There is a lot of ‘common knowledge’ associated with psychology and human behaviour. However, not all this knowledge is correct. In the early weeks of the study period

Assessment 1

About this Assignment

There is a lot of ‘common knowledge’ associated with psychology and human behaviour. However, not all this knowledge is correct. In the early weeks of the study period, we investigated myths in psychology and the importance of assessing claims based on reputable scientific evidence. We focus on the origins of particular statements and mechanisms that perpetuate beliefs, such as heuristics. This assignment requires you to investigate a common knowledge statement associated with psychology.

You will need to write a summary of the evidence for and against one of the statements provided below, assess the extent to which this statement is a psychological ‘myth’ or a ‘fact’, and consider some of the mechanisms that underpin people’s belief in the statement.

Assignment Instructions

First, please choose one of the following statements:

• People who experience schizophrenia are dangerous.
• Eyewitness testimony is a trustworthy form of evidence

Now, imagine you and your peers have been debating one of these statements recently. Several arguments were made both for and against the statement, leaving you a little confused. So, you decide to use your research and critical thinking skills to investigate how true the statement actually is, with the intention of sharing your findings with the group. Use the two readings provided for your chosen statement and find at least two additional academic journal articles relating to your topic of choice. Please note that two additional articles are a minimum requirement, and you will likely need more than this to critically evaluate your chosen topic with sufficient depth.

Use the information you have found to articulate the evidence for and against the statement in a way that is clear and easy to understand. You must ensure that you write in plain language (i.e. avoiding technical language or jargon) so that someone without a background in psychological research can understand it. However, this is an academic exercise, so the content has to be based on well-regarded academic research. This means you cannot use internet sites or other non-academic sources as references. Remember that the information contained on these sites is often not verified and likely incomplete or even inaccurate. Academic sources, on the other hand, are verified (e.g., through expert peer review) and more likely to present accurate information about the state of knowledge on a particular topic. When selecting academic research to draw on, ensure that it is recent, i.e. published within the last 10 years.

Elements of the Assignment

This assignment is marked out of 35 and is worth 35% of the final mark for the unit. Your assignment should cover the following elements/parts:

• Evidence for and against the statement you have chosen (10 marks). Use the required readings and the additional sources you have found to describe and synthesise (i.e., summarise in your own words) any evidence that supports the statement, as well as evidence that refutes it. It is up to you how you structure this section. Just make sure it is easy to follow, and you clearly articulate how each source/piece of information provides evidence either for or against the statement.
• The extent to which the statement can be considered a ‘myth’ or ‘fact’, based on the balance of the evidence (5 marks). You should not just repeat the evidence discussed in the previous section but summarise your findings, coming to a conclusion about the veracity of the statement. Please note that you do not have to argue that it is completely a fact or completely a myth. In many cases, the situation is more nuanced than that. For your conclusion, consider the weight of the evidence. For instance, is there simply more evidence for or against? Is the statement supported by empirical research? Have previous findings been called into question in more recent research? Has new evidence added nuance or changed researchers’ interpretation of the data on this phenomenon? All of this (and other considerations) should inform your assessment of the statement.
• Why the statement you have chosen is commonly believed (5 marks). Using the required readings and the additional sources you have found, describe the psychological mechanisms that might underpin the maintenance of, or ongoing belief in, the statement you have chosen.
  • If you conclude that the statement has (at least some) factual accuracy, the common belief in the statement may still be based on less than sound evidence, or on incorrect interpretations. Did your analysis reveal assumptions or generalisations that are not supported by scientific evidence? 
  • If you conclude that the statement is closer to being a myth than a fact, i.e. it is lacking in scientific evidence, describe why (some) people continue to believe in it, and which assumptions and generalisations support that belief.

Summary of Assessment Requirements

Assessment Type: Individual Research and Critical Evaluation (35% of final mark)
Topic: Investigating a common knowledge statement in psychology to determine whether it is a myth or fact.

Key Objectives:

1. Select one of the two statements:
   • People who experience schizophrenia are dangerous
   • Eyewitness testimony is a trustworthy form of evidence
2. Conduct research using the required readings and at least two additional peer-reviewed academic journal articles (published within the last 10 years).
3. Summarise the evidence for and against the statement in clear, plain language suitable for non-experts.
4. Evaluate whether the statement can be considered a myth, fact, or somewhere in between, based on the balance of evidence.
5. Analyse and explain the psychological mechanisms or cognitive biases that contribute to the common belief in the statement.
6. Demonstrate critical thinking, synthesis of research, and clear academic writing.

How the Assessment Was Approached by the Academic Mentor

The Academic mentor guided the student through a step-by-step structured process:

Step 1: Selection and Understanding of Statement

• Mentor discussed the two available statements and helped the student choose a topic aligned with their interest.
• Emphasised the importance of understanding the context, common misconceptions, and social relevance of the statement.

Step 2: Research Planning

• The mentor advised the student to review the required readings first.
• Guided the student in conducting a targeted literature search in academic databases (e.g., PsycINFO, Google Scholar) to identify at least two additional peer-reviewed studies.
• Explained how to assess the quality and relevance of sources and encouraged using studies published in the last 10 years.

Step 3: Evidence Compilation

• Student was instructed to organise evidence into two categories: for and against the statement.
• Mentor provided strategies for summarising research findings in plain language, ensuring clarity for non-expert readers.
• Advised on critical evaluation: identifying limitations, contradictions, or biases in each study.

Step 4: Myth vs. Fact Evaluation

• Mentor guided the student in weighing the evidence, discussing nuances rather than treating the statement as strictly true or false.
• Highlighted the importance of considering empirical support, recent findings, and changes in research interpretation.

Step 5: Analysis of Belief Mechanisms

• Mentor explained psychological mechanisms such as heuristics, stereotypes, or cognitive biases that can perpetuate belief in the statement.
• Student was coached to link theory to real-world beliefs, providing examples and summarising key mechanisms.

Step 6: Structuring the Assignment

• Mentor advised on creating a logical flow:
  1. Introduction and context
  2. Evidence for and against the statement
  3. Evaluation of myth vs fact
  4. Explanation of why the belief persists
• Emphasised clarity, conciseness, and adherence to academic referencing standards.

Outcome and Learning Objectives Covered

Outcome Achieved:

• Student produced a well-structured assignment summarising the evidence for and against the chosen statement.
• Provided a nuanced conclusion on whether the statement is a myth, fact, or partially true.
• Explained the cognitive and social mechanisms that underpin continued belief in the statement.
• Demonstrated strong critical thinking and the ability to translate academic research into clear, accessible language.