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GCSE OCR GCSE (9-1) Psychology

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  • OCR GCSE (9-1) Psychology
  • Activation Synthesis Theory of Dreaming
  • Sleep and Dreaming
  • Sleep and Dreaming
  • Freudian Theory of Dreaming
  • Activation Synthesis Theory of Dreaming
  • Brain and neuropsychology
  • Application

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Activation Synthesis Theory of Dreaming

Navigate to resources by choosing units within one of the unit groups shown below.

Introduction

Overview

Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:

  • Content: A clear outline of the content covered by the delivery guide;
  • Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject;
  • Thinking Contextually: A range of suggested teaching activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches.

Curriculum Content

Overview

The Activation Synthesis Theory of Dreaming: 

  • the role of REM sleep 
  • criticisms of the theory including the Reductionism/Holism debate. 

The Activation Synthesis Theory of Dreaming Research Study Differences in actions and functions of the brain when dreaming and when awake – Williams et al. (1992): study into Bizarreness in Dreams and Fantasies: Implications for the Activation Synthesis Hypothesis.

Thinking Conceptually

Overview

General approaches: 

The primary focus of this subtopic is to explore the neurobiological explanation of dreaming through the Activation Synthesis Theory and the role of REM sleep. Synoptic links are made with other areas of the specification through the Reductionism/Holism debate. 

Common misconceptions or difficulties learners may have: 

Neurobiology can be complex to understand and so clear teacher led descriptions may be necessary to initiate learning. The activities suggested here are designed to reinforce learning; enabling learners to consolidate their understanding. 

Conceptual links to other areas of the specification – useful ways to approach this topic to set learners up for topics later in the course: 

Criticisms of the theory provides a link to debates (Reductionism /Holism) offering the opportunity of synoptic assessment with other areas of the specification. Williams et al. (1992) provides an opportunity to explore problems with the self-report method making connections with research methods.

Thinking Contextually

Overview

The Activation Synthesis Theory of dreaming and the key research study by Williams et al. (19992) will probably require teacher led descriptions or group work; dividing the study in to small sections and allocating each to a group. Making comparison with the Freudian Theory of dreaming will enable learners to see distinct differences between the explanations.

The Activation Synthesis – evaluation Theory of Dreaming: 1

Evaluation worksheet encouraging learners to compare and contrast the Freudian Theory of dreaming with the Activation Synthesis Theory.

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Resources

  • Learner Resource 8
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The Activation Synthesis – evaluation Theory of Dreaming: 2

Alternatively, ‘Think-pair-share’ activity – teacher poses a question to the class that they must first consider individually, and then they discuss it with their partner. Then they share with the class. Question types could be centred on any aspect of the theory or its evaluation.

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The Activation Synthesis Theory of Dreaming: 1

A ‘lesson’ explaining Activation Synthesis Theory of dreaming. There is a free trial available. The lesson is followed by a quiz to test learners’ understanding

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Resources

  • Activation-Synthesis Theory of Dreams: Definition and Explanation
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The Activation Synthesis Theory of Dreaming: 2

Present pairs of learners with a list of characteristics that either reflect the Activation Synthesis Theory of dreaming or the Freudian Theory. Learners have to decide which characteristics reflect which theory.

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The Activation Synthesis Theory of Dreaming: 3

Concept explaining activity – give pairs of learners a fact or fictional piece of information from the theory such as ‘dreams are meaningless’. Learners then have to work together to explain the fact/fiction using what they have learned about the theory.

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The role of REM sleep: 1

A short YouTube clip introducing the characteristics of REM sleep – good for introducing how REM sleep differs from non-REM sleep.

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Resources

  • The role of REM sleep
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The role of REM sleep: 2

Poster – learners produce a poster of the characteristics of REM and the role of REM Sleep. 

This could be the final product from an independent research activity as a way of assessing knowledge after teacher delivery.

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Williams et al. (1992): 1

Group presentation. Divide learners into small groups and each member of the group researches one area of the key research study. They then put what they have learned together as a group and present it to the class. 

Presentations can take a variety of forms: role play, PowerPoint, poster, etc... Each group could be given a different method of presentation to add variety.

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Williams et al. (1992): 2

Alternatively, in small groups each group takes on a section of the key research study and summarises it onto a poster. Posters can then be displayed around the classroom walls like a gallery and learners take it in turns walking round making notes as they go. 

Differentiation can be achieved by allocating the more complex parts of the study to the more able learners.

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Williams et al. (1992): 3

Spot the mistake exercise - learners write a summary of the research study changing key details with ‘mistakes’. The summaries are then swapped with peers and learners complete each other’s exercise.

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Williams et al. (1992): 4

Story telling – the teacher starts off the ‘story’ by giving one piece of information about the key research study. Then learners take it in turns to continue the story by giving the next piece of information until the study is complete.

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Williams et al. (1992): 5

Sequencing activity – Using the key research summary (provided in core study summaries) the teacher writes details of the study and cuts them up into strips. Working in pairs, each pair is given a set of strips which they then place in order to give the summary of the study. These can then be stuck down and kept by learners.

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Resources

  • Psycology Guide to Core Studies 2
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Acknowledgements

Overview

OCR’s resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version. 

© OCR 2017 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work.

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