Unit 1 Mark Scheme Jan 2011

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Mark Scheme (Results)January 2011

GCE

GCE Psychology (6PS01) Paper 01

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General Marking Guidance

• All candidat es must receive t he same treat ment . Examiners must mark the f irstcandidate in exact ly t he same w ay as t hey mark t he last .

• Mark schemes should be appl ied posit ively. Candidates must be rew arded f or w hatt hey have shown t hey can do rat her t han penalised f or om issions.

• Examiners should mark according to the mark scheme not according to theirperception of where the grade boundaries may l ie.

• There is no cei l ing on achievement. Al l m arks on t he mark scheme should be usedappropr iate ly.

• All the marks on the mark scheme are designed to be awarded. Examiners shouldalways award ful l marks i f deserved, i .e. i f the answer matches the mark scheme.Examiners should also be prepared t o award zero marks i f t he candidate’ sresponse is not w ort hy of credit according to t he mark scheme.

• Where some judgement is required, mark schemes wil l provide the principles bywhich marks wi l l be awarded and exempl i f i cat ion may be l imi t ed.

• When examiners are in doubt regarding the application of the mark scheme to acandidate’ s response, t he t eam leader must be consult ed.

• Crossed out work should be marked UNLESS the candidate has replaced it with analt ernat ive r esponse.

• Mark schemes wil l indicate within the table where, and which strands of QWC, arebeing assessed. The str ands are as fol low s:

i) ensure that text is legible and that spelling, punctuation and grammar are

accurate so that meaning is clear

ii ) select and use a form and st yle of writ ing appropriate to purpose and to complex subject matter

ii i ) organise informat ion clearly and coherent ly, using specialist vocabulary when appropriate .



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General Guidance on Marking

Al l candidates must receive the same t reatm ent.

Examiners should look f or quali t ies t o rew ard rat her t han fault s t o penalise. This does NOT mean givingcredi t for incorrect or inadequat e answers, but i t does mean al lowing candidates to be rew arded foranswer s showi ng correct applicat ion of principl es and knowledge.

Examiners should t heref ore read caref ul ly and consider every response: even unconvent ional answer smay be wort hy of credi t .

Candidates must make t heir m eaning clear t o the exami ner t o gain the m ark. Make sure t hat t he answermakes sense. Do not give credit for correct wor ds/ phrases whi ch are put t oget her in a meaninglessmanner. Answers must be in t he correct context .

Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.

When exami ners are in doubt regarding the applicat ion of t he mark scheme t o a candidat e’ s response,t he Team Leader must be consult ed.

Using the mark scheme

The m ark scheme gives:

• an idea of t he t ypes of response expect ed

• how individual marks are to be awarded

• t he tot a l mark for each quest ion

• examples of r esponses t hat should NOT receive credi t (w here applicabl e).

1 / means t hat t he responses are alt ernat ives and eit her answer should receive ful l credit .2 ( ) means t hat a phrase/ word is not essent ia l for t he award of t he mark, but helps t he

examiner t o get t he sense of t he expected answer .3 [ ] wor ds inside square bracket s are inst ruct ions or guidance for examiners.4 Phrases/ w ords in bold ind icate t hat t he meaning of t he phrase or t he act ual word is essential

t o t he answer.5 TE (Transfer red Error ) means t hat a wr ong answer given in an earl ier part of a quest ion is used

correct ly in answer t o a later part of t he same quest ion.

Qualit y of Wri t ten Communicat ion

Quest ions whi ch involve the w rit ing of conti nuous prose wi l l expect candidates t o:

• show cl ari t y of expression

• construct and present coherent arguments

• demonstrate an effective use of grammar, punctuation and spell ing.

Full m arks can only be awarded if t he candidate has demonst rat ed t he above abil i t ies.

Quest ions where QWC is l ike ly to be part icu lar ly import ant are i ndicat ed “ QWC” in t he mark schemeBUT this does not preclude ot hers.



Unit 1: Social and Cognit ive Psychology

Section A

QuestionNumber

Question

1 The mode is defined asAnswer Mark

A the measure which is most common in your data set

B the measure which has as many scores above it as below it

C t he measure w hich is obtained by adding up al l t he scores anddividing by t he number of scores

D the m easure w hich is obtained by t aking away t he small est scorefrom the largest score

(1 AO3)

QuestionNumber

Question

2 The hist ogram can be used t oAnswer Mark

A demonst rate t he amount a score is d i f f erent f rom t he mean

B demonstrat e t he number of scores above the m edian

C show w hat score each individual part icipant gets

D show the f requency dist ributi on of scores

(1 AO3)

QuestionNumber

Question

3 A disadvantage of quantitative data is t hat i t t ends t oAnswer Mark

A produce r ich, deta i led informat ion

B produce narr ow, art if icial informat ion

C be harder to repl icat e due t o lack of contro ls

D be focused on one unique individual

(1 AO3)

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QuestionNumber

Question

4 A procedure which is common and ident ical for each part i c ipant isknown asAnswer Mark

A exper imental

B random

C valid

D standardised

(1 AO3)

QuestionNumber Question

5 Why is i t import ant t o debr ief part i c ipant s in exper iments?Answer Mark

A To ensure they understand the true purpose of the experiment .

B To pass on names and addr esses of ot her part ici pant s.

C To make sure they underst and what t hey are going t o have t o do.

