Command+Term+question


 * Command Term Question development for CLA **
 * ~ AO1 Knowledge and understanding ||
 * **Command terms with definitions** || **Examples** ||
 * Define || Give the precise meaning of a word, phrase, concept or physical quantity. ||  Define three components of emotions.  ||
 * Describe || Give a detailed account. ||  Describe the flashbulb theory by Brown and Kulik (1977).   ||
 * Outline || Give a brief account or summary. ||  State the use of modern technology to investigate the relationship between cognitive factos and behavior.   ||
 * State || Give a specific name, value, or other belief answer without explanation or calculation. ||  Outline three principles that define the cognitive level of analysis.   ||


 * ~ AO2 Application and analysis of knowledge and understanding ||
 * **Command terms with definitions** || **Examples** ||
 * Analyze || Beak down in order to bring out the essential elements or structure. ||  Analyze  schema theory with reference to research studies.     ||
 * Apply || Use an idea, equation, principle, theory or law in relation to a given problem or issue. ||  Apply sociocultural factors in happiness to look at world happiness.    ||
 * Distinguish || Make clear the differences between two or more concepts or items. ||  Distinguish biological factors and cognitive factors in emotion.     ||
 * Explain || Give a detailed account including reasons or causes. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain how one principle that defines the CLA may be demonstrated in one piece of research/one theory . ||

referring to both (all) of them throughout. || <span style="font-family: Arial,sans-serif;">Compare two models or theories of one cognitive process with reference to research studies. || referring to both (all) of them throughout. || <span style="font-family: Arial,sans-serif;">Compare and contrast the working memory model and multi-store model. || referring to both (all) of them throughout. || <span style="font-family: Arial,sans-serif;">Contrast cognitive factors in happiness and biological factors in happiness. || factors or hypotheses.Opinions or conclusions should be presented clearly and supported by appropriate evidence. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Discuss how social or cultural factors affect one cognitive process. || clearly and supported with empirical evidence and sound argument. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">To what extent can case studies of patients with brain damage provide insight into memory process? ||
 * ~ AO3 Synthesis and evaluation ||
 * **Command terms with definitions** || **Examples** ||
 * Compare || Give an account of the similarities between two (or more) items or situations,
 * Compare and contrast || Give an account of similarities and differences between two (or more) items or situations,
 * Contrast || Give an account of the differences between two (or more) items or situations,
 * Discuss || Offer a considered and balanced review that includes a range or arguments,
 * Evaluate || Make an appraisal by weighing up the strengths and limitations. || <span style="font-family: Arial,sans-serif;">Evaluate the reliability of one cognitive process: memory. ||
 * Examine || Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. || <span style="font-family: Arial,sans-serif;">Examine one theory of how emotions may affect one cognitive process. ||
 * Justify || Give valid reasons or evidence to support an answer or conclusion. || <span style="font-family: Arial,sans-serif;">Justify Loftus’s research on reliability of eyewitness testimony. ||
 * To what extent || Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented