OxfordAQA International A-Level Psychology: Biopsychology, Development and Research Methods 1 (9685)

This guide covers Unit 2 Biopsychology, Development and Research Methods 1, the second of two units forming the International AS in OxfordAQA International AS and A-level Psychology (9685), first teaching September 2018. Together with Unit 1, it makes up 50% of the full A-level content and 40% of its final marks. It is assessed by a single 1 hour 30 minute written exam worth 90 marks.

Where this fits in 9685

Unit 1 covers cognitive, social and clinical psychology through memory, social influence and psychopathology. Unit 2 shifts to biological and developmental psychology, then introduces the first of two research methods components – Research Methods 1 here, extended by Research Methods 2 at A2. Every topic in Unit 2 is compulsory and assessed in a dedicated 30-mark section.

Syllabus coverage

OXFORDAQA INTERNATIONAL A-LEVEL PSYCHOLOGY (9685) — UNIT 2 BIOPSYCHOLOGY, DEVELOPMENT AND RESEARCH METHODS 1

• 3.2.1 Biopsychology — the divisions of the nervous system (central and peripheral, including somatic and autonomic); the structure and function of sensory, relay and motor neurons and the process of synaptic transmission, including neurotransmitters, excitation and inhibition; the function of the endocrine system (glands and hormones) and the fight-or-flight response, including adrenaline; and localisation of function and hemispheric lateralisation in the brain, including motor, somatosensory, visual, auditory and language centres, Broca’s and Wernicke’s areas, split-brain research, and plasticity and functional recovery after trauma
• 3.2.2 Cognitive development — Piaget’s theory of cognitive development, including schemas, assimilation, accommodation, equilibration and the stages of intellectual development, with their characteristics (object permanence, conservation, egocentrism, class inclusion); Baillargeon’s violation-of-expectation research; Vygotsky’s theory, including the zone of proximal development and scaffolding; and social cognition, including theory of mind, the Sally-Anne studies, and the role of the mirror neuron system
• 3.2.3 Research methods 1 — experimental methods (laboratory, field, natural); observation techniques (naturalistic, controlled, covert, overt, participant, non-participant); self-report techniques (questionnaires, interviews); correlations; scientific processes including aims and hypotheses, sampling techniques and their implications, pilot studies, experimental designs (repeated measures, independent groups, matched pairs), random allocation and counterbalancing, variables and demand characteristics, and research ethics; and data handling and analysis, including quantitative versus qualitative data, descriptive statistics (mean, median, mode, range, standard deviation), data presentation, and normal and skewed distributions

How to approach it

Unit 2 introduces genuinely new territory for most students – biopsychology in particular relies on precise anatomical and biochemical vocabulary that rewards labelled-diagram revision (the divisions of the nervous system, a neuron with its synapse, and the brain’s localised regions) rather than prose alone. Cognitive development is best revised by contrasting Piaget and Vygotsky directly: both concern how children’s thinking develops, but Piaget frames this as an internal, stage-based process while Vygotsky frames it as socially and culturally driven – exam questions frequently ask students to compare the two rather than describe either alone. Research Methods 1 is cumulative rather than a one-off topic: everything learned here about sampling, experimental design and ethics is assumed knowledge for Research Methods 2 at A2, so building genuinely secure foundations now, including being able to design a simple study from scratch, pays off across the whole qualification.

Common mistakes

Confusing the central and peripheral nervous systems, or forgetting that the autonomic nervous system is itself a division of the peripheral nervous system, not a separate category. Describing Piaget’s stages without their defining features (for example, naming “the concrete operational stage” without being able to explain conservation). Treating correlation as a type of experiment rather than a distinct, non-experimental method – correlations measure a relationship between co-variables without manipulating an independent variable. Confusing a population with a sample, or describing a sampling technique without stating one implication (bias or generalisability) of using it.

Worked example

A study finds a correlation coefficient of -0.7 between hours spent on a screen before bed and hours of sleep obtained. How should a student interpret this in a Research Methods 1 answer?

COEFFICIENT: -0.7 indicates a strong NEGATIVE correlation -- as
             screen time increases, sleep duration tends to decrease.

WHAT IT DOES NOT SHOW: correlation identifies a relationship between
    two co-variables; it does not establish that screen time CAUSES
    reduced sleep. A third variable (for example, stress) could
    plausibly cause both increased screen use and reduced sleep.

STRENGTHS/LIMITATIONS: correlations can identify relationships
    efficiently and ethically, without manipulating variables, but
    cannot support causal claims and can be affected by unmeasured
    third variables.

Exam answers that describe a correlation strength and direction correctly but never address causation, or never propose a plausible third variable, typically miss the higher mark bands on this kind of question. Always name a specific, plausible third variable rather than gesturing vaguely at “other factors” affecting the result.

Quick revision checklist

• Sketch the divisions of the nervous system (central/peripheral, somatic/autonomic) from memory.
• Label a neuron and describe the stages of synaptic transmission.
• Contrast Piaget’s and Vygotsky’s theories of cognitive development, including one named study or concept from each.
• Explain theory of mind and describe the Sally-Anne study.
• Distinguish an experiment from a correlation, and state one strength and one limitation of each.
• Practise identifying a sampling technique from a scenario and stating one implication (bias or generalisability) of using it.
• List the ethical guidelines for psychological research and be ready to apply them to a novel study description.

Related resources

• Biopsychology, Development and Research Methods 1 revision notes
• Biopsychology, Development and Research Methods 1 practice questions

Official syllabus

OxfordAQA International AS and A-level Psychology (9685) specification, Version 3.1, section 3.2 Biopsychology, development and research methods 1 — oxfordaqa.com.