stmaryspsyweb.files.wordpress.com€¦ · Web viewStudents who described ‘going on a roller coaster/taking an examination,’ found it difficult to describe fight or flight behaviours

Unit 1 ndash PSYB1 Introducing Psychology ndash Miss Earlrsquos sections

311 Key Approaches in Psychology

312 Biopsychology

What we learn will cover section A of the examination (the exam is split into 3 components ndash Part A which Miss Earl will teach Part B Gender Development (taught by Mr Bennett) and Part C Research Methods (taught by Mr Bennett)

Black text denotes the question

Red text denotes the mark scheme

Blue text denotes the examinerrsquos report (available from January 2009 only) use this for top tips to see where others went wrong

Past paper questions from section A

January 2003

(a) Outline one assumption of the psychoanalytic approach in psychology (2 marks)

[2 marks AO1 = 2 AO2 = 0]

AO1 One mark if an assumption is outlined very briefly or is a slightly inaccurate outline of an assumption Two marks if accurate with appropriate detail

Examples of assumptions could be recognition of the unconscious mind and unconscious processes determinism importance of inter-personal relationships in psychological development defence mechanismstripartite division of self (id ego superego) focus on childhood instinctual urgesdrives

(b) Identify three features of the humanistic approach (3 marks)

[3 marks AO1=3 AO2 = 0]

AO1 One mark for each correct feature These might include importance of lsquoselfrsquo person-centred approach idiographic self-actualisation uniqueness of individuals non-scientific approach to understanding human behaviour client-centred therapy hierarchy of needs

2 (a) Identify two changes which take place in the body during the fight or flight response (2 marks)

[2 marks AO1 = 2 AO2 = 0]

AO1 One mark for each correct identification These could include accelerated heart rate curtailing of digestion increased respiration increase in perspiration release of glucose from the liver pupil dilation decrease in salivation slowing of peristalsis adrenaline release

(c) Distinguish between the terms genotype eand phenotype Illustrate your answer with an example of each (5 marks)

[5 marks AO1 = 2 AO2 = 3]

AO1 The candidate will define genotype and phenotype Genotype should be defined in terms of an individual set of genesgenetic makeup Phenotype should be defined in terms of actualobservable characteristics possessed by an individual

AO2 One mark for an explicit reference to a distinction between the two terms eg genotype never changes phenotype can change over time Two further marks for an example applied to each term For example in relation to intelligence they may explain that an individual might have an intellectual potential (genotype) but they require environmental stimulus such as education for this to develop Alternatively PKU for which an individual may have the genotype and causes intellectual impairment but with a modified diet this may be prevented Non-psychological examples will receive credit

June 2003

1 (a) Outline one assumption of the cognitive approach in psychology (2 marks)

[2 marks AO1 = 2 AO2 = 0]

AO1 One mark for brief or slightly accurate answer

Example Thinking influences behaviour the mind is like a computer

Two marks if accurate and with some expansion

Examples The mind acts as mediator between the stimulus and the response the mind and body are separate the mind is as active and the body is passive cognitive psychologists create models to represent thinking processes humans as information processors Controlled laboratory experiments are conducted from which inferences are made about cognitive processes

(c) With reference to the behaviourist approach in psychology give one explanation as to why

Hannah is now sick before she takes the drugs (5 marks)

[5 marks AO1 = 2 AO2 = 3]

AO1 Knowledge of appropriate concepts eg learning by association conditioning role of stimulus-response

AO2 The correct application of the concepts identified to explain Hannahrsquos behaviour

Examples If learning by association has been identified the candidate should be able to say that Hannah now associates the sickness from the drugs with the hospital itself If stimulus-response is identified the candidate should be able to pair the stimulus of the drug with the response of the sickness

Candidates who choose to explain the problem using classical conditioning and charts based on CS and CR CS +UCS = CR etc should receive AO1 credit or full credit if explicitly linked to Hannahrsquos behaviour There is no requirement on candidates to talk specifically about classical conditioning though if they do this should be credited

2 (a) Using an example explain what is meant by localisation of cortical function (3 marks)

[3 marks AO1 = 1 AO2 = 2]

AO1 Correct identification of the term

AO2 One mark for a correct example and a further mark for linking this to localisation of function

Example Localisation of function suggests that there are specific parts of the cerebral cortex which have specific functions (AO1) For example the visual cortex (AO2) is responsible for converting electrical signals from the eye into visual images (sight)(AO2)

(c) In your answer book name the parts of the neuron labelled A B C and D in Figure 1 belowClearly identify your answers as A B C and D (4 marks)

[4 marks AO1 =4 AO2 =0]AO1 One mark each for correct identificationA ndash Nucleuscell bodyB ndash AxonC ndash Myelin sheathD ndash Dendrites

(d) Describe the function of the adrenal glands and autonomic nervous system (ANS) in stressful situations Use this knowledge to explain each of Garyrsquos symptoms before and after the examination (10 marks)

[10 marks AO1 = 5 AO2 = 5]

AO1 Candidates will give an accurate description of ANS and role of the adrenal glands The description could include such features as the relationship between the ANS and CNS and its almost automatic function in relation to particular organs in the body in particular the flight or fight response The ANS has two divisions - sympathetic and parasympathetic whose functions are either to prepare the body for action or maintain and repair the body

The adrenal gland provides hormones including adrenaline which are released into the blood stream as a parallel action to sympathetic nervous system Candidates may either name different features up to a maximum of 5 or name fewer features but with greater description

Candidates must refer to both the ANS and adrenal glands for full marks

AO2 Candidates should refer to the stimulus material There are 5 different responses identified in the stimulus material

Lack of appetite is linked to the sympathetic division curtailing digestion (making more blood available for muscles and brain)

Lack of concentration linked to heightened arousal caused by extra adrenalin

Sweating is linked to the body cooling mechanism blood vessels on the surface dilating to allow heat energy to be lost from the body Blood is diverted away from the digestive system to the brain and muscles This delivers more glucose and oxygen to the brain and muscles for respiration This increases the energy released to the brain and muscles

Hunger and tiredness relates to the parasympathetic system which is now acting to restore the body to its state of equilibrium by stimulating digestion and tiredness as the energy levels of the body are restored or conserved

January 2004

1 (c) Referring to features of the behaviourist approach suggest why Harry has developed a fear of school (4 marks)

[4 marks AO1 = 2 AO2 = 2]

AO1 Candidates may choose to answer with general reference to the behaviourist approach or specific reference to classical conditioning

Up to two marks for reference to features of the behaviourist approach eg behaviour is learnt behaviour is conditioned learning by association learning of new responses to stimuli principles of classical conditioning The concept of reinforcement may be accepted if applied correctly to the stimulus material Alternatively two marks may be credited for one feature which is described in detail Credit may be given for a diagrammatic representation although this is not required by the question

AO2 Up to two marks for reference to the stimulus material which illustrates the identified feature(s) If one feature is identified then two marks may be credited if the application of this feature is detailed

[10 marks AO1 = 5 AO2 = 5]

(d) Describe and discuss the cognitive approach in psychology Refer to one other approach in your answer (10 marks)

AO1 Up to five marks for description of features of the cognitive approach Features could include - the comparison of the human mind to a computer in terms of information processing How it is therefore possible to study the internal mental processes that lie between stimulus and response Other features may include the scientific basis of this approach Internal mental processes can be investigated scientifically by proposing models of psychological function Up to two marks may be awarded for a description of a model

AO2 Up to five marks for discussion eg that the cognitive approach has investigated many areas of interest in psychology that had been neglected by behaviourism The approach places great emphasis on the use of more rigorous scientific methods unlike psychoanalysis

Candidates may contrast it with the free will approach of the humanists arguing that the cognitive approach ignores the emotional life of humans and their conscious experience

Credit may be given for application of the cognitive approach through examples of models

eg Atkinson and Shiffrinrsquos multi-store model of memory

Maximum of 6 marks if no reference to other approaches

2 (a) Identify two techniques used to investigate cortical specialisation (2 marks)[2 marks AO1 = 2 AO2 = 0]AO2 One mark for any appropriate answerExample EEGs post-mortem scans ndash CAT PET MRI Credit may be give for more than one method of scanning

(b) Each of the descriptions below gives a function of a part of the nervous system

(i) (B) carries messages from the brain or spinal cord to muscles

(ii) (C) prepares the body for action in threatening situations

(iii) (A) supports and restores normal body activity by conserving and storing energy

(d) Discuss how knowledge about localisation of function has contributed to our understanding of behaviour Refer in your answer to at least two examples of cortical localisation of function (10 marks)

[10 marks AO1 = 4 AO2 = 6]AO1 Identificationdescription of ways in which knowledge of localisation has contributed to understanding of behaviour Up to two marks allocated for reference to two examples of localisation of function Examples may include ndash Brocarsquos area Wernickersquos area visual cortex abstract reasoning (frontal lobe) May include reference to a study Specific technical terms not required for creditAO2 Candidates will discuss how localisation of function contributes to our understandingReference may be made to the case of brain asymmetry where variations are apparent in the location of function in the two cerebral hemispheres Also the brain as an integrated unit may be discussed where for example many different areas are involved in abilities such as vision Candidates may refer to the argument of brain plasticity in adjusting the location of function in the case of brain damage for example Credit may be given for application eg the impact of brain damagestrokes Specific technical terms may not be present in the discussion No studies are required by the question but credit may be given to those which specifically illustrate the point being madeMaximum 5 marks if only one example

June 2004

1 (a) Outline one criticism of the behaviourist approach (2 marks)

[2 marks AO1 = 2 AO2 = 0]

AO1 One mark for basic outline of the criticism identified

Two marks for full outline of the criticism identified

Example Ethologists disagreed with the use of animals to explain human behaviour

(AO1 1) There is a biologically qualitative difference between humans and other animals (AO1 1)

(c) John is playing tennis He perceives the ball coming towards his left-hand side He decides to respond by playing a backhand shot John returns the ball and wins the point

Outline the information-processing approach and illustrate it with reference to aspects of Johnrsquos behaviour (5 marks)

[5 marks AO1 = 2 AO2 = 3]

AO1 Up to two marks for reference to features of the information-processing approach eg inputting of data from the environment mental processing of information sensory input decision making output processes sequential processes limited capacity Credit may be given for a diagrammatic representation of the approach although this is not required by the question

AO2 Up to three marks for reference to the stimulus material which illustrates the approach

Sensory input processes John perceives the ball coming towards his left-hand side

Decision-making he decides to respond by playing a backhand shot Output processes

John returns the ball and wins the point

(d) Describe and discuss at least two features of the psychodynamic approach (10 marks)

[10 marks AO1 = 5 AO2 = 5]

AO1 Up to 5 marks for description in detail of at least two features of the psychodynamic approach Features could include unconscious motivation tripartite division of personality id ego and superego stages of development therapeutic approaches defence mechanisms emotional drives of sex and aggression

AO2 Up to 5 marks for discussion eg that the psychoanalytic approach places great emphasis on the unconscious mind in directing our behaviour but it cannot be measured in any precise way Many ideas and assumptions are regarded as unscientificlacking supporting evidence Candidates may refer to the benefitslimitations of a person-centred approach

Candidates may contrast it with the free will approach of the humanists which the psychodynamic approach does not recognise

Maximum of 6 marks if only one feature described

2 (a) Below are three definitions

A a personrsquos characteristics that are determined solely by the environment

B a personrsquos genetic make-up

C a personrsquos characteristics that are determined by genetics and the environment

In your answer book write down which of the above is a definition of

(i) a genotype

(ii) a phenotype (2 marks)

[2 marks AO1 = 0 AO2 = 2]

AO2

(i) a personrsquos genetic make-up

(ii) a personrsquos characteristics that are determined by genetics and the environment

(b) Outline one limitation of the biological approach in psychology (3 marks)

[3 marks AO1 = 3 AO2 = 0]

AO1 One mark for a relevant limitation which may be brief or muddled Two marks for a

relevant limitation which may include slight inaccuracy Three marks for a limitation

which is appropriate and accurately outlined

Example Reductionism (AO1 1) thoughts and behaviours are a result of the actions of neurones or biochemicals (AO1 1) The approach ignores other levels of explanation such as interaction with environmental factors (AO1 1)

(c) Evolutionary theorists claim the physical and behavioural characteristics of a species are likely to be the result of natural selection Using an example explain what is meant by the term natural selection (5 marks)

[5 marks AO1 = 3 AO2 = 2]

AO1 Up to 3 marks for a description of natural selection eg adaptation to the environment

(AO1 1) Those traits that contribute to a species survival are likely to be passed on to the next generation (AO11) Characteristics which do not contribute to survival are less likely to be passed on (AO1 1)

