanation":"Sperry examined hemispheric specialisation using split-brain participants. Casey et al. followed participants from delay-of-gratification research to investigate the neural basis of self-control."},{"text":"Brain functioning/split-brain research can be linked to Maguire et al. (2000); self-control/delay of gratification can be linked to Casey et al. (2011).","correct":false,"explanation":"Maguire et al. studied brain plasticity in taxi drivers rather than split-brain patients. Sperry is the split-brain link, while Casey et al. investigated self-control and delayed gratification."},{"text":"Brain functioning/split-brain research can be linked to Sperry (1968); self-control/delay of gratification can be linked to Milgram (1963).","correct":false,"explanation":"Milgram’s research concerned obedience to authority, not delayed gratification. Sperry correctly links to split-brain functioning, but the self-control application comes from Casey et al."},{"text":"Brain functioning/split-brain research can be linked to Baron-Cohen et al. (1997); self-control/delay of gratification can be linked to Bandura et al. (1961).","correct":false,"explanation":"Baron-Cohen et al. studied theory of mind, while Bandura et al. studied imitation of aggression. Sperry links to split-brain research and Casey et al. to self-control."}]},{"id":"b03d9f6e-e55f-4366-a4e1-e69062b798b5","cardType":"basic","points":3,"front":"What three parts make a suggestion evidence-based?","back":"

Action: what should be done.
Evidence: study or concept supporting it.
Source link: why it fits here.

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

Action: what should be done.
Evidence: study or concept supporting it.
Source link: why it fits here.

","correct":true,"explanation":"An evidence-based suggestion states a practical action, supports it with relevant psychological evidence, and explicitly explains how that evidence justifies the action in the given context."},{"text":"

Aim: what will be investigated.
Method: how data will be collected.
Conclusion: what the results show.

","correct":false,"explanation":"These describe stages of conducting or reporting research rather than constructing an evidence-based suggestion. The required parts are an action, supporting evidence, and a source link."},{"text":"

Action: what should be done.
Opinion: personal support for it.
General link: where it might apply.

","correct":false,"explanation":"Personal opinion cannot replace psychological evidence, and a general application is less precise than a source link. The action must be supported by evidence and explicitly linked to the context."},{"text":"

Outcome: what might happen.
Evidence: study or concept supporting it.
Evaluation: a weakness of the study.

