Specification points

Cambridge Cambridge IGCSE Psychology 0266

254 points in 7 topics, with Cambridge's codes and titles.

Codes and titles are read by a script from Cambridge's published specification and have not been checked by a person. What each point covers is in the specification itself: Cambridge’s specification.

1 Memory and forgetting

1.1 Key concepts
1.1.1 Memory as information processing
1.1.2 Features of a memory store
1.1.3 Types of memory
1.1.4 Forgetting
1.2 Craik and Lockhart’s levels of processing (LoP) model of memory
1.2.1 Levels of processing model of memory
1.2.2 Levels of processing
1.2.3 Evidence for the levels of processing model
1.2.4 Evidence against the levels of processing model
1.2.5 Levels of processing model of forgetting
1.2.6 Applying the levels of processing model
1.3 Atkinson and Shiffrin’s multistore model (MSM) of memory
1.3.1 Multistore model of memory
1.3.2 Memory stores: input, capacity, duration and access
1.3.3 Multistore model and forgetting
1.3.4 Evidence for the multistore model
1.3.5 Evidence against the multistore model
1.3.6 Applying the multistore model
1.4 Motivated forgetting
1.4.1 Psychodynamic theory of forgetting
1.4.2 Structure of personality
1.4.3 Parts of the mind
1.4.4 Defence mechanisms
1.4.5 Applying the psychodynamic theory of forgetting
1.5 Role of the brain in memory and forgetting
1.5.1 Localisation of brain function
1.5.2 Limbic system
1.5.3 Amygdala and hippocampus in memory
1.5.4 Cerebellum
1.5.5 Cerebellum in memory formation and loss
1.5.6 Evidence for the amygdala and hippocampus in memory
1.5.7 Evidence against the amygdala and hippocampus in memory
1.5.8 Applying the brain's role in memory

2 Sleep and dreams

2.1 Key concepts
2.1.1 Biological rhythms
2.1.2 REM and non-REM sleep
2.1.3 Dreams
2.1.4 Measuring sleep
2.1.5 Exogenous cues (zeitgebers)
2.1.6 Hormones
2.1.7 Endogenous pacemakers
2.1.8 Biological rhythms in jetlag and shiftwork
2.1.9 Sleep disorders
2.1.10 Biological rhythms in sleep disorders
2.1.11 Applying the biology of sleep and waking
2.2 Restoration theory of sleep
2.2.1 Restoration theory of sleep
2.2.2 Sleep pattern changes across the lifespan
2.2.3 Evidence for restoration theory
2.2.4 Evidence against restoration theory
2.2.5 Applying restoration theory
2.3 Hobson & McCarley’s activation-synthesis theory of dreaming
2.3.1 Brain regions in dreaming
2.3.2 Activation-synthesis theory of dreaming
2.3.3 Evidence for activation-synthesis theory
2.3.4 Evidence against activation-synthesis theory
2.3.5 Applying activation-synthesis theory
2.4 Psychodynamic theory of dreaming
2.4.1 Parts of the mind
2.4.2 Types of dream content
2.4.3 Wish fulfilment
2.4.4 Dreamwork mechanisms
2.4.5 Dream analysis and its use in therapy
2.4.6 Evidence for the psychodynamic theory of dreaming
2.4.7 Evidence against the psychodynamic theory of dreaming
2.4.8 Applying the psychodynamic theory of dreaming

3 Prosocial behaviour

3.1 Key concepts
3.1.1 Prosocial behaviour
3.1.2 Individual factors
3.1.3 Situational factors
3.2 Biological explanation of prosocial behaviour
3.2.1 Neurotransmitters
3.2.2 Serotonin and prosocial behaviour
3.2.3 Oxytocin and prosocial behaviour
3.2.4 Brain areas in prosocial behaviour
3.2.5 Heritability
3.2.6 Heritability of prosocial behaviour and twin studies
3.2.7 Evidence for the biological explanation of prosocial behaviour
3.2.8 Evidence against the biological explanation of prosocial behaviour
3.2.9 Applying the biological explanation of prosocial behaviour
3.3 Social identity theory of prosocial behaviour
3.3.1 Social identity
3.3.2 Social identity theory
3.3.3 Social identity theory and prosocial behaviour
3.3.4 Evidence for social identity theory of prosocial behaviour
3.3.5 Evidence against social identity theory of prosocial behaviour
3.3.6 Applying social identity theory
3.4 Bandura’s social learning theory of prosocial behaviour
3.4.1 Social learning theory
3.4.2 Social learning theory and prosocial behaviour
3.4.3 Social learning theory and prosocial media use
3.4.4 Evidence for social learning theory of prosocial behaviour
3.4.5 Evidence against social learning theory of prosocial behaviour
3.4.6 Applying social learning theory

4 Visual perception

4.1 Key concepts
4.1.1 Sensation
4.1.2 Perception
4.1.3 The five senses
4.1.4 Occipital lobe in visual perception
4.1.5 Visual constancies
4.1.6 Depth cues
4.1.7 Gestalt principles
4.1.8 Applying senses, constancies and Gestalt principles
4.2 Gibson’s direct theory of perception
4.2.1 Direct theory of perception
4.2.2 Evidence for direct theory of perception
4.2.3 Evidence against direct theory of perception
4.2.4 Applying direct theory of perception
4.3 Gregory’s constructivist theory of perception
4.3.1 Constructivist theory of perception
4.3.2 Perceptual set
4.3.3 Factors affecting perceptual set
4.3.4 Evidence for constructivist theory of perception
4.3.5 Evidence against constructivist theory of perception
4.3.6 Applying constructivist theory of perception
4.4 Visual illusions and culture
4.4.1 Types of 2D visual illusions
4.4.2 Gestalt principles and ambiguous figures and fictions
4.4.3 Culture and visual illusions
4.4.4 Evidence for cultural influence on illusions
4.4.5 Evidence against cultural influence on illusions
4.4.6 Applying knowledge of illusions