AO2 Two marks for an appropriate example eg the peppered moth was light-coloured until a mutant darker variety appeared as a result of industrialisation The darker moths had an advantage in terms of camouflage Darwins observations of finches on the Galapagos islands on one island there were finches with thick beaks whereas on another their beaks were elongated due to dietary differences Physical differences of the birds evolved as a result of adaptation to the environment

January 2005

1 (b) The table below is not complete It should contain the names of key approaches in psychology and a basic assumption of each approach In your answer book identify the key approaches for (i) and (ii) and give a basic assumption for the cognitive approach in (iii) Label your answers clearly (3 marks)

[3 marks AO1 = 3]

AO1 One mark for the correct identification of each approach One mark for the basic assumption given

(i) Humanistic approach

(ii) Behaviourist approach

(iii) Most likely answers Humans as information processors focus on internal mental processes important in understanding behaviour active processing of information beliefs influence behaviour

(c) Shelby had a new set of crayons However rather than use them in her colouring book she scribbled all over the wallpaper Shelbyrsquos mother was very angry and sent her to her bedroom

When Shelby was left alone again she crayoned in her book rather than on the wallpaper

Identify two features of the behaviourist approach and say how they might explain Shelbys change in behaviour (4 marks)

[4 marks AO1 = 2 AO2 = 2]

AO1 Candidates may choose to answer with general reference to the behaviourist approach or specific reference to operant conditioning

Up to two marks for reference to features of the behaviourist approach eg learning by association behaviour is conditioned behaviour is learnt learning of new responses to stimuli reinforcement punishment principles of operant conditioning principles of classical conditioning Credit may be given for a diagrammatic representation although this is not required by the question

AO2 Up to two marks for reference to the stimulus material which illustrates the identified features

The application to the stimulus material should be detailed to gain two marks For example

Shelby was sent to her bedroom which is seen as punishment Her behaviour has been conditioned so she now associates a new response to the stimulus ie colouring in her book rather than on the wallpaper

2 Total for this question 20 marks

(a) Identify two functions of the parasympathetic branch of the autonomic nervous system (2 marks)

[2 marks AO1 = 2]

AO1 One mark for each function identified

Example Slows heart rate increases digestion constricts pupils etc

The parasympathetic nervous system supports normal body activity by conserving and storing bodily energy (AO1 1) It also slows the activities of the body that have been increased by the sympathetic nervous system (AO1 1)

(b) The table below is not complete In your answer book write the names of the cortical areas of the brain that should be placed in (i) and (ii) For (iii) describe the main function of the visual area Label your answers clearly (3 marks)

[3 marks AO1 = 3]

AO1 One mark for the correct identification of each cortical area of the brain

One mark for the main function described

(i) Motor area Frontal lobe

(ii) Somatosensory area Parietal lobe

(iii) Receives information from the visual system visual processing

(d) Discuss at least two methods that have been used to investigate cortical specialisation in the brain (10 marks)

[10 marks AO1 = 4 AO2 = 6]

AO1 Up to four marks allocated for a description of the methods of investigating cortical specialisation in the brain Examples may include EEGs shows patterns of brain waves

Scans PET assesses metabolic activity in different parts of the brain CAT shows horizontal sections of the brain MRI gives a clear and detailed picture of brain structures

Electrical stimulation - a weak current is applied to a small region of the brain Neurosurgery eg lesions cutting connections of the brain Post-mortem studies of people with known deficits May include reference to a study

AO2 Candidates will discuss how these methods have been used to investigate cortical specialisation in the brain For example with neurosurgery candidates may discuss the accuracy of this technique however the use of expensive equipment and the invasive exposure of the brain may be questioned Candidates may choose to discuss the ethical

issues involved with this type of method conclusions drawn from animals may not always generalise to humans The use of EEGs has enabled the detection of electrical activity in specific parts of the brain via a non-invasive procedure PET scans for example have been used to investigate brain injuries and associated behavioural changes However this method of scanning is expensive and involves the ethical issue of injecting radioactive glucose into the bloodstream of patients Credit also application to studies eg how scans are used to aid people with language deficits

Maximum of 6 marks if only one method identified

June 2005

(c) (i) Outline what is meant by the information-processing approach (2 marks)

[2 marks AO1 = 2]

AO1 Up to two marks for reference to features of the information-processing approach eg inputting of data from the environment mental processing of information ndash encoding storage retrieval sequential processes limited capacity analogy to computers in terms of information processing

Credit may be given for a diagrammatic representation of the approach although this is not required by the question

(d) Describe and discuss the behaviourist approach in psychology Refer to at least one other approach in your answer (10 marks)

[10 marks AO1 = 5 AO2 = 5]

AO1 Up to 5 marks for description in detail of the features of the behaviourist approach Features could include ndash the majority of all behaviour is learned from the environment and so psychology should investigate the laws and products of learning Behaviour is determined by the environment since we are the total of all our past learning experiences Other features may include how observable behaviour not minds should be studied if psychology is to be an objective science Credit description of relevant studies

AO2 Up to 5 marks for discussion eg the behaviourist approach adopted a very scientific approach to explain human behaviour unlike psychoanalysis Behaviourism has produced many practical applications eg the treatment of phobias Candidates may contrast behaviourism with the cognitive approach who think that behaviourism ignores important mental processes involved in learning The rejection of conscious mental experience was heavily criticised by the humanistic approach

Maximum 6 marks if no reference to one other approach

2 (a) Diane is at a pop concert with her friend Robbie She has been longing to see her favourite band play live When the band appears on stage she says to Robbie ldquoIrsquom so excited I can feel my heart poundingrdquo After the concert Diane says to Robbie ldquoThat was fantastic but Irsquom so hungry my tummy is rumbling Shall we get something to eatrdquo

In your answer book write down which of Dianersquos physiological responses is a result of

(i) sympathetic action of the autonomic nervous system

(ii) parasympathetic action of the autonomic nervous system (2 marks)

[2 marks AO2 = 2]

AO2

(i) ldquoI can feel my heart poundingrdquo

(ii) ldquoMy tummy is rumblingrdquo

Credit answers which refer to excitedhungry

January 2006

(b) Outline two criticisms of the psychodynamic approach (4 marks)

[AO1 = 2 AO2 = 2]

AO1 One mark for each criticism identified

Likely answers unscientific deterministic too much emphasis on innate biological forces

AO2 One mark for elaboration of each criticism identified This may be in the form of justification illustrationcounter-criticism

(c) Lesley is anxious and has low self-esteem As a child she felt that no matter how hard she tried to please people no one ever approved of her She sometimes feels worthless Referring to the humanistic approach explain one possible cause of Lesleyrsquos problems

(4 marks)

[AO1 = 2 AO2 = 2]

AO1 Up to 2 marks for description of one cause eg unconditional positive regard Maslowrsquos hierarchy of needs congruence ndash incongruence conditions of worth


2 (a) Below is a diagram of the human brain It is labelled A B C and D Write in your answer book which letter A B C or D matches each of the areas below

(i) auditory area

(ii) somatosensory area

(iii) visual area

(iv) motor area (4 marks)

[4 marks AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) B

(iii) D

(iv) A

(b) Distinguish between the terms genotype and phenotype (3 marks)

[AO1 = 2 AO2 = 1] AO1 One mark for correct definition of each term

Genotype refers to a personrsquos genetic make-up (AO1 1)

Phenotype refers to a personrsquos characteristics that are determined by genetics and the environment (AO1 1)

AO2 One mark for any appropriate distinction between these terms eg genotype is fixed whereas phenotype is malleable Credit reference to examples such as PKU

(c) State what is meant by selective breeding Explain why it has been used by psychologists to investigate the genetic basis of behaviour (3 marks)

[AO1 = 1 AO2 = 2]

AO1 One mark for the correct definition of the term

Selective breeding refers to the artificial selection of male and female animals that are put together to breed and produce offspring (AO1 1)

AO2 Two marks for explanation eg to observe whether a trait or characteristic continues over successive generations (AO2 1) If a trait continues over successive generations then there is a genetic basis If a trait does not continue over successive generations then a genetic basis may be ruled out (AO2 1)

June 2006

1 (a) Briefly describe one feature of the psychodynamic approach in psychology (3 marks)[AO1 = 3 AO2 = 0]AO1 One mark for identification of a relevant featureTwo marks for identification and description of the feature but brief or slightly muddledaccountThree marks for clear identification and elaboration of the featureLikely answers unconscious conflict stages of psychosexual development tripartite division ofpersonality dream analysis sexual instinct case studies

(c) Sunita is eight years old and suffers from a medical condition which means she often has to go into hospital Each time she goes into hospital the treatment makes her feel sick One daySunitas mother took her to visit her grandmother in hospital When they arrived at the hospitalSunita complained to her mother that she felt sickReferring to features of the behaviourist approach explain why Sunita felt sick when she wentto visit her grandmother in hospital (4 marks)[AO1 = 2 AO2 = 2]AO1 Candidates should answer with specific reference to classical conditioningUp to two marks for reference to features of the behaviourist approach eg behaviour is learntbehaviour is conditioned learning by association learning of new responses to stimuliprinciples of classical conditioning Alternatively two marks may be credited for one featurewhich is described in detail Credit may be given for a diagrammatic representation althoughthis is not required by the questionAO2 Up to two marks for reference to the stimulus material to illustrate the identified feature(s) Ifone feature is identified then two marks may be credited if the application of this feature isdetailed

(d) Discuss the humanistic approach in psychology Refer to at least one other approach in youranswer (10 marks)[AO1 = 4 AO2 = 6]AO1 Up to four marks for description of the features of the humanistic approach Features couldinclude each person is unique therefore psychology should focus on the subjectiveexperiences feelings and thoughts of a person The idiographic approach emphasis onunderstanding the uniqueness of a person rather than laws which may exist within all peopleSelf-actualisation every person has an innate tendency to achieve their full potentialUnconditional positive regard the unconditional love of the mother for her child is essential tothe development of a well-adjusted adult Client-centred therapy people come to therapy forhelp in solving the everyday problems of life Credit up to one mark for description of relevantevidenceAO2 Up to six marks for discussion eg the humanistic approach is criticised for its rejection of thescientific approach and the use of experiments to understand and predict human behaviourThere is little objective evidence therefore to support the assumptions made Candidates maydiscuss the approach in relation to the behaviourist approach which views humans as passivelyresponding to stimuli in the environment Humanistic psychologists state that humans areactive agents able to change and determine their own development Candidates may contrastthe concept of free-will with the deterministic features of both the biological and psychoanalyticapproaches Credit use of relevant evidenceMaximum 6 marks if no reference to one other approach

(a) Identify two methods that are used to investigate localisation of function (cortical specialisation) in the brain (2 marks)

[AO1 = 2 AO2 = 0]

AO1 One mark each for the correct identification of a method

Likely answers EEG CAT PET or MRI scan(s) Electrical stimulation Micro-electrode

recording of neural activity Neurosurgery Post mortem

Credit may be given for an accurate description of a method

(b) Write in your answer book which letter A B C or D matches each of the structures below

(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon

Label your answers clearly (4 marks)

[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B

(c) Molly is walking home late at night Suddenly she is startled by the sound of footsteps behind her She feels her heart pounding and her mouth goes dry When Molly arrives home she tries to relax by watching the television Soon her breathing slows down and she begins to feel hungry

From the description above

(i) identify two actions of the parasympathetic division of the autonomic nervous system

(ii) identify two actions of the sympathetic division of the autonomic nervous system

(4 marks)

[AO1 = 0 AO2 = 4]

AO2 One mark each for the correct identification of each action

(i) her breathing slows down

she begins to feel hungry

(ii) she feels her heart pounding

her mouth goes dry

January 2007

(c) Jaina is three years old She sees a packet of her favourite chocolate biscuits on the kitchen table Jainarsquos mother says to her ldquoYou must not eat any of the chocolate biscuitsrdquo When her mother leaves the kitchen Jaina cannot stop herself from eating a chocolate biscuit even though she has been told not to

Suggest a psychodynamic explanation as to why Jaina ate the chocolate biscuit (4 marks)

[AO1 = 2 AO2 = 2]

AO1 Up to 2 marks for knowledge of psychodynamic explanations of behaviour eg consciousunconscious motivation or specific reference to the tripartite theory of personality ndash id ego superego or psychosexual stages of development

AO2 Up to two marks for reference to the stimulus material which illustrates psychodynamic explanation(s) If one explanation is identified then two marks may be credited if the application of this explanation is detailed

(d) Discuss the cognitive approach in psychology Refer to at least one other approach in your answer (10 marks)

[AO1 = 4 AO2 = 6]

AO1 Up to four marks for description of features of the cognitive approach Features could include the comparison of the human mind to a computer in terms of information processing the idea that a personrsquos knowledge and beliefs influence their behaviour and experience processing is limited capacity sequential approach (S-O-R) cause and effect emphasis on scientific control ndash internal mental processes can be investigated scientifically by proposing models of psychological function Up to two marks may be awarded for a description of a model

