Consolidation

 Revise ⇒TransformTestExam

Spaced revision is an effective revision technique incorporating traditional revision, creating new materials and then testing both informally like a quiz and then as an exam question (which is what you are probably preparing for.) You should aim to complete the following four steps over an hour to an hour and a half for a particular topic area.

Some useful additional revision blogs/sites;

Step 1, Revise; 

Component 1

General

Research methods and techniques

Planning and conducting research

Data recording, analysis, and presentation

Report writing

How science works

Component 2

General

Section A (Core Studies)

Social Psychology

Responses to People in authority (yr 1)

Responses to people in need (yr 2)

Cognitive

Memory (yr 1)

Attention (yr2)

Developmental

External influences on children’s behaviour (yr 1)

Moral development (yr 2)

Biological

Regions of the brain (yr 1)

Brain plasticity (yr 2)

Individual differences

Understanding disorders (yr 1)

Measuring differences (yr 2)

Section B (Areas, perspectives, and debates)

Section C (Practical applications)

Component 3

General

Issues in mental health

Child psychology

Criminal Psychology

Step 2 – Transformation activities

Make mind maps, flash cards, or even an ‘ideas disco”, maybe produce a revision guide including key points and activities, or any other creative  method to transform the material into something new, exciting, detailed and accurate!

 Step 3 – Self/Peer testing

Self-Testing – A great way to prepare before you complete a practice paper

Capture

Quizlet is a lecturer/student creation tool to help with revision – Revise the content or use the test button to test yourself (stage 3 of the spaced revision activity).  There is a menu on the right where you can alter the type of questioning style e.g multiple choice, matching, true or false etc.  See below for a range of already created quizzes.

Component 1 Quizzes

Research methods and techniques

Planning and conducting research

Data recording, analysis, and presentation

Report writing

How science works

 

COMPONENT 2

Social Psychology

Responses to People in authority (yr 1)

Responses to people in need (yr 2)

Cognitive

Memory (yr 1)

Attention (yr2)

Developmental

External influences on children’s behaviour (yr 1)

Moral development (yr 2)

Biological

Regions of the brain (yr 1)

Brain plasticity (yr 2)

Individual differences

Understanding disorders (yr 1)

Measuring differences (yr 2)

Section B 

Component 3

Issues in mental health

Child psychology

  • Van Leeuwen et al. (2008) A twin-family study of general IQ.
  • Barkley-Levenson and Galván (2014) Neural representation of expected value in the adolescent brain.
  • Gibson and Walk (1960) The visual cliff.
  • Wood et al. (1976) The role of tutoring in problem-solving
  • Ainsworth and Bell (1970) Attachment, Exploration and Separation: Illustrated by the Behaviour of One-year-olds in a Strange Situation
  • Johnson and Young (2002) Gendered voices in children’s advertising.

Criminal Psychology

  • Raine et al. (1997) Brain abnormalities in murderers indicated by positron emission tomography.
  • Hall and Player (2008) Will the introduction of an emotional context affect fingerprint analysis and decision-making?
  • Collection of evidence
  • Memon, A. and Higham, P. A. (1999) A review of the cognitive interview. Psychology, Crime and Law. 5, (1–2), 177–196.
  • Dixon et al. (2002) The Role of Accent and Context in Perceptions of Guilt.
  • Wilson and Kelling (1982) The police and neighbourhood safety: Broken windows.
  • Haney et al. (1973) Study of prisoners and guards in a simulated prison.

Step 4 – Exam Paper Completion

Exam Paper finder

Here is a really useful tool supplied by all exam boards so students can not only look at examples of exam questions but also look at the marking criteria and the examiner reports – a must have tool for all top students…and if you are here that must be you.

Click here to go straight to the site!

Component 1 sample exam Yr1

Component 2 Y2 Sample assessment

Component 3 Y2 Sample Assessment

Untitled

Want to know more on spaced revision?

* Check out Jamie Davies’ blog on spaced revision techniques

Listen to the results of a huge meta-analysis of study skills…..

Revision Podcast

Here is the original article being discussed by Professor John Dunlosky  Here is a hand-out/summary version

The 2 most effective learning/revision strategies;

Practice testing involves completing a test as a practice activity and could involve practicing recall of target information via the use of actual or virtual flashcards, completing practice problems or questions included at the end of textbook chapters, or completing practice tests included in the electronic supplemental materials that increasingly accompany textbooks. Practice testing may make it easy to retrieve subsequent information and may also enhance how well students mentally process and organize information. Practice testing has been shown to have a positive effect across a range of contexts and it is a technique that is not particularly time intensive and requires little training.

Distributed-practice Whilst cramming before a test is commonplace among students it is generally acknowledged that distributing learning over time (either within a single study session or across sessions) typically benefits long-term retention more than massing learning opportunities in close succession. Distributed-practice effects may occur because the processing of material during a second learning opportunity suffers when it is close in time to the original learning episode. Basically, students do not have to work very hard to reread notes or retrieve something from memory when they have just completed this same activity, and furthermore, they may be misled by the ease of this second task and think they know the material better than they really do. Others suggest that the second learning opportunity may be more effective once the initial learning has been consolidated. It is a technique that works across students of different ages, with a wide variety of materials, on the majority of measures, and over long delays. (adapted from Brain Glue).

Why it is best to do an hour of homework everyday!

“The data suggest that spending 60 minutes a day doing homework is a reasonable and effective time.”

Read a recent article from The Independent Newspaper highlighting a recent study investigating the study habits of successful students.

Here though is a key finding….

…………did significantly better in standardised exams if they had done homework on their own in regular hour-long blocks, researchers from the University of Oviedo found. Students who were assigned homework regularly received nearly 50 more test points than their previous exams…………

Stay calm…………

Click here to access free mindfulness podcasts from iTunes

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