Year 11 November Mock – Revision Pack
Key terms, studies and theories
What do we need to learn?
• Always use your topic checklists to make sure you can define the key terms in each.
How can we learn them?
• Flash cards
• Get others to test you (can use your flash cards!)
• Mind maps
• Create a crossword
• Make a song/rhyme
• Any other method you like?
How can we make sure we remember them?
We must use semantic processing. This means we need to consider the meaning of what we’re trying
to learn. For example, if we wanted to learn the following phrase:
“Obedience means following orders from someone we perceive to be in authority”
We could list come examples of people who we perceive to be in authority e.g. parent/teacher/police
officer/lawyer etc. and imagine the orders that they may give us e.g. sit quietly/tidy your room/follow
me to the police car etc.
Or
We could put it into a picture, e.g.
Why should we bother?
• Unfortunately, information can’t just fall into our heads (although it would be great if it could!).
We don’t have long until the final GCSE examinations, and they unlock the door to your future,
whatever you would like that to be. We have to disclose our GCSE results when applying for
any job, so it is 100% worth trying to do as well as we possibly can.

A bit of motivation….

Let’s get started!
Sex and Gender
Chromosomes Hormone
Males
Females
XX XY Testosterone Oestrogen
How does the psychodynamic theory explain gender development? – Fill the gaps (p.122-124)
The psychodynamic theory was developed by F…………….. . He believed that many of our thoughts are
u…………………………………. , which means that we’re not aware of them.
Freud believed that development happens in ………… stages. Important changes occur during each
stage. The third stage is considered very important in terms of g…………………. development. This stage
is called the p……………….. stage and it occurs between the ages of ………… and …………. . Freud believes
that, during this stage, the child unconsciously sexually d…………………. the parent of the o…………………...
sex and is jealous of the parent of the s……………….. sex. In order to deal with these feelings, the child
begins to like the same-sex parent, which is known as i……………………………….. . Freud believed this
process was different in b…………. and g……………
Sex identity is: Gender identity is:

Boys:
The o…………………………… complex occurs. This is when boys are u………………………………… attracted to
their m………………… and jealous of their f………………….. (the boy wants to take his place!). He becomes
a………………………. that his father will find out about his feelings and want to c………………………. him (uh
oh!), so in order to resolve this problem, he gives up on the feelings for his mother and
i……………………………. with his father. He begins to behave like his father and adopts a
m…………………………………. gender role. He has now resolved the Oedipus complex!
Girls:
During the p…………………….. stage, girls are unconsciously a………………………… to their f………………….
and jealous of their m…………………… . The girl is anxious that her mother will find out but, unlike boys,
the girl already believes she has been c……………………………., so she’s not as fearful. She is still torn
between the feelings she has for her father and the fear of losing her mother’s love. This is the
E………………………. complex. To resolve this, she i……………………….. with her mother and behaves in a
similar way to her.
What if a child is raised in a lone-parent household?
Freud says the Oedipus/Electra complex is never resolved! So a boy raised without a father will not be
masculine and would become a homosexual.
Key study alert! Little Hans
Aim: To investigate Little Hans’s phobia
This was a case study (an in-depth study of one person/small group)
Method: Freud analysed information about Little Hans that was provided by his father.
• At what age did Little Hans develop his phobia of horses?
• What type of horses was he particularly frightened of?
• What did he think might happen to him or the horse?
Results:

• What did Freud claim Hans was experiencing?
• How did Hans’s fear of horses relate to the Oedipus complex?
Conclusion: This supports Freud’s ideas of the Oedipus complex.
Evaluation of Freud’s case study with Little Hans
Strengths Weaknesses
What is good about case studies? What is bad about case studies?
What is wrong with Freud analysing Hans’s
unconscious?
You might think “all of this is a bit bonkers!!” and you wouldn’t be
the only one!
Create a mind map of issues with the psychodynamic theory of gender
development. One has been done for you…..

Because Freud’s ideas are all about
the unconscious, we can’t really test
them!
The social learning theory of gender development
Gender is learnt from watching
and imitating the behaviour of
others.
An adult/another child acts as a
role model and provides an
example for the child to follow.
List 3 characteristics of role
models (p.126)
•
•
•
There are 3 key processes involved in social learning. Match up the
processes to their key terms,
then draw a picture to represent each process.
Modelling
Vicarious
reinforcement
Imitation
Copying the behaviour of
a model.
Learning from the
models being either
punished or rewarded.
A role model provides an
example of behaviour for
the child.