","correct":false,"explanation":"An outcome and study evaluation do not specify the recommended action or explain its contextual relevance. The three necessary parts are action, evidence, and source link."}]},{"id":"74eecfd9-d6d3-4dbc-bade-9c7e9e3bfb6b","cardType":"basic","points":1,"front":"What action follows from Loftus and Palmer if interviewers use dramatic wording?","back":"Train interviewers to use neutral wording.","mcqOptions":[{"text":"Train interviewers to use neutral wording.","correct":true,"explanation":"Loftus and Palmer found that verb choice influenced speed estimates and later recall. Training interviewers to use neutral wording therefore reduces the risk of leading witnesses."},{"text":"Train interviewers to use dramatic wording.","correct":false,"explanation":"Dramatic wording is more likely to lead witnesses and distort their recollections. Loftus and Palmer support training interviewers to use neutral wording instead."},{"text":"Train interviewers to repeat each question.","correct":false,"explanation":"Repeating questions does not address the effect of emotionally loaded verbs and may imply that the first answer was unacceptable. The evidence supports using neutral wording."},{"text":"Train interviewers to use closed questions.","correct":false,"explanation":"Closed questions can still contain leading language, so changing question format alone does not solve the problem. Loftus and Palmer specifically support neutral wording."}]},{"id":"f41ed575-64e8-4b7d-9c29-81529804b415","cardType":"basic","points":2,"front":"Why should eyewitness questions use neutral wording?","back":"Leading questions can affect eyewitness memory.","mcqOptions":[{"text":"Leading questions can affect eyewitness memory.","correct":true,"explanation":"Loftus and Palmer demonstrated that suggestive wording can alter estimates and influence later recollection. Neutral wording reduces the possibility that the question itself changes eyewitness memory."},{"text":"Repeated questions can improve eyewitness memory.","correct":false,"explanation":"Improved recall from repetition would not justify avoiding loaded language. Neutral wording is needed because leading questions can alter eyewitness memory rather than merely prompt retrieval."},{"text":"Closed questions can prevent eyewitness memory.","correct":false,"explanation":"Closed questions restrict possible responses but do not prevent memory itself. Neutral wording is important because leading questions can influence what an eyewitness remembers."},{"text":"Interviewer confidence can strengthen eyewitness memory.","correct":false,"explanation":"An interviewer’s confidence does not make a witness’s memory more accurate and may instead create pressure. Neutral wording is required because leading questions can distort eyewitness memory."}]},{"id":"e4e1a886-094e-4aae-88c5-bf0bb855646b","cardType":"basic","points":2,"front":"Why interview witnesses separately after they discussed an event together?","back":"To reduce contamination between accounts.","mcqOptions":[{"text":"To reduce contamination between accounts.","correct":true,"explanation":"Witnesses who discuss an event may incorporate one another’s details into their own memories. Separate interviews reduce this post-event contamination and preserve more independent accounts."},{"text":"To reduce interviewer bias during questioning.","correct":false,"explanation":"Separate interviews do not by themselves remove interviewer expectations or biased questioning. Their main purpose after witness discussion is to reduce contamination between the witnesses’ accounts."},{"text":"To reduce demand characteristics in experiments.","correct":false,"explanation":"Demand characteristics concern participants guessing a study’s purpose, not witnesses influencing one another’s memories. Separate interviewing is used to reduce contamination between accounts."},{"text":"To reduce anxiety during the original event.","correct":false,"explanation":"Interview arrangements made after an event cannot reduce anxiety experienced during the event itself. Separating witnesses instead limits contamination caused by sharing information."}]},{"id":"3c510664-3917-4724-bd21-b8fdccea1f43","cardType":"basic","points":1,"front":"In a Bandura-style source, what can laughter after mocking act as?","back":"Social reinforcement.","mcqOptions":[{"text":"Social reinforcement.","correct":true,"explanation":"Laughter provides approval and attention from other people, rewarding the mocking behaviour. This social reinforcement makes the observed behaviour more likely to be repeated."},{"text":"Vicarious punishment.","correct":false,"explanation":"Vicarious punishment occurs when an observer sees a model receive an unpleasant consequence, reducing imitation. Laughter is rewarding approval, so it acts as social reinforcement."},{"text":"Negative reinforcement.","correct":false,"explanation":"Negative reinforcement strengthens behaviour by removing something unpleasant, not by adding approval. Laughter adds a rewarding social response, making it social reinforcement."},{"text":"Classical conditioning.","correct":false,"explanation":"Classical conditioning involves learning through association between stimuli, rather than approval following behaviour. Laughter after mocking is a rewarding consequence and therefore social reinforcement."}]},{"id":"70f0d4f5-3c1c-44ea-bb25-ff18dd442fd1","cardType":"basic","points":1,"front":"For pupils copying aggression, what Bandura-based action reduces imitation?","back":"Reduce attention or reward for aggressive models.","mcqOptions":[{"text":"Reduce attention or reward for aggressive models.","correct":true,"explanation":"Bandura’s social learning theory predicts less imitation when children attend less to aggressive models or see fewer rewards for aggression. Both changes weaken observational learning."},{"text":"Increase attention or reward for aggressive models.","correct":false,"explanation":"Greater attention makes aggressive behaviour easier to observe, while reward provides vicarious reinforcement. Bandura’s findings instead suggest reducing attention or reward for aggressive models."},{"text":"Reduce attention or reward for non-aggressive models.","correct":false,"explanation":"Withholding attention or reward from non-aggressive models weakens positive alternatives and may make aggression relatively more attractive. The reduction should target aggressive models."},{"text":"Increase identification or similarity with aggressive models.","correct":false,"explanation":"Children are generally more likely to imitate models with whom they identify or perceive similarity. Reducing imitation requires limiting attention or reward for aggressive models instead."}]},{"id":"bb5029a1-a573-436c-834b-0c515465be66","cardType":"basic","points":1,"front":"For pupils copying aggression, what model should a school promote instead?","back":"Respected prosocial role models.","mcqOptions":[{"text":"Respected prosocial role models.","correct":true,"explanation":"Social learning theory predicts that pupils imitate admired, high-status models. Promoting respected people who demonstrate cooperative, non-aggressive behaviour can therefore encourage pupils to copy prosocial actions."},{"text":"Respected aggressive role models.","correct":false,"explanation":"High-status aggressive models are especially likely to be imitated, potentially increasing aggression. Schools should instead promote respected prosocial role models who demonstrate constructive and cooperative behaviour."