D To make sure they do not ever tel l anyone about t he st udy.

(1 AO3)

QuestionNumber

Question

6 Hofl i ng et al ’ s (1966) st udy of nurses’ obedience t o hospit al rul es is anexample of aAnswer Mark

A natural exper iment

B f ield study

C laborat ory experim ent

D cross-cul t ural st udy

(1 AO1)

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QuestionNumber

Question

7 Classif ying people, including ourselves, as part of part icular groups isalso known as

Answer MarkA social categorisation

B social comp arison

C social faci l i t at i on

D social ident if icat ion

(1 AO1)

QuestionNumber

Question

8 In psychology, obedience can best be defined asAnswer Mark

A fol low ing your own social conscience

B obeying anyone who tel ls you t o do somet hing

C conform ing wi t h someone of a higher st atus t han you

D following orders from an authority figure

(1 AO1)

Question

Number

Question

9 The process of recalling a stored memory is also known asAnswer Mark

A storage

B retrieval

C encoding

D forget t ing

(1 AO1)

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QuestionNumber

Question

10 Which one of t he fol low ing uses t he deepest level of processing?

Answer Mark

A Rucksar is readi ng her not es t o pre pare for t he Psychology t est .

B Emily is reading and summarising her notes to prepare for t hePsychology t est .

C St avros is reading his best f r iends notes t o prepare for t hePsychology t est .

D Henna is reading her not es out aloud t o prepare for t he Psychologytes t .

(1 AO1)

QuestionNumber

Question

11 The cue dependent t heory of forget t ing came f romAnswer Mark

A Atk inson and Shif f ri n (1968)

B Bart let t (1932)

C Tulving (1974)

D Craik and Lockhart (1972)

(1 AO1)

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Section B

QuestionNumber

General Instructions

12 Marking point s are indicat ive, not comprehensive and other point s should becredit ed. In each case consider ‘ or words to that eff ect’ . Each bullet point i s amarking point unless otherwise stated, and each point made by the candidatemust be clearly and effectively communicated.

QuestionNumber

Question

12 (a) Describe one st udy of obedience which is f rom a d i f ferent count ry t hanMilgram’ s (USA).Answer Mark

Possible studies include:

Meuss & Raaij makers (1986)Slater et al (2006)Kilham & Mann (1971)There are othersMust be a published study

REJECT Hofling et al (1966)

Aim, pr ocedure, result s, conclusion max 2 in each case

E.g. Meuss & Raaij maker s (1986)

AIM:

• To see whether more modern psychological-administrativeviolence creates more / less obedience as compared t o Milgram’ sme thod / eq;

• To see whether Milgram’s f indings can be repl icated twentyyears later in a more l iberal Dutch cul t ure/ eq;

• To see if harm woul d be done if part icipant s clearly understoodt hey would be causing damage/ eq;

PROCEDURE:• 39 (24) part icipant s responded t o a newspaper advert and were

paid fo r the i r t ime/ eq;

• The research t ook place in a modern universit y bui ldi ng wherepart ic ipants were led to bel ieve that t hey were tak ing part in ast udy into stress & perform ance/ eq;

• Participants bel ieved that the Psychology department had beencomm issioned t o select candidates for a j ob and each appli cantwas t o take a t est which w ould be administ ered by thepar t ic ipants/ eq ;

• The test w as vit al t o success, i f appl icant s(w ho wereconfederat es/ st ooges)fa i led t he test t hey lost t he job/ eq;

• Part icipant s were asked t o m ake 15 increasingly di st ressing

(5 AO1)

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remarks to the applicants regarding how they were gett ing onwit h the t est “ I f you cont i nue responding l ike th is, you’ re goingto fa i l t he test . ”

• I t soon became obvious t hat t he ‘ appl icant ’ was get t ingextrem ely d ist ressed and that t hey would fa i l t he test (and,there fore , not ge t the job) / eq ;

• Two t h i rds of t he way through t he test t he ‘ appl icant ’ accusedthe researchers of giving false information and withdrew hisconsent t o cont inue/ eq;

• I f the subjects refused to continue to make the stressful remarkst hey were prodded t o cont inue by t he exper imenter / eq;

RESULTS:

• 92% (22 out of 24)of t he part i cipant s obeyed the experim ent er t ot he end and made al l t he st ress rem arks/ eq;

• In the contro l condi t ion (and w hen exper iment er not present)levels of obedience dropped signif i cantl y/ eq;

• When t here were t wo peers t hat rebel led, obedience droppedsigni f icant l y / eq;

• The part ic ipants reported t hat t hey ‘ in t ensely d isl iked’ makingt he st ress rem arks/ eq;

• The part ic ipants were convinced t hat t he appl icant ’ s test scoreshad been seriously aff ect ed by t he st ress rem arks/ eq;

• 73% of t he part ic ipants were sure t hat t hey were deal ing wi t h a‘ real ’ si tua t ion / eq ;

• 96% of t he part i cipant s wer e either sure or not q uit e sure t hat i twas real (4% was convinced it was a hoax)/ eq;

CONCLUSIONS:

• The researchers conclude that t he level of obedience in t heir

st udy was considerably hi gher t han in Milgram’ s st udy/ eq;• Furt hermor e, t his shows that i t is easier “ t o obey orders to use

psychological-admi nist rat ive violence t han to obey order s t o usephysical v io lence” / eq;

