JANUARY TRIAL EXAM FEEDBACK 2015AS Psychology: Year 12

GRADE BOUNDARIES72 marks in total

A – 53 B – 48 C – 43 D – 38 E – 33 U – 32 and below

SECTION A: COGNITIVE PSYCHOLOGY AND RESEARCH METHODS

Question 1

Research has suggested that the encoding and capacity of short-term memory are different from the encoding and capacity of long-term memory.

1 (a) Explain what is meant by encoding. (2 marks)

1 (b) Outline the difference between the capacity of short-term memory and long-term memory. (2 marks)

QUESTION 1(A)A01 – knowledge of encoding in memory.

1 mark for a very brief explanation.

E.g. ‘how it is stored’ or ‘changing its form’ OR an example, ‘acoustic/visual/semantic.’

2 marks for a brief explanation and an example as above, or for accurate elaboration.

The way in which information is stored/processed into memory e.g. acoustic/visual/semantic.

QUESTION 1 (B)A01 – outline (description) of difference – a

comparison.

1 mark – brief outline of difference2 marks – detailed outline of difference with accurate

reference to the capacity of STM.

A common mistake was that candidates muddled up duration and capacity.

Duration – the length of time information can be stored. Capacity – how much information can be held.

1(B) HOW MANY MARKS?

The capacity of LTM is much larger than STM.

The capacity of STM is limited whereas the capacity of LTM is potentially unlimited.

The capacity of STM is limited to 7 +/- 2 items (according to Miller), whereas the capacity of LTM is potentially unlimited.

QUESTION 2Three components of the working memory

model are the central executive, the phonological loop and the visuo-spatial sketchpad.

2 (a) Briefly outline each of these three components. (2 marks + 2 marks + 2 marks)

MARK SCHEME 2(A)A01 – outline (description) of the three

components.

1 mark – brief answer 2 marks – accurate elaboration

For each component award a maximum of 1 mark for simply naming 1 or more parts e.g. phonological store/articulatory control system in the phonological loop OR visual cache/inner scribe in the visuo-spatial sketchpad.

THE CENTRAL EXECUTIVE Main component of working memory (a.k.a. attentional

control system and has a supervisory function).

Controls the other ‘slave’ systems by determining how these resources will be allocated.

Involved in problem-solving and decision-making.

Modality-free (i.e. can process information from any sensory modality).

Limited capacity.

THE PHONOLOGICAL LOOP

Limited capacity.

Deals with auditory information and verbal information in a speech-based form.

Made up of the phonological store and the articulatory control process.

THE VISUO-SPATIAL SKETCHPAD‘THE INNER EYE’ Limited capacity.

Temporary store for visual information (what things look like) and spatial information (arrangement of things in 3D space).

Responsible for setting up and manipulating mental images.

Made up of the visual cache and the inner scribe.

QUESTION 2(B)An experiment was carried out to investigate the working

memory model.

One group of participants was asked to carry out two visual tasks at the same time. A different group of participants was asked to carry out a visual task and a verbal task at the same time.

The results showed that the participants who carried out the two visual tasks at the same time performed less well on the tasks than participants who carried out the visual task and verbal task at the same time.

Use your knowledge of the working memory model to explain this finding. (3 marks)

MARK SCHEMEA02 – Application of knowledge

1 mark – very brief/muddled explanation.E.g. Both tasks use the same component.

Further 2-3 marks for accurate elaboration.

For full 3 marks candidates must refer to both conditions in the given scenario.

EXEMPLAR ANSWERParticipants would find it difficult to

perform the two visual tasks at the same time because they would both be competing for the same limited resources of the visuo-spatial sketchpad in working memory.

However, a visual task and a verbal task performed at the same time would require the use of two different components in working memory (i.e. the visuo-spatial sketchpad and the phonological loop) so they would not be competing for the same resources.

QUESTION 3A psychologist used an independent groups design to

investigate whether or not a cognitive interview was more effective than a standard interview, in recalling information. For this experiment, participants were recruited from an advertisement placed in a local paper. The advertisement informed the participants that they would be watching a film of a violent crime and that they would be interviewed about the content by a male police officer.

The psychologist compared the mean number of items recalled in the cognitive interview with the mean number of items recalled in the standard interview.