Applying your knowledge…..
Lucy was watching her mum bake a birthday cake for her best friend Sandra. When the Sandra came to
the house to see Lucy’s mum, she was overwhelmed! She gave Lucy’s mum a huge hug and thanked her
for being so thoughtful. She also praised her mum for making such a delicious cake. The following week,
it was Lucy’s friend’s birthday and Lucy asked whether she would be allowed to make her a cake.
Using social learning theory, explain Lucy’s behaviour. Use the terms modelling, imitation and
vicarious reinforcement in your answer. (3 marks)
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
The media – what part does it play in gender development?
Children often want to i.................................. characters on television because they are more physically
a........................................ . Male and female characters are often shown in stereotyped ways. The media
therefore provides m…………….. for gender behaviour.
List 2 stereotypical roles for males and 2 stereotypical roles for females, as portrayed in the media,
below:
•
•
•
•

Key study alert! Williams (1986)
Williams cont…
Method:
1. Where were the children in this study living?
2. What were they being given for the first time?
3. What did he measure at the beginning of the study and again 2 years later?
Results (complete the sentence):
After having access to television for 2 years, the children were more…..
Conclusion (complete the sentence):
Gender is learnt by…..
Evaluation of Williams (1986)
Strengths Weaknesses
This was conducted in a natural setting. Why is
that good?
Why is it an issue that all the kids in the study
were from Canada?
The children were studied over a long period of
time. Why is this good?
Could anything else have caused these results?
Aim: to investigate the
effects of television on
gender development in
children

Evaluation of the social learning theory of gender development
Strengths Weaknesses
The theory believes that behaviour is learnt, so it
ignores all biological differences between males
and females
The gender
schema
theory of gender development (the
third and final one!)
A schema is a mental building block of knowledge. For example, if I said “I cut down a tree yesterday”,
you would probably imagine that I used a saw/axe, that the tree was planted in the ground, that it fell
to the floor when I cut it and that the trunk was brown and the leaves were green (unless I told you
this in autumn, in which case you might imagine the leaves to be orange. The point is, we don’t need to
hear all of the information in order to understand a situation, and this is because of our schemas.
Schemas help us to understand and organise information.
It doesn’t explain how children brought up
in one-parent families without a strong
same-sex role model do not have any
difficulty developing their gender.
The theory is well supported by research.
Many studies show that children learn
their gender through observing and
imitating role models.
It doesn’t explain why 2 children of the
same gender, brought up in the same
home with the same role models, can
behave very differently.
Anything else?
A gender schema is….

Gender schemas include a lot of gender stereotypes.
Children learn about gender from what they see and experience (Disney has a lot to answer for!).
Initially, children’s gender stereotypes are quite fixed, but as they get older they get a little more
flexible.
Have you ever heard someone say “you throw like a girl”? That’s because some people hold a gender
stereotype that says girls can’t throw very well.
Children know more about their own gender, but know less about the other gender. Once children are
able to label themselves as a boy/girl, they learn which objects, activities and behaviours are
associated with each sex.
List 1 gender role that is considered as male and 1 gender role that is considered as female:
•
•
E.g. it is ‘normal’ for men to propose in our culture, but it is ‘normal’ for women to propose in the
Biddus Islands off Western Africa (and the men aren’t allowed to refuse!)
Key study alert! Martin (1989)
Aim:
To show that c…………………. understanding of g……………… becomes less stereotyped and therefore
more f………………….. as they get older.
Method:
Children heard s……………….. about the toys that m…………….. and f…………………. characters enjoyed
playing with. Some characters were said to like g……………….-s…………………………. activities, whilst
others were said to like n…………-g………………….-s………………………… activities. The children were then
asked to p…………………. what other toys each character would like/dislike.
A gender stereotype is….
A gender role is….

Results:
The younger children used only the
s…………. of the character to decide
what toys he/she would like/dislike.
For example, they would say the boy
liked playing with t…………………….. even if they had been told he liked playing with d……………….. . The
older children considered both the s………….. of the character and the other t…………… they liked
playing with. For example, they would say that a g……………. who liked playing with trucks probably
wouldn’t like playing with d……………….. .
Conclusion:
Older children have a more f…………………… view of gender than y………………………… children do.
Do all children develop gender schemas in the same way?
No! There are differences. Some children hold such strong gender stereotypes that they ignore or
forget information that doesn’t fit with their gender schemas. A child who is less gender stereotyped
would be more likely to remember information about gender roles accurately.
Evaluating the gender schema theory of gender development
This is a very detailed theory and it also has ‘intuitive appeal’, which means that it does
fit with our experiences of how gender develops.
This theory cannot explain the following:
•
•
•
A child who is highly stereotyped would be likely to
remember this male nurse as a doctor, or even
change the information so that they recall a female
nurse. This is so that the information is in line with
their gender schema.

