Welcome to

Year 10
Psychology 2024!
Mrs Codrington (Cod-ring-ton)
• Completed a Bachelor of Psychology at University of South Australia.
• Graduate Diploma in Social Science at University of South Australia.
• Graduate Diploma in Education.
• Have taught Stage 1 and 2 Psychology for 14 years.
• Have been a SACE Psychology moderator, exam marker and supervisor.
 We have a Weebly page!
www.year10psychwithcodzy.weebly.com
Save this as a bookmark in your browser – will use it every lesson
(also in Teams). Will be updated as time goes on.
 “
Topics covered in
Year 10 Psychology
1. Science Inquiry Skills (SIS)
2. Sleep & Wellbeing
3. Forensic Psychology
 ASSESSMENTS
• Introduction to Psychology topic test – 25%
• Little Albert Experiment Analysis – 25%
• Sleep disorder & hygiene awareness task – 25%
• Forensic Psychology police report – 25%

• Semester Exam
 IMPORTANT!
Make sure you save your work in several
places i.e. OneDrive, USB, Saints
network, home computer etc.

If you need an extension, you must have

written evidence i.e. doctors certificate or
a note/email from home.
 EFFORT GRADES
• Checking Teams, emails and My Tasks regularly to monitor class tasks and homework
• Being on time
• Considering your ability to work independently, in pairs or in groups without distraction
• Thinking about how often you seek feedback without prompting
• Sharing responses with the class and asking probing questions
• Judging your ability to respect class rules
• Factoring in your potential, based on observations and comparing it with regular output

5 – Role Modelling Expectations

4 – Above Standard
3 – At Standard
2 – Below Standard
1 – Working against Expectations
What questions do you
want answered in this
course?

What do you know

about psychology
already?
The Basics of
Psychology
Stage 1 Psychology
WHAT IS PSYCHOLOGY?
‘Systematic study of thoughts, feelings and behaviour and
the factors that influence these.’

• Many definitions of psychology

• Psychology is a SCIENCE!

• No two people are the same!

• Main focus in Year 10 Psychology is Behaviour

WHAT IS BEHAVIOUR?
‘Any observable action (to be seen) made by a living
person or animal.’

Differs from thoughts and feelings how?

If we can’t directly observe it, it is classed as a thought

or a feeling.
PSYCHOLOGY VS. PSYCHIATRY
PSYCHOLOGY
• Trained in many different aspects of psychology
• Not able to prescribe medication (in Australia)
• Focus on specific behaviour problems or symptoms

PSYCHIATRY
• Medical practitioner
• Focuses on biology of psychological disorders
• Prescribes medications
 MANY TYPES OF PSYCHOLOGISTS
• Counselling
• Educational
• Organisational
• Community
• Sports
• Health
• Clinical
• Vocational
• Academic
• Forensic
 MEDICAL
STUDENT
SYNDROME
• As students learn about new
illnesses, they often ‘discover’
that they have symptoms of the
disease they are studying.

• Not a true syndrome.

• May also assume people in

their lives have these illnesses
too i.e. ‘my x has this illness!’
 MEDICAL STUDENT
SYNDROME
A large percentage of people have a psychological disorder at some
point in their lives.
• Appropriate treatment by professionals is vital
• Most people with psychological disorders live fulfilling lives.

Students should never attempt to diagnose themselves or others.

Only qualified mental health professionals are equipped to do this.
1. Science Inquiry
Skills (SIS)
Year 10 Psychology
 Biopsychosocial
Model of Behaviour
Year 10 Psychology
BIOPSYCHOSOCIAL MODEL
• Human behaviour needs to be studied from different perspectives.

• This helps to explain behaviour as a holistic concept.

Breakdown of the Bio-psycho-social model:

‘Bio’ = biological influences on behaviour

‘Psycho’ = cognitive/psychological influences on behaviour
‘Social’ = social factors that influence behaviour
BIOPSYCHOSOCIAL MODEL
Bio = BIOLOGICAL
The biological and/or chemical factors that influence
behaviour.
• Genetics (illnesses, addictions etc.)
• Biochemistry (illicit or prescription drugs, alcohol, food substances etc.)
• Physiological responses (increased heart rate, blood pressure, sweating etc.)
• Hormones (testosterone, oestrogen, adrenaline, cortisol etc.)
• Gender differences
BIOPSYCHOSOCIAL MODEL
Psycho = PSYCHOLOGICAL
The cognitive and/or psychological factors that influence behaviour.
Includes universal and individual aspects of humans.