},{"text":"Unfamiliar neutral role models.","correct":false,"explanation":"Pupils are less likely to identify with unfamiliar models, while neutral behaviour provides no clear prosocial example. Schools should promote respected prosocial role models who pupils value and may imitate."},{"text":"Popular competitive role models.","correct":false,"explanation":"Popularity may encourage imitation, but competitive behaviour does not necessarily model cooperation or non-aggression. Schools should promote respected prosocial role models who clearly demonstrate desirable social behaviour."}]},{"id":"7ee7586f-fe3f-4f59-b9eb-39b1baf85131","cardType":"basic","points":1,"front":"For autism and communication, what should people avoid over-relying on?","back":"Subtle facial cues.","mcqOptions":[{"text":"Subtle facial cues.","correct":true,"explanation":"Some autistic people find small or ambiguous changes in facial expression difficult to interpret. Communication should therefore be explicit rather than depending heavily on subtle facial cues."},{"text":"Clear spoken instructions.","correct":false,"explanation":"Clear spoken instructions can reduce ambiguity and support communication, so they should not generally be avoided. People should avoid over-relying on subtle facial cues, which may be difficult to interpret."},{"text":"Written visual supports.","correct":false,"explanation":"Written visual supports can make information more concrete and predictable for autistic people. The greater problem is over-reliance on subtle facial cues whose meaning may be unclear."},{"text":"Direct literal language.","correct":false,"explanation":"Direct literal language often helps by reducing hidden or ambiguous meanings. People should instead avoid over-relying on subtle facial cues, which some autistic people may not readily recognise."}]},{"id":"8b6e6491-0876-4012-99c2-168f092c4cdb","cardType":"basic","points":1,"front":"For self-control problems, what should be used instead of blame?","back":"Delay strategies and environmental supports.","mcqOptions":[{"text":"Delay strategies and environmental supports.","correct":true,"explanation":"Delay strategies create time before acting, while environmental supports reduce temptation or provide helpful prompts. Together, they address self-control practically rather than treating difficulty as a moral failing."},{"text":"Strict punishment and public sanctions.","correct":false,"explanation":"Punishment and public sanctions rely on blame and may produce shame without strengthening self-regulation. Delay strategies and environmental supports directly help people manage impulses and situations."},{"text":"Personal willpower and verbal reprimands.","correct":false,"explanation":"This approach assumes self-control depends only on effort and adds blame through reprimands. Delay strategies and environmental supports are more useful because they alter timing and circumstances."},{"text":"Moral lectures and harsh criticism.","correct":false,"explanation":"Lectures and criticism frame self-control problems as moral failings rather than providing practical assistance. Delay strategies and environmental supports help people regulate behaviour without relying on blame."}]},{"id":"d7c5d21b-e680-4e68-88ae-b68fb2eaf7f0","cardType":"cloze","points":null,"front":"Ecological validity is how far research reflects [ ].","back":"Ecological validity is how far research reflects real-life settings, tasks and behaviour.","mcqOptions":[{"text":"real-life settings, tasks and behaviour","correct":true,"explanation":"Ecological validity concerns whether research resembles everyday life, including realistic environments, activities and responses. Greater similarity supports applying the findings beyond the research situation."},{"text":"controlled settings, tasks and behaviour","correct":false,"explanation":"Controlled conditions may improve experimental control but can make research artificial. Ecological validity specifically concerns how far research reflects real-life settings, tasks and behaviour."},{"text":"researcher expectations, aims and predictions","correct":false,"explanation":"Expectations, aims and predictions concern hypotheses and possible researcher effects, not ecological validity. Ecological validity measures how far research reflects real-life settings, tasks and behaviour."},{"text":"standardised procedures, measures and instructions","correct":false,"explanation":"Standardisation improves consistency and replicability rather than ecological validity. Ecological validity is about whether the research reflects real-life settings, tasks and behaviour."}]},{"id":"a60b3f33-e015-4a22-ad79-bf5e8864ced0","cardType":"basic","points":2,"front":"Why may Loftus and Palmer have limited ecological validity?","back":"Participants watched film clips, not real crashes.","mcqOptions":[{"text":"Participants watched film clips, not real crashes.","correct":true,"explanation":"Watching a recording lacks the danger, emotion and personal involvement of witnessing an actual collision. Participants’ memory responses may therefore differ from those of real eyewitnesses."},{"text":"Participants viewed photographs, not moving footage.","correct":false,"explanation":"This confuses the study’s materials: participants watched film clips rather than still photographs. Its limited ecological validity came from viewing film clips instead of experiencing real crashes."},{"text":"Participants drove simulators, not actual vehicles.","correct":false,"explanation":"This mistakes the procedure for a driving simulation study. Loftus and Palmer’s participants watched film clips, and the lack of involvement in real crashes reduced ecological validity."},{"text":"Participants witnessed staged crashes, not real accidents.","correct":false,"explanation":"Participants did not witness live staged collisions; they watched recorded film clips. The study may lack ecological validity because film viewing differs from witnessing a real crash."}]},{"id":"4419289b-abe1-4390-b13b-75a5f7bd9802","cardType":"basic","points":2,"front":"Why can ethnocentrism weaken a practical suggestion?","back":"It may make conclusions less valid for other cultures.","mcqOptions":[{"text":"It may make conclusions less valid for other cultures.","correct":true,"explanation":"Ethnocentric conclusions are shaped by the assumptions or experiences of one culture. Practical suggestions based on them may therefore fail to apply accurately or appropriately elsewhere."},{"text":"It may make conclusions more valid for other cultures.","correct":false,"explanation":"This reverses the effect of ethnocentrism. A culture-biased interpretation is less likely to generalise accurately, so conclusions may be less valid for other cultures."},{"text":"It may make conclusions less reliable when repeated.","correct":false,"explanation":"This confuses cultural validity with reliability, which concerns consistency across repetitions. Ethnocentrism weakens applications because conclusions may be less valid for other cultures."},{"text":"It may make conclusions less ethical for participants.","correct":false,"explanation":"Ethnocentrism can contribute to insensitive applications, but its central methodological problem is cultural validity. Conclusions based on one culture may be less valid for other cultures."}]},{"id":"04b87f61-66d8-4525-a201-96fb9152077e","cardType":"basic","points":3,"front":"Which BPS Code of Ethics principles should applications consider?","back":"