Sex and Gender key terms glossary
Social influence
Obedience
Now highlight the KEY WORDS in the definition
that will help you to remember it.
List 3 authority figures, along with an example of an order they might issue:
•
•
•
Obedience has been studied in lab settings (artificial) and natural settings. Complete the table below,
using happy and sad faces.
Lab experiment Field experiment
Reliability (can we repeat the
study and get the same results?
HINT: the more controlled the
experiment is, the more likely
we can repeat it and get the
same results)
Ecological validity (is the
setting in which the experiment
took place natural (high eco
validity) or artificial (low eco
validity)?)
Control of extraneous
variables (is there anything
Obedience is….

else that could have affected the
results e.g. distractions, noise,
lighting, time of day etc.)
You can use these terms to evaluate most of the studies you learn! Remember, you must relate them to
the specific study e.g. a weakness of the study is that it has low ecological validity because the
participants carried out the task of issuing electric shocks in a lab environment, which is very
artificial.
Other key terms to use when evaluating:
• Generalisable – who were the participants? If the sample was very small/only from one
area/only one age/only one sex, you can argue that the results are not generalizable to the
wider population
• Ethical – were participants deceived? Did they give informed consent? Did they suffer any
harm? Did they have the right to withdraw?
• Applicable – do the results apply to anything in the real world?
Key study alert! Milgram (1963)
Aim: to see how far people would obey an unreasonable order.
Method: ………….. male participants volunteered to take part in what they thought was a
m………………… and l…………………….. experiment. They thought they were giving e………………………….
s……………………. to a ‘learner’, who was actually a confederate (actor), every time he got an answer
wrong. The participant (who played the ‘t…………………….’) was sat in front of a shock generator that
ranged from ………….volts to …………..volts (in intervals of 15V). The learner had to remember
p…………….. of words and was given a shock every time they made a mistake. The learner expressed
pain through a tape recording, but eventually fell silent. Whenever the participant wanted to stop, the
experimenter would say things like
“…………………………………………………………………………………………………………………………”
Results: Professionals thought that no more than ……..% of the participants would go to ……………
volts. However, all participants delivered ………….. volt shocks and ……………..% went all the way to
…………. volts, despite being so distressed that some even had seizures.

Conclusion: People are prepared to obey very unreasonable o………………… if they believe the person
giving them is in a position of a………………………….. .
The findings have been replicated and are therefore considered reliable.
The findings can explain why the Nazis carried out horrific acts on the Jews.
Generalisable?
Ecological validity?
Ethical?
Milgram’s study into obedience was conducted in a very artificial environment. Now let’s look
at a field experiment that was conducted in a natural setting…..
Key study alert! Bickman (1974)
Aim: To see if people would be more likely
to obey an order if it came from someone
wearing u………………………..
Method: Actors were either dressed as a s………………………. g………………. or just in a casual jacket. They
each asked people setting in a p…………….. to pick up some l…………………
Results: ……………% of people obeyed the g…………….. compared with ……………% when the actor
wasn’t wearing uniform.
Conclusion: Wearing a uniform makes people think that they are an a……………………….. f…………………..

Why do people obey? Match the key terms to the explanations
Socialisation Participants couldn’t see victim so they were shielded from
their actions.
Legitimate authority Shocks started low and increased gradually in small steps. It
was therefore hard to know when to draw the line.
Gradual commitment Throughout our lives, we are always taught to obey authority
figures.
Buffers The experimenter was wearing a lab coat and the experiment
was conducted at a prestigious university. Participants may
have therefore put their faith in the experimenter and trusted
them.
Not feeling responsible The participants were acting on behalf of someone else. They
may have felt like they weren’t to blame.
Conformity
Highlight the KEY WORDS
that will help you to
remember this definition.
Key study alert! Asch (1951)
Aim: To see whether people could be
influenced by other people’s opinions to give an answer
they knew to be wrong – to conform.
Method: Participants were shown sets of 4 l………………..
and they had to say whether the line matched line A, B or C.
Participants were tested alone and as part of a g…………………. , who were instructed to sometimes give
incorrect answers.
Results: On …………..% of the trials where the test group gave the wrong answers, the participants
conformed and gave the same wrong answer. …………..% of participants gave at least 1 wrong answer.
Conclusion: Those who gave incorrect answers admitted afterwards that they knew their answers
were w…………………. , so they were clearly demonstrating normative s………………….. i………………………….
Strengths Weaknesses
Conformity is….
An example of the lines used by Asch:

Control? Artificial setting?
Variations of the study? Use of confederates?
Why do people conform?
Ambiguous decision – We want to be right, but sometimes we are unsure of what to do or say. We
therefore look to others as we assume they’re correct, so we copy them.
E.g. if you are at a super posh dinner and there are multiple knives and
forks on the table, you might look to others to see which one to use
and copy them.
Normative social influence – We want to be liked and accepted by the rest of the group, so we are
likely to do and say things that make us popular within that group.
Other factors that affect conformity… (delete < or > as appropriate)
Large group Small group
Other people disagree with majority No one disagrees with majority
Deindividuation
What key words should we underline here so that
we remember the definition?
Have you ever noticed how people behave very differently in groups/crowds? In a crowd, we tend to
lose our sense of individuality – our personality, our values, our sense of right and wrong, and any
feelings of responsibility.
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Deindividuation is….

In order to punish someone for their actions, we have to be able to identify them. However, in a
crowd, we become anonymous.
Match the factors that affect deindividuation to their explanations below:
Anonymity In many ways, the uniform we wear dictates to us how we behave.
We follow the norms and rules set out for people within that role. For
example, we expect doctors to behave as doctors and policemen to
behave as policemen.
Wearing uniform People expect us to behave like others in our group. We therefore
behave like the group we are in rather than like an individual. We
also adopt the mood of the crowd and change our behaviour
accordingly.
Being part of a group If you cannot be identified, the threat of punishment is removed.
When our identities are concealed, we therefore behave in ways that
we would not if we could be identified.
Key study alert! Zimbardo (1969)
Aim: To see if people in a b……….. c…………….. behave in a more
a……………………… way than people in a s………………. t…………….
Method: He parked a c………….. in each place with its bonnet up, like it
had broken down, and o………………………… what people did as they passed by.
Results: Straight away, people began stealing parts off the car in
N………… Y…………….., and within ……….. weeks there was very little of
the car left. In the small town, the only time the car was touched was
when someone lowered the b………………. to stop the engine getting wet.
Conclusion: Living in a big city leads to an increase in
a………………………………… b…………………………….. due to deindividuation.
Evaluation of Asch’s study
Strengths Weaknesses
Ecological validity Generalisable?

Practical applications: CCTV Controlled? Reliable?
Social loafing
What key words should we underline in this definition?
When a group of people are performing a task together, every person is being helped by others. This
means it is not possible to identify an individual person’s performance, so they don’t work as hard as
they would on their own.
Key study alert! Latané et al
(1979)
Aim: To see whether being in a g…………………… would have
an effect on how much e…………………. participants put into
a task.
Method: 84 participants were asked to shout and clap as loudly as they could whilst alone or in
groups of up to 6. Each participant wore h………………………………. so they couldn’t hear the others.
Results: The larger the group size, the l……………. noise participants made.
Conclusion: People put less e……………… into a task when they know others are contributing effort
than when they are the only one.
Social loafing is….
Ever wondered why
teachers don’t like you
working in groups of
more than 3?!
Ever wondered why
teachers don’t like you
working in groups of
more than 3?!

Evaluation of Latané
What factors affect social loafing?
Group size: Latané et al.’s study above shows that group size affects social loafing. People in larger
groups put in less effort than those in smaller groups. People don’t work as hard because it is harder
to identify an individual’s performance when they’re working in a group.
Nature of task: People who are motivated to complete the task to the best of their ability will work
harder within their team. For example, if you played for a Premier League football club, you would be
unlikely to go onto the pitch and give 40%. However, if you were part of a team who had been asked to
clean this house, you might put less effort in and let others do the majority of the work.
Culture: Some cultures are collectivist (put the needs of the group above the needs of the individual),
whilst others are individualist (put the needs of the individual above those of the group). Earley’s
(1989) study showed that social loafing does not exist in all cultures. In their study, Americans
reduced their effort when working in a group, whereas Chinese people did not.
Bystander intervention
A bystander is someone who is present at an event or incident, but who does not take part. A big part
of the social influence topic look at why people do or do not step in and help when people are in need.
There are 4 key studies in this area!
Match the bystander intervention key terms to their definitions:

Key study alert! Latané and Darley (1968)
Complete the storyboard below
Aim: to see if people
are less likely to react
in an emergency when
others are present
Method: Participants
sat in a room alone or
in threes while
completing a
questionnaire
Method cont: Whilst
participants were doing
this, smoke began
pouring into the room
Results: 75% of those
sitting alone went to
tell someone within 6
minutes
Results cont: Only 38%
of those in groups of 3
went to tell someone in
that time
Conclusion: When
others are around,
we’re less likely to
react in an emergency
Strengths:
• tight control
• Shows how
diffusion of
responsibility
can affect our
behaviour
Weaknesses:
• lab setting
Empathy
Bystander apathy
Diffusion of
responsibility
Altruism
Helping someone without thinking of yourself. This may have a
great cost to yourself (e.g. running into the road to push a pram
out of the way of a speeding car.
Being able to put yourself in someone else’s shoes and
understand how that person might be feeling. E.g. seeing a victim
of bullying and understanding how this might be affecting them.
Doing nothing in an emergency when someone is in need of
help.
The feeling that, when in a group, there is less need to act
because someone else who is present could also do
something.