• Perception
• Learning
• Memories
• Cognition (thinking)
• Personality
• Emotions
• Intelligence
• Motivation, attitudes and beliefs
BIOPSYCHOSOCIAL MODEL
Social = SOCIAL INFLUENCES
Examines a persons social environment and how these factors
influence behaviour.

• Family
• Friendship groups
• Other social networks (work, school, sport teams etc.)
• Global location (western/eastern)
• Mainstream and social media
• Culture (e.g. Australian culture)
• Religion
 B i o = what is going on in the body to influence behaviour?

P s y c h o = what is going on in the brain to influence behaviour?

S o c i a l = what are the external factors that are influencing this persons
behaviour?
 Variables in
Psychology (SIS)
Year 10 Psychology
VARIABLES IN PSYCHOLOGY
Independent Variable (IV):
• Manipulated/controlled by the researcher

Dependent Variable (DV):

• Measured as a result of the IV

Each hypothesis should have at least one IV and DV for the

investigation to be conducted properly

Examples:
• Drinking water whilst driving increases driver alertness
• The colour of a room affects students’ ability to focus on their work
VARIABLES IN PSYCHOLOGY
Extraneous Variables:
• Can replace the IV resulting in an effect on the DV.
Researchers aim to minimize as many extraneous variables as possible to
ensure their results are accurate.

Examples:
Drinking water whilst driving increases driver alertness
• Original level of alertness
• Time of day experiment was conducted
The colour of a room affects students’ ability to focus on their work
• The colour itself
• Size of the room
Research Designs
(SIS)
Year 10 Psychology
 RESEARCH DESIGNS

The plans researchers use to answer their question and

hypothesis. In other words, the way experiments/investigations
are designed or set up.

Three types:
• Experimental
• Observational
• Qualitative
 EXPERIMENTAL
• Essential Elements:
• Presence of a control group
• Control group: does not receive the treatment (IV)
• Experimental group: does receive the treatment (IV)

• Random Allocation of participants

• Hypothesis testing
• Pre and post testing
• IV is always manipulated
• Done in a controlled setting such as a lab

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 EXPERIMENTAL
Advantages
• Easy to replicate
• Maximises control of
extraneous variables
• Generalisations can be made
• Explanations between
variables i.e. IV did/did not
have an effect on the DV

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 EXPERIMENTAL
Disadvantages
• May not be applicable to the
real world
• May not represent entire
population
• Ethical concerns
• Some variables can not be
manipulated

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 OBSERVATIONAL
Essential Elements:
• Allows for research in a natural setting of the participants.

• Only associations between variables can be made, not

correlations or explanations.

• Essential Feature: IV is NOT manipulated – is pre-existing.

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 OBSERVATIONAL
Advantages
• Allows study of more
complex aspects
• Allows study of variables
which are unethical or
impossible to manipulate
• Allows for bigger sample
sizes

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 OBSERVATIONAL
Disadvantages
• Hard to replicate study
• Lack of control of extraneous
variables
• Observer bias can alter the
results
• Does not allow for
generalisation of results

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 QUALITATIVE
Essential Elements:
• Uses words and language to gather data
• Can gain in-depth knowledge of a particular topic
• Useful if topic is not widely known

Types of Qualitative Designs:

• Focus groups
• Surveys
• Interviews

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 QUALITATIVE
Focus Groups
• Investigates participants attitudes on a certain topic
• Informal interview using small group of people (6-15)
• Series of questions used
• Facilitator leads the group discussion
• Scribe records (writes or types) what is being said

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 QUALITATIVE
Surveys
• Uses interviews or questionnaires to ask people about their
attitudes or behaviour about a given topic
• Can be administered easily to large groups of people

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 QUALITATIVE
Advantages
• Possibly more convenient
• Significant amount of rich
verbal data collected
• Opinions can be expressed
• Useful if little is known about
topic

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 QUALITATIVE

Disadvantages
• Can not generalised results
• Presence of the observer
could affect what is discussed
• Bias

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 RESEARCH DESIGNS

Experimenta Observational Qualitative

l The design we The design
The design observe we discuss
we control
REMEMBER!
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 PLACEBO EFFECT
Definition
When a person’s response is influenced by their
beliefs or expectations rather than the specific
procedure intended to produce that response.

Very common in drug trials – participants are given

medication and told it will effect them, when in
reality the drug is inert (usually sugar, vitamins or
saline).

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 PLACEBO EFFECT
DERREN BROWN
• Derren Brown is a famous mentalist who does
extreme experiments on participants.

• Conducted one on the placebo effect and the

emotion of fear.

