1.1 Key concepts

1.2 Craik and Lockhart's levels of processing (LoP) model of memory

1.3 Atkinson and Shiffrin's multistore model (MSM) of memory

1.4 Motivated forgetting

1.5.1 Localisation of function

1.5.2 Limbic system

1.5.3 Amygdala and hippocampus

1.5.4 Cerebellum

1.5.5 Role of the cerebellum

1.5.6 Argument for role of amygdala and hippocampus

1.5.7 Argument against role of amygdala and hippocampus

1.5.8 Application of role of the brain

2.1.1 Biological rhythms

2.1.2 Types of sleep within the sleep cycle

2.1.3 Dreams

2.1.4 Ways of measuring sleep

2.1.5 Exogenous cues (zeitgebers)

2.1.6 Hormones

2.1.7 Endogenous pacemakers

2.1.8 Jetlag and shiftwork

2.1.9 Characteristics of sleep disorders

2.1.10 Biological rhythms in sleep disorders

2.1.11 Application of biological processes of sleep

2.2.1 Restoration theory of sleep

2.2.2 Changes in sleep patterns over the lifespan

2.2.3 Argument for restoration theory

2.2.4 Argument against restoration theory

2.2.5 Application of restoration theory

2.3.1 Brain regions involved in dreaming

2.3.2 Activation-synthesis theory of dreaming

2.3.3 Argument for activation-synthesis theory

2.3.4 Argument against activation-synthesis theory

2.3.5 Application of activation-synthesis theory

2.4.1 Parts of the mind

2.4.2 Types of dream content

2.4.3 Wish fulfilment

2.4.4 Mechanisms of dreamwork

2.4.5 Process of dream analysis

2.4.6 Argument for psychodynamic theory of dreaming

2.4.7 Argument against psychodynamic theory of dreaming

2.4.8 Application of psychodynamic theory of dreaming

3.1.1 Prosocial behaviour

3.1.2 Individual factors

3.1.3 Situational factors

3.2.1 Neurotransmitters

3.2.2 Serotonin

3.2.3 Oxytocin

3.2.4 Brain areas in prosocial behaviour

3.2.5 Heritability

3.2.6 Heritability of prosocial behaviour

3.2.7 Argument for biological explanation

3.2.8 Argument against biological explanation

3.2.9 Application of biological explanation

3.3.1 Social identity

3.3.2 Tajfel and Turner's social identity theory

3.3.3 Social identity theory in understanding prosocial behaviour

3.3.4 Argument for social identity theory

3.3.5 Argument against social identity theory

3.3.6 Application of social identity theory

3.4.1 Bandura's social learning theory

3.4.2 Social learning theory in understanding prosocial behaviour

3.4.3 Social learning theory in understanding prosocial media use

3.4.4 Argument for social learning theory

3.4.5 Argument against social learning theory

3.4.6 Application of social learning theory

4.1.1 Sensation

4.1.2 Perception

4.1.3 The five senses

4.1.4 Occipital lobe

4.1.5 Visual constancies

4.1.6 Depth cues

4.1.7 Gestalt principles of perception

4.1.8 Application of senses, constancies and Gestalt principles

4.2.1 Gibson's direct theory of perception

4.2.2 Argument for Gibson's direct theory

4.2.3 Argument against Gibson's direct theory

4.2.4 Application of Gibson's direct theory

4.3.1 Gregory's constructivist theory of perception

4.3.2 Perceptual set

4.3.3 Factors affecting perceptual set

4.3.4 Argument for Gregory's constructivist theory

4.3.5 Argument against Gregory's constructivist theory

4.3.6 Application of Gregory's constructivist theory

4.4.1 Types of 2D visual illusions

4.4.2 Gestalt principles and visual illusions

4.4.3 Influence of culture on visual illusions

4.4.4 Argument for influence of culture

4.4.5 Argument against influence of culture

4.4.6 Application of illusions

5.1.1 Motivation

5.1.2 Types of motivation

5.1.3 Need

5.1.4 Maslow's hierarchy of needs

5.2.1 Biological drives

5.2.2 Sympathetic nervous system

5.2.3 Parasympathetic nervous system

5.2.4 Biological arousal

5.2.5 Biological instincts in motivation