5 Motivation and needs

5.1 Key concepts
5.1.1 Motivation
5.1.2 Types of motivation
5.1.3 Needs
5.1.4 Hierarchy of needs and motivation
5.2 Hull’s drive reduction theory of motivation
5.2.1 Biological drives
5.2.2 Sympathetic nervous system
5.2.3 Parasympathetic nervous system
5.2.4 Biological arousal
5.2.5 Biological instincts in motivation
5.2.6 Drive reduction theory
5.2.7 Applying drive reduction theory
5.3 Positive reinforcement in education
5.3.1 Positive reinforcement
5.3.2 Positive reinforcement to motivate learners
5.3.3 Evidence for positive reinforcement in education
5.3.4 Evidence against positive reinforcement in education
5.3.5 Applying positive reinforcement in education
5.4 Psychodynamic motivation and marketing
5.4.1 Parts of the mind
5.4.2 Structure of personality
5.4.3 Psychodynamic motivation in marketing
5.4.4 Evidence for psychodynamic motivation in marketing
5.4.5 Evidence against psychodynamic motivation in marketing
5.4.6 Applying psychodynamic motivation in marketing
5.5 Motivation to exercise
5.5.1 Self-determination theory
5.5.2 Self-determination theory and motivation to exercise
5.5.3 Evidence for self-determination theory in exercise
5.5.4 Evidence against self-determination theory in exercise
5.5.5 Applying self-determination theory to exercise

6 Language development

6.1 Key concepts
6.1.1 Language
6.1.2 Stages of language acquisition
6.2 Biological explanation of language acquisition
6.2.1 Language centres in the brain
6.2.2 Biological explanation of language acquisition
6.2.3 Aphasia
6.2.4 Broca's and Wernicke's aphasia
6.2.5 Evidence for the biological explanation of language
6.2.6 Evidence against the biological explanation of language
6.2.7 Applying the biological explanation of language
6.3 Learning theory of language development
6.3.1 Learning theory of language development
6.3.2 Evidence for learning theory of language
6.3.3 Evidence against learning theory of language
6.3.4 Applying learning theory of language
6.4 Piaget’s cognitive theory of language development
6.4.1 Schemas in language development
6.4.2 Cognitive theory of language development
6.4.3 Evidence for cognitive theory of language
6.4.4 Evidence against cognitive theory of language
6.4.5 Applying cognitive theory of language

7 Research methods

7.1 Experimental method
7.1.1 Features of an experiment
7.1.2 Applying knowledge of experiments
7.1.3 Independent variable and its levels
7.1.4 Dependent variable and its measurement
7.1.5 Applying independent and dependent variables
7.1.6 Operationalising variables
7.1.7 Applying operationalisation
7.1.8 Experimental design
7.1.9 Applying experimental designs
7.1.10 Repeated measures design and counterbalancing
7.1.11 Applying repeated measures designs
7.1.12 Independent measures design and random allocation
7.1.13 Applying independent measures designs
7.1.14 Experimental conditions
7.1.15 Applying experimental conditions
7.1.16 Experimental groups
7.1.17 Control groups
7.1.18 Applying experimental and control groups
7.1.19 Extraneous variables
7.1.20 Controls
7.1.21 Applying extraneous variables and controls
7.2 Non-experimental method: observations
7.2.1 Features of an observation
7.2.2 Applying knowledge of observation
7.2.3 Structured observation
7.2.4 Unstructured observation
7.2.5 Applying structured and unstructured observation
7.2.6 Operationalising behavioural categories
7.2.7 Applying operationalised behavioural categories
7.2.8 Covert observation
7.2.9 Overt observation
7.2.10 Applying covert and overt observation
7.3 Non-experimental method: questionnaires and interviews
7.3.1 Questionnaires and their techniques
7.3.2 Interviews
7.3.3 Applying questionnaires and interviews
7.3.4 Open questions
7.3.5 Closed questions
7.3.6 Applying open and closed questions
7.4 Non-experimental method: case studies
7.4.1 Case studies
7.4.2 Applying case studies
7.5 Sampling
7.5.1 Population
7.5.2 Sample
7.5.3 Opportunity and volunteer sampling
7.5.4 Applying populations, samples and sampling
7.6 Validity and reliability
7.6.1 Validity, subjectivity and objectivity
7.6.2 Applying and improving validity
7.6.3 Reliability, including inter-rater and inter-observer
7.6.4 Applying and improving reliability
7.7 Ethical guidelines
7.7.1 Ethical guidelines in psychological research
7.7.2 Applying and improving adherence to ethical guidelines
7.8 Role of the researcher, materials and procedure
7.8.1 The research process
7.8.2 Applying the research process
7.9 Dealing with data
7.9.1 Data tables
7.9.2 Applying data tables
7.9.3 Mean, median and mode
7.9.4 Choosing and using measures of central tendency
7.9.5 Range as a measure of spread
7.9.6 Applying the range
7.9.7 Bar charts
7.9.8 Applying bar charts
7.9.9 Reaching a conclusion
7.9.10 Drawing conclusions from tables and bar charts