• I t w as concluded t hat l evels of obedience w ere st i l l as high evenin ot her cul t ures as Mi lgram found t went y years ear l ier / eq;

E.g. Slater et al (2006)

AIM:

• To st udy human responses t o int eract ion wi t h a virt ual charact erusing sim ilar conf l ict creat ed by Milgram's st udy/ eq;

PROCEDURE:

• 34 part icipants were recruited by posters and email on thecampus at Universit y College London, mean age was 29/ eq;

• 23 were al locat ed t o t he Visible Condit i on (could see and hearvirt ual learner) and 11 t o the Hidden Condit ion (could not see orhear her answer s came thr ough text s)/ eq;

• Their t ask w as t o read out 32 set s of t hese 5 wor ds t o t helearner, t he f i rs t of which w as a cue word and the ot hers one offour possibl e words/ eq;

• The learner w as supposed t o have mem orised t he words wit h t hecue word beforehand/ eq;

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• On 20 out of t he 32 t r ials the Learner gave the w rong answer ,t he later t r ia ls more l ike ly t o resul t in a wrong answer t han theear l ier ones/ eq;

• The part ic ipant w as inst ructed t hat each t im e t he learner gavean incorrect answer he or she should pr ess t he shock but t onwhich w as increased by one uni t each t ime/ eq;

• In the Visible condit ion t he learner responded to t he shocks wi t h

increasing signs of di scomf ort , eventuall y prot est ing that she had‘ never agreed to t h is’ and wanted t o st op/ eq;

• In the second Hidden condit ion t he learner was not seen or heardapart f rom a few seconds of in t roduct ions at t he st ar t of t heexper iment / eq ;

• Various physiological indicat ors (e.g. , ‘ t rem bling or shaking’,‘ face becoming hot ’ , ‘ perspirat ion’ ) were m easured v ia aquest ionnaire/ eq;

• I t was administered to part icipants in both groups before theexper iment and then af t e r the exper iment / eq ;

RESULTS:

• High scores on the questionnaire w ere f ound to corr elat eposit ively w it h anxiety, heart r ate, skin conductance responses,respirat ion, f ace t emperature, and blood volume/ eq;

• All part icipant s wer e aroused (skin conduct ance analysis), t hisw as associat ed w it h st ress (ECG analysis)/ eq;

• The intensity w as greater f or t hose in t he Visible condit ioncompared wi t h those in the Hidden condi t ion/ eq;

• Participants became distressed at giving shocks and even showedcare for t he wel l being of t he learner/ eq;

CONCLUSIONS:

• This shows t hat in spi t e of their knowledge t hat t he si t uat ionwas art i f ic ial the part icipants responded to the situation as i fi t w e re real / eq;

• I t w as concluded t hat l evels of obedience w ere st i l l as higheven in other cult ures as Milgram f ound fort y yearsear l ie r / eq ;

Look for any other reasonable marking points.

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QuestionNumber

Question

12 (b) Outl ine one st rength and one weakness of t he st udy you described in(a).Answer MarkIn each case 2 marks for a complete answer, 1 mark for a part ialanswer (2 for st rength and 2 for weakness).

TE: I f 12(a) is b lank/ insuf f ic ient f or ident i f icat ion but strengt h / weakness in (b) is clearly identif iable as an appropriate study from acountr y other t han the USA ful l marks can be given.I f t he st rengt h / weakness do not re late t o a st udy st ated in (a) but i s

c lear ly ident i f iable as a study of obedience f rom a country other thanthe USA then max 2 marks.If (a) is incorrect e.g. Hofl ing and the st rength / weakness ref er t o (a)then max 2 marks (must st i l l be a st udy of obedience).

E.g. Meuss & Raaij maker s (1986)

Strength

• Participants were given ful l information about the design andpurpose of t he exper iment and were debr iefed a second t ime bymail a year lat er and again asked t o f i l l out a quest ionnaireabout t he exper iment / eq ; (2 marks)

• In nei ther debr ief i ng were any indicat ions seen that t he subject shad suffered any serious negative effects from their part icipationin the exper iment / eq ; (1st mark) This enhances the ethicalval id i ty of t he exper im ent and demonst rates how part ic ipant swere not harmed/ eq; (2nd mark)

• There is val idity in that the sett ing is a real university and thet ask is a j ob appl icat ion, w hich is a real l i fe t ask/ eq;

• The st udy fol l owed a st andardised procedure whi ch meant eachpart icipant received the same experience and negativecomments (1st mark) t his means it can be repeat ed and test edfor re l iab i l i t y / eq ; (2nd mark)

Weakness

• Many part i cipant s wer e caused dist ress by t heir i nvolvement t heymade i t c lear t hat they found t he t rea tment o f the appl icant t obe unfair, int ensely disl iked m aking t he st ress rem arks, w ererel ieved that t he v ict im was not a real appl icant and t hey hadnot i n real i t y caused someone harm/ eq; (2 marks)

• Part icipant s wer e deceived as t hey thought t he st udy was on

(4 AO2)

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st ress and perf ormance-not obedience (1st mark) and tha t t heappl icants were real w hen in fact t hey were just actors/ eq; (2nd mark)

• There is lack of val id i ty i n t hat t he si t uat ion is ar t i f ic ia l in a labsett ing and the part icipants are taking part in a study and wouldnot norm ally be asked t o give st ress comm ent s/ eq ; (2 marks)