Highlight the 2 factors from the list below that may have influenced the participants’ behaviour:
• Presence of others
• Appearance of the victim
• Diffusion of responsibility
Key study alert! Piliavin (1972)
Aim: To see if the a…………………………….. of the victim would influence helping behaviour.
Method: An actor pretended to c………………………. in a train carriage. His appearance was altered
several times (e.g. sometimes he was drunk, sometimes he looked homeless) and the amount of help
he received was recorded by an o…………………………., who was also sat in the train carriage.
Results: The amount of help offered within 70 seconds varied depending on the actor’s appearance.
When he was carrying a w…………………… s…………………., he was helped 90% of the time. When he had a
facial scar, this dropped to ……………….% and when he appeared drunk, it dropped further to …………..
%.
Conclusion: The appearance of the person needing help affects whether or not they get that help and
how quickly they get it.
Highlight the factors below that you think could have affected the helping behaviour in this study:
• Empathy
• How much someone had eaten
• Appearance of the victim
• Altruism
• Whether the passenger was knitting
• Diffusion of responsibility
• Presence of others
• Similarity of the victim to the bystanders
• Whether or not they felt capable of helping them
• The risk of helping
Evaluation of Piliavin – explain why the factors below are strengths or weaknesses
Field experiment
Low control

High ecological validity
Not reliable
Key study alert! Bateson et al (1983)
Bateson also shows how the characteristics of a
victim can impact on whether they receive help or not.
Aim: To discover if the s…………………………………. of a victim to the bystander will affect whether of not
they receive help.
Method: Participants watch a w……………. who they thought was receiving e………………….. s……………….
Each participant was made to think that the woman was either like themselves or not like themselves.
They were then given the opportunity to take the woman’s place in order to stop her
s……………………………………
Results: More participants were prepared to take the p…………….. of the w……………… they thought to
be s………………………… to themselves than d………………………………..
Conclusion: People are more likely to offer help to someone they feel they can relate to than someone
they can’t. Bateson said this is because we feel greater e……………………………. for people like ourselves,
so it causes us more d…………………….. to see them suffering. Helping them relieves us from our
distress.

Evaluating Bateson’s study – complete the sentences
Key study alert: Schroeder et al. (1995)
Aim: To explore different reasons for bystanders not helping.
Method: They studied the findings and conclusions from many previous pieces of research. This is
known as a meta-analysis.
Results: They were able to provide an alternative explanation for why bystanders did nothing to help
when others were present.
Conclusion: Bystanders are distressed and concerned about victims but, when other people are
present, they believe that someone else may be more capable of helping, or can help more easily than
they can themselves.
Strengths Weaknesses
• Combines the data from lots of studies so
provides a detailed explanation of why
people don’t intervene
• Includes data from many different places
and populations, therefore the results are
• The studies included in this meta-analysis
would have had weaknesses of their own
e.g. lacking ecological validity etc.
All of the participants were female.
This is a problem because…
This study can be seen as unethical
because…
This study was conducted in a
laboratory. This is a weakness
because…
The study was conducted in a
controlled setting. This is good
because…
So we’re not all evil!
Maybe we’re just
lacking in confidence!
So we’re not all evil!
Maybe we’re just
lacking in confidence!

more generalisable.
Practical implications of research into social influence – you need to know at
least two
Practical implications are suggestions about behaviour in the real world beyond the research study,
based upon what psychologists have discovered.
In other words, what do these studies help us to understand?
Top tip! If writing a practical implication, start the sentence with “it helps us to
understand” or “it helps to explain why”. This will ensure you’re writing an
implication and not an application!
Create a mind map to include practical implications of research into social loafing. Remember, write
concisely – only include key information!
One has been done for you…
Practical
implications of
research into social
influence
Practical
implications of
research into social
influence
Research into conformity helps us to
understand why, if 11 out of 12
members of the jury find someone guilty,
the remaining individual is likely to
agree with them, even if privately they
believe otherwise.

That’s it! Well done!!! If you would like to make a Social Influence
key terms glossary, you would find it incredibly useful.