Credit description of relevant evidence up to one mark

AO2 Up to six marks for discussion eg that the cognitive approach has investigated many areas of interest in psychology that had been neglected by behaviourism How it is therefore possible to study the internal processes that lie between stimulus and response The cognitive

approach places great emphasis on the use of more rigorous scientific methods unlike psychoanalysis

Candidates may contrast it with the free-will approach of the humanists arguing that the cognitive approach ignores the emotional life of humans and their conscious experience Credit may be given for general application of the cognitive approach eg use of the cognitive interview cognitive therapies etc Credit use of relevant evidence



(a) Briefly describe one technique used to study cortical specialisation in the brain (3 marks)

[AO1 = 3 AO2 = 0]

AO1 One mark for identification of a correct technique

Two marks for identification of a correct technique but brief description of the procedure andor method

Three marks for identification of a correct technique with clear description of the procedure andor method

Likely answers EEG CATPETMRI scans electrical stimulation micro-electrode recording of neural activity neurosurgery post-mortems

(b) Outline what is meant by the fight or flight response Give an example (3 marks)

[AO1 = 2 AO2 = 1]

AO1 One mark for brief recognition of the term

Two marks for clear outline of the term

Possible answer In an emergency situation the body is prepared for the possibility of defending or attacking (fight) (AO1 1) or running away to safety (flight) (AO1 1)

Biological detail is not necessary but creditworthy eg increased heart rate role of the ANS

AO2 One mark for an appropriate example

Possible answer If suddenly confronted by a vicious dog you either defend yourself (fight) or run away (flight) (AO2 1)

(c) Some psychologists believe that human and non-human behaviour can be explained in terms of evolutionary processes

(i) What is meant by the term evolution (2 marks)

[AO1 = 2 AO2 = 0]



Possible answer Evolution refers to the change over successive generations (AO1 1) of the characteristicsmake-up of a population (genetic or social) (AO1 1)

Credit answers which refer to selective pressures the natural selection of certain characteristics as in survival of the fittest

(ii) Give an example of one behaviour and suggest how this behaviour can be explained in terms of evolutionary processes (2 marks)

[AO1 = 0 AO2 = 2]

AO2 One mark for an appropriate example but brief or slightly muddled account

Two marks for an appropriate example with clear explanation

Likely answers sexual selection mating strategies parental investment bonding emotions signalling systems aggression temperament rooting reflex

(d) Discuss the biological approach in psychology Refer to evidence in your answer (10 marks)

[AO1 = 4 AO2 = 6]

AO1 Up to four marks for description of features of the biological approach Features could include all thoughts feelings and behaviours have a physicalbiological cause (nature) our behaviours and characteristics eg intelligence are a result of our genetic make-up behaviour has a genetic basis since human genes have evolved over years to adapt behaviour to the environment the assumption that the mind and brain are the same


AO2 Up to six marks for discussion Candidates may consider the strengths of the approach eg it provides strong counter-arguments to the nurture side of the nature-nurture debate or consider the limitations of the approach eg the approach is reductionist ndash it explains thoughts and behaviours in terms of genes neurons and biochemicals Candidates may choose to discuss the biological approach in relation to other approaches in psychology eg the biological approach applies scientific methods to investigate human behaviour unlike the humanistic approach The practical applications of the biological approach are particularly effective eg the use of drugs in the treatment of mental disorders

Relevant evidence Krupa et al (1993) Petersen et al (1998) Sperry (1984) Cloniger (1987)

Tyron (1940) Gottesman (1991) Kety (1998) Scarr and Weinberg (1978)

Credit use of relevant evidence

Note Candidates may receive credit for citing evidence which raises methodological andor ethical issues in support andor criticism of the biological approach

Maximum 6 marks if no reference to evidence

June 2007

(b) (i) Briefly explain one assumption of the humanistic approach in psychology (2 marks)

[AO1 = 1 AO2 = 1]

AO1 One mark for identification of an appropriate assumption

AO2 One mark for elaboration of the assumption

Likely assumptions each person is unique free will holistic perspective self-actualisation unconditional positive regard client-centred therapy rejection of science

(b) (ii) Briefly explain one assumption of the cognitive approach in psychology (2 marks)

[AO1 = 1 AO2 = 1]



Likely assumptions humans as information processors comparison of the mind to a computer information-processing approach (S-O-R) mental processes can be investigated scientifically active organisation and manipulation of information

(d) Describe and discuss the behaviourist approach in psychology (10 marks)

[AO1 = 5 AO2 = 5]

AO1 Up to five marks for description in detail of the features of the behaviourist approach

Features could include ndash behaviour is determined by the environment reference to the laws of learning principles of operant and classical conditioning controlled experimental studies learning in animals observable behaviour not minds should be studied if psychology is to be an objective science Credit up to two marks for description of relevant evidence andor studies

AO2 Up to five marks for discussion Candidates may choose to discuss general strengths andor limitations of the behaviourist approach For example in terms of the strengths candidates may state how behaviourism contributed to psychology with its scientific and experimental methodology Behaviourism has produced many practical applications eg treatment of phobias In terms of the limitations for example candidates may state how behaviourism ignores the nature side of the nature-nurture debate Candidates may choose to discuss the behaviourist approach in relation to other approaches in psychology For example cognitive psychologists criticise the behaviourist approach for ignoring important mental processes involved in learning The rejection of conscious mental experience was heavily criticised by the humanistic approach Credit the use of relevant evidence andor studies

2 (a) Outline one difference in function between a motor neuron and a sensory neuron (2 marks)

[AO1 = 2 AO2 = 0]

AO1 One mark for identification of an appropriate function of a motorsensory neuron

Two marks for elaboration of the difference in function between these two types of neuron

Possible answer The function of a motor neuron is to carry information from the central nervous system to the musclesglandseffectors (AO1 1) whereas the function of a sensory neuron is to carry information from the sense organs to the central nervous system (AO1 1)

(b) What is meant by the terms genotype and phenotype Use an example to illustrate the difference between them (4 marks)

[AO1 = 2 AO2 = 2]

AO1 One mark for correct definition of each term

Possible answer Genotype refers to a personrsquos genetic make-up (AO1 1) Phenotype refers to a personrsquos characteristics that are determined by genetics and the environment (AO1 1)

AO2 One mark for evidence of genotype presented in the example

One mark for evidence of phenotype presented in the example

Note Candidates may be awarded two marks for presenting either one example or two different examples to illustrate the difference between the terms

Possible answer PKU is an example of a disorder caused by a defective gene resulting in severe learning difficulties (AO2 1) However if identified early and treated with a special diet individuals show normal levels of intelligence (AO2 1)

Credit other likely examples such as intelligence schizophrenia

(c) Briefly discuss one limitation of the biological approach in psychology (4 marks)

[AO1 = 2 AO2 = 2]

AO1 One mark for identification of an appropriate limitation

Two marks for identification and elaboration of an appropriate limitation

Likely limitations reductionist undervalues nurture deterministic does not adequately explain how the mind and body interact problems in extrapolation from animal research

AO2 Two marks for discussion of the limitation This may be in the form of justificationillustration counter-criticism

(d) Ben and his friends are at a theme park They are waiting in a queue to ride a terrifying rollercoaster Ben starts to feel sick and his hands become hot and sticky As he moves near to the front of the queue he feels his heart pounding After the ride Ben feels very thirsty and tired

Describe the role of the autonomic nervous system (ANS) and the adrenal glands in a stressful situation Use this knowledge to explain Benrsquos responses before and after the rollercoaster ride (10 marks)

[AO1 = 5 AO2 = 5]

AO1 Up to five marks for description of the role of the ANS and adrenal glands in a stressful situation For example the ANS transmits information to and from internal organs It is sub-divided into two further systems the sympathetic nervous system which increases bodily activities in a stressful situation eg increases heart rate and the parasympathetic nervous system which decreases bodily activities that have been activated during the stressful situation eg decreases action of adrenal glands The adrenal glands operate in parallel to the autonomic nervous system in a stressful situation For example the adrenal glands are stimulated to release adrenaline through the bloodstream Credit fight or flight response Credit up to two marks for description of relevant evidence andor studies

AO2 Up to five marks for application to the stimulus material There are five different points in the stimulus material relating to the actions of the ANS and the adrenal glands

However candidates may receive more than one AO2 mark for a response that is explained in detail

1 ldquohe starts to feel sickrdquo Candidates should refer to the action of the adrenal glands Adrenaline prepares the body for action and in doing so reduces blood flow to organs such as the gut

2 ldquohis hands become hot and stickyrdquo Candidates should refer to the activity of the sympathetic nervous system Blood is diverted to the muscles for energy As a result the body sweats to allow heat energy to be lost from the surface of the skin It is the bodyrsquos cooling mechanism

3 ldquohe feels his heart poundingrdquo Candidates should refer to the activity of the sympathetic nervous system An increase in cardiac output means blood is pumped around the body faster ndash delivering essential oxygen and nutrients to the muscles

4 ldquofeels very thirstyrdquo Candidates may refer to the activity of the parasympathetic nervous system This system acts to restore the activities of the body that have been increased by the sympathetic nervous system ie inhibiting saliva production The parasympathetic nervous system stimulates saliva production

5 ldquohe feels veryhelliptiredrdquo Candidates should refer to the activity of the parasympathetic nervous system This system acts to restore andor conserve bodily energy that has been used during sympathetic activity

Maximum 6 marks if only reference to ANS or adrenal glands

Maximum 6 marks if no reference to stimulus material

January 2008

(c) Mia is revising for her history examination Her teacher asks her the following questionldquoWho was the mother of Queen Elizabeth Irdquo Mia thinks hard She then remembers what her teacher taught her in the previous history lesson She then replies ldquoAnne BoleynrdquoOutline the information-processing approach and illustrate it with reference to the description above (5 marks)[AO1 = 2 AO2 = 3]AO1 Up to two marks for reference to features of the information-processing approach eg mental processing of information ndash sensory input decision making storage processes output inputting of data from the environment sequential processes analogy to computers in terms of information processing limited capacity Credit may be given for a diagrammatic representation of the approach although this is not required by the questionAO2 Up to three marks for reference to the stimulus material which illustrates the approach for example Sensory input processes ndash Mia hearsperceivesattends to the teacher asking the question Storage processes - thinkingrememberingorganising the information Output processes ndash Mia answers the question Credit reference to aspects of the revision process

(d) Discuss the psychodynamic approach in psychology (10 marks)[AO1 = 4 AO2 = 6]AO1 Up to four marks for description of features of the psychodynamic approach Features could include ndash unconscious motivation tripartite division of personality ndash id ego and superego stages of development therapeutic approaches defence mechanisms emotional drives of sex and aggression Credit description of relevant evidence (one mark)AO2 Up to six marks for discussion eg the psychodynamic approach places great emphasis on the unconscious mind in motivating behaviour but it cannot be measured in any precise way Many assumptions are regarded as unscientificlacking supporting evidence Candidates may refer to the benefitslimitations of an idiographic approach

Candidates may contrast the approach with other approaches in psychology eg the free will approach of humanistic psychology which the psychodynamic approach does not recognise Credit use of relevant evidence

2 (a) Outline the role of the adrenal glands in the fight or flight response (2 marks)[AO1 = 2 AO2 = 0]AO1 One mark for identification of the role of the adrenal glandsTwo marks for identification and elaboration of the role of the adrenal glandsPossible answer The adrenal glands are stimulated to release adrenaline (AO1 1) This prepares the body for action in a stressful situation (AO1 1)(b) Tom has a phobia of mice He saw a mouse scurry across the floor Tom immediately felt sick and he felt the hairs on the back of his neck stand on end Some time later his heart stopped pounding and he got his breath backFrom the description above identify three of Tomrsquos bodily responses and state whether each response results from the action of the sympathetic or parasympathetic division of the autonomic nervous system (3 marks)[AO1 = 0 AO2 = 3]AO2 One mark (up to three) for any of the followingbull lsquoTom immediately felt sickrsquo ndash sympathetic division of the ANSbull lsquohelliphe felt the hairs on the back of his neck stand on endrsquo ndash sympathetic division of the ANSbull lsquohelliphis heart stopped poundingrsquo ndash parasympathetic division of the ANSbull lsquohelliphe got his breath backrsquo ndash parasympathetic division of the ANS