• The sample used w as a volunt eer sampl e w hich m eans t hepart ic ipants may have been more mot i vat ed to do w el l / obey/ eq;

E.g. Slater et al (2006)

Strength

• Virt ual environm ent s can provide a useful t ool in psychology byproviding an alternative methodology for laboratory based

st udies/ eq; (1st

mark) This method could also be used beyondsim ple obedi ence st udies and l ook at reasons for byst anderbehaviour in street violence (useful given the current level ofperce ived c r ime) / eq ; (2nd mark)

• There was no need for decept ion here as al l part icipant s wer emade ful ly aware of the virtual learner. This is in stark contrastt o t he Mi lgram exper iments where part ic ipants were deceived ontw o counts/ eq ; (2 marks)

Weakness

• Part icipant s were caused incr easing discomf ort as wi t nessed byt heir physiological responses and lat er comm ent s during t hepost -exper im ental i n terv iews, several part ic ipants wi t hdrewfr om the exper iment bef ore the end due to simulat orsickness/ eq; (2 marks)

• The sample is t oo small and biased t o be general isable t o ot hersas al l the ps were recruited from one university which meanst hey may have shared sim ilar charact erist ics. Furt hermor e t he pswer e not al l ocated equally across bot h condit i ons whi ch mayhave led t o skewed results/ eq; (2 marks)


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Many parents compl ain t hat t heir chi l dren eat t oo much j unk food such as burgers and chips.Imagine you have been asked t o carry out a survey t o invest igate t eenagers’ att i t ude to healt hyeating.

QuestionNumber Question

13 (a) What i s meant by a survey?

Answer Mark2 marks for a complete answer, 1 mark for a part ial answer.

• Surveys are quest ionnaires and/ or int erview s t o f ind out whatpeople thi nk about an issue/ eq;

• There are t wo t ypes of quest ionnaire using open quest ions orclosed quest ions/ eq;

• There are also tw o types of int erview using a st ruct ured orunst ructured set of quest ions/ eq;

• A survey gathers information by asking questions of a largenumber of people, using wr i t t en quest ionnaires and/ or t hroughface t o face interv iews/ eq; (2 marks)

(2 AO3)

QuestionNumber

Question

13 (b) Write an open quest ion you might ask part icipant s in t his survey abouthealthy eating.Answer MarkRej ect closed quest ions such as yes/ no quest ions. If m ore t han one

question accept f irst unless crossed through. Question needs to refert o heal t hy eat ing/ j unk food and al low a f ree response.Rej ect a closed quest ion fol low ed by somet hing l ike ‘ explain w hy?’

• How do you t h ink the media / your parents can help reduce theamount of j unk food eaten?/ eq;

• What advice would you give to a fr iend who was eating toomuch j unk food?/ eq;

• Why do you think some teenagers prefer junk food to moreheal t hy f ood?/ eq;


(1 AO3)

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QuestionNumber

Question

13 (c) Wri te a closed quest ion you mi ght ask part icipant s in t his survey aboutheal t hy eat ingAnswer MarkIf m ore t han one quest ion accept f i rst unless crossed t hrough. Quest ionneeds t o refer to heal thy eat ing/ j unk food and el ic i t a rest r ic t edresponse.

• How m any t imes a week do you eat chips / burgers / j unkfood?/ eq;

• Eating junk food is to blame for the obesity epidemic: yes orno?/ eq;

• Parents should take responsibi l i ty for educating chi ldren abouthealthy eating: strongly agree; agree; don’t know; disagree;st rongly disagree/ eq;

• Do you eat f ive port ions of f ru i t / veg dai ly?/ eq;


(1 AO3)

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QuestionNumber

Question

13 (d) Outl ine two w eaknesses of surveys in general .

Answer MarkIf technical term is used appropriately e.g. demand characterist ics, i t

can gain 2 marks. Any weaknesses of own particular survey areacceptable i f relevant. I f more than 2 weaknesses given mark al l andcredit best. No marks for st rengths.

Possible Point s may include:

• Part icipant s may not answer honest ly because t hey do not t ake i tser iously/ do not w ant t he researchers t o know t heir t ruebe l iefs/ eq ;

• Participants may give socially desirable answers based on whatsociety expects them to say, that are more favourable, acceptablegood/ eq; (2 marks)

• Answer s may be a result of dem and charact erist ics where t heint erv iewee tr i es t o p lease the int erv iewer (1st mark) as it may be possiblguess fr om t he quest ions t he desired answer / eq: (2nd mark)

• Open ended quest ions are diff icult and t im e consumi ng t oin te rpre t / eq;

• Closed ended quest ions of fer l i t t le opportuni ty for expla in ingt he r esponse/ eq;

• Qual i tat ive data obta ined f rom unst ructured int erv iews may notbe easy to anal yse (1st mark) and may be subj ect ive and open t omis interpretat ion (2nd mark)

• People w ho ret urn quest ionnaires may be only t hose w ho havet im e t o do so which can lead t o a biased sample ( 1st mark) ,which is not representat ive of t he general populat ion. (2 marks)


(4 AO3)

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QuestionNumber

General Instructions

14 - 17 Marking point s are indicat ive, not comprehensive and other point s should becredit ed. In each case consider ‘ or words to that eff ect’ . Each bullet point i s amarking point unless otherwise stated, and each point made by the candidatemust be clearly and effectively communicated.

