Introduction+and+Syllabus+Summary

Unit 2: Self and others  A person’s attitudes and behaviours affect the way they view themselves and the way they relate to others. Understanding what influences the formation of attitudes of individuals and behaviours of groups can inform and contribute to explanations of individual aggression or altruism, the positive and negative power of peer pressure and responses to group behaviour.  Differences between individuals can also be ascribed to differences in intelligence and personality, but conceptions of intelligence and personality and their methods of assessment are contested. Differences between individuals, groups and cultures can be analysed in varied ways through different psychological perspectives informed by both classic and contemporary theories.  In this unit students analyse research methodologies associated with classic and contemporary theories, studies and models, consider ethical issues associated with the conduct of research and the use of findings, and apply appropriate research methods when undertaking their own investigations.  ** The research methodologies and ethical principles considered in this unit are: **  • experimental research: operational independent and dependent variables; identification of extraneous and potential confounding variables; identification of control and experimental groups; reporting conventions  • sampling procedures in selection and allocation of participants: random sampling; stratified sampling; random-stratified sampling; random allocation of participants to groups  • techniques of qualitative and quantitative data collection: observational studies; self-reports; surveys; questionnaires; interviews; rating scales; standardised and non-standardised tests  <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• statistics: measures of central tendency including mean, median and mode; spread of scores including standard deviation and variance; frequency distributions showing bimodal, normal and skew (positive and negative) distributions; scatter plots and correlation; reliability including test-retest, inter-rater, parallel forms and internal consistency; validity including content, criterion-related, construct and external; <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• ethical principles and professional conduct: the role of the experimenter; protection and security of participants’ rights; confidentiality; voluntary participation; withdrawal rights; informed consent procedures; use of deception in research; debriefing; use of animals in research; role of ethics committees. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif';">Area of study 1 ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Interpersonal and group behaviour ** <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;"> <span style="border-bottom: windowtext 1pt solid; border-left: windowtext 1pt solid; border-right: windowtext 1pt solid; border-top: windowtext 1pt solid; display: block; mso-border-alt: solid windowtext .5pt; mso-element: para-border-div; padding-bottom: 1pt; padding-left: 4pt; padding-right: 4pt; padding-top: 1pt;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">How does my behaviour affect others? How do others affect me? Why do some people seem to behave differently around different people? These questions are concerned with aspects of social psychology. <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">This specialist field of study focuses on how behaviour and perceptions of self and others are shaped by social and cultural influences including the attitudes and behaviours of groups. <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">It is generally accepted that a key factor in the psychological wellbeing of individuals depends on the extent to which the need for affiliation is met – a sense of belonging and connectedness whether it be to family, a group, a school or workplace, or a wider community. Without this, individuals may experience alienation and isolation expressed in anti-social behaviours such as aggression and bullying. <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Understanding the interplay of factors that shape the behaviour of individuals and groups can help explain the cause and dynamics of prejudice, stereotyping and discrimination, and can contribute to changes in attitudes and behaviour. This insight can be extended towards understanding different patterns of behaviours sometimes evident in different cultures. <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students consider the findings of key classic and contemporary research as a means to explaining the formation of attitudes, and individual and group behaviour. They examine research methods appropriate to measuring attitudes and behaviours and consider associated ethical issues in the conduct and use of such research. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Outcome 1 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">On completion of this unit the student should be able to explain how attitudes are formed and changed and discuss the factors that affect the behaviour of individuals and groups. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">To achieve this outcome the student will draw on key knowledge outlined in Area of Study 1, key skills outlined on page 13 and research methodologies on page 18. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Key knowledge // <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">This knowledge includes: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• classic and contemporary theories and studies relating to the formation and change of attitudes, including the applications and limitations of the tri-component model of attitudes <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• the interrelationship between attitudes, prejudice and discrimination: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– factors contributing to the development of prejudice <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– factors which may reduce prejudice: inter-group contact (sustained contact, mutual interdependence, equality), cognitive interventions and super-ordinate goals <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– social and cultural grouping, stigma, stereotypes and prejudice: gender, race and age <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• social influences on the individual: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– effects of status and social power within groups, informed by researchers such as Philip Zimbardo <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– factors affecting obedience including social proximity, legitimacy of authority figures and group pressure, informed by researchers such as Stanley Milgram <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– factors affecting conformity, including normative influence and culture, informational influence, unanimity, group size, deindividuation and social loafing, informed by researchers such as Solomon Asch, and Peter Smith and Michael Bond <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– ways in which a group may influence others to change their behaviour including peer pressure, risk-taking behaviour <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• pro- and anti-social behaviour of the individual: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– characteristics of, and factors influencing, pro-social behaviour: situational (bystander  <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">intervention and effect), social norms-reciprocity principle; social responsibility norm; personal (empathy, mood, competence); altruism <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– characteristics of, and factors influencing, anti-social behaviour: diffusion of responsibility; <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">audience inhibition; social influence; cost-benefit analysis <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– social learning theory, including the work of Albert Bandura <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– explanations of aggression from ethological, biological, psychodynamic and social learning <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Perspectives <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• research methods appropriate to the measurement of attitudes and behaviours <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• the extent to which ethical principles are applied to research investigations into attitudes and behaviours. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">AREA OF STUDY 2 ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Intelligence and personality ** <span style="border-bottom: windowtext 1pt solid; border-left: windowtext 1pt solid; border-right: windowtext 1pt solid; border-top: windowtext 1pt solid; display: block; mso-border-alt: solid windowtext .5pt; mso-element: para-border-div; padding-bottom: 1pt; padding-left: 4pt; padding-right: 4pt; padding-top: 1pt;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">What makes me the unique person I am? Why isn’t everyone else like me? What does being intelligent mean? Does everyone think like I do? Questions such as these prompt exploration of the attributes equated with intelligence, and the traits associated with personality. <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">In this area of study, students explore scientific ways of describing, measuring and classifying intelligence and personality. They analyse classic and contemporary theories of intelligence and personality, including the influence of genetic and environmental factors. <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0cm 0cm 0pt; mso-border-alt: solid windowtext .5pt; mso-layout-grid-align: none; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">They compare the research methods used in the development of these theories. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students study aspects of psychological research and may apply these to their own investigations. They consider associated ethical issues including the use of standardised psychological tests. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Outcome 2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">On completion of this unit the student should be able to compare different theories of intelligence and personality, and compare different methodologies used in the measurement of these. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">To achieve this outcome the student will draw on key knowledge outlined in Area of Study 2, key skills outlined on page 13 and research methodologies on page 18. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> //__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Key knowledge __// <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">This knowledge includes: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• the concept of intelligence and factors that influence intelligence, including the interaction of genetic and environmental factors <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• classic and contemporary approaches to describing intelligence, including: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– Howard Gardner’s theory of multiple intelligences <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– Robert Sternberg’s triarchic theory of intelligence <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– Cattell-Horn-Carroll model of psychometric abilities <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– Peter Salovey and John Mayer’s ability-based model of emotional intelligence <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• strengths and limitations of scientific methodologies used to measure intelligence, including: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– Intelligence Quotient (IQ) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– Stanford-Binet test <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">– Wechsler’s intelligence scales <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• the concept of personality, including characteristic patterns of thoughts, feelings and behaviours of an individual, and the influence of genetic and environment factors <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• classic and contemporary theories of describing and classifying personality: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– psychodynamic including the work of Sigmund Freud <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– trait theories including the work of Gordon Allport, Raymond Cattell (16 personality factor  <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">model), Hans Eysenck (PEN model), Paul Costa and Robert McCrae (NEO-PI/Five Factor   <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">model) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– humanistic including the person-centred theory of Carl Rogers <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• the use of personality and aptitude inventories in vocational selections and workplace settings: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– Myers-Briggs Type Indicator (MBTI) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– Holland’s Self-Directed Search <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• strengths and limitations of methodologies used to describe and classify personality, including the use of projective tests <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• research methods and ethics associated with investigations into intelligence and personality. <span style="font-family: 'Arial','sans-serif';">

**<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Assessment ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">The key knowledge listed for each outcome and the key skills listed on page 13 should be used as a guide to course design and the development of learning activities. The key knowledge and key skills do not constitute a checklist and such an approach is not necessary or desirable for determining the achievement of outcomes. The elements of key knowledge and key skills should not be assessed separately. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Teachers should select a variety of assessment tasks for their assessment program to reflect the key knowledge and key skills being assessed and to provide for different learning styles. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">For this unit students are required to demonstrate achievement of two outcomes. As a set these outcomes encompass both areas of study. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Demonstration of achievement of Outcomes 1 and 2 must be based on the student’s performance on a selection of assessment tasks. Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> ** // <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Assessment tasks for this unit are selected from the following: // ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• research investigation <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• annotated folio of practical activities <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• media response <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• oral presentation using two or more data types, for example still or moving images, written text, sound <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• visual presentation, for example concept map, graphic organiser, poster <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• test <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• essay <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• debate <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">• data analysis <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">• evaluation of research.