(d) Discuss at least two methods that have been used to investigate localisation of function(cortical specialisation) in the brain (10 marks)[AO1 = 4 AO2 = 6]AO1 Up to four marks for a description of the methods of investigating localisation of function in the brain Examples may include ndash EEGs shows patterns of brain waves ScansPET ndash assesses metabolic activity in different parts of the brain CAT ndash shows horizontal sections of the brain MRI ndash gives a clear and detailed picture of brain structuresElectrical stimulation ndash a weak current is applied to a small region of the brainNeurosurgery eg lesions ndash cutting connections in the brain Post-mortem studies of people with known deficits Credit description of relevant evidence andor studies (one mark)AO2 Candidates will discuss how these methods have been used to investigate localisation of function in the brain For example with neurosurgery candidates may discuss the accuracy of this technique however the use of expensive equipment and the invasive exposure of the brain may be questioned Candidates may choose to discuss issues involved with this type of method ndash conclusions drawn from surgery on animals may not always generalise to humans The use of EEGs has enabled the detection of electrical activity in specific parts of the brain via a non-invasive procedure PET scans for example have been used to investigate brain injuries and associated behavioural changes However this method of scanning is expensive and involves the ethical issue of injecting radioactive glucose into the bloodstream of patients Credit use of relevant evidence andor studiesMaximum 6 marks if only one method identified

June 2008


(a) Describe one assumption of the behaviourist approach in psychology (3 marks)

[AO1 = 3 AO2 = 0]

AO1 One mark for identification of a relevant assumption

Two marks for identification and elaboration of the assumption but may be brief andor slightly muddled

Three marks for clear identification and elaboration of the assumption

Likely answers behaviour is learnt behaviour is conditioned learning by association learning of new responses to stimuli principles of classical conditioning principles of operant conditioning scientific nature of the approach use of animals studying the observable

(c) Mark is 33 years old He has low self-esteem and feels worthless One day his therapist asked him about his childhood Mark said ldquoI never had a close relationship with my mother She would only cuddle me if I was a good boy and did what I was toldrdquo

With reference to one assumption of the humanistic approach explain a possible cause of Markrsquos problems (4 marks)

[AO1 = 2 AO2 = 2]

AO1 Up to two marks for reference to an assumption of the humanistic approach

Likely answers unconditional positive regard Maslowrsquos hierarchy of needs congruenceincongruence conditions of worth emphasis on self

AO2 Up to two marks for reference to the stimulus material which explains the possible cause of Markrsquos problems


[AO1 = 4 AO2 = 6]

AO1 Up to four marks for a description of features of the cognitive approach

Features could include ndash the comparison of the human mind to a computer in terms of information-processing the idea that a personrsquos knowledge and beliefs influence their behaviour and experience processing is limited capacity sequential approach ndash input gt storageprocess gt output cause and effect emphasis on scientific control ndash internal mental processes can be investigated scientifically by proposing models of psychological function Credit description of a named model (one mark) multi-store

Credit description of relevant evidence (one mark)

AO2 Up to six marks for discussion eg the cognitive approach has investigated many areas of interest in psychology that had been neglected by behaviourism For example how it is possible to study the internal processes that lie between stimulus and response The cognitive approach places great emphasis on the use of more rigorous scientific methods unlike the psychodynamic approach Candidates may contrast the mechanistic view of cognitive psychologists with the more humane approach adopted by humanistic psychologists Credit may be given for general application of the cognitive approach eg use of the cognitive interview cognitive therapies etc


Maximum 6 marks if no reference to another approach


(a) Identify three divisions of the nervous system (3 marks)

[AO1 = 3 AO2 = 0]

AO1 Up to three marks for correct identification of the divisions of the nervous system

Likely answers central nervous system peripheral nervous system somatic nervous system autonomic nervous system sympathetic nervous system parasympathetic nervous system spinal cord brain

(b) Explain the difference between genotype and phenotype (3 marks)

[AO1 = 2 AO2 = 1]

AO1 One mark for knowledge of each term


AO2 One mark for an appropriate difference between these terms

Possible answer Genotype is fixed whereas phenotype is malleable (AO2 1)

Credit explanation of examples such as PKU

Up to 3 marks may be credited for candidates who provide valid differences

(c) Explain two limitations of the biological approach (4 marks)

[AO1 = 2 AO2 = 2]

AO1 One mark for identification of each limitation

Likely answers reductionist undervalues nurture deterministic does not adequately explain how the mind and body interact problems in extrapolation from animal research methodological problems eg invasive

AO2 One mark for explanation of each limitation

This may be in the form of justification illustration counter-criticism

January 2009

GeneralCandidate performance at this first session for the new specification varied enormously Many candidates had prepared well and were able to demonstrate sound knowledge and understanding across all areas Evaluations were less evident in many of the responses to the longer questions and certainly this is something that centres should seek to address It was not uncommon to see answers to the 10-mark questions which consisted of 1 frac12 sides of description and a mere two or three lines of evaluation It was noted that many candidates did not have sufficient space to write their answers in the answer booklet and many candidates did use extra sheets This issue has been addressed for future sessions Quality of written communication was very poor in some cases to the extent that it was extremely difficult to discern meaning

1 (a) What do behaviourists mean by the term operant conditioning Give an example of how operant conditioning might be used to train an animal (3 marks)

[AO1 = 1 AO2 = 2]AO1 One mark for correct definition of the termPossible answer Operant conditioning refers to behaviours learnt as a result of reinforcementenvironmental consequences (AO1 1)Credit other appropriate alternatives eg negative reinforcement punishment etc

AO2 Up to two marks for an appropriate example of how operant conditioning is used in training an animal

One mark for demonstration of the behaviour being conditionedOne mark for reinforcement of the behaviour

Part (a) was generally well done with the majority of candidates gaining two or three marksMost responses used Skinnerrsquos rats for the example although there were some good everydayexamples that showed clear understanding Occasionally candidates scored no marksbecause they confused operant and classical conditioning

1 (b) Identify and explain one methodological issue which might arise when using EEGs to investigate cortical specialisation (3 marks)

[AO3 = 3]AO3 One mark for identification of an issueUp to two marks for explanation of the issue in relation to the methodLikely answers crude measure ndash the activity of neurons is measured and averaged electrodes are not sensitive enough to detect precise neuronal functions lack of reliability etc

Part (b) was less well done often because many candidates offered ethical rather than methodological issues There was also a tendency to give a lengthy description of the method rather than focus on the limitation

1 (c) (i) Outline the role of the sympathetic nervous system and the parasympathetic nervous system in physiological arousal (2 marks)

[AO1 = 2]AO1 One mark each for appropriate description of the rolePossible answer The sympathetic nervous system prepares our body for action during the fight-or-flight response (AO1 1) The parasympathetic nervous system restores the body to its normal state (AO1 1)

For part (c)(i) candidates who recognised the need to focus on the general roles of the twosections of the autonomic nervous system rather than specific bodily responses tended to scorefull marks

1 (c) (ii) Sophie is taking her driving test for the first time She is very nervous Her hands begin to sweat and she can feel her heart pounding When the examiner asks Sophie to start the car she feels sick After the driving test Sophie begins to feel her breathing slow downFrom the description above identify two of Sophiersquos bodily responses stating whether each response is a result of the action of the sympathetic nervous system or the parasympathetic nervous system (2 marks)

[AO2 = 2]AO2 One mark (up to two) for any of the followinglsquoHer hands began to sweathelliprsquo ndash sympathetic nervous systemlsquohellipshe can feel her heart poundingrsquo ndash sympathetic nervous systemlsquohellipshe feels sickrsquo ndash sympathetic nervous systemlsquohellipher breathing slows downrsquo ndash parasympathetic nervous system

Nearly all candidates gained two marks for part (c)(ii) those who did not usually presentedsympathetic or parasympathetic responses that were not included in the text

1 (d) Describe and evaluate the humanistic approach in psychology Refer to at least one other approach in your answer (10 marks)

[AO1 = 5 AO2 = 5]

AO1 Up to five marks for description of the features of the humanistic approach Features could include ndash how each person is unique ndash the subjective experiences feelings and thoughts of a person should be of importance to psychologists Conscious awarenessFocus on the importance of selfpersonal growth Self-actualisation ndash every person has an innate tendency to reach his or her full potential Concept of free will ndash able to choose and determine own actions Unconditional positive regard ndash the unconditional love of the mother for her child is essential to the development of a well-adjusted adult

Client-centred therapy ndash client at centre of own therapy in solving their problems The idiographic approach ndash emphasis on understanding the uniqueness of a person holistic approach Credit description of relevant evidence (one mark)

AO2 Up to five marks for evaluation For example the humanistic approach is criticised for its rejection of the scientific approach and in particular the use of experiments to understand and predict human behaviour There is little objective evidence to support the assumptions made by humanistic psychologists Candidates may evaluate the approach in relation to the behaviourist approach for example which views humans as passively responding to stimuli in the environment Humanistic psychologists state that humans are active agents ndash able to change and determine their own developmentCandidates may contrast the concept of free will with the deterministic features of other approaches eg the biological approach The value of a person-centred approach maybe compared to the psychodynamic approach Credit use of relevant evidenceMaximum 6 marks if no reference to other approach

Mark Bands8 ndash 10 marks Good answersThere is accurate well-organised and detailed description of the humanisticapproach in psychology The evaluation is clear coherent and detailed There isappropriate reference to one other approach There is focus with little or nomisunderstandingThere is structure with effective use of paragraphs and sentences There arevery few errors of spelling and punctuation4 ndash 7 marks Average answersThere is a reasonably accurate and organised description of some features of thehumanistic approach though it may lack detail Evaluation may lack claritycoherence or detail At the top of the band there is reference to one otherapproach in psychology There may be some inaccuracy or irrelevanceThere is some structure with appropriate use of paragraphs and sentencesThere are some errors of spelling and punctuation1 ndash 3 marks Poor answersThere is basic or limited knowledgeevaluation of the humanistic approach Theresponse may be inaccurate andor poorly focusedThere is little evidence of structure in terms of correct use of sentences andparagraphs There are frequent errors of spelling and punctuation0 marks No relevant content

Total A01 marks for Question 1 = 8Total A02 marks for Question 1 = 9Total A03 marks for Question 1 = 3Total marks for Question 1 = 20 marks

Responses to part (d) tended to show a good awareness of key humanistic concepts althoughthis knowledge was often expressed incoherently almost as a stream of unconnected orinadequately explained ideas It was also fairly common to see confusion and inaccuracy inrelation to basic terms For example many candidates suggested that low self-esteem resultedfrom incongruence between actual and ideal self when it is more accurate to state that it resultsfrom incongruence between the perceived selfself-concept and the ideal self Somecandidates were evidently unaware that an instruction to lsquorefer to another approachrsquo is aninvitation to compare the other approach with that under discussion rather than simply describeanother approach in tandem Whilst descriptions were often lengthy evaluations werefrequently less so That said many top band answers to part (d) were seen

June 2009

GeneralOverall candidatesrsquo performance on the paper was comparable with performance in the January series Those who had prepared well achieved good marks across all three sections of the paperIn response to issues arising in the January series candidates were provided with additional space for their answers to the questions requiring extended writing (questions 1d and 2d) This space was used effectively by some candidates to provide more detailed evaluative points rather than simply providing a lsquoshopping listrsquo of points as was the case in JanuaryCentres are asked to remind candidates that they must use black ink or black ball-point penAnswers written in blue pen and even in pencil in some cases are particularly difficult to read when scanned

1 (a) Name and briefly describe one defence mechanism Suggest how this defence mechanism might help a person to cope with the breakdown of a close relationship (3 marks)

[3 marks AO1 = 2 AO2 = 1]AO1 One mark for naming a correct defence mechanism eg denial repression displacement etcOne further mark for brief description of the defence mechanismAO2 One mark for an appropriate suggestion in relation to the breakdown of a close relationshipPossible answer Displacement (AO1 1) is where the mind redirects emotions from a dangerous object to a safer outlet (AO1 1) A person joins a kickboxing class which relieves his stress by redirecting his anger about his failed relationship (AO2 1)If a candidate describes and provides an appropriate example of a defence mechanism but gives an incorrect name award a maximum 2 marks

(a) Candidates were generally able to name an appropriate defence mechanism with denial and repression being the most common answers Descriptions of the defence mechanisms varied in accuracy and detail Very often candidates would simply reiterate the term as part of the description In relation to the stem most candidates provided a plausible suggestion of how the defence mechanism could help somebody to cope with the breakdown of a relationship Very few candidates offered their own example as part of the answer

1 (b) (i) What is meant by classical conditioning (1 mark)[1 mark AO1 = 1]AO1 One mark for correct definition of the term eg learning by association stimulusresponselearning brief description of process or key features

(b) (i) Many candidates scored one mark here by providing an appropriate definition of the term

1 (b) (ii) Briefly outline how researchers such as Pavlov have investigated classicalconditioning(2 marks)AO3 Candidates may provide a generic response through methods of research eg experimentation or a more specific response eg the process involved within a particular studyPossible answer Pavlov researched classical conditioning by pairing a CS with anUCS ndash he rang a bell at the same time he presented food to the dog (AO3 1) After repeated pairings Pavlov found that by merely ringing the bell (CS) the dog salivated(CR) (AO3 1) Credit diagrammatic representation

ii) The majority of candidates chose to describe the process of classical conditioning with reference to Pavlovrsquos experiment and many achieved full marks Some responses referred to Little Albert and again where the process was described fully achieved both marks