QuestionNumber

Question

14 (a) You wi l l have learned about one of t he fo l low ing studies in deta i l f romcognitive psychology:

Peter son and Pet erson (1959)Craik and Tulvi ng (1975)Ramponi et al (2004)

Outl i ne t he aim(s) and conclusion(s) f rom one of these studies.Answer MarkThe answer must describe one of the three specif ied studies or zeromarks. I f m ore t han one st udy is described m ark al l and credit t he best .One point per descript ion unless ot herw ise indicat ed.2+1 or 1+2 marks can be givenCredit should be given for aim and/ or conclusions drawn f rom t he st udyonly.Ignore procedure and result s.

E. g. Peter son and Peter son

Aim:• To invest igate how l ong inf orm ati on can be ret ained in STM/ eq;

• To test t he durat ion of STM by measur ing the ret ent ion of i t emsin STM when rehearsal is prevented for dif fer ing lengths oft i me / e q; (2 marks)

• To see how int er ference af fect s recal l abi l i t y in t he short t ermmemory / eq;

Conclusion:

• In the absence of rehearsal then STM’s duration is very shorteven wi t h very smal l amounts of in form at ion/ eq;

• I f a more dif f i cult dist ract er t ask is used it can be made evenshor t e r / eq ;

• When rehearsal is prevented i t ems in STM are lost quickly/ eq;

E.g. Craik and Tulving

Aim:

• To det ermine whet her recal l is af f ected by the w ay inform at ionis processed/ eq;

• To invest igate w het her w ords processed st ruct ural ly,

phonemical ly or semant ical ly w ould af fect recogni t ion of t hosewords/ eq;

(3 AO1)

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• To test whet her words that w ere processed for t heir meaningwould be bet t er remem bered than words that were processed forinformat ion about t heir appearance or sound/ eq; (2 marks)

Conclusion:

• Recognit ion w as greater for t hose w ords processed at a semant icleve l / eq;

• The deeper t he processing the greater t he recal l / eq;

• Semant ic processing, w hich involves t hinking about t he meaningof t he word s, l eads t o deeper processing which in t urn leads t ot hem being bet t er rem embered t han shal low processing/ eq; (2marks)

E. g. Ramp oni

Aim:

• To investigate whether age affects the abil i ty to processin format ion at d i f fe ren t leve ls/ eq ;

• To invest igate t he ext ent t o whi ch deep processing and ageinf luence how w el l w ords are recal led under voluntary andinvolunt ary condi t i ons/ eq; (2 marks)

Conclusion:

• Suggest s t hat older adult s’ perf orm ance in int ent ional t est s isim paired because t hey are less able t o bind t he encodedrepresentat ions t o the episodic context at s tudy/ eq; (2 marks)

• Age affects the abil i ty to encode meaningless information thatwe do not process at a deep level / eq;

• Where tw o words are st rongly associated w it h one another , oneword w i l l t r igger t he involuntary recal l of t he other regardless ofhow t hey were processed at t he t im e of learning/ eq; (2 marks)

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QuestionNumber

Question

14 (b) Evaluate the study you have used in (a).

You m ight want t o consider issues of:re l iab i l i t y

val id i tyappl icat ion to real l i fe .Answer MarkTE: I f 14 (a) is b lank/ insuf f ic ient for ident i f icat ion but evaluat ion in (b)is c lear ly ident i f iable as an appropr iate study f rom the l is t fu l l markscan be given.If (a) is incorrect e.g. a study not on the l ist and the evaluation refers to(a) then max 2 marks (must be a cognit ive st udy).If t he evaluation does not r elat e t o t he st udy st ated i n (a) (as long as (a)is a study f rom the l is t ) but is c lear ly ident i f iable as a d i f ferent studyf rom t he l i st , then max 2 marks.

E. g. Peter son and Peter son

• The researchers had contr ol over t he variables which m akes t hestudy easier to repl icate and so i t can be tested forre l iab i l i t y / eq ;

• The researchers had control e.g. using tr igrams with nomeaning which makes the study easier to repl icate ( 1st mark)and so i t can be test ed for re l iabi l i t y / eq; (2nd mark)

• The study does have support ing evidence from other studieswhich have also shown rehearsal to be necessary for recallgiv ing i t re l iabi l i t y / eq ;

• The st udy was a laborat ory exper im ent w hich looked at memory

of nonsense t r igrams which is not an everyday t ask/ eq;• I t suffers from low ecological val idity because it is an art i f ic ial

se t t ing/ eq ;

• Demand characterist ics may seriously threaten the val idity of theexper iment part ic ipant s may t r y to behave in some way t hat t heyperceive as being helpfu l t o t he researcher/ eq; (2 marks)

E.g. Craik and Tulving

• The study does have a practical application to real l i fe; givingmeaning to mater ia l is one way of improving your memory ( 1st mark). E.g. students can be taught to make notes which have

meaning rather t han just reading t o help them revise/ eq; (2ndmark)

• As a laboratory experiment the study has t ight control ofextraneous variables which also makes it more l ikely that the IVinf luenced the DV/ eq;

• Even shallow processing could lead to better processing i f themat er ia l was dist inct ive/ eq; (1st mark) E.g. you may seesomething so d ist inct ive t hat i t creates a mental i mage/ eq; (2nd mark)