• Gave a new drug called ‘Rumyodin’ which

claimed to cure fears and phobias in people, but
was in fact a placebo.

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Research Methods
(SIS)
Year 10 Psychology
 RESEARCH METHODS
• Type of data psychologists collect from their
experiments and investigations. The ‘method’
of getting data.

Three main types:

• Objective Quantitative
• Subjective Quantitative
• Qualitative
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 RESEARCH METHODS
Objective
• Free from interpretation and/or bias

Subjective
• Can be altered by opinions and bias

Quantitative
• Data using numbers

Qualitative
• Data using words, language and pictures
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 OBJECTIVE QUANTITATIVE
Examples of objective quantitative measures:

Standardised Tests:
• Scores on test have the same meaning.
• Used the same way on each occasion.

Physiological Measures:
• Measure of body functions i.e. heart rates, blood
pressure etc.

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 SUBJECTIVE QUANTITATIVE
Examples of subjective quantitative measures:
Rating scales
Participants select their response from a fixed statement.
Likert scale frequently used
‘Psychology is awesome’
• 1=strongly agree, 2=agree, 3=neutral, 4=disagree,
5=strongly disagree

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 QUALITATIVE
Examples of qualitative measures:

• Open ended and very general items

• Questionnaires
• Surveys
• Interview responses
• Pictures

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Measuring Data in
Psychology (SIS)
Year 10 Psychology
 MEASURING DATA IN
PSYCHOLOGY
Descriptive Statistics
• Summary of scores. Table

• Can be represented in a
table or a graph.

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MEASURING DATA IN
PSYCHOLOGY

Graph

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 MEASURING DATA IN
PSYCHOLOGY
Central Tendency
• Summarises the centre or mid point of a distribution:
• Four measures of central tendency
• Mean
• Median
• Mode
• Range

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 MEASURING DATA IN
PSYCHOLOGY
Mean Example
• Most commonly used. • 3, 4,5,7,2,3,5
• Also known as the ‘arithmetic
average.’ • 3+4+5+7+2+3+5 = 29
• Adding values together then
divide by the total number of • 29/7 = 4.1
values:

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 MEASURING DATA IN
PSYCHOLOGY
Median Example
• Score found in exact middle of • 3, 4, 6, 7, 8, 10, 125 = 7
distribution.
• Used when extreme outliers are • 3, 4, 6, 7, 8, 10 = 6+7 = 13/2
present in distribution. = 6.5
• Calculated by placing values in
ascending order and finding the
• E.g. 3,4,6,7,8, 10, 125 outlier
middle number.
> the mean = 23.2 = skewed

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 MEASURING DATA IN
PSYCHOLOGY
Mode Example
• Most frequently occurring • 2, 3, 4, 4, 5, 5, 5, 6, 7 = 5
value in a set of scores. (occurs three times)

• Only used when data is in

• Can be more than one mode.
categories.
• Calculated by counting which • If there is no mode, write N/A
value occurs the most. or ‘no mode’, never 0.

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 MEASURING DATA IN
PSYCHOLOGY
Range Example
• Difference between greatest
and least values in a set of • 3,4,5,7,2,3,5
data.
• Calculated by taking away • 7-2 = 5 is the
the smallest value from the range
largest value.

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Ethics in Psychology
(SIS)
Year 10 Psychology
 ETHICS IN PSYCHOLOGY
All investigations and experiments need to be approved by
ethics committee.
Obligation of Psychologist to ensure participants safety.
• There are 5 main ethical principles.
• Informed consent
• Voluntary participation
• Confidentiality
• Right to withdraw
• Debriefing

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 ETHICS IN PSYCHOLOGY

Informed Consent:
• Informed of all rights, risks and aim of
investigation.
• First language to participants.
• Must never involve bribery or coercion.
• Consent form essential.
• Participants under 18 must have parent/caregiver
consent.

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 ETHICS IN PSYCHOLOGY

Voluntary Participation
• Participants can not be bribed,
threatened or coerced.
• No negative consequences for
refusal.

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 ETHICS IN PSYCHOLOGY

Confidentiality
• No personal information
released.
• Anonymity is acceptable.
• Participants often given ID
numbers.
• Applies to storage of data,
access of data, publication.

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 ETHICS IN PSYCHOLOGY

Right to withdraw
• Withdraw at any time
without explanation.
• Will not incur negative
consequences.

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 ETHICS IN PSYCHOLOGY

Debriefing
• Occurs after the experiment has
finished.
• Researcher explains process.
• Answers any questions.
• Informs participants of deception (if
any).