1 (c) Jake has a very stressful job He is often late home from work and hardly gets any sleep One night Jake is so stressed and angry that he punches a door Jake comes from a violent familySuggest how a biological psychologist and a behavioural psychologist might explainJakersquos violent behaviour(4 marks)[4 marks AO3 = 4]AO3 Candidates should receive credit for knowledge of the approaches and are notexpected to demonstrate detailed knowledge of aggressionBiological One mark for brief or muddled explanationTwo marks for an accurate and detailed explanationLikely answers testosterone aggression as an evolutionary trait genetics heritability etcBehaviourist One mark for brief or muddled explanationTwo marks for an accurate and detailed explanationLikely answers learning by association principles of operant conditioning reinforcementCredit answers that may refer to the principles of SLT

(c) The majority of responses showed a good understanding of both the biological andbehaviourist approaches and many candidates showed an ability to apply this knowledgeto a novel source ie Jakersquos aggression The biological approach tended to be betterexplained than the behaviourist approach Here a number of candidates provided abasic account of how this behaviour would be simply lsquolearnt from the environmentrsquowithout any further expansion as to how

1 (d) Discuss two of the following methods that have been used to investigate areas of cortical specialisation in the brain1048698 neurosurgery note this has now been removed from the spec for exams for 2012 onwards so would not appear in future1048698 post-mortem examinations1048698 scanning techniques

(10 marks)[10 marks AO1 = 5 AO2 = 5]AO1 Up to five marks for a description of two methods used to identify areas of cortical specialisation in the brainNeurosurgery ndash the deliberate removal of areas of the brain andor destroying the links between certain areas of the brainPost-mortem examinations ndash a method in which the brain of a patient usually with some known deficit is examined after deathScanning techniques ndash PET assesses metabolic activity in different parts of the brainCAT shows horizontal sections of the brain MRI gives a clear and detailed picture of brain structuresCredit description of relevant evidence up to two marks

AO2 Candidates should discuss the methods described in AO1Neurosurgery ndash greater precision in the location of damage to the brain comparison of humannon-human behaviour before and after surgery invasive technique ethical problems of irreversible change in non-humans problems of extrapolating findings from animal research to explain human behaviour problems associated with plasticity problem in saying the damaged area is a lsquocentrersquo for the functioning of a behaviour or just part of an interconnection problem of reduced functioning of areas adjacent to the damagePost-mortem examinations ndash able to attribute abnormalities in brain with known deficit in patient repeated examinations produce a more exact correlation furthers understanding of the brain difficulty in obtaining a human brain especially if the known deficit is particularly rare difficulty in locating precise area of damage

Scanning techniques ndash provides detailed pictures of areas of brain responsible for certain actions patient is able to perform tasks whilst conscious can be non-invasive issues of injecting radioactive substance with PET scans ndash invasive procedure does not always measure precise neuronal activityCredit use of relevant evidence

Maximum 6 marks if only one methodMark bands8 ndash 10 marks Good answersThere is accurate well-organised and detailed description of two methods usedto investigate areas of cortical specialisation in the brain Description of the twomethods may be imbalanced The discussion is clear coherent and detailedThere is focus with little or no misunderstandingThere is structure with effective use of paragraphs and sentences There arevery few errors of spelling and punctuation4 ndash 7 marks Average answersThere is a reasonably accurate and organised description of the method(s)though it may lack detail Discussion may lack clarity coherence or detail Theremay be some inaccuracy or irrelevanceThere is some structure with appropriate use of paragraphs and sentencesThere are some errors of spelling and punctuationPsychology B (PSYB1) - AQA GCE Mark Scheme 2009 June series51 ndash 3 marks Poor answersThere is basic or limited knowledgediscussion of the method(s) The responsemay be inaccurate andor poorly focusedThere is little evidence of structure in terms of correct use of sentences andparagraphs There are frequent errors of spelling and punctuation0 marks No relevant content

(d) For the majority of candidates the description of methods used to investigate cortical specialisation was better than the evaluation Poorer responses tended to provide quite common sense descriptions of the methods as well as demonstrating inaccuracies in their understanding of scanning techniques ndash quite often EEGs were presented as a method of scanning and hence scored no marks Better informed candidates could for example distinguish between different scanning techniques explain the different types of neurosurgery and outline the rationale behind post-mortem studies Evaluation points tended to focus on quite simplistic statements pertaining to cost and time Better evaluation points focused on the ethical considerations problems of cause and effect and issues of generalisability

January 2010

GeneralOverall performance this series was variable Where candidates had clearly been well prepared by centres a number of excellent responses were seen across all three sections of the paper However examiners noted that quite a number of candidate responses did not adhere to the question requirements producing heavily descriptive responses in the extended writing sections leaving little time for evaluation and discussion as a resultIn terms of administration there are a number of points to make in relation to the process of online marking First it is absolutely essential that candidates write their responses in black penCandidates must also make sure that they write their response in the space allocated in the answer booklet Writing in the margin underneath the allocated space and using arrows to direct an examiner elsewhere in the paper is not acceptable Where candidates make a mistake or wish to continue their response beyond the allocated space they should use the additional sheets provided by AQA If additional sheets are used then candidates must make sure that they write their centre number candidate number and the question number(s) clearly on each sheet

1 (a) What do humanistic psychologists mean by conditions of worth Suggest how a parent might place conditions of worth on his or her child(2 marks)

[AO1 = 1 AO2 = 1]

AO1 One mark for correct definition of the term eg a child is only loved and accepted if their behaviour is deemed to be acceptableAO2 One mark for an appropriate suggestion in relation to the term ie what the parent does to show their appreciation or the expected behaviour the child displaysDo not credit repetition of the definitionPossible answer a parent may only give their child a cuddle if they behave themselves(AO2 1)

(a) Relatively few candidates were able to provide a correct definition of the term A number of candidates misinterpreted the question referring incorrectly to unconditional positive regard or the behaviourist principle of reinforcement hence scoring no marksDespite this there were some good examples of how a parent might place conditions of worth on his or her child

1 (b) (i) Outline what is meant by evolution(2 marks)[AO1 = 2]AO1 Up to two marks for each relevant pointLikely answers gradual change in inherited traits of a species over many generations adaptation to the environment natural selection survival of the fittest etcCredit any relevant example as an expansion pointCredit appropriate alternative answers

(b)(i) Candidates demonstrated an understanding of the term evolution by referring to pointssuch as gradual changes over time in a species natural selection survival of the fittest Marks were not awarded however where candidates simply reiterated the term as part of their answer

1 (b) (ii) Explain how one human or non-human behaviour may have resulted from the process of evolution (2 marks)[AO2 = 2]AO2 Up to two marks for an explanation of how an appropriate behaviour may have resulted from the process of evolutionThe response may focus on the advantage the behaviour has given eg survival mating continuation of the genesLikely behaviours rooting reflex sexual selectionmate preferences parental investment bondingattachment behaviours aggression animal displays of behaviour territoriality etc

(b)(ii) The question required candidates to provide an example of one human or non-human behaviour Some good responses were seen in relation to sexual selection and the rooting reflex Candidates were awarded full marks as long as they provided a response that clearly addressed how this behaviour had resulted from evolutionary processes Unfortunately a number of candidates gave physiological examples as opposed to examples of behaviour thus scoring no marks

1 (c) (i) Post-mortem examinations of the brain have been used to study cortical specialisation Explain how post-mortem examinations have helped us to understand cortical specialisation(2 marks)

[AO3 = 2]AO3 Up to two marks for a brief explanation of the methodPossible answer Post-mortem examinations allow for identification of abnormality in areas of the brain (AO3 1) Any damage found can then be related to symptomsbehaviours shown by the person when they were alive (AO3 1)Credit appropriate alternative answers eg Broca

(c)(i) Responses to this question were fairly disappointing Where candidates clearly knew what a post-mortem procedure involved up to two marks was awarded Often candidates gave quite a general response and failed to refer to the processes involved in a post-mortem procedure thereby limiting marks

1 (c) (ii) Briefly explain one other method used to investigate cortical specialisation in the brain(2 marks)

[AO3 = 2]AO3 One mark for naming an appropriate methodOne further mark for a brief explanation of what the method entailsLikely answersNeurosurgery ndash operating onaccidentally destroying structures within the brain- see how behaviour is affectedEEGs ndash recordings of the electrical activity of the brain are made from electrodes placed on an individualrsquos scalp to see which areas are active when cognitive tasks are performedElectrical stimulation ndash measures cortical specialisation either by stimulation of single neurons or groups of neurons correlating with behavioureffectpatientrsquos reported sensationScanning techniques eg PET scans ndash injection of radioactive glucose into the bloodstream of an individual The area(s) of the brain that use the radioactive glucose are then detected and measured fMRI scans ndash a type of specialised MRI scan which provides an image of an individualrsquos brain activity based on blood flow every few seconds The area of the brain most active can be observedCredit appropriate alternative answers

(c)(ii) The majority of candidates were able to provide one other method used to investigatecortical specialisation and explain this method accurately

1 (d) Describe and evaluate the behaviourist approach in psychology(10 marks)[AO1 = 5 AO2 = 5]AO1 Up to five marks for a description of the features of the behaviourist approach in psychology Features may include ndash the focus on observable behaviour All behaviour is learned and can be best understood in terms of associations between stimulus and response Behaviour is determined by our interactions and experiences in the environment Principles of operant conditioning ndash the use of consequencesreinforcement to shape behaviour Principles of classical conditioning ndash temporal associations between neutral stimulus and unconditioned stimulus (credit diagrammatic representation) Psychology should be both scientific and objective The nomothetic approach to psychology How it is possible to apply the findings from animal research in order to explain human behaviourCredit description of relevant evidence (one mark)

AO2 Up to five marks for evaluation In terms of the strengths the approach has been praised for its use of highly controlled and scientific methods of research In terms of the limitations candidates may state how the behaviourist approach oversimplifies the stimulus-response links used to explain all forms of behaviour The approach neglects the role of mental processes in determining behaviour unlike the cognitive approach in psychology The behaviourist approach suggests that all behaviour is determined by our environment thereby stating that there is no free-will ndash a point criticised by humanistic psychologists The approach has been viewed as crude in extrapolating the findings from animal research to explain human behaviour In terms of application of the behaviourist approach to psychology candidates may portray the many practical applications of the behaviourist approach ndash token economy programmes for criminals behaviour modification therapy for autism etc Credit use of relevant evidence and diagrams

Mark bands8 ndash 10 marks Good answersThere is accurate well-organised and detailed description of the behaviourist approach in psychology The evaluation is clear coherent and detailed There is focus with little or no misunderstandingThere is structure with effective use of paragraphs and sentences There are very few errors of spelling and punctuation4 ndash 7 marks Average answersThere is a reasonably accurate and organised description of some features of the behaviourist approach though it may lack detail Evaluation may lack clarity coherence or detail There may be some inaccuracy or irrelevanceThere is some structure with appropriate use of paragraphs and sentencesThere are some errors of spelling and punctuation1 ndash 3 marks Poor answers

There is basic or limited knowledgeevaluation of the behaviourist approach The response may be inaccurate andor poorly focusedThere is little evidence of structure in terms of correct use of sentences and paragraphs There are frequent errors of spelling and punctuation0 marks No relevant content

(d) The majority of responses to this question were purely descriptive Candidates clearly knew some basic assumptions of the behaviourist approach but spent too much time describing Pavlovrsquos and Skinnerrsquos experiments and the case study of Little Albert One mark was available for description of relevant studies so overall where candidates produced a lengthy descriptive answer marks were limited Although not required by the question it was pleasing to see how a number of candidates attempted to bring in another approach in psychology as part of their evaluation

June 2010

GeneralSome good responses were seen this series where candidates had clearly been well preparedTop band answers that were concise detailed and coherent were seen in a number of scripts which was pleasing As in previous series however there are a number of general points for centres to note Candidates must label their answers clearly Some expertise was required by many examiners where candidates had simply written a response but had not indicated which question they were answering As stated on the front of the examination paper black pen or ink is to be used as it is extremely difficult to read responses where candidates have not adhered to this requirement Finally it was noted by many examiners that answers to a number of extended writing questions ndash both 1(d) and 2(d) ndash were merely rote-learned and thus failed to address the specific requirements of the question set

1 (a) Humanistic psychologists have claimed that all individuals can achieve self-actualisation

1 (a) (i) Explain what is meant by self-actualisation (2 marks)

