Unit 1: How are behaviour and mental processes shaped?
Students investigate the structure and function of the human brain and the role it plays in the overall functioning of the human nervous system. Brain plasticity and the influence of brain damage on a person’s functioning are also explored. Students examine the contribution that classical and contemporary studies have made to the understanding of the human brain and its functions. The use of different psychological models and theories are explored to predict and explain thoughts, feelings and behaviours.
Areas of study
- How does the brain function?
- What influences psychological development?
- Student-directed research investigation
There are three outcomes:
- Describe how understanding of brain structure has changed, explain how different areas of the brain coordinate different functions, and explain how brain plasticity and brain damage can change psychological functioning.
- Identify the varying influences nature and nurture on a person’s psychological development, and explain different factors that may lead to typical or atypical psychological development.
- Investigate and communicate a substantiated response to a question related to brain function and/or development.
Unit 2: How do external factors influence behaviour and mental processes?
This unit investigates how perception enables us to interact with the world and how stimuli perception can be distorted. Students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. They examine the contribution research has made to the understanding of human perception and why people in groups behave in specific ways.
Areas of study
- What influences a person’s perception of the world?
- How are people influenced to behave in particular ways?
- Student-directed practical investigation
There are three outcomes:
- Students should be able to compare the sensations and perceptions of vision and taste, and analyse factors that may lead to the occurrence of perceptual distortions.
- Students should be able to identify factors that influence individuals to behave in specific ways, and analyse ways in which others can influence individual to behave differently.
- Design and conduct a practical investigation related to external influences in behaviour.
Unit 3: How does experience affect behaviour and mental processes?
In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved. Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system, and to the understanding of biological, psychological and social factors that influence learning and memory.
Areas of study
- How does the nervous system enable psychological functioning?
- How do people learn and remember?
There are three outcomes
- Students should be able to compare the sensations and perceptions of vision and taste, and analyse factors that may lead to the occurrence of perceptual distortions.
- Students should be able to identify factors that influence individuals to behave in specific ways, and analyse ways in which others can influence individual to behave differently.
- Design and conduct a practical investigation related to external influences in behaviour.
Unit 4: How is well-being developed and maintained?
Students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors. Students examine the contribution that classical and contemporary research has made to the understanding of consciousness, including sleep, and the development of an individual’s mental functioning and wellbeing.
Areas of study
- How do levels of consciousness affect mental processes and behaviour?
- What influences mental wellbeing?
There are two outcomes:
- Student should be able to explain consciousness as a continuum, compare theories about the purpose and nature of sleep, and elaborate on the effects of sleep disruption on a person’s functioning.
- Student should be able to explain the concepts of mental health and mental illness including influences of risk and protective factors, apply a biopsychosocial approach to explain the development and management of specific phobia, and explain the psychological basis of strategies that contribute to mental wellbeing.
