Evaluate validity and temporal validity

Seven original lessons map all 15 AS research-method and methodological-concept sections to explained Guided, Independent and Transfer practice. All 12 compulsory AS core studies have original study-specific teaching and staged practice; five additional A Level methodology lessons cover research design and validity. All 15 Clinical, all 15 Consumer (2.1.1–2.5.3) and all 15 Health (3.1.1–3.5.3) Psychology sections link to original teaching and staged practice. All 15 Organisational Psychology sections 4.1–4.5 now have original teaching and explained staged practice; the six new 4.4–4.5 lessons bring the planning map to 92 of 92 indexed sections. Consumer lessons cover physical and psychological environments; decision models, heuristics and mistakes; packaging, selling and buying; advertising, self-monitoring, product placement, brand recognition and slogans. Evaluation boundaries are explicit: studies use particular products, samples, tasks and settings; gaze, recall, self-report, EEG indices, ratings, choices and purchases are different outcomes. Health evidence is bounded: Laba et al. measured hypothetical preferences; Riekert and Drotar raise a non-response concern; Chung and Naya's cap tracked openings, not swallowing; Chaney et al. was a short caregiver-reported pilot; Yokley and Glenwick examined immunisation attendance in one public-health setting. MacLachlan et al. report one patient, not a controlled treatment effect; Brudvik et al. compared separate child, parent and physician ratings in one emergency department. Chandola et al. found a cohort association; Wang et al. measured responses during a monitored arithmetic task; Evans and Wener observed commuters; Bridge et al. found mixed self-rated outcomes in radiotherapy. Janis and Feshbach measured short-term self-reports in one school; Lewin et al. tested a rehabilitation package, not information alone. Tapper et al. and Fox et al. studied bounded school and worksite programmes; incentive effects do not establish transfer or rule out reporting effects. Weinstein measured comparative expectations, while Seligman’s framework is conceptual and Shoshani and Steinmetz used a school-level comparison. These findings do not establish universal health effects or diagnose individuals. Need-theory examples use a child measurement study, not a workplace test; SMART is a practical checklist, not a motivational theory. Landry et al. compared reward framing with student volunteers in a lab; this does not establish universal effects in workplaces. Cuadrado et al. (2008) measured undergraduate evaluations of presented leaders, not workplace performance or hiring; this does not establish a universal gender effect. The historical 1995 Munchausen criteria are not a current diagnostic checklist. Cambridge’s 2028–2030 Reference List treats Oruč et al. (1997) as an example of genetic explanation although its participants had bipolar I; gambling disorder is listed in Cambridge’s Clinical topic but classified under addictive behaviours in ICD-11. Candidates choose two options, but all four remain listed so schools can select a route. The 92-section count is a planning index, not a Cambridge score. Remaining work is deeper coverage review, separate-year syllabus reconciliation, timed-paper practice and human subject-expert review. The separate 2027 and 2024–2026 syllabuses are not reconciled into this route. Practice is not official grading, a timed-paper simulation or human subject-expert review.