[AO2 = 2]AO2 One mark for relevant features eg a (innate) tendency to reach onersquos full potential reference to motivationdrive features of hierarchy of needs characteristics of self-actualisation etcOne further mark for an appropriate expansion of the termCredit features of either Maslow Rogers or both

(a)(i) This question differentiated well between candidates Where candidates clearly understood the term self-actualisation some excellent responses were seenHowever a number of candidates focused solely on the concept of self and issues associated with self-esteem thereby limiting marks

1 (a) (ii) Explain one problem with the concept of self-actualisation(2 marks)

[AO2 = 2]AO2 One mark for an appropriate identification of a problemOne mark for a brief explanation of the problemLikely answers it may not be possible to achieve self-actualisation people may not always feel accepted by others not a unitary concept difficult to define the concept hard to measure a Western concept that might not apply to all cultures selfactualisation may be achieved in different ways eg religion unrealistic optimism etc

(a) (ii) Many candidates failed to take note of the instruction to explain one problem with the concept of self-actualisation Many answers merely listed several problems thereby limiting marks Better answers focused on the problem of measurement or achievability

1 (b) Cognitive psychologists often propose models of mental processes

1 (b) (i) Identify one model used by cognitive psychologists(1 mark)

[AO1 = 1]AO1 One mark for identification of an appropriate modelLikely answers information-processing model input-process-output computer model computational model connectionist model models of memory eg multi-store models of attention eg Broadbent etcCredit any other appropriate cognitive model

(b)(i) The majority of candidates were able to identify an appropriate model used by cognitivepsychologists with the information-processing model being the most popular

1 (b) (ii) Outline one reason why cognitive psychologists use models of mental processes(2 marks)

[AO3 = 2]AO3 Up to two marks for a plausible reasonOne mark for a basic responseTwo marks for an appropriate elaboration of the reasonLikely answers simplifies complex process turns abstract concept into concrete form provides a framework for research etc

(b)(ii) This question differentiated well between candidates Better answers focused on the use of models to represent and help understand the processes involved in memory for example Poorer answers simply suggested that the lsquomodels showed how the brain workedrsquo or similar

1 (c) (i) What do psychodynamic psychologists mean by a defence mechanism (1 mark)

AO1 One mark for an appropriate answerLikely answers a way of protecting the conscious self from anxietyunpleasant events protection of ego unconscious coping strategyDo not credit conscious behaviours

(c)(i) Most candidates were able to provide an appropriate definition of a defence mechanism

1 (c) (ii) Name and outline one defence mechanism (2 marks)

[AO1 = 2]AO1 One mark for identification of a defence mechanismLikely answers repression regression denial displacement sublimation rationalisationetcOne further mark for outline of the defence mechanismCredit candidates who provide a description of a defence mechanism by use of an example

(c)(ii) The most popular defence mechanisms were repression and denial However the outline of these mechanisms was at times confused Credit was given to candidates who used an appropriate example as part of their outline A number of candidates rather worryingly provided a biological fight or flight response which obviously was not creditworthy

1 (d) Discuss the behaviourist approach in psychology Refer to classical conditioning and operant conditioning in your answer (10 marks)[AO1 = 5 AO2 = 5]Examiners must read the whole response prior to marking in order to make a bandjudgement about whether the response is Very good (9-10 marks) Good (6-8 marks)Average to weak (3-5 marks) or Poor (1-2 marks) Examiners should be guided by theband judgement when annotating the scriptAO1 Up to five marks for a description of the features of the behaviourist approach in psychology Features may include ndash the focus on observable behaviour All behaviour is learned and can be best understood in terms of associations between stimulus and response Behaviour is determined by our interactions and experiences in the environment Candidates must refer to the principles of both classical and operant conditioning in their response Classical conditioning ndash temporal associations between neutral stimulus and unconditioned stimulus (credit diagrammatic representation)

Operant conditioning ndash the use of consequencesreinforcement to shape behaviourPsychology should be both scientific and objective The nomothetic approach to psychology How it is possible to apply the findings from animal research in order to explain human behaviourCredit up to 2 marks for description of relevant evidence

AO2 Up to five marks for discussion In terms of the strengths the approach has been praised for its use of highly controlled and scientific methods of research In terms of the limitations candidates may state how the behaviourist approach oversimplifies the stimulus-response links used to explain all forms of behaviour The approach neglects the role of mental processes in determining behaviour unlike the cognitive approach in psychology The behaviourist approach suggests that all behaviour is determined by our environment thereby stating that there is no free-will ndash a point criticised by humanistic psychologists The behaviourist approach focuses on the importance of the environmentnurture in contrast to the nature aspect of the biological approach The approach has been viewed as crude in extrapolating the findings from animal research to explain human behaviour In terms of application of the behaviourist approach to psychology candidates may portray the many practical applications of the behaviourist approach ndash token economy programmes for criminals behaviour modification therapy for autism etcCredit use of relevant evidenceMaximum 6 marks if no reference to conditioning theory

Mark bands9 ndash 10 marks Very good answersThere is accurate well-organised and detailed description of the behaviourist approach in psychology including reference to both classical and operant conditioning The evaluation is clear coherent and detailed The answer is well focused with little or no misunderstandingThe answer is well structured with effective use of paragraphs sentences and psychological terminology There are few errors of spelling and punctuation6 ndash 8 marks Good answersThere is a reasonably accurate and organised description of the features of the behaviourist approach though some detail may be lacking There is some reference to conditioning theory (either classical conditioning operant conditioning or both) Evaluation is present but it may be limited in either depth or breadth There may be some misunderstanding irrelevance or limited focusThe answer has some structure with appropriate use of paragraphs sentences and psychological terminology There are some errors of spelling and punctuation3 ndash 5 marks Average to weak answersThere is some knowledge of the behaviourist approach andor basiclimited evaluation The answer may lack focus There may be substantial inaccuracy andor irrelevanceSome basic ideas are expressed adequately though the answer may lack structure Psychological terminology may be missing or used inappropriatelyThere may be some intrusive errors of grammar spelling or punctuation1 ndash 2 marks Poor answerThere is extremely limited knowledgeevaluation of the behaviourist approachThere must be some relevant informationBasic ideas are poorly expressed There is little evidence of structure There may be many errors in grammar spelling and punctuation0 marks No relevant content

(d) Some good answers were seen in response to this question with clear focus on appropriate knowledge evidence and evaluation These answers were detailed coherent and expressed clearly However there are still some misconceptions regarding the behaviourist approach As an example some candidates stated that the behaviourist approach only studies animals and then went on to contradict themselves by describing the success of token economy programmes in prisons Confusion was also seen with regard to the principles of both operant and classical conditioningPerhaps because the question specifically asked candidates to refer to classical and operant conditioning in their answer some candidates completely neglected the more general features of the behaviourist approach for example research methods This meant that a number of answer were quite limited in scope

January 2011

GeneralCandidate performance this series was variable In both the extended writing questions a common error was for candidates merely to state evaluative points without really qualifying why the point was a strength or limitation In order to access the higher mark bands this issue should be addressed by centres for future examination series An issue of some concern raised by a number of examiners was the quality of written communication Whilst it is appreciated that candidates are under time pressure in an examination they must try their best to convey points clearly Regarding administration issues it is essential that candidates write in black inkballpoint pen only as it is very difficult to read responses on a computer screen when they have not been written in blue inkballpoint pen Where candidates use additional sheets they should state clearly which question is being answered the centre number candidate number candidate name paper reference (PSYB1) and examination board It is rather an onerous task for examiners to have to complete this information on behalf of all those candidates who do not label their answers as required

1 (a) (i) What do social learning theorists mean by mediating cognitive factors (1 mark)

[AO1 = 1]AO1 One mark for a correct answer eg the thought processes that lie between stimulus and responseinternal mental processes Do not credit specific processes eg thinking attention memory perception language

(a)(i) Candidatesrsquo responses to this question were variable There was a requirement to refer to thoughtmental processes for one mark Few answers conveyed the meaning of the term sufficiently clearly Just referring to lsquothinkingrsquo was not enough to score a mark

1 (a) (ii) Suggest one methodological problem that might arise when investigating mediating cognitive factors(1 mark)

[AO3 = 1]AO3 One mark for an appropriate suggestion eg lack of objectivityunobservablehas to be inferredissue of validitymodern methods require specialist technology etc

(a)(ii) This question was answered well Many candidates were able to give a methodological problem involved in investigating mediating cognitive factors Common responses referred to the issues of inference and lack of objectivity

1 (b) Name one of Freudrsquos psychosexual stages of development Explain how an adult might demonstrate one behaviour associated with this stage of development(3 marks)

[AO1 = 1 AO2 = 2]AO1 One mark for naming an appropriate psychosexual stage of development eg oral anal phallic latent genitalAO2 Up to two marks for an explanation of one behaviour typically exhibited by an adult in this stageOne mark for an appropriate behaviour in relation to the named stage eg oral stage ndash pen chewinganal stage ndash excessively tidyOne mark for explanation clearly relating the behaviour to the stage eg reference to fixationNote If candidates name the oral stage of development yet provide behaviours associated with the anal stage of development then a maximum of one mark

(b) Many responses focused on the oral and anal stages of psychosexual developmentCandidates were able to explain how an adult might demonstrate a behaviour associated with these stages eg pen chewing and being excessively tidy respectively A number of responses failed to explain the issue of fixation hence limiting overall marks

1 (c) Derek and David are identical twins The twins were separated at birth and raised in very different families Derek was given a healthy diet David was raised in a poor environment where his family could not afford much food When the twins were re-united at 40 years old Derek was tall but David was much shorterDistinguish between the terms genotype and phenotype Refer to Derek and David in your answer (5 marks)

[AO1 = 2 AO2 = 3]AO1 One mark each for a correct definition of the termsPossible answer Genotype refers to a personrsquos genetic make-up (AO1 1)Phenotype refers to the expression of genes shown by an individual (AO1 1)AO2 One mark for a distinction between the two terms eg carrying of the gene without displaying the characteristic observablenon-observable changeableunchangeablePKU etc (AO2 1) Two further marks for explicit reference to the stem ie genotype and phenotypePossible answer Derek and David share the same genotype as they share 100 of their genes come from the same egg etc (AO2 1) However their phenotypes ie height are very different probably due to the contrasting environments in which they were raised (AO2 1)Do not credit repeat of the stem

(c) This question differentiated well The majority of candidates provided appropriate definitions of both genotype and phenotype However few candidates were able to make an explicit distinction between the two terms eg fixed versus malleable In relation to the scenario most responses identified the fact that the twins shared the same genotype and could link the idea of phenotype to the difference in height of the twins

1 (d) Describe the behaviourist approach in psychology and evaluate the research methods used by behaviourist psychologists(10 marks)

[AO1 = 5 AO3 = 5]Examiners must read the whole response prior to marking in order to make a bandjudgement about whether the response is Very Good (9-10 marks) Good (6-8 marks)Weak to Average (3-5 marks) or Poor (1-2 marks) Examiners should be guided by theband judgement when annotating scriptsAO1 Up to five marks for a description of the behaviourist approach in psychologyFeatures may include ndash all behaviour is learned and can be best understood in terms of associations between stimulus and response Behaviour is determined by our interactions and experiences in the environment Candidates may refer to the principles of both classical and operant conditioning in their response Classical conditioning ndash temporal associations between neutral stimulus and unconditioned stimulus (credit diagrammatic representation) Operant conditioning ndash the use of consequences reinforcement to shape behaviourCredit up to three marks for description of studies andor research methods

AO3 Up to five marks for an evaluation of the research methods used by behaviourist psychologists Candidates are likely to refer to the controlled experimental methods and use of animals by behaviourists in their response

Controlled experimental methodsStrengths - establish cause and effect manipulate IV control for extraneous variables scientific methods objectivity etcLimitations ndash artificiality of controlled experiments lacks ecological validity representativeness etcUse of animalsStrengths ndash short gestation period more ethical than using humans generalisability to human behaviour etcLimitations ndash crude to extrapolate findings to explain human behaviour lacks generalisability representativeness etcNote Candidates may also receive AO3 credit by comparing the research methods used in other approaches in psychologyMark bands9 ndash 10 marks Very good answersThere is accurate well-organised and detailed description of the behaviourist approach and associated methods in psychology The evaluation of the research methods is clear coherent and detailed The answer is well focused with little or no misunderstandingThe answer is well structured with effective use of paragraphs sentences and psychological terminology There are few errors of spelling and punctuation6 ndash 8 marks Good answersThere is reasonably accurate and organised description of the behaviourist approach though some detail may be lacking There is some reference to the behaviourist methods Evaluation of the research methods

is present but it may be limited in either depth or breadth There may be some misunderstanding irrelevance or limited focusThe answer has some structure with appropriate use of paragraphs sentences and psychological terminology There are some errors of spelling and punctuation3 ndash 5 marks Average to weak answersThere is some knowledge of the behaviourist approachmethods used by behaviourists andor basiclimited evaluation The answer may lack focusThere may be substantial inaccuracy andor irrelevanceSome basic ideas are expressed adequately though the answer may lack structure Psychological terminology may be missing or used inappropriatelyThere may be some intrusive errors of grammar spelling or punctuation1 ndash 2 marks Poor answersThere is extremely limited knowledgeevaluation of the behaviourist approachmethods There must be some relevant informationBasic ideas are poorly expressed There is little evidence of structure There may be errors in grammar spelling and punctuation0 marks No relevant content