• There are t oo many problems wi t h actual ly def i n ing deepprocessing and why i t is ef f ect ive/ eq; (1st mark) i .e . m ater ialwhi ch has been deeply processed wi l l be rem ember ed bet t er BUT

you could say mater ial is wel l rem ember ed because it must havebeen processed deeply/ eq; (2nd mark)

(5 AO2)

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E. g. Ramp oni

• There were very strong controls such as random allocation toei ther in t ent ional or inc idental associat ion/ order of wordpai rs/ eq ;

• Random allocation meant each part icipant had an equal chanceof being selected so i t was fa i r / eq;

• The study is laboratory based with thorough detai ls aboutprocedure and str ict controls so i t would be repl icable and easyto test f o r rel iabi l i t y / eq ;

• There may sti l l be individual dif ferences, such as famil iar i tywi t h the w ords / exper iment a l p rocedure betw een thepart ic ipants ot her than age which ef f ect t he DV/ eq;

• The st udy was a laborat ory exper im ent w hich looked at memoryof w ord pairs whi ch is not an everyday t ask/ eq;

• I t w as ar t i f ic ia l and so suf f ers f rom low ecological val id i ty / eq;

Look f or other reasonable ways of expressing this answer

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QuestionNumber

Question

15 (a) You wi l l have st udied a key issue fr om t he Cognit ive Approach.

Describe one key issue f rom t he Cognit ive ApproachAnswer Mark

1 mark per point / e laborat ion.1 mark for ident if icat ion of an issue3 further marks for elaboration of the issue. Marks here are for outl iningt he issue not expl aining i t e. g.‘ EWT’ is not i t self t he issue. How rel iable or unrel i able i t is, i s.I f mor e than one issue mark and credit t he best .Answer s must ident if y the issue to get f ul l m arks.Max 2 marks i f issue can be discerned but not ful ly expr essed.

REJECT SOCIAL KEY ISSUES

Possible key issues include:

Is EWT rel iabl e?Is f l ashbulb m emory a special t ype of m emory?Does t he cognit ive int erview aid wi t ness recall?Do psychology st udents revise mor e ef fect ively?How can memory be improved in…those with amnesia…(must have acontex t )?

There are others.

Possible marking points

Is EWT reliable? (ID mark)

• EWT refers to the recalled memory of a witness to a crime orinc ident / eq ;

• Some argue that i t is so unrel iable i t should not be the basis ofcr iminal convict i ons/ eq;

• E.g. Beth Rutherf ord claim ed her f ather had sexually abusedher, but t h is was later f ound t o be fa lse/ eq;

• Ot hers bel ieve j urors are more l i ke ly t o re ly on w i t nesst est imony t han scient i f ic proof or f orensic evidence/ eq;

Why should psychology students revise more ef fecti vely t han non-

psychology student s? (ID mark)• St udent s who study Psychology are t aught cert ain t opics whi ch

mi ght give them an advantage when it comes t o revising forexams/ eq;

• St udying how m emory w orks and what causes us t o for get m eansPsychology st udent s can apply t heir l earning to everyday l i fe t obenef i t t hem/ eq;

• Non psychology st udent s may w ell be using revision techniquest hat are not appropr iat e for them due to no faul t of t heir own,but j ust based on their subject choice/ eq;

Is flashbulb memory a special type of memory? (ID mark)• Some believe f lashbulb memory is a special memory created by

(4 AO1)

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in t ense emot i on/ eq;

• They are detai led memories of part icular events such asnat ional t ragedies l ike t he London bombings (etc. ) / eq;

• Others argue they are j ust rehearsed mem ories which are not i nfact unusual at a l l / eq;

Does the cognit ive interview aid wit ness recall? (ID mark)

• The cognit ive interview is a technique used by the police duringwit ness int erv iews t o help t hem recal l more/ eq;

• I t makes the witness focus on the detai l of what they witnessedby using a range of dif ferent questioning techniques involvingall 5 senses/ eq;

• Some bel ieve the cogni t ive interv iew does not lead to bet terrecal l and is actual ly an inef fect ive tool used by t he pol ice/ eq;

• Police ask the witness to recall events in an unusual order, forexample, or use a reconst ruct ion of t he event/ eq;


6PS01/ 01 1101



QuestionNumber

Question

15 (b) Imagine ther e has been a TV programm e about t he key issue you havedescr ibed in (a) . You receive an e-mai l f rom your f r iend about t heprogramme.

Wri t e a short emai l t hat you could send to your f r iend t o help expla int his key i ssue using one concept ( idea, t heory or research) f r om t heCognitive Approach.Answer Mark3 marks for expl anation of t he issue using just one concept f rom t heCognitive Approach. If more t han one concept used mark all and credit t he best . 1 mark per point m ade/ subsequent e laborat ion of point .

Find the concept before marking (see brackets below) – award wherepossible.

Concepts can include def init ions, t heories, m odels, m et hods and

findings of studies. DO NOT credit descriptions of studies.

IGNORE responses that do not correspond with the issue outl ined inpart (a). I f (a) is blank/ or a key issue is not di scernible w it hin cognit ivepsychology, and an appropriate issue is identif iable in (b) then (b) cangain credi t up to fu l l marks. I f the issue or debate in part (a) isincorrect (e.g. non cognit i ve key issue) t hen (b) does not gain credit .