QUESTION 3 (A)Name the sampling technique used in this

experiment. (1 mark)

Volunteer/volunteering/self-selected/self-selecting 1 mark

Voluntary 0 marks

QUESTION 3(B)Suggest one limitation of using this sampling

technique. (2 marks)

1 mark – brief/muddled explanation.

2 marks – accurate elaboration.

For 2 marks the answer must relate explicitly to volunteer sampling.

The question asks for one weakness of volunteer sampling.

QUESTION 3(B)Exemplar

A limitation of a volunteer sample is that it is biased/not representative (1 mark).

Further elaboration for 2nd mark

This is because some people are more likely to volunteer than others (e.g. highly motivated individuals or those with extra time on their hands).

Therefore this means the findings cannot be generalised to a population.

QUESTION 3 (C)Identify the independent variable and the

dependent variable in this experiment. (2 marks)

Reminder

IV – manipulated/changedDV – measured.

Fully operationalise the IV and DV to ensure full marks!

3(C) ANSWERSIV – the type/method of interview used,

‘standard interview and/or cognitive interview,’ whether or not cognitive interview used.

DV – mean number of items correctly recalled, number of items recalled, what the participants remembered/recalled.

1 mark for each.

QUESTION 3(D)Explain one advantage of using an

independent groups design for this experiment. (2 marks)

1 mark – very brief/slightly muddled advantage of experimental design used.

2 marks – accurate elaboration.

0 marks for simply stating that there are different participants in each condition or it takes less time.

QUESTION 3(D) EXEMPLAR ANSWERS

1. There is a better control (1) because the same film can be used in both conditions (2).

2. The participants are less likely to show demand characteristics (1) because they take part in only one condition of the experiment (2).

3. There are no order effects such as practice or fatigue (1) because participants only take part in one condition (2).

QUESTION 3(E)Discuss whether or not the psychologist showed an

awareness of the British Psychological Society (BPS) Code of Ethics when recruiting participants for this experiment. (3 marks)

1 mark – very brief/muddled answer.

2 marks – accurate elaboration/discussion with reference to experiment.

The question asks about recruiting participants so answers referring to debriefing are not relevant.

EXEMPLAR ANSWER There was no deception in this

experiment. (1) The participants were told that

they would be watching a video of a violent crime and that they would be interviewed by a male police officer before they volunteered to take part. (2)

This gave them the opportunity to give informed consent. (3)

QUESTION 3(F) One technique used in cognitive interviews is ‘report

everything.’ When using this technique, the police officer in this investigation read the following instructions to the participants:

“Please tell me everything you can remember about what you saw in the film. Do not leave anything out, even the small details you think may be unimportant.”

Identify one other technique which could have been used by the police officer in this cognitive interview. Write down the instructions that he could have read out to the participants.

(1 mark + 2 marks)

MARK SCHEMEA02 – application of knowledge to novel situation

1 mark for identification of a relevant cognitive technique

1 mark for a very brief statement

2nd mark for elaboration

If instructions are not suitable to be “read out” maximum of 1 mark for this part.

For 3 marks, technique and instructions must match.

EXEMPLAR ANSWERS1. Mental reinstatement of original context/Context reinstatement

“I want you to imagine that you are back in the room watching the video. I want you to describe what you can see/hear.”

2. Change the order of events/Recall in a different order/Recall in reverse order“I want you to recall what you saw in the video of the violent crime starting from the end and working your way back to the beginning when you first entered the room.”

3. Change the perspective/Recall from a changed perspective“I want you to put yourselves in the shoes of another participant in the room and tell me what you can recall from their viewpoint about the violent crime video.”

1 mark for identifying and 2 marks for instructions

QUESTION 3(G)

The psychologist also recorded the number of correct items recalled and the number of incorrect items recalled in each type of interview.

From these results, what might the psychologist conclude about the effectiveness of cognitive interviews? (2 marks)

Cognitive interview

Standard interview

Mean number of correct items recalled

45 32

Mean number of incorrect items recalled

8 8

MARK SCHEME0 marks – cognitive interview was effective with no

explanation.

1 mark – it was effective because there were more correct items recalled OR it was not effective because the number of incorrect items stayed the same.

