Currently unavailable: until 16/10/2016
Degree: Human, Social, and Political Sciences; Psychological and Behavioural Sciences (Bachelors) - Cambridge University
I am an enthusiastic and motivated second-year Psychology undergraduate at the University of Cambridge, and am keen to share my expertise (spanning English, History, Psychology and Sociology) with you! I'm incredibly passionate about the subjects I offer, and as a student who has found that the classroom environment was never really suited to me, I have first-hand experience of generating and utilising creative, engaging and non-traditional learning styles. Tell me what works best for you!
Personal Statements and University Applications:
Having applied to university twice due to changing my mind about my course, I have a complex understanding of the application process. I have experience of writing personal statements for English, and a combined course including Psychology, Sociology, and Biological and Social Anthropology. At this point, I'm a personal statement wiz, with expertise on catering to Oxford, Cambridge and other top universities.
Flexibility is fundamental to my teaching - like I said - I will tailor my sessions to the learning style that works best for you; the possibilities of ways we can learn together are virtually endless. Being a university student, my schedule is equally flexible, further aided by the fact that Cambridge only has 8 week terms and extra long holidays (and thus more potential teaching time for you!). I work to be friendly and approachable to students and am equally happy to work on high-level content or go 'back to basics' and answer all the 'silly questions' you might have been afraid to ask in class.
Drop me a message with any questions you have!
|Psychology||A Level||£20 /hr|
|English Literature||GCSE||£18 /hr|
|-Personal Statements-||Mentoring||£20 /hr|
|Biology||A-Level||B (AS Level)|
|Before 12pm||12pm - 5pm||After 5pm|
Please get in touch for more detailed availability
- Long-term psychological harm to participants - some participants reported psychological problems following the traumatic events of the study. There was also no period of debriefing following experiments, increasing the likelihood of psychological harm.
- Deception - participants were led to believe that the study was on learning, when it was in fact on obedience to authority. Participants further were not aware that there was no 'learner' in the other room and that the audio they heard was a recording. Moreover, some of Milgram's replications of the study used confederates.
- Participants not given the right to withdraw - whilst Milgram did allow some insistent participants to withdraw from the study, the right to withdraw was not made clear. When participants resisted the experimenter would repeat 'the experiment requires that you continue', which implied that participants had no right to withdraw.see more
Classical conditioning refers to the process by which an associative relationship is learned between a previously neutral conditioned stimulus (CS) and a biologically relevant unconditioned stimulus (US).
The phenomenon was first documented by Ivan Pavlov, who observed that after repeated exposure to a bell ringing when food was presented, his dogs would eventually salivate simply upon hearing a bell ring, even in the absence of food.see more