(d) The majority of candidates scored in the lsquoaverage to weak answerrsquo band In a number of responses candidates seemed to produce rote-learned answers in relation to a general question on the behaviourist approach rather than reading the question carefully In terms of description of the approach better answers provided a range of featuresassumptions Weaker answers were limited to descriptions of Pavlovrsquos and Skinnerrsquos experiments For the second part of the question candidates were required to evaluate the research methods used by the behaviourist approach not the approach as a whole This was met with varying success Most candidates raised the issue of the use of animals in experimental research and the fact that the behaviourist approach employs scientific methods in its research However few responses demonstrated any further knowledge of research methods beyond these two issues hence limiting overall marks It was also common to observe candidates offering evaluations in the format of a list rather than qualifying their points as one would expect in a discussion based answerGeneral evaluations of the approach received no credit as this was not the focus of the question

June 2011

1 (a) Below is a diagram of a motor neuron with structures that are labelled A B and CWrite the name of each of these structures in the boxes provided

A =B =C =(3 marks)

[AO1 = 3]A = DendritesB = Cell body (do not accept cell or body cell) soma cytoplasm nucleusC = Axon myelin sheath nodes of Ranvier Schwann cells

(a) Although almost half of the responses gained full marks for this question many candidates were unable to offer accurate or recognisable names for the components required

1 (c) Explain two limitations of the humanistic approach in psychology (4 marks)

[AO2 = 4]

AO2 Award up to 2 marks for each limitation

One mark for briefmuddled explanation of the limitation

Two marks each for a clear explanation of the limitation

Likely limitations theories are hard to falsify unscientific approach rejects empirical evidence ignores cultural constraints in a personrsquos ability to change and develop emphasis on Western culture and values concepts do not apply in the same way in other cultures emotions and consciousness are difficult to study objectively over optimisticidealistic ndash assuming everyone can reach self-actualisation and is able to exercise free will the focus on individuals means that generalisation is not really appropriate

Candidates may also receive credit for a comparison with other approaches in psychology if used in explicit relation to the question

(c) Candidates found it quite difficult to express clearly the limitations of the humanistic approach Sometimes issues with the approach such as lack of scientific rigour or lack of evidence were phrased inappropriately eg there is no evidence it rejects genes it rejects the behaviouristcognitivepsychodynamic approach Other comments were often criticisms of key concepts of the approach with little explanation of why that concept could be seen to be a limiting feature Many candidates seemed to believe that free will means an individual can lsquodo anythingrsquo and this is a limitation because lsquowe cannot just do what we wantrsquo

1 (d) Describe and evaluate the social learning theory approach in psychology Refer toevidence in your answer (10 marks)

[AO1 = 5 AO2 = 5]

Examiners must read the whole response prior to marking in order to make a band judgement about whether the response is very good (9 ndash 10 marks) good (6 ndash 8 marks) average to weak (3 ndash 5 marks) or poor (1 ndash 2 marks) Examiners should be guided by the band judgement when annotating

AO1 Up to five marks for a description of the featuresassumptions of social learning theory Candidates may state how social learning theory acts as a bridge between behaviourism and the cognitive approach in psychology (reciprocal determinism) with its focus on the importance of internal mental processes that are involved in learning learning occurs by observing others in the environment the theory of observational learning based on Bandurarsquos four conditions ndash attention retention motor reproduction motivation Candidates may describe the concepts of modelling vicarious reinforcement imitation identification etc The role of live models and symbolic models that are involved in learning Characteristics of models that make them moreless likely to be imitated eg status attractiveness etc

Credit description of relevant evidence (one mark) eg Bandurarsquos Bobo doll experiments

AO2 Up to five marks for evaluation of the approach Candidates may choose to focus on the strength of social learning theorists who view mental processes that are involved in learning as essential unlike the behaviourist approach The use of both experimental methods and non-experimental methods involved in research and the focus on humans rather than animals may be viewed as a strength of this approach

The approach can be viewed as less deterministic compared to the behaviourist approach Candidates may state how the approach can be applied to many areas of psychology eg

gender development Candidates may also focus on the limitations of social learning theory - the approach does not explain how we store or reproduce the observed behaviour The approach tends to ignore subjective individual experiences Some of the research methods used eg laboratory may lack ecological validity Credit comparisons with other approaches



Maximum 8 marks if the evaluation focuses only on explaining gender

(d) This was reasonably well answered with a good spread of marks awarded however candidates did find it difficult to reach the top band of 910 marks There was a great deal of muddle in some of the description offered by candidates who could not distinguish clearly between the features of behaviourism and SLT Many failed to understand that in some research the behaviour of children was directly reinforced and therefore the study cited was not an example of SLT and observational learningDescriptions of Bandurarsquos research were varied with numerous versions givenUnfortunately some candidates then criticised the study without making attempts to show how such criticism might impact on the approach itself A surprising number of candidates referred to the Bobo doll investigations as case studies Evaluation of the approach was quite weak and many candidates presented a series of undeveloped points Often these were merely points of difference between the SLT approach and other approaches such as lsquoSLT ignores biologythe unconscious or even ndash free willrsquoCandidates should recognise that superficial differences are not creditworthy unless the impact on the usefulness of the theory under discussion is made clear It was gratifying to note that some candidates did focus on discussion of gender differences in imitative behaviour and how research into testosterone might account for these when mere imitation did not Overall candidates failed to appreciate the role of mediating cognitive factors and how these can account for whether or not an individual chooses to copy an observed behaviour

January 2012

1 (a) Using an example explain what is meant by the fight or flight response(3 marks) [AO1 = 3]AO1 One mark for reference to perceived threateningstressful situation (could be throughdefinition or example)One mark for reference to physiological changeOne mark for example of responseaction

(a) Although many students were able to describe the actions of the sympathetic division accurately referring to the perceived lsquothreatrsquo the physiological change and the alternative behaviours available the choice of examples was not always sensibleStudents who described lsquogoing on a roller coastertaking an examinationrsquo found it difficult to describe fight or flight behaviours in these situations Some students stated that lsquofight is sympathetic and flight is parasympatheticrsquo

1 (b) Discuss one strength or limitation of PET scans as a way of identifying areas of cortical specialisation in the brain (3 marks)[AO3 = 3]

AO3 Up to two marks for identification of a relevant strength or limitation and explanation of the strength or limitation

One mark for relating the strength or limitation to cortical specialisation

Likely points precisionaccuracycontrol with the method invasive procedure ethical problems of intervention eg injection of radioactive glucoseinformed consent reliability of interpretation etc

(b) This was a poorly answered question as many students found it very difficult to discuss the strength or limitation they had chosen and instead resorted to listing additional possible strengths and limitations It was rarely the case that the identified strength or limitation was related to cortical specialisation

1 (c) Explain two strengths of the behaviourist approach in psychology (4 marks)

[AO3 = 3]AO3 Up to two marks for identification of a relevant strength or limitation and explanation of the strength or limitationOne mark for relating the strength or limitation to cortical specialisationLikely points precisionaccuracycontrol with the method invasive procedure ethical problems of intervention eg injection of radioactive glucoseinformed consent reliability of interpretation etcQuestion 1c[AO2 = 4]AO2 Up to two marks each for knowledge and explanation of each relevant strengthMaximum of one mark for knowledge of one or two strength(s)feature(s) that are not explained or elaborated appropriatelyLikely answers focus on experimental methodology scientific aspect of the approach universal laws of learning provides explanations for a range of behaviourseg development provides explanations for a specified behaviour eg phobias contributes to the nature-nurture debate approach can be applied to behavioural problems eg token economy etc

(c) Students found it quite difficult to express clearly the strengths of the behaviourist approach Unfortunately many concepts identified as strengths were really features of the approach and answers sometimes contained long descriptions of the work of Pavlov or Skinner with no real attempt to link this material to a possible strength

1 (d) Describe the humanistic approach in psychology and discuss differences between this approach and the psychodynamic approach(10 marks)[AO1 = 5 AO2 = 5]Examiners must read the whole response prior to marking in order to make a band judgement about whether the response is very good good average to weak or poorExaminers should be guided by the band judgement when annotatingAO1 Up to five marks for a description of the features of the humanistic approach in psychology Features could include the concept of free will focus on self and selfconcept personal growth (un)conditional positive regard each person is unique and should be treated as such study of subjective experience client related therapyRogersMaslowrsquos Hierarchy of Needs self-actualisation research methods used ndash Qsort techniqueopen-ended interviews Credit description of relevant evidence (one mark)

AO2 Up to five marks for differences between this approach and the psychodynamic approachLikely differences The humanistic approach focuses on the presentfuture versus the retrospective accounts of the psychodynamic approach humanistic psychologists are more positive in their outlook of human behaviour versus the negative views of the psychodynamic approach humanistic psychologists focus on the personrsquos conscious mind whereas the psychodynamic approach focuses on the unconscious mind humanistic psychologists focus on eg Maslowrsquos drive for self-actualisation versus the psychodynamic view of motivationalunderlying physiological forces the humanistic approach is based on free-will versus the psychodynamic focus on determinism different approaches to therapy (directive versus client-centred)One approach being more or less lsquoxrsquo than the other is an acceptable contrast

(d) This question required students to provide an accurate description of features and concepts associated with the humanistic approach and then to organise their understanding of the distinguishing features of the humanistic and psychodynamic approaches to provide a discussion of differences between them The descriptions of the work of humanistic psychologists were varied and a number of students covered a good range of concepts and were able to achieve 45 AO1 marks for their knowledge It was encouraging to read the answers of students who had developed an understanding that was beyond rote learning and could therefore produce effective discussion of concepts of free will and the unconscious positive outlook and pessimism and non-directive and directive therapy However many students did not seem to understand

how to deal with differences between the approaches beyond stating these Some students listed similarities rather than differences

June 2012 Examiners report not yet available as at Dec 2012

1 (a) Psychologists have identified many areas of cortical specialisation in the brain

These include

A the motor centre

B the auditory centre

C the visual centre

D the somatosensory centre

Below is a diagram of the human brain Identify three areas of cortical specialisation by writing A B C or D in each of the boxes that are provided Use a different letter for each box

[AO1 = 3] AO1 One mark each for the correct area of cortical specialisation D = Somatosensory centre C = Visual centre B = Auditory centre

1 (b) Briefly evaluate the use of EEGs as a way of identifying cortical specialisation in the brain (3 marks)

[AO3 = 3]AO3 Up to three marks for a brief evaluation of the use of EEGs Credit up to 3 separate evaluative points or one point fully elaborated or a combination of theseLikely points safe way of measuring brain activity there is no surgery or invasive process helps to identify activity in various regions of brain its use as a diagnostic tool eg epilepsy lacks precision in measuring individual action potential of neuronselectrodes not sensitive enough etc

1 (c) Emily very much wanted to pass her ballet examination but after she failed the examination she did not seem upsetSuggest one defence mechanism and use your knowledge of this defence mechanism to explain why Emily was not upset after failing her ballet examination (2 marks)

[AO2 = 2]AO2 One mark for suggesting an appropriate defence mechanismLikely answers rationalisationdenialrepression etc

One mark for explanation of the defence mechanism in relation to the scenario eg Emilyrsquos upsetthe eventexam failurethe situation For the second mark the explanation must match the named defence mechanismPossible answer Rationalisation (AO2 1) Emily may not see the examination result as important as she was not fully prepared (AO2 1)

1 (d) Outline one limitation of the psychodynamic approach (2 marks)

[AO2 = 2]AO2 One mark for a brief outline of a problemlimitation and 2 marks for an elaborated outline of a problemLikely points not testablenot falsifiablekey concepts not directly observableproblems of generalisabilitylack of scientific rigour etcPossible answer One problem of the psychodynamic approach is that the key concepts like the unconscious are not directly observable (1 mark) That means that there is little objective evidence that can be used to support the approach (1 mark)

1 (e) Describe and evaluate the humanistic approach in psychology (10 marks)