Respect
Competence
Responsibility
Integrity

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

Respect
Competence
Responsibility
Integrity

","correct":true,"explanation":"These are the four overarching principles in the BPS Code of Ethics and Conduct. Psychological applications should protect dignity, remain within expertise, act responsibly and preserve professional honesty."},{"text":"

Consent
Deception
Debriefing
Withdrawal

","correct":false,"explanation":"These are specific research procedures or ethical issues, not the four overarching BPS principles. The principles are Respect, Competence, Responsibility and Integrity."},{"text":"

Beneficence
Non-maleficence
Autonomy
Justice

","correct":false,"explanation":"These belong to a widely used biomedical ethics framework rather than the named BPS framework. The BPS principles are Respect, Competence, Responsibility and Integrity."},{"text":"

Reliability
Validity
Objectivity
Replicability

","correct":false,"explanation":"These describe aspects of research quality rather than the BPS Code’s ethical principles. Applications should instead consider Respect, Competence, Responsibility and Integrity."}]}]}],"examCountdown":{"examDate":"2027-05-10","paperLabel":"Paper 1"},"heading":"Practical applications","title":"Practical applications Flashcards","topbar":{"backHref":"/as-level/psychology/ocr/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"c019aa54-ad1e-5c62-bcbc-5a149c693b82","walled":"$L39"}],"$L3a","$L3b"]