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 Other ethical
considerations
Year 10 Psychology
 ETHICS IN PSYCHOLOGY

Accurate Reporting
• Duty to publish their results.
• Give complete information about
research.
• Fabricate results.
• Take credit for other
psychologists/researchers work.

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 ETHICS IN PSYCHOLOGY

Deception
• Some investigation needs bias to establish data.
• Only done if no significant physical, emotional,
psychological, financial or social harm is done.
• Only used if there is no other way to achieve aim
of research.
• Must be informed in debriefing.

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 ETHICS IN PSYCHOLOGY
Research on animals
• Code of ethics in Australia is very
strict.
• Researcher needs to consider:
• Welfare of the animal
• Use of animal justified
• Avoid pain and distress
• Know the correct maintenance, care
and handling of animal

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A Class Divided
Year 10 Psychology
 A CLASS DIVIDED
• Experiment conducted in 1968

• Jane Elliot, a teacher in a small town in Iowa,

divided her year 3 class in accordance with
eye colour and did a daring demonstration of
discrimination.

• Will examine the ethics, research design and

method used. Will also examine the emotions
observed.

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Evaluating Data in
Psychology
Year 10 Psychology
 EVALUATING DATA
Evaluate the results
We need to consider the following elements to determine if
our experiment/investigation was conducted as
appropriately as possible.

• Validity
• Reliability
• Representativeness
• Sample size
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 EVALUATING DATA

Sample Size
• Important to consider whether sample size
is big enough to draw conclusions from.

• 30 participants used for attitudes towards

migration?

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 EVALUATING DATA
Representativeness
• Important that participants represent the whole
population in question.

• Studying societies attitudes towards migration:

• Using all female participants between 20 and 40 years
• Using both genders equally aged between 18-75.

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 EVALUATING DATA
Validity
• Refers to whether a test accurately measures what it claims to.
• Measuring time with a faulty watch? High or low validity?
• If high in validity, conclusions can be drawn.

• External validity: results achieved in a controlled environment can be

applied to real life scenario.

• Extraneous variables.
• Researcher making impossible conclusions.

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 EVALUATING DATA

Reliability
• Whether results can be consistently achieved i.e. the consistency of
results.

• Inconsistencies in repeated experiment.

• Different participants.
• Conditions during data collection.

• A measure can be reliable (consistent) without being valid (accurately

measuring), but a measure can not be valid unless it is reliable.

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The Little Albert
Experiment
Year 10 Psychology
LITTLE ALBERT EXPERIMENT
• Conducted by John B. Watson in 1920

• Wanted to investigate if fear could be controlled

and/or manipulated in humans

• Watson chose an 8 month old infant to conduct this

experiment. Given the nickname ‘Little Albert’

• One of the most infamous experiments on emotion

in psychological history

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 LITTLE ALBERT EXPERIMENT
Based on the work of Ivan Pavlov
• 1849-1936
• Russian physician/ neurophysiologist
• Studied digestive secretions in dogs
• Discovered Classical Conditioning
• Watson took Pavlov's concept and applied
it to emotional fear in Albert

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LITTLE ALBERT EXPERIMENT

Neutral Stimulus No fear response

Neutral Stimulus: Little Albert did not have a negative reaction to

the white rat. Gained a neutral response from Albert.

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LITTLE ALBERT EXPERIMENT

Unconditioned stimulus Unconditioned response

(striking steel bar) (crying/fear)

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LITTLE ALBERT EXPERIMENT

Neutral stimulus

Unconditioned response
(Crying/fear)

Unconditioned stimulus
(Loud noise)

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LITTLE ALBERT EXPERIMENT

Repetition of pairing (rat + noise)

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LITTLE ALBERT EXPERIMENT
Classical conditioning achieved

Conditioned stimulus
(white rat)
Conditioned response
(crying/fear)

...even without striking the bar!

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 LITTLE ALBERT EXPERIMENT

Recap
• White rat started out as a neutral stimulus

• Loud noise was an unconditioned stimulus

• When Albert started crying upon hearing the unpleasant noise,

it was an unconditioned response

• No learning had occurred

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 LITTLE ALBERT EXPERIMENT
• Repeatedly pair the unpleasant sound + sight of white rat, Albert was eventually be
conditioned to cry/be fearful upon seeing the white rat

• The white rat is now a conditioned stimulus

• Albert crying to the sight of the white rat is now a conditioned response

• New emotional behaviour has been learnt

• Concluded that fears and phobias are often developed through a classical
conditioning pairing

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