[AO1 = 5 AO2 = 5]AO1 Up to five marks for description of the features of the humanistic approach Features could include how each person is unique andor good The subjective experiences feelings and thoughts of a person should be of importance to psychologists (phenomenology) Focus on the importance of self and congruence Self-actualisation ndash every person has an innate tendency to reach his or her full potential Hierarchy of Needs Concept of free will ndash able to choose and determine own actions Conditions of worth Unconditional positive regard ndash the unconditional love is essential to the development of a well-adjusted adult Client-centred therapy ndash client at the centre of their own therapy in solving their own problems The idiographic approach ndash emphasis on understanding the uniqueness of a person Concept of holism Research methods used eg the Q-sort technique Credit description of relevant evidence (one mark)

AO2 Up to five marks for evaluation The following points are likely to be made The humanistic approach has been criticised for its rejection of the scientific approach and its failure to use experiments to understand and predict human behaviour There is little objective evidence to support the assumptions made by humanistic psychologists Students may evaluate the approach in relation to other approaches eg the behaviourist approach which views humans as passively responding to stimuli in the environment Humanistic psychologists state that humans are active agents ndash able to change and determine their own development However this may be seen as idealistic Students may contrast the concept of free will with the deterministic features of other approaches eg the biological approach The value of a person-centred approach may be compared to the psychodynamic approach Practical applications of the approach eg motivation in business world and client centred therapy Credit other relevant points Credit use of relevant evidence

[5 marks AO1 = 2 AO2 = 3]

AO1 The candidate will define genotype and phenotype Genotype should be defined in terms of an individual set of genesgenetic makeup Phenotype should be defined in terms of actualobservable characteristics possessed by an individual

AO2 One mark for an explicit reference to a distinction between the two terms eg genotype never changes phenotype can change over time Two further marks for an example applied to each term For example in relation to intelligence they may explain that an individual might have an intellectual potential (genotype) but they require environmental stimulus such as education for this to develop Alternatively PKU for which an individual may have the genotype and causes intellectual impairment but with a modified diet this may be prevented Non-psychological examples will receive credit

June 2003

1 (a) Outline one assumption of the cognitive approach in psychology (2 marks)

[2 marks AO1 = 2 AO2 = 0]

AO1 One mark for brief or slightly accurate answer

Example Thinking influences behaviour the mind is like a computer

Two marks if accurate and with some expansion

Examples The mind acts as mediator between the stimulus and the response the mind and body are separate the mind is as active and the body is passive cognitive psychologists create models to represent thinking processes humans as information processors Controlled laboratory experiments are conducted from which inferences are made about cognitive processes

(c) With reference to the behaviourist approach in psychology give one explanation as to why

Hannah is now sick before she takes the drugs (5 marks)

[5 marks AO1 = 2 AO2 = 3]

AO1 Knowledge of appropriate concepts eg learning by association conditioning role of stimulus-response

AO2 The correct application of the concepts identified to explain Hannahrsquos behaviour

Examples If learning by association has been identified the candidate should be able to say that Hannah now associates the sickness from the drugs with the hospital itself If stimulus-response is identified the candidate should be able to pair the stimulus of the drug with the response of the sickness

Candidates who choose to explain the problem using classical conditioning and charts based on CS and CR CS +UCS = CR etc should receive AO1 credit or full credit if explicitly linked to Hannahrsquos behaviour There is no requirement on candidates to talk specifically about classical conditioning though if they do this should be credited

2 (a) Using an example explain what is meant by localisation of cortical function (3 marks)

[3 marks AO1 = 1 AO2 = 2]

AO1 Correct identification of the term






[10 marks AO1 = 5 AO2 = 5]









January 2004


[4 marks AO1 = 2 AO2 = 2]




[10 marks AO1 = 5 AO2 = 5]















June 2004


[2 marks AO1 = 2 AO2 = 0]







[5 marks AO1 = 2 AO2 = 3]







[10 marks AO1 = 5 AO2 = 5]










(i) a genotype


[2 marks AO1 = 0 AO2 = 2]

AO2




[3 marks AO1 = 3 AO2 = 0]






[5 marks AO1 = 3 AO2 = 2]




January 2005


[3 marks AO1 = 3]








[4 marks AO1 = 2 AO2 = 2]








[2 marks AO1 = 2]





[3 marks AO1 = 3]







[10 marks AO1 = 4 AO2 = 6]







June 2005


[2 marks AO1 = 2]




[10 marks AO1 = 5 AO2 = 5]








[2 marks AO2 = 2]

AO2




January 2006


[AO1 = 2 AO2 = 2]





(4 marks)

[AO1 = 2 AO2 = 2]




(i) auditory area


(iii) visual area


[4 marks AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) B

(iii) D

(iv) A







[AO1 = 1 AO2 = 2]




June 2006





[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre



















[10 marks AO1 = 5 AO2 = 5]









January 2004


[4 marks AO1 = 2 AO2 = 2]




[10 marks AO1 = 5 AO2 = 5]















June 2004


[2 marks AO1 = 2 AO2 = 0]







[5 marks AO1 = 2 AO2 = 3]







[10 marks AO1 = 5 AO2 = 5]










(i) a genotype


[2 marks AO1 = 0 AO2 = 2]

AO2




[3 marks AO1 = 3 AO2 = 0]






[5 marks AO1 = 3 AO2 = 2]




January 2005


[3 marks AO1 = 3]








[4 marks AO1 = 2 AO2 = 2]








[2 marks AO1 = 2]





[3 marks AO1 = 3]







[10 marks AO1 = 4 AO2 = 6]







June 2005


[2 marks AO1 = 2]




[10 marks AO1 = 5 AO2 = 5]








[2 marks AO2 = 2]

AO2




January 2006


[AO1 = 2 AO2 = 2]





(4 marks)

[AO1 = 2 AO2 = 2]




(i) auditory area


(iii) visual area


[4 marks AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) B

(iii) D

(iv) A







[AO1 = 1 AO2 = 2]




June 2006





[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre














[4 marks AO1 = 2 AO2 = 2]




[10 marks AO1 = 5 AO2 = 5]















June 2004


[2 marks AO1 = 2 AO2 = 0]







[5 marks AO1 = 2 AO2 = 3]







[10 marks AO1 = 5 AO2 = 5]










(i) a genotype


[2 marks AO1 = 0 AO2 = 2]

AO2




[3 marks AO1 = 3 AO2 = 0]






[5 marks AO1 = 3 AO2 = 2]




January 2005


[3 marks AO1 = 3]








[4 marks AO1 = 2 AO2 = 2]








[2 marks AO1 = 2]





[3 marks AO1 = 3]







[10 marks AO1 = 4 AO2 = 6]







June 2005


[2 marks AO1 = 2]




[10 marks AO1 = 5 AO2 = 5]








[2 marks AO2 = 2]

AO2




January 2006


[AO1 = 2 AO2 = 2]





(4 marks)

[AO1 = 2 AO2 = 2]




(i) auditory area


(iii) visual area


[4 marks AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) B

(iii) D

(iv) A







[AO1 = 1 AO2 = 2]




June 2006





[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre
















June 2004


[2 marks AO1 = 2 AO2 = 0]







[5 marks AO1 = 2 AO2 = 3]







[10 marks AO1 = 5 AO2 = 5]










(i) a genotype


[2 marks AO1 = 0 AO2 = 2]

AO2




[3 marks AO1 = 3 AO2 = 0]






[5 marks AO1 = 3 AO2 = 2]




January 2005


[3 marks AO1 = 3]








[4 marks AO1 = 2 AO2 = 2]








[2 marks AO1 = 2]





[3 marks AO1 = 3]







[10 marks AO1 = 4 AO2 = 6]







June 2005


[2 marks AO1 = 2]




[10 marks AO1 = 5 AO2 = 5]








[2 marks AO2 = 2]

AO2




January 2006


[AO1 = 2 AO2 = 2]





(4 marks)

[AO1 = 2 AO2 = 2]




(i) auditory area


(iii) visual area


[4 marks AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) B

(iii) D

(iv) A







[AO1 = 1 AO2 = 2]




June 2006





[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre
















[10 marks AO1 = 5 AO2 = 5]










(i) a genotype


[2 marks AO1 = 0 AO2 = 2]

AO2




[3 marks AO1 = 3 AO2 = 0]






[5 marks AO1 = 3 AO2 = 2]




January 2005


[3 marks AO1 = 3]








[4 marks AO1 = 2 AO2 = 2]








[2 marks AO1 = 2]





[3 marks AO1 = 3]







[10 marks AO1 = 4 AO2 = 6]







June 2005


[2 marks AO1 = 2]




[10 marks AO1 = 5 AO2 = 5]








[2 marks AO2 = 2]

AO2




January 2006


[AO1 = 2 AO2 = 2]





(4 marks)

[AO1 = 2 AO2 = 2]




(i) auditory area


(iii) visual area


[4 marks AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) B

(iii) D

(iv) A







[AO1 = 1 AO2 = 2]




June 2006





[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre














[5 marks AO1 = 3 AO2 = 2]




January 2005


[3 marks AO1 = 3]








[4 marks AO1 = 2 AO2 = 2]








[2 marks AO1 = 2]





[3 marks AO1 = 3]







[10 marks AO1 = 4 AO2 = 6]







June 2005


[2 marks AO1 = 2]




[10 marks AO1 = 5 AO2 = 5]








[2 marks AO2 = 2]

AO2




January 2006


[AO1 = 2 AO2 = 2]





(4 marks)

[AO1 = 2 AO2 = 2]




(i) auditory area


(iii) visual area


[4 marks AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) B

(iii) D

(iv) A







[AO1 = 1 AO2 = 2]




June 2006





[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre



















[2 marks AO1 = 2]





[3 marks AO1 = 3]







[10 marks AO1 = 4 AO2 = 6]







June 2005


[2 marks AO1 = 2]




[10 marks AO1 = 5 AO2 = 5]








[2 marks AO2 = 2]

AO2




January 2006


[AO1 = 2 AO2 = 2]





(4 marks)

[AO1 = 2 AO2 = 2]




(i) auditory area


(iii) visual area


[4 marks AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) B

(iii) D

(iv) A







[AO1 = 1 AO2 = 2]




June 2006





[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre
















June 2005


[2 marks AO1 = 2]




[10 marks AO1 = 5 AO2 = 5]








[2 marks AO2 = 2]

AO2




January 2006


[AO1 = 2 AO2 = 2]





(4 marks)

[AO1 = 2 AO2 = 2]




(i) auditory area


(iii) visual area


[4 marks AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) B

(iii) D

(iv) A







[AO1 = 1 AO2 = 2]




June 2006





[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre














[2 marks AO2 = 2]

AO2




January 2006


[AO1 = 2 AO2 = 2]





(4 marks)

[AO1 = 2 AO2 = 2]




(i) auditory area


(iii) visual area


[4 marks AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) B

(iii) D

(iv) A







[AO1 = 1 AO2 = 2]




June 2006





[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre



















[AO1 = 1 AO2 = 2]




June 2006





[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre
















[AO1 = 2 AO2 = 0]






(i) cell body

(ii) myelin sheath

(iii) nucleus

(iv) axon


[AO1 = 4 AO2 = 0]

AO1 (i) C

(ii) D

(iii) A

(iv) B





(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre

















(4 marks)

[AO1 = 0 AO2 = 4]





her mouth goes dry

January 2007



[AO1 = 2 AO2 = 2]




[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre



















[AO1 = 3 AO2 = 0]






[AO1 = 2 AO2 = 1]









[AO1 = 2 AO2 = 0]






[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre
















[AO1 = 0 AO2 = 2]





[AO1 = 4 AO2 = 6]









June 2007


[AO1 = 1 AO2 = 1]





[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre
















[AO1 = 1 AO2 = 1]





[AO1 = 5 AO2 = 5]





[AO1 = 2 AO2 = 0]





[AO1 = 2 AO2 = 2]









[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre






















[AO1 = 2 AO2 = 2]







[AO1 = 5 AO2 = 5]











January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre





















January 2008






June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre

















June 2008



[AO1 = 3 AO2 = 0]







[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre

















[AO1 = 2 AO2 = 2]





[AO1 = 4 AO2 = 6]









[AO1 = 3 AO2 = 0]




[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre

















[AO1 = 2 AO2 = 1]








[AO1 = 2 AO2 = 2]





January 2009

















[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre


























[AO1 = 5 AO2 = 5]







June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre




















June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre














June 2009

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre






















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre

















January 2010



[AO1 = 1 AO2 = 1]


















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre































June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre






















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre
















June 2010



























January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre































January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre


















January 2011




















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre

































June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre






















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre
















June 2011


A =B =C =(3 marks)




[AO2 = 4]








[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre





















[AO1 = 5 AO2 = 5]











January 2012

















These include

A the motor centre


C the visual centre



















January 2012

















These include

A the motor centre


C the visual centre
























These include

A the motor centre


C the visual centre

















These include

A the motor centre


C the visual centre




















Documents

stmaryspsyweb.files.wordpress.com€¦ · Web viewStudents who described ‘going on a roller coaster/taking an examination,’ found it difficult to describe fight or flight behaviours