Key studies specified for each specialist option may be used as examples of research in each area

Overview of Content Progression

The Cambridge A‑Level Psychology (9990) is organised into a Core component and a choice of three Specialist Options. The Core provides the theoretical foundation, while each Specialist Option deepens knowledge in a particular sub‑field. The progression is designed so that concepts, methods and key studies introduced in the Core are revisited and expanded in the specialist units.

Core Component

• Research Methods and Ethics
• Biological Foundations of Behaviour
• Cognitive Processes
• Developmental Perspectives
• Social Influence
• Abnormal Behaviour

Key Core Studies (used as methodological exemplars)

1. Milgram (1963) – Obedience to Authority
2. Bandura (1961) – Bobo doll experiment
3. Loftus & Palmer (1974) – Memory reconstruction
4. Harlow (1958) – Attachment in rhesus monkeys
5. Stanley Milgram (1974) – Ethical considerations in deception

Specialist Options

1. Biological Psychology

This option explores the physiological mechanisms underlying behaviour, including neuroanatomy, neurotransmission, genetics and endocrine influences.

Key Studies

• Phineas Gage (1848) – Case study of frontal lobe damage and personality change
• H.M. (Scoville & Milner, 1957) – Role of the hippocampus in memory consolidation
• Racine et al. (2005) – fMRI evidence for amygdala activation in fear conditioning
• Caspi et al. (2002) – Interaction between MAOA gene and childhood maltreatment on antisocial behaviour
• Hodgkin & Huxley (1952) – Mathematical model of the action potential (illustrated with LaTeX)

2. Cognitive Psychology

Focuses on mental processes such as perception, attention, memory, language and problem solving.

Key Studies

• Baddeley (1974) – Working memory model (phonological loop, visuospatial sketchpad, central executive)
• Loftus & Palmer (1974) – Influence of leading questions on eyewitness memory
• Neisser (1967) – Schema theory and perception
• Stanley & Christie (2002) – Dual‑process theory of reasoning
• Gibson (1979) – Ecological approach to perception

3. Developmental Psychology

Examines how people change across the lifespan, with emphasis on cognitive, social and emotional development.

Key Studies

• Piaget (1952) – Stages of cognitive development
• Erikson (1950) – Psychosocial stages of development
• Ainsworth et al. (1978) – Strange Situation and attachment styles
• Bandura (1965) – Observational learning in children (Bobo doll)
• Harlow (1958) – Contact comfort in infant monkeys

4. Social Psychology

Investigates how thoughts, feelings and behaviours are influenced by the presence of others.

Key Studies

• Milgram (1963) – Obedience to authority
• Asch (1951) – Conformity in line‑judgment task
• Festinger (1957) – Cognitive dissonance theory (experiment with forced compliance)
• Zimbardo (1971) – Stanford Prison Experiment (ethical discussion)
• Sherif (1935) – Autokinetic effect and norm formation

5. Abnormal Psychology

Explores the classification, causes and treatment of mental disorders.

Key Studies

• Rosenhan (1973) – “On being sane in insane places” – diagnostic validity
• Beck (1976) – Cognitive therapy for depression (case series)
• Freud (1900) – Psychoanalytic case studies (e.g., Anna O.)
• Lezak (1995) – Neuropsychological assessment of brain injury
• Brown & Harris (2008) – Effectiveness of CBT for anxiety disorders (RCT)

Progression Table – Core to Specialist Integration

Using the Key Studies in Assessment

When answering exam questions, students should:

1. Identify the relevant study from the specialist option.
2. Summarise the methodology, findings and relevance to the theory.
3. Critically evaluate the study (strengths, limitations, ethical issues).
4. Link the study to the Core concepts (e.g., how Milgram informs understanding of obedience in both Social and Biological perspectives).

Conclusion

The A‑Level Psychology curriculum is deliberately scaffolded: the Core establishes a methodological and theoretical base, which is then elaborated through specialist options. Mastery of the key studies listed above enables students to demonstrate depth of knowledge, critical thinking and the ability to integrate across psychological domains.