5.2.6 Hull's drive reduction theory of motivation

5.2.7 Application of Hull's drive reduction theory

5.3.1 Positive reinforcement

5.3.2 Using positive reinforcement to motivate learners

5.3.3 Argument for positive reinforcement

5.3.4 Argument against positive reinforcement

5.3.5 Application of positive reinforcement

5.4.1 Parts of the mind

5.4.2 Structure of personality

5.4.3 Psychodynamic motivation in marketing

5.4.4 Argument for psychodynamic motivation in marketing

5.4.5 Argument against psychodynamic motivation in marketing

5.4.6 Application of psychodynamic motivation in marketing

5.5.1 Deci and Ryan's self-determination theory

5.5.2 Self-determination theory in motivation to exercise

5.5.3 Argument for self-determination theory

5.5.4 Argument against self-determination theory

5.5.5 Application of self-determination theory

6.1.1 Language

6.1.2 General stages of language acquisition

6.2.1 Language centres in the brain

6.2.2 Chomsky's biological explanation

6.2.3 Aphasia

6.2.4 Types of aphasia

6.2.5 Argument for Chomsky's biological explanation

6.2.6 Argument against Chomsky's biological explanation

6.2.7 Application of biological explanation

6.3.1 Learning theory of language development

6.3.2 Argument for learning theory

6.3.3 Argument against learning theory

6.3.4 Application of learning theory

6.4.1 Role of schemas

6.4.2 Piaget's cognitive theory of language development

6.4.3 Argument for Piaget's cognitive theory

6.4.4 Argument against Piaget's cognitive theory

6.4.5 Application of Piaget's cognitive theory

7.1.1 Features of an experiment

7.1.2 Application of experiments

7.1.3 Independent variable

7.1.4 Dependent variable

7.1.5 Application of independent and dependent variables

7.1.6 Operationalisation of variables

7.1.7 Application of operationalisation

7.1.8 Experimental design

7.1.9 Application of experimental designs

7.1.10 Repeated measures design

7.1.11 Application of repeated measures designs

7.1.12 Independent measures design

7.1.13 Application of independent measures designs

7.1.14 Experimental conditions

7.1.15 Application of experimental conditions

7.1.18 Application of experimental and control groups

7.1.19 Extraneous variable

7.1.20 Control

7.1.21 Application of extraneous variables and controls

7.2.1 Features of an observation

7.2.2 Application of observation

7.2.3 Features of a structured observation

7.2.4 Features of an unstructured observation

7.2.5 Application of structured and unstructured observation

7.2.6 Operationalisation of behavioural categories

7.2.7 Application of operationalisation of behavioural categories

7.2.8 Features of a covert observation

7.2.9 Features of an overt observation

7.2.10 Application of covert and overt observation

7.3.1 Features of a questionnaire

7.3.2 Features of an interview

7.3.3 Application of questionnaires and interviews

7.3.4 Open questions

7.3.5 Closed questions

7.3.6 Application of open and closed questions

7.4.1 Features of a case study

7.4.2 Application of case studies

7.5.1 Population

7.5.2 Sample

7.5.3 Types of sampling technique

7.5.4 Application of sampling

7.6.1 Validity

7.6.2 Application of validity

7.6.3 Reliability

7.6.4 Application of reliability

7.7.1 Ethical guidelines used in research

7.7.2 Application of ethical guidelines

7.8.1 The research process

7.8.2 Application of the research process

7.9.1 Data tables

7.9.2 Application of data tables

7.9.3 Measures of central tendency

7.9.4 Application of measures of central tendency

7.9.5 Measure of spread

7.9.6 Application of the range

7.9.7 Bar charts

7.9.8 Application of bar charts

7.9.9 Reaching a conclusion

7.9.10 Application of reaching conclusions