Must m ake at least one reference to f r i end/ t v programme/ emai l e.g.‘ Hiya mat e’ / signature… or max 2.

Is EWT reliable?

(Leading quest ions is the concept )• Loftus and Palmer showed that memories are often

reconst ruct ions based on subsequent i nform ati on/ eq;

• Leading questions can cause false or distorted recall e.g. thewor d ‘ smashed’ made ps believe t he cars wer e going fast er/ eq;

• This showed that witness memory can be seriously altered bypost event in format ion in t he form of m isleading quest ions/ eq;

• I ts diff icult to general ise the f indings of most EWT research asits typical ly laboratory based involving video footage whichlacks real l i f e emot ions/ eq;

• Loftus and Zanni also found that changing a word can affect

memory recal l / eq ;

Why should psychology students revise more ef fecti vely t han non-psychology students? (Levels of Processing is the concep t )

• Psychology st udent s have been taught t hat semant ic processingleads t o bet t er recal l when revising/ eq;

• They know that an understanding of in format ion is more l ike lyt o resul t in bet t er memories than purely reading notes / eq;

• LOP has taught them elaborative rehearsal wil l result in deeperprocessing/ eq;

(3 AO2)

6PS01/ 01 1101



Is f lashbulb memory a special t ype of memory?(Brown and Kul ik’ s research is t he concept )

• Brown and Kul ik found we r eta in a v iv id memory f or d ist inct iveand emotionally charged events even though we may encounterfew cues a f te r t he event / eq ;

• They suggest the emotion activates a different way of encodingt hat leaves a more permanent and resi l ient memory t race/ eq;

• Others argue these memories are no different to other storedmemories and are just l ikely to have been repeated because ofvast m edia coverage/ eq;

Does the cognitive interview aid witness recall?(Cue dependency is the concept )

• The interv iew involves ps recreat ing the context and report ingevery deta i l o f the inc ident in any order and f rom di f ferentperspect ives/ eq;

• Geiselm an found it yielded 35% more i nfor mat ion t han st andardinterv iew ing techniques wi t h no d i f ference in error rat es/ eq;

• Ot hers argue i t can actual ly lead t o incorrect recal l when

speculat ing f rom a d i f ferent perspect ive/ eq;


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Section C

QuestionNumber

Question

16QWCi,ii,i i i

Refer to levels at the end of the indicat ive content.

As part of t he course requir ement s for cognit ive psychology you wil lhave conduct ed a practi cal using an experim ent .

Evaluate your experiment. You may wish to look at:

• your sampl e

• how you contr o l led var iables

• your r esearch design decisions

• any ethical issuesAnswer MarkAppropriate answers might include some of the fol lowing evaluativepoints, but this l ist isn’t exhaustive.

No credi t for descr ipt ion of the exper iment .

REJECT SOCIAL PRACTICAL

Refer the marking uses the levels overleaf and this list is for guidanceonly.

• Because t he sample w as opport unit y we could have deliberat elypicked people we knew had the desired characterist ics

• We all used t he same standardised i nst ruct ions which incr easest he re l iabi l i ty of our st udy

• I t w as carried out in a quiet cl assroom, whi ch is a nat ural set t ingfor the part icipant so increasing ecological val idity

• Some part icipant s may have told ot hers about t he st udy so t heymay have t r ied t o g ive us t he resul t s t hey thought we w anted

• All part icipant s wer e 16 to 18 so we cannot general ise the resultst o o lder people

• As i t was an exper iment so we don't know i f t he part ic ipant ’ sbehaviour was natur al or a result of dem and charact erist ics

(5 AO3)

6PS01/ 01 1101



QuestionNumber

Question

17 Aft er t he release of a popular vampire f i lm some t eenagers have spl i tint o tw o groups. One group loves vampir es ( ‘ The Vamps’ ) whi lst t heother group loves werewolves ( ‘The Howlers’).

This situation is causing tension and college staff are concerned aboutt he amount of name-cal l ing and host i l i t y betw een the groups. Thisprej udice between ‘ The Vamps’ and ‘The Howlers’ can be expla ined bySocial Ident it y Theory.

Wit h ref erence t o t he case above, describe and evaluate Social Identit yTheory as an explanat ion of pr ej udice.

Indicative Cont ent MarkQWCi,ii,i i i

Refer to levels at the end of the indicat ive content . Start mark ing atLevel 4 and work down to Level 1.

A01: (Descript ion) Knowl edge and underst anding of SIT.A02: (Evaluation) Applicati on/ st rengths and w eaknesses of SIT.

Appropriate answers might include the fol lowing knowledge points, butt his l ist i s not exhaust ive.

Description

Only the f indings of research are relevant (must say how findingssupport…), no credit for descr ipt ion

• Prej udice betw een ‘ The Vamps’ and ‘ The Howlers’ can beexpla ined by t heir t endency to ident i f y t hemselves as part of agroup, and to classif y other peopl e as eit her wi t hin or outsidet hat group

• Confl ict may not even be necessary for pr ej udice t o occur,mer ely being in a group and being aware of t he exist ence ofanot her group is suf f ic ient for pre j udice to develop

• Social categori sat ion Æ we categorise ourselves and others as

mem bers of part icular social groups• Social ident if icat ion Æ we adopt t he ident i t y of t he group we

Level Mark Descri pt or

0 No rewardable mat er ia l

Level 1 1-2 mar ks Candidat e makes at least one appropriate evaluat ion point (s trengthand/ or w eakness) The answer should be adequately communicated f ort he 2 marks.