2 marks – it was effective because there were more correct items recalled and the number of incorrect items stayed the same/did not increase.

Candidates are only awarded 1 mark if there is no reference to effectiveness in answer.

QUESTION 4Outline and evaluate research into the

effects of misleading information on eyewitness testimony. (8 marks)

A01 – 4 marks – description of relevant research

A02 – 4 marks – evaluation (i.e. strengths and weaknesses) of relevant research

QUESTION 4

Advice: 2 studies, including findings and conclusions

Must include evaluation (A02).

Research into age and anxiety on EWT receives no credit

Must link to the question – refer back to misleading information

QUESTION 4

1. Loftus and Palmer – car crash study

2. Loftus and Palmer – broken glass

3. Loftus et al – stop/yield

Evaluation: at least 2 paragraphs, evidence and elaborated (P.E.E.)

Ecological validity/practical applications/other research – must link each point to EWT and misleading information specifically

QUESTION 5A Include any of the following:

1. Create checklist of behaviours2. Give examples of behaviours – e.g. crying3. Read through diaries/mothers written

reports4. Count behaviours/tally them up5. Compare tallies before and after day care

1 mark for each point Maximum 2 marks if no mention of reading

mothers’ diaries

QUESTION 5B 4 marks = 5 minutes

For full marks, make 2 points and elaborate each one

Possible answers: Demand characteristics Social desirability Population validity Lack of control of EVs – mothers time to

write, time spent writing, time spent in day care

QUESTION 5B – EXEMPLAR ANSWER

One limitation is that the research is based on accounts of the mother who may write socially desirable answers – she might not write down all aggressive behaviours of her child for fear of appearing badly in the eyes of the researcher.

Furthermore, there is little control over EVs – the time spent in day care may be different with each child, so one in full time care would be more affected than with only one or 2 days a week.

QUESTION 5C 1 mark for naming characteristic, 1 mark for

elaboration

1. Key worker2. 1:3 staff to infant ratio3. Low staff turnover

Elaboration mark: Why is each characteristic important for attachment?

One characteristic only – read the question

QUESTION 6A For full marks must compare attachment types

directly

Compare types in terms of 4 observed behaviours:

1. Separation behaviour2. Reunion behaviour3. Stranger behaviour4. Exploration of environment

Pick TWO and elaborate on the behaviour of each type of attachment

QUESTION 6A – EXEMPLAR ANSWER

Separation behaviour – insecure avoidant infants would seem unconcerned when the mother left the room whereas insecure resistant infants would become very distressed and cry.

Reunion behaviour – insecure avoidant infants would show little reaction on the mother’s return and not seek proximity of comfort whereas insecure resistant infants might seek comfort and closeness but then reject the mother and push her away.

QUESTION 6B Read the question carefully – answers must

refer to the method (not general A02 points)

4 marks – 2 points and elaborate each one

1. Ecological validity2. Population validity3. Internal validity (one attachment only or

demand characteristics)

QUESTION 6C For full marks, describe at least 2 studies

Evaluation receives no credit – description only

1. Van Ijzendoorn and Kroonenberg2. Ainsworth3. Takahashi4. Grossman and Grossman

QUESTION 6C Must answer the question – link

specifically to the procedure and findings/conclusions of cultural research in relation to attachment

Must provide enough information to access top band: ‘accurate and detailed answer that demonstrates sound K&U’

QUESTION 7 Privation refers to lack of attachment so can

describe any of the following:

1. Genie2. Czech twins3. Rutter4. Hodges and Tizard

Each paragraph of description MUST link to privation – anecdotal details of Genie’s life receive no credit as they are not psychological

QUESTION 7 Must include enough detail for 6 marks

(accurate and detailed)

Advice – include one case study and one natural experiment and clearly link findings to privation/lack of attachment

Evaluation (A02): at least 3 evidenced and elaborated paragraphs (P.E.E) clearly linked to the question – refer to what the research says/doesn’t tell us about privation/lack of attachment

QUESTION 7 Evaluate methodology of research –

generalisability of single case studies (population validity) or longitudinal studies

Effects of privation may depend on a number of factors – age of child, quality of care (compare the research on case studies and natural experiments here)

Practical applications – implications for child care practice – adoption ages/ fostering/ orphanages