Level 2 3-4 m arks Candidat e gives at least two appropriate evaluation points (strengthsand/ or weaknesses) bot h of whi ch are suitably communicated. The

candidate has referred to their own study in some way at least once.There may be some ir relevance (e.g. descript ion of w hat w as done).

Level 3 5 mar ks A thorough answer, giving very good st rengt hs and/ or weaknesses,comprehensively communicated. The candidate has referred to theirown study in some w ay at least once.Given t ime const ra ints and l im i t ed number of marks, fu l l marks must begiven when the answer is reasonably detai led even if not al l theinformation is present.

6PS01/ 01 1101



have cat egorised ourselves as belon ging to

• Social comparison Æ t his is t he f inal st age, once w e havecategorised ourselves as part of a group and identi f i ed wi t h t hatgroup, w e compare t hat group wi t h others

• We del iberat e ly put down others to t ry and ra ise our own sel f –esteem

Look for other reasonable marking points.

EvaluationEvaluative poi nt s of support ing st udies can get some cr edit ( t hough noti f cont inued wi t h for t oo long…)

• The t heory has evidence fr om m inim al group st udies such asTajfel (1970) demonstrate that being part of a group is suff icientt o lead to pre j udice against people not wi t h in t hat group

• However, t h is part icu lar study is a laborat ory exper iment whichsuff ers fr om low ecological val idit y as i t is carr ied out in anar t i f i c ia l se t t ing

• I t underest imat es t he import ance of indiv idual d i f f erences, some

people have a much greater t endency than other s t o favour in-group over out-group, depending on their personali ty

• The theory can explain wide range of real l i fe phenomenaranging from support for football teams to racism and can beapplied t o a wide r ange of social sit uati ons.

• E.g. f ootball violence occurs because fans compare w it h ot herfans (of ot her t eams) t o raise t heir ow n self -est eem

• Sherifs’ Robbers Cave study provides further evidence for SIT int hat t he tw o groups showed prejudice before compet i t ion wasint roduced and showed in group f avourit ism

Look for other reasonable marking points.

6PS01/ 01 1101



Level Mark Descrip t or

A01: (Description) Knowledge and understanding of SIT including the case given.A02: (Evaluati on) Applicat ion/ st rengt hs and weaknesses of SIT includin g the case

given.

0 No rewardable mat er ial

Level 1 1- 3marks

Candidates wil l produce brief answers, making simpl e statem ents showing somerelevance to t he quest ion.

• Descr ipt ion includes att empt at def init ion of SIT.

• Li t t le or no at t empt at t he analy t ica l / evaluat ion demands of t he quest i on.Lack of r elevant evidence OR insuff ic ient elaborat ion of evaluation point s.

The wri t ing may have some coherence and wil l be generally compr ehensible, butlack both c lar it y and organisation. High incidence of syntact ical and / or spell i ngerrors.

Level 2 4- 6marks

Description OR evaluation only OR limited attempt at each OR one is in less detailt han the ot her (unless both are at least good in w hich case Level 3)

• A good attempt at def ining SIT wit h some appropr iat e elaborat ion.

• Some appropriate evaluation with some reference to appropr iatemet hodological and/ or pract i cal and/ or eth ical points

Candidates wil l produce stat ement s wit h some development i n the f orm of mostly

accurate and relevant f actual mat er ial. There are l ikely t o be passages which l ackclar it y and proper organisation. Frequent syntact ical and / or spell i ng errors arel ikely t o be present.

Level 3 7- 9marks

Candidate has at t empt ed and answered both injunctions in t he quest ion well .

• Descr ipt ion includes breadth and/ or depth e. g. 3 component part s def inedwel l .

• Good evaluat ion, l i ke ly to inc lude met hodological and/ or prac t ica l and/ orethi cal points in relat ion to actual t heory and/ or support ing st udies.

• Candidate must have made at least one appropr iat e reference t o st imul usThe candidate wi l l dem onst rate m ost of t he ski l l s needed to produce effect iveextended w rit ing but t here wil l be lapses in organisati on. Some syntact ical and / orspell i ng errors are l ikel y t o be present.

Level 4 10-12marks Candidate has at t empt ed and answered both injunctions in t he quest ion very well .• Descr ipt ion includes breadth and dept h, e. g. 3 component parts def ined

wel l w i t h appropr iate e laborat ion

• Very good evaluation, l ikely to include methodological, pract ical andethi cal points in relat ion to actual t heory and/ or support ing st udies.

• Candidate must have made at least one appropr iat e reference t o st imul usThe ski l ls needed to produce convincing extended writ ing are in place. Very fewsyntact ical and / or spell i ng errors may be f ound. Very good organisati on andplanning. Given t ime constraints and l imited number of marks, ful l marks must begiven when the answer is reasonably detai led even if not al l the information ispresent.

6PS01/ 01 1101



Furt her copies of t his publicat ion are available f rom

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Telephone 01623 467467Fax 01623 450481

Email publicat [email protected]

Order Code US026610 January 2011

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Documents

Unit 1 Mark Scheme Jan 2011